יום ראשון, 9 ביוני 2019


 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□ uses historical documents, pictures and/or objects merely to illustrate the content
□ makes no use of historical documents, pictures and/or objects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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