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4. 4 Are less attentive – attention span = (age + 3) minutes Are more attention seeking Are more impulsive Are less compliant and more argumentative Are more technically competent Are under more personal pressure Are more globally connected Have higher IQ scores Are more subject to adult turbulence Are more rights oriented

5. 5 Teacher stress in language classes Types of homework set Using technology Tapping into boys’ qualities Relationships with boys Boys with special needs Parents’ attitudes to LOTE Inclusive classroom strategies

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7. 7 HumourousPhysical Energy Straight- talking Technically competent Risk takersImpulsive Spontaneous Team orientedCompetitive Keen sense of justiceLoudCurious Minimalist Caring Love games Hands On LogicalLove stories Affectionate Like structure Social Loyal MimicsImaginativeTask Orientated LiteralExtroverts Hungry Predictable Vain HelpfulSmart FairHonest Energetic Tough exteriorSoft underneath Sensitive Independent Heroic Forgiving Like a Challenge Creative Tactile Hate to lose Love to win Sporty

8. 8 Creating the first link where boys can relate to their teacher is critical Boy Language Teacher Language Girls Boys “Boys learn teachers, and not subjects” Steve Biddulph

9. 9 Recommendation 11

10. 10 Challenge and high expectations Decreased anxiety and Increased attention spans Hands-on learning Great relationships - 3 types Feedback and evidenced- based learning in languages

11. 11 Presentation of work using technology Using colour (paper etc) Neatness “Show Me” boards Using materials Using multi sensory experiences Teaching someone else Digital photography Displaying work

12. 12 Most predictions about the future are based on linear not exponential thinking. The 7 exponential trends are: 1. Moore’s Law 2. Photonics 3. The Internet 4. Infowhelm 5. Biotechnology 6. Nanotechnology 7. Neuroinformatics

13. 13 Play a language game Physical Activity Prepare Food Read Be read to Project research Teach parents something HOUSEWORK Use computer you were taught for work Meditation Shopping Cultural

14. 14 Junior Primary to Lower Secondary: Teaching:DoingIndividual:Proximal Maths1:11:1 Languages1:31:3 English1:41:3 Science1:51:2 Technology1:51:3 Teaching:Doing Ratios

15. 15 Lower to Upper Secondary: Teaching:DoingIndividual:Proximal Maths1:32:1 Languages1:52:3 English1:61:1 Science1:81:1 Technology1:81:1 Drama 1:9 Dance 1:7 Art 1:9 Phys Ed 1:9 Music 1:6 Computing 1:5 Physics 1:5 Chemistry 1:4 Biology 1:4 History 1:3 Geography 1:3 Business 1:3 Home Ec 1:5 Ratios approaching these levels optimize boys’ and girls’ performance in school. Recommendation 6

16. 16 Most boys perform better when tasks are: shortersingle concepttask based experiential structuredaction based information denseclosed Most boys perform less well when tasks are: extendedmulti-concept text based interpersonal open endedreflectivegroup based Build boys’ confidence with proformas, puzzles and fun first – Use Templates. Recommendation 30

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18. 18 End of Presentation