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In the Action Research Report 2012 :TEACHING BOYS AT THE COAL FACE: Mining Key Pedagogical Approaches Action Research Report 2012 INTERNATIONAL BOYS’ SCHOOLS COALITION offi[email protected] • www.theibsc.org ©2012 by the International Boys’ Schools Coalition. All rights reserved. Table of Contents Introduction...................................................................................................................................3 DI LAYCOCK Coordinator, IBSC Action Research Program Inquiry Learning? Try a Game...........................................................................................5 JEFFREY ADAMS, BSc, MSc, CertEd Crescent School, Toronto, Ontario, Canada Character Matters: Giving Voice to the Boys .......................................................25 SANDRA BOYES, BEd, MA, EdD Crescent School, Toronto, Ontario, Canada Through the Looking Glass: Adding a Reflective Component to a Collaborative Project.....................37 SHERRI DARVER, BSci (Education) St. Mark’s School of Texas, Dallas, Texas, USA From Naughty to Good: Owning My Behaviour ...............................................49 CATHERINE GARRETT, BEd, MEd (2000), MEd (2010) Melbourne Scotch College, Melbourne, Australia Let’s Chill! The Effect of Daily Mindfulness Practice on the Growth of Boys’ Emotional Intelligence ................................................63 KAREN MAITLAND, HDE, BA (Hons), MEd(Psychology in Education), CERT (School Management) St John’s Preparatory School, Johannesburg, Gauteng, South Africa If You Build It, Will They Come?—Flipping the Classroom.........................79 JOHN THORNBURG, BSc, MSc(Teaching), MA (Education) St. John’s Northwestern Military Academy (SJNMA), Delafield, Wisconsin, USA From the Inside Out: Using Internalised and Empathetic Characterisation to Aid the Emotional Growth of Boys ..............................91 RUSSELL UNTIEDT, BA (Dramatic Arts) (Hons), HDE (Postgraduate) St John’s College, Johannesburg, Gauteng, South Africa Focus on Creativity—A Pedagogical Shift............................................................105 KAREN YAGER, MEd Studies, DipEd GradCert (Pedagogy) ANDREW WEEDING, BSc, DipEd Knox Grammar School, Sydney, NSW, Australia 3 Introduction DI LAYCOCK Coordinator, IBSC Action Research Program The literature and research are overwhelming in their support of pedagogy that is student- centred and which fosters positive relationships between students and their teachers. Also compelling in the literature is the suggestion that the attitudes and actions of teachers are amongst the strongest influences on their peers’ decision to change their practice. It follows, therefore, that an initiative such as the 2011–2012 IBSC Action Research Project, where these two notions are combined, has the power to significantly influence learning and teaching in boys’ schools. The eight action research reports presented here represent an extension of previous research undertaken on behalf of the IBSC by Michael Reichert and Richard Hawley. In their report to the IBSC, Teaching Boys: A Global Study of Effective Practices (2009), and subsequent publication, Reaching Boys, Teaching Boys: Strategies that Work – and Why (2010), Reichert and Hawley debunk the myth that boys are resistant to schooling. Their large-scale, worldwide study of boys and their teachers emphatically reveals that boys want to succeed at school, and that a significant part of leading them to such success is the forging of positive student-teacher relationships. To complement their findings, Reichert and Hawley provide teachers with a comprehensive toolkit of strategies that work effectively with boys. It is a selection of these strategies that the 2011–2012 IBSC action researchers investigated, implemented and evaluated within their own classrooms, under the research theme, Teaching boys at the coal face: Mining key pedagogical approaches. The strategies implemented as “actions” by the IBSC’s action researchers included: embedding online gaming across disciplines to promote engagement, creativity and collaborative relationships; using characterisation techniques in Drama to enrich boys’ emotional growth; integrating a reflective component into collaborative learning in Science to increase understanding of self and others; incorporating the principles of restorative justice into student discipline procedures to foster boys’ ownership of behaviour; heightening boys’ emotional intelligence through a daily mindfulness program; introducing a flipped classroom approach to improve the student-teacher relationship; and developing a student-driven award system to enhance ownership of, and engagement in, character education. The findings presented here by members of the IBSC’s 2011–2012 Action Research Team highlight the very positive benefits to be derived from listening to and respecting student voice. In empowering students to drive their own learning, whether in the academic or pastoral domain, the teacher-researchers generally observed the very positive impact of their pedagogical change on the boys’ desire to learn, and on the boys’ personal and scholarly development. 4 Further, the researchers recognised the profound personal value of using the formalised reflection of the action research process to transform their previously intuitive practice into practice that is informed and well-considered. The research reports you are about to read are the fruits of the researchers’ 16-month research journey; a journey that began online in early 2011, and which took them to the IBSC annual conference in London for training, and finally to the presentation of their research findings at the 2012 IBSC annual conference in Melbourne. Along the way, members of the team experienced many of the same processes that their research actions required of the boys in their classrooms; they collaborated online, reflected on their learning, and engaged with ideas that facilitated problem- solving, decision-making and risk-taking. In doing so, they also experienced the same emotional roller-coaster ride that we ask our boys to take throughout their schooling; a ride characterised by the highs of success and at times the frustrations of failure. The researcher’s reflections accompanying each report are testament to the profound and long- lasting personal and professional changes that can arise by turning one’s attention inwards through a process such as action research. They also highlight the substantive benefits for teachers of working together in a learning community populated by educators keen to connect and to share knowledge on teaching and learning in boys’ schools. A learning community such as the 2011–2012 IBSC Action Research Team could not have been sustained without leadership, and heartfelt thanks go to the Team Advisor, Dr Linda Gibson- Langford of the King’s School in Sydney, Australia. Her mastery of action research and her inspiring, compassionate leadership made this journey exciting and rewarding for everyone. Specifically, her work in providing ongoing feedback and her comprehensive editing of the research project reports are duly acknowledged. Thanks are also extended to the IBSC, and in particular, the Executive Director Mr Brad Adams, for providing the original vision for, and ongoing support of, the IBSC Action Research Program. Since its inception in 2005, the program has welcomed and nurtured more than 150 teacher- researchers from IBSC schools around the world. Finally, and most importantly, the IBSC congratulates the members of the 2011–2012 IBSC Action Research Team for their dedication to task and readiness to share with us their research projects. References Reichert, M. & Hawley, R. (2009). Teaching Boys: A global study of effective practices. Pawling, NY: International Boys School Coalition Reichert, M. & Hawley, R. (2010). Reaching boys, teaching boys: Strategies that work–and why. San Francisco:Jossey-Bass. 5 Inquiry Learning? Try a Game. JEFFREY ADAMS, BSc, MSc, CertEd Middle School Science, Geography & Mathematics Teacher Crescent School Toronto, Ontario, Canada Abstract Game-based learning (GBL) has become a hot topic within education. In the 2011 Horizon Report (Johnson, Smith, Willis, Levine & Haywood 2011), games-based learning was considered one of the trends to watch in the next few years. As yet, however, there is little research on how it affects student performance and engagement, and, more specifically, boys’ engagement in acts of learning. The researcher was interested in games-based learning and, more specifically, how games-based learning could engage boys as learners. Through action research he sought to answer the question: “What effect will game-based learning have on boys’ engagement and performance?” Eighty Grade 7 boys were involved in a digital summative task on SusTainabiliTy in which the computer game MinecrafT became the platform of choice for most boys. The use of a game-based option allowed for a creative and open- ended environment. The task was a collaborative one in which each student was given a particular role—farmer, builder, miner. The boys could create a sustainable village and/or world, focussed on resource use. Findings indicated that the opportunity to learn through a creative and open process provided intrinsic motivation for the boys to create an elaborate and sustainable world. Their comments, captured throughout the research period, ranged from ideas connected to creativity, improved engagement, learning and fun, and extended to concerns centred on the distraction factor when learning online. 6 Rationale A school for
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