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Hello I teach in a secondary school. I often use short videos to teach history, or photographs or images that I analyze in class with students BYOD. Like this: http://www.iisfalcone-righi.gov.it/giotto-francesco-predica-davanti-a-onorio-iii/

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On my lessons I try to develop students` critical thinking and make lessons more intereactive. Also my students like different role-plays, quizzes and quests. Also I try to engage moder technologie on my lessons, and my students make presentations and historical cartoons.

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My teaching method is rather traditional, but I try to improve it in a number of ways. I often ask students to do in autonomy detailed studies of some topics of their interest that they will report to the classroom, and to produce an abstract that will be studied by their classmates. Sometimes I arrange the class so that they can do their researches during lesson hours, but this is not so frequent. Many times I try to make more engaging their study by comparing or linking some historical processes to current facts, of which they have heard or read.

Also reading documents, or also newspapers, published at the time in which historical event happened makes them more motivated and feel like they are living in thea period. Moreover, I find it is important helping them to become aware that an historical fact can be viewed in different ways, so I bring often to them historical studies that present different points of view.

The implementation of CLIL methodology, in these last two years, is helping me to find methods by which students can be made more active and can enjoy the lesson.

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History teaching was one of the core areas of the project Interculturalism and the Bologna Process, is an EU funded project managed by European Commission Liaison Office and implemented by the Council of Europe.
The objectives of a fruitful historical method can be summarized in this way: "Historical analysis that allows for the development of critical thinking skills needs sources, and students need to ask questions to sources and find information in the material that the teacher has chosen or that the textbook offers. Using this methodology, students will assess historical change and continuity, face different interpretations and perspectives, and understand the complexity of causation and the difficulties of selecting evidence. Studying history improves decision-making
and judgment."
http://www.theewc.org/uploads/content/archive/History_teaching_today_manual_1.pdf

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I teach English in a secondary technical school and I like to make my lessons more lively using movies ,videos, songs , and internet sites.History is the red wire that crossing time links humanity all over the world and that's way when I teach I try to put together language and historical aspects of culture using all the tools I can find to make students interested in the things they are learning.Using Englis is just a way to expess their ideas,feelings ,curiosities about the 'stories' that history is full of. One of the websites I frequently use is: www.schoolhistory.co.uk.

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I am a primary school teacher and I have changed my teaching of History the last few years since I have included more interactive games, quizes, presentations, flipped classroom ( my pupils love it!) and several movies and clips about the lesson taught. Pictures, virtual visits to museums and visits to nearby Archeological museums add an interesting side to learning about our history.

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This is how I try to work in History class, although time is always a pressure.

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I teach History and History CLIL in a technical school. we don't have a lab history . The books, map mind, you tube and power point, photos and letter are principal tools that I use in class. It is important also the discussion with my students to check the feedback . In History CLIL I use a lot the videos on bbc, they are very good and useful.

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I teach History of Culture. And during my teaching I faced with several problems such as lack of books and interest of students. But I try to make it different lesson. I use lots of visual aids (card, pictures, photos, short films). I noticed that my every lesson has visual aids. My students are also found of making of crosswords and illustrating albums which are related to our thems.

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Hello everybody.I'm secondary and high school teacher. I teach history, geography and citizenship. I usually use for teaching history mind mapping, documentaries, some part of films , puzzles, crosswords activities and powerpoint or prezi presentation.

We also prepare a lot of school trip for example our main trip;

fist year at secondary school -Ephesus (this city is in the UNESCO World Heritage List)

second year - Bergama/Pergamon (this city is in the UNESCO World Heritage List)

third year - Çanakkale (this is one of the front line which use at first World War)

forth year - Ankara (this is our capital city)

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Hello to all. I'm primary school teacher (pupils are 9 years old) and I teach Italian, English, History and Art. I use for teaching History some parts of films (like Alexander, La guerre du feu and others... it depends of the topics: prehistory, Greeek, Romans...), books (non only textbooks but history books for children or some parts of books for adults), maps, photos...

Then I ask to students to read and underline information related to location, period, food, clothing, economic activities, religion.. and rewrite everything in a new test, with pictures. They have make a maps of the culture of the community that they studied.

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I use for teachink short movies,photos and maps.For evaluation i use quizzes , puzzles and quizzes from computer whoi calculate the score.As homework my students create essay and powerpoint prezentations..

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I usually use in my video classes, generating debates and dialogues; presentations by students, and currently Scratch promoting creativity and imagination of students

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My teaching of History is corely based on narration and directed dialogue. Then I try to enliven it with brainstorming, role play and critical thinking activities mostly through dialogue and the teaching of historical sources taken from the coursebook or from other sources. I also make use of You tube videos, documentary extracts and music videos taken from movie soundtracks either in direct relation to the content to ease the understanding of it or integrated as links inside teaching scenarios and work sheets.

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Even though I studied Classics( there is always History in the ancient Grek and Latin texts) I loved History only after I started teaching History.ICT tools like 3D visits, videos, webquests, timelines etc changed my whole approach.I must confess that I've never stopped using sources like texts, photos etc.So, I try to combine them.

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I teach Music History to my 13 year old students in a Bilingual Section (so I give my lessons in English)

Using CLIL methodology I have to attend both the content and the language and this makes everything more challenging.
I use videos (documentaries and films -Amadeus, The red violin, Immortal beloved-, audio files and real documents (letters, news...)
I use timelines a lot (but not digital ones, so far)
They have to prepare presentations about specific composers and, since two years ago, we are organizing a crosscurricular activity (English/Music) on which students have to work and give a presentatin about a specific opera (introducing historical facts of the composer, the librettist, the settings...)

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I like to teach History with projects and educational field trips to museums the national archives. This will not change.

The fact that has changed is that I use more technology. I use slideshare, wikipedia, youtube and documentaries.

Future change: Teaching History with game based learning.

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Depending on the historical period I use videos, historical films, documentaries, Power Point presentations, role playing.

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I think the most important change in my history teaching has been the use of ICT. I've always been teaching history using primary sources, bibliography, literature, movies, timelines, c-maps, field-trips and I've been applying problem solving methods or developing critical thinking strategies. Lately, I prefer project based learning (mostly etwinning projects), the web (webquests), software of interactive boards (it's just convenient, nothing much more than that). Students seem to be interested in learning with ICT but I must confess it's difficult to teach both in an interesting and at the same time "effective" way, if you have to follow self-contradicting curricula and meet the demands of very conservative exam systems.

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I teach in a Primary School. Nowadays it's very important to update our method of teaching, because our students are native digitals: they use tablets, mobiles, electronic games, computers and they are actracted by electronic tools. In order to enter in "their world" teachers must keep up to date. We have no choice.

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The skills of the 21st century are associated with increased use of information technology in the work of the teacher of History: virtual historical maps; presentations; collaboration and other.

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I teach in a Vocational School, which means that most of my students are mainly interested in practical subjects and think that History is "just another useless thing we have to do". Getting them interested can be a struggle and I usually have to forget a solid, theoretical approach. I have to switch to lots of discussions in order to find connections and comparisons between past and present, making links with today's life and problems, arising questions etc. This is the only way to make History more meaningful for them. Besides, I also use visual tools (videos, pictures, mindmaps) and CLIL classes in order to enhance a more active learning methodology.

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I always try to find ways to make my lesson attractive to students. New technologies are interesting tools to teach. I try to use new technologies and a lot of historical videos. Sometimes I ask from my students to watch a historical movie and after to make a presentation. My goal is to make my students active. So, they have to make project following the rules of the scientific research and after they must make a presentation to the other students.

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I'm a primary teacher and I teach history to students aged 10. This year they will study historical fact from the ancient Greek to the Romans. My approach starts first with the information from the books, then they tell me if they have heard some of those information in other situation. Then we watch video, we read notes and see pictures as resources. Sometimes we use historical events of our territory and the students try to collect information, that then they tell to the rest of the class.

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I think that history is very important for the quality of our life. History will show the way of a better life if we understand the past. This is what I want my students learn. Critical thinking, have their own opinion and support it, understandnis of the situation and the position of the people. How do I work? Group work, maps, working on sources, play roles, small videos which help our goals, crosswords made by the students or other games. I try to engage them in Knowledge and be a part of the period we work on. I have realised that they learn better when they play. So I try to play with them. They become person they choose, they talk, they write a scene based on sources. They try to find solutions in problems and they grow up their phantasy. Comics is a powerfull tool,too.

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Methods applied are certainly dependent on the age group. As I mostly teach students who are 14 and older, I must say that I strongly agree with Maxime and Christian. Without sources no history. I do believe that history is one of the most important subjects to learn critical thinking (in a political sense); in the first place, this means reading. And from a student's point of view, this often is the problem of history as a subject. Reading and critical thinking - that's hard work, require a lot of effort, and many students would rather spare the trouble. So my question is what I can do to entice students to read and analyse and identify perspectives and bias ... sometimes creating a product can help. For example, last year I used Glogster - interactive posters - in the classroom (iPad); students of Year 9 created "glogs" about various aspects of World War I. These posters can also be printed and put on a gallery; a QR Code helps to find the original glog with the interactive elements. The result: an appealing exhibition, of which the students are proud. But at the beginning was a lot of reading and thinking. The problem: very time-consuming - so you could ask: is it justified to invest so much time in one topic of the curriculum at the cost of others, which are at least equally important?

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I strongly believe that our students are fed up with history school book and they want for sure something more interesting and innovative in the teaching method. I noticed that when my students have to work in groups in order to edit the available sources (articles, letters, paintings…), to think critically, to solve problems, to draw maps, to make historical timeline, or to participate in roleplay games concerning the facts or the actions of specific persons, they enjoy the history lesson and they learn much more than to just memorize information. I also noticed that when we visit local monuments concerning the local history, they love to investigate historical places using their tablets to take photos and make videos and this has an important impact in the way they face the history lesson. Lately I decided to use comics in history teaching, because I believe that since children love to read comics, it would be more attractive for them the history lesson. How could my students develop their digital skills in history lesson in this way? By writing their own historical comics using web 2.0 tools.

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Hello friends, Tomas speach is really truthfull!!! I think that it doesn´t dependant on age of the group, but the most important is the way or method how we " invite students to the problem" and then the whole process of activities. There isnť an important topic but only a method. I think that you can speak about the Great war with 10 years old students as well as with 18 years, but always you should find the best method, how to do it. In my history lessons there is the biggest problem , that students very often can't imagine things and situatios which are familiar to us. Sometimes it is a basic meening of the word. They know it in general, but they donť know the wider or narower connotations of this word. I like useing of thinking maps in the beginning of topic. It a first sign for me.... Next step is using many sources, often devided to groups of possitive things and negative things of the topic ( authentic photos, videos, letters, documents). Students are devided also to the groups, they study alll these things and discuss. They statements become from their resorces. They finally recognised a problem of interpretation of history from many points of wiew.

The new technologies brings us great tools for innovative, creative and imaginative teaching. It a new reality and we should recspect it, because our students has already gone this way.....

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Use of internet resources. Virtual visits in historical places. well organised ive visits in local museums.

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I agree with everything that told Tomas in the video, and when he says that innovation in school is difficult, it is true, I in my school lot continuously with my colleagues to make them understand how important it is innovation, and push their to having a new vision, a new way to be open and to promote collaboration, it's really difficult to convince someone who refuses to change.

I also teach other subjects and try to be how much  innovative much as possible, I like to use  and to do to use my students the technological tools, and I realize that they work with more enthusiasm and interest. What they Tomas has reported on teacher saying "unite the story to technology, it brings to life the

content and involves students making them curious, and by lighting a spark of curiosity in them, leads them to explore more to find out more of historical events ", I think is true, but the most important thing is that you have to believe in innovation.

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Hallo every body.

I teach Greek and History in greek lyceum (students aged 16-18) for 20 years now.

I have also tought Art History in university classes for 10 years.

I use mainly power-point presentations.

I believe that the method is important but the most important af all for a history teacher is knowing profoundly his subject, been able to explain, respond to questions, inspire discussions, beeng able to be "into the point".

I like reading history books, watching documentary videos in youtube, find history sources in litterature or in films.

I like history, so I can teach history in a way that makes students like history too....

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Hallo, I teach Greek and History for 20 years now in greek lyceum (students aged 16-18). I have also tought in University classes Art History.

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Roleplay games

group work

project-based and problem solving teaching

inquiry based learning

experiantial learning

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We still need to teach our students to think critically. They still need to know how to find relevant and reliable sources and to use digital tools and resources efficiently. They still need to know how to differentiate between primary and secondary sources and how to assess the validity and reliability of these sources. And they still need to know how to analyze and interpret information, how to evaluate conflicting sources, and how to use historical thinking in order to make an argument or a thesis... The search for information, analysis, discussion, role-play game, project -based teaching...

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I would like teach my students how to using sources: validate information, synthesize information, communicate and collaborate with information and problem solve.

At the beginning of the lesson, ask my students the key question to which we seek an answer. Then they are research, analyze, evaluation and the end create (answer, opinion).

I’m focused on skills: literacy as a basic skill, as well as entrepreneurship, multilingualism, and digital skills as transversal skills. The students working mini-research projects following the rules of the scientific research (research different resources of knowledge – books, the internet, oral tradition, scientific articles, museum exhibitions, various localities). They work in groups or pairs to develop a sense of responsibility.

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I try to use many videos, also I started a project of learning objects online that I present to my students using a personali website. I ask many questions to create doubts and inference. I think that a we need to give the students a general idea of important events and phenomenons is but what I find much more important is to make students understand connections, relationships between facts and between past and present.

http://laienamagra.jimdo.com

http://giragira.org/LO_exelearning/gengiskhan/

LO stands for learning Object SCORM also good for elearning platforms such as moodle

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Well, I think we should teach in a more playful way as kids can't stand narration for a long time. So, I try to teach in a theatrical way, that is stress meanings through expression and body language, set questions in a problem solving form and talk about facts through pictures.

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I try to teach using the inquiry based learning method and to make non googleable questions in order to promote problem solving and critical thinking but students are used to old fashioned style of learning which is familiar to them and feel more self confident for their knowledge.They are afraid of risking or bored to think sometimes...

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Methods of teaching must be adapted to the times in which we live. We need to prepare students for the labor market that fits the needs of the 21st century. Our teaching should develop skills for the 21st century. It is desirable to use in the classroom as much technology that we have available. However, a major problem is that some schools don't have access to modern technologies.

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I strongly agree with Maxime. And I have to say that I strongly disagree with the notion "it is not about facts anymore". It is. Yet we may change the ways we teach facts. For me analyzing sources is the bread and butter of history. Prompting students to think critically, identify bias in a source and reconstruct history are cornerstones to source analysis. However, history is also about understanding the "bigger picture", it is the skills to embed sources in a certain narrative. These narratives are fact-based. Yet we can change ways of presenting those narratives (see below)

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I don't think that teaching history has really changed : as in the past, we still need to teach using sources, as it is how we know history. To me, the goal of a history class is not that much about teaching dates, concepts, etc., even though I think it's important. The goal is to help our pupils to understand how to read sources, to understand what they mean, to help them see the connection between things we study in the past and things that are happening nowadays. And I really don't thing that's something new in the teaching of history.

However, the tools used to teach it are different. And the « pupils » methods used to study those sources are different. Indeed, we can't have our pupils stydu a document the same way we would have done 50 years ago, as obviously the world has changed ! So, we need to have a more active pedagogy, involve the kids in the work : have them study sources, like in the past, but have a funnier and more moderne way of having them giving report of what they've learned : a poster, a interactive timeline, a video, etc.

Once again, those tools are tools, not means : if you think that a history class will be better just because you use an iPad, you're wrong. But if you really cogitate a lot about how to teach a subject, how to make it interesting, how to have your pupils understand it, then, an iPad could be a great tool to have them collaborate on the given work for example.

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My great passion is History and although I'm a primary school teacher which means I teach all subjects,I always put a lot of attention on History lessons.After many years of searching what would be the best way to teach small kids about History matters I discovered that some good pictures of a statue ,classical paintings ,objects in a museum ,drawings and pictures in general are ideal to work with younger students.They are fascinated with producing their own sculpures made of plaster or other arts and crafts.All the museums here in Greece offer digital programmes especially made in order to use children's imagination and creativity.We do the activities they suggest in class by using the technology tools offered.

Another thing that I prefer to do ,is to put emphasis in local History.So,by visiting a historical building or a bridge that there is in the kids' residental area where students see the monument from a close distance, take photos ,collect information and present them in class in groups children learn much more than using just a book inside the classroom.And the most fascinating thing about it is that they discover historical knowledge.They don't just find it ready.

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First I want to say that I totally agree with Marta La Monaco, because this is what I learnt is that the connection of history with the present times make it so interesting for students. I always ask my student to feel a little bit like the people in other historical periods, it needs a lot of work sometimes to have an answer, but they realize that they can do that and this is very important.

The video about the renaissance in history was really interesting, but we work in schools, in which we are not free to innovate whatever we think that it is not working in the best way. Students do not like to learn only with books, but the tests and the grades have to concern to the books.

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I’ve been teaching History since 2012. My whole approach has changed tremendously ever since. I was taught at university that teaching History all comes down to applying the theories of History didactics as well as sources, sources, sources … Frankly spoken, I didn’t enjoy my teacher training very much. But then I started teaching History at school and everything started to change. During my practical training I used to have a brilliant mentor who inspired me and taught me the ‘real’ basics of History didactics. As a matter of fact, she was the first person to ever fill me in on teaching principles such as student-centeredness, creativity, and age-appropriate lessons. All of a sudden I took so much pleasure in teaching History. In a way, you can say I really got more than I bargained for. On the other hand, my mentor (we still work together, which is great) told me that my practical teacher training felt like a given-and-take situation for her because I taught her how to use short videos and PowerPoint presentations. In conclusion, you can say that we changed each other’s way of teaching by collaborating. In my opinion, dates, numbers and facts are no longer important. It is much more important for me to inspire my pupils by making them change perspective(s) to empathise, and by encouraging them to use their imagination as vehicle to access the past. Technology such as videos, online tutorials, Web 2.0 tools, … can definitely help to achieve this goal.

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I've been teaching History since 2002; before this time I studied Prehistory and I worked as an archeologist. So, now I think that it's necessary a great passion to discover humanity in each historical period, comparing all of them with our life today, with our little or great actions. New tecnologies are interesting tools to teach, but are tools! We cannot involve students in Histoy without feeling "life" in it; we need to connect the past with the present ever and ever. Students need to know that studing history gives them more freedom. I've been learning to offer them even more "contemporary life" studing the past and to stimulate their critical mind as much as possible.