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DESCRIPTIONPowtoon Animations. http://www.powtoon.com/p/e7Jp4Xl7Z6B /. www.powtoon.com. Encourage a Re-Framing of Evidence. The experience Im talking about is having to come to grips with an enemy who designs your death.. - PowerPoint PPT Presentation
www.powtoon.com Encourage a Re-Framing of Evidence Using small excerpts from articles to explore a variety of views on accepted versions of history
Paul Fussell Thank God for the Atom BombThe experience Im talking about is having to come to grips with an enemy who designs your death.An Introduction to Historiography: Accessing Perspectives
How might different groups in Australia at this time have reacted to this image and why?Use Primary Source written and visual sources as the basis for this discussionIntroducing Historiography
Top Three Tips:
Challenge students to see themselves as a part of the conversation of historiography
Simplify historical views into the main schools of thought (initially)
Encourage them to incorporate views into essay writing
Perspectives on the Cold War This could be introduced at Year 10 History or Year 11 20th Century History Summaries of Historical Views
Ask students to summarise the key ideas of each view Introducing Historiography
YouTube: What is Historiography? Use KeepVid.com to save if you cant use in classOnline learning spaces
Students are asked to respond to questions with a limited number of characterswww.answergarden.com
Step Three: Pit stops and Checking In How can we elicit evidence of learning from our students?
Where are our students in their learning?
Plan to continually assess as well as instruct
Formative Activities Focus on learning, rather than instruction Unpredictability in learning Can reveal glaring inconsistencies in knowledge & understanding!Enables for the prioritisation of deep learning in a busy curriculum
ALL students: Thumbs up or Down
Regular Cheat Sheets
Encourage students to refine knowledge and evidence on a regular basis Exit Passes E.g. What do you need to focus on after your practice task?
The Great PowerPoint Shake-Up of 2012! Personal pledge: Never show a PowerPoint without activities to find out where students are at with the content
Insert questions to promote thinkingEngage students in debates All student response systems (thumbs up/down)Exit passes
History Buddy Up: Quick Collaboration
Share factual knowledge
Share interpretations Pit Stop: Quick Quizzes
Design regular quizzes and tests throughout the course Students are to work in partners and mark one anothers answersProjects: Reflections
There are a range of projects in the Middle Years curriculum
Encourage continual reflection, with questions like:
What have I completed so far?
How do I feel about my work rate and effort so far?
What am I still confused about?
What can I do to resolve my confusion? Encourage ACTIVE ListeningPresentations are an inevitable part of the Middle Years Curriculum
Avoid the glaze!
Ask students to record, in their own words, fascinating points raised in each presentation
This also creates a record for all learners Collaboration Online: Using Forums
Step Four: Keep Running: You Can Do It! How can we provide feedback that moves learning forward?
Some Startling Stats! Ruther Butler, 1988132 Grade 6 students in twelve classes Israel At the end of a period of learning, work was collected and marked by researchers and teachers Feedback was recorded and its effects studied
Findings (between two units): Only scores on work = no progress Only comments on work = 30% more progressScores + comments = same result as those who were given scores alone (i.e. very little!)
According to this studyComment + score = minimal student improvement
Or, another perspective: What matters is the mindfulness with which students engage in the feedback sometimes less is more. (Wiliam)
1. Detailed comments on each part of the task 2. Smiley faces used as an indication of skill level
3. Overall grade supplied, but no numerical mark at this stage
Feedback in Four Stages
4. Five overall themes or challenges confronting the class each individual has their focal points highlighted and they are asked to re-work responsesOverall mark supplied when reflection is completeEssay Feedback
Step 1: Fill out criteria sheet by marking high, medium, low Step 2: No grade supplied Students asked to fill out self reflection to receive grade Two Stars and a Wish
Essay Reflection: Students retain and acknowledge strengths, as well as areas for improvementI now understand the footnotes as references and how to use them.The Power of Peer Assessment
Encourage Continual Reflection What matters is the mindfulness with which students consider their feedback
Imagine that your education is like a suitcase that you carry with youAfter our conversation together, please complete these questions in your own wordsThese responses can be the basis for further conversations about refining skills Create Metacognitive Reflection
Use surveys to ascertain information about your students learning.
Focus on: The nature of student revision I start preparing for exams early
Student understanding of objectives I had a clear understanding of what was required of me in this task
Student behaviour and approaches in assessments I used the reading time to establish my responses.
Final Reflection Barry Schwartz, Paradox of Choice (2003)Too much choice can be paralysingeven dangerous.
Glance back at the biggest challenges that you face as a Middle Years History teacher.
Can you think of one strategy, presented today or otherwise, that could assist you to develop your teaching in these areas? Any questions?