PESTALOZZI Programme 26 28 September 2012 Nicosia Cyprus

PESTALOZZI Programme 26 -28 September 2012 Nicosia, Cyprus What does it mean to think historically? Promoting historical understanding in classrooms of mixed abilities and diverse backgrounds and developing channels of communication with the wider community So long! Till we meet again … online Chara Makriyianni

A look at our 3 day programme Chara Makriyianni

26 September 2012 Official Opening speech [Past, Present and Future of History Education in Cyprus with references to the work of the Council of Europe] by Mrs Olympia STYLIANOU, Permanent Secretary, Ministry of Education and Culture of Cyprus Introduction My story, Our stories: Getting to know each other and introducing each other to our education system with regards to history education by Dr Chara MAKRIYIANNI, Coordinator, Cyprus Pedagogical Institute, Ministry of Education and Culture Short presentations on each country’s history education aims and policy on the workshop theme by participants Presentation Children’s rights and the work on history education in Cyprus: community based initiatives for students of diverse backgrounds by Mrs Leda KOURSOUMBA, Commissioner for Children's Sweets, food, drinks exhibition – Let us taste, Let us drink! Presentation & Workshop What does it mean to think historically? Promoting historical understanding in classrooms of mixed abilities and diverse backgrounds and developing channels of communication with the wider community by Dr Richard John HARRIS, Lecturer in History Education, University of Reading/Council of Europe representative Chara Makriyianni

26 September 2012 Presentation History teaching and intergroup relations: the case of Cyprus by Dr Charis PSALTIS, Assistant Professor of Social and Developmental Psychology, Department of Psychology, University of Cyprus Presentation Curriculum theory and diverse classrooms: challenges for history education and 'A Look at our past' as an example of taking them up by Dr Stavroula PHILIPPOU, Lecturer of Curriculum and Instruction, Department of Education, University of Cyprus Presentation Τeaching and learning history to students of diverse backgrounds by Dr Eleni THEODOROU, Lecturer, Social Foundations of Education, The School of Arts & Education Sciences, European University Cyprus Discussion of the workshops’ main questions Workshop Modern History of Cyprus in the making – Promoting historical understanding in classrooms of mixed abilities and developing channels of communication with the wider community through the lens of the pioneers of Cypriot Photojournalism by Christos ARGYROU, Cyprus Chara Makriyianni. Institute Pedagogical

27 September 2012 Programme of the day A look at the Chirokitia archaeological site: examining, comparing and reflecting http: //www. khirokitia. org/english/neolithikos_oikismos. shtm Educational visit to Lefkara Primary and Secondary School: observing lessons getting a taste of traditional cypriot dancing and singing discussing with teachers and students “Home of the winds” Lunch • Experiencing/experimenting with tasting, singing, dancing, toasting, taking photos – Discussing Exploring the within-the-walls divided capital of Cyprus An alternative walk to get to know the neighborhood around the hotel: Ledra Street, the buildings along the Buffer zone, Ledra Palace, the Venetian Walls and the moat, with a stop at the Home for Cooperation by Marios EPAMINONDAS, Office for European and International Affairs, Ministry of Education and Culture of Cyprus Chara Makriyianni

Educational material Chara Makriyianni

28 September 2012 Museum education programme at the Leventis Municipal Museum Organised learning experience: an educational programme of the Ministry of Education and Culture by Kleo FLOURENTZOU & Georgia KARAVIOTOU, Museum Education, Ministry of Education and Culture Reflecting on the experience Workshop Promoting effectiveness for all students in mixed ability, diverse history classrooms through differentiated Instruction by Dr Stavroula VALIANDE, Cyprus Pedagogical Institute, Ministry of Education and Culture Workshop Musical encounters: teaching history and exploring diversity through music by Dr Antonia FORARI, Cyprus Pedagogical Institute, Ministry of Education and Culture PESTALOZZI Workshops Reflection Ways forward : online publication with contributions from participants and trainers Evaluation Questionnaire Council of Europe, Pestalozzi Certificates Closing Chara Makriyianni

Discipline of history ‘the most sophisticated and rational way so far available of handling life’ (Lee 2011, 64). Chara Makriyianni

What does it mean to think historically? Chara Makriyianni

Chara Makriyianni

Developing historical thinking 1. developing students’ knowledge of the past (What? ) 2. developing students’ knowledge and understanding of history as a disciplined form of thinking about: • the past • how we can construct knowledge about the past (How? ) Chara Makriyianni

Chara Makriyianni

What happened in the past? Chara Makriyianni

1. Developing substantive knowledge (a)knowledge of substantive concepts derived from a range of areas of knowledge (economics, politics, sociology, etc. ) that we use to make sense of the past e. g. ‘revolution’, ‘war’, ‘unemployment’, ‘social class’ etc. . Chara Makriyianni

1. Developing substantive knowledge (b)substantive knowledge of the past (past events, names, dates); Chara Makriyianni

1. Developing substantive knowledge (c )substantive knowledge of past concepts (e. g. ‘slave’, ‘divine right’, ‘king’ etc as understood in the time in question); Chara Makriyianni

Chara Makriyianni

Chara Makriyianni

2. How do we know/ learn about the past? Developing students’ understanding of the discipline of history Chara Makriyianni

How do students learn about the past? 1. developing understanding of disciplinary concepts/second order concepts (significance, evidence, empathy, causation, change and continuity, accounts, …). Chara Makriyianni

How do students learn about the past? 2. understanding historical enquiry – developing abilities Chara Makriyianni

How do students learn about the past? 3. developing dispositions relating to the disciplined exploration of the past. Chara Makriyianni

Being reflective about teacher’s and student’s positions as historical/ideological subjects 4. Developing productive forms of communication with our students and being aware of the factors that can hinder the development of such dialogue. Chara Makriyianni

What are we be contributing to? Chara Makriyianni

What does it mean to think historically? Promoting historical understanding in classrooms of mixed abilities and diverse backgrounds and developing channels of communication with the wider community PESTALOZZI Programme 26 -28 September 2012 Nicosia, Cyprus Two things I would like to share with my fellow PESTALOZZI participants: Chara Makriyianni

What does it mean to think historically? Promoting historical understanding in classrooms of mixed abilities and diverse backgrounds and developing channels of communication with the wider community PESTALOZZI Programme 26 -28 September 2012 Nicosia, Cyprus Two things I would like to take home, with me: Chara Makriyianni

Sharing knowledge Sharing good practice, teaching and learning ideas Establishing the basis for future cooperation in a Pestalozzi Network of History Teachers Concrete outcome: our online publication with contributions from participants and trainers. Chara Makriyianni

Award ceremony Chara Makriyianni

PESTALOZZI Programme 26 -28 September 2012 Nicosia, Cyprus What does it mean to think historically? Promoting historical understanding in classrooms of mixed abilities and diverse backgrounds and developing channels of communication with the wider community So long! Till we meet again … online Chara Makriyianni

What is mean to think historically? Some useful references Ashby, R. , & Lee, P. (1987). Children’s concepts of empathy and understanding in history. Στο C. Protal (επιμ. ). The history curriculum for teachers. London: The Falmer Press. Ashby, R. , Lee P. J. , & Shemilt D. (2005). Putting principles into practice: teaching and planning. Στο M. S. Donovan & J. D. Bransford (επιμ. ). How students learn: history, mathematics and science in the classroom. Washington DC: National Academy Press. Bhopal, K. , Harris, R. , and Rhamie, J. (2009) The teaching of 'race', diversity and inclusion on PGCE courses: a case study analysis of University of Southampton, Multiverse, TDA Burn, K. and Harris, R. (2009) HA Survey of English Secondary Schools. [Online] London: Historical Association. Available from: http: //www. history. org. uk/resources/general_resource_3249, 3262_14. html Burn, K. and Harris, R. (2010) Historical Association Survey of History in Schools in England 2010. [Online] London: Historical Association. Available from: http: //www. history. org. uk/resources/secondary_news_869. html Burn, K. and Harris, R. (2011) Historical Association Survey of History in Schools in England 2011. Available from: http: //www. history. org. uk/resources/secondary_news_1290. html Booth, M. (1987). Ages and Concepts: A Critique of the Piagetian Approach to History Teaching. Στο C. Protal (επιμ. ). The history curriculum for teachers. London: The Falmer Press. Bransford J. D, Brown A. L. , & Cocking R. R. (επιμ. ) (2000). How People Learn: Brain, Mind, Experience, and School. Washington DC: National Academy Press. Cooper, H. (2007). History 3 - 11: a guide for teachers. Oxford: David Fulton Publishers. Davis O. L. Jr. , Foster S. & Yeager E. (επιμ. ) (2001). Historical empathy and perspective taking in social studies. Boulder: Rowman and Littlefield. Dawson, I. (2010). Bits & Pieces: Using Clues to Reconstruct the Past. Στο Thinking History - Online activities and ‘issues’ on history teaching and learning. Πρόβαση: http: //www. thinkinghistory. co. uk/Activity. Base/ Bitsand. Pieces. Reconstruct. html [12 Ιουλίου 2011]. Dickinson A. K. & Lee, P. J. (1978). Understanding and Research. Στο A. K. Dickinson & P. J. Lee (επιμ. ). History Teaching and Historical Understanding. London: Heinman Educational Books. Dickinson, A. K. & Lee, P. J. (1984) Making sense of history. Στο A. K. Dickinson, P. J. Lee & P. J. Rogers (επιμ. ). Learning History. London: Heinman Educational Books. Dickinson, P. Gordon & P. J. Lee (επιμ. ) (2004). International review of history education, vol. 3: raising standards in history education. London: Woburn Press. Donovan, M. S. & Bransford, J. D. (επιμ. ) (2005). How Students Learn: history, mathematics and science in the classroom. Washington DC: National Academy Press. Foster, J. S. (2006). Whose history? Portrayal of immigrant groups in US history textbooks, 1800 - present. Στο S. J. Foster & K. A. Crawford (επιμ. ). What shall we tell the children? International Perspectives on school history textbooks. Greenwich, CT: Information Age Publishing. Hallam, N. R. (1967). Logical Thinking in History. Educational Review 19, σ. 183 - 202. Chara Makriyianni

Harris, R. (2011) History and Citizenship - unhappy bedfellows? In Davies, I. (ed) Debates in History Teaching. London: Routledge. Harris, R. , Harrison, S. and Mc. Fahn, R. (2012) Cross-curricular teaching and learning in the secondary school: Humanities. Abingdon: Routledge. Harris, R. and Clarke, G. (2011) Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers. Cambridge Journal of Education, 41 (2), 159 -175 Harris, R. (2011) Learning how to be a teacher - lessons the government needs to learn. Prospero, 17 (3), 28 -33. Harris, R. and Burn, K. (2010) Curriculum theory, curriculum policy and the problem of ill-disciplined thinking. Journal of Education Policy 26 (2), 245 -261. Harris, R. and Haydn, T. (2009) '30% is not bad considering. . . ' Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry. Teaching History, 134, 27 -35. Harris, R. and Haydn, T. (2012) What happens to a subject in a 'free market' curriculum: a study of secondary school history in the United Kingdom. Research Papers in Education (in press) Haydn, T. and Harris, R. (2010) Pupil perspectives on the purposes and benefits of studying history in high school: a view from the UK. Journal of Curriculum Studies, 42 (2), 241 -162. Kitson, & A. Pendry (επιμ. ) (2003). Understanding history teaching. London: Open University Press. Lee, P. & Ashby, R. (2000). Progression in Historical Understanding among Students Ages 7 - 14. Στο P. N. Stearns, P. Seixas & S. Wineburg (επιμ. ). Knowing, Teaching and Learning History: National and International Perspectives. New York & London: New York Press. Lee, P. J. (2004). Historical literacy: theory and research. International Journal of Historical Learning Teaching and Research, 5(1), σ. 1 -12. Lee, P. , Dickinson A. & Ashby, R. (2001). Children’s Ideas about Historical Exlpanation. Στο A. Lee, P. J. (1978). Explanation and understanding in history. Στο A. K. Dickinson & P. J. Lee (επιμ. ). History Teaching and Historical Understanding. London: Heinman Educational Books. Lee, P. J. (1992). History in schools: aims, purposes and approaches: A reply to John White. Στο P. J. Lee, J. Slater, P. Walsh & J, White. The Aims of School History: The National Curriculum and Beyond. London: Tufnell Press. Lee, P. J. (2005). Putting Principles into Practice: Understanding History. Στο M. S. Donovan & J. D. Bransford (επιμ. ). How Students Learn: history, mathematics and science in the classroom. Washington DC: National Academy Press. Lee, P. J. (2007). From National Canon to Historical Literacy. Στο M. Grever & S. Stuurman (επιμ. ). Beyond the Canon: History in the Twenty- First Century. Basingstoke: Palgrave Macmillan. Lee, P. J. & Ashby, R. (2001). Empathy, perspective taking, and rational understanding. Στο O. L. Davis Jr. , S. Foster & E. Yeager (επιμ. ). Historical empathy and perspective taking in social studies. Boulder: Rowman and Littlefield. Lee, P. J. & Howson, J. (2009). ‘Two out of five did not know that Henry VIII had six wives‘: History education, historical literacy and historical consciousness. Στο L. Symcox & A. Wilschut (επίμ. ). National history standards-The problem of the canon and the future of teaching history: Vol. 5. International Review of History Education. Charlotte: Information Age Publishing. Chara Makriyianni

Lee, P. J. & Shemlit, D. (2003). A scaffold not a cage: progression and progression models in history. Teaching History, 113, σ. 13 -23. Lévi-Strauss, C. (χ. χ. ). The View from Afar. Πρόσβαση: http: //unescoeducation. blogspot. com/2008_06_01_archive. html [10 Δεκεμβρίου 2010] Levstik, L. (2000). Articulating the silences: teachers’ and adolescents’ conceptions of historical significance. Στο P. Seixas, P. Stearns & S. Wineburg (επιμ. ). Knowing, teaching and learning history. New York: New York University Press. Levstik, L. (2001). Crossing the empty spaces. Στο O. L. Davis Jr. , S. Foster & E. Yeager (επιμ. ). Historical empathy and perspective taking in social studies. Boulder: Rowman and Littlefield. Levstik, L. S. (2006). The relationship between historical response and narrative in a sixth- grade classroom. Στο L. S. Levstik & K. C. Barton (επιμ. ). Researching History Education: History, Method and Context. New York and London: Routledge. Lloyd, B. , & Duveen, G. (1992). Gender identities and education: The impact of starting school. Hemel Hempsted, England: Harvester Wheatsheaf. Oakeshott, M. (1983). On history and other essays. Oxford: Basil Blackwell. Piaget, J. ([1932] 1965). The moral judgment of the child. London: Routledge. Piaget, J. ([1977] 1995). Sociological Studies. London: Routledge. Psaltis, C. Duveen, G & Perret-Clermont, A. N (2009). The social and the psychological: Structure and Context in Intellectual Development. Human Development, 52, σ. 291 -312. Psaltis, C. & Duveen, G. (2006). Social Relations and cognitive development: The influence of conversation types and representations of gender. European Journal of Social Psychology, 36, σ. 407 -430. Psaltis, C. & Duveen, G. (2007). Conversation types and conservation: Forms of recognition and cognitive development. British Journal of Developmental Psychology, 25, σ. 79 -102. Riley, C. (1999). Teaching History 97, Visual History Edition Journal. Seixas, P. (1993). Popular film and young people’s sunderstanding of the history of Native American- White relations. The History Teacher, 26 (3), σ. 351270. Shelmit, D. (1980). History 13 - 16 evaluation study. Edinburgh: Holmes Mc. Dougall. Shemilt, D. (1984). Beauty and the philosopher: Empathy in history and classroom. Στο A. K. Dickinson, P. J. Lee & P. J. Rogers (επιμ. ). Learning History. London: Heinman Educational Books. Shemilt, D. (2000). The caliph’s coin: the currency of narrative frameworks in history teaching. Στο P. Seixas, P. Stearns & S. Wineburg (επιμ. ). Knowing, teaching and learning history. New York: New York University Press. Smithsonian Museum. (1997). Collecting Their Thoughts: Using Museums as Resources for Student Writing. Online database Πρόσβαση: http: //www. smithsonianeducation. org/educators/lesson_plans/collect/crecla 0 a. htm [1 Ιουλίου 2011]. Steele, I. (1976). Developments in History Education. London: Open Books. UNICEF (1989). Σύμβαση για τα Δικαιώματα του Παιδιού. Μέρος Α΄, Άρθρο 2. Πρόσβαση: http: //www 2. ohchr. org/english/law/crc. htm [4Ιουλίου 2012]. Voss & M. Carretero (επιμ. ) (1998). Learning and reasoning in history: international review of history education volume 2. London: Woburn Press. Wertsch, J. & Rozin, M. (1998). The Russian Revolution: official and unofficial accounts. Στο J. Voss & M. Carretero (επιμ. ). Learning and reasoning in history: international review of history education, vol. 2. London: Woburn Press, σ. 39 -60. Wertsch, J. V. & Penuel, R. P. (1998). Historical representations as mediated action: official history as a tool. Στο J. Voss & M. Carretero (επιμ. ). Learning and reasoning in history: international review of history education, vol. 2. London: Woburn Press, σ. 23 -38. Wineburg, S. (2000). Making historical sense. Στο P. Seixas, P. Stearns & S. Wineburg (επιμ. ). Knowing, teaching and learning history. New York: New York University Press. Wineburg, S. (2001). Historical thinking and other unnatural acts. Philadelphia: Temple University Press. Wineburg, S. & Wilson, S. (2001). Models of wisdom in the teaching of history. Στο S. Wineburg Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia: Temple University Press. Yeager, E. A. & Foster, S. , J. (2001). The role of empathy in the development of historical understanding. Στο O. L. Davis Jr. , S. Foster & E. Yeager (επιμ. ). Historical empathy and perspective taking in social studies. Boulder: Rowman and Littlefield. Chara Makriyianni

Promoting historical understanding in classrooms of mixed abilities and diverse backgrounds and developing channels of communication with the wider community A few references Bracey, P. (2010) Teaching diversity in the history classroom. In: Davies, I. (ed. ) Debates in History Teaching. London: Routledge. pp. 172 -186. Chapman, A. , Perikleous, L. , Yakinthou, C. & Zincir Celal, R. (2011). Thinking Historically about Missing Persons: A Guide For Teachers. Nicosia: Association for Historical Dialogue and Research. Available at: http: //www. ahdr. info/educational_materials. php Council of Europe (2007) Teaching About Cultural Diversity Through History In Schools. Available at: http: //www. coe. int/t/dg 4/education/historyteaching/Source/Cooperation/Russian. Federation/RFreports 2007_en. pdf Harris, R. , Harrison, S. and Mc. Fahn, R. (2012) Cross-curricular teaching and learning in the secondary school: Humanities. Abingdon: Routledge. Harris, R. and Clarke, G. (2011) Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers. Cambridge Journal of Education, 41 (2), 159 -175 Harris, R. (2011) Learning how to be a teacher - lessons the government needs to learn. Prospero, 17 (3), 2833. Harris, R. and Burn, K. (2010) Curriculum theory, curriculum policy and the problem of ill-disciplined thinking. Journal of Education Policy 26 (2), 245 -261. Harris, R. and Haydn, T. (2009) '30% is not bad considering. . . ' Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry. Teaching History, 134, 27 -35. Harris, R. and Haydn, T. (2012) What happens to a subject in a 'free market' curriculum: a study of secondary school history in the United Kingdom. Research Papers in Education (in press) Kim, G. , Gutierrez, L. & Strom, M. (2011). Approaches to Teaching Diversity in Required History Courses. UCSD Muir Teaching Diversity Conference. Available at: http: //muir. ucsd. edu/diversity-matters/pdfs/Gutierrez. pdf Virtaa, A. (2009). Learning to teach history in culturally diverse classrooms. Intercultural Education, Vol. 20, Issue 4, pp. 285 -297 Chara Makriyianni