Home > Heping Boys to do Well > Teaching and Learning Strategies in the Classroom

• Increasing opportunities for structured oral activities e.g hot seating, mantle of the expert, group decision making and problem solving exercises. A clear statement of the purpose of the activity, procedure and timescales is important rather than 'Discuss'. Ground rules for group talk may need to be agreed
  
• Presenting tasks as a challenge e.g. `This is one of the most difficult tasks you have ever done - are you up for it?; having team quizzes allows a competitive element but takes the pressure off the individual; set time targets for activities 'feedback from groups in 15 minutes'
  
• Increase the use of support for writing e.g. use five step story planning to improve the development of plot; use a frame for science speculation work; use whiteboards for planning in bullet points; offer alternative formats for writing as appropriate such as bullet points, note-taking diagrams and concept maps. Value quality of work, not quantity
  
• Vary classroom organisation e.g. boy-girl paired work; single sex groups; mixed groups
  
• Develop and model active reading strategies e.g. DARTS (Directed Activities Related to Texts); skimming and scanning
  
• Be very explicit in giving explanations, instructions and lesson objectives with term structures in tasks, clear sequencing, use of props, visuals and emonics to help them remember the key points
  
• Incorporate more role play and drama which will allow boys to escape their role and adapt an imaginary role where they can be more forthcoming in expressing imagination and feelings
  
• Increase the development of kinaesthetic activities which allow movement or activity e.g. card sorting activities containing words/pictures/definitions into categories such as 'for' and 'against', similarities and differences, words and definitions; interactive wall lists, picture galleries or badge exercises
  
• Question your classroom interactions and the language you use with boys; praise in private, punish in private. Perhaps consider giving a 'man of the match' award or a 'yellow card' as a way of keeping boys 'on side'
  
• Use all aspects of assessment for learning to support effective learning. Boys love routine, structure, short sharp tests and reinforcement with immediate feedback and reward. Learning objectives for lessons should be shared; display and model work in progress as well as successful work; develop peer and self-assessment opportunities, always give constructive feedback on how to improve which is linked to the learning objective. Identify small steps for success to improve self esteem. Summative assessment tests need to be gender sensitive in layout with ruled off sections, lines for answers, clear instructions, no blank spaces and prompts which make clear the expectation
  
• Use ICT to support planning and drafting work to encourage weak writers, who tend to be reluctant to redraft their work, to persevere. Good presentation can increase motivation for students whose hand writing is poor

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