Back to: History and Political Education
A variety of methods on how to teach History have been suggested in this Teacher’s Guide. All the methods suggested call for the full participation of the learners in all activities.
Learner-centered, as well as friendly methods have been proposed. Such methods help to motivate and enhance the learners’ understanding of our past.
However, you, as a practicing teacher, should be creative and innovative to identify other relevant methods that can motivate learners and allow them to participate in the learning process. In each chapter, different methods and approaches have been presented. You may supplement them with innovations to suit your class and school environment. The following are some of the methods and approaches that the teacher must put emphasis on:
- Field trips
- Group discussions
- Question and Answer
- Interviews
- Group work
- Participatory
- Project work
- Storytelling
- Presentations
- Brainstorming
- Guided discovery
- Vee-mapping
For effective use of these methods and approaches, a good knowledge of learner’s individual differences is important. Suit the methods to the learner’s individual differences.
Instructional Materials
Many instructional materials have been suggested in each chapter and as much as possible, to use low-cost or no-cost instructional materials. You can improvise, where necessary. The teaching and learning instructional materials should be planned before the lesson, and as much as possible involve learners in developing, gathering, making, caring for, and storing instructional materials such as maps.
Activities Each chapter has a series of activities in which both the teacher and the learners should be actively involved. Ensure that these activities are well-planned especially those that
require field trips. Many activities have been suggested for you, but you may adjust or supplement where necessary.
Assessment
The Learner’s Book Two has several activities. You should encourage learners to do these activities then mark, grade, and record, their marks as part of a continuous assessment. Necessary materials for attempting some of the activities should be provided for the learners. Answers to the exercises have been suggested.
Language Development
Senior Two students are children who have just left different primary schools, and some may have difficulties interpreting some statements. They, therefore, need assistance; however, historical terms should not be changed.
Learners with Special Needs
It is very important that you identify learners who need special attention the first time you enter the History class or meet new learners. Find out their areas of difficulty and concerns, that is, find out their individual learning challenges. This will give you a chance for proper placement and handling. Provide additional time or remedial teaching to the slow learners and extra work to those who are very fast. Give a chance to all learners to express themselves freely, regardless of their individual differences. Try as much as possible to make History more practical than theoretical.
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