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History Department @ CNCS JPDD Project 2012-13

This project aims to address the gap in academic achievement between boys and girls. It explores different perspectives on teaching boys effectively and provides strategies to support their learning. The project emphasizes the importance of teacher-student connection, relevant and bite-sized tasks, competition, and regular feedback. The goal is to improve boys' enthusiasm and written expression.

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History Department @ CNCS JPDD Project 2012-13

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  1. History Department @ CNCSJPDD Project 2012-13 ‘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?

  2. 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

  3. “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

  4. “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

  5. “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

  6. “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!

  7. Students that missed mediansGCSE Results 2012 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.

  8. What did your students think?

  9. Think-Pair-ShareWhen asked what their favourite types of activities were how do think our boys responded?

  10. Our preferred activities are… Think-Pair-ShareHow could you use this information? Does it fit in with what you know about your classes?

  11. 1) Workout which event is being shown in the cards. 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

  12. Segregation Let’s see how we did… Isolation Separation Persecution Deportation Extermination Concentration Humiliation Eradication Education Identification Annihilation Degradation Indoctrination Stigmatisation Ghettoisation

  13. Blooms- remembering- evaluating- creating NC- Chronology- Prioritising- Sense of period Differentiation- LA act as experts- Support available if required- G&T targeted by literacy element. For boys- chunked tasks- competitive element- More able challenged- Support and opportunity for information retrieval. Link with literacy

  14. 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…

  15. There is a caption under this box. What do you think it says?

  16. Food for thought: How do children experience war? Second World War First World War Middle East

  17. Struggles with literacy Writing frames, keyword development. Give student some responsibility (expert group?) Works well in a group Dislikes TA support but does benefit from it Group with other students and TA to facilitate. Won’t appear as one-to-one. Often struggles to get beyond level 5 Make the goals clear and allow him to see Allow time to focus on single supported activities but also provide a range: movement, organising. Loses focus quickly and distracts those near him.

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