By Ian Phillips
ISBN-10: 1412947901
ISBN-13: 9781412947909
Reflective perform is on the middle of potent instructing, and this ebook may help you turn into a reflective instructor of heritage. every little thing you would like is the following: assistance on constructing your research and self-evaluation abilities, the data of what you are attempting to accomplish and why, and examples of the way skilled academics carry winning classes. The publication indicates you ways to devise classes, find out how to make the easiest use of assets, and the way to evaluate scholars’ growth successfully. each one bankruptcy comprises issues for mirrored image, which inspire you to wreck off out of your analyzing and look at the hard questions that you just face as a historical past instructor.
Read or Download Teaching History: Developing as a Reflective Secondary Teacher PDF
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Extra info for Teaching History: Developing as a Reflective Secondary Teacher
Sample text
Both accounts appeared to be largely narrative and they did not appear to dev elop or move forward; however, a more careful analysis of the second account enables some of the detail to be taken further; for example, Emma’ s observation that this is a group she has had problems with. This understanding influences Emma when she is planning her lessons with this group; she is likely to make a decision about strategies which will enable her to establish and maintain a more orderly teaching and learning environment.
Asp 25 2 YOU AND YOUR CURRICULUM: A PUBLIC PERSPECTIVE This chapter considers the following issues: • developing a sense of ownership – you and your views of the history National Curriculum • understanding issues relating to content • how the curriculum has developed and who drives change • understanding the relevance of a community of practice to you as a history teacher • teaching key concepts • narrative frameworks – how the key concepts work together • understanding significance. If the previous chapter introduced y ou to the idea of metacognition – thinking about your thinking – this chapter requires y ou to adopt a more philosophical approach to your reflections.
C1) The second element focused on how individual groups had organized the task between them; the students were being asked to think about their thinking and how they had solved a problem. (D) This v ery explicit focus is important and if it is made a regular feature of teaching, students will consciously begin to dev elop a repertoire of thinking skills or problem-solving skills. It was pedagogical knowledge which made this lesson successful: the decisions about the task, the organization of the groups, the need for the groups to think and w ork together.
Teaching History: Developing as a Reflective Secondary Teacher by Ian Phillips
by Jason
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