Designing a History Workshop to Teach Teacher Education Students to Develop Cognitively Complex Instructional Activities

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Designing a History Workshop to Teach Teacher
Education Students to Develop Cognitively
Complex Instructional Activities

• Corrie Orthober Ph.D., Bellarmine University

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History WorkshopMy presentation is similar to my
colleagues presentation on September 26, 2008
at the Kentucky Reading Association

• Dr. Cindy Gnadinger, Bellarmine University
• Sonya Burton, Bellarmine University

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What is History Workshop?

• A true workshop- students are constructing
  historical meaning
• A time and place for children to develop a
  critical lens in which to view the world
• A comprehensive interdisciplinary approach

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Benefits of History Workshop

• Topics/ issues are relevant to students and are
  highly motivational.
• History Workshop activities require cognitively
  complex thinking.
• Easily crosses all levels of Depth of Knowledge.
• Meets Kentucky Goals and Expectations found in
  the Combined Curriculum Documents.
• Meets NCSS standards.

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Components of the History Workshop

• Photographs
• Primary Sources
• Reading Center (Secondary sources, picture books,
  other texts)
• Art
• Poetry
• Word Study
• Literature Circles

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Components of the History Workshop

• Internet Research
• Artifacts
• Drama/ Readers Theatre
• Current Events
• Lecture/ Information sharing
• Writing
• Activism

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Within Each of the Components

• A mini-lesson may be taught
• Social Justice is the focus
• Reading, writing, viewing, listening, and
  speaking can be incorporated
• A hierarchy of skills are employed across the
  three domains cognitive, affective and
  kinesthetic
• Meaning is negotiated between the teacher and
  students

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Photographs

• Viewing, speaking, listening, writing
• Interpreting attitudes, feelings, beliefs
• Examining perspectives
• Can be obtained through collecting personal and
  family photo collections, ordering from companies
  (Jackdaws), online downloads (National Archives)

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Primary Sources

• Primary documents include
• Letters Journals
• Speeches, Diagrams, Posters
• Newspaper articles Advertisements
• Other non-print items (clothing household
  items)

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Reading Center

• Include a variety of text such as picture books,
  chapter books and secondary sources of
  information
• Should ensure that students have access to varied
  levels of reading material
• May wish to provide a reading log

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Art

• Art depicting the time period displayed for
  interpretation
• Students create their own art as a statement of
  their learning
• May wish to include various tools for artistic
  expression

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Poetry

• Include sample poems from the time period
• Include sample poems about the time period
• Include various forms of poetry
• Allow students to write their own poetry

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Word/ Vocabulary Study

• Students demonstrate meaning through word webs
• Engage in vocabulary development through various
  activities (List-Group-Label)

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Culture Circles

• Students read a variety of the same texts
  together and engage in literature discussions
  groups that
• -Critically examine the authors purpose,
• -Enrich their understanding of the era
  and
• actions of the people

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Technology/Internet

• Utilize research tools which provides access to
  resources all over the world
• Use other forms of media (DVD, CD, video clips)
• May wish to include music, movies, actual
  speeches through visual audio media

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Artifacts

• Provide opportunities for tactile exploration of
  the historical millieu
• Artifacts can be authentic from the time period
  or authentic reproductions of the time period.

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Drama/ Reader'sTheatre

• Examination of a milieu by conducting a
  dramatic reading
• Can use a Readers Theatre script of an entire
  book or a section of a book
• May use a picture book, speech,
• etc.

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Student Connections

• Students can make connections to past, present
  and future world events.
• Students can make comparisons to current events.

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Information Sharing

• Allow time in the workshop for sharing
  information
• Teacher may conduct a mini-lesson to start the
  workshop
• Students should have an avenue for sharing their
  learning (community sharing time, think-pair-
  share, message boards, blogging)

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Writing

• Woven in all parts of the History Workshop
• Students can engage in guided writing, shared
  writing, independent writing, etc.
• Appropriate avenues for students to write
  personal narratives as history, editorials, and
  informational pieces of writing.

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Action/ Activism

• Research and study activists of the time
• Make comparisons to activists/activism today
• Students become activists by developing

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Teacher Developed History Workshop

• Chose time period
• Chose Centers
• Teacher developed Centers
• Assessment for each Center
• NCSS Standards Kentucky Goals and Expectations
  found in the Combined Curriculum Documents
• Final Exam period experienced
• Civil Rights History Workshop

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Questions Discussion
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Corrie Orthobercorthober_at_bellarmine.edu
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Bloom, B. S., Englehart, M. D., Furst, E. J.,
Hill, W. H., Krathwohl, D. R. (1956). Taxonomy
of educational objectives, handbook I
Cognitive domain. New York McKay.Brown, C. S.
(1994). Connecting with the past History
workshop in middle and high schools. Heinemann.
Portsmouth, New Hampshire. Guskey, T. R.
(2005). Mapping the road to proficiency.
Educational Leadership, 63(3),
32-38. Jorgensen, K. L. (1993) History
workshop Reconstructing the past with elementary
students. Heinemann. Portsmouth, New Hampshire.
 Kifer, E. Orthober, C. (June, 2007).
Integrating teachers formative assessment with
state and national results. Presentation at the
CCSSO National Conference on Large- Scale
Assessment. Nashville, TN.  Orthober, C.,
Pollitt, S. S. Kifer, E. (2008, March)
Assessing 350 freshmen academy students within
a title I high school A formative assessment
methodology. Paper presented at the annual
meeting of the American Educational Research
Association, New York.