jeromedelisle consulting

DAY 3 MORNING:

SOCIOCULTURAL AND PEDAGOGIC INTERVENTIONS

Participants consider sociocultural and pedagogic interventions on gender and achievement

DAY 3 AFTERNOON:

HELPING INDIVIDUALS WHO STRUGGLE

This session focuses upon individual and helping individuals through diagnosis, mentoring and scaffolding.



Readings

Boys in School-Newsletter

Teaching to the minds of boys

2009 Regional Conference on Boys at Risk

Reading-Hegemonic Masculinity_2005

Reading-Masculinity and Gender Strategies for Schools

Originator of the theory on masculinities-Raewyn Connell (born 1944) (born as Robert William "Bob" Connell, widely known as R.W. Connell

At-Risk for Failure in School?

1. ETS Report on Dropout
   
2. What works for student at Risk-Slavin & Madden
   
3. Preventing Early School Failure: What Works?
   

4. Characteristics of Students at Risk and Why Students Drop Out
   

5. California Dropout Porject Report
   
6. CNN writes about Dropout Factories 2012
   

What do we mean by "students at risk?" These are students who are at risk fior failing or dropping out of school.

As the readings show, prevention is the key and this requires early childhood care, attention to reading and early iuntervention.

There is a process of dropout, beginning with gradual alienation, disaffection, and disengagement.

Monitoring student engagement and behaviourally indicators of engagement is the best bet for tracking the problem.

Students at risk have

1. A history of academic failure.
2. Older age in comparison with classmates.
3. Emotional and behavioral problems. 
4. Frequent interaction with low-achieving peers.
5. Lack of psychological attachment to school.
6. Increasing disinvolvement with school.  

Insights

WHAT IS EMOTIONAL LITERACY

EMOTIONAL LITERACY is the ability to recognize, understand and appropriately express our emotions. Just as verbal literacy is the basic building-block for reading and writing, emotional literacy is the basis for perceiving and communicating emotions. Becoming emotionally literate is learning the alphabet, grammar and vocabulary of our emotional lives. Source

Social and emotional Literacy Programmes

 Books

Wayne Martino on Productive Pedagogies

Creating safe spaces and embracing productive pedagogies  

From listening to what many boys in my research have said about what it means to be a boy and what life at school is like (Martino & Pallotta-Chiarolli, 2001; 2003; 2005), I am convinced that we need to find ways of creating safe spaces in schools for addressing issues of masculinity in respectful and meaningful ways.  

...

Using the actual voices of boys as text in the critical literacy classroom can be a useful way of introducing some of the issues that impact significantly on boys’ lives (see Martino & Pallotta-Chiarolli, 2001; 2002). This is a powerful way of providing boys with a range of diverse perspectives which document their peers’ challenges, questions, concerns and fears. These kinds of ‘realist’ texts speak to the everyday realities and lives of young people outside the classroom and can be used to connect with students in significant ways to promote active learning and engagement in the critical literacy classroom.  

Embracing what has been termed a productive pedagogies model of teaching and assessment is consistent with creating such conditions for active learning. This model provides a useful framework for thinking about creating the conditions necessary for engaging all students in higher order learning and problem-solving activities within the context of a supportive classroom learning environment (Lingard et al., 2000). This model of pedagogy – developed through the Queensland School Reform Longitudinal Study (see Lingard et al., 2000) – provides a useful framework or lens for reflecting on effective classroom teaching and learning within the context of addressing the educational and social needs of boys in schools (see Lingard et al., 2003a).  Elements of such a model of pedagogy include a high degree of intellectual quality, high levels of connectedness in terms of curriculum content and its application to the students’ lives outside of school, supportive classroom environments where students feel valued and are encouraged to take risks in their learning, along with a strong recognition and celebration of difference (Lingard et al., 2000).  

READ

HELPING STRUGGLING BOYS READ

USING VISUAL IMAGES

Synopsis

The volume highlights best practices of literacy instruction for students who have difficulties in reading. From components of effective pedagogy to instruction for specific populations, this text offers an array of expert perspectives on how to engage, scaffold, and prepare students to meet the multimodal demands of schools today. Renowned authors promote the notion that with thoughtful literacy and purposeful approaches to reading instruction, all children have the ability to improve their reading proficiencies. Core literacy instruction targeting comprehension, fluency, vocabulary, and writing development among others is of particular focus while supplementary discussions of factors such as native language, diversity, inclusion, and learning disabilities fully characterize issues related to struggling readers for which evidence-based approaches are presented to foster lasting success. It conveys a current portrayal of issues and trends of school-based literacy practices appropriate for novice and experienced educators and researchers alike.