Constructing History 11-19
- Hilary Cooper - University of Cumbria, UK
- Arthur Chapman - UCL Institute for Education, UK
The case studies took place in a number of different localities and show how practising teachers worked with pupils during each year from Y6/7 to Y 13 to initiate, plan and implement enquiries and to present their findings in a variety of ways.
Each case study is a practical example which teachers can use as a model and modify for their own contexts, showing how independent learning linked to group collaboration and peer assessment can enhance learning. Social constructivist theories of learning applied to historical thinking underpin the book, with particular emphasis on links between personalised and collaborative learning and e-learning.
'Constructing History 11-19 provides a diverse yet remarkably coherent array of case studies of constructivist history teaching. Its contributors-researchers, teachers, department heads-have a shared understanding of recent theory and research, and provide extended, close-to-the-ground narratives of active learning, supplemented by the voices of both students who participated and academic historians who observed. It is a welcome addition to a vibrant field' - Professor Peter Seixas, Centre for the Study of Historical Consciousness, University of British Columbia
'This book is full of hidden treasures. It is written by a community of practitioners who are all experts in creating history teaching that stretches and engages students. The book is designed to inspire action. It does this as ideas flow through the pages generating in the history teacher thoughts of how to apply and adapt. This book creates 'spin off': actual process that hits our classrooms' - Katy Allen, Head of History, Lancaster Girls' Grammar School
For the very basics, this book is ideal. Thoroughly recommend this text to anyone.
Sample Materials & Chapters
Preface: The history of history and history education: A context for the book.
1.1 a, b, c, Lesson Plans Y5/6
1.3 One group's plans for their PowerPoint presentation
1.4 The Ghost at Brougham Castle - a story
3.1 A department's approach to assessment
3.2 A pupil's introduction to the Law and Order unit
3.3 Overview of the Law and Order timetable
3.4 What was the cause of the highway robbery?
3.5 What does the treatment of highway robbers reveal about attitudes to crime a
3.6a How and why have interpretations of highwaymen changed over time?
3.6bi and bii Pupils' Response
3.7 Account of attack by a highwayman 1730
4.3 Professor Barry Coward's assessment of the students' websites
5.1 Supporting Sixth Formers in their historical learning
5.2 Case Study 5.1: Group draft and final answers: examples
5.3 Case Study 5.2: Student and academic formative feedback: examples
5.4 Case Study 5.3: Student commentaries: examples
5.5 Case Study 5.4: An example of a complete set of posts (Group 2)
5.6 Case Study 5.5: An example of a complete initial post (Truro 3)
5.7 Case Study 5.6: An example of a complete initial post with responses (Esher
4.1 Exemplar student web materials, Group 1
4.1 Exemplar student web materials, Group 2
4.1 Exemplar student web materials, Group 3
