Here is a checklist and a reminder for teaching ‘concept-based’: Continue reading
I have recently spent quite a bit of time thinking about History textbooks and how they are written. My thinking hasn’t fully crystallised yet but I want to share the articles that I have read so far. As I continue my journey in the textbook world, I will write more here.
- History textbooks still imply that Australians are white: https://theconversation.com/history-textbooks-still-imply-that-australians-are-white-72796 “Despite improvements to their content over time, secondary school history textbooks still imply that Australians are white. Textbook depictions of Australianness are not only relevant to experiences of national belonging or exclusion. Research has shown that students who aren’t represented in textbooks perform worse academically.”
- Are US History Textbooks Obsolete? https://www.voanews.com/a/is-it-time-to-throw-us-history-textbooks-away-/4671653.html This article quotes Sam Wineberg who says that civil skills and the ability of looking at history through different lenses is invaluable. History textbooks need to do more to emphasise this skill.
- An article from Hong Kong and the wording used in textbooks to describe the ‘handover’: “Whatever words are used, it is important that students are given the full historical context so that they can better understand the meanings and the differences.” https://www.scmp.com/comment/insight-opinion/article/2143869/changes-history-textbooks-offer-lessons-must-be-learned
Over the last few weeks I read ‘Why don’t students like school’ by Daniel Willingham. It was a very popular book when it was published in 2009. While I enjoyed the read and got some good ideas and notions out of it, this book has not made a big impact on my understanding of teaching. I found the suggestions quite common sense and straight forward and found the style a bit too narrative at times.
I realise that Willingham is a professor of Psychology with a specialisation in neuroscience; something I am clearly not. But as an experienced teacher I have seen first hand the many things that he points out in his book.
While reading I like to make visual booksnaps using Piccollage. This strategy allows the information to rattle around in my working memory a bit longer; I DO something with the info which means that it will (hopefully) be stored better in my long term memory. Willingham explains this in Chapter 1, page 10, “How thinking works”.
I print the booksnaps off and will refer to them occasionally to remind myself of what I have read. You can download all of them here in one PDF.
Here are my booksnap notes: Continue reading
Over the long weekend, I read Dylan Wiliam’s “Leadership for Teacher Learning. In order to remember what I read and formulate my thoughts, I make #booksnaps, using piccollage or snapchat. This post contains my key take-aways.
I also recommend that you listen to Ollie Lovell’s podcast in which he interviews Wiliam himself, it is a fantastic listen and it’s great to hear so many of the things that stood out for me while reading reflected back in the interview. Another good one to read is a post I wrote back in 2015, when Dylan Wiliam visited our school. I took detailed notes, there are photos of the slides and I made a simple resolution for myself which I have since party fulfilled (before class, prepare thoughtful and critical questions to ask students).
Today I used ‘Google Drawings’ to create online post-it notes for a tuning in / predicting activity: it was quick and effective.
- Create a Google Drawings canvas. Open the share settings and make sure everyone can edit.
- Adjust the size of the canvas. I made mine the size of an A3 sheet of paper.
- Create one textbox with the desired text, then duplicate that textbox for the amount of students in your class.
- Go to Bitly.com and create an easy to share shortlink. Mine was: “bit.ly/godsavethetsar”
I have tried something new-old. It’s new because it’s a different way, but it’s old because most teachers do this anyway: retrieval practice. I stumbled upon a post by Kate Jones (@87history) about ‘Retrieval Practice Grids’ and I really liked the way she set this up.
I made my own for my VCE French Revolution class. You can download the PPT/handout here, it contains the grid (made with Smart Art) which you change to suit your needs.
Activities like these have worked well in my class, students respond positively. It works like an amped-up version of think-pair-share. The 10 – 15 minute of individual thinking time forces each student to rely on their own thinking first, and the pair-share element allows them to check, correct and consolidate their knowledge. The point element adds a hint of competition to it. Continue reading
I created a list of independent revision activities for my students. Our parent teacher interviews are coming up and I wanted to have a list of activities which students can complete by themselves at home, as well as give parents study tools to suggest to their children.
I used SmartArt in MS PowerPoint to create a handout for my students. You can download the PPT itself, and use it to customise the SmartArt and make your own handout. Continue reading
Next time you are in a meeting, pay attention to the style of speaking and listening. Do people build on each other’s conversations, do they listen attentively and ask probing questions to deepen their understanding of each other’s ideas? Or do only a few speak, is the dialogue disconnected and are the questions procedural and technical? This goes for the classroom too. Do students actively build on each others’ ideas, or are there a few who dominate and the rest are passive?
Identifying the problem is halfway to solving it. Below is a great description of four types of teacher talk in meetings, but I feel this equally applies to classroom conversations.
Getting good “teacher talk” starts with a good plan, preparation, a culture of respect for people’s time and ideas, modeling and training.
4 Types of Teacher Dialog in Professional Learning Contexts
- Teachers’ comments are disconnected from each other and the group’s collaborative purpose; teachers tell stories and give each other advice.
- Comments are authoritative statements or personal stories.
- Talk about teaching is general and there’s frequent use of labels and generalizations.
- Claims are asserted as fact with only anecdotal evidence.
- Teachers are very sure of what they say.
- When questions are asked, they are technical, procedural, or personal; meanings, assumptions, beliefs, and values are seldom questioned – and when they are, it’s considered rude.
- There are few links to instruction.
- Knowledge and beliefs are fixed.
- Teachers are congenial with each other, but some don’t contribute.