History & Education

1. PEECCCS: Perspectives, Evidence, Empathy, Contestability, Cause and Effect, Continuity and Change, Significance

Annotations:

• Promotes skills used in the process of historical inquiry

1. PEACH: Perspectives and interpretations, Explanation and Communication, Analysis and use of sources, Chronology, Terms & Concepts, Historical questions & Research

1. Inquiry questions & concepts are applicable to ALL year levels

1. Family, Community, Australia, Australia's place in the world etc.
2. Chronologically sequenced
3. BUT contested, does not capture full scope of children's interest. Has been ordered in a chronological sequence - however young children still fascinated by Ancient Egypt/Dinosaurs.

1. Grand Narrative History: History as 'investigation', A linear and chronological examination of history
2. 'New' History: Students encouraged to posit their own interpretation of history & develop conclusions/perspectives. It is a dialogue between past and present
3. Critical Approaches to History: Seeks to explore the way in which perspectives of the past are reconstructed in view of the present. Views history through a 'critical' lens

1. No widely agreed definition: "History is nor a fixed body of knowledge"
2. Promoting Narrative History helps preserve an untarnished national identity. Government involvement can tend to endorse the education of grand narrative history

1. 1) Establishing what we want to find out
2. 2) Finding out
3. 3) Deciding what to do with what we've found (see social investigation strategy)

1. Socrates: " The unexamined life is not worth living"
2. Jurgen Habermas
   1. Critical Thinking
      1. Emancipatory Practice
         1. "What and How?"
         2. "Why?"
         3. "In Whose Interests?"
   2. Various ways of knowing
      1. Technical Knowledge
      2. Practical Knowledge
      3. Critical Knowledge
3. John Hattie
   1. Visible teaching and learning

1. Inquiry Sequence
   1. 1) Framing and Focussing Questions
   2. 2) Locating, organising and analysing evidence
   3. 3) Evaluating, Synthesising and reporting conclusions
   4. 4) Possible taking of action
   5. 5) Reconsidering consequences and outcomes
2. Limitations: Can sacrifice breadth of coverage but allows for deeper learning. Additionally, it is difficult to implement with students who lack motivation or knowledge base

1. Teachers to be historical role models: Innovative, Creative & Flexible
   1. Teachers to match teacher and student priorities
   2. Know the Learner
   3. Be aware of the ways in which knowledge construction is influenced, shaped and conveyed by the teacher
2. Pedagogical Content Knowledge
   1. Subject Matter Knowledge
   2. Pedagogical Knowledge
   3. Knowledge of Context
3. Teaching Engagement
   1. Student Centered: More inquiry based, Students to use teacher as resource person. Constructivism, library research, role plays, independent study & group work
   2. Teacher Centered: Directed discussion, lectures, skill practice and directed reading/assignments

1. Develops confidence in teachers
2. Provides direction for both teacher and students
3. Provides a framework to evaluate the success of teaching and learning

1. Ralph Tyler's Principles: Objectives, Selecting learning experiences, organising learning experiences, evaluation
2. Backwards Design Process
3. Continuum of planning
   1. Based on time
   2. Based on knowledge transmission
   3. Based on teacher independence