Boys and Writing

1
Boys and Writing

• Led by
• Richard Hanks and Claire Ridsdale
• January 2006

2
Research
Data
Boys and Writing
Best Practice
Strategies
3
Aims

• To provide an update on the data what do we
  know about
• boys and girls attainment ?

• To provide information on current research into
  raising
• boys achievement

• To share good practice

• To investigate strategies for raising of boys
  achievement

• To identify a process for school action planning

4
Bell Work
What are you currently doing to support boys
attainment in writing? Think pair - Share
5
The Context
6
Data
Interesting statistics about the gender gap

• In Mathematics there has been less than a 1 gap
  
• between boys and girls attainment at level
  4 since
• 1998

• By comparison, there has been a significant
  gender
• issue in English at level 4

• In English the gap has been reduced but there
  are still significant gender issues

• The gap in Writing at level 4 is greater.

7
Research Findings - OfSTED
Yes He Can Schools Where Boys Write Well July
2003

• Good schemes of work and lively teaching are
  pre-requisites for
• success however, they do not guarantee it.
  They are not
• translated into steady progress in standards
  of writing by boys
• without

• - The ETHOS that makes boys want to succeed
  in Literacy
• (crucial for reading as well as writing)

• - The high quality, individual feedback
  that values their writing
• and so sustains this desire to succeed as
  writers

• - So establishing a classroom culture where
  ideas and their
• expression are both felt to matter.

8
Activity

• Ethos and policies
• Curriculum Planning
• Assessment
• Teaching and Learning
• Pupils Response
• Interaction of the major factors

Match the main findings to the key factors above
9
Research Findings - DfES

• DfES Raising Boys Achievement Project
• The project focused on strategies used by
  schools that
• have narrowed the gender attainment gap at
  different
• key stages

• Schools characterised by
• A focus on raising achievement
• A school culture that promoted boys motivation
• A focus on literacy teaching and learning

10
PNS/UKLAPilot Project
11
Aims
The project aimed to provide a focused, but
substantial,evidence base drawn from activities
designed to raise boys achievements in writing
12
Outline of Research

• Teacher research groups from three LEAs
• Sample of 320 boys across foundation stage, key
• stages 1 and 2
• Three week integrated units for literacy to
  develop
• specific text types using
• - visual stimuli
• - speaking and listening

13
PlanningCircles
Familiarisation with the text type
Capturing ideas

• Integrated three week
• units
• The teaching sequence
• The learning journey
• Creative approaches

Teacher demonstration
Teacher scribing Supported Writing Independent
writing
14
Findings The Pupils

• Positive changes in attitudes, motivation,
  achievement
• and attainment of underachieving boys

• Improvement in writing levels, (1/3 of a level
  or
• above) in the course of 6 weeks

• Improved perceptions of themselves as successful
  and
• satisfied writers, particularly in the higher
  age ranges

• Improvement in metalanguage and ability to
  express
• ideas about the process of writing

• Noticeable effect not only on attainment in
  writing but
• also beneficial effects on reading and
  speaking and
• listening

15
Case Studies
16
Case Studies Using Drama
17
Story
18
Role on the wall
19
Speaking and Listening
Snow White
20
Speaking and ListeningDecision alley

Should the dwarves let Snow White stay?
21
Speaking and ListeningHot seating

Interview the Step Mother!
22
Speaking and ListeningJigsawing

• Explore themes in the story
• envy
• kindness
• selfishness

23
Speaking and ListeningMoulding Statues

The step mother when she speaks to the
mirror Snow white when she sees the dwarves for
the first time
24
Speaking and ListeningRole on the wall


25
Complete some ideas for Cinderella
26
Coffee
27
Claire Titcombe

• Literacy Resources

28
Visual Literacy
29
Developing Plot
30
(No Transcript)
31
(No Transcript)
32
(No Transcript)
33
Brick lane was empty, desolate. The rain, that
had fallen steadily throughout the day, Had left
behind murky puddles, that now reflected the dim
images of the street. As usual, Rover sat
regally in his corner. Too proud to beg, he
sipped occasionally from the window cleaners
bucket, earnestly hoping, although not
anticipating, that food may come his way.
Hunger devoured him and as he stared dejectedly
into the distance, this was his overriding
thought. Suddenly, Rovers attention was caught
by movement ahead of him, breaking his
trance.
34
Looking up he saw Bertha, the Grangers maid,
carrying her worn basket obviously on her
weekly trip to the market to purchase fresh meat
and fruit. RoverRover, she called
encouragingly, trying to engage the dog. Rover
however, who had good cause to be suspicious of
humans, merely raised his head and stared
harshly. Undeterred, Bertha continued, Youre
a proud un you are. Ill sneak you back
something from the butchers, thatll bring you
round.
She was just about to continue on her way, when a
terrible squawking burst forth from the barn
attached to the servants quarters. Bertha spun
around to see geese fleeing from the barn, wings
flapping wildly in a flurry of excitement,
confusion reigning as they tumbled and scurried
away from the scene of the disturbance.
35
As
36
Settings
37
(No Transcript)
38
(No Transcript)
39
(No Transcript)
40
(No Transcript)
41
Imagined WorldsListening
42
Using Film Clips
43
British Film Institute - BFI
44
(No Transcript)
45
The Iron Giant
46
Planning exemplification

• Including visual literacy strategies within the
  teaching sequence

47
Resources
2Create a Story
Photo Story
Digital Blue
48
Playtime!

• Choose from cropping pictures or photostory

49
Activity
In pairs discuss strategies seen/experienced that
you would like to develop in school
50
Implications for Practice
Action Planning

• Whole school/class?
• Boys and Writing
• The Manor Process
• Who do you need to talk to?
• Next steps?
• Pilot project South Gloucestershire

51
Plenary

• What are you next steps?
• How will you develop these ideas?
• Who do you need to speak to?