NCEA
I am passionate about continually looking for ways to improve outcomes for students. I believe in the importance of being a connected educator, and in the responsibility we have to share our stories and learnings with one another. My involvement in the Sport in Education project has meant that I have been extremely fortunate to work alongside colleagues in my own school with whom I would not normally work. I have also been able to work with colleagues from other schools around New Zealand, and a fantastic team of researchers at NZCER. I am pleased to share this story in the hope that it may spark an interest, and provide a platform for others to explore similar approaches in their own teaching and learning environment.
I am passionate about continually looking for ways to improve outcomes for students. I believe in the importance of being a connected educator, and in the responsibility we have to share our stories and learnings with one another. My involvement in the Sport in Education project has meant that I have been extremely fortunate to work alongside colleagues in my own school with whom I would not normally work. I have also been able to work with colleagues from other schools around New Zealand, and a fantastic team of researchers at NZCER.
This article draws on an empirical study that suggests useful practical strategies for representing progression in history, especially regarding historical empathy. It also demonstrates how teachers can both guide and involve students in working with these representations, thereby encouraging students to make sense of, and gauge, their own progress. In doing so it sets out the case for educators having better knowledge of progression in the learning of historical concepts and better ways of showing that progression.
This article draws on an empirical study that suggests useful practical strategies for representing progression in history, especially regarding historical empathy. It also demonstrates how teachers can both guide and involve students in working with these representations, thereby encouraging students to make sense of, and gauge, their own progress. In doing so it sets out the case for educators having better knowledge of progression in the learning of historical concepts and better ways of showing that progression.
