Methods

==Because of boys’ abilities in Math and mechanical skills, and their limitations in memory and language, they specifically need many opportunities for hands-on learning, rather than verbal instruction, literacy activities, and rote learning (Wardle, 2003). One of Gardner’s eight intelligences is bodily kinesthetic – learning through movement (Gardner, 1983). Bruner talks about three kinds of representations (memory): symbolic (words/numbers), icons (pictures) and enactive representation (muscle memory), and believes children’s learning is dominated by iconic and enactive representation (1983). Enactive representation is kinesthetic learning. Boys seem to thrive using kinesthetic learning, which fits well with their use of space, need for physical activity, and their aggressive behaviours (Hale-Benson, 1986). They tend to learn well through outdoor projects, building, field trips, and games. ==

==In keeping with the kinesthetic tactile nature of boys as learners, I have placed a heavy emphasis on labs and collaborative problem based learning. For the culminating activity (building the cardboard boats) I employed Wiggins' GRASP task design prompts to design a performance task which involves the boys designing and testing a prototype cardboard boat which will need to carry two members through a "sea trial" in the pool. ==



==== Wardle, F. (Fall, 2000). The order in mess. How children learn.//Children and Families//, 82-83.Wardle, F. (2003).//Introduction to early childhood education: A multidimensional approach to child-centered care and learning//. Boston, MA: Allyn and Bacon. ====