jeromedelisle consulting


delislejerome@gmail.com

  • HomeClick to open the Home menu
    • Evaluation Services
    • Educational Assessment Services
  • Professorial Lecture
  • Tobago PLN Project 2020Click to open the Tobago PLN Project 2020 menu
    • What's New and Video Viewing
    • School Clusters-Networked PLCs
    • Collaboration and networked learning
    • Action Research
    • Improvement Science
    • Fostering a culture of coaching
    • Clinical Supervision or Coaching?
    • Developing a Theory of Action
    • Tobago Issues - Parental Involvement
  • TOBAGO WORKSHOP 2014Click to open the TOBAGO WORKSHOP 2014 menu
    • Programme Structure
    • The Video Page
    • New-Student Assessment with Boys-What Works
    • Video Page 2
    • Worksheets
    • 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 2013Click to open the TOBAGO WORKSHOP  2013 menu
    • Programme Schedule
    • Group Activities & Support
    • National Assessments & Public Examinations
    • The Item Writing Page
    • The Performance Assessment Page
    • First Steps-Formative Assessment
    • Giving Formative Feedback
    • Informal Formative Assessment
    • Reorganizing Your Class for Formative Assessment
    • The 21st Century Skills Page
    • The Reading Page
    • The PLC Page
    • The Male Underachievement Page
    • The International Assessment Page
  • Clinical Item Writing Workshop
  • Services
  • About Us
  • Contact Us
  • CAP Evaluation

DAY 4 - HELPING BOYS READ & WRITE

DAY 4 MORNING:

HELPING BOYS READ BETTER

This session is entirely focused upon boys and reading.

DOUBLE PLENARY (GWEN):

1)      Becoming an effective teacher of reading and literacy

2)     Of boys and reading

3)     Reading as a process

4)     Screening for Reading Problems (Tool Shared)

TUTORIAL:

Using the screening tool in the new term

PLENARY (AVRIL):

Tier 2 interventions

Participant Presentations

 

DAY 4 AFTERNOON:

HELPING BOYS WRITE

This session is entirely focused on boys and writing.

PLENARY (GWEN):

1)      Becoming an effective teacher of writing

2)     Understanding writing as a process

3)     Getting boys interested

4)     Helping Boys write-Interventions

Using Visual Literacy & Drama

Fostering an Integrated Approach

TUTORIAL:

Role playing classroom strategies

PLENARY (AVRIL):

Participant poster presentations

“I plan to try this”



Readings

Me Read? No Way-A Practical Guide to Improving Practical Skills

Adolescent Readers

12 tips to help young boys

Boy's Writing-A Hot topic

Helping Boys Write

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

WRITING SCROSS 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

  1. 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)?
  2. 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?
  3. 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)?
  4. 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?
  5. Are our expectations high enough in terms of regular extended writing, the intellectual challenge of tasks, presentation and accuracy?
  6. Do we give boys enough scope to exercise choice as writers and express their own ideas?
  7. 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?
  8. Do we do enough to give writing a ‘real’ communicative function (by considering audience, publication and display, but also writing to aid thought)?
  9.  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)?
  10. 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

VIDEO ON HER LATEST WORK

 Other work for Pearson

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.



Copyright 2009 jeromedelisle.com. All rights reserved.

Web Hosting by Yahoo!


delislejerome@gmail.com