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PESTALOZZI Programme 26 -28 September 2012 Nicosia, Cyprus

PESTALOZZI Programme 26 -28 September 2012 Nicosia, Cyprus. What does it mean to think historically? Promoting historical understanding in classrooms of mixed abilities and diverse backgrounds and developing channels of communication with the wider community. So long! Till we meet again …

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PESTALOZZI Programme 26 -28 September 2012 Nicosia, Cyprus

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  1. PESTALOZZI Programme 26 -28 September 2012Nicosia, Cyprus What does it mean to think historically? Promoting historical understanding in classrooms of mixed abilities and diverse backgrounds and developing channels of communication with the wider community So long! Till we meet again … online Chara Makriyianni

  2. A look at our 3 day programme Chara Makriyianni

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  6. Educational material Chara Makriyianni

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  8. Discipline of history ‘the most sophisticated and rational way so far available of handling life’ (Lee 2011, 64). Chara Makriyianni

  9. What does it mean to think historically? Chara Makriyianni

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  11. Developing historical thinking developing students’ knowledge of the past (What?) developing students’ knowledge and understanding of history as a disciplined form of thinkingabout: the past how we can construct knowledge about the past(How?) Chara Makriyianni

  12. Chara Makriyianni

  13. What happened in the past? Chara Makriyianni

  14. 1. Developing substantive knowledge • (a)knowledge of substantive concepts derived from a range of areas of knowledge (economics, politics, sociology, etc.) • that we use to make sense of the past e.g. ‘revolution’, ‘war’, ‘unemployment’, ‘social class’ etc.. Chara Makriyianni

  15. 1. Developing substantive knowledge • (b)substantive knowledge of the past (past events, names, dates); Chara Makriyianni

  16. 1. Developing substantive knowledge • (c )substantive knowledge of past concepts (e.g. ‘slave’, ‘divine right’, ‘king’ etc as understood in the time in question); Chara Makriyianni

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  19. 2. How do we know/ learn about the past?Developing students’ understanding of thediscipline of history Chara Makriyianni

  20. How do students learn about the past? • developing understanding of disciplinary concepts/second order concepts(significance, evidence, empathy, causation, change and continuity, accounts, …). Chara Makriyianni

  21. How do students learn about the past? 2.understanding historical enquiry – developing abilities Chara Makriyianni

  22. How do students learn about the past? 3.developing dispositionsrelating to the disciplined exploration of the past. Chara Makriyianni

  23. Being reflective about teacher’s and student’s positions as historical/ideological subjects 4. Developing productive forms of communication with our students and being aware of the factors that can hinder the development of such dialogue. Chara Makriyianni

  24. What are we be contributing to? Chara Makriyianni

  25. What does it mean to think historically? Promoting historical understanding in classrooms of mixed abilities and diverse backgrounds and developing channels of communication with the wider communityPESTALOZZI Programme26 -28 September 2012Nicosia, Cyprus Two things I would like to share with my fellow PESTALOZZI participants: Chara Makriyianni

  26. What does it mean to think historically? Promoting historical understanding in classrooms of mixed abilities and diverse backgrounds and developing channels of communication with the wider communityPESTALOZZI Programme26 -28 September 2012Nicosia, Cyprus Two things I would like to take home, with me: Chara Makriyianni

  27. Sharing knowledge • Sharing good practice, teaching and learning ideas • Establishing the basis for future cooperation in a Pestalozzi Network of History Teachers • Concrete outcome: our online publication with contributions from participants and trainers. Chara Makriyianni

  28. Award ceremony Chara Makriyianni

  29. PESTALOZZI Programme 26 -28 September 2012Nicosia, Cyprus What does it mean to think historically? Promoting historical understanding in classrooms of mixed abilities and diverse backgrounds and developing channels of communication with the wider community So long! Till we meet again … online Chara Makriyianni

  30. What is mean to think historically? Some useful references • Ashby, R., & Lee, P. (1987). Children’s concepts of empathy and understanding in history. Στο C. Protal (επιμ.). The history curriculum for teachers. London: The Falmer Press. • Ashby, R., Lee P.J., & Shemilt D. (2005). Putting principles into practice: teaching and planning. Στο M.S. Donovan & J.D. Bransford (επιμ.). How students learn: history, mathematics and science in the classroom. Washington DC: National Academy Press. Bhopal, K., Harris, R., and Rhamie, J. (2009) The teaching of 'race', diversity and inclusion on PGCE courses: a case study analysis of University of Southampton, Multiverse, TDA Burn, K. and Harris, R. (2009) HA Survey of English Secondary Schools. [Online] London: Historical Association. Available from: http://www.history.org.uk/resources/general_resource_3249,3262_14.html Burn, K. and Harris, R. (2010) Historical Association Survey of History in Schools in England 2010. [Online] London: Historical Association. Available from: http://www.history.org.uk/resources/secondary_news_869.html Burn, K. and Harris, R. (2011) Historical Association Survey of History in Schools in England 2011. Available from: http://www.history.org.uk/resources/secondary_news_1290.html • Booth, M. (1987). Ages and Concepts: A Critique of the Piagetian Approach to History Teaching. Στο C. Protal (επιμ.). The history curriculum for teachers. London: The Falmer Press. • Bransford J.D, Brown A. L., & Cocking R.R. (επιμ.) (2000). How People Learn: Brain, Mind, Experience, and School. Washington DC: National Academy Press. • Cooper, H. (2007). History 3- 11: a guide for teachers. Oxford: David Fulton Publishers. • Davis O.L. Jr., Foster S. & Yeager E. (επιμ.) (2001). Historical empathy and perspective taking in social studies. Boulder: Rowman and Littlefield. • Dawson, I. (2010). Bits & Pieces: Using Clues to Reconstruct the Past. Στο Thinking History - Online activities and ‘issues’ on history teaching and learning. Πρόβαση: http://www.thinkinghistory.co.uk/ActivityBase/ BitsandPiecesReconstruct.html[12 Ιουλίου 2011]. • Dickinson A.K. & Lee, P.J. (1978). Understanding and Research. Στο A.K. Dickinson & P.J. Lee (επιμ.). History Teaching and Historical Understanding. London: Heinman Educational Books. • Dickinson, A.K. & Lee, P.J. (1984) Making sense of history. Στο A.K. Dickinson, P.J. Lee & P.J. Rogers (επιμ.). Learning History. London: Heinman Educational Books. • Dickinson, P. Gordon & P.J. Lee (επιμ.) (2004). International review of history education, vol.3: raising standards in history education. London: Woburn Press. • Donovan, M.S. & Bransford, J.D. (επιμ.) (2005). How Students Learn: history, mathematics and science in the classroom. Washington DC: National Academy Press. • Foster, J.S. (2006). Whose history? Portrayal of immigrant groups in US history textbooks, 1800- present. Στο S.J. Foster & K.A. Crawford (επιμ.). What shall we tell the children? International Perspectives on school history textbooks. Greenwich, CT: Information Age Publishing. • Hallam, N. R. (1967). Logical Thinking in History. Educational Review 19, σ. 183 - 202. Chara Makriyianni

  31. Harris, R. (2011) History and Citizenship - unhappy bedfellows? In Davies, I. (ed) Debates in History Teaching. London: Routledge. • Harris, R., Harrison, S. and McFahn, R. (2012) Cross-curricular teaching and learning in the secondary school: Humanities. Abingdon: Routledge. • Harris, R. and Clarke, G. (2011) Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers. Cambridge Journal of Education, 41 (2), 159-175 • Harris, R. (2011) Learning how to be a teacher - lessons the government needs to learn. Prospero, 17 (3), 28-33. • Harris, R. and Burn, K. (2010) Curriculum theory, curriculum policy and the problem of ill-disciplined thinking. Journal of Education Policy 26 (2), 245-261. • Harris, R. and Haydn, T. (2009) '30% is not bad considering ...' Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry. Teaching History, 134, 27-35. • Harris, R. and Haydn, T. (2012) What happens to a subject in a 'free market' curriculum: a study of secondary school history in the United Kingdom. Research Papers in Education (in press) • Haydn, T. and Harris, R. (2010) Pupil perspectives on the purposes and benefits of studying history in high school: a view from the UK. Journal of Curriculum Studies, 42 (2), 241-162. • Kitson, & A. Pendry (επιμ.) (2003). Understanding history teaching. London: Open University Press. • Lee, P. & Ashby, R. (2000). Progression in Historical Understanding among Students Ages 7- 14. Στο P. N. Stearns, P. Seixas & S. Wineburg (επιμ.). Knowing, Teaching and Learning History: National and International Perspectives. New York & London: New York Press. • Lee, P. J. (2004). Historical literacy: theory and research. International Journal of Historical Learning Teaching and Research, 5(1), σ. 1-12. • Lee, P., Dickinson A. & Ashby, R. (2001). Children’s Ideas about Historical Exlpanation. Στο A. Lee, P.J. (1978). Explanation and understanding in history. Στο A.K. Dickinson & P.J. Lee (επιμ.). History Teaching and Historical Understanding. London: Heinman Educational Books. • Lee, P.J. (1992). History in schools: aims, purposes and approaches: A reply to John White. Στο P.J. Lee, J. Slater, P. Walsh & J, White. The Aims of School History: The National Curriculum and Beyond. London: Tufnell Press. • Lee, P.J. (2005). Putting Principles into Practice: Understanding History. Στο M.S. Donovan & J.D. Bransford (επιμ.). How Students Learn: history, mathematics and science in the classroom. Washington DC: National Academy Press. • Lee, P.J. (2007). From National Canon to Historical Literacy. Στο M. Grever & S. Stuurman (επιμ.). Beyond the Canon: History in the Twenty- First Century. Basingstoke: Palgrave Macmillan. • Lee, P.J. & Ashby, R. (2001). Empathy, perspective taking, and rational understanding. Στο O.L. Davis Jr., S. Foster & E. Yeager (επιμ.). Historical empathy and perspective taking in social studies. Boulder: Rowman and Littlefield. • Lee, P.J. & Howson, J. (2009). ‘Two out of five did not know that Henry VIII had six wives‘: History education, historical literacy and historical consciousness. Στο L. Symcox & A. Wilschut (επίμ.). National history standards-The problem of the canon and the future of teaching history: Vol. 5. International Review of History Education. Charlotte: Information Age Publishing. Chara Makriyianni

  32. Lee, P.J. & Shemlit, D. (2003). A scaffold not a cage: progression and progression models in history. Teaching History, 113, σ. 13-23. • Lévi-Strauss, C. (χ.χ.). The View from Afar. Πρόσβαση: http://unescoeducation.blogspot.com/2008_06_01_archive.html[10 Δεκεμβρίου 2010] • Levstik, L. (2000). Articulating the silences: teachers’ and adolescents’ conceptions of historical significance. Στο P. Seixas, P. Stearns & S. Wineburg (επιμ.). Knowing, teaching and learning history. New York: New York University Press. • Levstik, L. (2001). Crossing the empty spaces. Στο O.L. Davis Jr., S. Foster & E. Yeager (επιμ.). Historical empathy and perspective taking in social studies. Boulder: Rowman and Littlefield. • Levstik, L. S. (2006). The relationship between historical response and narrative in a sixth- grade classroom. Στο L.S. Levstik & K. C. Barton (επιμ.). Researching History Education: History, Method and Context. New York and London: Routledge. • Lloyd, B., & Duveen, G. (1992). Gender identities and education: The impact of starting school. HemelHempsted, England: Harvester Wheatsheaf. • Oakeshott, M. (1983). On history and other essays. Oxford: Basil Blackwell. Piaget, J. ([1932] 1965). The moral judgment of the child. London: Routledge. • Piaget, J. ([1977] 1995). Sociological Studies. London: Routledge. • Psaltis, C. Duveen, G & Perret-Clermont, A.N (2009). The social and the psychological: Structure and Context in Intellectual Development. Human Development, 52, σ. 291-312. • Psaltis, C. & Duveen, G. (2006). Social Relations and cognitive development: The influence of conversation types and representations of gender. European Journal of Social Psychology, 36, σ. 407-430. • Psaltis, C. & Duveen, G. (2007). Conversation types and conservation: Forms of recognition and cognitive development. British Journal of Developmental Psychology, 25, σ. 79-102. • Riley, C. (1999). Teaching History 97, Visual History Edition Journal. • Seixas, P. (1993). Popular film and young people’s sunderstanding of the history of Native American- White relations. The History Teacher, 26 (3), σ. 351- 270. • Shelmit, D. (1980). History 13- 16 evaluation study. Edinburgh: Holmes McDougall. • Shemilt, D. (1984). Beauty and the philosopher: Empathy in history and classroom. Στο A.K. Dickinson, P.J. Lee & P.J. Rogers (επιμ.). Learning History. London: Heinman Educational Books. • Shemilt, D. (2000). The caliph’s coin: the currency of narrative frameworks in history teaching. Στο P. Seixas, P. Stearns & S. Wineburg (επιμ.). Knowing, teaching and learning history. New York: New York University Press. • SmithsonianMuseum. (1997). Collecting Their Thoughts: Using Museums as Resources for Student Writing. Online database Πρόσβαση: http://www.smithsonianeducation.org/educators/lesson_plans/collect/crecla/crecla0a.htm[1 Ιουλίου 2011]. • Steele, I. (1976). Developments in History Education. London: Open Books. • UNICEF (1989). Σύμβαση για τα Δικαιώματα του Παιδιού. Μέρος Α΄, Άρθρο 2. Πρόσβαση:http://www2.ohchr.org/english/law/crc.htm[4Ιουλίου 2012]. • Voss & M. Carretero (επιμ.) (1998). Learning and reasoning in history: international review of history education volume 2. London: Woburn Press. • Wertsch, J. & Rozin, M. (1998). The Russian Revolution: official and unofficial accounts. Στο J. Voss & M. Carretero (επιμ.). Learning and reasoning in history: international review of history education, vol. 2. London: Woburn Press, σ. 39-60. • Wertsch, J.V. & Penuel, R.P. (1998). Historical representations as mediated action: official history as a tool. Στο J. Voss & M. Carretero (επιμ.). Learning and reasoning in history: international review of history education, vol. 2. London: Woburn Press, σ. 23-38. • Wineburg, S. (2000). Making historical sense. Στο P. Seixas, P. Stearns & S. Wineburg (επιμ.). Knowing, teaching and learning history. New York: New York University Press. • Wineburg, S. (2001). Historical thinking and other unnatural acts. Philadelphia: Temple University Press. • Wineburg, S. & Wilson, S. (2001). Models of wisdom in the teaching of history. Στο S. WineburgHistorical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia: Temple University Press. • Yeager, E. A. & Foster, S., J. (2001). The role of empathy in the development of historical understanding. Στο O.L. Davis Jr., S. Foster & E. Yeager (επιμ.). Historical empathy and perspective taking in social studies. Boulder: Rowman and Littlefield. Chara Makriyianni

  33. Promoting historical understanding in classrooms of mixed abilities and diverse backgrounds and developing channels of communication with the wider community A few references • Bracey, P. (2010) Teaching diversity in the history classroom. In: Davies, I. (ed.) Debates in History Teaching. London: Routledge. pp. 172-186. • Chapman, A., Perikleous, L., Yakinthou, C. & Zincir Celal, R. (2011). Thinking Historically about Missing Persons: A Guide For Teachers. Nicosia: Association for Historical Dialogue and Research. Available at: http://www.ahdr.info/educational_materials.php • Council of Europe (2007) Teaching About Cultural Diversity Through History In Schools. Available at: http://www.coe.int/t/dg4/education/historyteaching/Source/Cooperation/RussianFederation/RFreports2007_en.pdf • Harris, R., Harrison, S. and McFahn, R. (2012) Cross-curricular teaching and learning in the secondary school: Humanities. Abingdon: Routledge. • Harris, R. and Clarke, G. (2011) Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers. Cambridge Journal of Education, 41 (2), 159-175 • Harris, R. (2011) Learning how to be a teacher - lessons the government needs to learn. Prospero, 17 (3), 28-33. • Harris, R. and Burn, K. (2010) Curriculum theory, curriculum policy and the problem of ill-disciplined thinking. Journal of Education Policy 26 (2), 245-261. • Harris, R. and Haydn, T. (2009) '30% is not bad considering ...' Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry. Teaching History, 134, 27-35. • Harris, R. and Haydn, T. (2012) What happens to a subject in a 'free market' curriculum: a study of secondary school history in the United Kingdom. Research Papers in Education (in press) • Kim,G., Gutierrez, L. & Strom, M. (2011). Approaches to Teaching Diversity in Required History Courses. UCSD Muir Teaching Diversity Conference. Available at:http://muir.ucsd.edu/diversity-matters/pdfs/Gutierrez.pdf • Virtaa, A. (2009). Learning to teach history in culturally diverse classrooms. Intercultural Education, Vol. 20, Issue 4, pp. 285-297 Chara Makriyianni

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