Working with materials from the Stanford History Education Group’s Reading Like a Historian curriculum and Beyond the Bubble assessments, this introductory workshop focuses on four instructional practices central to inquiry-based history instruction. These include:
- Modeling historical thinking
- Facilitating classroom discourse
- Supporting students to develop evidence-based claims
- Assessing students’ historical thinking skills
Throughout the workshops sessions, teachers will have opportunities to experience and practice instructional activities in large and small groups. Additionally, teachers will work collaboratively to adapt and develop materials for their own classrooms.
Keywords: history, reading like a historian, SHEG, core practices, facilitating discourse, evidence-based claims
|Audience: Designed for middle school and high school History teachers and also suitable for those who teach Social Studies methods courses||
Dates & Times: Jul 31 - Aug 4, 2017
|Format of Course: In-person at Stanford University with follow-up virtual learning communities throughout the school year||
|Units: 3||Status: Registration opens Tuesday, Jan 17, 4:00p PT|
*Please note: The cost for this course includes morning coffee/tea service, lunch, and a reception. This cost does not include lodging or transportation. Please see the Festival Location, Lodging, & Transportation page.
Connecting teachers from around the globe to share and grow in teaching excellence. This course is part of the Stanford Teaching Festival (STF). The STF aims to bring together teachers from varied classrooms and contexts worldwide. Teachers participate in a common, in-person, high-quality professional learning experience over the summer, and are provided with the resources, tools, and support to engage and grow with one another in meaningful learning communities throughout the school year.
Joel Breakstone directs the Stanford History Education Group. He received his Ph.D. from the Stanford Graduate School of Education. Along with Mark Smith and Sam Wineburg, he led the development of SHEG's assessment website, Beyond the Bubble. He received the Larry Metcalf Exemplary Dissertation Award from the National Council for the Social Studies in 2014. He holds a B.A. in history from Brown University and a M.A. in Liberal Studies from Dartmouth College. After graduating college, he taught high school history in Vermont. His research focuses on how teachers use assessment data to inform instruction.
Brad Fogo is an Assistant Professor of Education at San Francisco State University. A public school history teacher for nine years, he holds a Ph.D. in Curriculum and Teacher Education from Stanford. As director of curriculum and professional development for the Stanford History Education Group (SHEG), Dr. Fogo was involved in the research and development of several SHEG projects and has worked with teachers throughout the country with the Reading Like A Historian curriculum. His B.A. in history is from the University of Wisconsin-Madison, and he holds an M.A. in history from the University of Montana
Sarah McGrew is a doctoral candidate in the Stanford Graduate School of Education and a project coordinator for the Stanford History Education Group. She earned a B.A. in Political Science and Education from Swarthmore College before completing the Stanford Teacher Education Program. After STEP, she taught world history in Washington, D.C., for five years. Her research focuses on teaching and assessing civic online reasoning in history/social studies classrooms.