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What are the most effective project-based and collaborative methods for teaching historical research?

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Historical research is not only a valuable skill for historians, but also for students who want to develop critical thinking, communication, and creativity. However, teaching historical research can be challenging, especially if you want to engage your students with authentic and meaningful tasks. In this article, you will learn about some of the most effective project-based and collaborative methods for teaching historical research, and how to implement them in your classroom.

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1 Project-based learning

Project-based learning (PBL) is a student-centered approach that involves designing and conducting a complex inquiry on a real-world problem or question. This approach encourages students to explore multiple sources, perspectives, and interpretations, as well as to create and present their own arguments and evidence. To successfully implement PBL in your history class, you need to select a relevant and challenging topic that aligns with your curriculum and interests your students. Additionally, you must define a clear and open-ended driving question that guides the inquiry and the final product. Furthermore, you should provide scaffolding and support for your students to plan, research, analyze, and synthesize information from various sources. You should also facilitate collaboration and feedback among your students and with external experts or audiences. Finally, it is important to assess your students' learning outcomes and process skills, as well as their final products and presentations.

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Domokos Erika

Primary School Teacher at Liceul Teoretic Brassai Sámuel
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If we choose a relevant real-world problem, provide necessary resources, and encourage collaboration, critical thinking, and inquiry among students, they become highly engaged due to the real-world relevance and hands-on nature of the project. The teacher must remain flexible and adaptable throughout the process, fostering improved teamwork, communication, and collaboration among students while working on the project.

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2 Collaborative inquiry

Collaborative inquiry is a method that involves working with others to investigate a common question or issue, and to share and refine ideas and findings. This approach can help enhance your students' historical research skills by fostering a culture of dialogue, critique, and reflection, as well as introducing them to diverse and conflicting viewpoints. To implement collaborative inquiry in your history class, you should form small groups of students with varying backgrounds, interests, and abilities. Assign each group a specific aspect or sub-question of a broader historical topic or theme. Encourage the students to generate their own questions, hypotheses, and strategies for research. Provide resources and guidance for them to access and evaluate primary and secondary sources. Additionally, promote communication and collaboration within and across groups using online tools or face-to-face interactions. Finally, ask your students to synthesize and present their findings and arguments to the whole class or a wider audience.

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3 Digital storytelling

Digital storytelling is a method that involves creating and sharing multimedia narratives that combine text, images, audio, and video. This method can boost your students' historical research skills by engaging them in storytelling as a form of historical interpretation and representation, as well as by developing their digital literacy and creativity. To implement digital storytelling in your history class, you should select a historical topic or theme that lends itself to storytelling, such as personal experiences, events, or issues. Guide your students to identify and research a specific story or perspective related to the topic or theme, and help them write a script that captures the main elements and emotions of the story with the use of historical evidence and imagination. Additionally, assist them to choose and edit appropriate media elements, such as photos, maps, music, or voice-overs, to enhance their story. Teach your students how to use digital tools like online platforms or software for creating and publishing their stories. Finally, invite your students to share and comment on each other's stories and reflect on their historical research and storytelling process.

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4 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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Adrián López Cabana

??????Docente FPE Servicios Socioculturales | ?? Experto en E-learning | Teleformación | Mediación Comunicativa | Atención Sociosanitaria | Integración Social
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Durante la pandemia se flexibilizaron los criterios para la obtención de los certificados de profesionalidad, permitiendo sustituir el módulo de PNL por un proyecto en el aula. El grupo con el que estaba trabajando ese momento era alumnado del Certificado de Profesionalidad de Atención Sociosanitaria en Instituciones. Con el fin de poner en práctica todas las realizaciones profesionales, adaptamos las instalaciones de manera que simularan los espacios de la residencia. El alumnado asumió un rol profesional figurado, de forma que "atendían" hipotéticos usuarios en un contexto cambiante en el que se les iban presentando diferentes retos que debían solucionar documentándose y aplicando estrategias de intervención.

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What are the most effective project-based and collaborative methods for teaching historical research?

1

2

3

4

1 Project-based learning

2 Collaborative inquiry

3 Digital storytelling

4 Here’s what else to consider

Teaching

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What are the most effective project-based and collaborative methods for teaching historical research?

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4

1 Project-based learning

2 Collaborative inquiry

3 Digital storytelling

4 Here’s what else to consider

Teaching

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