PCAP, Activity 8 A worked example for History Peter Knight, December 20 2006

A worked example for History

Peter Knight, December 20 2006

Locating the subject History is generally seen as ‘soft’ because it is fundamentally concerned with interpretation and argumentation. History is generally seen as ‘pure’ because, with some exceptions to do with recent times, the idea of ‘applied’ history invites laughter.

History is generally seen as ‘soft’ because it is fundamentally concerned with interpretation and argumentation.

History is generally seen as ‘pure’ because, with some exceptions to do with recent times, the idea of ‘applied’ history invites laughter.

Teaching and learning practices I turned to the History subject benchmark statements, which contain advice on T&L methods in History. I could have used other sources – Box 8.1 from Knight 2002 is mentioned in Activity 8. The benchmark statement lists 20 practices. The full set of benchmark statements is at: http://www.qaa.ac.uk/academicinfrastructure/benchmark/

I turned to the History subject benchmark statements, which contain advice on T&L methods in History. I could have used other sources – Box 8.1 from Knight 2002 is mentioned in Activity 8.

The benchmark statement lists 20 practices.

The full set of benchmark statements is at: http://www.qaa.ac.uk/academicinfrastructure/benchmark/

T&L practices ― ‘mundane’ outcomes From the benchmark statement I chose: Be involved in lecture or lecture-type arrangements which capture their interest and excite their curiosity. Write at least some of their essays under exam conditions. From Table 8.1, I added: Multiple choice questions, including matching questions.

From the benchmark statement I chose:

Be involved in lecture or lecture-type arrangements which capture their interest and excite their curiosity.

Write at least some of their essays under exam conditions.

From Table 8.1, I added:

Multiple choice questions, including matching questions.

T&L practices ― ‘complex’ outcomes From the benchmark statement I chose: Carry out intensive critical work on source materials generated by Be expected to reflect critically on the nature of their discipline. Formulate, execute and complete an independent , extended piece of written work, with appropriate supervision, on which they are assessed.

From the benchmark statement I chose:

Carry out intensive critical work on source materials generated by

Be expected to reflect critically on the nature of their discipline.

Formulate, execute and complete an independent , extended piece of written work, with appropriate supervision, on which they are assessed.

Summary I was proposing six methods: Lectures Exams MCQs Critical analysis of sources Activities that require reflection on and study of historiography (the nature of history) Long ‘authentic’ investigations (dissertations, projects and theses). The fifth is ill-formed because there’s a variety of activities that could require this reflection. I suggest that group activities be used here, which fits with a benchmark recommendation that there be structured activities with other students.

I was proposing six methods:

Lectures

Exams

MCQs

Critical analysis of sources

Activities that require reflection on and study of historiography (the nature of history)

Long ‘authentic’ investigations (dissertations, projects and theses).

The fifth is ill-formed because there’s a variety of activities that could require this reflection. I suggest that group activities be used here, which fits with a benchmark recommendation that there be structured activities with other students.

Possible responses from colleagues (1) Dull Traditional Passive Very uninformative about exactly what teachers should do No sense of how to prepare students to be able to do these things No concept of sequencing – are some more suited to level 1?

Dull

Traditional

Passive

Very uninformative about exactly what teachers should do

No sense of how to prepare students to be able to do these things

No concept of sequencing – are some more suited to level 1?

Possible responses from colleagues (2) How to encourage good lectures, exams etc. Need to create understandings that are shared by students and staff of what is meant by, for example, being critical. Lack of engagement with the national employability agenda – how do these methods further employability? How is it going to be possible to use these methods ‘authentically’, rather than artificially? e-learning?

How to encourage good lectures, exams etc.

Need to create understandings that are shared by students and staff of what is meant by, for example, being critical.

Lack of engagement with the national employability agenda – how do these methods further employability?

How is it going to be possible to use these methods ‘authentically’, rather than artificially?

e-learning?

Peter’s response (1) Yes, I largely agree with these responses. The problems probably arise because the benchmark statements are not very imaginative and perhaps not very good either. They also arise because it is difficult to talk about ‘method’ in general. And the task of saying that some methods work best with ‘complex’ or ‘mundane’ outcomes is a little false. A lot of research suggests increased knowledge retention and understanding occur when complex mental processes are at work!

Yes, I largely agree with these responses.

The problems probably arise because the benchmark statements are not very imaginative and perhaps not very good either.

They also arise because it is difficult to talk about ‘method’ in general.

And the task of saying that some methods work best with ‘complex’ or ‘mundane’ outcomes is a little false. A lot of research suggests increased knowledge retention and understanding occur when complex mental processes are at work!

Peter’s response (2) Left to my own devices, preferred methods would be: E-learning and assessment, with lots of formative quizzes (both types of outcomes) Extensive problem-based, small group work (mainly complex) Good lecturing (both) ‘ Authentic’ problems (mainly complex) Required responses to short problems in historiography which are cumulated across the course and used in degree classification (complex) Compulsory course in oral and contemporary history, perhaps as a capstone (mainly complex) Learning point: methods are not easily allocated to ‘mundane’ or ‘complex’ outcomes.

Left to my own devices, preferred methods would be:

E-learning and assessment, with lots of formative quizzes (both types of outcomes)

Extensive problem-based, small group work (mainly complex)

Good lecturing (both)

‘ Authentic’ problems (mainly complex)

Required responses to short problems in historiography which are cumulated across the course and used in degree classification (complex)

Compulsory course in oral and contemporary history, perhaps as a capstone (mainly complex)

Learning point: methods are not easily allocated to ‘mundane’ or ‘complex’ outcomes.