Talk about how you will use the participant manual during the day—confirm that you will skip around and that page numbers are on some of the slides for reference—and point out the bibliography pages. Talk about how you will get the groups attention when you call them together after an activity, etc. Make sure the group knows they can get up and take care of personal needs as needed, stand in the back if they need to get up from their seats, etc.

What color is it?

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Do you see what I see?

Who are we and where are we now

Assessing Student Progress Subjective High Stakes Testing Report Cards

PreSchool Assessment (Work Sampling) Reading Shows appreciation for books Shows interest in letters and words Comprehends and responds to stories read aloud Self Control Follows simple classroom rules and routines with guidance Begins to use classroom materials carefully Manages transitions

Program for International Student Assessment PISA study showing gender gaps in developed countries—highlighting US Program for International Student Assessment Office for Economic Co-operation and Development

Things I most enjoy about the boys/girls in my class… Things that make the boys/girls in my class a real challenge… Let’s start off with some discussion at your table groups. Turn to page 9 in your manual. Take a minute to jot down 3 or 4 things that you enjoy about teaching boys in your class. Then share with your group members. I’ll give you a few minutes for this conversation. Allow XX minutes for discussion. Now, think about 3-4 things that make those boys a challenge in class. Jot those things down and share with your group.

Boys Enjoy Challenge Transparent Enthusiastic Funny Risk takers High Energy Thrive on competition “Let go” easily Tactile, “hands on” Like to “play” Easily distracted Too competitive Being #2 isn’t good enough Disorganized Too much energy Defiant Unable to express feelings Less detailed work

Girls Enjoy Challenge Lots of detail Sensitive, caring Let me into their lives Organized Willing to cooperate Pleasers Neat handwriting Complete their work Helpful Drama Controlling Sneaky, subtle Too much detail Wordy Want to feel safe, don’t take risks Focused on body image 14

Most Enjoy Girls Boys Lots of detail Sensitive, caring Let me into their lives Organized Willing to cooperate Pleasers Neat handwriting Complete their work Helpful Transparent Enthusiastic Funny Risk takers Energy Thrive on competition “Let go” easily Tactile, “hands on” Like to “play” 16

Strategies for SYSTEMIC Change Boys are wired to MOVE Boys best sense is VISION Boys brains have FEWER VERBAL CENTERS Boys thrive on COMPETITION AND Increasing these strategies for BOYS will result in more ENGAGING INSTRUCTION for GIRLS!!!!

Do You Hear What I See ? ? (This activity is on page 31 of the Participant Manual – you can also do it with your training session participants if you have time. If the group is large, you can display one of the graphics on your computer screen and have a volunteer agree to help the rest of the group try to draw what the volunteer sees without letting the group see it—cover the projector so the group can’t see while the volunteer tells them what to draw.) RULES FOR THE VOLUNTEER: Can use only words—cannot use hands to make movements—the group may ask NO questions. When the volunteer determines he or she is done, uncover the projector and show what the diagram actually looks like—how did the group do? Who got closest? Ask the group – what made this hard, what would have made it easier. These are the directions in the manual—go over them with your participants: Recreate the shapes below on 8.5x11 sheets of paper (one per page). Vary the size and placement of the shape on the page. Have two students sit back to back. Student #1 has the drawing, Student #2 has paper and a pencil/marker. Student #1 has four minutes to give Student #2 directions of how to duplicate the drawing on the sheet of paper. At no time may #2 look at the drawing or speak to #1. After the allotted time have students compare their drawings. Try this activity to see how different pairs of students communicate. Try different combinations – girl/girl, boy/boy and boy/girl. Are the outcomes different ? How? Have the students talk about how the activity was different depending on their partner – see if gender comes up in their discussions.

The Tale of Two Brains

Looking AT the same work in a different way I hope that, on many levels, I have “disturbed your thinking” and have caused you to look at every day things in a new light. It is often a slight shift in perspective that can create profoundly different results. Take for example, this story….(change slide) different way.