Comments on: Introduction, and Teaching of History syllabus http://www.indiana.edu/~histsotl/blog/2007/09/07/introduction-and-teaching-of-history-syllabus/ An International Society for the Scholarship of Teaching and Learning in History Thu, 26 Nov 2009 23:36:49 +0000 http://wordpress.org/?v=2.0.5 by: todd.laugen http://www.indiana.edu/~histsotl/blog/2007/09/07/introduction-and-teaching-of-history-syllabus/#comment-149 Thu, 20 Sep 2007 18:33:46 +0000 http://www.indiana.edu/~histsotl/blog/2007/09/07/introduction-and-teaching-of-history-syllabus/#comment-149 My thanks also to Robert Johnston for sharing his interesting syllabus. I noted a few enlightening suggestions for readings. I teach at similar course at Metropolitan State College in Denver and have wondered about a few issues that perhaps Professor Johnston or others might shed light on. First, as a supervisor of student teachers in history, I'm struck by the almost insurmountable leap our teacher candidates must make from their coursework with us and their own teaching in their own HS classrooms. I'm hoping to guide students through more critical reflections on the process and experiences of teaching history, especially in diverse, urban classrooms. A colleague in the Math Department pointed me in the direction of "Lesson Study" protocols. This process encourages teacher candidates to prepare, teach, debrief, refine, and re-teach specific lessons collaboratively. I've watched in his class as teacher candidates are thoughtfully and insightfully engaged in observing "teacher moves" and debating their effects on student learning. Has anyone had experience with a lesson study process in History? I've found lots of examples of its application in Math and Science, but it would seem promising for History teachers too. Second, I wondered if others had experiences in preparing future history teachers to address the varied levels of English literacy they will encounter in the HS history classroom? The exciting scholarship on history education over the last few years has stressed the importance of teaching students to work with primary students and developing a sense of historical literacy. But I see my teacher candidates struggling to engage English-language learners in their own classrooms as they de-center the textbook and present documents like the Emancipation Proclamation, for example, for critical reading and reflection. Thanks, Todd Laugen My thanks also to Robert Johnston for sharing his interesting syllabus. I noted a few enlightening suggestions for readings.

I teach at similar course at Metropolitan State College in Denver and have wondered about a few issues that perhaps Professor Johnston or others might shed light on.

First, as a supervisor of student teachers in history, I’m struck by the almost insurmountable leap our teacher candidates must make from their coursework with us and their own teaching in their own HS classrooms. I’m hoping to guide students through more critical reflections on the process and experiences of teaching history, especially in diverse, urban classrooms. A colleague in the Math Department pointed me in the direction of “Lesson Study” protocols. This process encourages teacher candidates to prepare, teach, debrief, refine, and re-teach specific lessons collaboratively. I’ve watched in his class as teacher candidates are thoughtfully and insightfully engaged in observing “teacher moves” and debating their effects on student learning. Has anyone had experience with a lesson study process in History? I’ve found lots of examples of its application in Math and Science, but it would seem promising for History teachers too.

Second, I wondered if others had experiences in preparing future history teachers to address the varied levels of English literacy they will encounter in the HS history classroom? The exciting scholarship on history education over the last few years has stressed the importance of teaching students to work with primary students and developing a sense of historical literacy. But I see my teacher candidates struggling to engage English-language learners in their own classrooms as they de-center the textbook and present documents like the Emancipation Proclamation, for example, for critical reading and reflection.

Thanks,
Todd Laugen

]]> by: tim_lacy http://www.indiana.edu/~histsotl/blog/2007/09/07/introduction-and-teaching-of-history-syllabus/#comment-148 Fri, 14 Sep 2007 20:05:52 +0000 http://www.indiana.edu/~histsotl/blog/2007/09/07/introduction-and-teaching-of-history-syllabus/#comment-148 Professor Johnston, You might consider adding a reading selection by Richard "Rick" Shenkman, currently of History News Network (HNN) fame. His "Legends Lies and Cherished Myths" books (one on world and another on U.S. history) could complement your bibliography. ... Otherwise, like M. Hooper above, where do I sign up?! Sincerely, Tim Lacy Professor Johnston,

You might consider adding a reading selection by Richard “Rick” Shenkman, currently of History News Network (HNN) fame. His “Legends Lies and Cherished Myths” books (one on world and another on U.S. history) could complement your bibliography. … Otherwise, like M. Hooper above, where do I sign up?!

Sincerely,

Tim Lacy

]]> by: M Hooper http://www.indiana.edu/~histsotl/blog/2007/09/07/introduction-and-teaching-of-history-syllabus/#comment-147 Thu, 13 Sep 2007 16:51:31 +0000 http://www.indiana.edu/~histsotl/blog/2007/09/07/introduction-and-teaching-of-history-syllabus/#comment-147 An interesting syllabus, and where do I sign up? But... there are no learning objectives? An interesting syllabus, and where do I sign up? But… there are no learning objectives?

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