A Talk Delivered at the New to Teaching Workshop, hosted by the Higher Education Academy and Loughborough University, 21-22 March 2014

1. Dr M. H. Beals
Sheffield Hallam University
TEACHING AND LEARNING
IN HISTORY
A Twenty-Minute Survival Guide
more about me

2.  Should not but mutually exclusive...
...but much of the pedagogical literature thinks they are
 Rationalism v. Constructivist teaching methods...
...the first one isn't the boogie man!
Learner-centred v. Learner-abandoned
Image Courtesy of 3D Eyes Associates:
http://3diassociates.wordpress.com/2014/03/13/tristram-hunts-call-for-a-politically-independent-ofsted/
TEACHING V. LEARNING

3. Depending on level of study:
Provides Grand Narrative of Module Content
Explains Historiographical Concepts and Theories
Gives Case Studies of Key Events or Individuals
Works Through a Selection of Primary Material
Provides Much Needed Sleep for Overworked Students
THE LECTURE

4.  Time Considerations
 Most British Lectures Run (multiples of) 50 minutes
 The Average Adult Attention Span is 20 minutes (at best!)
 Students Write / Type at Different Speeds
 Structure Considerations
 Outlining and Signposting Lecture
 Reflection Slides
 Conclusion Slide
 Level of Detail Considerations
 Narratives can contain more detail (especially with slides / hand-outs)
 Concepts require greater explanation, different angles
 Primary source examinations should discourage 'gut reaction' analysis
Image Courtesy of Hull University Union
http://www2.hull.ac.uk/administration/pdf/SummerConference2012_HUU_Fallin.pdf
STRUCTURE AND SIZE

5. Questions about Accessing Material After the Lecture
 Should I Provide Hand-outs to my Students?
 Should I Put Lecture Slides Up Online?
 Should I Record My Lectures for Students?
 Should I Reference Content in my Slides?
 Should My Students Reference my Material from My Slides?
All Must Take into Account:
 Existing Facilities (VLEs, Moodle, Blackboard, Websites)
 Copyright Issues (Audio, Video, Image, Text)
 Learning Difficulty Requirements (24 Hours before Lecture)
 Setting a Good Example
 Reputation Management
THE 'POST-GAME'

6.  Develops students' understanding of material
 Encourages students to take responsibility for learning
 Develops
 Analytical Skills through exposure to a variety of views, ideas and problems
 Organisational Skills by preparing evidence or a case for discussion or leading a group
of students in discussion
 Communication Skills through participation in discussions, preparation of debates, role
play, and presenting a case to other students and listening, questioning and responding
 Collaborative Skills by working together and negotiating with others
THE SEMINAR

7.  Reading Lists
 Textbook Selection
 Key Text for the Week
 Free-for-All from (Annotated) List
 Assign and Share
 Worksheets
 Pre-Defined Questions
 Small Amount of Writing for In-class Work
 Group-work
 Single or Multi-Week Project
 Presentations
 The Good, the Bad and the OOOOOOOOO-gly
PREPARATION

8.  Whole class discussion
 Workshop – Students divide into small groups and given tasks to complete
 Debate – Students divide into two groups and take opposing positions
 Student-led – Students decide focus of discussion, and tutor is an observer
 Brain-storming – Students suggest questions to follow up with discussion
 Presentations – Can be used to ensure that everyone contributes
 Problem-based Learning – Students are given a historical problem
 Snowball – Individuals, then pairs, then fours discuss together
 Role-play – Students are given a particular point of view, and argue from it
(Controlled) Variety within and between Weeks is Key!
ON THE DAY

9.  University education, at its best, is based upon independent and collaborative
learning
 First-year transition is a balancing act
 Students 'expect' university to be different
 Most Students Survey's Expected Immediate Independent Learning
 Lecturers 'attempt' to build on secondary styles
 Kind-hearted Souls Don't Want it to be a Shock / Demoralising
 Student 'see' that university will be just like secondary
 Knowledge Transfer as Opposed to Knowledge Gathering
 Difficult to Change in Later Years of Study
FINAL THOUGHTS

10. Dr M. H. Beals
Sheffield Hallam University
TEACHING AND LEARNING
IN HISTORY
A Twenty-Minute Survival Guide
more about me