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“Sir, can I...?”
Developing choice in historical enquiry
School History Project Conference 2013
Dave Stacey
Image: Clifton...
Aims
• Consider the limitations of some of our current practice so
that we can identify which ideas might work for us
• To...
What do you love about
History?
What do you love about
History?
How much of that are
you able to deliver in
your lessons?
@davestacey
blog.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 /
y...
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
shou...
• I can’t possibly
cover everything
• I should be
encouraging
curiosity
• It is more
important that I
model learning than
...
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 pit...
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
Psudo problems
http://thankstextbooks.tumblr.com/
#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 asse...
#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:Vi...
#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 CH...
Success Criteria
SOLO Taxonomy
http://taitcoles.wordpress.com
@totallywired77
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 ...
Ewan McIntosh - NoTosh
Design Thinking
Image: http://dukelyer.wordpress.com
Googleable or
Ungoogleable questions
Immersion...
What topic would you
love to cover but you
don’t have time for??
bie.org
Sir, can I... ?
"Sir, Can I..." - Developing choice in Historical Enquiry. SHP Conference 2013
"Sir, Can I..." - Developing choice in Historical Enquiry. SHP Conference 2013
"Sir, Can I..." - Developing choice in Historical Enquiry. SHP Conference 2013
"Sir, Can I..." - Developing choice in Historical Enquiry. SHP Conference 2013
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"Sir, Can I..." - Developing choice in Historical Enquiry. SHP Conference 2013

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Slides from my workshop at the School History Project Conference, Leeds. July 2013

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"Sir, Can I..." - Developing choice in Historical Enquiry. SHP Conference 2013

  1. 1. “Sir, can I...?” Developing choice in historical enquiry School History Project Conference 2013 Dave Stacey Image: Clifton J on Flickr CC Licensed Please add your views to the flipcharts around the room
  2. 2. 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
  3. 3. What do you love about History?
  4. 4. What do you love about History? How much of that are you able to deliver in your lessons?
  5. 5. @davestacey blog.mrstacey.org.uk
  6. 6. #SHP25 #Historyteacher
  7. 7. 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?
  8. 8. 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
  9. 9. • 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
  10. 10. How do you cater for all your students?
  11. 11. Strong evidence in favourStrong evidence against Learning Styles Strong evidence in favour Where would you put them?
  12. 12. How do you cater for all your students?
  13. 13. 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
  14. 14. Thinkers Keys http://thinking-egs.wikispaces.com/Tony+Ryan
  15. 15. Which word do you think I was advised by several people to avoid in the title of my workshop?
  16. 16. project
  17. 17. project based learning
  18. 18. bie.org
  19. 19. TASC Wheel Belle Wallace
  20. 20. Psudo problems http://thankstextbooks.tumblr.com/
  21. 21. #1 - Pick something that interests you from this period. Present it however you want, but you won’t be there to explain it.
  22. 22. #2 - Research project Generate questions Research and answer one: sheet of A4 Peer Assessment Second question Teacher assessment
  23. 23. #3 - Turn your room into a museum
  24. 24. • 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.
  25. 25. #4 - Create a class website or book or blog or wiki
  26. 26. #5 - “Who do you think you are?” Oral family history Produce a family tree and a family story
  27. 27. Yes, but...
  28. 28. How do we level it? But what about the content?!?!
  29. 29. What does it mean to ‘get better at History’?
  30. 30. Peter Lee - ‘A lot of guess work goes on’ - Children’s understanding of historical accounts.Teaching History 92 Project CHATA
  31. 31. Success Criteria
  32. 32. SOLO Taxonomy
  33. 33. http://taitcoles.wordpress.com @totallywired77
  34. 34. But what about the content?!?!
  35. 35. Input - Listening Break Input - Recall Break Input - Understanding
  36. 36. “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.”
  37. 37. Ewan McIntosh - NoTosh Design Thinking Image: http://dukelyer.wordpress.com Googleable or Ungoogleable questions Immersion and provocation
  38. 38. What topic would you love to cover but you don’t have time for??
  39. 39. bie.org
  40. 40. Sir, can I... ?

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