By Martin Hunt
This useful workbook includes the entire recommendation, suggestions and assets new and pupil heritage academics have to ponder and improve their instructing perform, aiding them to devise classes around the topic in a number of instructing situations.
Helpful positive aspects include:
- case studies
- examples of scholars’ work
- examples of latest strong practice
- a diversity of tried-and-tested instructing techniques
- photocopiable assets and coaching materials
- activities in each one bankruptcy to aid pupil background academics research their studying and performance
- web hyperlinks for extra interpreting on evidence-based practice.
Designed for use independently or as an built-in extension of the preferred textbook, Learning to coach background within the Secondary School which supplies specified examples of thought in perform, this booklet is filled with examples of the way to research perform to make sure maximized studying within the classroom.
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Extra info for A Practical Guide to Teaching History in the Secondary School
Active History lessons should be like any other history activity – clearly focused, tied to what pupils already know and understand, with concise aims and objectives and a way of helping pupils to make further progress. Role play can take a variety of different forms – • • Role play as consolidator of knowledge – pre-written plays, full drama work. Role play as fun – teaching historical skills – invigorating source work/interpretations/ signiﬁcance activities. Role play as assessment – mock trials, debates, pupil-created plays.
The unit contains a number of concepts (Puritanism, royalism, parliamentarianism, divine right) that pupils often have difﬁculties in fully understanding. The Schools History Project has a role play that has always worked brilliantly in my experience – The Trial of Charles I (Shephard and Moore, 1995). It has four simple scenes, with a variety of characters both high and low, and conveys simply the story of Charles I’s trial. The lesson plan below suggests how it could be used. Lesson Plan: How fair was the trial of Charles I?
After asking a question, get into the habit of counting to two or three before taking a response. At ﬁrst, you might like to prepare a list of questions to ask, or at least to fall back upon if needed. This will help you to think about the important issue of sequencing questions. However, do not be afraid to let the class lead you away from your script. That will not be a problem if you stick to the above principles. You will also ﬁnd that student participation will increase if you provide a stimulus.
A Practical Guide to Teaching History in the Secondary School by Martin Hunt