A Practical Guide to Teaching history in the Secondary by Martin Hunt

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By Martin Hunt

This useful workbook comprises the entire suggestion, counsel and assets new and pupil background academics have to examine and improve their educating perform, supporting them to plot classes around the topic in a number of educating occasions. necessary beneficial properties comprise: case reviews examples of scholars’ paintings examples of latest reliable perform a number tried-and-tested educating recommendations photocopiable assets and coaching fabrics actions in every one bankruptcy to assist pupil historical past lecturers learn their studying and function internet hyperlinks for additional examining on evidence-based perform. Designed for use independently or as an built-in extension of the preferred textbook, studying to educate historical past within the Secondary institution which supplies unique examples of idea in perform, this booklet is jam-packed with examples of the way to investigate perform to make sure maximized studying within the lecture room.

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Additional info for A Practical Guide to Teaching history in the Secondary School: Practical Guide to Teaching History (Routledge Teaching Guides)

Example text

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?

Vague words could lead to indecision in the classroom. 2 Choosing action words Precision in lesson planning can be a challenge for the trainee teacher especially in the early stages of a course. Vagueness can lead to ill-conceived lessons and often that is associated with not thinking through the specific activities you are asking of the pupils, hence the importance of action words. Get these right and that usually helps you to work out the pupil activities. Below is a list of 24 verbs, stating what the lesson should enable the pupils to do.

The challenge is fourfold. It involves: 1 2 3 4 the formulation of precise objectives; the linking of an objective or outcome to specific phases and tasks within the lesson or tracking an objective; the assessment of whether an objective or outcome has been achieved; the planning either to remedy any limited achievement or to reinforce the learning that has taken place. Chapter aims By the end of this chapter you should be able to: • • • formulate precise lesson objectives; ensure that your lesson objectives are clearly linked to specific phases and tasks within the lesson; plan the ways by which you can determine whether your objectives have been achieved; 15 GAIL WAKE AND MARTIN HUNT • • understand how to plan and develop resources for a unit of interrelated lessons, which includes overarching skills and understanding, has a variety of approaches and the assessment of progress; devise ways of evaluating your planning.

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