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

By Martin Hunt

This useful workbook comprises the entire suggestion, counsel and assets new and pupil heritage academics have to think about and boost their instructing perform, aiding them to devise classes around the topic in various educating situations.

Helpful good points include:

  • case studies
  • examples of students’ work
  • examples of current stable practice
  • a diversity of tried-and-tested instructing thoughts
  • photocopiable assets and coaching materials
  • activities in every one bankruptcy to aid scholar background academics learn their studying and performance
  • web hyperlinks for extra studying on evidence-based practice.

Designed for use independently or as an built-in extension of the preferred textbook, Learning to coach heritage within the Secondary School which gives particular examples of idea in perform, this publication is filled with examples of ways to investigate perform to make sure maximized studying within the classroom.

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Extra info for A Practical Guide to Teaching History in the Secondary School

Example text

2 encourages you to assess the utility or otherwise of a range of action words, which in turn should help you to think through the whole of your lesson plan. 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.

One option is to involve the whole class in acting out a pre-written role play. Crucially, this does not have to mean weeks of preparation, costume creation and countless rehearsals. As a trainee, you might adopt a gradualist approach in which for your first use of a prewritten play the pupils read their parts sitting in their usual places. After that, in many cases, all it needs is a large space that can be created in any classroom by putting chairs and tables to the side. A few props and an imaginative use of space will do the rest.

Second, you should aim for a mixture of ‘volunteers’ and ‘conscripts’ to answer your questioners. Volunteers are enthusiastic and need to feel involved. Conscripts need and deserve the opportunity to join in too. Try to involve all areas of the classroom, both genders and all abilities. Third, think about pace and pauses. Some learners revel in a quick-fire question and answer. Others need time to reflect before raising their hand. After asking a question, get into the habit of counting to two or three before taking a response.

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