Saturday, May 9, 2015

Teaching History: Developing as a Reflective, Secondary Teacher






Teaching History: Developing as a Reflective, Secondary Teacher
Buku ini diterbitkan tahun 2008  SAGE Publications Inc. California, adalah buku edisi Pertama.



Judul:  Teaching History: Developing as a Reflective
Secondary Teacher
Oleh:  Ian Phillips
Penerbit:   SAGE Publications Inc. California
Tahun: 2008
Jumlah Halaman:  289  hal.


Penulis:

Ian Phillips

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Lingkup Pembahasan:

Buku ini dirancang untuk membantu membuat keberhasilan kursus pelatihan.  Buku Ini menunjukkan  bagaimana merencanakan pelajaran, bagaimana membuat baik penggunaan sumber daya dan bagaimana menilai kemajuan siswa secara efektif. Tapi tujuan utama buku ini  adalah untuk membantu belajar bagaimana meningkatkan kinerja kelas. Dalam rangka meningkatkan kinerja kelas guru harus  memiliki keterampilan analisis dan evaluasi diri, dan  guru perlu tahu apa yang  harus  dicoba untuk mencapai dan mengapa.  Guru juga perlu contoh bagaimana guru yang sudah berpengalaman   memberikan pelajaran sukses, dan bahkan bagaimana guru-guru terbaik terus berupaya untuk menjadi lebih baik.
Buku ini memiliki fokus praktis. Buku ini akan membantu merasa lebih nyaman tentang apa yang diharapkan dari pada praktek mengajar, melalui menunjukkan baik praktek dalam pembelajaran sejarah, tetapi juga melalui menempatkan bahwa praktik yang baik dalam seluruh sekolah dan konteks nasional. Anda akan, misalnya, menemukan saran tentang bagaimana pelajaran sejarah dapat berkontribusi untuk inisiatif seluruh sekolah seperti mengembangkan kemampuan berpikir siswa.

Daftar Isi:


List of figures viii
List of tables ix
Acknowledgements x
How to use this book xi
1     You and your subject: a personal perspective 1
       A subject called history: defining a role in the new curriculum 1
       Becoming a history teacher: developing a professional identity 4
       You and your subject: the personal perspective 6
       Your chosen subject: ‘the discipline of history’ 9
       Developing professional craft knowledge 18
       Summary 23
       Further reflection 24
2     You and your curriculum: a public perspective 26
       The ‘community of practice’ and the impact of the National Curriculum 27
       Teaching the key concepts and key processes 40
       Diverse and significant interpretations 44
       Diversity 45
       Significance 45
       The key processes 48
       Communicating about the past 48
       Historical enquiry 49
       Using evidence 49
       An epistemological curriculum? 50
3     Planning to teach and learn 54
       Planning as decision-making 56
       Short-term planning the individual lesson: objectives and outcomes 59
       What comes first: content, concepts or questions? 62
       Pulling ideas together 63
       From focus questions to enquiry questions: What is medium-term planning? 65
       QCA Schemes of Work and planning across a key stage 69
       There and back again: using learning objectives and outcomes to drive the lesson forward 70
       Summary 75
4     The elements of teaching and learning history 77
       Endings, plenaries and consolidating learning 80
       Understanding learning 83
       MI and VAK 88
       Questioning and thinking skills 91
       Literacy the common denominator 93
5     Managing teaching and learning 98
       Active history 99
       Learning through doing 99
       The murder of Thomas Beckett: observing, reflecting and learning 101
       Modelling: apply active teaching and learning ideas in your teaching 103
       Card sorting 103
       Layers of inference and evidence sandwiches 105
       Thinking skills: learning how to learn 107
       Thinking skills approaches 109
       Organizing and recording thinking 109
       Thinking out loud: metacognition for young thinkers 110
       The National Strategy and Thinking Skills: a disconnected approach? 115
6     Assessing for learning history 119
       Assessment of learning V. assessment for learning 121
       How might the level descriptors be used to inform assessment? 124
       National Curriculum levels: a critical evaluation 126
       Making your assessments useful 130
       What do you mark and how do you mark it? 134
       How and what to assess 137
       Making your comments effective 138
7     Teaching across the ages: GCSE and A level 141
       Teaching across the ages: history 14–19 141
       Where did GCSE come from? 142
       Understanding the criteria and the syllabus 142
       GCSE assessment criteria 143
       Assessment objectives 144
       Giving your teaching structure: developing craft knowledge again 146
       Why is the GCSE under attack? 151
       Can GCSE history really be so bad? 153
       How does a department consciously build on skills and concepts across the Key Stages? 153
       Planning and planting a GCSE allotment 154
       Building knowledge and applying understanding 155
       Teaching history post-16 156
       Coherence and structure 160
       The new A/S and A2 specifications 162
       Preparing your students for A level history 164
8     Inclusive history teaching 169
       What you need to understand about Special Educational Needs 172
       Effective teaching and learning with SEN students 174
       GNT, NAGTY, YGT 179
       Working with Young Gifted and Talented – the QCA perspective 187
       Teaching students with EAL 188
9     Information technologies and history teaching 194
       Just because we were using computers we must be good 194
       Expectations and developing confidence 197
       Working from first principles 199
       Making progress in history: making progress with ICT 200
       Using databases to sharpen up your historical thinking 202
       Using discussion forums 206
       Learning how to use a VLE 207
       Online learning as social constructivism 207
       Models of e-learning 208
       VLEs in the history classroom 211
       Using VLEs to develop historical argument 212
10   A diverse and controversial subject 216
       A different kind of chapter? 216
       The personal and the controversial nature of history 219
       Why do we teach such difficult topics? 219
       Teaching sensitive issues: barriers to understanding? 222
       Barriers to teaching: subject knowledge and teacher confidence 229
       Using the past to understand the present: using the present to access the past 236
11   Where do you go now? 241
       Making effective use of observation feedback 244
       Developing a critical perspective 248
       Academic enquiry 250
       How do you go about investigating your practice? 252
       Structuring your writing 252
      The abstract 253
       Introduction 253
       Areas of discussion 253
       Conclusion 253
       Your NQT year: and beyond 254
       Bibliography 257
Index 266

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