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Whole School Approach to Historical Inquiry Planning

Presentation for QHTA conference June 2011.
by

Maria Mead

on 17 July 2011

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Transcript of Whole School Approach to Historical Inquiry Planning

Stimulus: "To the Goldfields" by R. Tonkin
Various other images, paintings, photos, diary entries
Students examine in groups, teacher guided discussion and questioning
Groups present their source to the class and report their findings, discuss. Evidence comes from sources... Challenges ~ Findings ~ Conclusions time consuming with students
focus on process not content
fear of inquiry - guiding teachers and modelling student activities can help overcome this
collecting and providing easy access to primary & secondary sources is crucial
students are used to being fed information
important to develop questioning skills
reflection process after each lesson is important
avoid teachers over-reliance on TL time
changing school culture/timetabling A few things to keep in mind: What is History? History creates an understanding of the past from evidence. There is no single, factual version of the past... A Whole School Approach to Planning Historical Inquiry What Does History Look Like? Students actively investigate and ask questions about the sources. Students use their real life experience, knowledge & imagination to make sense of the sources. Students create their interpretation of what has happened in the past. The purpose of teaching history is to allow students to learn from the past so that they can make informed judgements in the future. History is not a single version of the past. There are many different perspectives of what happened and why it happened. It is important for students to understand this and speculate on why people see things differently. Primary created at the time created after the event
comment on the event The School: Catholic Systemic Primary
510 students enroled
20 classes P - 7
Principal + APA/CST + APRE
ICLT Support - 2 days
TL - Full Time Why History? Principal identified a need for school renewal in "inquiry"
"History" nominated as the vehicle
History & Literacy closely aligned
Includes focus on crucial research & information skills, critical analysis, questioning, reflection Our Project A whole school approach to supporting the Introduction of the Australian Curriculum: History
in the Primary School ...at St Catherine's Support: School Leadership - Principal and CST
TL and ICLT Support Teacher
BCE Education Officers Aim: Methodology: To create a professional learning community to help school staff support each other to implement inquiry learning in history and to transfer this knowledge to other areas of teaching and learning. For the TL and ICLT Support Teacher:
good opportunity for team teaching
following personal interest
chance to showcase library resources
chance to model use of ICLTs as integrated tools focus on three year levels per term
full day planning with all stakeholders
ongoing support from TL & ICLT teacher
support from EO History
review meeting at conclusion of each unit
sharing at staff meeting each term & Secondary ...So which inquiry units have we been engaged in so far? and how did we approach historical inquiry? Processes Strategies Example Teacher release for planning with CST, TL, ICLT Teacher Hook?
pose a question to spark interest
use images, artefacts or a video Laptops to investigate and collect resources during planning:
photos, paintings
diaries, books
archival footage, re-enactments
museum exhibits, artefacts
audio, video
charts, websites, news clippings
human resources
excursions / incursions What was life really like on the goldfields? Box of artefacts from Qld Museum loans. Students examine and photograph artefacts
Record ideas for use of items
Display on A3 sheets for later reference Student autonomy in selecting a topic of interest.
Students become 'experts' in an area.
Others record notes on retrieval chart during presentations.
Teacher provides access to selected online resources. Presentation, sharing, reflection, peer evaluation TLF Learning Object "Dig for Gold on the Ballarat Fields" Topic examples:
women / children on the goldfields
racism - the Chinese diggers
housing / health / fashions
mining methods Students choose mode of presentation:
build a model
big book
digital story
Comic Life
Slide show
Interview
Play script ThinkQuest Project KWL Students actively investigate - guided research and discussion From investigating these sources, what ideas have we confirmed / discounted / refined?
What conclusions can we draw? Further investigation
Reflection Stage 1 Stage 2 Stage 3 Stage 4 Use the Curriculum for direction in terms of key concepts and skills Stage 1 Stage 2 Stage 3 Stage 4 Word Wall
Immersion
Exploration & Discovery Year 5 ...to resource Historical Inquiry? ...need help? http://historyinquiry.weebly.com ...the experience at Wishart Play DVD
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