Adult Education, History Social Science

Introduction

 

This report will provide a detailed insight into the subject matter of history along with the learning assessments associated with it. Learning curriculum has always been held of high regards due to its potential influence on students and enabling them in gaining an articulate learning experience. In the current scenario, with increasing development of highly adept learning curiculum, it has become quintessential for the knowledge seekers or the teachers to integrate them in their teaching strategies for enabling the students gain an in-depth knowledge of the entire subject matter. In this report, the prevailing delivery modes for teaching history will also be discussed in a comprehensive way in alignment with the learning outcome. Moreover, the description regarding the learning activities will also be highlighted in relation with the learning outcome.

A Brief Profile of the Students and an evidence based analysis of how well the subject or course meets their needs

 

Students who have enrolled themselves for studying history are the ones who have a profound zeal for developing an in-depth knowledge of understanding other cultures. They have this inquisitiveness in themselves to gain a comprehensive understanding of change and the way the society in which, they are prevailingly living has come into being. They are ardent knowledge seekers of the past, which have resulted in the formation of the present. They are the ones who are inquisitive to analyze the rationale for the changes, which have taken place within various societies along with their significances.

As per the opinion of Loewen (2018), for the appeasement of the profound ardor, which the students have developed towards history for gaining an in-depth knowledge of the past, history programmes have been conducted. In those programmes, students have are explained the divergence of cultures and the reasons behind the diversities along with some cultures being antagonistic and some being not. The students are offered productive classes, in which a comprehensive discussion on the entire influences regarding historical trends, occurrences as well artefacts on the globe. This will assist them in appeasing their inquisitiveness to know the change along with the establishment of the norms of the present societies. As pointed out by Godfrey et al. (2016), History is a vast subject blended well with a comprehensive explanation of different cultures and the past, which has paved the way for the present. Henceforth, students develop interests for varied subject matters, which are within the subject. This leads us to provide the students with opportunities of developing dissertations based on specialized options as per their interests.

An analysis of the current delivery methods

 

The students are provided with In-Person delivery or Face-to-face delivery along with Electronic Delivery and Blended Delivery.

In-Person Delivery- As per my observations, this is the most widespread and obvious form of teaching, everyone is familiar with. Based on my analysis, this is the most effective way of delivering constructive lectures to the students. Face to face, delivery enables the students to solve their queries right at the moment by asking the faculties. Besides, as per the analysis of Balwant (2016), both the students as well as the faculties are enabled to engage in constructive individual discussions along with group discussions, which result in the collection of various point of views thereby leading to an effective session and the appeasement of various questions raised. Moreover, according to Stearns (2018), another effective feature pioneered by the face-to-face delivery is that, students are provided with high quality learning materials, premeditated student activities as well as engagement along with a strong learner support.

Electronic Delivery: Based on my experience, electronic delivery is highly effective mode of learning in the prevailing era. Students are given the opportunities to enroll into learning irrespective of time and place due to its time along with location flexibility. Hilliard (2015) has said that students gain the opportunity of studying from abode with flexible timetables. Besides, it paves way for opportunities to students to gain in-depth knowledge individually.

Blended Delivery: As per my understandings, this is a highly effective method of teaching in the prevailing era where the students are provided with the opportunities of attending classes where they receive quality lectures and study materials along with additional course correlated contents through audio, visual or other means for assisting the classroom coaching. As opined by Tynan, Ryan & Lamont?Mills (2015), the content is received by the learners through two types of delivery methods.

A description of the learning activities and how they relate to the learning outcome

As per my evaluation, students are more prone towards interactive teaching since they are enabled to gain the views of the faculties and incorporate their own views to have a productive understanding. As per the views of Dogra et al. (2016), teachers provide the students with various learning activities, which include student-student interactive sessions, teacher-student interactive sessions, the usage of visuals, video and audio along with a buzz sessions.

Teacher-Student Interactive learning activities: In this regard, the history students are provided with the opportunity to get their hands on the quality materials along with lectures of the faculties who have engaged themselves in unveiling various sources regarding the study and have spent their crucial years in conducting researches on the subject matter. Based on the opinion of Ashman & Conway (2017), I think that this enables the history students in gaining an in-depth knowledge on the subject by incorporating the perspectives of the eminent faculties.

Usage of visuals, video and audio: In accordance with the opinion of Jamieson & Tuckey (2017), I have developed a perception that listening to the long lectures and noting down pivotal class notes can end up being monotonous. History is a subject, which becomes more interesting if provided with visuals, video and audio from several leafs of the past era. Henceforth, providing the students with each one of those assist them analyze the subject matter in a comprehensive and an interesting way.

Buzz Sessions: This is an interactive way of learning where the students are encouraged to engage in discussions with the faculties. In this regard, as rightly pointed out by Limniou & Mansfield (2019), the students are provided with the opportunities to input their own perspectives on the subject matter along with gathering others’ perspectives as well thereby leading to a constructive understanding.

An analysis of why the learning activities are appropriate for the context

As per my understanding, the students of history will be able to come up with a comprehensive understanding of several cultures as well as civilizations from the student teacher learning Interactive activities by gaining quality materials from the teachers. Besides, they will also be able to engage in interactive sessions through which, they will able to gain the perspectives of the teachers along with incorporating their own ones for a detailed understanding of the past.

I have evaluated in alignment with the opinion of Levstik & Barton (2018), who has said that history is a depiction of the past, which requires substantial evidence thereby necessitating the requirements of visuals, videos and audios from the past. Henceforth, providing history students with all of these will result in drawing attention from them.

Buzz Sessions, as per my viewpoints is highly indispensable in history classes since it leads the students in gaining a detailed understanding of the subject by incorporating others perspectives along with sharing their own.

I have understood that providing the history students the opportunities to develop dissertation on their areas of interest will be highly constructive since this will enable them in conducting research in those areas of interest in the future.

An analysis of how well the assessment tasks are aligned with the outcomes and learning activities.

 

1. Peer Quizzes: As per my observations, this enables the students to come up with questions related to the content of history and then ask questions to each other for heightening their understanding. For instance- students ask each other questions related to various civilizations within their course to have a clear understanding.
2. Journal: As opined by Nilson (2016), I have understood that it is highly effective since students are provided with the opportunities to journal concerning five most intriguing key points they have gathered during the lessons.
3. Quick Quotable: I have understood that it enables the history students in gathering five or six regarding their most envied findings from the notable historians and depict their own interpretations.

An analysis of how well the assessment tasks are aligned to current learning theory

Based on the opinion of Harvey (2017), Cognitive Behavioral Theory depicts the role regarding cognition or knowing for the determination along with prediction of the behavioral pattern regarding an individual. As per this learning theory, the individuals imbibe the tendencies to incorporate observational learning. In terms of history students, they are given the opportunities of delving in per quizzes as well as journals in observing the perceptions of others. In terms of reproduction, the students delving with history are provided with a comfortable environment where they can access materials including study materials, viewpoints of others from effective discussions along with visuals for motivating themselves for the retention of knowledge.

In context to Self-efficacy, the learning assessment in history enables them in students in giving explanations on their gained understanding for having a comprehensive knowledge. 

 

Figure 1: Cognitive Behavior Theory

(Source: Harvey, 2017)

Recommendations

For a comprehensive understanding of the subject, learning curriculum needs to be more proficient. Henceforth, few recommendations have been provided:

• The course modalities need to be varied for including web improved learning for the creation of blended learning environment. The superior web based system for learning history can be utilized for enabling the students in gaining a comprehensive understanding of the subject online. This will be highly effective since the students will be provided with productive online resources, which the leadership instructors will post for assisting students in fulfilling their specific needs. Concisely, collaborative learning needs to be executed

Conclusion

It can be concluded that the students of history will be able to come up with a comprehensive understanding of several cultures as well as civilizations from the student teacher learning Interactive activities by gaining quality materials from the teachers. Buzz Sessions, is highly indispensable in history classes since it leads the students in gaining a detailed understanding of the subject by incorporating others perspectives along with sharing their own.

 

Reference List

Ashman, A. F., & Conway, R. N. (2017). Using cognitive methods in the classroom. Routledge.

Balwant, P. T. (2016). Transformational instructor?leadership in higher education teaching: a meta?analytic review and research agenda. Journal of Leadership Studies, 9(4), 20-42.

Dogra, N., Bhatti, F., Ertubey, C., Kelly, M., Rowlands, A., Singh, D., & Turner, M. (2016). Teaching diversity to medical undergraduates: curriculum development, delivery and assessment. AMEE GUIDE No. 103. Medical teacher, 38(4), 323-337.

Farmer, R. F., & Chapman, A. L. (2016). Behavioral interventions in cognitive behavior therapy: Practical guidance for putting theory into action. American Psychological Association.

Godfrey, P. C., Hassard, J., O’Connor, E. S., Rowlinson, M., & Ruef, M. (2016). What is organizational history? Toward a creative synthesis of history and organization studies. Academy of Management Review, 41(4), 590-608.

Harvey, D. (2017). Conceptual and measurement problems in the cognitive-behavioral approach to location theory. In Routledge Revivals: Behavioral Problems in Geography (1969) (pp. 35-67). Routledge.

Hilliard, A. T. (2015). Global Blended Learning Practices for Teaching and Learning, Leadership and Professional Development. Journal of International Education Research, 11(3), 179-188.

Jamieson, S. D., & Tuckey, M. R. (2017). Mindfulness interventions in the workplace: A critique of the current state of the literature. Journal of occupational health psychology, 22(2), 180.

Levstik, L. S., & Barton, K. C. (2018). Researching history education: Theory, method, and context. Routledge.

Limniou, M., & Mansfield, R. (2019). Engage Students with Research-Teaching Nexus Activities and Support Their Skills Development.

Loewen, J. W. (2018). Teaching what really happened: How to avoid the tyranny of textbooks and get students excited about doing history. Teachers College Press.

Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors. John Wiley & Sons.

Stearns, P. N. (2018). Exploring Culture Change: a New Path for History Teaching. The Historian, 80(2), 219.

Tynan, B., Ryan, Y., & Lamont?Mills, A. (2015). Examining workload models in online and blended teaching. British Journal of Educational Technology, 46(1), 5-15.