EDUC2101 Tutorial 325/3/13

EDUC2101 Tutorial 3: 25/03/13

Skills in History: Comprehension (being asked to solve a question by the teacher) Analysis and use of sources (performing a task to critically evaluate the usefulness of a source in relation to the topic i.e. reliability and limitations) Perspectives and interpretations (interpreting the origin or what a particular source means) Empathetic understanding Research (researching a particular topic in groups) Communication (conversing as a class in order to share ideas through discussion) Topics: History Each topic contains it own inquiry questions (which guide the study), outcomes (which students must meet), embedded historical skills which must be practiced at different times during the study of the topic, students learn tos and student learn abouts. Societies and civilisations topic 2, stage 4 (p.24-25) (students should be able to chronologically order events, locate and select information from a range of sources, accurately use historical terms) Activity 2: 1. How many topics are there in stage 4? Four topics: Investigating history, societies and civilisations of the past, Aboriginal Indigenous Peoples (colonization and contact history) and Shaping the modern world (modern) 2. For each topic in stage 4 answer the following: What would students learn about this topic? How would students learn this? (what would they be doing) What type of resources would you need to teach this topic? Knowing students learning styles, teachers can organise classrooms to respond to their individual needs. Morrison and Ridley (1988) suggest that teachers need to consider the following questions when choosing how to maximize teaching approaches with students learning styles: 1. How is each students self concept being developed? 2. How is each students motivation being developed? 3. How does a teaching a teaching style meet students individual differences of need, interest, ability and skill? However it is also important to heed Joyce and Weils (1986:433-34) limitations about matching: 1. It is not possible for teachers to assess the developmental levels of all their students and then create totally personalised curricula exactly matching their levels 2. Students can and will adapt to different teaching styles if we give them the chance 3. The simplest way to discover the environments students progress best in is to provide them with a variety of teaching methods 4. These authors are emphasizing the adaptability that occurs by teachers and by students. No teacher has a fixed style of teaching, and no student has a fixed style of learning. In Teaching-learning situations it is crucial that participants are flexible and adaptable 1

EDUC2101 Tutorial 325/3/13

5. It is also significant that a discomfort factor is necessary for teachers and students. If an environment is perfectly matched to the developmental levels of learners, t can be too comfortable and there will be little advance beyond that level. Discomfort is a precursor to growth. Teachers need to be constantly trying out new teaching styles even if they are unfamiliar and cause discomfort. For their part, teachers must assist students to acquire the necessary skills to adapt to new, unfamiliar learning styles.