Can lower ability boys cope with the discussions in the Science course?
This question was asked at an Essex inset session. Here are some comments from pilot teachers at nearby comprehensive schools.
Jo Richardson Community School, Dagenham (first pilot cohort started September 2005)
The science department as a whole doesn’t have a particular problem with the boys. Some of the discussion lessons have been difficult the first time round, but not sex-specific difficult! Within each class there is a range, in terms of willingness to participate in a mature way to discussion. Some students are able to reason, justify opinions and challenge others which is encouraging. Other students find it difficult to justify their opinions, simply saying ‘its wrong’ for example without being able (or willing) to relate information from the lesson into their argument.
I think as we continue through the course, teachers will find it easier to run and manage discussion lessons, plus the students will be more familiar with how discussion/debate works and participate more.
Sawston Community College, Cambridgeshire (third pilot cohort started September 2005)
We've not been aware of a problem with the boys, but it would depend on the discussion topic. Asteroids hitting the earth is more user-friendly than IVF to the majority of boys.
Manningtree High School, Essex (third pilot cohort started September 05):
I have found that the comparative lack of practical work in the pilot version of “Science” has caused some problems with the boys generally [ed’s note: there’s more practical work now]. But have not necessarily found it hard to engage boys in discussion.
I find if I give students a clear discussion point and allow them a fixed time to discuss it ( allowing them to record their views on the whiteboards) and then feed back either just to me or the group as a whole, this works. I also sit them in a circle, as in circle time, with a furry ball or cuddly toy to pass around, and ask the student holding the toy to contribute. This strategy is normally with a topic I feel we have discussed at length so they all feel confident to make at least one contribution.
I think, to answer the question about engaging the lowest ability boys, that I just make the assumption that they will contribute and leave it at that ... and it seems to work!
Sometimes it is hard work but I tell the students, both boys and girls, that they are my future and I expect them to think about the issues because they will have the vote soon and I want them to make decisions and ask questions based on knowledge not ignorance ... they normally pull a face but at least they don't resist too much!
For generic notes on running a discussion, see internal training on this website.
