Constructing Narratives in the History Classroom

Digital tools can be invaluable for bringing historical times and places to life. EdtechTeachers Shawn McCusker and Tom Driscoll offer practical ideas for leveraging technology in the history classroom.

As history teachers, we strive for a few key outcomes. We want our students to learn the history of world civilizations and appreciate their culture and heritage. We seek to help students develop critical thinking skills, locate and evaluate sources, construct arguments and form new connections and ideas. Once developed, we strive to have students communicate their understanding and viewpoints.

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Creative Teaching & Learning

Podcast dreams

12 Mar 2010

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Creative Teaching & Learning

Podcast dreams

16 Dec 2009

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      string(5620) "14 AUTUMN 2009focus on: Rose review15AUTUMN 2009focus on: Rose reviewsurveys. The children see podcasting as a ‘funlesson’ – they don’t realise the many skillsthey’re learning.How did we begin?Four children (two boys and two girls) fromeach KS2 year group were chosen who werecreative and able – but who were frustratedby writing. These sixteen children were our‘podcasters’.During our first year, we had weeklyhour-long sessions together outside class. Thepodcasters worked in groups and decidedwhat they would like to write and research– my only guidance was to avoid duplicationbetween the groups (particularly as allchildren love writing and researching jokes!)Some children chose who they wanted towork with, and some groups were chosen bythe teacher to ensure mixed-ages. Each groupwas then supported by a volunteer studentfrom John Hampden school. 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Tothis day, we still use a laptop, a microphoneand free software – you don’t need a lotof kit.It quickly became clear that a noisyclassroom with sixteen excited children wasnot the best place to record! Fortunately,the children were so enthusiastic they werewilling to give up playtimes and lunchtimesto record in a quiet classroom. They graduallygot quicker at recording – they began to actas professionals, turning up to their recordingsessions well rehearsed.We thought it would be difficult to turnour recordings into a podcast – but Audacityconverts recordings into MP3 easily. Thepodcast can then be embedded on the schoolwebsite simply and was instantly versatile. Wealso used our virtual learning environment‘Choodle’ as a host.After about six weeks, our slightly ropeypodcast was ready! Some of the childreninvolved in the project listened to the firstepisode more than thirty times in a week!How did we develop the radioshow throughout the year?We evaluated our first cast as a group, and madeimprovements from there. The children cameup with ideas like school news, interviews withstaff, jokes and reports on school trips. Theyasked Chris Powling, a children’s author whowas visiting the school, and the head teacher,for interviews. The children who interviewedthe head enjoyed the privilege of sitting inhis office. When I asked the group what theirfavourite part of podcasting was this year, I wasgreeted with a chorus of: “The Chris Powlinginterview!”What are our hopes for 2009/10?The children are still keen to get interviews,and have mailshot many people –  includingTerry Wogan! When I asked them why theylike interviews, they said: “Famous peoplebring in listeners”. 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The larger theaudience, the more important the writing is.EvaluationI asked the children: What advice would yougive to a primary school who want to set upa radio show?Ihsun: Do it because it’s fun!Matthew: The fear of talking into amicrophone and talking on the internet andhearing yourself on the computer isn’t thatbad and the microphone isn’t that scary.Leah: I think it’s really good because thisis a one-off opportunityI asked the children if they’d like to offerhelp to another school. Their responses were“Yes”, “Double yes” and “Triple yes!”And finally….I asked: Can you give one sentence to sumup the whole first year of our radio show?Seraj: Fantastic because you might talk toan author.Hashim: Really good because whenyou do the podcast you can hear it on thecomputer and your parents can hear whatyou do.Ahmynah: Brilliant because you caninterview your teachers.Leah: I think it’s really fun because you getto be famous. 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Digital Learning

Podcast dreams

31 Oct 2009

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      string(4150) "training which focuses on individuals’ biases. Suggested steps schools can take include:Use your data: if the data starts to highlight that certain groups are overrepresented in undesirable categories, the next step is to enact change.[12]Increase racial literacy of school staff:[13]Currently the majority of our teaching workforce is white, and many go into teaching feeling they are not ‘racially literate’. In their report on racism in secondary schools, Runnymede argue that the racial literacy should developed on an ongoing basis. This depends on teachers being given the time and resources to begin this journey.[14] Suggested readings can be found here.Diversify your curriculum to increase racial diversity: Our current curriculum fails to reflect the racial diversity of British society. Schools should use the curriculum to teach students about the history of structural racism and use lessons tooEmbed clear, anti-racist policies and think of the impact that guidelines on ‘neutral’ policies such as uniform and hair have on BAME students: It is important that when trying to tackle racism, schools create explicit, anti-racist policies. Additionally, schools should think about the impact that policies in seemingly ‘neutral’ areas such as hair have on BAME students. In recent years there have been numerous cases of Black students being excluded because their hair was not deemed to be ‘appropriate’ for schools. Schools should therefore think about such policies, and ensure students are not inadvertently impacted by them.Focusing change on policies and practice and monitoring patterns and change using data leads to more sustainable change, avoids placing the blame for structural inequality on individuals and demonstrates a schools’ explicit commitment to addressing racism.Venessa Joshua is a researcher (and former excluded student ) at the Centre for Education and Youth In our  upcoming session at the InclusiveEd conference, we use Critical Race Theory as an analytical tool to understand how racism is embedded in our education system, exploring topics such as exclusions, attainment, leading onto a discussion on the more nuanced ways it impacts BAME students and teachers. The session will explore, in more depth, the ways in which schools can begin to develop an anti-racist agenda. You can find out more details about the conference and sign up here![1] https://www.smf.co.uk/commentary_podcasts/institutional-racial-discrimination-in-schools/https://www.runnymedetrust.org/uploads/publications/pdfs/Runnymede%20Secondary%20Schools%20report%20FINAL.pdf[2] https://www.telegraph.co.uk/news/2021/02/19/120-charities-give-staff-unconscious-bias-training-amid-accusations/[3] https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/807862/Timpson_review.pdf[4] https://diana-award.org.uk/wp-content/uploads/2020/11/A-Peers-Perspective-Sep-2020_Summary-report-1.pdf[5] https://www.runnymedetrust.org/uploads/publications/pdfs/Runnymede%20Secondary%20Schools%20report%20FINAL.pdf[6] https://www.bera.ac.uk/publication/critical-race-theory-crt[7] http://www.jstor.org/stable/j.ctt9qg9h2.7[8] https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/277111/4262.pdf[9] https://www.amnesty.org.uk/london-trident-gangs-matrix-metropolitan-police[10] https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/935355/police-powers-procedures-mar20-hosb3120.pdf[11] https://england.shelter.org.uk/professional_resources/policy_and_research/policy_library/the_black_and_minority_ethnic_housing_crisis[12] https://doi.org/10.1080/15210960.2019. 1606632.[13] Runnymede’s definition of ‘racial literacy’ is used here, which refers to “the capacity of teachers to understand the ways in which race and racisms work in society, and to have the skills, knowledge and confidence to implement that understanding in teaching practice.”[14] https://www.runnymedetrust.org/uploads/publications/pdfs/Runnymede%20Secondary%20Schools%20report%20FINAL.pdf"
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Racism In Schools : Why Unconscious Bias Training Isn’t Enough.

12 Mar 2021

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