"Do We Have to Read 'All' of This?" Encouraging Students to Read for Understanding

What's the hardest part of history? Heads of Year 9 at options time seem depressingly clear--"Don't do history, there's too much writing." David Hellier and Helen Richards show that at The Green School it is reading that used to be the problem. At every level students found...

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Bibliographic Details
Published in:Teaching history (London) 2005-03 (118), p.44
Main Authors: Hellier, David, Richards, Helen
Format: Article
Language:English
Subjects:
Academic Achievement
Behavioral Objectives
Classroom Environment
Educational Practices
Educational Strategies
England (London)
Foreign Countries
Historical Interpretation
History
History education
History Instruction
Independent Study
Individualized Instruction
Learning
Learning Activities
Learning Motivation
Reading
Reading Habits
Reading Processes
Reading Skills
Reading Strategies
Secondary School Students
Students
Teaching Methods
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Summary:What's the hardest part of history? Heads of Year 9 at options time seem depressingly clear--"Don't do history, there's too much writing." David Hellier and Helen Richards show that at The Green School it is reading that used to be the problem. At every level students found it difficult to assimilate, transform and use information by reading it. The problem was most obvious at post-16 level, where spoon-feeding information is simply impossible. Hellier and Richards have found a solution involving changes not merely to their teaching of GCSE and AS/A2 courses, but to their practice across the school. They recommend a range of strategies designed to promote guided, purposeful reading. They show us how they have built up a culture of reading within their department. They demonstrate that their students do not merely read for reading's sake: they read for understanding.
ISSN:0040-0610
2398-1571