DEVELOPING HISTORICAL THINKING? T HINK AG AIN! BARRY FIRT H
THE PIEDPIPER
DIE VLIEG IN DIE SALF • An a mb itio us Curric ulum • F e w Go o d te xtb o o ks ( L T SM) ( sa me we a kne sse s) • Dub io us Pra c tic e • T e a c he rs with ne g lig ib le se c o nd re g iste r • No n-a lig ne d a sse ssme nts
FROM CONTENT TO ASSESSMENT
WHAT DO WE TEACH?
HOW DO WE ASSESS?
WHAT THIS ACHIEVES IS • 1. L e a rne r e ng a g e me nt • 2. De a ling with Ca use a nd Co nse q ue nc e , E mpa thy, • 3. De a ls with the to pic a s a n e xte nsio n o f pre vio us wo rk a nd a s a b ridg e to future kno wle dg e :
EXCEPT…IT PROBABLY GOES MORE LIKE THIS: • Study the so ur c e b e lo w and answe r the q ue stio ns b ase d o n it: 1.1 Why, ac c o rding to the wo man, do the Ge rmans have no mo re pride ? [L 1] 1.3 Who do yo u think is the man C b laming fo r the hardship in the We imar Re pub lic ? [L 1]
WHAT IS LOST WHEN THIS HAPPENS? • F o c use s o n me mo ry • F o re g ro unds Ge ne ric skills o f info rma tio n re trie va l • Do e s no t e nc o ura g e te a c hing fo r histo ric a l thinking . • Me c ha nistic wa y o f a nswe ring “q ue stio n type s”
TEACHING TO THE TEST
LEVELS VS HIST THINKING THE FAILURE OF BINARY THINKING • L e ve ls do no t e nsure histo ric a l thinking . • L e ve ls: L e ng th • Asse ssme nt fo re g ro unding histo ric a l thinking e nsure s histo ric a l thinking
A BRAVE NEW WORLD • 1.4 Re c onstr uc tions: You will be give n thr e e ios . Re c o nstruc t the e ve nts tha t c o uld re la te sc e nar to the a rte fa c ts de sc rib e d. Re me mbe r to use the “language of doubt”. Yo ur a nswe rs sho uld b e no lo ng e r tha n 50 wo rds e a c h. • 1.4.3 An a rc ha e o lo g ist disc o ve rs a b a dly da ma g e d pho to g ra ph o f a wo ma n a nd a b a b y in a re c e ntly disc o ve re d British tre nc h fro m Wo rld Wa r 1. At the b a c k o f the pho to is sc rib b le d “ F o re ve r”. Wha t c o uld this sug g e st to a histo ria n?
SIR, WHAT IS IN THE EXAM? • “E xa ms c o nfe r sta tus o n tho se a c tivitie s ( c o nte nt) the y a sse ss” • Jo hn Slate r 1988
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