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Analyse This! Senior Skills for Juniors

Analyse This! Senior Skills for Juniors . Elizabeth Ryan St Catherine’s School eryan@stcatherines.net.au. My Journey this Year . Change of schools Year 12 Revolutions to 7,8,10,11 History My goals:

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Analyse This! Senior Skills for Juniors

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  1. Analyse This!Senior Skills for Juniors Elizabeth Ryan St Catherine’s School eryan@stcatherines.net.au

  2. My Journey this Year • Change of schools • Year 12 Revolutions to 7,8,10,11 History • My goals: • To design tasks that promote analytical skills and a sense of ownership of learning inHistory • To develop skills that can be transferred from topic to topic, year level to year level.

  3. What are your key goals at the moment?

  4. Some of our Biggest Goals • We want students to do the thinking work, not the teachers... • It's very difficult not to feel that we must do all of the work in the busy-ness of the Humanities Curriculum, but it needs to be a goal of ours. • Aim for depth of analysis rather than speed!

  5. Ownership of Learning “Teachers do not create learning; learners create learning.” Dylan Wiliam Have you ever thought: “If I try really hard and work really hard, I can improve the learning for my students?” Activating students as owners of their learning in History can produce: • Improved analytical thinking and writing skills • A greater understanding of effective collaboration • Improved academic results

  6. Learning is a marathon 1. “On your marks, get set, GO!” Establishing learning intentions and introducing content 2. “Owning it…” Promoting confidence and student ownership of knowledge 3. “Pit stops and checking in…” Eliciting evidence of understanding 4. “Keep running – you can do it!” Providing feedback that develops further learning

  7. Mary Alice White, 1971 The View from the Student’s Desk “…Imagine oneself sailing across an unknown sea, to an unknown destination. An adult would be desperate to know where he/she is going. But a child only knows he/she is going to school…the daily chores and demands become the reality, not the voyage nor the destination…”

  8. Step One: “On your marks, get set, GO!” How can we make the Destination Visible to a range of Learners?

  9. What do you Know Already? “What do you already know about Japanese culture and history?”

  10. Introduction to New Language

  11. Visual Organisers for New Content

  12. Engaging with Personal Histories

  13. Sharing Stories of the Past Fill in the gaps and share individual stories of the past

  14. Engaging in Personal Stories Exploring the nature of historical artefacts through personal objects Sharing historical artefacts and discussing the nature of sources

  15. You never know what you’ll uncover… “Design of a gravestone, kept in the pocket at the front of his book.” “All of his diaries from the war, and specifically his one from the Battle of the Sommes.”

  16. Introducing the Concepts of Visual Analysis “I see, I think, I wonder…” Australian society during the inter-war years

  17. Discussing the lives of individuals in representations from the Medieval world “What is he/she thinking and feeling?”

  18. What are the first three things that strike you about this image? Why?

  19. Coursework Expectations • High standard: What characterises this work? Low standard: How could this be improved?

  20. Structures for Essay Planning

  21. Step Two: “Owning it!” How can we promote a confident ownership of new knowledge?

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