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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