The Echo Chamber | Education…education…education. Letters to a New History Teacher: No. 7 » Schools History Project. Maintaining the GCSE momentum (or seeing GCSE through their eyes) The once pristine exercise books are dog eared. The work inside shows progression … from neatness and care to messy scrawl and doodles. The bright eyes seem dulled. Sometime this term my once pert, engaged new Year 10s, eager to get started with their GCSE History, will seem deflated. What have I done? How did I manage to do this? I’ve been here before so I need to give my second NQT self some pointers. My old self, NQT 1, found this stage with GCSE classes tough. Turning around a new GCSE class who seem dulled and deflated is all about where you are sitting.
And then the work began. See BanhamHallGCSE on the SHP website Secondly, I need to revisit my medium term plan. Thirdly, don’t overdo it. Finally, I will say to myself “don’t be afraid NQT 2 to inject some of that brilliant ‘Year 7 style’ fun into GCSE lessons”. Esther Esther’s blog returns after half-term on November 2nd. High Dive Teaching | Hypocrite, n. – a teacher who thinks there is nothing left to learn.
Cours d'histoire et développement pédagogique. Enseignement de l'histoire au Qc. Pensée historique. Méthodologie en histoire. Faire de l’Histoire en cours d’Histoire. Un article de Sylvain Doussot, paru dans la Revue Française de Pédagogie, a récemment retenue mon attention. Intitulé « Pratiques de savoir en classe et chez les historiens : une étude de cas au collège »1, il questionne directement notre pratique et notre façon de « transmettre l’histoire » et aborde la question centrale du rapport de la vérité et de l’histoire. L’étude repose sur l’analyse d’un travail de groupe fait en classe de quatrième. A l’aide du manuel, les élèves doivent expliquer comment l’on passe si rapidement d’une monarchie où le roi est respecté à son exécution. Sur l’ensemble des groupes, un seul parvient à fournir une explication complexe dépassant la simple linéarité causale. Ce sont les processus mis en œuvre par ces 3 élèves qui ont retenu l’attention de l’auteur. Une première difficulté est rapidement apparue : l’auteur du manuel présente les faits de façon chronologique simplement conduit par une analyse de type « cause-conséquence ».
Études de cas. [Groupe d’étude des didactiques de l’histoire de la Suisse romande et italienne (GDH)] Historians say Michael Gove risks turning history lessons into propaganda classes | Politics. The education minister, Michael Gove, wants school history lessons to portray Britain 'as a beacon of liberty'. Photograph: Martin Argles for the Guardian Leading historians are to hit out against education minister Michael Gove's plans for history teaching, saying they risk "going down the route of propaganda". Gove has said history in schools ought to "celebrate the distinguished role of these islands in the history of the world" and portray Britain as "a beacon of liberty for others to emulate". But Tom Devine, professor of history at the University of Edinburgh, said: "I am root-and-branch opposed to Gove's approach.
Devine was speaking before a debate on history teaching at the Edinburgh international book festival, where he will be joined by Professor Linda Colley of Princeton University, and RW Johnson, the emeritus fellow in politics at Oxford. Devine said of the Aberdeen-raised Gove: "I find it remarkable someone educated in the Scottish system can come up with this nonsense. " Dispositifs sur la différenciation pédagogique. CHNM Tools - Timeline Builder.