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Pedagogy for history

Pedagogy means teaching: specifically, teacher actions that promote student learning. Effective history teachers use a variety of approaches to support student learning.

The New Zealand Curriculum offers generic information about effective pedagogy and describes a process for teaching as inquiry. This cyclical process provides a framework that can help you to plan strategically and respond to the effects of your teaching, that is, to think about how you’re teaching and whether it’s working. For example, is your teaching teacher directed or is it student directed; is it whole class, group work, or individual work; is it text centered, discussion based, or resource based?

How are you monitoring student engagement? How do you get feedback – do you informally conference with your students; do you conduct class surveys – online or paper based; do you recap the previous day’s work – if so, how do you do this, through quick quizzes, student response, or chalk and talk?

Teacher actions promoting student learning

This section discusses ways that you can support student learning in senior history. Topics include:

Readings and resource materials

Information about effective pedagogy, including the process for teaching as inquiry, can be found in The New Zealand Curriculum (pages 34–36).

Specific approaches or mechanisms for teaching the social sciences are described on pages 54–55 of Effective Pedagogy in Social Sciences/Tikanga ā Iwi: Best Evidence Synthesis Iteration [BES].

Online resources specific to history teaching are listed in the resources section of this guide.

Planning considerations for delivering history programmes in years 11, 12, or 13, or across all three years, are covered in the learning programme design section of this guide.

Assessment is discussed in The New Zealand Curriculum (pages 39–41).

Links for key online assessment resources are included in the resource section of this guide.

Last updated September 12, 2017



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