Identifying professional development for History teachers

Kelvin Grove State School, 1951

Teaching and lifelong learning are an essential part of the profession. Australian Institute for Teaching and School Leadership (AITSL) standards (2014) and Education Queensland (Department of Education and Training, 2015) designate that personal development (PD) is compulsory. Specifically, standard 6 says that teachers will engage in continued professional learning and development (AITSL, 2014). Research also suggests that in order for History teachers to remain effective they must remain conversant with the current information about learners and pedagogy (Husbands, 2011).

Keeping up to date with teaching and learning in the History domain not only means improving content knowledge but also through the use of teaching strategies for learning. In order to maintain best practice with regard to inquiry learning in History, the use of information, communication and technology (ICT) should be integrated into learning experiences. Consequently, the teacher should remain afoot of ICT developments and regard it as a form of PD (reference: ‘Self-assessment and student learning in History blog entry). An example of this is through the use of podcasts. As a form of electronic media, podcasts offer an audio version of History that can be both interesting and informing, such as ‘A History of the World in 100 Objects’ (British Broadcasting Corporation (BBC), 2015). The availability of ICTs for use in the classroom is countless. It is therefore advisable to consistently use a select amount of ICT applications, lest students become confused with information variability (Taylor, Fahey, Kriewaldt & Boon, 2012). In hand with this, the possibility for information students can access, and interconnect with their learning, makes it equally important to teach how to discern reliability of certain sources (Taylor et al., 2012).

There is also some History associations online which can be joined in order to gain more insight into the combination of content and ICT. Looking further afield, the Beginning and Establishing Teacher’s Association (BETA) (2015) is a volunteer organisation which is designed to aid beginning teachers by providing a professional network of connections, access to a journal, and PD opportunities. Another association of worth is the Queensland History Teachers’ Association (QHTA) (2015). The association provides links to curriculum content, conference information, resources, a newsletter, an e-journal, and a forum for History teachers to communicate (QHTA, 2015). Contained in this association is the opportunity to attend the annual History teachers’ conference in Brisbane (QHTA, 2015). The Queensland Curriculum and Assessment Authority (QCAA) (2015) also provides personal development workshops. This training provides three hour information sessions on topics such as interpretation and implementation of Subject Achievement Indicators (SAI’s) relative to subjects (QCAA, 2015). The QCAA website (QCAA, 2015) also allows the searching of personal development opportunities relative to regions.

This task is intended to address APST 6.2, 6.4

References

Beginning and Establishing Teachers’ Association (BETA). (2015). Welcome to BETA. Retrieved August 21, 2015, from http://www.beta.asn.au/

British Broadcasting Corporation (BBC). (2015). A History of the World in 100 Objects. Retrieved from August 21, 2015, from http://www.bbc.co.uk/radio/programmes/a-z/by/a%20history%20of%20the%20world%20in%20100%20objects/player

Department of Education, Training and Employment. (2014). Employee Professional Development Including Study and Research Assistance Scheme (SARAS). Retrieved August 21, 2015, from http://ppr.det.qld.gov.au/corp/hr/development/Pages/Employee-Professional-Development-Including-Study-and-Research-Assistance-Scheme-%28SARAS%29.aspx

Husbands, C. (2011). ‘What do History teachers (need to) know? A Framework for Understanding and Developing Practice’, in I. Davies, (Ed.), Debates in History Teaching. London: Routledge.

Queensland Curriculum and Assessment Authority. (2015).Workshops. Retrieved August 21, 2015, from https://events.qcaa.qld.edu.au/Catalogue.aspx?yl=3

Queensland History Teachers Association (QHTA). (2015). Home. Retrieved August 21, 2015, from http://www.qhta.com.au/default.htm

Taylor, T., Fahey, C., Kriewaldt, J., and Boon, D. (2012). Time and Place: Explorations in Teaching Geography and History. Frenchs Forest, Australia: Pearson Australia.

The Australian Institute for Teaching and School Leadership (AITSL). (2014). Australian Professional Standards for Teachers. Retrieved August 21, 2015, from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Reflecting on personal and professional ethics in History

Socrates. A philosopher concerned with ethics.

This week’s topic covers the consideration of ethics in education relative to a case study involving group work for a History assessment. References such as the seven Australian Institute for Teaching and School Leadership (AITSL) standards (2015), Queensland Curriculum and Assessment Authority (QCAA) (2015), the Australian Curriculum, Assessment and Reporting Authority (ACARA) (2015), and the Queensland Code of Ethics (2008), will be drawn upon to support a successful and fair conclusion to the situation (case study).

The present students should be allowed to submit the group assessment as it currently stands which will be marked relative to the situation. It would work best if it was an 80/20 assessment, where one of the five criteria is an individual contribution (Maiden & Perry, 2011). The next step for the teacher is to then contact the absent student who did not submit any group work to ascertain why nothing was submitted. If the matter was that the parent’s illness was a factor, though the work had been done, then an extension of one day to simply submit via the necessary means (email etc.) can be given in light of this. However, if the work had not been done and the parent’s illness was not an issue then the student should be graded relative to their group work completed thus far. Furthermore, the group can also be granted an extension relative to the difficulty of the absent criterion. The marking rubric should allow for this situation to occur by having individual and group marking criteria. This also fairly allows the students who are close to receiving either a ‘C’ or ‘D’ grade to prove their individual performance rather than to external factors.

These actions are warranted through the application of literature as well as use of ‘the ethical decision making model’, REFLECT (Department of Education, Training and Employment (DETE) (2013). Perhaps the most influential point in this situation is to know your individual students well enough that an appropriate moral decision can be made relative to empathy in the teacher student relationship (Slote, 2007; Queensland Code of Ethics 2008). ACARA (2015) also promotes the Melbourne Declaration (MCEETYA) (2008) in that it would also be important for the rest of the students to see the teacher handle the situation with compassion for others. The QCAA Code of Conduct (2014) and the Queensland Code of Ethics (2008) also provides guidance that it is the right course of action through maintaining confidentiality if the case was that the student’s parent was sick. It also espouses the need to act in a fair way to all students involved in the group work (QCAA, 2014) and the opportunity for both the group and individual student to complete the work, which allows observance of this. The Queensland Code of Ethics (2008) provides further detail whereby each student is treated equitably relative to their situation through dignity. Likewise, if it is found that the student has not completed the work without good reason then the consideration of a ‘fair and reasonable’ mark should be given (Queensland Code of Ethics, 2008). These points also demonstrate the engagement of AITSL standard seven through the considered application of ethics for the classroom (AITSL, 2014).

This task is intended to address APST 7.1

References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015). Ethical Understanding. Retrieved August 21, 2015, from http://www.australiancurriculum.edu.au/generalcapabilities/ethical-understanding/introduction/introduction

Department of Education, Training and Employment. (2013). Standard of Practice. Retrieved 21 August, 2015, from http://education.qld.gov.au/corporate/codeofconduct/pdfs/det-code-of-conduct-standard-of-practice.pdf

Maiden, B., and Perry, B. (2011). Dealing with Free-Riders in Assessed Group Work: Results from a Study at a UK University. Assessment and Evaluation in Higher Education, 36(4), 451-464.

Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). Measurement Framework for Schooling in Australia, Retrieved August 21, 2015, from http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australians.pdf

Queensland Curriculum and Assessment Authority. (2014). Code of Conduct. Retrieved August 21, 2015, from https://www.qcaa.qld.edu.au/downloads/senior/qcaa_code_of_conduct.pdf

Queensland College of Teachers. (2008). The Queensland Code of Ethics. Retrieved August 21, 2015, from https://www.qct.edu.au/PDF/PCU/CodeOfEthicsPoster20081215.pdf

Slote, S. (2007). The Ethics of Care and Empathy. London: Routledge.

The Australian Institute for Teaching and School Leadership (AITSL). (2014). Australian Professional Standards for Teachers. Retrieved August 21, 2015, from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Reflecting on process of marking

Contemporary cartoon: Cicero denouncing Catiline

Moderation for assessment is a dynamic part of any teacher’s duties. The following post will examine the moderation process conducted between peers for the previous post ‘Feedback and reporting on student work in History’, in order to identify discrepancies and consider quality feedback.

The immediate realisation was that the determined mark given on the criteria sheet was perhaps too harsh for a year seven student. This has been corroborated by current teachers who have admitted to expecting too much from year seven students though, the students’ have just transitioned to the High School setting, and have not had previous experience with this year level (personal communication, 8 September, 2015). As a first step, in order to address this inexperience, it should be ensured that future practicums contain exposure to year seven work where possible. The feedback provided in the word picture was given in language that the student could comprehend for their year level, through constructive improvement and always finishing on a positive note.

Prior to viewing the reference list, it was evident that the student had conducted detailed research through the choice of language demonstrated in their sentence and paragraph structure. The opinion that the student should have used more varied references, rather than mostly relying on websites which led to a reduced mark, appears to be too harsh in accordance with moderation. The new result should be an A grade in light of this. The Australian Curriculum (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2015a; ACARA, 2015b) supports this point by considering the research skills taught in Year six. The Year six Historical skills that correspond to this task simply amount to ‘identify and locate a range of relevant sources’ and the ‘compare information from a range of sources’ (ACARA. 2015b). By comparison, the equivalent Year seven skills require students’ to ‘identify and locate relevant sources, using ICT and other methods’ and ‘locate, compare, select and use information from a range of sources as evidence’ (ACARA. 2015a). The student has evidently located relevant sources using ICT though, the use of sources of information as evidence is a leap forward which, in retrospect, has clearly been achieved to a high standard. It is also important to note that students should start to be exposed to further analysis of sources through topics such as bias in sources, which becomes pertinent in Year eight and Year nine (Taylor, Fahey, Kriewaldt & Boon, 2012; ACARA, 2015c). However, consideration should also be given to the student’s cognitive development relative to historical concepts at this age (Taylor et al., 2012). 12 year old students (Year 7) are still in the ‘concrete’ stage of development and early in the stage of developing logical reasoning, such as the consideration of bias (Taylor et al., 2012; Sigelman, Rider, & De George-Walker, 2013). The simple conclusion drawn through research tends towards more exposure (practicum) to junior High School practices in order to address the slight personal shortfall regarding grading for junior History assessment pieces. This will go some way towards optimum teacher understanding regarding students’ Historical skills.

This task is intended to address APST 5.3

References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015a). History Curriculum: Year 7. Retrieved September 10, 2015, from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/curriculum/f-10?layout=1#level7

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015b). History Curriculum: Year 6. Retrieved September 10, 2015, from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/curriculum/f-10?layout=1#level6

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015c). History Curriculum: Year 8. Retrieved September 10, 2015, from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/curriculum/f-10?layout=1#level8

Sigelman, C.K., Rider, E.A., and De George-Walker, L. (2013). Life Span Human Development. Melbourne, Australia: Wadsworth Cengage Learning.

Taylor, T., Fahey, C., Kriewaldt, J., and Boon, D. (2012). Time and Place: Explorations in Teaching Geography and History. Frenchs Forest, Australia: Pearson Australia.

Feedback and reporting on student work in History

Word picture: Excellent inquiry question which guided an interesting essay. Excellent amount of references, though less use of websites should be used in the future. Sometimes confused the use of terms, such as BC or BCE (pick one and stay consistent). The flow of paragraphs linked well from one to the other however, the flow of words from one sentence to the other can improve. This will come with further practice. Good summary. Overall, very well done.

This week marks the consideration of feedback for assessment by reflecting on a year seven case study assessment piece about Ancient Greece and its religion. Using curriculum documents and supportive literature the awarded mark will be justified through areas that were done well and areas for improvement.

Feedback for assessment is paramount for confirmation of a student’s own learning and informing their thinking behaviour relative to a task (Adams & McNab, 2012; Hattie & Timperley, 2007). The mark for the assignment is warranted as a B plus, according to the marking criteria. This is a somewhat impartial result, awarded without knowledge of the classroom context or relative to other student abilities. The justification for the result is reasonable through feedback as three areas for improvement and three areas where the assessment was done well, relative to the marking criteria. The student confused the use of terms at times, such as the use of BC, BCE and God, and the need to remain consistent with these. Though the flow of paragraphs was good, the logical sentence flow within paragraphs could be improved. Finally, the bibliography contained 12 links to websites and only two books and one journal paper, questioning the reliability of information presented in the assignment. The points done well were the development of the framing question for the inquiry, evidence of specific research content (in accordance with the curriculum) (ACRARA, 2015) relative to the language used, and a detailed summary of the work.

The most effective feedback contains information about how to do the task better and reinforce skills done well (Hattie & Timperley, 2007). All of the feedback provided is based on correct execution of the task which could be improved further (Hattie & Timperley, 2007), a type of positive reinforcement. The wording of the feedback is also important, both in text and verbally (if possible), as to promote student self-regulation in terms of error detection with their own assessment in the future (Hattie & Timperley, 2007). This was a somewhat detailed task for a year seven student and as such there should be some delay in providing feedback to allow for post processing of the task (Clariana, Wagner & Roher Murphy, 2000). Though the task sheet was not available for the case study, the task must be linked well with prior learning to promote motivation in the student “relative to negative feedback” (Hattie & Timperley, 2007). Advice on how to avoid student task confusion is to work collaboratively with colleagues in both task setup and feedback using a moderation process (Pittaway & Dowden, 2014). It is also of great importance to leave the student ‘on a high’ through positive feedback which has been found to encourage self-efficacy and increased effort in assessment tasks (Deci, Koestner & Ryan, 1999). The ‘score’ grade for the assessment should not be a point of focus either, lest it detract from the constructive feedback given (Black & Wiliam, 1998). The feedback provided for this student has been constructive and clear which has aimed to provide a form of self-regulation for future assessment pieces.

This task is intended to address APST 2.3, 5.1

References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015). Year 7: History. Retrieved August 23, 2015, from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/curriculum/f-10?layout=1#level7

Adams, J., and McNab, N. (2012). Understanding Arts and Humanities Students’ Experiences of Assessment and Feedback. Arts and Humanities Higher Education, 12(1), 36-52.

Black, P., and Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education, 5(1), 7-75.

Deci, E., Koestner, R., and Ryan, M. (1999). A Meta-Analytic Review of Experiments Examining the Effects of Extrinsic Rewards on Intrinsic Motivation. Psychological Bulletin, 125, 627-668.

Hattie, J., and Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.

Pittaway, S., and Dowden, T. (2014). Providing Students with Written Feedback on Their Assessment: A Collaborative Self-Study Exploring the Nexus of Research and Practice. Studying Teacher Education, 10(3), 197-209.

A resource to support high quality source selection

The following entry will analyse the use of the above cartoon analysis model (personal communication, 28 July, 2015) as a means to support high quality source selection. This resource aims to further develop historical inquiry learning by providing guidelines about this class of primary source type. With the aid of current literature this source will be found to support scaffolding which develops thinking in primary and secondary source history.

The original message implied by cartoons can be a great tool to understand the opinion and general ‘feeling’ of bygone eras. However, this message can be lost without the proper application of an analysis tool, such as above, accompanied with a consideration for the context. An analysis template such as this should be used in concert with an historical inquiry pedagogy so that students may develop their own understanding relative to the content (Taylor, Fahey, Kriewaldt & Boon, 2012). Furthermore the Australian Curriculum: History says that “the process of historical inquiry develops transferable skills, such as the ability to ask relevant questions, and critically analyse and interpret sources” (ACARA, 2015, rationale). The Modern History syllabus also says that the “interrogation of evidence is fundamental” for historical literacy, though “sources can be subjective, value-laden, ambiguous and incomplete” (QCAA, 2015). This resource has been designed to address these points in the curriculum. The use of a catch phrase such as ID, use, and what, what, what, what, what, what can promote the template in a memorable way. In addition, its use of simple language and short questions can be used either sequentially or selectively.

The specific learning this template is designed to enable is historical literacy, and more specifically, historical inquiry (Taylor, 2004). It is designed in a way so that adolescent students may examine, use evidence, and deduce information from cartoons in a reliable and consistent manner while remaining somewhat impartial (Taylor et al., 2012; Ashby, 2011). Counsell (2000) has identified that teachers mostly fail to further develop student understanding of source work and provides guidance on how to combat this. With an inquiry pedagogy in mind, the template can be used in conjunction with an embedded cartoon source in coursework alongside concurrent learning about context (Counsell, 2000). This does not necessarily mean that the template should be used alongside course content, relevant to context, but rather have the students simply scan a source for evidence (Counsell, 2000). This demonstrates the templates use of calculated questioning (Counsell, 2000). The template may also be used in a progressive manner, answering each question sequentially represents source work as a skills based ability (Counsell, 2000). The questions in the template also address the “reliability, utility, prevenance and purpose” of a source cartoon which are important to allow for deep analysis and a non-slanted understanding of the source (Taylor et al., 2012). Lastly, where possible the template should be used and kept consistent throughout the years learning (personal communication, 28 July, 2015), alongside prior learning whilst making contextual associations where possible (Counsell, 2000).

This task is intended to address APST 2.6, 3.4, 4.5

References

Ashby, R. (2011). ‘Understanding Historical Evidence: Teaching and Learning Challenges’, in I. Davies (Ed.), Debates in History Teaching, London: Routledge.

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015). History: Overview, rationale. Retrieved August 16, 2015, from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/rationale

Counsell, C. (2000). ‘Historical Knowledge and Historical Skills: A Distracting Dichotomy’, in J. Arthur and R. Phillips (eds), Issues in History Teaching, London: Routledge.

Queensland Curriculum and Assessment Authority (QCAA). (2004). Year 11 and 12 Modern History: Senior Syllabus 2004. Retrieved August 16, 2015, from https://www.qcaa.qld.edu.au/2055.html

Taylor, T. (2004). Redirecting the History Debate. Education Quarterly Australia, 2, 18-20.

Taylor, T., Fahey, C., Kriewaldt, J., and Boon, D. (2012). Time and Place: Explorations in Teaching Geography and History. Frenchs Forest, Australia: Pearson Australia.

Differentiation in History

Differentiation activity in the classroom

Differentiation is a vital function for the History classroom. Whether it is a composite class or a single year level with widely varied learning abilities, differentiation should be a permanent skill in the teacher’s toolkit. A differentiation case study for a gifted and talented student, with a mixed class makeup containing various academic levels, will be the focus of this entry. The Australian Curriculum: Student Diversity says that “gifted and talented students are entitled to rigorous, relevant and engaging learning opportunities…aligned with their individual learning needs, strengths, interests and goals” (ACARA, 2015). It is also important to note that the Disability Standards for Education 2005 (Cth), to make “reasonable adjustments” to learning for all students. Special and regular consultation should also take place between the teacher and the parent/caregiver of the disabled student’s (Disability Standards for Education, 2005 (Cth)).

Gifted and talented students have been the subject of analysis and classification by researchers such as Tannenbaum, Renzulli, Sternberg, and Gardner (Brown et al., 2005; Sigelman, Rider, & De George-Walker, 2013; ACARA, 2015). Relying on policy however, ACARA (2015) has mandated that Gagné’s ‘Differentiated Model of Giftedness and Talent’ (2008) is the authoritative identifier for gifted and talented students for students performing well in either the physical, intellectual, social or creative domains.

Given the student’s liking for Information Communication and Technology (ICT), it makes sense to centre some activities on them. This can also be of benefit to the rest of the class through the use of a somewhat self-paced inquiry work load. Timetoast (2015) timelines contain the ability to share with the teacher and the rest of the class, though there is a small access fee for the latter perhaps the school could organise full access. Gifted and talented students can go there for finishing tasks early and look at other students work to make further connections with their own learning (Rowley, 2008). Early finisher work can also include the designing of their own Kahoot! (2015) quiz for the whole class to take in a later lesson, providing leadership and ICT gaming opportunity. The use of the free application goformative.com (2015), which provides feedback for each question in real time for each individual student can also be utilised. This platform can also be used to provide a ‘note taking space’ for later reference regarding lesson reflection. Use of a Padlet (2015) as a glossary of terms can be added to concurrently throughout a unit of work which is available each lesson. This can be of particular use during direct instruction lessons, giving all students something to add to during lower intensity lessons. The use of ICT and group work can also be paired to great effect. Organising the class into groups for source analysis activities using the interactive whiteboard (IWB) and scribing key words, as described in an earlier post, allows the student to take on a leadership role (Sigelman et al., 2013) and even raise questions about contentious issues. The utilisation of these activities provide the talented student with enough interest and challenge in their learning, whist catering to the needs of the rest of the students.

This task is intended to address APST 1.5, 1.6

References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015). Student Diversity: Gifted and Talented Students. Retrieved August 06, 2015, from http://www.australiancurriculum.edu.au/studentdiversity/gifted-and-talented-students

Brown, S., Renzulli, J., Gubbins, E., Siegle, D., Zhang, H., and Chen, C. (2005). Assumptions Underlying the Identification of Gifted and Talented Students, Gifted Child Quarterly, 49(1), 68-79.

Disability Standards for Education 2005 (Cth). Retrieved August 11, 2015, from https://education.gov.au/disability-standards-education

Gagné, F. (2008). A Differentiated Model of Giftedness and Talent (DMGT), In J. S. Renzulli, E. J. Gubbins, K. McMillen, R.D. Eckert, and C.A. Little (Eds.), Systems and Models for Developing Programs for the Gifted and Talented (2nd Ed.). Mansfield Center, USA: Creative Learning Press.

Go formative. (2015). Formative. Retrieved August 02, 2015, from https://goformative.com/

Kahoot! (2014). Get Kahoot!. Retrieved August 02, 2015, from https://getkahoot.com/

Padlet. (2015). Welcome to Padlet. Retrieved August 02, 2015, from https://padlet.com/

Rowley, J. (2008). Teaching Strategies to Facilitate Learning for Gifted and Talented Students. Australasian Journal of Gifted Education, 17(2), 36-42.

Sigelman, C.K., Rider, E.A., and De George-Walker, L. (2013). Life Span Human Development. Melbourne, Australia: Wadsworth Cengage Learning.

Timetoast. (2015). Create a Timeline. Retrieved August 02, 2015, from https://www.timetoast.com/

Literacy and Numeracy in History

A Roman military diploma

This week considers addressing the General Capabilities of Literacy and Numeracy in a case study. The student achieves highly in mathematics and science though results in the literary field suffer due to disinterest. However, the student is highly engaged in ICT, leadership, group work and contentious issues in History.

Literacy and Numeracy are General Capabilities which must be covered in all subjects, in accordance with the Australian Curriculum (ACARA, 2015a). The specific literacy skills required for History are the understanding of language in information to discern meaning and then communicate this meaning (ACARA, 2015b; QSA, 2004). These skills draw direct links with the concept of numeracy which demonstrates the targeting of skills which can be used in other contexts (ACARA, 2015c). The numeracy skills required for History mostly lie in the area of data collection and use of applications such as timelines (Watson, 2012; Timetoast, 2015). The use of these platforms requires the integration of the ICT General Capability (Watson, 2012). This enables the implementation of database information to be transferred to spreadsheets by students who can then use multiple platforms to represent their gathered information (Haydn & Counsell, 2003). Platforms such as Tinkerplots (2015) can be used to represent the gathered data on the computer as usable information to analyse significance (Watson, 2012). The gathered information using ICT can also be used in a word processing format to improve literacy when it comes time to represent the information in written form (Haydn & Counsell, 2003), a difficulty that this particular student has. By using their strengths through preference to use ICT, their ‘weakness’ in literacy can be improved.

The literature further suggests that to address the literacy short fall in this student is to combine, where possible, specific literacy and numeracy activities (Watson, 2012). It is important for the activities to centre on student interest (Interlandi & Tully, 2014) which for this student is with contentious issues. Furthermore, it is vital to not include too many components into the targeted literacy and numeracy tasks (Interlandi & Tully, 2014). Prior planning using scaffolding can be used to mitigate this. Firstly, comprehending and composing texts for this student (ACARA, 2015b) can be approached through the specific use of work examples using small steps in the creation of text. This initial stage can then be confirmed by conducting a simple ‘cut and place’ exercise to appropriately order short essay paragraphs from introduction to conclusion and then reflect on the justification of the order (personal communication, July 28, 2015). The literacy link with ICT can also be maintained throughout by making use of wikis, blogs, and dictionary or thesaurus apps (personal communication, July 28, 2015; Szpara & Ahmad, 2006). Blogging allows for further peer interaction (Briggs, 2004), however it is necessary to ensure that certain auto correct features of any spelling apps are tended to before the student starts using them (personal communication, July 28, 2015). This work can eventually build up to more detailed tasks such as having the student coordinate group work (a strength of theirs), and using an IWB to analyse a primary source by scribing analytical words around the outside of the source to draw significance. Scaffolded strategies such as these, in coordination with the other General Capabilities will increase the literacy levels of this particular student.

This task is intended to address APST 2.5

References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015a). General Capabilities in the Australian Curriculum. Retrieved 02 August, 2015, from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/rationale

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015b). Literacy. Retrieved 02 August, 2015, from http://www.australiancurriculum.edu.au/generalcapabilities/literacy/introduction/introduction

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015c). Numeracy. Retrieved 02 August, 2015, from http://www.australiancurriculum.edu.au/generalcapabilities/numeracy/introduction/introduction

Briggs, S. (2004). Inclusion: Meeting SEN in Secondary Classrooms. London: David Fulton Publishers.

Haydn, T., and Counsell, C. (2003). History, ICT and Learning in the Secondary School. London: RoutledgeFalmer.

Interlandi, L., and Tully, C. (2014). Numeracy Matters: Integrating Literacy and Numeracy. Fine Print, 37(2), 24.

Queensland Studies Authority. (2004). Year 11 and 12 Modern History: Senior Syllabus 2004. Retrieved 02 August, 2015, from https://www.qcaa.qld.edu.au/2055.html

Szpara, M. and Ahmad, I. (2006). Making Social Studies Meaningful for ELL Students: Content and Pedagogy in Mainstream Secondary School Classrooms. Essays in Education, 16, 1-14.

Timetoast. (2015). Create a Timeline. Retrieved 02 August, 2015, from https://www.timetoast.com/

Tinkerplots. (2015). Tinkerplot software. Retrieved 02 August, 2015, from http://www.tinkerplots.com/

Watson, J. (2012). History and Statistics: Connections across the Curriculum. Agora, 47(3), 58-64.

Reflecting on safety in History

Road safety campaign (Britain, 1942)

While it is important to provide a varied range of learning experiences through both class and outside conventional class time, it is necessary to consider the safety aspects of both environments. The following entry requires a reflection on safety inside and outside the classroom using multiple experiences, from any of the practicums completed thus far, or hypothetically. Safety topics addressed inside the classroom will be cyber safety and the right to feel safe in the classroom. Outside the classroom will consider the points needed for an excursion including, the right feel protected, sickness and physical security.

Every student has the right to feel safe when undertaking education inside the classroom (ACARA, 2015; Disability Standards for Education, 2005 (Cth)). Included in this analogy is the difference in appearance of socio-economic status as a basis for being bullied (Churchill et al., 2013). Any version of difference in the school culture can be grounds to bully the victim (Lee, 2009). A mitigating factor for this can be to have a ‘buddy system’ in place for new students whereby the experienced student can provide advice and guidance regarding student matters (Churchill et al., 2013). It is also compulsory for the teacher to understand the school’s behaviour policy regarding bullying so that it may be dealt with accordingly. Cyber safety in the contemporary classroom should also be in the forefront of teachers minds. Cyberbullying, online stalking, and other illegal conduct presents a risk to students either undertaking allotted school work or in their free time (Churchill et al., 2013). This risk must be mitigated as much as possible, so as to use the online environment to continue providing students “with rich experiences beyond the confines of the classroom” (Churchill et al., 2013, p. 304). Schools have rigorous website monitoring and blocking software to protect students in class time (Churchill et al., 2013). Parents may also purchase similar software for the home to keep track of possible bullying or for safety in general (Churchill et al., 2013).

Knowledge and training regarding the use and application of first aid and medical devices should also be of concern. The use and application of Epi Pens, either in the classroom or on excursion, should be the concern of a dedicated teacher or carer (Legg, 2008). In line with this, there should be an evacuation plan in place to transfer the student to emergency services if required (Churchill et al., 2013). Risk to sun exposure is also of concern (SunSmart Victoria, 2015). The wearing of a mandated school uniform, or equivalent, is required for all students not only as a way to visually represent each school, but also as a form of appropriate sun protection (Churchill et al., 2013). In accordance with legislation, policy and ethics, the protection of students in the classroom, and outside the usual classroom practice, is the charge of the teacher on the scene, through using the tools and guidance that has been mandated.

This task is intended to address APST 4.4, 4.5, 7.2

References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015). Student Diversity. Retrieved August 11, 2015, from http://www.australiancurriculum.edu.au/studentdiversity/student-diversity-advice

Churchill, R., Furguson, P., Godinho, S., Johnson, N., Keddie, A., Will, L., Mackay, J., McGill, M., Moss, J., Nagel, M., Nicholson, P. and Vick, M. (2013). Teaching: Making a Difference (2^nd Ed.). Milton, Australia: John Wiley and Sons.

Disability Standards for Education 2005 (Cth). Retrieved August 11, 2015, from https://education.gov.au/disability-standards-education

Lee, E. (2009). The Relationship of Aggression and Bullying to Social Preference: Difference in Gender and Types of Aggression. International Journal of Behavioural Development, 33(4), 323-330.

Legg, H. (2008). How Accessible are EpiPens?, Beyond Allergy. Retrieved August 11, 2015, from http://www.beyondallergy.com/allergy-abcs/how-accessible-are-epipens.php

SunSmart Victoria. (2015). UV and Sun Protection. Retrieved August 11, 2015, from http://www.sunsmart.com.au/uv-sun-protection

Self-assessment and student learning in History

“Open air” teaching in Bucharest (1842)

The vital skills, attitudes and values required by History teachers are areas which are paramount for student comprehension with History. Vital skills include critical thinking, reflection, communication (verbal and written), literacy, numeracy, information and communication technology (ICT) research and analytical skills (ACARA, 2015). Attitudes include empathy, tolerance, perspective, ethical and intercultural understanding (ACARA, 2015; QSA 2004). Values include commitment to social and international justice and the historical environment (buildings, landscapes, records) (ACARA, 2015).

The Queensland Curriculum and Assessment Authority (QCAA) Senior Syllabus for Modern History (2004) says that “in our everyday lives, including in our work, we need to understand situations, place them in a long-term perspective, identify causes of change and continuity, acknowledge the perspectives of others, develop personal values, make judgments and reflect on our decisions. These are the skills developed in a study of Modern History. We also need the communication skills that are developed and practised in all phases of historical study.” (QSA, 2004, p. 3). Therefore, as a history teacher, it is important that we find and demonstrate ways to inform and develop these key skills, attitudes and values in our students and more importantly in ourselves.

These three points are fundamental for History education in that without them, our students cannot comprehend opposing viewpoints as a form of communication in society (Barton & Levstik, 2008). Perspective is vital to understanding history and to have a meaningful learning experience. The ability to critically analyse and form deep and thoughtful reflections while having empathy for each other’s views allows society to agree on best outcomes as a democracy rather than demanding the populations have the same beliefs (Barton & Levstik, 2008). The aforementioned skills are also important to understand the complexity of change. Some evidence states that students think of the direction of change as automatically involving progress (Barton, 2001). This assumption in itself can explain the vexed approach some students have towards history which hinders comprehension (National Research Council, 2005).

An extremely vital link in the chain for student comprehension is the link between a teacher’s Historical knowledge and student learning. It is important for teacher’s to have adequate historical knowledge in order to teach history, this has been demonstrated in several papers (Barton & Levstik, 2008; Barton 2001; Hill, Rowan & Ball, 2005). Even more important, is the ability of the teacher to deliver the content to the student in a way that encourages higher order thinking, research and analytical skills (Barton & Levstik, 2008). However, there is a disconnect between a teacher’s historical knowledge and their pedagogical approach (Barton & Levstik, 2008).

The above research provides some implications for the pre-service, and later practising, teacher. In order to form a connection between teacher and student knowledge it is imperative to reflect on pedagogy (Reitano & Bourke, 2009). This will ensure the effectiveness of tasks and activities are relevant and promote forms of metacognition (Reitano & Bourke, 2009). Finally, ensuring teaching practices are supported by productive pedagogical practices is of the upmost importance (National Research Council, 2005). This will ensure that the historical skills required by History students are not lost in the delivery process and links between skills, attitudes and values can be constructed.

This task is intended to address APST 1.2

References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015). History: Overview, rationale. Retrieved August 01, 2015, from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/rationale

Barton, K. (2001). A Socio-Cultural Perspective on Children’s Understanding of Historical Change: Comparative Finding from Northern Ireland and the United States. American Educational Research Journal, 38(4), 881-913.

Barton, K., and Levstik, L. (2008). Teaching History for the Common Good. Mahwah: Lawrence Erlbaum.

Hill, H., Rowan, B., and Ball, D. (2005). Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement. American Educational Research Journal, 42(2), 371-406.

National Research Council. (2005). How Students Learn: History in the Classroom. Washington, DC: The National Academies Press.

Queensland Studies Authority. (2004). Year 11 and 12 Modern History: Senior Syllabus 2004. Retrieved August 02, 2015, from https://www.qcaa.qld.edu.au/2055.html

Reitano, P., and Bourke, G. (2009). Promoting, Developing and Sustaining Good History Learning and Teaching. Teaching History, 43(1), 25-28.

Strategies to identify misconceptions in History

The first assessment link requires addressing the misconceptions and assumptions people, not just students, can have regarding the value of History and the vital skills that the study of History can provide. The rationale for the Australian Curriculum: History says that “awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others” (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2015). Nevertheless, it is human nature to have assumptions on all things though, when misconception and assumption impede learning it is necessary to address them thoroughly.

The value of History in schools has always been questioned (Taylor & Young, 2004). However, it has often been found that the source of the value ‘problem’ is often exacerbated by the teacher’s attitude towards seeing historical knowledge as “knowledge to be acquired” (Reitano & Bourke, 2009, p. 25). The teacher should instead rely on an inquiry pedagogy approach whereby the student discovers historical significance for themselves through well-structured class work (Taylor, Fahey, Kriewaldt, & Boon, 2012). The consequences of students, teachers and others having misconceptions with History is that the significance of historical content will be lost over time in relation to “ideas, values and ethics” (Reitano & Bourke, 2009, p. 25). A simple way to identify misconceptions is through checking for prior knowledge through asking questions.

The strategy to address the value of History lies in the interest of the student. It is the teacher’s responsibility to develop this interest through realistic activities and ‘discovery tasks’ through inquiry (Taylor et al., 2012). The misconceptions that students have could also be used as a resource, rather than being seen as an obstacle (Larkin, 2012). Activities that combine the use of Information Communication and Technology (ICTs), group work and resources such as textbooks will find a use for the preconceived ideas and personal knowledge that students have already obtained in life (Larkin, 2012). Strategies such as this, combined with an inquiry pedagogy will go some way toward ensuring the value of History is obtained and that relevance is maintained for the individual student.

The vital skills that are promoted in History are many and varied though, the most important lies in the ability to discern information through interpretation (Reitano & Bourke, 2009). To assume that Historical skills are useless is to neglect the ability to answer the “social, political and, economic questions of the day” which require such skills (Reitano & Bourke, 2009, p. 25). It is therefore necessary to ensure pedagogy addresses this need in student thinking, allowing them to be aware of their thinking in relation to historical topics through metacognition (Reitano & Bourke, 2009).

In order to consider strategies to address skills in History it is important to note that History is interpretive by nature, and as such, should be promoted through the analysis of multiple historical sources on any given topic (Barton, 2005). The promotion of using both secondary and primary sources on a research topic is best practice, in order to avoid assumptions making it into the interpretation (Barton, 2005). Finally, ensuring any source or way of learning is scaffolded throughout the learning process is of the upmost importance (Reitano & Bourke, 2009). This will ensure that the significance of context is not lost in the analysis process and links between prior and future learning can be constructed (Reitano & Bourke, 2009).

This task is intended to address APST 2.1

References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015). History: Overview, rationale. Retrieved August 01, 2015, from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/rationale

Barton, K. (2005). Primary Sources in History: Breaking Through the Myths. Phi Delta Kappan, 86(10), 745-753.

Krathwohl, D., Anderson, L., and Bloom, B. (2001). A Taxonomy for Learning, teaching, and Assessing: A Revision of Bloom’s Taxonomy of Teaching Objectives. Boston: Allyn and Bacon.

Larkin, D. (2012). Misconceptions about ‘Misconceptions’; Preservice Secondary Science Teachers’ Views on the Value and Role of Student Ideas. Science Education, 95(5), 927-959.

Reitano, P. and Bourke, G. (2009). Promoting, Developing and Sustaining Good History Learning and Teaching. Teaching History, 43(1), 25-28.

Taylor, T., Fahey, C., Kriewaldt, J., and Boon, D. (2012). Time and Place: Explorations in Teaching Geography and History. Frenchs Forest, Australia: Pearson Australia.

Taylor, T. and Young, C. (2004). Making History: a Guide for the Teaching and Learning of History in Australian Schools. Retrieved August 01, 2015, from http://www.hyperhistory.org/images/assets/pdf/complete.pdf