Mar 11, 2017 | arts in education |
…feeling slightly disappointed and cheated when I read the notes about Shakespeare’s sources for the play. What particularly offended me was how the main female character in the […] https://thewingtoheaven.wordpress.com/2017/03/11/shakespeare-and-creative-education/…
Read MoreMar 21, 2017 | Uncategorized |
…counterpart of disciplinary knowledge, which involves knowledge of the discipline. Over the last few decades, however, substantive knowledge has generally played second-fiddle to disciplinary knowledge in models of progression, […]http://clioetcetera.com/2017/03/21/what-sorts-of-substantive-knowledge-are-needed-to-get-better-at-history…
Read MoreMar 20, 2017 | Uncategorized |
In my previous post I focused on ability statements (which take the form “pupils can x”) and argued that it is problematical to incorporate these into progression models where the…
Read MoreMar 19, 2017 | Uncategorized |
…common to see progression models in history education containing statements about “pupils can construct causal arguments” or “pupils can critique interpretations of the past”. The rationale behind this is […]http://clioetcetera.com/2017/03/19/the-problem-with-general-ability-statements-in-history-education…
Read MoreMar 19, 2017 | Uncategorized |
…related posts: Some knowledge-skills interplay The progressive-traditional pedagogy tree Drills, skills and being match fit. I’m a natural third-way person, uncomfortable with polarised positions. I … Continue reading → https://teacherhead.com/2017/03/19/knowledge-and-skills-explicit-sequenced-and-ultimately-interwoven/…
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