7 Categories and
items of the Teach-HTR instrument
Súsanna
Margrét Gestsdóttir, Carla van
Boxtel& Jannet van Drie
(2018). Teaching historical thinking
and reasoning: Construction of an observation instrument. British Educational Research Journal
The
teacher communicates learning objectives that focus on historical
thinking and reasoning goals.
The
teacher communicates learning objectives that focus on:
□
1. knowledge about historical thinking and reasoning strategies (e.g., how to
ask questions, examine sources, construct an argument), second-order concepts
(e.g., cause, change, evidence) and/or the nature of historical knowledge
(e.g., in history knowledge is constructed, it is often
insecure
and not fixed)
□
2. a deeper understanding of some historical phenomena (e.g., causes and
consequences, changes, significance)
□
The teacher communicates learning objectives that do not focus on historical
thinking and reasoning.
□
The teacher does not communicate learning objectives.
The
teacher demonstrates (components of) historical thinking and reasoning
(without an explanation or explicit instruction).
The
teacher…
□
3. asks historical questions, problematizes
□
4. provides historical context (e.g., time, place, developments, societal
characteristics/ contextualizes events, objects or actions of people in the
past)
□
5. makes clear that people in the past thought differently than we do now
□
6. makes causal connections (identifies causes and/or consequences)
□
7. discerns/ describes aspects of change and/or continuity
□
8. compares historical phenomena and/or periods (e.g., a comparison with the
present)
□
9. assigns historical significance to persons, places, events or developments
□
The teacher does not do any of this.
The
teacher uses historical sources to support historical thinking and
reasoning.
The
teacher
□
10. sources (e.g., who wrote the document?)
□
11. contextualizes
□
12. does a close reading of sources
□
13. compares information from different sources
□
14. evaluates the usefulness/reliability of sources in relation to a specific
question
□
15. uses information from a source as evidence in an interpretation/to support
a claim
□
uses historical documents, pictures and/or objects merely to illustrate the
content
□
makes no use of historical documents, pictures and/or objects
The
teacher makes clear that there are multiple perspectives and interpretations.
The
teacher
□
16. presents different historical interpretations, for example, of
causes/consequences,
changes,
historical significance, or shows that interpretations change through time
□
17. presents and explores the perspectives of different historical actors
regarding the same
event/in
the same period
□
18. presents two or more perspectives: local/regional/national/global
□
19. presents two or more perspectives: economic/political/sociocultural
□
20. makes clear that the perspective presented is only one of many or changes
through time
□
The teacher does not present multiple perspectives or interpretations.
The
teacher provides explicit instruction on historical thinking and
reasoning strategies.
The
teacher gives explicit instructions on how to
□
21. Contextualize the events or actions of people in the past/take a historical
perspective
□
22. explain historical phenomena
□
23. identify/describe processes of change and continuity
□
24. compare historical phenomena and/or periods
□
25. evaluate and use historical sources as evidence
□
26. assign historical significance to a person, place, event or development
□
27. identify multiple perspectives and interpretations
□
28. formulate arguments (pro and contra) and/or use evidence to support
viewpoints
□
The teacher does not do any of this.
The
teacher engages students in historical thinking and reasoning by
individual or group tasks.
Assignments
that require
□
29. asking historical questions, constructing a historical context, explaining,
comparing or
connecting
historical phenomena or concepts, describing aspects of change and continuity,
assigning
historical significance, and describing/comparing multiple perspectives and
interpretations
□
30. the evaluation of historical sources
□
31. argumentation: supporting claims about the past or sources with arguments
□
Tasks do not ask for any of the above.
□
Students do not engage in tasks.
The
teacher engages students in historical thinking and reasoning by a whole
class discussion.
A
whole class discussion
□
32. in which students are provoked to think/reason historically in order to
activate prior
knowledge
and/or to deepen a particular topic
□
33. in which the teacher debriefs tasks and requires students to verbalize (and
compare or
evaluate)
their historical thinking and reasoning
□
The whole class discussion does not ask for any of the above.
□
Students do not engage in a whole class discussion.
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