What teachers prepare: Content Knowledge, concepts, skills Delivery formats: Video, reading, lectures, audio Process How students make sense Options: TPS Think, pair, share Journal Partner Talk Act it out Product/Learning Artifacts Choice of format for showing what was learned How students engage Readiness Current skill level reading, thinking Current knowledge level Current ability to grasp the concept Interests Choices Background of students - experience Learning Profile Brain Intelligences Preferred learning style So I wouldnt say that I can confidently use the differentiated instruction matrix with ease, but I think I have made progress from where we started. Im aiming to fully understand it. Going through it and giving examples with the flag lesson definitely helped. Teaching History Sticky History What is thinking? Some Possibilities: Observing closely and describing whats there Building explanations and interpretations Reasoning with evidence Making connections Considering different viewpoints and perspectives Capturing the heart and forming conclusions Wondering and asking questions Uncovering complexity and going below the surface of things Identifying patterns and making generalizations Generating possibilities and alternatives
Evaluating evidence, arguments, and actions
Formulating plans and monitoring actions Identifying claims, assumptions, and bias Clarifying priorities, conditions and what is known What is historical thinking? What do historians do? Why study history? Understand change and know how our society got here Historical Thinking Chronological Thinking Distinguish between past, present, and future time Identify the temporal structure of a story or historical narrative Establish temporal order in their own narratives Measure and calculate calendar time Interpret data presented in time lines (create time lines) Reconstruct patterns of historical succession and duration (continuity and change) Compare alternative models of periodization (eras) Strategies to use: Pictures in order, kinesthetic, visual. Additional Ideas: Math and BC and AD Historical Comprehension Human Statues Identify the author or source of the historical document or narrative and assess its credibility Reconstruct the literal meaning of a historical passage Identify the central question(s) the historical narrative addresses Differentiate between historical facts and historical interpretations Read historical narratives imaginatively Appreciate historical perspectives Draw upon data in historical maps Utilize visual, mathematical, and qualitative data Role Playing Performance Tasks Fish Bowl Talk Show Human Statues Debates Readers Theater Simulations Tips: Data Sheets speed things up Rubrics for the different stages Strategies to use: Geographer, plaque writer, history detective, statue interpreter Additional Ideas: Committed Sardines Edutopia
Historical Analysis and Interpretation
Compare and contrast differing sets of ideas Consider multiple perspectives Draw comparisons across eras and regions in order to define enduring issues Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence Compare competing historical narratives Hold interpretations of history as tentative Hypothesize the influence of the past Taken pen, long term effects Teacher didnt manage well Strategies to use: Additional Ideas: Cause and Effects How Because Graphic organizers
Historical Research Capabilities
Mystery Game 20 Questions Formulate historical questions Obtain historical data from a variety of sources Interrogate historical data Contextual knowledge of the time and place Employ quantitative analysis Support interpretations with historical evidence Strategies to use: Additional Ideas:
Historical Issues Analysis and Decision-Making
Identify the issue or problem in the past Look at the factors that created the problem (antecedents) Look at similar problems from the past Evaluate alternative courses of action Formulate a position or course of action on an issue Evaluate the implementation of a decision Strategies to use: Additional Ideas:
Essential Questions Who are we? Where are we? How do historians think? What has gone wrong?
What must we do?
Walking with the Poor - Myers Ticket Out of Class on blank sheet of paper Next week: Reading Responses Zarillo Chapter 11 Journal/Notes Lesson Plan 3 Lesson Plan 2 Revision
What new information did you learn?
I think the main idea of tonight that I learned was how many ways of thinking through history there is. We are all familiar with the chronological thinking and timelines, but talking about the issues we face today and the research capabilities really struck me. Ive have ideas of things mentioned under each category, but having it all written out is a huge step. How has the material/experience affected you? From a few of the activities we did, I want to be able to use those and come up/find other methods that are just as good at getting at the point like we did in class. Obviously I like history, so being able to find and know way to incorporate quality activates and methods of learning is a great stepping stone to implement in a class someday. Has it challenged your thinking? This week has made me realize that all these different activities can be fun. The mystery game and the statue activity were all fun to participate in. On top of that, the activities made the knowledge we learned last. I dont think Ill ever forget Vasili Arkhipov. I might not be able to spell his name without using the dictionary, but the idea of creating a statue for a person or time in history sticks with a students. So, I want to be able to create activities that involved history to be both entertaining and a very knowledgeable.