Presentation on theme: "Focus on Boys - strategies to increase motivation and attainment"— Presentation transcript:
1Focus on Boys - strategies to increase motivation and attainment Wendy AdenijiMFL Consultant
2The New Secondary Curriculum Effective from September 2008, this gives teachers for the first time in many years to experiment with:CreativityEngagementIndependenceAll of these aspects will serve boys well
3Sound recording for Peer and Self-Assessment Recording voices using sound recording software such as Audacity, to listen back, edit and save as .mp3 files to put onto mp3 players or burn onto CDsThis is effective from Y7 up to Y11, and can be used to record songs and raps written by pupils, and to help perfect practise for speaking tests.
4Digital Video – ready-made clips Use of sites such as Youtube (and there TL equivalent e.g. in French) to show DV clipsRecommended site to show clips to encourage motivation:Fun clips in German from Verstehen sie Spass seriesWasserbettAlso a favourite German children’s TV series: die wilden KerleClips from French pop videos, with lesson ideas for teaching French as a foreign language
5Creativity with Drama and Video Boys love acting and drama, the sillier the better (and usually something that involves someone been gruesomely killed). They can script, act out and film simple scenes, such as in a restaurant or an interview.Examples from Heathfield School, Sandwell, West MidlandsThis was reported in the QCA 2006 document “Good Practice in using ICT in MFL”
6CreativityCreate a talking character and record it speaking in the TL using the free siteCreate a Powerpoint presentation e.g. based on the Wrld Cup in Germany (Groups called teams, with captains and players with different roles)
7Challenge Boys respond well to challenges Give them a webquest, which uses a Target Language site and asks them to find information from it, at a level which is achievable.
8Using songs with an emphasis on phonic sounds to develop speaking skills Play songs not just to learn them, but to listen out for specific soundsEmpower pupils to read - decoding, independenceSound-spelling links, phonicsImproved confidence in pronunciation, reading, listening (deciphering what they hear) and improved writing from awareness of phoneme-grapheme relationshipFocus on commonly mispronounced words eg. cognates
9Using songs with an emphasis on phonic sounds to develop speaking skills Using authentic resources for motivatione.g. Pigloo Gap-fillText sequencingGrouping words by sound: ‘ai’ , ‘oi’, ‘in’ and ‘I’“Moi, j’aime skier” fromFind words from or
10Keeping them going until the end of 9: new forms of accreditation Asset Languages, which can be linked to other vocational units, be ‘half’ a GCSE or just accredit certain skills.For example, this is has been used effectively to link to a Horsemanship course at The Grove Language College, Market Drayton (Shropshire); instead of learning parts of the body, parts of the horse are learnt
11Keeping them going until the end of 9: new forms of accreditation NVQ Language Units from OCRThe assessment is flexible, when the teacher feels pupils are readyThis has been used effectively with Y9 pupils at Yewlands School, Sheffield, who have then gone on to opt to continue to study a language in KS4Pupils who do drop the language at the end of Y9 have something to show for 3 years of studyBecause of the business-oriented approach, boys in particular feel that the subject is useful to them.
12New Curriculum: interdisciplinary links Links with literacy for example traditional tales – yes, boys in Y7 respond really well to these.Suggested activities for Chaperon Rouge (Rotkäppchen or Caperucita Roja):Read the class the story and ask them to guess which it isShow them the Powerpoint version of the story and ask them to look out for e.g. question words, particular verbsFind out some facts about Charles Perrault, the author for homework
13New Curriculum: interdisciplinary links Look at the Tex Avery version of the story in FrenchDiscuss how the tales started off as being moral tales and other possible endingsPupils write a new endingPupils could also script and in groups create a digital audio version of the story, possibly for publication as a podcastTeaching Grammar through context The Three Little Pigs: reinforcing du, de la and des and imperatives
14A departmental action plan Establish the scale of the problem: compare boys’ and girls’ attainment at the end of KS3‘Market research’ in school. Identify boys’ and girls’ dislikes and learning stylesTeach in small steps; give pupils regular experience of successIn marking give constructive feedback on how to improveExtend the use of rewards/ commendations to acknowledge boys’ contributionsUse assessment criteria which recognise boys’ contributions – is equal value attached to speaking/ listening as reading/ writing?Review profile and image of languages in school. Does the subject have a feminine image?
15A departmental action plan Think about how IT can be used in a meaningful way with all year groups and classesDemonstrate practical value of language learning by inviting male linguists from business/ industry in (your local Chamber of Commerce should be able help)Organise trips to the workplace to show languages at workLook at criteria for settingConsider single sex setting in the early stages