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- DAY 1-INTRODUCTION AND DATA LITERACY
- DAY 2-EXPLORING THEORY & WHOLE SCHOOL APPROACHES
- DAY 3-SOCIOCULTURAL & PEDAGOGIC INFLUENCES/INDIVIDUALS WHO STRUGGLE
- DAY 4 - HELPING BOYS READ & WRITE
- DAY 5-MANAGING MASCULINITIES
- TOBAGO WORKSHOP 2013
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DAY 4 - HELPING BOYS READ & WRITE
Readings
Me Read? No Way-A Practical Guide to Improving Practical Skills
Girls and Boys like to Write and Read Different Texts
OFSTED-Yes he can-School where boys write well
TEACHER DEVELOPMENT IN WRITING-
WORK IN THE UK
The power of writing in groups
REPORT
WRITING AND READING ACROSS THE CURRICULUM
READING AND WRITING ACROSS THE CURRICULUM
READING ACROSS THE CURRICULUM-PRIMARY
INSIGHTS
From the OFSTED Report on Schools That Do Well on Writing
Ten key areas for consideration
- Could our school or classroom better promote a culture and ethos which values literacy, intellectual and aesthetic achievement more widely (including physica environment, teacher-pupil and pupil-pupil interaction, curricular and extra-curricular offer, and links with parents over literacy)?
- Is sufficient priority given to promoting and sustaining personal voluntary reading, in English lessons and beyond? Is reading of all kinds undertaken and discussed in sufficien detail for boys to absorb the models it provides?
- Do we do enough to demonstrate to boys that we value their writing and their progress as writers (by marking comment, oral feedback, display or publication)?
- What qualities in writing do we show that we value most? Do they include succinctness,wit, logic, depth of thought, as well as appropriate elaboration, detail and length?
- Are our expectations high enough in terms of regular extended writing, the intellectual challenge of tasks, presentation and accuracy?
- Do we give boys enough scope to exercise choice as writers and express their own ideas?
- Is the balance well struck between the provision of clear structure to writing tasks (that is, they know what is expected and are offered any necessary scaffolding) and the push for maximum independence?
- Do we do enough to give writing a ‘real’ communicative function (by considering audience, publication and display, but also writing to aid thought)?
- Is talk being used appropriately at different stages of the writing process to support boys as writers (to enliven contexts through drama, for sharing of ideas, developing vocabulary or receiving feedback from readers)?
- 1Do all teachers (of English and other subjects) have sufficient knowledge about writing and writing development to provide detailed feedback to pupils, or is more training needed? Yes he can Schools where boys write well
THE WORK OF DEBRA MYHILL
Text as design, wriers as designers
Myhill, D.A., Jones, S.M. (2006). 'She doesn't shout at no girls'. Cambridge Journal of Education, 36(1), 63-77.
Abstract
Based on a larger, cross phase study investigating underachieving boys, this article explores pupil's responses to a single interview question inviting pupils to articulate their perceptions of whether teachers treat boys and girls the same. The article records that the predominant perception is that teachers treat boys more negatively than girls, and that this perception increases with age. Pupils speak of teachers' expectations of boys and girls as being different, more being expected of girls both in terms of achievement and behaviour. Unsolicited, the pupils make reference to the gender of the teacher as pertinent, female teachers being perceived as less influenced by gender expectations. The article raises concerns as to the role of education in amplifying society's stereotypes rather than challenging them and aiming for a climate of gender equity in the classroom.
