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Sequencing Our Lessons with the Adolescent Male in Mind

Sequencing Our Lessons with the Adolescent Male in Mind. March 24, 2010 Presenter: Bill Rich. Research Base. Reaching Boys: An International Study of Effective Teaching Practices by Michael Reichart and Richard Hawley

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Sequencing Our Lessons with the Adolescent Male in Mind

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  1. Sequencing Our Lessons with the Adolescent Male in Mind • March 24, 2010 • Presenter: Bill Rich

  2. Research Base • Reaching Boys: An International Study of Effective Teaching Practices • by Michael Reichart and Richard Hawley • A survey/study of teachers and students at boys’ schools in 6 countries--United States, Canada, New Zealand, Great Britain, South Africa, Australia. • Studied nearly a thousand teachers’ lessons with boys.

  3. Categories of Lessons • Gaming • Motor Activity Emphasis • Role Play/Performance • Open Inquiry • Teamwork/Competition • Personal Realization • Responsibility for Outcomes • Intrinsic Subject Matter • Novelty/Drama/Surprise

  4. Today’s Three Key Concepts • To succeed with boys, we need to incorporate three findings: • 1. Relational Learners • Boys are relational learners. Establishing an affective relationship is a precondition to successful teaching for boys. • II. Bi-Directional Feedback • Boys elicit the kinds of teaching they need. • III. Transitivity • Successful lessons for boys have transitivity--the successful lesson arouses and holds students’ interest beyond the lesson.

  5. I. Relational Learners • “Behaviour that’s admired • is the path to power among people everywhere.” • --Seamus Heany’s Beowulf

  6. Cognitive • Social Emotional

  7. Pre-Assessing Social/Emotional • 1. Who are some of the people in your life that you most admire? • 2. We will work in groups throughout the year. Who in this class will you work best with? Who in this class will it be most difficult for you to work with? • 3. What skill/hobby do you enjoy the most in your life? • 4. What are you really good at? • 5. Think of the teachers who have been most successful at helping you learn. What are the three words that describe these teachers? • 6. Is there anything in particular that you hope I can/will help you with this year?

  8. Tactics for Relationship Building with Boys • Personal Stories • Provocative Quotations/Images • Music/Art • You Tube • Unexpected Visits • Targeted, Specific Feedback • Cooperative Competitions (Positive Interdependence) • Seek Emotional Connections to Content • Spoof Awards • Flip Camera

  9. II. Bi-Directional Feedback “Boys elicit the pedagogy they need.”

  10. Wisdom from Ted Sizer • “That students differ may be inconvenient, but it’s inescapable. • Adaptation to that diversity is the inevitable price of productivity, high standards, and fairness to students.”

  11. Tactics for Bi-Directional Feedback with Boys • -Regular opportunities for “tune ups” or “huddles”--checking with class about how things are going and how class could be improved. • -Best to do this in writing with simple surveys. • -My favorite two questions: • 1) What can Mr. Rich do to improve our class? • 2) What can you do to improve our class? • -Share their feedback and enact some of their ideas; this improves engagement/buy-in.

  12. Tactics for Bi-Directional Feedback with Boys • -“Light-heartedness and good humor” cited by boys as contributing positively to learning • -Bottom Line: • Gotta Give to Get!

  13. III. Transitivity • Successful lessons for boys have transitivity--the successful lesson arouses and holds students’ interest beyond the lesson. • In other words, if you can hook your boys with an engaging activity to frame a unit/lesson, the excitement “attaches to and carries along a specific learning outcome.”

  14. Examples of Transitivity • 1. Romeo and Juliet and Swordplay • 2. Physics and Model Race Cars • 3. Creating Voices (and then performing/recording) • 4. This I Believe • 5. Cooperative Crews (Positive Interdependence) & Spoof Awards

  15. Two Tactics for Cultivating Transitivity • 1. What’s the hook? • -novelty/drama/competition/inspiration/role play/physicality • 2. Meaning before Details • -Before getting into the details, try to convey the big idea/purpose right off the bat, ideally with a potent image, question, structure, or emotion. • -Then elaborate the details. • -10 minute rule • --Adjusting cognitive intensity/focus

  16. Today’s Three Key Concepts • To succeed with boys, we need to incorporate three findings: • 1. Relational Learners • Boys are relational learners. Establishing an affective relationship is a precondition to successful teaching for boys. • II. Bi-Directional Feedback • Boys elicit the kinds of teaching they need. • III. Transitivity • Successful lessons for boys have transitivity--the successful lesson arouses and holds students’ interest beyond the lesson.

  17. Exit Card

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