Sequencing Our Lessons with the Adolescent Male in Mind

Sequencing Our Lessons with the Adolescent Male in Mind

March 24, 2010Presenter: Bill Rich

Research Base Reaching Boys: An International Study of Effective Teaching Practicesby Michael Reichart and Richard Hawley

A survey/study of teachers and students at boys’ schools in 6 countries--United States, Canada, New Zealand, Great Britain, South Africa, Australia.

Studied nearly a thousand teachers’ lessons with boys.

Categories of Lessons

GamingMotor Activity EmphasisRole Play/PerformanceOpen InquiryTeamwork/CompetitionPersonal RealizationResponsibility for OutcomesIntrinsic Subject MatterNovelty/Drama/Surprise

Today’s Three Key ConceptsTo succeed with boys, we need to incorporate three findings:1. Relational LearnersBoys are relational learners. Establishing an affective

relationship is a precondition to successful teaching for boys.

II. Bi-Directional FeedbackBoys elicit the kinds of teaching they need.

III. TransitivitySuccessful lessons for boys have transitivity--the successful lesson arouses and holds students’ interest beyond the lesson.

I. Relational Learners

“Behaviour that’s admired is the path to power among

people everywhere.”--Seamus Heany’s Beowulf

Cognitive

Social Emotional

Pre-Assessing Social/Emotional1. Who are some of the people in your life that you most admire?

2. We will work in groups throughout the year. Who in this class will you work best with? Who in this class will it be most difficult for you to work with?

3. What skill/hobby do you enjoy the most in your life?

4. What are you really good at?

5. Think of the teachers who have been most successful at helping you learn. What are the three words that describe these teachers? 6. Is there anything in particular that you hope I can/will help you with this year?

Tactics for Relationship Building with Boys

Personal StoriesProvocative Quotations/ImagesMusic/ArtYou TubeUnexpected VisitsTargeted, Specific FeedbackCooperative Competitions (Positive Interdependence)Seek Emotional Connections to ContentSpoof AwardsFlip Camera

II. Bi-Directional Feedback

“Boys elicit the pedagogy they need.”

Wisdom from Ted Sizer

“That students differ may be inconvenient, but it’s inescapable.

Adaptation to that diversity is the inevitable price of productivity, high standards, and fairness to students.”

Tactics for Bi-Directional Feedback with Boys

-Regular opportunities for “tune ups” or “huddles”--checking with class about how things are going and how class could be improved.

-Best to do this in writing with simple surveys.

-My favorite two questions: 1) What can Mr. Rich do to improve our class? 2) What can you do to improve our class?-Share their feedback and enact some of their ideas; this improves engagement/buy-in.

Tactics for Bi-Directional Feedback with Boys

-“Light-heartedness and good humor” cited by boys as contributing positively to learning

-Bottom Line:

Gotta Give to Get!

III. TransitivitySuccessful lessons for boys have transitivity--the successful lesson arouses and holds students’ interest beyond the lesson.

In other words, if you can hook your boys with an engaging activity to frame a unit/lesson, the excitement “attaches to and carries along a specific learning outcome.”

Examples of Transitivity

1. Romeo and Juliet and Swordplay

2. Physics and Model Race Cars

3. Creating Voices (and then performing/recording)

4. This I Believe

5. Cooperative Crews (Positive Interdependence) & Spoof Awards

Two Tactics for Cultivating Transitivity

1. What’s the hook? -novelty/drama/competition/inspiration/role play/physicality

2. Meaning before Details -Before getting into the details, try to convey the big idea/purpose right off the bat, ideally with a potent image, question, structure, or emotion. -Then elaborate the details. -10 minute rule --Adjusting cognitive intensity/focus

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Today’s Three Key ConceptsTo succeed with boys, we need to incorporate three findings:1. Relational LearnersBoys are relational learners. Establishing an affective

relationship is a precondition to successful teaching for boys.

II. Bi-Directional FeedbackBoys elicit the kinds of teaching they need.

III. TransitivitySuccessful lessons for boys have transitivity--the successful lesson arouses and holds students’ interest beyond the lesson.

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