My #DistHist trick for tomorrow - using Google Forms for Because, But, So during my live lesson with Year 10. Get them to finish the sentence and then it will collate them all in one place and I can share the anonymised responses with students for immediate live feedback.

This is an example of what it looked like doing some retrieval with Year 7 on the Normans this morning. Share the screen then I can go through responses picking up misconceptions but in a way that doesn't name and shame anyone.

OK - so how did it go? Well, not bad. Varying standard of responses but an interesting experiment. These are 'becauses' (we were looking at Hitler's early life)

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KShanks_History

@HistoryKss

9 Jan

NFL PLAYOFFS! Wildcard weekend.

OK, so the 49ers didn't make it this year, but there's still some intrigue around the NFL Playoffs. Two sentimental favourites who've had their struggles, the Bills and the Browns, are involved and in the case of Buffalo, a realistic SB shot!

This is the first year of six wild card games. Not good for marital relations. Anyway, here's my picks for this week against the spread.

BUFFALO (-6.5) over Indianapolis - I do think Indy defensively has the potential to match up well with Buffalo, but Buffalo has just been smoking recently and Philip Rivers outdoors in the cold would concern me.

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KShanks_History

@HistoryKss

13 Jul 20

@JudithCHochman

OK - so here's a thread of how I'm trying to implement @JudithCHochman ideas from The Writing Revolution into my year 7 lessons on migration through time. I blogged about it recently (see link at end) but thought it might be useful to talk through how it could look in a lesson.

So in the first lesson I'm starting with fragments and asking the students, based on some reading on the Beachy Head Woman, to identify which of these are fragments or sentences and then improve them (turn frags into sentences, and/or punctuate the sentences).

After they've studied a summary diagram of migration through time, then there's the first (but not the last) because, but, so activity to attempt. This is such a genius idea for a task as it gets them to manipulate information in different ways. Could be done with Y1 or Y13!

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KShanks_History

@HistoryKss

5 Feb 20

A thread on how I'm teaching the blasted #edexcelhistory interpretations for Germany. This is very much about navigating through the vagaries of this paper rather than ethically pure teaching of interpretations so if you're looking for that, then soz.

First of all, I only introduce this question type after I've got to the end of Key Topic - as I've detailed before there's enough hard stuff in this topic as it is without chucking this into the equation and overloading my students.

I model the students through the parts (b), (c) and (d) questions to go with these interpretations about the growth of Nazi popularity between 1929 and 1932.

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KShanks_History

@HistoryKss

3 Mar 19

Looking for #edutwitter help here - Doing part of a CPD session in school tomorrow on 'Challenge' - to me challenge is intrinsically linked to the curriculum rather than a task-based approach which seems an artificial way of increasing challenge.

Essentially if the curriculum in a subject isn't rich and complex, I don't believe doing specific types of 'tasks' (e.g. prioritise these things into an order of importance, or summarise it into 10 words) will make it much more challenging? That approach seems short-termist.

To me challenge is all about giving students access to the full story (e.g. of the Crusades as an example I'm looking at sharing) and building up their hinterland to be able to access it (e.g. What is Islam, why is Jerusalem important, where did the Byzantine Empire come from)

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