Lecturer: Mrs. Dian McCallum
Prerequisite: None
Class Sessions: Tues. 9:00 – 11:00 am; Thurs. 10:00 – 11:00 am
Semester 1
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Objectives of Course
This course is intended to meet the training needs of both experienced teachers and beginning teacher trainees for an understanding of the issues involved in being a professional teacher and the knowledge, skill and attitudes necessary to become an effective teacher of history. The course also explores some relevant contemporary issues in education such as literacy across the curriculum and gender as they relate to the teaching and learning of history.

The course will also examine issues which are becoming increasingly important in the professional preparation of teachers; these are reflective practice and teacher research or action research. Specifically, the course will encourage and enable participants to:
• Discuss their perspectives on the teaching and learning of history
• Engage in reflective practice and inquiry – about their personal theories of teaching and learning in history, how these were shaped and how they influence their teaching styles and expectations they have of learners
• Examine the qualities and competencies that the professional teacher of history should possess and consider the key issues affecting teacher professionalism
• Explore the meaning of literacy in history and gender issues in the writing, teaching and learning of history
• Acquire competence in the teaching of history in accordance with its nature
• Conduct action research to improve practice and as a part of their professional responsibility

How the course is conducted
This course requires much reading, participation and interaction among its participants. We will consider current issues/trends in teacher education as a part of a case study approach to an understanding of the realities of teaching and how these can inform teacher preparation particularly in the field of history education. As far as possible some of these realities will be examined from a local and international perspective.

Course Lecturer: Mrs. Dian McCallum
Prerequisite: ED39E
Class Sessions: Tues. 1:00 – 3:00 pm., Thurs. 11:00 – 12:00 pm.
Semester: 1

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Objectives of Course

This course is designed to equip participants with the knowledge and skills necessary to design and administer a variety of assessment instruments to assess achievement in history. At the heart of this assessment process however will be an understanding of the purposes and functions of assessment and the different forms that assessment in history can take. This is to ensure that purpose/functions of assessment will inform the type of assessment instruments used to assess achievement in history.

Of equal importance is the development of the skills and competencies needed to examine and evaluate students’ performance in history and the ability to relate assessment items to the objectives of instruction and the nature of history.

A definite emphasis will be placed on current assessment practices of examination bodies such as the Caribbean Examination Council (CXC), in the form of its school-based assessments (SBA’s). Students will be exposed to the nature of this type of assessment, the rationale behind it and the concept of continuous assessment which it embodies. In this course therefore, students will:

Examine the purposes/functions of assessment in history teaching and learning.
Examine the various forms or modes of assessment – both traditional and alternative – and the purposes for which each can be used.
Engage in the process of developing and administering a range of assessment instruments in history
Examine and evaluate students performance in history .
Critically review current practices (locally and internationally) in assessing achievement in history (specific focus on school based assessments) .

COURSE OUTLINE

Course Lecturer:
Prerequisite: None
Class Sessions: Mon. 1:00 – 3:00pm; Wed. 12:00 – 1:00pm
Semester: 1

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Objectives of Course

The course is designed to facilitate and promote students’ knowledge and understanding of the historian’s craft by engaging them in a spirited inquiry into the nature of the discipline. In essence, students will:
1. Examine the essential aspects of the nature of history
2. Examine the origins, and demands of the ‘new history’
3. Identify the main types of historical sources and their distinct features
4. Assess the implications of the nature of history for the teaching and learning of the discipline
5. Practice the methods and skills of the historian

A primary and underlying objective of the course is to expose students to the range of skills possessed by the practicing historian and how knowledge of these can help classroom teachers to structure their history lessons in keeping with the nature of the discipline. To fulfill this objective requires a level of responsibility, participation and preparation for sessions on the part of every student.

It is an absolute requirement that you read through this course outline thoroughly and on a regular basis. It will be your main guide throughout the course. Be reminded too that history is a reading subject!

Conduct of Sessions – There will be three sessions per week. The double sessions will be used for formal presentations, viewing of film, field visit etc. The single session will be utilized for practical activities

Course Lecturer: Mrs. Dian McCallum
Co-requisite: ED29L

Class Sessions: Mon. 9:00-11:00; Wed. 1:00-2:00

Semester: 1

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Objectives of Course

This course is about the teaching of history; it explores the various ways of teaching the discipline against the background of the theories of learning and their relevance and applicability to the teaching/learning process. The course will expose students to the essential theoretical knowledge and pedagogical skills which will enhance and provide the basis for the continuous development and refinement of their classroom teaching skills. The course will therefore enable students to:
• Explore ways of teaching history
• Examine the principal theories of learning and the implications for classroom practice
• Plan for instruction
• Demonstrate competence in the essential teaching skills
• Monitor and evaluate progress in history

Lecturer: Mrs. Dian McCallum
Prerequisites: None
Class Sessions: Tues. 10:00 – 12:00 & Thurs. 9 – 10
Semester: 2

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Course Description

Local/Community History takes us into the communities of Jamaica – your communities and provides an opportunity for you to investigate some aspect of these communities. It might be an individual, a family, business, an institution, a landmark etc. The aim is to see how the local history is reflected or not in the general or national history of Jamaica.

This course will lead you to the realisation that significant chunks of the nation’s history exist in either physical – as in an old structure/institution/site – or non-written/oral forms. These are destined to be lost if attempts are not made to record and capture the evidence of our material culture and to tap into the oral accounts of persons who witnessed or participated in an event before it is too late. The collective studies of individual communities which are shared in the classroom, is one way in which the course allows for a more expanded knowledge of the country.

Along with the theoretical knowledge of the methods and skills of the local/community/oral historian, the field activities and assignment project will provide the opportunity for the practice and honing of skills. Although the course has no prerequisites, it draws on your knowledge of the nature of history. It therefore opens the way for you to understand the challenges which historians face as they grapple with incomplete, fragmentary and unreliable sources.

On the other side of things, historians, also come across a plethora of sources – varying in type – the landscape, archaeology, artefacts, oral history, a variety of written forms, (letters, diaries, newspapers, official documents etc.) from which they must select. Finally, they also face the challenges of analysis and interpretation as they attempt to communicate in writing the results of their investigation. Thus you have entered into a course which is filled with time consuming and sometimes physically strenuous activities. It provides you with the opportunity however, to demonstrate one of the most fundamental attributes which this option promotes – the methods and skills of the historian.

Course Objectives: By the end of this course you will be able to–
Identify some of the most significant aspects of Jamaica’s cultural heritage.
Identify the variety of sources from which evidence for local/community history can be obtained.
Extract pertinent information from a variety of sources of local/community history.
Plan and implement a local/community history study or field trip/investigation.
Use different methods of collecting data for a local/community/oral history study/project.
Do an oral history project .
Present data from a field investigation/exercise using a variety of media.

Generally you will be sensitized to the value of local history study and will explore the implications of this for understanding historical developments, generating interest in history and the appreciation of a people’s heritage

Sessions and Outline of Content

Course Lecturer: Dian McCallum (Mrs.)

Prequisite: ED29L

Class Session: Mon. 9:00 – 11:00 & Thur. 11:00 – 12:00

Semester: 2

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Course Description
The course is intended to provide the theoretical foundations necessary for an understanding of curriculum issues especially as they relate to the place of history in the curriculum of secondary schools. As teachers of history how well can you justify the presence of history in the school’s curriculum? Can you convince parents and students alike that the study of history is a worthwhile pursuit even if they are unable to determine its economic/utilitarian value?

What is the country’s and the schools’philosophy of education? Who decides on what should constitute the curriculum of schools? What are some of the factors which impinge on the development of curriculum? What are some of the well-known theories behind curriculum development? Who decides on the aims, objectives and content of the curriculum? How and why are changes made in the curriculum of schools? Are students and teachers involved in the decision making process where the curriculum is concerned? And why should subject teachers be involved in curriculum development and change in addition to their chief role as curriculum implementers.

From the questions posed it should become evident that this course is relevant and integral to the history education programme. Teachers of history must be able to convince themselves that they are practitioners in a worthwhile field of endeavour before they can convince their students about the usefulness and relevance of historical studies. Having an understanding of what goes into the curriculum development process and the role that teachers should play will provide them with the confidence to interpret a given curriculum correctly, engage in curriculum development activities and initiate curriculum change.

This course therefore relates integrally to others in the programme. Understanding the history curriculum is largely dependent on one’s knowledge and understanding of the nature of history and how to teach the discipline using the appropriate methods and resources.

The course combines a variety of modes of instruction – lectures/presentation by course leader and students, group activities (jigsaw learning and poster session) and guest presentation.

Course Objectives - at the completion of the course you would have:
1. Examined the reasons for studying history and the contribution history makes to human development
2. Examined the implications of studying history for curriculum planning
3. Explored:
a) The various interpretations of the concept ‘curriculum’
b) The different contexts in which the concept – curriculum – is used
c) Models of curriculum planning
d) The theories – philosophical, sociological and psychological - which inform curriculum development
e) The stages in the curriculum development process
f) The teacher’s role in curriculum development, implementation and change
4. Examined the history curriculum at the secondary level