Here is a great video which explains the SAMR model. It shows how you can integrate technology on different levels, from simple (substitution) to transformative (redefinition).
(Video via @CatherineRHart)
Author: admin
bookmark_borderSkills in History and Geography (ACARA, IB DP and our Dept)
Below are the History and Geography skills from three different frameworks / sources: The Australian National Curriculum, our own Humanities Department and the IB DP Group 3, History and Geography. It’s very useful to have them all together as they confirm and compliment each other.
[toc levels=2 title=”Table of contents”]
History Skills Nat. Curr.
Skills needed in the Australian National Curriculum History, by the end of Year 10:
Content related
- Refer to key events, the actions of individuals and groups, and beliefs and values
- Students sequence events and developments within a chronological framework
- Identify relationships between events across different places and periods of time
- Explain patterns of change and continuity over time.
- Use historical terms and concepts
Critical analysis
- Analyse sources to identify motivations, values and attitudes.
- Analyse and draw conclusions about their usefulness, taking into account their origin, purpose, and context.
- Analyse the causes and effects of events and developments and explain their relative importance. Continue reading “Skills in History and Geography (ACARA, IB DP and our Dept)”
bookmark_borderRon Ritchhart’s Eight Thinking Continua
Eight thinking continua, By Ron Ritchhart. Cultures of Thinking Project. Harvard Project Zero, 2008. This is a great tool to assess deep thinking. I find it particularly useful for the assessment of essays and written work. I have created a rubric based on Ron Ritchhart’s continua in a Word Doc.
Download the file: Thinking Continua Assessment_Ron Ritchhart
- I would like to recommend reading James Wilson’s post on ‘Making Thinking Visible‘. James reviews the book and explains some classroom applications.
- Extensive thinking routines on the Harvard Project Zero “Visible Thinking” website here.
- Download the file: Thinking Continua Assessment_Ron Ritchhart
Continue reading “Ron Ritchhart’s Eight Thinking Continua”
bookmark_border#Histedchat 08/05/13: Teaching 20th Century Wars
Hi all, thanks again for the great conversation. I tried to make a Storify but it again did not work for me, so I just pasted all the tweets from http://tweetchat.com/room/histedchat# below. It’s probably easier to read this way anyway. Look forward to our next chat!
vanweringh Anyone can moderate a #histedchat, pick a topic or set up a poll. Post the archive on our wiki: http://t.co/4LwlQw5Zww -9:31 PM May 8th, 2013
HistoryNeedsYou RT @CatherineRHart: @HistoryNeedsYou in Aus – borrow a memorial box – gr8 artifacts http://t.co/nLJnDvphr8 #histedchat -9:31 PM May 8th, 2013
bilbolewis @vanweringh @CatherineRHart and everyone – Thanks for tonight’s #histedchat. Now need to finish dishes & school lunches! -9:31 PM May 8th, 2013
historyboy77 RT @vanweringh: Here are all my Diigo links on WW2: http://t.co/HItLDzF4XI and WW1: http://t.co/xUju2oRovz #histedchat -9:30 PM May 8th, 2013
Continue reading “#Histedchat 08/05/13: Teaching 20th Century Wars”
bookmark_borderConcept Based Learning
I am very interested in Concept Based Learning. I believe it is vital that in our crowded curricula, we have a clear framework that encourages deeper thinking and connections between disciplines.
Below is my presentation for the Teachmeet at the State Library of Victoria. It is a short overview of how Concept Based learning fits in with other curricula, frameworks and pedagogies (of which there are so many!).
Continue reading “Concept Based Learning”
bookmark_borderSOLO Taxonomy
I have introduced SOLO taxonomy to my Year 7 students when we started the Rome Project. This is a inquiry based unit which encourages students to think like a historian and formulate their own answer to the question: “What caused the break-up of the Roman Empire in 476AD?”
The students really seemed to get it and referred to the different stages during their research. This is one of the resources I used to explain SOLO to the kids:
Continue reading “SOLO Taxonomy”
bookmark_border#Histedchat: Critical Thinking
Below are all the tweets in the 06/02/13 chat.
Edmodo code: 73gc5n Please join and share your links and resources there
sallyluane Thanks for the #histedchat chat. -9:35 PM Feb 6th, 2013
MattJJSchultz RT @BakEsteR1984: #histedchat What a buzz, I love being a part of this community. So many amazing ideas. Thanks again everyone, awesome chat tonight. -9:34 PM Feb 6th, 2013
MattJJSchultz @BakEsteR1984 Could’t agree more. #HistEdChat moves @ lightning speed, with some many brilliant ideas from quality history educators. -9:34 PM Feb 6th, 2013
BartramGiles #histedchat yes thanks everyone, always a privilege to hear what this community thinks -9:34 PM Feb 6th, 2013
vanweringh #histedchat You are all clearly critical thinkers! Gotta go now, Attend to my family and myself. Thanks again for the stimulating discussion -9:34 PM Feb 6th, 2013 Continue reading “#Histedchat: Critical Thinking”
bookmark_border#Histedchat: Critical Thinking in the History Classroom
Tonight’s #Histedchat is about Critical Thinking in the History Classroom.
Edmodo code: 73gc5n Please join and share your links and resources there.
Three questions to guide our discussion:
- How do you define CT?
- How do you foster CT in your classroom? (share resources, tips, links?)
- Are essays the only way to assess CT in the History classroom?
This site: http://www.criticalthinking.org/ contains amazing resources, articles and ideas.
Excellent introduction to critical thinking in History by the Wisconsin Historical Society, Library‐Archives Division, 2005. Click here for original PDF. Continue reading “#Histedchat: Critical Thinking in the History Classroom”
bookmark_borderFashionable Theories and Assumptions
As in any other profession, there are fashions in education. There new theories, studies and band wagons that people jump on. As generations change, so do pedagogies. I am glad that the Learning Styles ‘theory’ is not bandied about anymore. Thankfully we no longer pigeonhole students as a verbal, visual or kinesthetic learner. No one talks about left vs right brain activities. The next challenge is to debunk the ‘boys vs girls’ paradigm. Yes, they are different, but there are as many differences in a group of girls alone as there are between boys and girls. Below is a summarised article about some of the pseudo science of ‘gender differences’. Time to finally move away from this male/female dichotomy and accept each student as an individual.
The male v female brain: is it all in the mind?
- The idea that biological differences in male and female brains give rise to different behaviours, aptitudes and learning styles has recently become firmly lodged in the public brain, thanks to reams of research endorsed in scores of popular science books. Continue reading “Fashionable Theories and Assumptions”
bookmark_borderTeachers’ insecurities and the Twitter Distortion Field
At the bottom of this page are my highlights from an excellent post by Karl Fisch. He writes about how being on Twitter can give you a distorted view of reality; you either feel ‘like crap’ because all those people seem to be doing better and more amazing things than you are; or you feel inspired, ahead of the game and able to reach for the stars.
That made me reflect on teachers’ self image and insecurities in general. Continue reading “Teachers’ insecurities and the Twitter Distortion Field”