By Martin Hunt
This sensible workbook comprises the entire suggestion, assistance and assets new and pupil background lecturers have to think about and boost their instructing perform, aiding them to plot classes around the topic in a number of instructing occasions. necessary beneficial properties comprise: case reports examples of students’ paintings examples of present reliable perform a number tried-and-tested educating recommendations photocopiable assets and coaching fabrics actions in each one bankruptcy to assist scholar heritage academics learn their studying and function net hyperlinks for extra interpreting on evidence-based perform. Designed for use independently or as an built-in extension of the preferred textbook, studying to coach heritage within the Secondary university which gives designated examples of conception in perform, this publication is filled with examples of ways to research perform to make sure maximized studying within the school room.
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Extra info for A Practical Guide to Teaching history in the Secondary School: Practical Guide to Teaching History (Routledge Teaching Guides)
A few props and an imaginative use of space will do the rest. In my experience, pupils relish turning the room into a live theatre. Pre-written role plays do exist. Consider a unit that many teachers ﬁnd hard to teach – the English Civil War. The unit contains a number of concepts (Puritanism, royalism, parliamentarianism, divine right) that pupils often have difﬁculties in fully understanding. The Schools History Project has a role play that has always worked brilliantly in my experience – The Trial of Charles I (Shephard and Moore, 1995).
Some departments may be heavily prescriptive, others more ﬂexible. Some will allow you greater freedom of choice in your planning in the later stages of the course. Some may invite you to contribute a new unit for the department in your ﬁnal placement. More often there is some ﬂexibility given within a prescribed topic. You may be able to conﬂate or intersperse several topics as is the case in our exemplar material. Here the prescription is the story of Henry II and Becket to be used to develop the pupils’ understanding of historical interpretations.
Towards the end of the chapter there are some more advanced activities that you might like to try later, all of which complement the discussion covered in Chapter 4 of Learning to Teach History in the Secondary School, 2nd edn, Routledge, 2001. This chapter will consider three basic activities familiar to most history lessons: • • • Reading/research/exposition Questioning/discussion Presentation (oral or written). Chapter aims By the end of the chapter you should be able to: • • • • • • • design learning activities for your ﬁrst lessons; apply guidance on the creation of appropriate materials for reading in the classroom; understand the strengths and limitations of a range of approaches involving the use of reading; take steps to develop your exposition skills; employ a range of questions in your teaching and use them in a variety of ways; understand the strategies for successful group work; use a variety of approaches to written tasks including the use of mind maps.