Shengli

[Shengli @inanytense]

@mrjust88 Shared this during dept PD today

[Shengli @inanytense]

@mrjust88 @extrafabulous Indeed, truth.

[Tom at WAIB @MrPattisonTeach]

Thread: I asked my Year 7 class 'What is History?' before linking to EH Carr and the new book by @sixteenthCgirl and @HelenhCarr to show that it is a question 'proper historians' discuss. Some responses...

[practicalhistories @practicalhisto1]

“Really, the questioning had been for nobody’s benefit but my own…I had taken the easy option by firing low-stakes questions at them”

Find out how Elena Stevenson stopped this.

A must read to move questioning (& learning) forward.

https://t.co/a0UjJUB85W

[Shengli @inanytense]

"We must come to see history, as [Wendy] Brown put it, not as 'what we dwell in, are propelled by, or are determined by,' but rather as 'what we fight over, fight for, and aspire to honor in our practices of justice.'" https://t.co/EEDkHHJ8Ez

[Shengli @inanytense]

https://t.co/rzeXuNIK6e

[Jonny Sellin @jonnysellin]

@MissHudsonHist @histassoc A lot of my thinking about enquiries and rigour/access etc. comes from these (apologies for list!)

Riley TH99 (the enquiry question - always worth reading/returning to) @Michaelshp

Counsell TH99 (progressively more complex enquiries in evidential understanding) @Counsell_C

[Shengli @inanytense]

@teacher_tweed This is really so cool! Would u be able to share the answers please? Thank you!

[Shengli @inanytense]

"History teachers can also be adept scale switchers, and indeed, many are. This stems from their care for their students and their recognition that histories are often more about the worlds we wish to make than the worlds that have been experienced." https://t.co/7GZ6L2IqhC

[Shengli @inanytense]

Thanks v much for this! Found Wakild and Berry, A Primer for Teaching Environmental History useful.

[Christine Counsell @Counsell_C]

New history teacher? History leader wanting to improve 'Interpretations of the past' in your KS3 or KS2 plans? Come to my FREE! talk on teaching 'Interpretations' this Sat at 2.30pm, courtesy of that lovely lot in Essex – the Essex branch of @histassoc: https://t.co/rNSSrBy3dS

[Shengli @inanytense]

"The aim of history class isn’t to get students to love or loathe their country. It’s to prepare them to live in it."
https://t.co/p0y0KzpmVd

[Mark Roberts @mr_englishteach]

Ok, as promised, here's a thread of my top 15 non-verbal gestures for effective behaviour management:

[Shengli @inanytense]

"I’ve really come to understand that while learning content is important, it is really only empowering for students who are good at making the connections between the content and the process on their own. That process includes all of the procedures of being a critical thinker"

[Shengli @inanytense]

https://t.co/GYoCw1CKpv

[Jim Carroll @jcarrollhistory]

THREAD on whether history teachers should teach students to write counterfactually in their causal arguments and, if so, what linguistic, disciplinary, and substantive support they might require to do so persuasively.

[Shengli @inanytense]

@HistoryExtra In which period was it best to be 'mad'?

[Sam Wineburg @samwineburg]

"How I made my peace with Zoom -- but not in the way my University's 'be great at digital' told me to." 1/10