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Variable Achievement & Learning Styles of Boys
& Girls
The Nature of the Problem
Differential achievement between boys & girls is
often especially marked in English. In general boys are less successful at:
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extended writing |
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presentation, drafting, completion, time spent etc
à
effort |
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lack of empathy with literary characters |
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using a range of vocabulary |
Rarely is this related to pupils trying hard & failing. The problem is
one of motivation
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Boys have a lower boredom threshold |
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The types writing that are more highly valued in the classroom
are more girl-oriented |
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·
Boys’ reading matter is not valued – girl teen novels are
closer to Lit than SciFi/Computing |
Strategies –
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Brisk starts to lessons, with objectives clearly
shared and stated; |
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Specifying short term achievable targets |
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Teaching & assessing focusing directly on
these |
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Use of modelled
writing – frames, scaffolding |
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Setting learning assignments with specific
outcomes, e.g; not ‘Research Greek Myths’ but ‘Design a teaching pack
on one legend for use in a year 5 class’ |
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Indicating clear stages achievement &
statements expectation |
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Allowing under-achievers to show expertise in an
area |
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Use of relevant texts i.e. include non-fiction
& adventure texts |
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Use of popular
culture through e.g. Media Studies |
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Rewarding achievement via merits & publication |
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Ensuring balanced work groups to allow all to
observe good practice |
The use of ICT
is recognised as being one of the most effective ways of raising boys’
achievement as, in addition to being intrinsically motivating for many boys,
it reduces the drudgery of drafting, allows collaboration and teacher
modelling (Scaffolding & Frames). It also allows students to produce
visually pleasing work in a range of styles & formats.
See ICT policy for more details.
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