History Programming and Planning for Year's 8 and 10 - AIS (NSW) - September 12

On Friday, I attended another professional development course led by Carlo Tuttocoure of the AIS (NSW).

It was another enjoyable and enriching day. This time the focus was on programming for Year's 8 and 10. I thought the most interesting aspect of the day was the presentation by Roselyn Thomas  on incorporating Indigenous elements into our history teaching but even strategies in applying it across the broader curriculum e.g. Welcome to Country ceremonies at school assemblies.

I liked the idea of the visual note taking being mentioned to the group. Virtually none of the other people there were there the previous month (bar one person), and they got a chance to apply it. I will post the video because it might interest those who didn't attend.

Watching the video at both presentations made me think of a teacher from my days at Marist College Kogarah as a student. His name was Mr Jordan, a visual arts teacher and pastoral coordinator to the Year 11 and 12's. I remember he spoke about why he never reprimanded boys who doodled in their dairies. He felt it encouraged people to be creative. Visual note taking allows people to be creative but also supports visual learners who may benefit from expressing their information in a format other than a linguistic form.

Also we were reminded to focus on planning units of work that reflect the interests of the students but also cultural backgrounds, especially the elective units.

The day also helped me build on my understanding of what I learn't a month earlier on Inquiry learning, particularly development of historical inquiry skills, historical literacy skills and providing authentic assessment in history.

I think after attending the two days, I'd apply the following in my teaching practice, whether as a T/L or in the classroom:

• Recommend units of work around student interest and needs in history. 
• Apply the Understanding by Design model to units of work and assessment tasks to ensure that the learning experience is enriching and relevant. 
• Encourage development of historical inquiry skills and historical literacy skills across other key learning areas. I believe it can be done e.g. analyzing a photo in geography to identify purpose and usefulness. 
• Offer professional development opportunities for colleagues e.g. programming, assessment task creation or resourcing.

History Inquiry Learning Day - August 15

The Association of Independent Schools run free workshops and professional development days for teachers.

On Friday, I had the chance to attend a one day workshop focusing on incorporating Inquiry Learning as part of the national syllabus hosted by Carlo Tuttocoure.

I thought the day was very interesting given the importance of Inquiry learning as part of the learning process, particularly how it can foster development of critical thinking and information literacy skills, skills I believe that can be applied across the curriculum.

Some points of interest include:

Visual note taking - To me it was like mind mapping except I created visual images, varied fonts etc to help explain points or arguments. For me it would be applicable for those who love to draw.

Project based learning - With 85 % of the population believed to be extroverted, its a learning approach that can work because it requires students to plan, research and communicate their learning within a collaborative setting. I do have concerns for the 15% that are regarded as introverted as they may find working within a group setting daunting but if done right, quiet natured people can be just as effective.

Structuring assessment - Making sure that as a teacher, I identify what students need to know, developing historical skills and embracing the shared understanding/s that I may have with my colleagues.

Development of historical skills -  teaching students how to analyse a source etc using the Harvard model.

Understanding by design - provided me with a useful model to organised the importance of knowledge and skills e.g. knowledge worth being familiar with, knowledge that is important to know and enduring understandings.

I was lucky to be in a group with three other teachers and as a teacher librarian encouraged them to not be afraid to consult their TL at their school after they identified some problems and challenges in delivery of the national syllabus, particularly with assessment and resourcing. Classroom teachers get bogged down sometimes with the demands of their role, they forget a TL can take some of the stress off them and we are always there to help them.