Teaching for Historical Understanding (TfHU): Developing a Discipline-based Curriculum Model at Tanjong Katong Secondary School, pp. 9 of 17

2) The second consideration that took place involved asking questions concerning acceptable evidence of student learning. After identifying the broader purpose of the topic to be taught, the teachers considered the means to collect evidence to demonstrate that students have acquired the historical knowledge, understanding or dispositions and proficiency in the historical skills identified. Some questions that helped them with the planning and design include:

What are some possible ongoing assessment opportunities?

Consider:

  • What performance task or assessment opportunities can I use to gather information about student understanding?
  • Will the evidence of learning come in the form of completed short activities, or will there be a larger culminating project?
  • What criteria will help me and my students figure out what they do/do not understand?
  • How can I give students feedback on their progress toward developing understanding?
  • How can I help students assess their own work? 

3) The third consideration that took place involved planning the most appropriate activities and selecting (or crafting) relevant resources that can help students achieve the stated learning/understanding goals. In considering the best teaching and learning activities, the teachers took into account important aspects such as classroom profiles, academic levels, ability levels, students’ stage of intellectual development, and so on. In ensuring that the activities designed could cater to a range of learning styles and academic aptitudes, teachers considered some of the questions below:  

An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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