Teaching history: developing as a reflective secondary teacher
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Los Angeles [u.a.]
Sage
2008
|
| Ausgabe: | 1. publ. |
| Schriftenreihe: | Developing as a reflective secondary teacher series
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. [257]-265) and index |
| Beschreibung: | xvii, 268 S. 24 cm |
| ISBN: | 9781412947909 9781412947916 |
Internformat
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| 245 | 1 | 0 | |a Teaching history |b developing as a reflective secondary teacher |c Ian Phillips |
| 250 | |a 1. publ. | ||
| 264 | 1 | |a Los Angeles [u.a.] |b Sage |c 2008 | |
| 300 | |a xvii, 268 S. |c 24 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 0 | |a Developing as a reflective secondary teacher series | |
| 500 | |a Includes bibliographical references (p. [257]-265) and index | ||
| 650 | 4 | |a Geschichte | |
| 650 | 4 | |a History |x Study and teaching (Secondary) |z Great Britain | |
| 650 | 0 | 7 | |a Geschichtsunterricht |0 (DE-588)4020533-2 |2 gnd |9 rswk-swf |
| 651 | 4 | |a Großbritannien | |
| 655 | 7 | |0 (DE-588)4151278-9 |a Einführung |2 gnd-content | |
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Datensatz im Suchindex
| _version_ | 1804138337893613568 |
|---|---|
| adam_text | vi
Teaching History
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
Contents , VÜ
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
|
| adam_txt |
vi
Teaching History
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
Contents , VÜ
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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| callnumber-first | D - World History |
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| dewey-full | 910.71241 373.41 |
| dewey-hundreds | 900 - History & geography 300 - Social sciences |
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| discipline | Pädagogik Geschichte Geographie |
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| id | DE-604.BV035170184 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T22:54:03Z |
| indexdate | 2024-07-09T21:26:36Z |
| institution | BVB |
| isbn | 9781412947909 9781412947916 |
| language | English |
| lccn | 2008922314 |
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| physical | xvii, 268 S. 24 cm |
| publishDate | 2008 |
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| series2 | Developing as a reflective secondary teacher series |
| spelling | Phillips, Ian Verfasser aut Teaching history developing as a reflective secondary teacher Ian Phillips 1. publ. Los Angeles [u.a.] Sage 2008 xvii, 268 S. 24 cm txt rdacontent n rdamedia nc rdacarrier Developing as a reflective secondary teacher series Includes bibliographical references (p. [257]-265) and index Geschichte History Study and teaching (Secondary) Great Britain Geschichtsunterricht (DE-588)4020533-2 gnd rswk-swf Großbritannien (DE-588)4151278-9 Einführung gnd-content Geschichtsunterricht (DE-588)4020533-2 s DE-604 Digitalisierung BSBMuenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016977127&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Phillips, Ian Teaching history developing as a reflective secondary teacher Geschichte History Study and teaching (Secondary) Great Britain Geschichtsunterricht (DE-588)4020533-2 gnd |
| subject_GND | (DE-588)4020533-2 (DE-588)4151278-9 |
| title | Teaching history developing as a reflective secondary teacher |
| title_auth | Teaching history developing as a reflective secondary teacher |
| title_exact_search | Teaching history developing as a reflective secondary teacher |
| title_exact_search_txtP | Teaching history developing as a reflective secondary teacher |
| title_full | Teaching history developing as a reflective secondary teacher Ian Phillips |
| title_fullStr | Teaching history developing as a reflective secondary teacher Ian Phillips |
| title_full_unstemmed | Teaching history developing as a reflective secondary teacher Ian Phillips |
| title_short | Teaching history |
| title_sort | teaching history developing as a reflective secondary teacher |
| title_sub | developing as a reflective secondary teacher |
| topic | Geschichte History Study and teaching (Secondary) Great Britain Geschichtsunterricht (DE-588)4020533-2 gnd |
| topic_facet | Geschichte History Study and teaching (Secondary) Great Britain Geschichtsunterricht Großbritannien Einführung |
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