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“Sir, can I...?”Developing choice in historical enquiry
School History Project Conference 2013
Dave StaceyImage: Clifton J on Flickr CC Licensed
Please add your views to the flipcharts around the room
Aims
• Consider the limitations of some of our current practice so that we can identify which ideas might work for us
• To investigate some possible models to encourage and allow student choice in your class so that we can discuss their possible merits
• (To understand why you’d want to do so in the first place so that you can decide if you should have gone to another workshop!)
• To have a go at designing a ‘tweeked’ unit so that we can learn from experience and each other
What do you love about History?
What do you love about History?
How much of that are you able to deliver in
your lessons?
@davestaceyblog.mrstacey.org.uk
#SHP25 #Historyteacher
If you could sum up in just one word what you hope your
students leave your classes with at the end of the hour / term /
year - what would it be?
I think, at a child's birth, if a mother could ask a fairy godmother to endow it with the most useful gift, that gift should be curiosity.
Eleanor Roosevelt
• I can’t possibly cover everything
• I should be encouraging curiosity
• It is more important that I model learning than I model knowledge
• The best learning comes from real situations
How do you cater for all your students?
Strong evidence in favourStrong evidence against
Learning Styles
Strong evidence in favour
Where would you put them?
How do you cater for all your students?
Key questions?
• Who are you aiming at?
• How much choice to students have in what tasks they complete
• Where are you pitching? Top? Middle? Bottom?
• Does each student know where to go next?
• AfL + Feedback
Thinkers Keys
http://thinking-egs.wikispaces.com/Tony+Ryan
Which word do you think I was advised by several people to avoid in the title of my workshop?
project
project based learning
bie.org
TASC Wheel
Belle Wallace
#1 - Pick something that interests you from this period. Present it
however you want, but you won’t be there to
explain it.
#2 - Research project Generate questions
Research and answer one: sheet of A4
Peer Assessment Second question
Teacher assessment
#3 - Turn your room into a museum
• Lesson 1 - What do we remember about Medieval life? Textbook challenge - what was different in Tudor times? (Homework: Visit a museum or museum website - bring back a cool idea)
• Research project
• FURNITURE MOVE - What have we learned about the Tudors? what have we learned about museums? Students get into groups (or work alone) - make a proposal for a museum exhibit
• Produce the work! All had to be on display by the end of the lesson. After school other teachers + students came to see. Photos taken and posted online.
• Evaluation of their work.
• EBI - More time to produce exhibits. Display over a lesson to allow them time to see each others work.
#4 - Create a class website or book
or blog or wiki
#5 - “Who do you think you are?”
Oral family history Produce a family tree and
a family story
Yes, but...
How do we level it?
But what about the content?!?!
What does it mean to ‘get better at History’?
Peter Lee - ‘A lot of guess work goes on’ - Children’s understanding of historical accounts. Teaching History 92
Project CHATA
Success Criteria
SOLO Taxonomy
But what about the content?!?!
Input - Listening
Break Input - Recall
Break Input - Understanding
“We did trials with science novices in which they had a couple of hours of spaced learning and did as well as if they had had two years of science teaching.”
Ewan McIntosh - NoToshDesign Thinking
Image: http://dukelyer.wordpress.com
Googleable or Ungoogleable questions
Immersion and provocation
What topic would you love to cover but you don’t have time for??
bie.org
Sir, can I... ?
