# data[].attributes.headline
Implemented Strategies to Help Gender Differences

# data[].attributes.subject
Implemented Strategies to Help Gender Differences

# data[].attributes.body
Females work well in groups when they are facing one another or the teacher.

Females prefer softer voices. They respond to descriptive phrases. Loud, repetitive noise can be distracting and disturbing to females.

Females prefer a lot of colors. Use puzzes to promote perceptual and symbolic learning.

Females' attention will focus on overheads and writing on the front board (Bonomo, 2010).

# data[].attributes.body
Be brief and involve them actively in the lesson. Use models and rubrics they can follow.

Keep a close eye on males, but let them play. Provide a physical outlet, such as large areas, for them.

Lessons should be kinesthetic and experiential. Use a variety of manipulatives.

Males do not fear as well as females, so move them closer to the instruction (Bonomo, 2010).

# data[].attributes.body
Males may act out and be more physical when frustrated or simply communicating a need. In general, boys are more impulsive and quicker to get called on in class (Jensen, 2005).

# data[].attributes.body
Males throw and hit targets or objects more accurately. They do gross-motor tasks better and reason out math problems better. In higher level math competitions, men outnumber women by 10 to 1 (Jensen, 2005).

# data[].attributes.body
Females are typically more likely to use language and covert behavior to meet their needs. Women match pictures and letters with better perceptual speed, calculate quantities faster, and do fine-motor task better. . In general, girls are more inclined to work cooperatively than boys (Jensen, 2005).

# data[].attributes.body
Females recall words better, can label objects quicker, and have better verbal memory and better verbal fluency. Females are better at remembering landmarks and people than they are at remembering distances and objects (Jensen, 2005).

# data[].attributes.headline
The Competencies of the Brain and how the Genders Compare

# data[].attributes.subject
The Competencies of the Brain and how the Genders Compare

# data[].attributes.body
In males, low to moderate levels of testosterone result in better performance on spatial tasks; higher levels undermine task performance (qtd. in Jensen, 2005).

# data[].attributes.body
Findings suggest that higher estrogen may facilitate the automatic activation of verbal representations in memory. Studies have also found that the menstrual cycle affects performance of spatial, verbal, and even mental arithmetic task (qtd. in Jensen, 2005).

# data[].attributes.body
Some researchers have found no differences in the size of the corpus callosum of men and women or that the corpus callosum is larger in men than in women (Allen et al., 2003).

# data[].attributes.body
In males, the preoptic area of the hypothalamus is greater in volume and contains two times more cells. Also, in the suprachiasmatic nucleus of the hypothalamus, the shape is different: in males, this nucleus is shaped like a sphere: in females it is more elongated (Allen, J.S., Damasio, H., Grabowskia, TJ, Bruss, J., and Zhang, W., 2003).

# data[].attributes.body
The average brain weight in men is about 11-12 percent more than the average brain weight in women. Men’s heads are also about 2 percent bigger than women (Dekaban, A.S and Sadowsky, D., 1978).