Annotated Bibliography

Alexander., J ( no date given) Walking on the Wildside! Teaching Towards Deeper Understanding in History Through Building Capacity rather than Delivering Content, Paper retrieved July from www.acel.org.au/conf07/papers/Alexander%20Joe%20paper.doc

This paper delivered by a Social Science teacher from the Gold Coast discusses how the development of an Australian curriculum with core content and testing, and the implementation of various forms of state and national testing within schools may be at odds with current educational research which suggests the need to facilitate deep learning for students. This paper discusses the challenge that educators face with implementing new curriculum frameworks, and encourages educators to reflect upon the world that they are preparing students to be active members of. In particular how educators can work towards providing a balance between content driven curriculum, and building the skills necessary to be full participants in future society. In regards to history curriculum how the structure of the new history curriculum may be limiting the potential to be able to provides opportunities for this to occur.

I selected this article as it provided me with information regarding the limitations of the new Australian Curriculum: History that is my chosen context.  Using this knowledge I am able to better assess the limitations and strengths of my own Information Learning Activity.
Carroll, K., (2012) “Learning design and inquiry in Australian History Classroom.” In C.Alexander, J.Dalziel, J. Krajka and E. Dobozy (Eds), Teaching English with TEchnology, Special Issue on LAMS and Learning Design Volume 3, 12(2), pps 36-50, Retrieved July 2012 from http://www.tewtjournal.org/VOL%2012/ISSUE2/paper3.pdf

This article discusses the need for Australian classroom teachers to look closely at their current pedagogical perspective and whether it fits with being able to respond to the needs of students today (in particular is the curriculum they are delivering allowing students to develop creatively and critical capabilities.) This paper also looks at the role that the general capability of Information communication technology has in enhancing students learning within a history context The article outlines a study conducted into four schools in relation to how they integrate ICT tools into a history learning framework in a meaningful way. The paper outlines the results of this study.

I selected this article as it provided me with information about how I can use ICT tools to encourage students to solve and pose problems and issues about their learning of History.
Chiarotto, L.,( 2011)., “Branch I: Inquiry-Based Learning” in Natural Curiosisty: a resource for teachers, The Laboratory School at The Dr. Eric Jackman Institute of Child Study Ontario Institute for Studies in Education, University of Toronto, pp. 7-33.retrieved August 2012 from www.naturalcuriosity.ca/pdf/BranchISection.pdf

This paper, an excerpt from a full publication, entitled Natural Curiosity: a resource for teachers provides a concise definition of inquiry based learning, describing the pedagogical mindset that underpins an effective inquiry base learning environment. The paper describes the inquiry process as a continuum moving from closed to open, and also describes the benefits of such an approach. The paper provides the reader with practical examples of how educators can use an inquiry process within their classroom from initial activity ideas to planning assessment items.

This article was selected as it highlights my changing role as a history teacher in an inquiry based context. It reinforced to me that these skills take time to develop both from a teacher and student point of view.

Henderson, Deborah J. (2012) Engaging students in historical thinking
: implementing the Australian Curriculum : History. Primary and Middle
Years Educator, 10(1), pp. 3-11.
Retrieved July 2012 from http://eprints.qut.edu.au/51468/1/Deborah_Henderson_20_March_2012_final.pdf

This paper discusses how the new Australian curriculum needs to be implemented in line with the Melbourne Declaration on Educational Goals for Young Australian. In particular how educators need to ensure that any study of Australia is linked to global issues. In other words teaching Australian history in a world history context. There is particular focus in this article regarding the study of Asian history in relation to this whole world context, and how this might be approached in a history unit of work. The article also outlines how both historical knowledge and historical skills (the two essential components of the Australian History curriculum) can be brought together in a meaningful way through inquiry learning.

I selected this article because not only did it provide information about the theories that underpin the new History curriculum, it also provided insight into how bring knowledge (content) and skills together in a balanced, practical way.
Henderson, Deborah J. (2011) History in the Australian Curriculum F-10
: providing answers without asking questions. Curriculum Perspectives,
31(3), pp. 57-63. Retrieved July 2012 from http://eprints.qut.edu.au/45491/

The paper looks at the structure of the new History Curriculum, under the Australian Curriculum framework. It explores how content was developed for this curriculum area over time. It also examines the strengths and limitations of this new curriculum framework. In particular it examines how the selected content fits in relation to a world history approach. This paper debates whether selected content matches the Melbourne Declaration, in particular it expresses concern about the lack of content about Modern Asian history.

This resources was selected as it emphasised the need to provide learners with opportunities to examine and critique information about the past, and links directly to authentic inquiry learning activities I am attempting to develop in my classroom. Of particular interest to my area of study this paper discusses how the new History curriculum provides teachers with opportunities to develop inquiry topics for use with students.

Hoepper , B. et al (2000) “Perspectives: Rigour for life.” The Courier Mail,16 September 2000, p.19 retrieved July 2012 from http://eprints.qut.edu.au/3322/1/3322.pdf

This newspaper article written in 2000, by university academics, looks at issues which resulted when Studies of Society and Environment was introduced into the Queensland curriculum. In particular the issues of the place that geography and history had as part of this outcomes approach, the changing emphasis on developing knowledge through gathering information, and critically analysing it to expressing ideas and develop knowledge, rather than rote learning facts. The article also provides the reader with insight into looking at the changing face of education, looking at what education is for, with emphasis on the importance of critical thinking skills, for future citizens to be able to determine what is worth preserving and what change is needed.

I selected this resources as it gave me the opportunity to reflect on my own journey as a SOSE teacher, and how I can use my experiences to provide effective inquiry activities under the new Australian History Curriculum.

Hoepper, B., (2004) “Who says you can’t change history.” Retrieved August 2012 from http://www.eqa.edu.au/site/whosaysyoucant.html
This paper examines the changing face of history teaching over time. In particular how the curriculum area has changed from one of rote learning of facts to one in which there is an emphasis on inquiry learning. It also looks that the changes that took place with history teaching with a change from disciplined approach to integrated approach and back again. The article provides the reader with opportunity to think about how history teaching has changed since the 1960’s, and the advantages and disadvantages of these changes.

This article allowed me to reflect upon the History Information Learning Activity that I have developed for my Year 2 class, and where it sits in regards to current curriculum frameworks.

McCormick T., (2011) “Every Picture Tells a story : A study of Teaching Methods Using Historical Photographs with Elementary Students” The Journal of Social Studies Research, 35(1) pps 80-94, retrieved July 2012 from http://www.docstoc.com/docs/79843313/Every-Picture-Tells-a-Story-A-Study-of-Teaching-Methods-Using-Historical-Photographs-with-Elementary-Students
This article provides a link between history teaching and inquiry based learning. This paper outlines the role of the history teacher in the past and in the present day. It also discusses the influences that teachers decisions have on how students develop attitudes about what they learn, what they remember and how they use this information in their lives. The paper provides some practical ideas for use by educators in developing learning activities that allow students to conceptualise history and engage in historical thinking under an inquiry model. This article reminds the reader that historical inquiry is not a new endeavour, but that the Australian Curriculum framework is bringing it to the forefront. In particular the general capabilities can be used to enhance an inquiry based model for this curriculum area.

I selected this resource as I was able to relate the practical suggestions within the article directly to activities which are central to my ILA history project I am currently completing with my class.

Reynolds, R., (2012) Teaching history, geography & SOSE in the primary school, (2) pp152-173 retrieved July 2012 from http://www.ballarat.edu.au/ub-search?sq_content_src=%2BdXJsPWh0dHAlM0ElMkYlMkZndWVyaW4uYmFsbGFyYXQuZWR1LmF1JTJGYWFzcCUyRmlzJTJGbGlicmFyeSUyRmNvbGxlY3Rpb25zJTJGcmVzZXJ2ZSUyRmJvb2tzJTJGYjMzMTEucGRmJmFsbD0x

The paper is an excerpt from a book entitled “Teaching history, geography and SOSE in the primary school. This article provides both theoretical and practical examples of the role history curriculum in classrooms today. This excerpt attempts to define the concept of history education, defining history content and skills, and looks at some practical examples of how these can be practically approached in a classroom setting.

I selected this resource as it  looks at ways in which the New History curriculum can be implemented successfully into the classroom setting.
Tambyah, Mallihai M., (2011) “More tick the box”: the challenge of promoting interdisciplinary learning in the middle years through the Australian history curriculum. Curriculum Perspectives, 31(3), pp 72-77 retrieved July 2012 from http://eprints.qut.edu.au/47201
The article looks closely at the different ways in which the teaching of history has occurred in Australian schools in recent times. This paper discusses the merits and disadvantages between a discipline based approach to the subject (such as is outlined as part of the new Australian curriculum), and an integrated approach, such as was the case for the recent outcomes approach under the umbrella of outcomes education. This paper was developed using information gathered from seven middle school teachers. While this provided a practical framework, due to the fact that the information was collected in 2008, this data looks at the integrated curriculum that was in place then and not the current curriculum approach.

I selected this article as it allowed me to think about my past and present teaching patterns within my classroom, moving from integrated units of work to the teaching of history as a separate discipline.  Significant to this is that this paper brings into question what is lost when integration happens as opposed to a discipline approach to teaching history.

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