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

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
MakriyianniInstitute
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/ActivityBase/ BitsandPiecesReconstruct.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.
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Harris, R. (2011) History and Citizenship - unhappy bedfellows? In Davies, I. (ed) Debates in History Teaching.
London: Routledge.
Harris, R., Harrison, S. and McFahn, 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 McDougall.
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/crecla0a.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://www2.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
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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/dg4/education/historyteaching/Source/Cooperation/RussianFederation/RFreports2007_en.
pdf
Harris, R., Harrison, S. and McFahn, 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