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Who Am I? Why I am telling you about boys?

Who Am I? Why I am telling you about boys?. Speed Dating?. Are you going to the dinner tonight? What are you wearing? What are “typical boys” like at your school? What strategies have you used with boys that have been successful?. Strategies for boys.

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Who Am I? Why I am telling you about boys?

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  1. Who Am I? Why I am telling you about boys?

  2. Speed Dating? • Are you going to the dinner tonight? • What are you wearing? • What are “typical boys” like at your school? • What strategies have you used with boys that have been successful?

  3. Strategies for boys • This a whistle stop tour of everything that we have trialled at our school.

  4. PACE and COMPETITION • Keep up the pace of the lesson. • Be energetic and relentless. • Give time limits and stick to them. • Have a stopwatch. • Set challenges with artificial benchmarks. • Start the lesson off promptly and have an activity ready straight away. • Instant praise. • Mini plenaries.

  5. A word of warning! • A bat and ball cost £1.10. The bat is £1 more than the ball. • How much is the bat? How much is the ball? • How many of each type of animal did Moses take into the arc.

  6. Groupings • Think carefully • Group for a purpose • Challenge the boys to beat the girls? • You are in charge of groups, not them!

  7. Talk to them • There is a lot of football and rugby going on at the moment, ask how they got on. • Start on the right foot not on the defensive straight away. • Make it a rule at school that you have to speak to kids in the corridor.

  8. IT • When possible use ICT in your lessons.

  9. Discipline • Stick to your guns and to the School policy. • Be consistent. • Tell boys exactly why they have been told off. • Think about the punishments.

  10. WHY? • Try and explain why pupils are learning and link this to real life and their futures.

  11. DON’T BE BORING • No lessons have to be boring. • Curiosity. • Get boys to lead learning, even the naughty ones. • Relearning.

  12. What does Ofsted recommend? • To develop literacy in boys, close contact with parents • Good access to ict to speed up writing! • Literacy focus in other subjects • Reading for pleasure (form time?) • How to improve in marking • Break down written tasks • Writing tasks are directed at different audiences e.g. school magazine, assembly • Support is withdrawn immediately when it is no longer needed. • Success criteria. • Boys are given choice.

  13. Raising boys achievement through sport education.

  14. What is Sport Education? • A teaching strategy that involves the pupils in the learning process. • Pupils take an active part in learning by taking on jobs in the class. • The jobs include: warm up coordinator, equipment monitor, captain and coach.

  15. What is important? • Success criteria is known (not spoon fed) • Pupils are aware of their role and are carefully selected. • Coaches need help and guidance. • Roles are used as a learning tool to reach targets.

  16. Why should we use Sport Ed? • Learning (accelerating progress) • Practical Learning is more focused. • Empowerment to learner • AFL • Behaviour • Leadership • Challenge, motivate and engage • Intervention (target groups)

  17. Teamwork for SuccessBased on the YoUR Leaders Programme (Youth Sport Trust 2009) -

  18. What is the YoUR Leaders Programme? • A student centred curriculum model based on Sport Education principles, within which pupils learn to plan, manage and run their own sports ‘season’ (several units of work). • It supports the 3 aims of the secondary curriculum (Key Concepts and processes, range and content and curriculum opportunities)

  19. Aims • To provide a broader, more relevant experience for students at Key Stage 3. • To strengthen links between subjects. • To promote independent learning, responsibility and ownership of learning. • Help students recognise the importance of roles within teamwork.

  20. What did we do? • I trialled the idea in maths then found some allies. • Geography and Science- Target Year 7 boys with a perceived lack of confidence by giving them leadership experience. Other pupils fulfilled roles within teams • ICT and Music (Year 6)- More general implementation of roles within teams to approach projects and tasks.

  21. Geography • Geography- Teams proposed bids for 2020 Olympics - • Resource Manager • Scribe • Presentation Manager • Captain • Coach

  22. ICT Groups of 3 worked on projects involving editing video and choosing and attaching music. Roles- • Director • Editor • Designer

  23. Music i) Band Director ii) Roadie iii) Presenter Focussed on a particular group of more able boys who struggle to fulfil roles within teams.

  24. Science roles- Used during investigations i) Captain ii) Data Logger iii) Lab technician iv) Health and Safety Officer v) Brainiac Teams were chosen by staff and roles were allocated dependent on their individual science targets.

  25. Perceived benefits • Majority students engaged in their learning. • Roles allow personalised learning. • Mixed ability groups supporting one another’s learning. • The work was pupil led. • It encouraged pupils to be reflective learners • Pupils chose own targets when the work was completed. • Most significant impact on boys.

  26. Perceived challenges • Personality Clashes • Unbalanced groups • Comfort zones • Intra-group hierarchies • Limiting/frustrating for G&T? • Time constraints • Risk of overexposure

  27. Evaluation Staff- Generally perceived the results as positive. The majority felt that most groups worked well on the tasks and produced high quality results. Pupils (Questionnaires)- Most pupils enjoyed the experience and felt that they had contributed to a successful team achieving required objectives. Many felt that they had gained confidence in teamwork and would be willing to try larger roles in the future. Boys felt they were more focused and less distracted.

  28. Yr 7 Boys- Geography and Science Staff- • The overall impression was that the boys had benefitted from the experience. • Only one group had not worked well together. Pupils- • Only 1 boy felt that he had not had a positive experience and had struggled to lead his team.

  29. Progress • Only one of the (10)Yr7 boys targeted made no progress in Science and Geography. • The remainder made 1 sub level’s progress in both subjects in one term. • Since focusing on boys learning our gap has narrowed. The boys still fall behind the girls but in the last two years boys are catching the girls in yr6 sats results and when they leave in year 8.

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