By Martin Hunt
This functional workbook comprises all of the recommendation, counsel and assets new and pupil background academics have to consider and increase their educating perform, assisting them to devise classes around the topic in a number of educating events. worthwhile positive aspects comprise: case reviews examples of scholars’ paintings examples of latest sturdy perform various tried-and-tested educating options photocopiable assets and coaching fabrics actions in every one bankruptcy to assist scholar historical past lecturers learn their studying and function net hyperlinks for additional analyzing on evidence-based perform. Designed for use independently or as an built-in extension of the preferred textbook, studying to coach heritage within the Secondary university which supplies certain examples of concept in perform, this e-book is filled with examples of the way to research perform to make sure maximized studying within the lecture room.
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Extra info for A Practical Guide to Teaching history in the Secondary School: Practical Guide to Teaching History (Routledge Teaching Guides)
Lewis, M. and Wray, D. (1997) Extending Literacy: Children Reading and Writing Non-Fiction, London: Routledge. McCully, A. (1997) ‘Key questions, planning and extended writing’, Teaching History, 89, October, 31–5. com/textbooks/9780415370240 36 Chapter 5 Role play as active history STEVE GUSCOTT INTRODUCTION This chapter considers one way of enriching the teaching of history – role play. For the purposes of this chapter, role play means the active engagement of both teacher and pupils in the interpretation of the past.
At the end of the lesson the students should be able to . . Such stems ensure your focus is on your expectations of the pupils and should prevent a mixture of objectives for the teacher as well as those for the pupils. Though important, it is better to keep separate the objectives for your own learning and achievement. The inﬁnitive or action words These words are crucial to your precise thinking. Avoid statements such as ‘to be aware of’. g. a class recalling events by giving oral answers or those that relate to developing understanding of attitudes and values over a period of time, which again are not easy to assess.
Think through how you will try to make a physical impact with your exposition. For example, with the cross-section of the trench, the depth of the trench was roughly the same height as a classroom ceiling. You could use a wall for your pararpet and a chair for your ﬁrestep. All through your story the students can see an actual trench on the screen. Don’t be afraid to stand on a chair or point at an imaginary barbed wire. As you explain each element of the trench, ask them what its purpose was. Then consider: (i) Was this more or less successful than using a text-book description?