Encouraging talk in history lessons in the secondary classroom

Abstract

The aim of this study was to observe and analyse how students collaborate through 'talk' in History lessons. The activities were conducted within a framework of 'New History' teaching approach. This approach gives more space to autonomous learning and students are encouraged to discover things for themselves. This research was carried out in the state secondary school in Gozo. The focus of this study was particularly on pupils' conversations as they discussed historical sources. From the activities aimed at Form 1, Form 3 and Form 5 students, it was evident that the students were not much used to the 'New History' approach and in particular to speaking in class. This was apparent from the difficulties they found to speak when they were presented with picture sources and asked to discuss them. On the other hand, the most fulfilling aspect of the research was that students were quite collaborative in this research and some of them eventually did not refrain from speaking. In fact, most of the groups managed to come to very interesting conclusions from their own discussions especially towards the end of the same discussions, even though they found it hard at the beginning of the research process. Students' discussions were analysed and graded according to a set criteria. It became evident through analysis that with the right support, students do provide 'meaningful talk' during history activities. Their conversations were very revealing when it came to assessing their historic understanding.