A Practical Guide to Teaching History in the Secondary - download pdf or read online

By Martin Hunt

ISBN-10: 0415370248

ISBN-13: 9780415370240

This useful workbook includes all of the suggestion, information and assets new and scholar historical past academics have to consider and boost their educating perform, assisting them to plot classes around the topic in quite a few instructing situations.

Helpful positive factors include:

  • case studies
  • examples of students’ work
  • examples of present solid practice
  • a diversity of tried-and-tested educating suggestions
  • photocopiable assets and coaching materials
  • activities in each one bankruptcy to aid pupil heritage academics learn their studying and performance
  • web hyperlinks for additional studying on evidence-based practice.

Designed for use independently or as an built-in extension of the preferred textbook, Learning to educate heritage within the Secondary School which supplies specified examples of conception in perform, this booklet is choked with examples of ways to research perform to make sure maximized studying within the classroom.

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Additional info for A Practical Guide to Teaching History in the Secondary School

Sample text

Second, you should aim for a mixture of ‘volunteers’ and ‘conscripts’ to answer your questioners. Volunteers are enthusiastic and need to feel involved. Conscripts need and deserve the opportunity to join in too. Try to involve all areas of the classroom, both genders and all abilities. Third, think about pace and pauses. Some learners revel in a quick-fire question and answer. Others need time to reflect before raising their hand. After asking a question, get into the habit of counting to two or three before taking a response.

Some questions to consider are: • • • • • • • • • What are the learning objectives? What will the role play be about? What form will the role play take – play, debate, discussion? What will pupils need to know and understand before they do the activity? Will the whole class be involved or just a selection of pupils? What resources will pupils need to prepare for the activity? How long will they need to prepare? How long will the role play take? What will pupils who are not involved be doing while preparation/ performance is taking place?

Alternatively, give the students 23 minutes to draw and label the diagram of the trench from memory on a mini-white board. Then start the discussion as above. With a white board it is easier to ask students to put ideas in a rank or chronological order. ) but this time ask the students what you are doing or pointing at. (i) Which approach engaged most learners? ________________________________________________________________ ________________________________________________________________ (ii) Which approach made classroom management easier?

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A Practical Guide to Teaching History in the Secondary School by Martin Hunt

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