Let’s


try this:
All stand and push your chairs towards the wall, making an open
space in the middle.
Group yourselves according to your seat there would be 4-6
members in each group.
Please form straight lines
There would be a set of words that would be passed from the people
at the back to the people here in front. Then the last person to
receive the message, shall it write on the board.
Are you ready?
Tongue Twister No 1:
Tongue Twister No 2:
Tongue Twister No 3:
Tongue Twister No 4:
Tongue Twister No 5:
Oral And Local History
Places
MARIA AUREA A. RUEDA, LPT
REPORTER
“It was an amazing experience to meet and talk to
a veteran.”
“I feel more connected to history.”
“I feel very proud and happy that I did this… My
opinion of history has changed... it seems much
more interesting now.”
“This oral history experience was amazing. I
learned so much and will never forget this!”
—Students from the Veterans Oral History Project
Oral history is a field of study and a method of
gathering, preserving and interpreting the voices
and memories of people, communities, and
participants in past events. Oral history is both
the oldest type of historical inquiry, predating the
written word, and one of the most modern,
initiated with tape recorders in the 1940s and now
using 21st-century digital technologies.
— Oral History Association (OHA)
Interview is a popular data gathering technique. Its use is
not confined to academics for it is also a common research
practice in government, non-governmental organizations,
business and the mass media. Its popularity is evident in
periodicals and television shows where one will find
interviews with people of various backgrounds. From the
famous and powerful to the common man on the street,
interviews allow different voices to be heard. One may say
that interview is part of life in the Philippines.
— (Santiago, 2017) The Relevance of Oral History in the
Philippines
Research and surveys have shown that four major
cognitive and affective goals can be met through well-
planned oral history courses, projects, and programs:
course content acquisition
skill development
student motivation
subject appreciation
To accomplish these aims, oral history can be
applied by involving students in two
pedagogical approaches, both of which engage
them in higher-level thinking, the pursuit of
historical investigation, the interpretation of
data, and the presentation of products derived
from the research.
1. Active Oral History: conducting oral history
interviews
2. Passive Oral History: conducting research and
learning from oral history interviews
Benefits of Using Oral History in Classroom
1. Oral history brings the social studies
curriculum to life as students realize that
they are surrounded by, and are part of,
the creation of history. Oral history
makes learning memorable.
Benefits of Using Oral History in Classroom

2. Oral history is interactive and can

put the student in the center of
learning.
Benefits of Using Oral History in Classroom

3. Oral history supports cognitive

development and affective instruction.
Benefits of Using Oral History in Classroom

4. Oral history supports Common

Core in a creative and motivational
fashion.
Benefits of Using Oral History in Classroom

5. Oral history supports close reading,

research and oral language skills.
Benefits of Using Oral History in Classroom

6. Oral history develops strong oral

language skills, which are an essential
prerequisite to developing the ability
to write well.
Benefits of Using Oral History in Classroom
7. Oral history encourages historical (and higher-
level) thinking as students develop questioning
and interviewing strategies; make judgments
about the point of view of the person(s)
interviewed; and analyze, synthesize, and evaluate
the information from the interview or written
documentation.
Benefits of Using Oral History in Classroom
8. An oral history experience provides a
personal biography to a random set of
statistics, dates, and facts.
Benefits of Using Oral History in Classroom

9. Oral history helps students develop

empathy.
Oral History Supports Historical Thinking

Through myriad instructional strategies,

the following historical thinking skills
can be integrated into oral history
research and oral history products.
Oral History Supports Historical Thinking
use of primary sources, maps, visual sources/photographs
use of literary and/or musical sources
comparison of differing sets of ideas, values, personalities,
behaviors, and institutions
consideration of multiple perspectives
comparison of competing historical narratives
analysis of cause and effect relationships
analysis of multiple causation
historical filtering
analysis of bias/the rationale for bias
Planning an Oral History Project
Main purpose: Content, skill development,
motivation, subject appreciation
Develop a topic/theme
Employ active/passive use of oral history
Create potential sources of interviewees
For student instruction:
To what standards would I relate oral history instruction?
What partnerships/community resources would I develop?
How much time should be devoted to an oral history
project: a term, a semester, or a full year?
In what ways would I connect oral history with historical
thinking skills and the construction of student narratives?
What potential primary source documents would I
consider using to support instruction of the selected
theme? What passive oral history sources would I use?
What products would I have students develop?
For student instruction:
How would I use technology to develop and support
oral history processes and products?
What assessments would I develop for the processes
and products of oral history?
How could the products benefit the school /
community? How would I disseminate the final
products?
How would I archive/preserve the final oral history
products?
Other questions and considerations?
Selected Instructional Techniques
The four jobs of an oral historian
1. Create an oral history interview and find primary
source documents.
2. Analyze the information collected and/or created.
3. Interpret the information collected and/or created.
4. Preserve and publicize the completed research.
(Create a primary source interview and a new
interpretation/perspective)
Fundamental techniques of oral history
interviewing
Oral history interviews can focus on the following

1. Biographical content
2. Thematic content
3. Hybrid content (combining biographical and
thematic content)
Types of oral history questions

Opinion questions (subjective questions)

Factual questions (objective questions)
Documentary questions (used to document
validity, reliability, and subtext)
Student Oral History Products

Depending on the curriculum,

standards, and educational mandates,
the following are some suggestions for
the development of oral history product.
The oral history interview portfolio
Portfolios may include: a title page, deed of
gift, project abstract (250 words),
photographs of the interviewee and
interviewer, transcript or partial transcript,
indexes, definition of terms, historical
interpretation of the interview (three to five
pages), appendices, and labeled copies of
the digital recording or digital video.
Student Oral History Products
Student presentations (presented in school and in the
community)
PowerPoint presentations
Digital history videos
An interpretive paper on various aspects of the oral
history interview
A newspaper or magazine article
A cable television presentation
The creative use of oral history quotes from several
Student Oral History Products
Student presentations incorporating
multi-disciplinary experiences
Student-developed theatrical play using
oral history content
Oral history presentations (Students
recount oral history stories and/or portray
the interviewee using direct quotes.)
Remember
Be creative in developing ways in which
students can extend their skills of analysis,
interpretation, and their ability to create
something new.
The above suggestions include oral history
products that focus on written, oral, and visual
assignments, which accommodate different
learning styles and academic strengths.
Evaluation of Process and Products
Some points to consider when developing
assessment criteria
What components are going to be assessed
(process and product[s])?
What criteria are you going to use (based on
the curriculum and Common Core)?
What methods are you going to use (letter
grades, points, rubrics, etc.)?
Evaluation of Process and Products
Components of the oral history experience that may be
evaluated
The preparatory research process and finding an
interviewee
The preliminary interview and the extended research
The oral history interview
The oral history portfolio
Oral history products in written, oral or media formats
Evaluation of Process and Products
Methods of assessing the oral history process and
product
Teacher evaluation (Also a team of teachers
who have participated)
Student: self evaluation
Student: peer evaluation
Evaluation by organizations participating in
the oral history experience
Thank you
Sources:
https://www.academia.edu/39844880/THE_RELEVANCE_OF_O
RAL_HISTORY_IN_THE_PHILIPPINES
https://edsitement.neh.gov/teachers-guides/oral-history-
educational-experience
https://www.oralhistory.org/about/do-oral-history/