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:

–To design tasks that promote analytical skills and a sense of ownership of learning in History

–To develop skills that can be transferred from topic to topic, year level to year level.

What are your key goals at the moment?

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!

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

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

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…”

Step One: “On your marks, get set, GO!”

How can we make the Destination Visible

to a range of Learners?

What do you Know Already?

“What do you already know

about Japanese culture and

history?”

Introduction to New Language

Visual Organisers for New Content

Engaging with Personal Histories

Sharing Stories of the Past Fill in the gaps

and share individual

stories of the past

Engaging in Personal Stories

Sharing historical artefacts and discussing the

nature of sources

Exploring the nature of historical artefacts through personal objects

You never know what you’ll uncover…

“All of his diaries from the war, and

specifically his one from the Battle of the

Sommes.”

“Design of a gravestone, kept in the pocket at the front of his book.”

Introducing the Concepts of Visual Analysis

“I see, I think, I wonder…”

Australian society during the inter-war years

Discussing the lives of

individuals in representations

from the Medieval world

“What is he/she thinking and

feeling?”

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

Coursework ExpectationsHigh standard: What characterises this work? Low standard: How could this be improved?

Structures for Essay Planning

Step Two: “Owning it!”

How can we promote a confident ownership of new

knowledge?