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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. Welcome!. Challenges.

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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 Welcome!

  2. Challenges

  3. … In times of change learnersinherit the earth; while the learned find themselves beautifully equipped to deal with a world that no longer exists … (Eric Hoffer, 1995) Chara Makriyianni

  4. We are preparing young people for jobs that don’t yet exist, requiring technologies that haven’t yet been invented, to solve problems of which we are not yet aware. (Eric Hoffer, 1995) Chara Makriyianni

  5. And even more difficult: Chara Makriyianni

  6. We should be helping our students to lead purposeful and fulfilled lives, in circumstances changing at unprecedented and accelerating speed, in ways that affect custom and belief as well as material surroundings. (Eric Hoffer, 1995) Chara Makriyianni

  7. What does history have to offer?

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

  9. History is thought to provide knowledge and tools necessary to engineer collective solutions to unforeseen challenges (Shemilt, 2011, p. 87). Chara Makriyianni

  10. What will we be focusing on? Chara Makriyianni

  11. The challenges of teaching history in a rapidly changing world and more specifically in classrooms with students of mixed abilities and diverse backgrounds. Chara Makriyianni

  12. How do epistemological beliefs, ideological stance, collective memory and representations of the past of teachers influence our teaching practices? Chara Makriyianni

  13. Which pedagogical and methodological approaches best facilitate the acquisition of the necessary knowledge, disciplinary historical concepts, abilities and relevant dispositions? Chara Makriyianni

  14. Chara Makriyianni

  15. Why do teachers and students need to develop ‘big pictures’ of the past, • find ways to connect pieces of knowledge in bigger groupings, • expand their understanding of human development and • identify elements of change and continuity over extended periods of time? Chara Makriyianni

  16. How does the advancement of historical understanding assist the development of channels of communication amongst students, teachers and the wider community? Chara Makriyianni

  17. What will we be contributing to? Chara Makriyianni

  18. 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

  19. A look at our 3 day programme

  20. Chara Makriyianni

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  22. Chara Makriyianni

  23. Chara Makriyianni

  24. 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

  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 take home, with me: Chara Makriyianni

  26. Introductions Chara Makriyianni

  27. What does it mean to think historically?

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