Chara Makriyianni

What does it mean to think historically?

Promoting historical understanding in classrooms of mixed abilities and diverse backgrounds and developing channels of communication with the

wider community

PESTALOZZI Programme26 -28 September 2012

Nicosia, Cyprus

So long! Till we meet again …

online

Chara Makriyianni

A look at our 3 day programme

Chara Makriyianni

26 September 2012Official Opening Opening speech [Past, Present and Future of History Education in

Cyprus with references to the work of the Council of Europe] by Mrs Olympia STYLIANOU, Permanent Secretary, Ministry of Education and Culture of Cyprus

Introduction My story, Our stories: Getting to know each other and introducing

each other to our education system with regards to history education by Dr Chara MAKRIYIANNI, Coordinator, Cyprus Pedagogical Institute, Ministry of Education and Culture

Short presentations on each country’s history education aims and policy on the workshop theme by participants

Presentation Children’s rights and the work on history education in Cyprus:

community based initiatives for students of diverse backgrounds by Mrs Leda KOURSOUMBA, Commissioner for Children's Sweets, food, drinks exhibition – Let us taste, Let us drink!

Presentation & Workshop What does it mean to think historically? Promoting historical

understanding in classrooms of mixed abilities and diverse backgrounds and developing channels of communication with the wider community by Dr Richard John HARRIS, Lecturer in History Education, University of Reading/Council of Europe representative

Chara Makriyianni

26 September 2012Presentation History teaching and intergroup relations: the case of

Cyprus by Dr Charis PSALTIS, Assistant Professor of Social and Developmental Psychology, Department of Psychology, University of Cyprus

Presentation Curriculum theory and diverse classrooms: challenges for history

education and 'A Look at our past' as an example of taking them up by Dr Stavroula PHILIPPOU, Lecturer of Curriculum and Instruction, Department of Education, University of Cyprus

Presentation Τeaching and learning history to students of diverse

backgrounds by Dr Eleni THEODOROU, Lecturer, Social Foundations of Education, The School of Arts & Education Sciences, European University Cyprus

Discussion of the workshops’ main questionsWorkshop Modern History of Cyprus in the making – Promoting

historical understanding in classrooms of mixed abilities and developing channels of communication with the wider community through the lens of the pioneers of Cypriot Photojournalism by Christos ARGYROU, Cyprus Pedagogical Institute

Chara Makriyianni

27 September 2012Programme of the day

A look at the Chirokitia archaeological site: examining, comparing and reflecting http://www.khirokitia.org/english/neolithikos_oikismos.shtm

Educational visit to Lefkara Primary and Secondary School: observing lessons getting a taste of traditional cypriot dancing and singing discussing with teachers and students

“Home of the winds” Lunch• Experiencing/experimenting with tasting, singing, dancing,

toasting, taking photos – Discussing

Exploring the within-the-walls divided capital of Cyprus An alternative walk to get to know the neighborhood around

the hotel: Ledra Street, the buildings along the Buffer zone, Ledra Palace, the Venetian Walls and the moat, with a stop at the Home for Cooperation by Marios EPAMINONDAS, Office for European and International Affairs, Ministry of Education and Culture of Cyprus

Chara Makriyianni

Educational material

Chara Makriyianni

28 September 2012Museum education programme at the Leventis Municipal Museum Organised learning experience: an educational programme of

the Ministry of Education and Culture by Kleo FLOURENTZOU & Georgia KARAVIOTOU, Museum Education, Ministry of Education and Culture

Reflecting on the experienceWorkshop Promoting effectiveness for all students in mixed ability,

diverse history classrooms through differentiated Instruction by Dr Stavroula VALIANDE, Cyprus Pedagogical Institute, Ministry of Education and Culture

Workshop Musical encounters: teaching history and exploring diversity

through music by Dr Antonia FORARI, Cyprus Pedagogical Institute, Ministry of Education and Culture

PESTALOZZI Workshops Reflection Ways forward : online publication with contributions from participants

and trainers Evaluation Questionnaire Council of Europe, Pestalozzi Certificates Closing

Chara Makriyianni

Discipline of history ‘the most sophisticated and

rational way so far available of handling life’

(Lee 2011, 64).

Chara Makriyianni

What does it mean to think

historically?

Chara Makriyianni

Chara Makriyianni

Developing historical thinking

1. developing students’ knowledge of the past (What?)

2. developing students’ knowledge and understanding of history as a disciplined form of thinking about: • the past • how we can construct

knowledge about the past (How?)

Chara Makriyianni

Chara Makriyianni

What happened in

the past?

Chara Makriyianni

1. Developing substantive knowledge

(a)knowledge of substantive concepts derived from a range of areas of knowledge (economics, politics, sociology, etc.)

that we use to make sense of the past e.g. ‘revolution’, ‘war’, ‘unemployment’, ‘social class’ etc..

Chara Makriyianni

1. Developing substantive knowledge

(b)substantive knowledge of the past (past events, names, dates);

Chara Makriyianni

1. Developing substantive knowledge

(c )substantive knowledge of past concepts (e.g. ‘slave’, ‘divine right’, ‘king’ etc as understood in the time in question);

Chara Makriyianni

Chara Makriyianni

Chara Makriyianni

2. How do we know/ learn about the past?

Developing students’ understanding of thediscipline of history

Chara Makriyianni

How do students learn about the past?

1.developing understanding of disciplinary concepts/second order concepts (significance, evidence, empathy, causation, change and continuity, accounts, …).

Chara Makriyianni

How do students learn about the past?

2.understanding historical enquiry – developing abilities

Chara Makriyianni

How do students learn about the past?

3.developing dispositions relating to the disciplined exploration of the past.

Chara Makriyianni

Being reflective about teacher’s and student’s positions as historical/ideological subjects

4. Developing productive forms of communication with our students and being aware of the factors that can hinder the development of such dialogue.

Chara Makriyianni

What are we be contributing

to?

Chara Makriyianni

What does it mean to think historically? Promoting historical understanding in classrooms of mixed abilities and diverse backgrounds and developing channels of communication with

the wider communityPESTALOZZI Programme26 -28 September 2012

Nicosia, Cyprus

Two things I would like to share with my fellow PESTALOZZI participants:

Chara Makriyianni

What does it mean to think historically? Promoting historical understanding in classrooms of mixed abilities

and diverse backgrounds and developing channels of communication with the wider community

PESTALOZZI Programme26 -28 September 2012

Nicosia, Cyprus

Two things I would like to take home, with me:

Chara Makriyianni

Sharing knowledgeSharing good practice, teaching

and learning ideas Establishing the basis for future

cooperation in a Pestalozzi Network of History TeachersConcrete outcome: our online publication with

contributions from participants and trainers.

Chara Makriyianni

Award ceremony

Chara Makriyianni

What does it mean to think historically?

Promoting historical understanding in classrooms of mixed abilities and diverse backgrounds and developing channels of communication with the

wider community

PESTALOZZI Programme26 -28 September 2012

Nicosia, Cyprus

So long! Till we meet again …

online

Chara Makriyianni

Ashby, R., & Lee, P. (1987). Children’s concepts of empathy and understanding in history. Στο C. Protal (επιμ.). The history curriculum for teachers. London: The Falmer Press.Ashby, R., Lee P.J., & Shemilt D. (2005). Putting principles into practice: teaching and planning. Στο M.S. Donovan & J.D. Bransford (επιμ.). How students learn: history, mathematics and science in the classroom. Washington DC: National Academy Press.Bhopal, K., Harris, R., and Rhamie, J. (2009) The teaching of 'race', diversity and inclusion on PGCE courses: a case study analysis of University of Southampton, Multiverse, TDABurn, K. and Harris, R. (2009) HA Survey of English Secondary Schools. [Online] London: Historical Association. Available from: http://www.history.org.uk/resources/general_resource_3249,3262_14.html Burn, K. and Harris, R. (2010) Historical Association Survey of History in Schools in England 2010. [Online] London: Historical Association. Available from: http://www.history.org.uk/resources/secondary_news_869.html Burn, K. and Harris, R. (2011) Historical Association Survey of History in Schools in England 2011. Available from: http://www.history.org.uk/resources/secondary_news_1290.html Booth, M. (1987). Ages and Concepts: A Critique of the Piagetian Approach to History Teaching. Στο C. Protal (επιμ.). The history curriculum for teachers. London: The Falmer Press.Bransford J.D, Brown A. L., & Cocking R.R. (επιμ.) (2000). How People Learn: Brain, Mind, Experience, and School. Washington DC: National Academy Press.Cooper, H. (2007). History 3- 11: a guide for teachers. Oxford: David Fulton Publishers. Davis O.L. Jr., Foster S. & Yeager E. (επιμ.) (2001). Historical empathy and perspective taking in social studies. Boulder: Rowman and Littlefield. Dawson, I. (2010). Bits & Pieces: Using Clues to Reconstruct the Past. Στο Thinking History - Online activities and ‘issues’ on history teaching and learning. Πρόβαση: http://www.thinkinghistory.co.uk/ActivityBase/ BitsandPiecesReconstruct.html [12 Ιουλίου 2011].Dickinson A.K. & Lee, P.J. (1978). Understanding and Research. Στο A.K. Dickinson & P.J. Lee (επιμ.). History Teaching and Historical Understanding. London: Heinman Educational Books.Dickinson, A.K. & Lee, P.J. (1984) Making sense of history. Στο A.K. Dickinson, P.J. Lee & P.J. Rogers (επιμ.). Learning History. London: Heinman Educational Books.Dickinson, P. Gordon & P.J. Lee (επιμ.) (2004). International review of history education, vol.3: raising standards in history education. London: Woburn Press.Donovan, M.S. & Bransford, J.D. (επιμ.) (2005). How Students Learn: history, mathematics and science in the classroom. Washington DC: National Academy Press.Foster, J.S. (2006). Whose history? Portrayal of immigrant groups in US history textbooks, 1800- present. Στο S.J. Foster & K.A. Crawford (επιμ.). What shall we tell the children? International Perspectives on school history textbooks. Greenwich, CT: Information Age Publishing.Hallam, N. R. (1967). Logical Thinking in History. Educational Review 19, σ. 183 - 202.

What is mean to think historically?

Some useful references

Chara Makriyianni

Harris, R. (2011) History and Citizenship - unhappy bedfellows? In Davies, I. (ed) Debates in History Teaching. London: Routledge. Harris, R., Harrison, S. and McFahn, R. (2012) Cross-curricular teaching and learning in the secondary school: Humanities. Abingdon:

Routledge. Harris, R. and Clarke, G. (2011) Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers.

Cambridge Journal of Education, 41 (2), 159-175 Harris, R. (2011) Learning how to be a teacher - lessons the government needs to learn. Prospero, 17 (3), 28-33. Harris, R. and Burn, K. (2010) Curriculum theory, curriculum policy and the problem of ill-disciplined thinking. Journal of Education

Policy 26 (2), 245-261. Harris, R. and Haydn, T. (2009) '30% is not bad considering ...' Factors influencing pupil take-up of history post Key Stage 3: an

exploratory enquiry. Teaching History, 134, 27-35. Harris, R. and Haydn, T. (2012) What happens to a subject in a 'free market' curriculum: a study of secondary school history in the

United Kingdom. Research Papers in Education (in press) Haydn, T. and Harris, R. (2010) Pupil perspectives on the purposes and benefits of studying history in high school: a view from the

UK. Journal of Curriculum Studies, 42 (2), 241-162. Kitson, & A. Pendry (επιμ.) (2003). Understanding history teaching. London: Open University Press.

Lee, P. & Ashby, R. (2000). Progression in Historical Understanding among Students Ages 7- 14. Στο P. N. Stearns, P. Seixas & S. Wineburg (επιμ.). Knowing, Teaching and Learning History: National and International Perspectives. New York & London: New York Press.Lee, P. J. (2004). Historical literacy: theory and research. International Journal of Historical Learning Teaching and Research, 5(1), σ. 1-12. Lee, P., Dickinson A. & Ashby, R. (2001). Children’s Ideas about Historical Exlpanation. Στο A. Lee, P.J. (1978). Explanation and understanding in history. Στο A.K. Dickinson & P.J. Lee (επιμ.). History Teaching and Historical Understanding. London: Heinman Educational Books. Lee, P.J. (1992). History in schools: aims, purposes and approaches: A reply to John White. Στο P.J. Lee, J. Slater, P. Walsh & J, White. The Aims of School History: The National Curriculum and Beyond. London: Tufnell Press. Lee, P.J. (2005). Putting Principles into Practice: Understanding History. Στο M.S. Donovan & J.D. Bransford (επιμ.). How Students Learn: history, mathematics and science in the classroom. Washington DC: National Academy Press.Lee, P.J. (2007). From National Canon to Historical Literacy. Στο M. Grever & S. Stuurman (επιμ.). Beyond the Canon: History in the Twenty- First Century. Basingstoke: Palgrave Macmillan.Lee, P.J. & Ashby, R. (2001). Empathy, perspective taking, and rational understanding. Στο O.L. Davis Jr., S. Foster & E. Yeager (επιμ.). Historical empathy and perspective taking in social studies. Boulder: Rowman and Littlefield.Lee, P.J. & Howson, J. (2009). ‘Two out of five did not know that Henry VIII had six wives‘: History education, historical literacy and historical consciousness. Στο L. Symcox & A. Wilschut (επίμ.). National history standards-The problem of the canon and the future of teaching history: Vol. 5. International Review of History Education. Charlotte: Information Age Publishing.

Chara Makriyianni

Lee, P.J. & Shemlit, D. (2003). A scaffold not a cage: progression and progression models in history. Teaching History, 113, σ. 13-23.Lévi-Strauss, C. (χ.χ.). The View from Afar. Πρόσβαση: http://unescoeducation.blogspot.com/2008_06_01_archive.html [10 Δεκεμβρίου 2010]Levstik, L. (2000). Articulating the silences: teachers’ and adolescents’ conceptions of historical significance. Στο P. Seixas, P. Stearns & S. Wineburg (επιμ.). Knowing, teaching and learning history. New York: New York University Press.Levstik, L. (2001). Crossing the empty spaces. Στο O.L. Davis Jr., S. Foster & E. Yeager (επιμ.). Historical empathy and perspective taking in social studies. Boulder: Rowman and Littlefield.Levstik, L. S. (2006). The relationship between historical response and narrative in a sixth- grade classroom. Στο L.S. Levstik & K. C. Barton (επιμ.). Researching History Education: History, Method and Context. New York and London: Routledge.Lloyd, B., & Duveen, G. (1992). Gender identities and education: The impact of starting school. Hemel Hempsted, England: Harvester Wheatsheaf.Oakeshott, M. (1983). On history and other essays. Oxford: Basil Blackwell.Piaget, J. ([1932] 1965). The moral judgment of the child. London: Routledge.Piaget, J. ([1977] 1995). Sociological Studies. London: Routledge.Psaltis, C. Duveen, G & Perret-Clermont, A.N (2009). The social and the psychological: Structure and Context in Intellectual Development. Human Development, 52, σ. 291-312.Psaltis, C. & Duveen, G. (2006). Social Relations and cognitive development: The influence of conversation types and representations of gender. European Journal of Social Psychology, 36, σ. 407-430.Psaltis, C. & Duveen, G. (2007). Conversation types and conservation: Forms of recognition and cognitive development. British Journal of Developmental Psychology, 25, σ. 79-102.Riley, C. (1999). Teaching History 97, Visual History Edition Journal. Seixas, P. (1993). Popular film and young people’s sunderstanding of the history of Native American- White relations. The History Teacher, 26 (3), σ. 351- 270.Shelmit, D. (1980). History 13- 16 evaluation study. Edinburgh: Holmes McDougall. Shemilt, D. (1984). Beauty and the philosopher: Empathy in history and classroom. Στο A.K. Dickinson, P.J. Lee & P.J. Rogers (επιμ.). Learning History. London: Heinman Educational Books.Shemilt, D. (2000). The caliph’s coin: the currency of narrative frameworks in history teaching. Στο P. Seixas, P. Stearns & S. Wineburg (επιμ.). Knowing, teaching and learning history. New York: New York University Press.Smithsonian Museum. (1997). Collecting Their Thoughts: Using Museums as Resources for Student Writing. Online database Πρόσβαση: http://www.smithsonianeducation.org/educators/lesson_plans/collect/crecla/crecla0a.htm [1 Ιουλίου 2011].Steele, I. (1976). Developments in History Education. London: Open Books. UNICEF (1989). Σύμβαση για τα Δικαιώματα του Παιδιού. Μέρος Α΄, Άρθρο 2. Πρόσβαση: http://www2.ohchr.org/english/law/crc.htm [4Ιουλίου 2012].Voss & M. Carretero (επιμ.) (1998). Learning and reasoning in history: international review of history education volume 2. London: Woburn Press.Wertsch, J. & Rozin, M. (1998). The Russian Revolution: official and unofficial accounts. Στο J. Voss & M. Carretero (επιμ.). Learning and reasoning in history: international review of history education, vol. 2. London: Woburn Press, σ. 39-60.Wertsch, J.V. & Penuel, R.P. (1998). Historical representations as mediated action: official history as a tool. Στο J. Voss & M. Carretero (επιμ.). Learning and reasoning in history: international review of history education, vol. 2. London: Woburn Press, σ. 23-38.Wineburg, S. (2000). Making historical sense. Στο P. Seixas, P. Stearns & S. Wineburg (επιμ.). Knowing, teaching and learning history. New York: New York University Press.Wineburg, S. (2001). Historical thinking and other unnatural acts. Philadelphia: Temple University Press.Wineburg, S. & Wilson, S. (2001). Models of wisdom in the teaching of history. Στο S. Wineburg Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia: Temple University Press.Yeager, E. A. & Foster, S., J. (2001). The role of empathy in the development of historical understanding. Στο O.L. Davis Jr., S. Foster & E. Yeager (επιμ.). Historical empathy and perspective taking in social studies. Boulder: Rowman and Littlefield.

Chara Makriyianni

Bracey, P. (2010) Teaching diversity in the history classroom. In: Davies, I. (ed.) Debates in History Teaching. London: Routledge. pp. 172-186.

Chapman, A., Perikleous, L., Yakinthou, C. & Zincir Celal, R. (2011). Thinking Historically about Missing Persons: A Guide For Teachers. Nicosia: Association for Historical Dialogue and Research. Available at: http://www.ahdr.info/educational_materials.php

Council of Europe (2007) Teaching About Cultural Diversity Through History In Schools. Available at: http://www.coe.int/t/dg4/education/historyteaching/Source/Cooperation/RussianFederation/RFreports2007_en.pdf

Harris, R., Harrison, S. and McFahn, R. (2012) Cross-curricular teaching and learning in the secondary school: Humanities. Abingdon: Routledge.

Harris, R. and Clarke, G. (2011) Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers. Cambridge Journal of Education, 41 (2), 159-175

Harris, R. (2011) Learning how to be a teacher - lessons the government needs to learn. Prospero, 17 (3), 28-33. Harris, R. and Burn, K. (2010) Curriculum theory, curriculum policy and the problem of ill-disciplined thinking.

Journal of Education Policy 26 (2), 245-261. Harris, R. and Haydn, T. (2009) '30% is not bad considering ...' Factors influencing pupil take-up of history post

Key Stage 3: an exploratory enquiry. Teaching History, 134, 27-35. Harris, R. and Haydn, T. (2012) What happens to a subject in a 'free market' curriculum: a study of secondary

school history in the United Kingdom. Research Papers in Education (in press) Kim,G., Gutierrez, L. & Strom, M. (2011). Approaches to Teaching Diversity in Required History Courses. UCSD

Muir Teaching Diversity Conference. Available at:http://muir.ucsd.edu/diversity-matters/pdfs/Gutierrez.pdf Virtaa, A. (2009). Learning to teach history in culturally diverse classrooms. Intercultural Education, Vol. 20,

Issue 4, pp. 285-297

Promoting historical understanding in classrooms of mixed abilities and diverse backgrounds and developing channels of communication with the

wider communityA few references