Procedural Concepts and their Assessment Presented by Mr. George Calleja.
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Transcript of Procedural Concepts and their Assessment Presented by Mr. George Calleja.
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Procedural Concepts and their AssessmentProcedural Concepts and their Assessment
Presented by Mr. George Calleja
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Distinction between substantive and procedural
concepts
Distinction between substantive and procedural
concepts First-order or substantive concepts relate to
themes and ideas that appear and reoccur at intervals in the study of history. Examples of such concepts are government, revolution, monarchy, parliament or fascist.
Second-order, procedural or technical concepts are more pervasive and provide a framework or rationale for historical enquiry. They help us understand how historical knowledge and understanding is created and constructed. These concepts include chronology, change, continuity, causation, consequence, comparison, difference.
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Concepts and Categorisation in learning
Concepts and Categorisation in learning
development of intellectual skills mental representation (mental
shorthand that leads to simplification)
organise ideas, establish patterns and make generalisations useful.
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Importance of ConceptsImportance of Concepts
In history lessons concepts are general ideas which
‘provide a means of organising historical knowledge, organising ideas about history, making generalizations, recognising similarities and differences, finding patterns and establishing connection’. ( R. Stradling)
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Strategies to be adopted in teaching concepts
Strategies to be adopted in teaching concepts
helping learners• to organise their conceptual thinking • to develop an effective conceptual
framework• to acquire the essential terminology • to learn through visual illustrations• to be actively involved • to amend future teaching by
responding to their difficulties• through reinforcement and repetition
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Concepts are important toConcepts are important to
• test new evidence • increase significance in history• understand change • build a mental framework of the past • encourage progression through
generalisation• apply knowledge• foster an education for life
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The concept of timeThe concept of time
Dates ‘are the fixed points around which we may weave our understanding' of the historical process. (Fines J. & Nichol J.)
Chronology ‘provides a mental framework or map which gives significance and coherence to the study of history.’ (Bourdillon H.)
'without a grasp of the concept of time, there can be no real understanding of change, development, continuity, progression and regression.’ (Lomas T.)
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Importance of
Importance of
– understanding the mechanics of time-dating systems, vocabulary and how time works.
– building a mental framework of the past
– adopting sign posts in order to begin to appreciate sequence and absorb some reference points
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Stages in learners’ understanding of time.
Stages in learners’ understanding of time.
• show how time works, time vocabulary and
the mechanics of time-dating systems. • present a framework of the past through
chronology and the sequence of historical events
• accumulating an increasing range of historical topics or episodes where the learners should have a sound grasp of the sequence of events.
• developing learners’ understanding of Deep Time (understanding of the whole scale of the past down to the present)
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Ways to develop learners’ understanding of time
Ways to develop learners’ understanding of time
• the use of time lines and retrographs• development through sequencing
exercises• emphasizing the importance of
language• careful monitoring by the teacher • systematic teaching using a wide
range of methods• reinforcement • consistent use of visual
representations of time
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Change and ContinuityChange and Continuity
Change implies a clear break with the past. It may mean progress or regress.
Continuity means that things remain the same. It is a gradual, incremental and evolutionary process.
Learners’ understanding of these concepts
• take little account of the time involved
• see change as episodic and not as a continuous process
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Questions which the learner should be able to answer
Questions which the learner should be able to answer
• What has changed significantly? • What has changed very little? • Which changes represent
dramatic breaks with the past?• Which ones demonstrate a
process of incremental development?
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Ways to develop learners’ understanding of change
Ways to develop learners’ understanding of change
• the comparative approach • sequencing activities • activities based on finding out
anachronisms • creative questioning • visual and imaginative
representations of the changes dealt with
• empathetic activities• active engagement and discussion
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The concepts of cause and consequence
The concepts of cause and consequence
Related questions• Why did it happen? • Why did it happen when it did? • Which causes were the most
significant ones? • Which were the immediate
consequences?• Which were the long-lasting results?
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Why are the concepts of causation and consequence
important?
Why are the concepts of causation and consequence
important? Learners need to understand the
‘interlocking factors in webs of causation with a consideration of unintended and intended consequences, as well as the difference between short-term and long-term issues.' (Arthur J. & Phillips R.)
Important methodological implications
not teachers’ intellectual work but
facilitating learning
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Learners’ understanding of the concept of causation
Learners’ understanding of the concept of causation
• learners tend to settle on one cause for any particular event
• tendency to view causes as everything that happened before an event
• language appears to progress hand in hand with the cognitive development of the learner
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Structure for the cognitive and language development in
causation
Structure for the cognitive and language development in
causation• no logic of causation in history• causes are connected to one
another in sequence• causes are like scientific forces,
acting in combination• causes are like a net • relationship between the nature
of historical causes and the attribution given to them by historians
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How to develop an understanding of cause and
consequence
How to develop an understanding of cause and
consequence • creating a mental picture using visual sources
and resources e.g. cartoons, pictures • emphasising long-term causes • asking learners to put causes in rank order
according to their importance and significance • discussing the extent to which these events
were inevitable and the part played by chance • asking learners the question 'Why Then?' and
developing relevant activities • facilitating working in groups
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How to develop an understanding of cause and
consequence
How to develop an understanding of cause and
consequence• empathic activities• asking learners to pinpoint which
causes or results were the most important
• asking learners to identify causes from a list of events and causes
• repeating this activity with events and consequences
• placing causes along a time-line • encouraging a general discussion
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Teacher EffectivenessTeacher Effectiveness
Teachers should
• initiate and develop in their students a process of question-posing or a kind of inquiry method.
• use a variety of sources as evidence so that learners might draw their own conclusions
• encourage learners to take part in discussions • create opportunities for paired or small group work • devise activities which are tailored to the students’
needs • indulge in differentiation to ensure that students
with special needs are catered for • consider the students’ expectations both
individually and as a class • reflect on their work
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Strategies for the history teacher
Strategies for the history teacher
• make an appropriate use of visual evidence
• improve the questioning technique • tap information technology• teach historical language• resort to group work• use role play and simulations• resort to history outside the classroom• indulge in continuous development• make good use of the history room when
available
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Clock TimeClock Time
These words explain an amount of time. Put them in the right order according to the length of time by putting in numbers. You should start from the least amount of time. Number 1 is given as an example.
Period Number Day
Hour
Year
Month
Second
Week
Millennium
Minute
Second 1
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Calendar TimeCalendar Time
• In which century are we living?• In which year are we living?• What do the letters B.C. refer to?• What do the letters A.D. refer to?• Which centuries do the following years
form part of? 1734 A.D., 92 B.C.,1062 A.D.• Mention any year that formed part of each
of these centuries. 2nd century B.C., 10th century A.D., 1st century B.C., !4th century A.D.
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ChronologyChronology
Period No.
The Ancient Times
The Modern Age
Prehistory
Contemporary Times
Medieval Times
Put these periods of time one after the other according to the time which they represent. Number 1 should be given to the period which is the furthest away from today.
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ChronologyChronology
Choose the right date from the following and put it near the correct statement. ( 1400A.D., 1600A.D., 1800A.D., 1900A.D., 2000A.D.)
a. Malta was an independent state._______b. The Aragonese ruled Malta._______c. The French ruled Malta._______d. Malta was under the Order of St. John._______e. Malta formed part of the British
Empire._______
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SequenceSequence
Action No.
Man started to go hunting to provide himself with food.
Man started to work in factories to earn a living.
Man started to grow vegetables.
Man started using computers in his work.
Man started trading with other people.
Put these actions one after the other according to the time which they happened. Number 1 should be given to the action which used to happen the furthest away from today
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SequenceSequence
Event No.
The Second World War
The fall of the Berlin Wall
The French Revolution
The Cold War
The First World War
The 1848 revolutions
The Unification of Italy
Put these events one after the other according to the time when they happened. Number 1 should be given to the event which happened the longest away from today.
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SequenceSequence
Put these events one after the other according to their sequence. Number 1 should be given to the event which happened first.
Event No.
The Declaration of the Rights of Man
The King’s execution
The King’s flight to Varennes.
The King calls the Estates General.
The third Estate refuses to meet separately.
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Period LabelingPeriod Labeling
Who ruled Malta during these years?
200B.C.
900A.D.
1300A.D.
1700A.D.
1900A.B.
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Change and continuity: Which of these leisure activities could man
enjoy two hundred years ago?
Change and continuity: Which of these leisure activities could man
enjoy two hundred years ago?
Activity Yes No
Horse Racing
Disco
Marriage Feasts
Christmas
Radio
Carnival
Football
Computer Games
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Change and Continuity: Find out the anachronisms in this
paragraph
Change and Continuity: Find out the anachronisms in this
paragraph During the Great Siege of Malta the
Grand Master La Vallette wanted to defend Valletta well. So he supplied machine guns to all the knights and ordered them to set their watches carefully so that everybody will have the same time. Submarines were brought into the Grand Harbour so as not to suffer any damage. The war tanks were also sheltered after the Vittoriosa bastions. On the radio he made an appeal to the Maltese not to go out in their cars.
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ChangeChange
i. Mention three changes which happened from the time that your grandfather was still a young boy.
ii. Mention three weapons which were used two thousand years ago and which are no longer used in warfare.
iii. Mention three means of transport which used to be used and which are no longer used today.
iv. Mention three buildings or sites which were built over a hundred years ago.
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Causation: Which, in your opinion, were the three most important
causes of the French Revolution?
Causation: Which, in your opinion, were the three most important
causes of the French Revolution?
The absolute power of the King.
Parliament had not met for many years.
The privileged position of the nobility and clergy.
Philosophers’ writings.
The example of the American War of Independence.
The bankruptcy of the French Crown.
The weak character of Louis XVI.
The ever increasing price of corn.
The terrible winter of 1789.
The bad harvest of 1788.
Unemployment and the subsequent Paris mobs.
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Consequence: Mark the five results of Napoleon’s Career
from the following
Consequence: Mark the five results of Napoleon’s Career
from the followingThe French fleet became very famous.
The spirit of nationalism increased.
France won many colonies in Africa.
Successful internal policies had been followed.
European countries had increased their armies.
Italy became a united state.
The French ruled Malta for many years.
Other nations adopted the Napoleonic Code.
Feudalism practically disappeared.
All the French people became rich.
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Consequence: Choose the most important result for
this event
Consequence: Choose the most important result for
this eventThe French departure from Malta
The French had been heavily defeated.
Malta became part of the British Empire.
The Maltese showed that they were good warriors.
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Other ActivitiesOther Activities
Choose any event and write what were the main causes for this event.
Choose any event and write what were the main results of this event.
Look at the picture and write about what has changed and what has remained the same.
Put these pictures one after the other according to the sequence in which they happened.
Find out the anachronisms from a picture.
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Group WorkGroup Work
In groups devise some activities which you would give to students to develop their understanding of ONE of these groups of procedural concepts.
a. Time, Chronology and Sequenceb. Cause and Consequencec. Change and Continuity