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What are these habitats?
is desert!E.g.
Design your own phonocryptogram for a habitat and test it on a friend…
At the end of this session you should be able to:
• Explain the importance of giving a varied diet of activities to boys so as to encourage engagement;
• Practise a range of engaging activities and identify ways that they could be incorporated into lesson planning for engagement;
• Reflect on the difference between boys and girls in the learning process...
• Compare and contrast a range of novel strategies for engaging boys and identify your own good practice;
• Evaluate the activities and identify how they could be adapted for use in other science topic areas.
LEE HEALTH WARNING 1!
I am NOT saying that you shouldn’t do these activities!
Just remember:
• There’s always another way of doing something (make sure that the activity develops a range of behaviour for learning skills);
• Plan for groupings and partnerships that work and where everyone has a role;
• Tell learners what you want from them (success criteria) and tell them how you will assess learning;
• Model the activity for all learners. It helps them see the thought processes…
It is dangerous to stereotype girls and boys. Often we define equal opportunities as treating everyone the same.
Treating the average boy and the average girl in the same way will not benefit either. Boys can learn from girls and vice versa. What works well for boys works equally well for girls. Most girls use both sides of the brain – in general, boys do not.
There have been significant changes in society and many boys are not being equipped with the right skills, attitudes, knowledge and qualities to achieve.
Research focuses on the ‘average’ boy and the ‘average’ girl. This isn’t sexist. It just helps to define a group with similar characteristics and allows for targeted support (eg. SEN, LAC, EAL).
LEE HEALTH WARNING 2!
HERE is Edward Bear, coming downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way, if only he could stop bumping for a moment and think of it. And then he feels that perhaps there isn't.
KNOWING STUFF...
THINKING STUFF...
DOINGSTUFF...
TELLING STUFF...
Low level of thinking
L1,2,3
L4,5
L6,7
L7,8
Medium level of thinking
High level
A/A*
B/C
C/D
E/F/G remembering
understanding
analysing
creating evaluating
Which parts of the story could not be true?
Why did Goldilocks like little Bear’s bed the best?
Whose porridge was too sweet?
Was Goldilocks good or bad? Why?
What would have happened if Goldilocks lived in Leicester?
Can you think of a modern day ending?
Understanding
Applying
Analysing
Creating
Reflecting
With Bloom’s verbs!With Bloom’s verbs!Remembering
When planning a lesson there is an amazing secret that you have to keep to yourself!If you were only allowed to ask one question in the lesson to test the learning that had taken place... then what would it be and why?
Objective: Find out about cells•Identify the parts of a cell•Explain the function of organelles•Link structure to function
Objective: Analyse the periodic table•Explain how the PT is structured•Identify patterns in the PT•Compare and contrast elements
Objective: Carry out a fair test•Explain how to control variables•Obtain reliable and accurate data•Analyse data and conclude
Objective: Investigate electromagnets•Follow a circuit diagram•Make links between variables•Apply science ideas to real world
+reflecting and evaluating!
What can you see in the picture?
extend
Come up with a tagline…The Apprentice
Which companies could use this image as an advert? Why?
Shopping control centre
Driving and
parking skills
Me Me Me Space dot com and Facebook
lobe
Shoes synapse
Celeb and WAG
memory centre
Gossip and relationship storage and
control centre
Being quiet during
football and news gland
Constant talking cortex
Hair and Lippy check and re-apply
centre
Knowing about electronic and
mechanical things area
Female Brain (Age 14)
Mobile phone
talking and texting
storage area
Gender stereotyping
Console and
technologyCortex
Household chores and tidying up
nodule
Girls, sex, fit girls,
sex
Doing stupid things lobe
Lame excuses gland
Football, football, sport, more football
and more sport addiction area
Understanding how other people feel
gyrus
Showing off to girls ganglion
TV and remote control
obsession gland
Toilet aiming centre
Attention span and
listening lobeMale Brain (Age 14)Gender stereotyping
Teachers don’t ask about me,
don’t listen to me and
don’t seem to care!
I work best forFUN, FAIR,
FRIENDLY and FLEXIBLE teachers.
Girls seem to get a better
deal in school than I do…I
get blamed for stuff a lot.
Slade and Trent, 2000.
Curtis and Sheldon, 2006
I hate copying things down
from the board and I like doing things first and then thinking.
• Give them an unusual situation, idea, puzzle, picture etc
• Get them to work out what might have happened…
• Get them to come up with multiple ideas…
What do you think this shows?
What do you think this shows?
Average boy
• Controlled by testosterone which leads to a desire for instant gratification, a compulsion to ‘do’ first and ‘think’ after and a tendency to find activities with a physical component (DOPAMINE). Boys are likely to calm down quickly after an explosive outburst. Testosterone interferes with short-term memory processes.
• Can work in a systemised, focused and even compulsive way on a task that is of interest. They like things organised and like to know where things are. Tasks need to be timed!
• Like ICT and technology because they are systems that can be controlled (operate on INPUT/OUTPUT correlation)
• Enjoy and seek out systemised activities involving visual-spatial and logical-mathematical components. They often treat people as a machine or process (systemizing). Visualize behaviour!
• Although thinking processes are clear, they may find it difficult to communicate this effectively – literacy across the curriculum.
• May often be competitive and respond well to challenges. They learn from making their own mistakes and not by being told of the mistakes before they make them (do not want problems solved by others);
• Willing to take risks or be adventurous (with outward confidence). If they can’t take risks then will transfer this to poor behaviour – good at being bad!;
• Often outwardly blame failures on extrinsic factors (it wasn’t me!) but then transfer this to themselves after reinforcement;
• Actively avoid situations where they have to rely on non-verbal and verbal-linguistic skills as the main learning vehicle. Will transfer this to physical action or agression. They want to do not plan and talk.
• Like a fresh start because they do not maintain an emotional state. They do not understand ‘grudges’.
Average boy
• Your task is to draw a computer on a piece of paper.
• The test is marked out of 10;
• There is one mark available for the main features of a computer;
• When you have finished your computer picture then you should predict how many marks you are going to get (you should write this in the bottom left hand corner)
• DO NOT talk or pass your picture to anyone else;
• You have two minutes to draw a computer.Boys need to have clear success criteria and boundaries.
Boys will tend to blame other things for their failures – it’s always someone else’s fault!
Predicted grade = no work needed (I’m going to get that!)
Over estimate performance
Risk taking andtrial and error
learning. Cliffhangers!
Doing things for apurpose and a
reason. Choosing!
Competition, puzzles,mystery, challenge
and success
Descriptive recognition,instant rewards and
sanctions
Explicit teaching oflistening skills
(Attend, Follow andReflect)
Doing things, makingmistakes and then
evaluating/reflecting
Choosing todo practicals on
their own!
Like to feel special,have attention and
be given responsibilty!
In Leicestershire research (n=294), disaffected boys cited that copying things was their least preferred activity.
These are some of the things that they hated copying:
• Objectives/outcomes off the board
• Notes from the board
• Diagrams from the board, worksheets and out of books
• Cloze procedures (copy and complete)
We have to ask ourselves the question:
What is the learning that is going on when people are copying information from one source to another?
This is a common activity seen in a number of science lessons but are there other ways of doing it?
Why not use a collective memory technique? Put the picture at the front and they go up in turns and draw it at their desk. From LIL.
Why not give them a really badly drawn diagram and then get them to correct it, add things and finish it off?
Why not show them a diagram on an OHT or PPT for 2 minutes then get them to draw it from memory onto a whiteboard. Prize for best?
Why not get them into pairs (back 2 back) with one person having a whiteboard and the other having the picture? One describes and one draws?
Why not give them the labels and get them to draw what they think it looks like?
Why not give them a photograph (with labels) and then get them to turn it into a diagram?
The brainstorm (thought-shower!) has been the staple diet of teaching for all eternity!
Think about these questions:
• Why do we do brainstorms?
• On average how many students are engaged with giving answers (even if working in groups)?
• What does the teacher do with the answers that are given?
• How open is the questioning?
• How does the teacher use the information that is given to inform the planning for the session?
• How does the teacher identify misconceptions?
• How many times a year does each student have to sit through a brainstorm activity?
Name a wayof separating
mixtures?
• One person (or a team) is an expert… in the comfy chair.
• Everyone else writes down one answer and then stands up.
• The expert then shouts out answers…their job is to sit everyone down in the quickest time.
• Invent a totally new way of doing something…
• It has to be completely novel…
• Get them to pitch their ideas to others!
Invent a new way of
stopping people from
drink driving!
Invent a new way of
stopping people from
drink driving!
• Give them a range of objects, equipment or ideas…
• They have to use them to solve a problem!
With what you have on you
design a way of testing if someone
is under the influence of
alcohol or drugs!
With what you have on you
design a way of testing if someone
is under the influence of
alcohol or drugs!
• Compare the two
• What is similar about them
• Think of as many as you can
How is a plant cell like a
professional kitchen?
How is a plant cell like a
professional kitchen?
• Use an image and get them to tell the story or come up with ideas
• Who? Why? What? Where? When? How? Own ideas?
An A-Z of energy!An A-Z of energy!
• When you have a list…choose the top three
• Then turn them into solutions!
• Link to ‘what we can live with’ focused approach
What are all the bad things about working in teams
to solve problems!
What are all the bad things about working in teams
to solve problems!
• Make lists of their attributes…
• Do they have anything in common?
• What would be a useful hybrid?
Combine a plant and a computer.Combine a plant and a computer.
Make television better…
Make television better…
Add somethingAdd something
Remove somethingRemove
somethingUpdate
somethingUpdate
something
• Always give a negative question!
• Use ‘cannot’, ‘never’, ‘wrong’ or ‘not’ as part of it!
• Get them to say why… that’s the important bit!
What are the main things
that people do wrong in
experiments?
What are the main things
that people do wrong in
experiments?
To see the point and purpose of a task (FOCUS)
To know what the next steps are (DIRECTION)Have structure provided and small steps revealed (STEPPING STONES)
Have activities and thinking modelled (DOUBLE VAKing)
Good quality constructive feedback on a regular basis (DESCRIPTIVE RECOGNITION and AFL)
Competition
Visual, logical and physical stimuli (interactivity) – MULTIPLE INTELLIGENCE
Individual and paired work as opposed to group work
Fair dealing and a fresh start (CLEAN SLATE)
Instant gratification
Humour
Personal space
Opportunities to be speculative and to take risks
Instant ‘punishment’Listening to
• You will be put into teams;
• Each team will be given a pen. The pen is the learning baton.
• Large pieces of paper are on the walls. Your team has its own piece of paper.
• The race lasts 3 minutes.
• The race is about writing down the answer to the question below:
Rules:
• The baton must be passed from hand to hand – throwing is illegal.
• The person who is passed the baton must be seated.
• A baton carrier can only write one answer on the paper.
How has your thinking about learning changed?
He wants to be seenHe wants to be heardTo be the class clownNot the class nerd
He wants your attention
To see what he’s doneHe only wants praise‘Cos in life there is
none
He wants to be likedIf just for a whileHe wants your
approvalHe just wants a smile
Words don’t come easyFor what he wants to saySo he hides his true
feelingsWell, it’s easier that way
Don’t shout or be aggressiveWhen he walks through the doorHe had that last lessonAnd the lesson before
When he tries to explainDon’t cause aggravationHe gets that in life,Too much adult
confrontation
On the outside, he’s growing
Inside he’s a ladHis brain is re-wiringHe doesn’t mean to be
bad
He can’t go to the park‘Cos of the hoodies an’ allSo he plays alone on his XBOX
360Or just stares at the wall
When his parents come home
From a long day at workThey’re too tired to noticeToo tired to talk
And so, as a teacher of science
In Loco ParentisBe a role modelFor this little apprentice.
