Gender Differentiated Instruction

Canyon Grove teachers use gender-differentiated instruction.  This is a focus on teaching boys and girls in the different ways they need.

  • Teachers teach the same curriculum, but tailor the instruction methodology to the needs of the student.
  • This method is primarily used to teach core subject like Math, Science and Reading where girls and boys learn differently.
  • All Canyon Grove teachers are formally trained in gender-differentiated instruction and and use research-based curriculum materials.

Why teach boys and girls differently?

Research into how girls and boys learn has advanced in recent years and recent brain research has shown many differences between the learning needs of boys and girls.  Studies (Chadwell, 2010) show that girls and boys see, hear and engage in the learning process very differently.  They also process information, respond to questions and make choices in different ways. Teachers who are aware and trained in these differences can better meet the needs of their students.

It is important to understand that both girls and boys at Canyon Grove Academy will learn the same curriculum.  For subjects where it is beneficial, the instruction methodologies will be tailored to meet these gender needs.


Students have the option to attend coed classrooms or single-gender classrooms.

Where there is sufficient interest, parents will have the option to enroll their student in single-gender classrooms for:

• Mathematics
• Science
• Social Studies
• English Language Arts

What are the benefits of having separate classrooms for girls and boys?

• Increased student engagement
• Increased teacher effectiveness
• Decreased gender gaps related to behavior
• Decreased gender gaps related to academics

What will a single-gender classroom look like?

Single-gender classes are not created in opposition to coed classes; rather, they provide an alternative. South Carolina, the nations leader in single-gender education, surveyed students, parents and teachers in single-gender education programs. More than 66% of the surveyed students reported that being in a single-gender program improved or increased their self-confidence, independence, and participation, as well as the desire and ability to succeed. 65% of parents of girls rated the program as favorable, as did 70% of parents of boys. Teachers surveyed were even more positive about single-gender programs, with an approval of 80%. (Chadwell, 2008)

Educators in single-gender classroom are able to present lessons based on the interest of their students and to plan more engaging learning experiences. Additionally, the tendencies of boys in coed classes to act out, and girls not to appear “too smart” may be lessened without the distractions of the opposite sex. This can translate into fewer discipline issues and more time on task, with both boys and girls inclined to take greater advantage of classroom opportunities. (Chadwell, 2008)

Further reading

– Sax,L. (2005). Why gender matters: What parents and teachers need to know about the emerging science of sex differences. New York: Doubleday.
– Jensen, E. (2000). Brain-based learning: The new paradigm of teaching (2nd ed.) Thousand Oaks, CA: Corwin.
– Sousa, D. (2011). How the brain learns (4th ed.). Thousand Oaks: Corwin.

One Response to Gender Differentiated Instruction

  1. Gretchen Myers says:

    I received notification of your open music instructor position(s) – Band, Orchestra & Choir. I am an ARL candidate looking for a situation where I can share my extensive music experience and training for the benefit of the children, in addition to being able to pursue earning my licensure through the USOE ARL program. I am applying for the position through the wedbsite where you can find my resumes, letters of recommendation, diploma, certificates of completion, etc. I would appreciate the opportunity to discuss your music program further. Please call at 801-807-8648. Gretchen Myers

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