“Slugs and Snails and…”

Matarazzo and Wallace Active Research 2013-14

What are “little boys” made of?

Rationale

• Development/extension of active research 2012-13• Gap of nearly 20% between boys and girls in the

current year 11 cohort• Identification of ‘boys’ as a specific group of learners

(SWCHS Strategic Plan 2013-14)

“Analyse and develop strategies to raise boys’ achievement across the ability range.”

• TLE cycle 2013-14

Matarazzo and Wallace Active Research 2013-14

• What does the latest educational research indicate in terms of boys’ motivation? Which teaching strategies are suggested currently to engage boys?

• How do the teaching strategies differ between a single sex school and a mixed gender school? What can we learn from this?

• How do teachers at SWCHS provide for boys as a group within their classes?

• What motivates boys outside the classroom? How might we use this information to further develop boys’ intrinsic motivation inside the classroom?

• How we can disseminate the findings from this research project to colleagues at SWCHS to ensure that there is an impact upon the learning scores of the focus group and beyond?

Research Questions

Focus Group

• Charlie Cowley• Ryan Favell• Khai Jones• Ben Mear• Harry Paine• Lewis Sell• Tom Wagstaff• Thomas Walker

Matarazzo and Wallace Active Research 2013-14

Selection Criteria:•High number of learning scores of 3+ (Autumn Term reports) •Above Average + Jesson Band

Methodology

• Analysis of current educational research on Boys’ motivation and underachievement (Whitehead 2006, Yeung 2011)

• Identification of focus group (Year 11/Learning Score)• MALs questionnaire• Pupil forum• TLWs• Lesson drop-ins (English, Maths and Science)• Lesson Observations (Geography, Maths and Science)• Visit to Bishop Stortford Boys’ School (English and Maths)

Matarazzo and Wallace Active Research 2013-14

Key Findings

Matarazzo and Wallace Active Research 2013-14

Where the boys were intrinsically motivated there was evidence of:

•Story telling•Real-life context •Problem solving/the red herring•Inclusive language; “we”, “our”•Humour•Collaborative learning (talk)•Alternative seating arrangements (horseshoe, pods, Socratic discussion)•Competitive spirit teacher-student/student-student•Hook for learning•Visual stimuli (image, photography, film, multi-sensory “experiences”)•Respect for the wealth of teacher subject knowledge•Teachers picking their battles•Choice

Key Findings

Matarazzo and Wallace Active Research 2013-14

Where the boys were demotivated there was evidence of:

•Extended periods of teacher talk•Teachers “over” controlling activities•Traditional seating arrangements•Working in isolation•Rigid teaching and learning environment•Lack of the “hook” for learning•No context (“we are learning just because…”)•Lack of student responsibility for their own learning•Distant teacher/student relationships•Missed opportunities to “impress”•No choice

Proposal

• Distil findings (link to TLE wheel)• DAW/SCM present to ACs (practical activity)• Set ACs “task” (intrinsic motivation/teaching

strategies)• ACs feedback work so far• Sample to SLT• Academic year 2014-15 focus: Intrinsic Motivation of

Boys (trial single sex teaching)

Matarazzo and Wallace Active Research 2013-14

ACs Task

In an Area meeting please reflect on “Slugs and Snails” key findings:

1.Which “top tips” are most applicable to your area/subject and why?2.How might you further develop teaching strategies in your subject context for boys in light of the above?3.How could these ideas be best embedded in SOW for September 2014 (could you identify specific SOW to review?)4.Sharing outcomes

Matarazzo and Wallace Active Research 2013-14

“Slugs and Snails and…”

Matarazzo and Wallace Active Research 2013-14

That’s what “little boys” are made of