This is one in a series of weekly blog posts in which I show how a journal article or book has inspired me to improve my teaching practice. Each post ends with a practical resource or activity. Today I show how an article by teacher-researcher Smith (2014) and a chapter in a book by intellectual historian Skinner (2002) inspired me to…
Category: History Education Blog
“So that’s what you mean, Miss.” Using multiple-choice statements to model source analysis
This is one in a series of weekly blog posts in which I show how a journal article or book has inspired me to improve my teaching practice. Each post ends with a practical resource or activity. Today I show how books by Christodoulou (2017) and Wineburg (2001) inspired me to try and improve my…
‘But I don’t know what a link looks like, Miss.’ Helping Year 7 to express their ideas about how causes of William winning at Hastings link together
This is one in a series of weekly blog posts in which I show how a journal article or book has inspired me to improve my teaching practice. Each post ends with a practical resource or activity. Today I show how an article by Woodcock (2005) inspired me to try and improve my teaching of causation with…
‘But look Miss -here – I wrote down loads of facts.’ Helping Year 12 to think about the quality of their knowledge
This is one in a series of weekly blog posts in which I show how a journal article or book has inspired me to improve my teaching practice. Each post ends with a practical resource or activity. Today I show how an article by Hammond (2014) inspired me to encourage Year 12 to re-consider what…
‘It’s at least a 3, Miss!’ Thinking about the relative significance of causes with GCSE students
This is one in a series of weekly blog posts in which I show how a journal article or book has inspired me to improve my teaching practice. Each post ends with a practical resource or activity. Today I show how an article by Buxton (2010) inspired me to try and improve my teaching of causation…
‘It’s like this big, black hole, Miss, that’s dragging everything into it.’ Year 9 consider the impact of World War I on Russia by playing with the idea of consequence ‘shapes’
This is one in a series of weekly blog posts in which I show how a journal article or book has inspired me to improve my teaching practice. Each post ends with a practical resource or activity. Today I show how an article by Pennell (2014) inspired me to try and improve my teaching of…
‘This extract is no good, Miss, because the historian didn’t include X or Y’. Helping post-16 students to express their ideas about the construction of an historian’s argument
This is the third in a series of weekly blog posts in which I show how a journal article or book has inspired me to improve my teaching practice. Each post ends with a practical resource or activity. Today I show how the classic text What is History? by E.H. Carr (1961) and an article by Fordham (2014) inspired me to try and improve…
‘Which Edward was that again, Miss? Was he a Stark or a Lancastrian?’ Helping Year 8 to navigate the Wars of the Roses by focussing on historical change
This is the second in a series of weekly blog posts in which I show how a journal article or book has inspired me to improve my teaching practice. Each post ends with a practical resource or activity. Today I show how an article by Tim Jenner (2010) inspired me to try and improve my teaching of the Wars…
‘But you never taught us that, Miss!’ Thinking about how to prepare Key Stage 3 pupils for their end-of-year exams at the beginning of the academic year
This is the first in a series of weekly blog posts in which I show how a journal article or book has inspired me to improve my teaching practice. Each post ends with a practical resource or activity. Today I show how an article by Nick Dennis (2016) inspired me to improve my planning of assessment activities, a year in advance,…
From dinner with Simon Schama and tea with Michael Gove to designing independent enquiries with Year 9
How can we help pupils succeed at independent historical enquiry, without them getting lost enroute? Some scene setting: Meeting Mr Gove and brandishing a candlestick A few years ago I was lucky enough to attend a conference called ‘The Future of the Past’. It was held in a big ‘Mr-White-with-the-candlestick-in-the-dining-room’ type manor house, and was funded by a…
Does revision always mean reduction?
‘Which one was Canning Miss?’ ‘He was the Tory Prime Minister in 1827.’ ‘Oh.’ [Frowns]. ‘He’s the one who had the duel with Castlereagh – the one who completely missed.’ ‘Oh yeah! Him! He was the liberal one who the old fashioned ones didn’t like, wasn’t he? The bloke who liked Catholics?’ My Year 12…
“Your brain is like a forest”: being transparent with pupils about ‘desirable difficulties’ in learning information
It’s revision season in our school. We have some excellent resources on ‘active revision strategies’, and we’ve taken the principles of a ‘knowledge-rich curriculum’ seriously. I personally have learnt a lot from Christodoulou’s excellent book ‘Seven Myths About Education‘ (2014). Yet what we are perhaps lacking in is enough transparency about the importance of struggling when revising for…
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