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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      string(337) "... it was just 1% – it isstill far from representative of 33.5% of the UK primary school population ofethnic minority children.In December,the National Literacy Trust launched the first large-scale exploration ofdiversity in children’s books that focused on children and young people’svoices and experiences. Based on ..."
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      string(5613) "Concernsaround diversity and representation in children’s books aren’t new. A recentstudy from CLPEshowed 10% of children’s books contained characters from an ethnic minority,half of which (5% overall) were a main character. While this represents a year-on-year improvement – in 2018 only 4%contained an ethnic minority main character and in 2017 it was just 1% – it isstill far from representative of 33.5% of the UK primary school population ofethnic minority children.In December,the National Literacy Trust launched the first large-scale exploration ofdiversity in children’s books that focused on children and young people’svoices and experiences. Based on responses from nearly 60,000children aged between 9 and 18 at over 300 schools across the country, we foundthat 1 in 3 (32.7%) are unable to see themselves reflected on a page.Our reportshines a light on the importance of a child being able to see themselves inwhat they read. The struggle to find characters who look similar, or sharesimilar characteristics or circumstances, can impact a child’s engagement withreading and its life-long benefits. Just one book a child connects with canspark a love of reading which can help them to succeed in school and in life. Different backgroundsOur researchinto diversity in children’s literature was based on questions we askedchildren in the first three months of 2020 as part of our Annual LiteracySurvey. The questions were designed to see to what extent children and youngpeople feel it is important that story and information books include charactersor people from lots of different backgrounds and whether they find it difficultto find books with characters or people who look like them.32.7% ofchildren and young people from across all backgrounds say they don’t seethemselves in what they read, and 39.8% say they would like more books withcharacters who are similar to them. There is a pressing need for everyoneworking to support children’s literacy – from publishers to educators, parentsand carers – to champion books that reflect the richness and diversity ofchildren’s lives. The majority of children and young people told us they are interested in widening their world views: more than 3 in 5 (63.6%) agreed with the statement that it is important for story and information books to include characters or people from a range of backgrounds, and nearly half (47.4%) said that they liked to read stories with characters who are were different from them. This presents teachers with a real opportunity to consider the importance of a diverse and inclusive range of books and teaching material. Breaking down some of the findingsWe examinedhow a child’s ethnicity, age, socioeconomic background and gender expression affectstheir sense of being able to see themselves represented in books. Every teacherworks with a unique demographic, and some teachers may find certain factors bearmore consideration for their classroom.Ethnicbackground: more children and young people fromethnic minority backgrounds say that they don’t see themselves in what theyread (40% vs. 30.5%). This is particularly true for children and young peoplefrom Black ethnic backgrounds. 45.6% of whom say it is difficult to find bookswith characters than look like them. One way torespond to this in the classroom is for teachers to discuss with all pupils whatthey might  like to read more of, and to encouragechildren to share and celebrate any positive reading experiences. Notably, theresearch also showed that many children like to read about characters who aredifferent from them, as well as similar to them, so any book that celebratesdiversity will be relevant to all – not just those that share that experience. Age: Twice as many children aged 9 to 11 compared with their peers aged 14+ say that they don’t see themselves in what they read. We encourage teachers of younger students to be mindful of this, and make sure books aimed and upper primary age are inclusive.Socioeconomic circumstances: More children and young people who receive free school meals compared with those who don’t say that they don’t see themselves in what they read (37.3% vs. 31.9%). Teachers should seek out books that feature, and are written by, people from a range of class and economic backgrounds. This year’s Booker Prize went to Shuggie Bain(Picador), a book about growing up in working class Glasgow whose author had a similar experience to his protagonist.  School or public librarians, and children’s booksellers, can be a great source of expertise when seeking recommendations for such titles, as can social media (see, for example, Book Twitter).Gender: The issue of representation was particularly salient for children and young people who describe their gender not as a boy or girl, with 44.3% of these children and young people saying that they struggle to see themselves in what they read compared with 32.7% of boys and 32.5% of girls. Again, teachers should make available titles that represent a range of experiences in this area.Across theboard, teachers should do their utmost to ensure diversity is considered in theclassroom to make sure children engage with reading and its associatedbenefits. This can take the form of reading lists, the presentation of books inschool library spaces and information from a range of authors that include adiverse range of experiences. Podcasts and films can also provide a great wayof exploring ideas through different voices and accents.Working  to champion diversityOurresearch showed the importance of"
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Creative Teaching & Learning

The Importance Of Seeing Yourself In What You Read

11 Jan 2021

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      string(3532) "use as much of their social isolation time as possible on reading with their children and provide them with guidance on how to do this effectively.We need to find innovative ways to get books into the homes of every family so that children can benefit from the sort or reading environment they have at school.We need to encourage schools and individual teachers to inspire parents with model reading sessions and fun on line reading adventures and signpost the pod casts and reading broadcasts that many well-known authors are creating.We need to urge the media to produce programmes that promote books and reading on TV, radio and through podcasts and video clips.And perhaps when many grandparents are confined to home, we should urge them to use Skype or Facetime to read stories to their grandchildren on a daily basis – “Listen with Grandad and Grandma”And for the future we consider not just how to address the summer learning loss but to look more radically at the pattern of the school year based as it is on a traditional; of Christian festivals, factory closures and harvest time and consider if this is fit for purpose in the 21st Century.Every Child A Reader – Some Materials For ActionAs a starting point in the current situation I have produced some guidance for parents to help them understand what we mean by comprehension – the domains of reading – and to illustrate how pupils can progress in their skills and knowledge using a modified rubric. As a practical tool the three PowerPoints model the process of sharing a book interactively so that parents can explore picture books, chapter books and non-fiction texts with their children.For A Knowledge Bank full of related resources from the Every Child A Reader Pack, please click here!Heather Clements is a former primary school headteacher,  Director Of Schools for a London Borough  and currently works as an education consultant.References:Megan Kuhfield; NWEA research into Summer Learning Loss 2018 BlogMegan Kuhfield: Covid 19 School closures could have a devastating impact on student achievement 2020 BlogScholastic. (2016b). Kids and family reading report United Kingdom. Retrieved from www.scholastic.co.uk/readingreportScholastic. (2015). Kids and family reading report (5th ed.). Retrieved from www.scholastic.com/readingreport/key-findings.htm#top-nav-scrollMargaret Kristin Merga: Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education 2017Children and young people’s reading in 2017/18 © National Literacy Trust 2019WORKING WITH PARENTS TO SUPPORT CHILDREN’S LEARNING Guidance report authors: Matthew van Poortvliet (EEF), Dr Nick Axford (University of Plymouth), and Dr Jenny Lloyd (University of Exeter).Allington, R. L. and McGill-Franzen, A. (2017) ‘Summer reading loss is the basis of almost all the rich/poor reading gap’, in Horowitz, R. and Jay Samuels, S. (eds), The Achievement Gap in Reading: Complex Causes, Persistent Issues, Possible Solutions, New York: Routledge.Kim, J. S. and Quinn, D. M. (2013) ‘The effects of summer reading on low-income children’s literacy achievement from kindergarten to grade 8: a meta-analysis of classroom and home interventions’, Review of Educational Research, 83 (3), pp. 386–431.Maxwell et al. (2014) ‘Summer Active Reading Programmes’, London: EEF.David M. Quinn and Morgan Polikoff 4, 2012017 Summer learning loss: What is and what can we do about it?"
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Huge Reading Gains With Structured Parental Involvement Could Counter Covid-19 Effect

17 Apr 2020

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      string(5629) "Making and broadcasting a radio show can help students who aren’t confident with literacy to explore their creativity. Caroline Twigge explains.We started the Chepping View primary school ‘radio show’ podcast at the beginning of September 2008. We had no idea if we could even do it! Nobody imagined that within a year we would have gained national recognition – winning the Arqiva commercial radio award Most outstanding schools’ radio station 2009.We approached John Hampden grammar school, a local technology college, to ask for volunteer students to help the children with researching, recording and editing. This project enhanced the existing school links and was beneficial for pupils from both schools.“You’re actually doing it [writing] for real” (Ahmynah)Scriptwriting was an opportunity for the children to explore ‘real life literacy’. In the first year, the children sent emails, wrote letters to school staff, wrote jingles, wrote to members of the wider community, wrote scripts, designed posters and carried out surveys. The children see podcasting as a ‘fun lesson’ – they don’t realise the many skills they’re learning.How did we begin? Four children (two boys and two girls) from each KS2 year group were chosen who were creative and able – but who were frustrated by writing. These sixteen children were our ‘podcasters’.During our first year, we had weekly hour-long sessions together outside class. The podcasters worked in groups and decided what they would like to write and research – my only guidance was to avoid duplication between the groups (particularly as all children love writing and researching jokes!) Some children chose who they wanted to work with, and some groups were chosen by the teacher to ensure mixed-ages. Each group was then supported by a volunteer student from John Hampden School. His role was to facilitate, not to direct – the podcasts were written for the children, by the children. It was fascinating to watch children of different ages sharing the same goal.How do we make our podcasts?Technology, time and space were the biggest problems in our extremely busy primary school. We had to fight to timetable our small ICT suite for our podcasting session. It was extremely useful to have the computers so the children could research content and send emails.Our equipment? School computers, some very lightweight microphones and Audacity software (which is free to download – we put it on every school computer.)We managed to produce a podcast – but it wasn’t perfect. The children wanted new equipment. The microphones buzzed and the children’s voices were squeaky. Luckily, someone donated a better microphone. To this day, we still use a laptop, a microphone and free software – you don’t need a lot of kit.It quickly became clear that a noisy classroom with sixteen excited children was not the best place to record! Fortunately, the children were so enthusiastic they were willing to give up playtimes and lunchtimes to record in a quiet classroom. They gradually got quicker at recording – they began to act as professionals, turning up to their recording sessions well rehearsed.We thought it would be difficult to turn our recordings into a podcast – but Audacity converts recordings into MP3 easily. The podcast can then be embedded on the school website simply and was instantly versatile. We also used our virtual learning environment ‘Choodle’ as a host.After about six weeks, our slightly ropey podcast was ready! Some of the children involved in the project listened to the first episode more than thirty times in a week!How did we develop the radio show throughout the year?We evaluated our first cast as a group, and made improvements from there. The children came up with ideas like school news, interviews with staff, jokes and reports on school trips. They asked Chris Powling, a children’s author who was visiting the school, and the head teacher, for interviews. The children who interviewed the head enjoyed the privilege of sitting in his office. When I asked the group what their favourite part of podcasting was this year, I was greeted with a chorus of: “The Chris Powling interview!”What are our hopes for 2009/10?The children are still keen to get interviews, and have mailshot many people – including Terry Wogan! When I asked them why they like interviews, they said: “Famous people bring in listeners”. I asked them how they would make sure they bagged an interview. They said “Choose nice famous people” and “Persuade them”.Following our award, the children believe that anything is possible and they show grim determination. I am highly impressed with what they have done and what they can still achieve. The children know that a reply from Steven Gerrard or Hannah Montana is unlikely. But they are still willing to write a letter and have a go!I hope the children will keep up their enthusiasm and will involve the wider school community in the project. The larger the audience, the more important the writing is.EvaluationI asked the children: What advice would you give to a primary school that wants to set up a radio show?Ihsun: Do it because it’s fun!Matthew: The fear of talking into a microphone and talking on the internet and hearing yourself on the computer isn’t that bad and the microphone isn’t that scary. Leah: I think it’s really good because this is a one-off opportunityI asked the children if they’d like to offer help to another school. 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Creative Teaching & Learning

Podcast dreams

12 Mar 2010

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      string(5603) "26 Teaching Thinking&Creativity  Vol 10:2Focus on: Speaking and listening   www.teachingtimes.com27Teaching Thinking&Creativity  Vol 10:2www.teachingtimes.com   Focus on: Speaking and listeningPodcastdreamsto work with, and some groups were chosen by the teacherto ensure mixed-ages. Each group was then supported bya volunteer student from John Hampden school. His rolewas to facilitate, not to direct – the podcasts were writtenfor the children, by the children.It was fascinating to watch children of different agessharing the same goal.How do we make our podcasts?Technology, time and space were the biggest problemsin our extremely busy primary school. We had to fight totimetable our small ICT suite for our podcasting session. Itwas extremely useful to have the computers so the childrencould research content and send emails.Our equipment? School computers, some verylightweight microphones and Audacity software (which isfree to download – we put it on every school computer.)We managed to produce a podcast – but it wasn’t perfect.The children wanted new equipment. The microphonesbuzzed and the children’s voices were squeaky. Luckily,someone donated a better microphone. To this day, westill use a laptop, a microphone and free software – youdon’t need a lot of kit.It quickly became clear that a noisy classroom withsixteen excited children was not the best place to record!Fortunately, the children were so enthusiastic they werewilling to give up playtimes and lunchtimes to record in aquiet classroom. They gradually got quicker at recording– they began to act as professionals, turning up to theirrecording sessions well rehearsed.We thought it would be difficult to turn our recordingsinto a podcast – but Audacity converts recordings into MP3easily. The podcast can then be embedded on the schoolwebsite simply and was instantly versatile. We also usedour virtual learning environment ‘Choodle’ as a host.After about six weeks, our slightly ropey podcast wasready! Some of the children involved in the project listenedto the first episode more than thirty times in a week!How did we develop the radio showthroughout the year?We evaluated our first cast as a group, and madeimprovements from there. The children came up with ideaslike school news, interviews with staff, jokes and reports onschool trips. They asked Chris Powling, a children’s authorwho was visiting the school, and the head teacher, forinterviews. The children who interviewed the head enjoyedthe privilege of sitting in his office. When I asked the groupwhat their favourite part of podcasting was this year, I wasgreeted with a chorus of: “The Chris Powling interview!”What are our hopes for 2009/10?The children are still keen to get interviews, and havemailshot many people –  including Terry Wogan! When Iasked them why they like interviews, they said: “Famouspeople bring in listeners”. I asked them how they wouldmake sure they bagged an interview. They said “Choosenice famous people” and “Persuade them”.Following our award, the children believe that anythingis possible and they show grim determination. I am highlyimpressed with what they have done and what they canstill achieve. The children know that a reply from StevenGerrard or Hannah Montana is unlikely. But they are stillwilling to write a letter and have a go!I hope the children will keep up their enthusiasm andwill involve the wider school community in the project. Thelarger the audience, the more important the writing is.EvaluationI asked the children: What advice would you give to aprimary school who want to set up a radio show?Ihsun: Do it because it’s fun!Matthew: The fear of talking into a microphone andtalking on the internet and hearing yourself on thecomputer isn’t that bad and the microphone isn’t thatscary.Leah: I think it’s really good because this is a one-offopportunityI asked the children if they’d like to offer help to anotherschool. Their responses were “Yes”, “Double yes” and“Triple yes!”And finally….I asked: Can you give one sentence to sum up the wholefirst year of our radio show?Seraj: Fantastic because you might talk to an author.Hashim: Really good because when you do the podcastyou can hear it on the computer and your parents can hearwhat you do.Ahmynah: Brilliant because you can interview yourteachers.Leah: I think it’s really fun because you get to be famous.I told one of my friends that isn’t at the school, who livesin London, and she listened to it on our website and nowI’m famous in London!Vinayak: I think it’s good to be involved with thispodcasting thing because we get to do really fun stuff likerecording, writing scripts and editing.Ummarah: I think it’s really good because you actually getto do it and then people can listen to it all over the worldSeran: I think it’s really good because you can writesomething, record it then put it on the website and thenloads of other people can listen to it.Caroline Twigge is a class teacher at Chepping Viewprimary school.Making and broadcasting aradio show can help studentswho aren’t confident withliteracy to explore theircreativity. Caroline Twiggeexplains.We started the Chepping View primary school ‘radioshow’ podcast at the beginning of September2008. We had no idea if we could even do it!Nobody imagined that within a year we would have gainednational recognition – winning the Arqiva commercial radioaward Most outstanding schools’ radio station 2009.We approached John Hampden grammar school, alocal technology"
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Creative Teaching & Learning

Podcast dreams

16 Dec 2009