Comments for One Damn Thing http://www.onedamnthing.org.uk Thinking history teaching Wed, 25 Aug 2010 08:28:32 +0000 hourly 1 http://wordpress.org/?v=3.0.1 Comment on Italian Unification by Italy Update | One Damn Thing http://www.onedamnthing.org.uk/?page_id=523#comment-48 Italy Update | One Damn Thing Wed, 25 Aug 2010 08:28:32 +0000 http://www.onedamnthing.org.uk/?page_id=523#comment-48 [...] it?The 20th CenturyBattle of Britain Lesson by Jenny HuttonTudors and StuartsVoting and DemocracyKS5Italian Unification ← Debate on the History Curriculum at the IOE: The cracks in the common [...] [...] it?The 20th CenturyBattle of Britain Lesson by Jenny HuttonTudors and StuartsVoting and DemocracyKS5Italian Unification ← Debate on the History Curriculum at the IOE: The cracks in the common [...]

]]> Comment on Debate on the History Curriculum at the IOE: The cracks in the common ground? by jaypeetea http://www.onedamnthing.org.uk/?p=754#comment-47 jaypeetea Mon, 16 Aug 2010 03:47:54 +0000 http://www.onedamnthing.org.uk/?p=754#comment-47 Keeping off topic, the concept GTC was always unnecessary. It had no output and really, no input - simply costs. Jobs for da ladz. There is a difference between employment and achievement. GTC had plenty of time to achieve something. They didn't. RIP. Keeping off topic, the concept GTC was always unnecessary. It had no output and really, no input – simply costs. Jobs for da ladz. There is a difference between employment and achievement.

GTC had plenty of time to achieve something. They didn’t. RIP.

]]> Comment on Debate on the History Curriculum at the IOE: The cracks in the common ground? by David Cameron and historical learning - nickdennis.com/blog http://www.onedamnthing.org.uk/?p=754#comment-43 David Cameron and historical learning - nickdennis.com/blog Sat, 24 Jul 2010 11:20:31 +0000 http://www.onedamnthing.org.uk/?p=754#comment-43 [...] contradictory, lessons. The first lesson is that History is important. In a day and age where the threat to the subject appears to loom larger than ever, it shows that getting key events wrong can offend a large majority of the population and might [...] [...] contradictory, lessons. The first lesson is that History is important. In a day and age where the threat to the subject appears to loom larger than ever, it shows that getting key events wrong can offend a large majority of the population and might [...]

]]> Comment on Debate on the History Curriculum at the IOE: The cracks in the common ground? by admin http://www.onedamnthing.org.uk/?p=754#comment-42 admin Tue, 20 Jul 2010 20:34:28 +0000 http://www.onedamnthing.org.uk/?p=754#comment-42 Esther - you would never witter! I really like the way that you say you now feel 'bold' as a team. It's the boldness that's important, it give us the confidence to improve and to notice what needs improvement. I'm in danger of breaking my 'no-politics' rule on this blog, but I don't think its an accident that much of what we hear from central government has the effect of making us more timid. Esther – you would never witter!

I really like the way that you say you now feel ‘bold’ as a team. It’s the boldness that’s important, it give us the confidence to improve and to notice what needs improvement. I’m in danger of breaking my ‘no-politics’ rule on this blog, but I don’t think its an accident that much of what we hear from central government has the effect of making us more timid.

]]> Comment on Debate on the History Curriculum at the IOE: The cracks in the common ground? by admin http://www.onedamnthing.org.uk/?p=754#comment-41 admin Tue, 20 Jul 2010 20:31:34 +0000 http://www.onedamnthing.org.uk/?p=754#comment-41 I agree, Barbara, and I don't think this is just a question of discovering the excellent practice that is already out there. I think excellent practice grows out of dialogue, and the more we find ourselves sheltering in our own classrooms the less likely we are to either question our own practice constructively (as opposed to merely fearing we'll be found out when the head / ofsted / PGCE students observe us), or to learn from others. You're also right in that HOW we encourage this professional growth in community is really difficult. I might make a humble suggestion that sites such as this one, Dave Stacey's blog, or Ilovehistory.org.uk by Simon Ross have a part to play. Teaching History and the HA, Teachers.tv also play such a role. I was perhaps the only teacher not dancing in the streets when Gove's iconoclasmic sweep took out the GTC. I believe in the professionalisation of teaching, (as opposed to merely focusing on the 'craftsmanship' of practice as Gibb and Gove would have us do). I think that the GTC had the potential to help us to look straight at ourselves in the mirror as a profession that was aware of its duty to improve, but also ready to celebrate the gains, the skills and the knowledge that we already had. I'm at risk of rambling. Professionals develop their practice, craftsmen put into practice that which has been passed down to them. We need to encourage teachers to see themselves as autonomous, responsible and empowered professionals. I agree, Barbara, and I don’t think this is just a question of discovering the excellent practice that is already out there. I think excellent practice grows out of dialogue, and the more we find ourselves sheltering in our own classrooms the less likely we are to either question our own practice constructively (as opposed to merely fearing we’ll be found out when the head / ofsted / PGCE students observe us), or to learn from others.

You’re also right in that HOW we encourage this professional growth in community is really difficult. I might make a humble suggestion that sites such as this one, Dave Stacey’s blog, or Ilovehistory.org.uk by Simon Ross have a part to play. Teaching History and the HA, Teachers.tv also play such a role.

I was perhaps the only teacher not dancing in the streets when Gove’s iconoclasmic sweep took out the GTC. I believe in the professionalisation of teaching, (as opposed to merely focusing on the ‘craftsmanship’ of practice as Gibb and Gove would have us do). I think that the GTC had the potential to help us to look straight at ourselves in the mirror as a profession that was aware of its duty to improve, but also ready to celebrate the gains, the skills and the knowledge that we already had.

I’m at risk of rambling. Professionals develop their practice, craftsmen put into practice that which has been passed down to them. We need to encourage teachers to see themselves as autonomous, responsible and empowered professionals.

]]> Comment on Debate on the History Curriculum at the IOE: The cracks in the common ground? by Barbara Hibbert http://www.onedamnthing.org.uk/?p=754#comment-40 Barbara Hibbert Tue, 20 Jul 2010 16:10:02 +0000 http://www.onedamnthing.org.uk/?p=754#comment-40 I think the 'preaching to the converted' comment by Esther is particularly apt. I understand that there are regional networks out there doing good work beyond the 'usual suspects', but we must try to work together and bring in all who teach history. There is a danger of small groups of the 'elect' believing that all that matters is their purity while the rest of the world burns around them. Not that I want to be too pessimistic... I think the ‘preaching to the converted’ comment by Esther is particularly apt. I understand that there are regional networks out there doing good work beyond the ‘usual suspects’, but we must try to work together and bring in all who teach history. There is a danger of small groups of the ‘elect’ believing that all that matters is their purity while the rest of the world burns around them.
Not that I want to be too pessimistic…

]]> Comment on Debate on the History Curriculum at the IOE: The cracks in the common ground? by Esther Arnott http://www.onedamnthing.org.uk/?p=754#comment-39 Esther Arnott Tue, 20 Jul 2010 14:38:02 +0000 http://www.onedamnthing.org.uk/?p=754#comment-39 I like your point about Ofsted - it's compelling and reassuring! And, you're right, regional history 'hubs' are indeed active, which further reassures me. I'm most intrigued by your comment that "uncertainty and criticism of history teaching and teachers is more likely to cause withdrawl and resentment than it is engagement"... I'd actually started writing something about this in my first post and thought it would be rude to witter on for too long (!), so I'm really glad you've brought it up. Working with PGCEs and NQTs, and when I reflect on my own practice, I am sometimes worried by the amount of criticism we levy at ourselves. I totally am in favour in self doubt (I really liked your post about this earlier this month), although if we add the dimension of self doubt PLUS criticism from the outside, it is too much! As some of the most intelligent graduates, capable of amazing critical review and soul-searching, I wonder if I'm being over worried / paranoid to fear that debates like the one at present can serve to disenfranchise people from our profession. To illustrate, our brand new NQT, who literally started last week, joined me at the debate last night. She is a brilliant, bright, light of the future - and yet she left the debate feeling scared for the future. As her mentor, I want to encourage, feed and nuture her - not have her startled and straggled before she's even begun. Healthy debate is crucial - it's one of the central features of civilised society (particularly liked Husband's point on history's purpose in this), but when does healthy debate become unhealthy? In the case of my NQT, should I protect her - or let her experience those harsh realities now so that she is weathered for future (likely) storms? I like your reference to McIntyre as a way forward, but having used this approach with my Dept - and indeed reaped the benefits - we're now in a position where we feel bold enough to think about some big, big questions (WHY are teaching it in this way, WHY have we included this topic in our KS3 programme), and our thoughts to these kinds of questions are really being influenced by the big debates we saw last night and being played out in the media at present. The risk is that, as you say, we disengage and withdraw - just as we're dipping our toes in the water (in the case of my dept), we get frightened off and retreat back... Coming out again could take a long time. I like your point about Ofsted – it’s compelling and reassuring! And, you’re right, regional history ‘hubs’ are indeed active, which further reassures me.

I’m most intrigued by your comment that “uncertainty and criticism of history teaching and teachers is more likely to cause withdrawl and resentment than it is engagement”… I’d actually started writing something about this in my first post and thought it would be rude to witter on for too long (!), so I’m really glad you’ve brought it up. Working with PGCEs and NQTs, and when I reflect on my own practice, I am sometimes worried by the amount of criticism we levy at ourselves. I totally am in favour in self doubt (I really liked your post about this earlier this month), although if we add the dimension of self doubt PLUS criticism from the outside, it is too much! As some of the most intelligent graduates, capable of amazing critical review and soul-searching, I wonder if I’m being over worried / paranoid to fear that debates like the one at present can serve to disenfranchise people from our profession. To illustrate, our brand new NQT, who literally started last week, joined me at the debate last night. She is a brilliant, bright, light of the future – and yet she left the debate feeling scared for the future. As her mentor, I want to encourage, feed and nuture her – not have her startled and straggled before she’s even begun. Healthy debate is crucial – it’s one of the central features of civilised society (particularly liked Husband’s point on history’s purpose in this), but when does healthy debate become unhealthy? In the case of my NQT, should I protect her – or let her experience those harsh realities now so that she is weathered for future (likely) storms? I like your reference to McIntyre as a way forward, but having used this approach with my Dept – and indeed reaped the benefits – we’re now in a position where we feel bold enough to think about some big, big questions (WHY are teaching it in this way, WHY have we included this topic in our KS3 programme), and our thoughts to these kinds of questions are really being influenced by the big debates we saw last night and being played out in the media at present. The risk is that, as you say, we disengage and withdraw – just as we’re dipping our toes in the water (in the case of my dept), we get frightened off and retreat back… Coming out again could take a long time.

]]> Comment on Debate on the History Curriculum at the IOE: The cracks in the common ground? by admin http://www.onedamnthing.org.uk/?p=754#comment-38 admin Tue, 20 Jul 2010 14:00:41 +0000 http://www.onedamnthing.org.uk/?p=754#comment-38 I think you make a powerful argument here Esther, and my short answer is 'I dont' know' where those teachers are. I think we can take heart from Ofsted's findings about history, and from the 30% of youngsters who choose history from a crowded market at GCSE. These things seem to suggest that, actually the quality of teaching from the unknown history teachers out there is high, and there is a level of engagement that doesn't hit the national headlines. For instance, there are regional events and organisations (the West Berkshire History Forum is an active example) that fight history's corner and strive to improve its teaching. However, I think there is indeed a risk of us falling into a conversation in an engaged bubble that has little impact on the outside world. I would guess that the current uncertainty and criticism of history teaching and teachers is more likely to cause withdrawl and resentment than it is engagement. My gut instinct is to follow the idea of McIntyre, and say that what teachers need is suggestions for practice, ideas played out in the classroom, which they can engage with on a professional level and yet which offer them immediate things to do and to try in their busy working day. My plan as a new HOD is to do this with my own department (I'll let you know!) I think you make a powerful argument here Esther, and my short answer is ‘I dont’ know’ where those teachers are.
I think we can take heart from Ofsted’s findings about history, and from the 30% of youngsters who choose history from a crowded market at GCSE. These things seem to suggest that, actually the quality of teaching from the unknown history teachers out there is high, and there is a level of engagement that doesn’t hit the national headlines. For instance, there are regional events and organisations (the West Berkshire History Forum is an active example) that fight history’s corner and strive to improve its teaching.
However, I think there is indeed a risk of us falling into a conversation in an engaged bubble that has little impact on the outside world. I would guess that the current uncertainty and criticism of history teaching and teachers is more likely to cause withdrawl and resentment than it is engagement.
My gut instinct is to follow the idea of McIntyre, and say that what teachers need is suggestions for practice, ideas played out in the classroom, which they can engage with on a professional level and yet which offer them immediate things to do and to try in their busy working day. My plan as a new HOD is to do this with my own department (I’ll let you know!)

]]> Comment on Debate on the History Curriculum at the IOE: The cracks in the common ground? by Esther Arnott http://www.onedamnthing.org.uk/?p=754#comment-37 Esther Arnott Tue, 20 Jul 2010 13:19:45 +0000 http://www.onedamnthing.org.uk/?p=754#comment-37 Hi Ed I too was at the debate, and think you've really captured the essence well. But I'd add a further 'crack' that was less obvious, unless we stand back from the hall itself in which we all sat last night. As I looked around the hall, what was clear was that there were many, many familiar faces... having just come back from the SHP Conference and seen many of those same faces, it made me begin to ponder: what of those 100s of history teachers who are untouched by these important debates and CPD opportunities? As a historian, I am able to appreciate that individuals can play a major role in affecting change (particularly of ideas), but the familiar individuals in the hall last night are also many of those who blog, tweet and write for TH, to name but a few of the communications that are harnessed. BUT, if we are going to protect history and all that's good it in, and continue to push it forwards as a pillar of great education, what of the 100s of history teachers who do NOT attend such debates, CPD events, read TH or people's blogs? What happens in their classrooms? What do they do when the door closes, and each becomes 'king of their castle', [partly] responsible for and moulding the minds of the future? Even the ground-breaking and insightful results of the HA survey - which, surely, every department has a vested interest in responding to - does not get responses from every department. Where are these teachers? What informs their thinking, planning, doing and reflection? Of course, I'm not trying to claim that these teachers are in some way ogres. Rather, there are 100s of history teachers out there (including primary teachers, the non-specialists, and those having to teach in project-based curriculums) and our bigger concern should be how we draw in these 'unknowns' to create a united, community of teaching professionals, who are nationally, regionally and locally engaged in debate: NOT just the familiar faces. Until we do this, our debates and reflections are at risk of preaching to the converted, and not reaching the whole community that we need to bring in if we are to really protect all that is good about history. All the best, Esther Hi Ed
I too was at the debate, and think you’ve really captured the essence well. But I’d add a further ‘crack’ that was less obvious, unless we stand back from the hall itself in which we all sat last night. As I looked around the hall, what was clear was that there were many, many familiar faces… having just come back from the SHP Conference and seen many of those same faces, it made me begin to ponder: what of those 100s of history teachers who are untouched by these important debates and CPD opportunities? As a historian, I am able to appreciate that individuals can play a major role in affecting change (particularly of ideas), but the familiar individuals in the hall last night are also many of those who blog, tweet and write for TH, to name but a few of the communications that are harnessed. BUT, if we are going to protect history and all that’s good it in, and continue to push it forwards as a pillar of great education, what of the 100s of history teachers who do NOT attend such debates, CPD events, read TH or people’s blogs? What happens in their classrooms? What do they do when the door closes, and each becomes ‘king of their castle’, [partly] responsible for and moulding the minds of the future? Even the ground-breaking and insightful results of the HA survey – which, surely, every department has a vested interest in responding to – does not get responses from every department. Where are these teachers? What informs their thinking, planning, doing and reflection? Of course, I’m not trying to claim that these teachers are in some way ogres. Rather, there are 100s of history teachers out there (including primary teachers, the non-specialists, and those having to teach in project-based curriculums) and our bigger concern should be how we draw in these ‘unknowns’ to create a united, community of teaching professionals, who are nationally, regionally and locally engaged in debate: NOT just the familiar faces. Until we do this, our debates and reflections are at risk of preaching to the converted, and not reaching the whole community that we need to bring in if we are to really protect all that is good about history.

All the best,
Esther

]]> Comment on Reading ITT Partnership by Ed Podesta http://www.onedamnthing.org.uk/?p=457#comment-27 Ed Podesta Sun, 17 Jan 2010 08:48:38 +0000 http://www.onedamnthing.org.uk/?p=457#comment-27 @Simon - I always credit you on the day! It's SUCH a great clip, and gets across the point exactly. You and I need to have a talk... @Simon – I always credit you on the day! It’s SUCH a great clip, and gets across the point exactly.

You and I need to have a talk…

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