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“The qualifications for self-government in society are not innate.

Major funding provided by: the National Endowment for the Humanities, Auburn University, Indiana University. “The qualifications for self-government in society are not innate. They are the result of habit and long training.” Thomas Jefferson, 1824. Major funding provided by:

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“The qualifications for self-government in society are not innate.

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  1. Major funding provided by: the National Endowment for the Humanities, Auburn University, Indiana University “The qualifications for self-government in society are not innate. They are the result of habit and long training.” Thomas Jefferson, 1824.

  2. Major funding provided by: the National Endowment for the Humanities, Auburn University, Indiana University John Saye, Cory Callahan Auburn University Tom Brush Indiana University

  3. The PIH Mission • To develop and support a community of master teachers who: • Focus their teaching on developing civic competence • Are skilled in engaging their students in problem-based historical inquiry

  4. Promoting Civic Competence • Preparing informed citizens of a diverse democratic society who can reason together about the public good

  5. Overview of Presentation • Program Rationale • What is Problem-based Historical Inquiry? • Challenges to PBHI Implementation • Affordances of Technology • Examples of PIHNet Learning Environment

  6. PIH Rationale • History’s prominence in 6-12 curriculum demands a focus on civic competence • What are the requirements for civic competence in a constitutional democratic republic?

  7. PIH Rationale • “Democracy is an on-going, creative struggle to work out a way of living together fairly, freely, and equally.” Walter Parker, 2001

  8. PIH Rationale • Assumptions about Democratic Life • Pluralistic democratic societies are innately conflictual • Competent democratic citizenship requires: • Experience with persistent societal conflicts • Resources for reasoning together about the public good

  9. PIH Rationale • Pragmatism • Current approaches show little effect • Disengagement • Failure to think deeply • Current approaches lack focus and authenticity • Cohesive conceptual framework • Real world purpose for history study

  10. PIH Curriculum Organization

  11. Problem-Based Historical Inquiry (PBHI) • Historical Inquiry Refocused for Civic Purposes • Standard historical inquiry • Problem of meaning making: Interpreting Texts & Constructing Narratives • “What were the events and causes of the Boston Massacre?” • Problem-based historical inquiry • Focus on ethical decision-making • “Were colonists justified in actions they took against British authority?”

  12. Problem-Based Historical Inquiry (PBHI) Focus on Reasoning about Ethical Issues • Issue: What actions are justified to create • a more just, equal society? • Proposal: Reject pacifism & integration • Right to self-defense • Separatism

  13. Challenges of Implementing PBHI: Learners • Learner Obstacles • Motivation • Cognitive load of ill-structured problems

  14. Learner Obstacles to Competent PBHI: Cognitive Load • Building a Model of the Problem Landscape • Historical Thinking • Epistemological assumptions • Disciplinary knowledge • Declarative & Conceptual • Procedural & Strategic • Metacognitive • Dialectical Reasoning

  15. Technological Affordances:Learner • Engagement • Realistic representations and multiple media • Support for Disciplined Inquiry • Conceptual, chronological database structure • Introductory essays hyperlinked to: • Related primary documents • Conflicting accounts • Embedded expertise: • Structured inquiry activities & strategic scaffolds • On-line models

  16. Database Structure/ Links to Primary Documents

  17. Hyperlinks Confront with Conflicting Accounts

  18. Embedded Expertise:Structured Inquiry withContextual Cues/ Strategic Scaffolds

  19. No “Ghost in the Machine” • Utilizing the affordances of PIH infrastructure hinges on skilled teachers • Soft Scaffolding: • Spontaneous • Interchanges in • the construction • zone

  20. Challenges of Implementing PBHI: Teachers • Teacher Obstacles • Vision: Lack of PBHI models • Time demands: Preparation / implementation • Cognitive load of inquiry practice

  21. Technological Affordances:Teacher • Multiple online models of PBHI • Online curriculum development tools • PIHNet Community • Peer support • Curriculum expertise • Technological expertise

  22. Example: Models of PBHI

  23. Example: Online Development Tools

  24. Example: PIHNet Community

  25. The PIHnet Learning Environment • A PIHnet tour

  26. PIHnet Timeline • Summer 2003 - First PIH Summer Seminar • YR 2003-04: First PIH Fellows pilot PIHnet • Summer 2004 • 2nd PIH Summer Seminar • Phase 1 of PIHnet open for enrollment • YR 2004-05: • Develop distance professional development infrastructure • Collaborate to develop new DP content databases

  27. For More Information • Contact: • John Saye - sayejoh@auburn.edu • Tom Brush - tbrush@indiana.edu • Visit our web site: • http://www.pihnet.org

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