Blog Post by Tracy Taplin
When developing my T&L to have a positive impact on disadvantaged boys, it was clear from the onset that I had to develop structures; structures rooted in planning. I first read about cognitive overload a few years ago, which transformed my approach as to what I teach and how I teach it. The shift in presenting aims and outcomes in words stemming from specifications to key questions phrased in student friendly terms was imperative to providing a clear foundation to my lessons. Students came to learn there would be no deviating from this and therefore no surprises. A consistent approach from the start means that learning environments are stable, purposeful and conducive to learning – all essential as this focus group of boys often lack the consistency needed for long-term learning and attitudes to learning.
Modelling has been hugely successful in the English department particularly in relation to active questioning of students, but i was keen to use modelling to provide further clear yet challenging explanations. By verbalising my thought processes I have sought to approach alien concepts in a relevant way to boys in particular. For instance, when approaching the poem War Photographer, I knew students would struggle with the concept of developing photos from solutions and linking this to the Killing Fields of Cambodia, so I used Snapchat as a way of discussing who is responsible for taking photos and sharing them, and linking to conflict relevant to them, as a ‘hook’ in. In terms of linking this to ATL, I could then verbally model the attitudes needed to tackle sensitive and challenging topics.
With boys in general, it is imperative to provide them with enough space to practice. Whilst timing for exam responses are crucial, it is important to space this gradually over time. It enables whole class feedback to be used to clarify misconceptions as opposed to rushing through content, the result of which would usually end in feelings of failure. I like to focus on retrieval practice of skills rather than concept, to bridge the gap between ATL and equating short term failure with long term success. For example, I teach and re-teach active reading strategies and writing frames, and revisit these structures consistently and over time. This is proven to be powerful as disadvantaged boys who have a lack of ability to recall content, develop strategies to apply structures to different contexts. It is worth noting, of course, that these particular strategies have the power to have a positive impact on all students.
