- 3 Credits - 3 Semester Credits(post-baccalaureate PD credits for re-certification andpay-lane increases)accredited nationwidestart any timeup to 5 months to completeindependent studyall course materials included with course tuitionview FAQCourse DescriptionThis course will examine the learning differences between girls and boys. Their inherent learning and social dynamics are explored. The development differences, structure and spectrum of gender brain operations are explained. Practical considerations for creating the ultimate classroom environments for elementary and secondary schools are profiled. This course will focus on classroom applications for an understanding of how brain-based gender learning affects teaching. The course covers behavior, math instruction, testing and academic achievement
- 3 Credits -
3 Semester Credits
(post-baccalaureate
PD credits for re-certification and
pay-lane increases)
- accredited nationwide
- start any time
- up to 5 months to complete
- independent study
- all course materials included with course tuition
- view FAQ
Course Description
This course will examine the learning differences between girls and boys. Their inherent learning and social dynamics are explored. The development differences, structure and spectrum of gender brain operations are explained. Practical considerations for creating the ultimate classroom environments for elementary and secondary schools are profiled. This course will focus on classroom applications for an understanding of how brain-based gender learning affects teaching. The course covers behavior, math instruction, testing and academic achievement to teaching applications in school environments.
Teacher feedback about this course
$425
3 Semester Graduate Credits
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Boys and Girls Learn Differently
- 3 Graduate Credits -
Course Objectives
- Students will have a working knowledge of the inherent differences in learning approaches between boys and girls and how their minds are different.
- Participants will analyze the social and psychological dynamics involving gender differences such as brain functional and chemical differences, as well as the advantages and disadvantages of taking a gender approach.
- Educators will learn how to identify high-performing at-risk students and what parents can do to intervene when their child begins to fail in school.
- Educators will examine the ideal classroom environments for pre-school, elementary, middle and high school classrooms. Strategies that stimulate and nurture student learning are also provided.
- Teachers will write chapter reviews, research the topic and develop an application paper or lesson project activities that utilize the course content as it applies to classroom instruction and learning environments.
Credit Hours
3 Semester Credits (post-baccalaureate professional development credit)
Course Instructor
Joseph C’de Baca MaEd.
Grade Type
University Transcript: Click Here For Details
Boys and Girls Learn Differently
TLC Testimonials
I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues 
