I've been messing around with OneNote for teaching my Year 11 History class. I needed to change my teaching approach quite substantially this year for various reasons. My school also has (for better or worse) 1 to 1 ipad usage, and I can my mirror my screen to the projector. Title and Do Now - I then write the answers in the blanks when we go through the quiz using my fancy ipad pen thingy. Then intro the Big 3 and label below.

This is an excellent blog again from @MrVallanceTeach What might a 'Writing Curriculum' look like in Secondary History? A couple of thoughts... mrvallanceteach.wordpress.com/2021/01/19/wha… via @wordpressdotcom Love love love the 'model' paragraph on the Civil War that is demonstrated in the piece. The challenge is - how to get there? Josh's approach seems to me like an eminently sensible way forward. I think the challenge is - if TWR is being used in History only in a school, it...

1949 - 'an inflection point in China's national history' - @SOAS_CI - Some historical significance in action here. The key protagonists in this story.

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.

If you enjoyed my @TMHistoryIcons talk or found it useful in some way, this thread links to my three blogs on the topic of @JudithCHochman @TheWritingRevol and how it might be used in History, if you've not seen them. medium.com/@kristian.shan… - This was my first blog with a few opening thoughts on its' potential use, from Lockdown 1.

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.

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).

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.

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.