jeromedelisle consulting
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- 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
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- First Steps-Formative Assessment
- Giving Formative Feedback
- Informal Formative Assessment
- Reorganizing Your Class for Formative Assessment
- The 21st Century Skills Page
- The Reading Page
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- The Male Underachievement Page
- The International Assessment Page
- Clinical Item Writing Workshop
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Programme Structure
AIMS, GOALS, & LEARNING OUTCOMES
AIM:
The programme aims to develop knowledge and insight into the various area related to gender and achievement with the intention of helping participants reduce the gender gap in helping both males and females achieve in school
GOALS:
Build competence in a wide range of areas related to developing gender responsive schools and classrooms focusing upon organizational, sociocultural, pedagogical and individual facets.
Build knowledge among practitioners in the area of gendered achievement using international, local and regional literature
Develop general and specific skills in data literacy related to differential achievement of groups
Inform practitioners on practical strategies that help males in reading and writing.
OUTCOMES:
Participants will be able to:
Develop context-relevant interventions designed to redress the gender gap
Design whole school approaches aimed at making the school gender responsive
Explore using action research a range of boy-friendly strategies
Practice strategies deigned for helping struggling boys (and girls) in reading
Michael Gurian and Kathy Stevens on Teaching Boys
- Teachers increase the use of graphics, pictures, and storyboards in literacy-related classes and assignments.
- Classroom methodology includes project-based education in which the teacher facilitates hands-on, kinesthetic learning.
- Teachers provide competitive learning opportunities (Games?), even while holding to cooperative learning frameworks.
- Classroom curricula include skills training in time, homework, and classroom management (Teach metacognition).
- Approximately 50 percent of reading and writing choices in a classroom are left up to the students themselves (What are boys interested in?).
- Teachers move around their classrooms as they teach.
- Students are allowed to move around as needed in classrooms, and they are taught how to practice self-discipline in their movement (Activity-oriented).
- Male mentoring systems permeate the school culture, including use of parent-mentors, male teachers, vertical mentoring (e.g., high school students mentoring elementary students), and male peer mentoring.
- Teachers use boys-only (and girls-only) group work and discussion groups in core classes such as language arts, math, science, and technology.
- Teachers and counselors provide skill building for sensitive boys (approximately 20 percent of males fall somewhere on the "sensitive boy" spectrum), and special education classes are taught by teachers trained in how to teach boys specifically.
