Teaching Boys to Teaching Boys to Write Write

What’s FACT and What’s OPINION? What’s FACT and What’s OPINION?

Sue AndersonSue Anderson

Educational Service Unit #3, Educational Service Unit #3,

sanderson@esu3.orgsanderson@esu3.org

What do we think about boys and writing?

What do we know about boys and writing?

How can we be more responsive in our teaching?

What do we think about boys and

writing?

How you would describe him?

Why does this boy come to mind first?

What kind of a learner is he?

What does he do well?

What does he like?

What does he struggle with or not do so well?

Who…

did you write about?

What do we think about boys and writing?

Teacher perception survey by Ralph Fletcher

100 teachers in the United States and abroad

Handpicked by researcher – considered to be strong teachers of writingFletcher, R. (2006). Boy Writers: Reclaiming Their Voices. Portland, ME: Stenhouse Publishers

What do we think about boys and writing?

In general, my girls/boys tend to enjoy writing more.

Results:

Girls: 49 Boys: 1 Both/Equal: 21

Fletcher, R. (2006). Boy Writers: Reclaiming Their Voices. Portland, ME: Stenhouse Publishers

Did You Know?

• Boys earn 70 percent of Ds and Fs; fewer than half the As

• Boys account for 70 percent of learning disability diagnoses

Gurian and Stevens, The Minds of Boys: Saving Our Sons from Falling Behind in School and Life (2005)

Did You Know?

• Boys represent 90 percent of discipline referrals

• Boys dominate ADD/ADHD diagnoses

Gurian and Stevens, The Minds of Boys: Saving Our Sons from Falling Behind in School and Life (2005)

Did You Know?• 80 percent of high school dropouts are male

• Males make up fewer than 44 percent of college students

• Boys are an average of a year to a year and half behind girls in reading and writing.

Gurian and Stevens, The Minds of Boys: Saving Our Sons from Falling Behind in School and Life (2005)

Did You Know?The current generation of college age men will…• Be increasingly unemployed or underemployed

• Pay less Social Security, state and federal income taxes over their lifetime

• Depend more on in-kind benefits (food stamps, Medicaid, rental housing subsidies) than better educated counterparts

Gurian and Stevens, The Minds of Boys: Saving Our Sons from Falling Behind in School and Life (2005)

Did You Know?The current generation of college age men will…

• Be more likely to father children out of wedlock and not live with or support their offspring

• Be less likely to accomplish personal and social goals for success in a competitive society

Gurian and Stevens, The Minds of Boys: Saving Our Sons from Falling Behind in School and Life (2005)

2007-2008 NeSA Writing Assessment Results

Males• Overall Performance

Percentages for All Students Meeting or Exceeding Standards Years Grade 04 Grade 08 Grade 11 2003-2004 79.57% 82.56% 87.39% 2004-2005 82.99% 84.94% 89.52% 2005-2006

All Students

NeSA Writing Assessment Results: Boys/ All Students

NeSA Writing Assessment Results:Boys/Girls

2007 National Assessment of Educational Progress (NAEP) Writing Results

Grade 8

2007 National Assessment of Educational Progress (NAEP) Writing Results

Grade 8

A Matter of Brain Function

• Boys’ brain function– tends toward more spatial-mechanical activity (Blum, 1997;

Moir & Jessel, 1989)

– better suited for symbols, diagrams, pictures moving through space than for the monotony of words (Gurian, 2001)

• Boys– Tend to compartmentalize learning; have more difficulty

multitasking (Havers, 1995)

-Gurian and Stevens, Educational Leadership, November 2004

A Matter of Brain Function

• Girls’ brain function enables– more “cross talk” between brain hemispheres – more detailed memory storage– better discrimination among various tones of voice

• Girls– Tend to make fewer impulsive decisions– Use more of the cortical brain areas for verbal and emotive

functioning – Moir & Jessel, 1989; Rich, 2000

Gurian and Stevens, The Minds of Boys: Saving Our Sons from Falling Behind in School and Life (2005)

Mismatch Between Boys and Conventional Education

• Boys were once schooled in various and instructional methods –apprenticeships, tutoring, action, and practice through works of the hand

• Daily learning on farms, ranches, in marketplaces, on journeys has disappeared

• Fidgeting and physical movement, once viewed as a sign of energy, vitality, and willingness to move toward places of learning have become a liability

Gurian and Stevens, The Minds of Boys: Saving Our Sons from Falling Behind in School and Life (2005)

Points to Consider for Boy-Friendly

Learning Environments

The Learning Space• Large, roomier• Tables with more work space• Places to display their creations• Books with lots of pictures• Manipulative toys – blocks, things to build• “Karate Kicks”• Lighting – bright lights best• Choice-making to develop responsibility

“We must create classrooms where a boy who enters says to himself, ‘This is a place where I can write, a place where I can bring all of myself to my writing’.” – Ralph Fletcher

How shall we respond

to some specific issues

related to boys’ writing?

(Dis)engagement

“Teachers often find that boys’ resistance to writing is hidden but determined, a grassroots insurgency, a sit-down strike.”

–Ralph Fletcher

Humor“Boys are willing to break the rules to get a laugh…they need more slack to discover meaningful topics and the freedom to explore silly ones.”

-Barry Lane

Handwriting

“Boys often have to attend so much to the physical process of writing that they have much less time to attend to ideas and meaning-making. They often become frustrated and completely lose motivation to write.”

-Doug Kaufman, Conferences and Conversations: Listening to the Literate Classroom

Violent Writing

“Violent writing allows boys to understand and express the basic male narrative: they are young men growing toward the age when many men around the world must go to war.” – Ralph Fletcher

Conferencing

Give more wait time in the writing conference…boys may not be as willing to talk about their writing. – Ralph Fletcher

Choice

“Boys who like to write often say they are working on stories at home, where they can write about what they want …often what they want to write about is deemed inappropriate in school.”

– Carolyn McKinney, sixth grade teacher

Talking Points Activity

(Dis)engagement

Humor

Handwriting

Violent Writing

Conferencing

Choice

Talking Points Jigsaw Activity

• At each table find one talking point related to issues of boy’s writing.

• Read the information about your point from the Talking Points handout.

• Share a brief discussion in response to your point.

• Be ready to share 1-2 highlights with the whole group.

Tom Newkirk Ralph Fletcher

What do we think about boys and writing?

What do we know about boys and writing?

How can we be more responsive in our teaching?

Now is the time to change things for the better.

– Michael Gurian

More and more boys are doing

poorly, dropping out, and

beginning their lives,

handicapped without the

education and skills they need

to succeed in a world that is

increasingly demanding and

competitive. . .