History Department @

CNCS

JPDD Project 2012-13History Department @

CNCS

JPDD Project 2012-13‘Closing the Gap: Engaging boys to narrow the attainment gap’

‘Closing the Gap: Engaging boys to narrow the attainment gap’

Task – Read through your statement. Do you agree or disagree with it? How could you use this information in your teaching?

Task – Read through your statement. Do you agree or disagree with it? How could you use this information in your teaching?

Some perspectives…

“Boys go to school too young, they start reading too young and they start writing too young. They see the girls do better because their motor skills, capacity to concentrate and intellect are developing at a different pace and in different directions.”

Jim Sweetman, chief examiner at GCSE

“Boys learn teachers and not subjects. Girls are able to connect directly with subjects, but a boy can only connect with a subject via the teacher… This reinforces the idea that the teacher is paramount to successful learning for boys.

Adapted from Biddulph, 1998

“Boys in their puberty years need to believe that a teacher cares for them as a person, before they will allow the teacher to impart knowledge or skills to them”

Pickup, 2001

“Girls tend to comprehend narrative tasks and most explanatory texts significantly better than boys do. Boys tend to be better at information retrieval than girls are.”

Smith and Wilhelm, 2002

“Boys respond best when:

- work is assigned in bite-sized, digestible pieces and is time-limited.- lessons have an obvious direction so that they can tell progress is occurring. - the work seems relevant to them – that is when it has a purpose.- the work includes an element of competition and/or involves short-term goals.- They receive regular, positive feedback”

Wilson, 2002

Sounds a lot like OFSTED criteria!

The Context – Why Boys?

- Our GCSE results indicate that

girls outperformed boys in our

subject.- Members of the department

suggested that boys in KS3 are

typically weaker than girls.

- We found that particularly at

KS3 boys are eager and

enthusiastic but they often

struggle to translate this

enthusiasm into written form.

- The developed strategies

would support both girls and

boys.

The Context – Why Boys?

- Our GCSE results indicate that

girls outperformed boys in our

subject.- Members of the department

suggested that boys in KS3 are

typically weaker than girls.

- We found that particularly at

KS3 boys are eager and

enthusiastic but they often

struggle to translate this

enthusiasm into written form.

- The developed strategies

would support both girls and

boys.

Students that missed medians

GCSE Results 2012

Students that missed medians

GCSE Results 2012

What did your

students think?

Think-Pair-Share

When asked what their

favourite types of activities

were how do think our boys

responded?

Think-Pair-Share

When asked what their

favourite types of activities

were how do think our boys

responded?

Our preferred

activities

are…

Think-Pair-ShareHow could you use this information? Does it fit in with what you know about your classes?

Think-Pair-ShareHow could you use this information? Does it fit in with what you know about your classes?

1) Workout which

event is being

shown in the cards.

1) Workout which

event is being

shown in the cards.

2) Begin sorting your cards into chronological order.

2) Begin sorting your cards into chronological order.

Finished? For each of the cards, come up with a word which ends in TION to describe it.

e.g. segregation

Finished? For each of the cards, come up with a word which ends in TION to describe it.

e.g. segregation

Let’s see how we

did…Let’s see how we

did…

Persecution

Isolation

Segregation

Separation

Humiliation

Deportation Extermination

Eradication

Annihilation

Ghettoisation

Degradation

Stigmatisation

Concentration

Identification

Indoctrination

Education

NC- Chronology

- Prioritising

- Sense of period

NC- Chronology

- Prioritising

- Sense of period

Differentiation- LA act as experts- Support available if required- G&T targeted by literacy

element.

Differentiation- LA act as experts- Support available if required- G&T targeted by literacy

element.

Link with literacy

Link with literacy

Blooms- remembering- evaluating- creating

Blooms- remembering- evaluating- creating

For boys

- chunked tasks

- competitive element

- More able challenged

- Support and opportunity

for information retrieval.

For boys

- chunked tasks

- competitive element

- More able challenged

- Support and opportunity

for information retrieval.

1) In your pair label yourself A or B.

2) When I say, person B will turn to the back of the room.

3) Person A is to describe the image to person B. Person B will use the description to draw their own version.

I can see…I can see…

There is a caption under this box.

What do you think it says?

Food for thought: How do

children experience war?Food for thought: How do

children experience war?

First World WarFirst World War

Second World WarSecond World War

Middle EastMiddle East

Struggles with literacy

Works well in a group

Often struggles to get beyond

level 5

Dislikes TA support but does benefit

from it

Loses focus quickly and distracts those

near him.

Writing frames, keyword

development.

Give student some responsibility

(expert group?)

Group with other students and TA to

facilitate. Won’t appear as one-to-one.

Make the goals clear and allow him to see

Allow time to focus on single supported activities but also provide a range: movement,

organising.