Stand Out in Your Teaching

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The idea behind today:. To create outstanding lessons involves three challengesSession 1: To enthuse, inspire and engage students in history in a disciplined waySession 2: To show students how to improve at historySession 3: To help students learn independentlyby giving them the scaffolding to enable themto do so.

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Stand Out in Your Teaching

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1. Stand Out in Your Teaching Outstanding Resources for Outstanding Teaching

2. The idea behind today: To create outstanding lessons involves three challenges Session 1: To enthuse, inspire and engage students in history in a disciplined way Session 2: To show students how to improve at history Session 3: To help students learn independently by giving them the scaffolding to enable them to do so

3. The agenda for the day 09.00-09.30 Coffee and welcome 09.30-09.45 What does outstanding learning look like? How can we spot it? 09.45-10.45 Enabling outstanding learning. Carousel activity 10.45-11.00 Feedback and discussion 11.00-11.20 Coffee break 11.20-13.00 Assessing and developing outstanding learning – developing a historical language 13.00-14.00 Lunch 14.00-15.00 Promoting independent Learning – Murder mystery 15.00-15.30 Evaluations

4. Session 1: Outstanding Resources Discuss in pairs what you think an outstanding history lesson looks like

5. What do Ofsted say?

6. Session 2: Developing a historical language

7. 3 of the key assessment challenges in history Planning across a key stage for conceptual progression Setting targets which enable students to improve Using assessments of students abilities to inform planning

8. Caroline Coffin’s book “Historical discourse” analysed language in the classroom. Based on research in Britain, America and Australia Organised language into genres I believe some of her work can help us to meet those 3 challenges In particular it highlights the way conceptual understanding and language are intertwined

9. The recording genres 1) Autobiographical 2) Biographical 3) Historical Recount – end often focuses on why it is historically significant 4) Historical Account – relationship between sequence of events often described causally as events are shown to cause subsequent events Largely chronological Requires time and chronology language Recording genre sometimes masks Subjectivity From autobiographical to account can also mean a movement from short to long-term periods of time

10. Recording genre Discuss with your learning partner: What are the implications of Coffin’s analysis? At their arrival in year 7 we need to ensure students are comfortable with composing a narrative. Can they write historical recounts? Can they move from personal (I, He) to the more abstract/general (China, the working class,)? Can language analysis help us to help them develop a sense of chronology? Can we help students move from historical recount to a historical account – seeing that events that follow each other? We should be providing students with the tools to build analysis Can you rewrite “The Opium Wars” so that it is a historical account? The events will still be described chronologically, but the causal relationship between them will also be drawn out. Use the time and causal language to help you do it.

11. Task 1) Rewrite the account of the Opium Wars Time language: Long-term: In the 19th century…. That century….. Short-term: Initially…. Shortly afterwards Next… Since…… Before…… Prior to…… Following this….. After……. Finally…… When

12. The Explaining genres Moves away from recording towards explaining the past and develops a clear and more obvious angle 1) Factorial 2) Consequential Organisation is no longer about time but about abstract ordering. The ability to order, re-order and Categorise

13. Moving from recording to explaining Chronology no longer organising feature Discuss with your partner: What implications are there for planning for this? When should they begin to do this? Straight away? How can we help them organise their work? One thing I believe is clear is that it would help students to be able to identify the differences between recount, account and then explanatory genres in order to master them

14. Causation at KS3 – multiplicity of causation and linking causes. One factor is……… Another factor is………. The most important factor is………… This caused……. One result of this was…. A consequence of this was…. This led to……….. Consequently….

15. Causation– developing a hierarchy. A complex web Getting students to develop a hierarchy. Is language the key? Relationship between short and long term causes Relationship between necessary and sufficient causes

17. Task 2: Look at the fears of McCarthyism essays Key language of causation In pairs can you use the language (slides 18-20) to set meaningful targets for students? How might they affect your targets? What about the other concepts? Actually causation language is key here. Historical significance is often largely about changes. The language associated with change needed is often causal. E.g This led to… This resulted in…….

18. The argument genres Explanatory Exposition Challenge Discussion

19. Discussion: Some historians might argue that….. Other historians would argue that…….. Judgement comes at the end

20. Challenge Your argument: Some historians might argue that……It can be argued that… Claims, suggests Might, maybe, possibly, could Your opposing counter-argument: However, I believe… states, instead the evidence suggests, likely, probable, Certain. It is clear that…., would

21. Using language to make your judgements come through more subtly

22. Task 3: Look at the AS essays. Imagine you want them to develop the ability to write “challenge” style essays What is it that these students are able to do? What targets would you give each of these students? Use slides 24 and 25 How would you use this to inform planning?

23. Task 4 Look at Coffin’s biographical assessment grid Could we create one for: Historical recount Historical account Factorial explanation A Discussion essay A Challenge essay

24. Plan a causation lesson with one objective being to help students develop a language of causation

25. Deconstruction to construction Planning should go through stages: First time they encounter a genre – e.g factorial Deconstruction – e.g. students go through model time answer and pull out key language features Joint construction – students work together to organise an answer using appropriate language Individual construction – students now work on their own Peer deconstruction – Students assess use of language language in each others Self-deconstruction – Students look at their own use of language Second time: They use the targets from the first encounter to look for specific use of language in the second deconstruction phase Individual construction 2 – The use what they found in the deconstruction phase in their new construction

26. Review Implications: Planning to focus on language to ensure conceptual progression Language is essential part of the scaffolding for historical understanding Targets to focus more explicitly on language to show students where the are, and what they need to do to improve Using assessment of students’ language to inform future planning Using the Stages to help familiarise students with historical genres Can it be used to help students with their reading of different types of historical sources?

27. Session 3: The Murder mystery

28. Reconnect: Write down 3 things you know about the SA? Who was Ernst Roehm?

29. LO: By the end of the lesson you will be able to: To explain why Ernst Roehm was killed To reach a judgement about who was responsible Skills: To combine evidence to solve an enquiry

30. The Suspects in Custody:

31. Look at the crime scene Make a note of all the items you can see around the dead body What can you infer from the crime scene? What questions do you have? Use the 5Ws to help

32. Notebook: Page 1: Cover Page 2: The Crime Scene Page 3: Who was murdered, where and how did they die? Page 4: Completed at the end

33. Move around the room: Find the hidden evidence Completing page 3 of the booklet – who, where and how Roehm was murdered Complete the suspects sheet. Who was to blame? What evidence is there against them? What was their motive?

34. How did you decide who was responsible?

35. The Night of the Long Knives Over the next few days, between June 30th and July 2nd Hitler’s SS and the Gestapo carried out 85 more political executions. This was called the Night of the Long Knives (Operation Hummingbird). Most of those killed were leading members of the SA.

36. Now write a summing up speech as either the defence or prosecution for Eicke and Lippert

37. Review/debrief

38. Independent learning means: Skills Afl Scaffolding Choice in path through the lesson Choice of resources by teacher Take a look at the learning cycle. How does it help with the structure of lessons

39. Please fill in the evaluation forms and the ideas grid [email protected] [email protected]

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