History as an oral subject: Pedagoical Link-Making. The history teacher using subject specific language.

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History as an oral subject

PEDAGOGICAL LINK-MAKING The history teacher using subject specific language

Margit Eva Jensen 19 May, 2021

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University College Copenhagen 2

Session 5G History 10.15-11.45

10.15: Welcome/Margit

Presentations:

10.20–10.40: Margit Eva Jensen 10.40-11.00: Nina Mård

11.00-11.20:

Silvia Edling 11.20-11.40: Maria Deldén

Oscar Björk – not present Ulrikke Rindal – not present 11.40-11.45: Closing/Margit

Thursday, March 24, 2022

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History: an oral subject in the Danish primary and lower secondary school

History compulsory subject:

grade 3 – grade 9

After grade 9: an oral examination

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School reform 2014

History curriculum

3 areas of competences

1) Chronology and a framework of a past 1) Chronology and a

framework of a past 2) Working with sources

2) Working with

sources 3) Uses of History 3) Uses of History

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Socio-cultural understanding of learning Neil Mercer (2008)

Language is our prime tool for making collective sense of experience (…)

Talk with a teacher and with other students, is

perhaps the most important means for ensuring that a student’s engagement in a series of activities

contributes to his or her developing understanding (…)

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Pedagogical link-making (Phil Scott et al., 2012)

Form 1:

To support knowledge building

Form 1:

To support knowledge building

Form 2:

To promote continuity

Form 2:

To promote continuity

Form 3:

To encourage emotional engagement

Form 3:

To encourage

emotional

engagement

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Remodeling the key concept: Pedagogical link-making from teaching science to teaching history

(Havekes et al., 2017)

Link-making to support co-

construction of knowledge of history 1. Making links between everyday and

scientific ways of explaining 2. Making links to concepts 3. Making links to real world

phenomena (museum artefacts) 4. Making links as scaling between

the 3 competences: history as a past, as sourcing, and as use of history.

Link-making to support co-

construction of knowledge over time

1. on micro levels: within a lesson 2. meso levels: within a unit

3. macro levels: across units

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Zooming out. What did they talk about in form 6?

9 Area of Competence 1:

History as chronology Area of competence 2:

History as working with sources

Area of competence 3 Worling with uses of

history

31 of 31

moduler 17 of 31

moduler 5 of 31

moduler

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Zooming in: Scaling - Pedagogical link-making to support knowledge building

September 2016. A guided tour at The National Museum : The Triangular Trade and the Slavetrade

Lasted 75 minutes and had 12 stops where the museumguide told a story or did an activity with the students.

The guided tour was told from the POV of a slave.

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Zooming in March 2017: Teaching Uses of History and The slave trade

Pedagogical link-making as scaling between history as a knowledge of a past and history as knowledge of uses of history

At the museum, September 2016:

History as knowledge of a past.

In class, March 2017: History as knowledge about uses of a past

Place: Classroom

Co-construction of knowledge:

Showing examples of uses of history in:

* Animated films

* Pictures

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Educational cartoon: Slavetrade (DR 2016)

Students critical remarks on use of history It looks like slaves jumping happily onboard There are no white people at all

It’s because it was black people who captured the slaves and sold them But it wasn’t black people who sailed the ships across the ocean

The black people didn’t own the ships.

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Illustration: On board (DR 2016)

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Students critical comments on uses of history

It looks like a slave smoking a cigarette blowing smoke out of the porthole Yea, it looks like happy slaves enjoying the crossing

There is far too much space

Where is all the poo and pee and vomit we were told about?

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Findings: Interactions in classroom seen as ‘long converstions’

Mercer (2008)

As learning is a process that

happens over time, and learning is mediated through dialogue, we

need to study dialogue over time to understand how learning happens and why certain learning outcomes result

The study shows how the teacher lengthens and deepens scientific conversations in class by making links on a macro level between

different competences and different kinds of knowledge of history.

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Implications of this empirical case-study

Little research har been done on oracy in history

classes.We know history teachers tend to speak a lot and for too long (Dyste,1998, Nielsen 1998).

How do we teach history teachers to guide calssroom discussions?

The curriculum presribes that the teachers must teach competences in uses of history but there is very little research on how to do it.

We need to develop methods and didactical tools to teach competences in uses of history both creatively and critically from class 3 till 9.