jeromedelisle consulting
- Home
- Professorial Lecture
- Tobago PLN Project 2020
- TOBAGO WORKSHOP 2014
- 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 2013
- 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
WorkSheets
DAY 1 Morning
CASE STUDIES
Is Gendered Achievement an issue in your school?
Do boys or Grls do better?
Write a case study of your school
Identify general patterns, give causes and explore possibloke causes.
If you come from the same school you may work as a group. Present the case to your group.
DAY 2 Afternoon
Do we have a problem, Scarborough?
If you are in a primary school, identify is there is a problem of gendered achievement.
Secondary school personnel can work with their feeder primary schools.
- You will be supplied with 2009 and 2013 National Test Data-both the norm and standards referenced indices.
- Your tutor will take you through one calculation
- For the TOTAL SCORES, calculate the meaNs for males and females.
- Insert two cells below and put in the formulae for means and standard deviations
- For each cohort, you must calculate four scores-Math 1 and Math 3 and Lang 1 and Lang 3
- Use one of the effect size calculators below to calculate Cohen's d-the standrdized mean difference. Place the Males in Group 1.
- You need to work out the Standard Deviation in EXCEL
Use the rubric to judge whether there is a difference
If the difference is medium sized or large (or above 0.35), also calculate d for the strands
Compare the number of males and females below the lowest benchmark. Calculate the ratio.
Example-Belle Garden AC Primary
No. of Females=22; Mean=60.85; SD=13.28; No Below Benchmark=0'
No. of Males=23; Mean= 40.65; SD=20.04; No Below benchmark=8
Cohen's d=*1.19
Inference= LARGE
| Relative Size of Cohen's d | |
| negligible effect (>= -0.15 and <.15) | |
| small effect (>=.15 and <.40) | |
| medium effect (>=.40 and <.75) | |
| large effect (>=.75 and <1.10) | |
| very large effect (>=1.10 and <1.45) | |
| huge effect >1.45 | |
DAY 2 Morning
Theory
Discuss each of the following theories with refernce to your school
Socialziation and masculinity
How are males and females socialized?
Teacher and classroom practices
How do teachers treat males and females
Neighbourhood and Community
Consider aspirations, expectations and socialization practices
School and system practices
How are makes and females distributed through system practices? What are the outcomes
Structural Influences
Are males marfinalized by the system?
Identify which theory explains how situation the best by look for confirming and disconfirming instances
DAY 2 Afternoon
Whole School Approach
Work as a group if individuals in a cluster of schools to develop a whole school plan for improving (1) Literacy (2) Writing (3) Reading (4) Mathematics. (Choose 1)
Focus on Leadership, teaching-learning, assessment, structures,
Use an action plan and consider action steps, persons responsible resources, and evidence for success.
SAMPLE ACTION PLAN
DAY 3 Morning
SOCIOCULTURAL/PEDAGOGIC INTERVENTIONS
Select from one of the following interventions and develop a three week programme for the males in your school
Improving achievement and literacy schoolwide
Building male excellence (masculinity)
A boy friendly school and classrooms
Active Learning
Participatory Learning and Collaborative Assessment
DAY 3 Afternoon
Write a Case Study
Select ONE case/student/Class and write about one of the following issue in your school-Discuss and Share in Group.
1) Issues related to the male identity
2) Building empathy and emotional literacy
3) Focusing upon motivation and engagement
4) Diagnosing weaknesses in achievement and behaviour
DAY 4 Morning
READING
The Screening Tool
DAY 4 Afternoon
Ilustrate/Demosntrate through role play any ONE strategy for teaching writing to boys.
DAY 5 Morning Only
Choose one of the following and write a case study an individual student you have experienced.
Identify incidents/events, possible causes, and apply the theory you have learned.
A troubled boy
A ladette
A low achieving boy
A violent boy
The author of the instruments
Frank C. WORRELL, PhD
Frank C. Worrell is a Professor in the Graduate School of Education at the University of California, Berkeley, and holds affilate appointments in the Psychology Department (Social and Personality area), and with the Center for Child and Youth Policy, the Center for Race and Gender, and the Center for Latino Policy Research. His current appointments include Director of the School Psychology program, Faculty Director of the Academic Talent Development Program, and Faculty Director of the California College Preparatory Academy
--- More on Link---
WRITING A CASE STUDY
A case study is about a real life situation
- Describe the situation focusing on the selected problem
- Conduct an analysis by refelcting on the appropriate theory
- Suggest possible solutions
USING THE RIGHT ASSESSMENT TOOL TO COLLECT DATA
Use National Tests for Whole School and Classroom Screening
Use Screening tools for School and Classroom Screening
Use continuous formative assessments and running records to monitor student progress
Use diagnostic tests such as DIBELS to identify specific weaknesses of individual stduents
PEELING BACK THE DATA
