This is easy, and I can see a huge range of applications.  In a recent lesson I taught using wiki (which in itself wasn’t totally successful) I made individual worksheets that contained; personalised instructions, a list of resources tailored to the personalised task of each students and login and password information.  Each student needed different instructions (depending on their topic).  Obviously they all needed differe

Wow - a wiki that works!

Jane Shuyska from the Department of Education at Oxford Uni has been showing my year 9 class (whom I call Marwick cos I can't retain the complicated computer numbers that they go by in the school timetable) the wiki / mind map combination she's working on called "thinkspace".  Jane is doing some research as to how / if students use this combination to aid their learning in history.

I've been asked to do some thinking about using video in the history classroom.  It seems to me that there are several ways.:

This Page will contain a set of links to material about using video in history lessons, and for homework.

Why do it?

It's often useful to introduce students to the requirements of the exam, so that they understand what it takes to write (and it is usually write) a successful piece of examined work.

Past Answers

You know, from the radio show!

== The basic game ==

This could be an excellent plenary session, especially in small groups.  The subject matter is written on cards, that are shuffled and placed on a deck.  Participants draw a card and have to talk for a minute on that subject.

== Make it harder ==

You could strictly follow the rules of the radio game, where participants must talk for a minute without:

- Repetition (other than the exact words on the card),- Deviation (saying something untrue or silly)- Hesitation (umming or erring).

You could choose which rules you're going to follow, and which you're not. 

Use movement or a tableau to "show me a concept".

This often works best with groups further down the years, but occasionally a group of 6th formers will get into it.  The basic idea is that the students are put in groups and given a concept (or sometimes concepts) to represent.  They're only allowed to use their bodies, no probs, no signs and, most importantly, no talking, to illustrate the concept.  They have to illustrate it using up to 45 seconds of movement and ending with a strong "still" picture.

When using concepts that are new to the students then scaffolding materials, texts, pictures have to be used to help the students access the concept, otherwise this is an excellent way of revising or looking at topics from another angle.

This book will contain activities that I and others use in their history teaching.  They'll mostly be generic, with perhaps some links to specifc schemes of work where they have been used.