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History teaching with passion

Passion & Independence How history prepares students to thrive Based on a lecture given at the University of Durham April 2012. History teaching with passion. What historians say about teaching: some headlines. History teaching with passion.

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History teaching with passion

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  1. Passion & Independence How history prepares students to thrive Based on a lecture given at the University of Durham April 2012 History teaching with passion

  2. What historians say about teaching: some headlines History teaching with passion

  3. What can students get from history teaching at its best? • ‘History teaching can encourage students to think about the past, or distant societies, and reflect what it might mean for both the human experience and for today. History in many ways is uniquely placed to ask the big questions societies face, and arguably to point to solutions, challenges and impacts. It crosses every aspect of human activity – from culture to the environment, to gender relations, economics, welfare, nation-building ... the list could go on.’ History teaching with passion

  4. What can students get from history teaching at its best? • ‘They get the realisation that they are the heirs of a vastly complex and messy thing called humanity ... history gives students the understanding that humans are irrational and illogical. That is necessary in coming to grips with the horrors found in history, but it is also essential in the appreciation of great beauties, the great triumphs that we as human beings been capable of.’ History teaching with passion

  5. What can students get from history teaching at its best? ‘The study of history encourages people to think critically, to refuse to accept things as they appear on the surface. It produces individuals who are aware of the complexity of issues that confront society. History graduates have a greater sense, not only of the world they live in, but how it got there. Ultimately, this can only make for better citizens.’ History teaching with passion

  6. People with particular personal characteristics A critical spirit – weigh up diverse arguments; evaluate complex evidence fairly; recognise bias; see beyond the taken-for-granted/current fashions; read between the lines; question all information; logical approach; eye for detail/error; self-reflexive. A sympathetic imagination – tolerance; empathy; humility in never fully knowing; sensitivity to ‘messiness’ of human life; openness to the strange and different; fair-minded; open to others’ views. A will to learn (and keep learning) – passion; enthusiasm; excitement; wonderment and awe; intellectual curiosity; openness to new information and experience; purposeful; persistent; confident. An independent disposition– a healthy scepticism; considered independent judgement; recognise own needs; resourceful; self-motivated; self-reliant; not beholden to theory. History teaching with passion

  7. Complex constantly changing world What jobs can history open up? History teaching with passion 19

  8. Graduates’ Changingattitudes to work/life Creating work for themselves Want good work • Makes a difference • Shared values • Flat structures • Self-development • Ethical & sustainable operation • Sharing learning & working in teams • 46% increase in graduates starting own business • More from arts and humanities • Third of those starting businesses start social enterprises History teaching with passion

  9. unistats.direct.gov.uk UK History Graduates from 2010 6 months following graduation The university you attend will have a huge impact on these figures Getting into a good university for History means showing PASSION and INDEPENDENCE

  10. Big company grad schemes are becoming a thing of the past Changing Nature of UK Enterprise History teaching with passion

  11. To thrive in complexity requires ability • Ability to recontextualise their skills, knowledge and understanding according to the requirements of different settings & develop a frame of mind whereby they continually look to improve • Warwick Institute for Employment Research, Changing Patterns of Work, 2010 • To relate to, make & maintain relationships with people at all levels, inside & outside organisations • Collaborate & work in teams, more than one team at once, & adjust roles in ever-shifting situation • Willingness to learn continually, take risks, lead & deal with change & help others to do so • Self-management, self-confidence & self-promotion Harvey, New Realities, 2000 History teaching with passion

  12. Passion How Can History Help? A Level Model University Model Lecturer's Holiday Reading Chief Examiner's Reading from 30 years ago Personal reading from list - not always connected Exam Board Specification Discussion groups based on independent wider reading sparking interest Teacher Planned Lessons and Notes Essays - possibly connected to reading. Could be harder or easier than previous years Practice Essays Based on Exam Mark Schemes Growth as an historian An A Level Accreditation History teaching with passion

  13. HGS History Hybrid Model Teacher's Holiday Reading Chief Examiner's Reading from 30 years ago Exam Board Specification Independent reading using library/blog Teacher and Student led Lessons and Notes Wider reading improving writing style Practice Essays and Technique An A Level Accreditation AND Growth as an Historian History teaching with passion

  14. ‘It is impossible to predict what disciplines will be of most economic and social value in a rapidly changing world. Most of the big breakthroughs in the development of products and services these days come from collaboration among different disciplines.’ Richard Lambert, former Director of Confederation of British Industry 'You go into the humanities to pursue your intellectual passion; and it just so happens as a by-product, that you emerge as a desired commodity for industry.'Damon Horowitz, Director of Engineering, Google. History teaching with passion

  15. Appendix History teaching with passion 31

  16. Lightbulb moments ‘Seeing the lightbulb above their heads when they understand what the study of history is all about – when they’ve made a qualitative leap.’ ‘That moment when the penny drops and you can sense that a student has begun to understand the process of thinking historically.’ ‘History teaching matters when it is meaningful in some way – beyond the usual skills development. Sometimes there is that flash of recognition when they see the past/their community/their own life/their future differently.’ History teaching with passion 8

  17. Love, engagement and making a difference ‘I teach history because I love history ... In teaching it you have the sense that you are opening minds to things they never considered previously.’ ‘I want to inspire an enduring love of history that lasts well-beyond the degree.’ ‘I really get a kick out of seeing students develop, particularly to the point when they don’t need me anymore ... I like the fact that I can make a difference to so many lives.’ History teaching with passion 7

  18. David Pace – teaching & love of the subjecthttp://www.vimeo.com/23920330 History teaching with passion 9

  19. Sean Brawley – Connecting research & teachinghttp://www.vimeo.com/23920539 History teaching with passion 10

  20. David Pace – I love the interactionhttp://www.vimeo.com/17606410 History teaching with passion 11

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