Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

Standard 2.1

Rationale:
Research shows that boys typically score lower than girls on standardised tests in the language arts. Boys are more likely than girls to be placed in special education programs and boys are less likely than girls to go to university. While teaching boys at Prince Alfred College I was surprised by this research and chose to investigate further. Guided by the research I decided to adopt the following teaching strategies and observe whether, over the course of the term, they had any impact on the boy's literacy skills. 

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Artifact 1:


Teaching Area: Improving boys' literacy skills


I re- stocked the classroom with books that boys like to read, for example:

• books that refleced their image of themselves - what they aspire to be and do
• books that made them laugh and that appealed to their sense of mischief
• fiction that focuses on action
• books in a series, such as Harry Potter
• science fiction and fantasy
• newspapers, magazines, football cards and instruction manuals
• easy to read books

I followed Michael Smith and Jeffrey Wilhelm's advice suggesting I provide boys with texts that:

• are 'storied' - using a narrative approach that focuses more on plot and action than on description
• are visual - such as movies and cartoons, providing a multimedia experience
• are musical - providing the opportunity to develop literacy skills through an exploration of lyrics
• provide 'exportable knowledge' - information boys can use in conversation, such as headlines, jokes, 'cool parts' of books or movies
• sustain engagement - series books or collections that allow readers to 'see what's up' with characters they have come to care about
• show multiple perspectives - explore topics from a variety of points of view
• are novel - or unexpected in a school setting, such as satire
• are edgy - or controversial, worth arguing or caring about
• contain powerful or positive ideas - that have political, moral, or 'life expanding' appeal
• contain positive male role models
  

(Smith and Wilhelm, 2002, pp. 150-157)


I implemented strategies that have been shown to engage boys.

• read aloud with expression
• used visuals
• provided props
• used the internet

I endeavoured to create a link between reading and writing. In the classroom I ...

• explicitly discussed models of good writing, highlightling sentence structure, paragraphing and vocabulary
• emphasised how the writer's choices reflect the intended purpose of the text, and how the text affects the reader
• maintained a balance between the development of skills such as spelling and grammar and exploration of content, meaning and effect
• identified different genres and text types that students will encounter in particular subject areas and provide reading and writing opportunities in those subjects, using the appropriate genres and text types.

(OFSTED, 2003, pp. 9-19)


I followed best practice including ...

• read alouds
• shared reading
• guided reading
• independent reading
• modelled writing
• interactive/shared writing
• guided writing/writing workshops
• independent writing

(Fountas and Pinnell, 2001)


I made it my point to understand boy's learning styles. I found out that ...

Boys respond best when:

• work is assigned in bite-sized pieces and is time-limited
• lessons are broken down into a variety of activities that include more 'active' learning opportunities
• the seems relevant to them, when it has a purpose they can understand
• lessons are delivered in a brisk, well-paced format, with an obvious direction, so they can tell that progress is occuring
• the work includes an element of competition and/or involves short term goals
• time is allowed for review and reflection following the lesson or assignment
• an analysis of the 'concrete' aspects of a text precedes an analysis of one's emotional response to it
• they receive regular, positive feedback

(Wilson, 2003, p. 12)


I provided structure throughout the literacy lesson. For example ...

• I allowed three minutes to complete an introductory activity, then five minutes for instruction or discussion in pairs, and so on.
• I used daily guided reading experiences as the foundation of the reading program. I repeated instructions, demonstrated the response activity, and provided direction as students read, to help them develop comprehensive strategies and deal with unfamiliar words, structures and ideas
• I clearly defined assessment tasks so that students, particularly those who are underachieving, understood the steps they needed to take to complete the work.

(West, 2000, p. 4; Booth, 2002, p. 61)


I used explicit teaching practices. For example I taught students how to ...

• back up and reread
• use prior knowledge to make predictions
• generate questions about the text 
• think aloud
• look closely at the text structure
• draw inferences from a text 
• construct visual representations of plot lines, main supporting ideas, or relationships between characters and events 
• summarise a text

I used reciprocal teaching

I taught and modelled the use of four comprehension strategies: asking questions, summarising, clarifying and making predictions. Students then took turns using these strategies. with help from me and thier peers. Eventually, students acquired the ability to use the strategies on their own.

(Duke, 2004, p. 42)


I used writing frames, for example ...

I want to explain why ...
There are several reasons for this. The chief reason is...
Another reason is...
A further reason is...
So now you can see why...

(Wray and Lewis, p. 11)


I assisted reluctant writers by ...

getting them to write a list to act as a springboard for further writing. For example a list of things ...

• to do last
• to do first
• never to do
• to change
• to keep a secret
• to do before breakfast
• to do before leaving school
• to do slowly
• to do quickly
• I don't understand
• I'll never regret
• I'd like to forget
• about teeth
• you should try

(Frank, 1995, p. 226)


I used games and role playing. For example ...

• role playing
• dramatic play
• guided imagery
• drama
• 'to tell the truth' game (which student is most like the character)
• missing-scene scripts (write scripts for scenes)
• newscast - produce a news broadcast based on characters and events in a text

(Wilhelm, 1997, pp. 100-101)


I endeavoured to appeal to boys' need for social interaction by implementing ...

• small shared-reading groups
• groups working together with multiple copies of the same text
• students reading in pairs, working with a partner from the class 
• students using the computer in pairs
• literature circles

(Barrs and Pidgeon, 1993, p. 24)


I endeavoured to help boys to become critically literate by ...

• examining underlying meaning in texts
• considering the purpose of a text and the author's motives for writing it
• teaching that texts are not neutral, but represent a particular viewpoint
• analysing the power of language and persuasion
• exploring interpretations of the text made by other readers
• adopting a point of view about the text
• exploring and clarifying personal values in relation to a text
  

(Tasmania Department of Education)


I attempted to make reading and writing relevant to boys by ...

• build learning around boys' interests and abilities, and situations they would find authentic
• giving students opportunities to work with one another

(Wilhlem, 2004, pp. 102-103)


In future lesson I will consider using technology to inspire interest. For example ...

• using digital cameras to produce books
• using interactive story CD-ROMs
• using word processing software and the internet
• engaging in online book reviews

In future I will consider engaging parents more. For example ...

reading diaries could be used to establish dialogue between the teacher and parents. For example,

• list new or interesting words
• draw scenes or characters
• record examples of good writing
• record interesting facts
• design a poster to advertise the book they are reading

(OFSTED, 2003, p. 8)