Ensure feedback is timely, ongoing, instructive and purposeful.
Feedback may relate to misunderstandings and common alternative conceptions. In this unit this may include:
• Students may believe that everyone experienced the past in the same way. Explain to students that each person's experience is unique and the same event can be experienced in many different ways.
• Students may think that the past is a story made of fixed facts. Explain to students that because people's experiences are different, the way they tell stories of what is happening can be different too, so the 'facts' they record can be different and interpreted in different ways.
• Students may believe that every change in the past was for the good - they see change as progress. Explain to students that sometimes things change for the better, sometimes for the worse and it can affect different people in different ways.
• Students may believe that history is learned only by reading books. Explain to students that we can learn about the past from people, natural and built places in the community, photographs, newspapers, oral histories, recordings, diaries and letters.
• Students may think that events in the past happened by chance or 'fate'. Explain to students that decisions made and actions taken by people influence events.
• Students may think that history is only in the past and is 'finished'. Explain to students that the actions and decisions we take now are already a part of history.
• Students may believe that when change happens, it is always quick. Explain that some changes can be immediate and dramatic, while others can occur slowly and can be difficult to observe while they are happening.
• Students may think that history is about events that occurred a long time ago rather than the ongoing story of peoples' lives. Explain that by studying the past and how people and places have changed, using the historical inquiry process, we are better able to appreciate the present and face future challenges.
Use feedback to inform future teaching and learning.
What do your students already know and what do your students need to learn? Consider the individual needs of your students -
including ESL, gifted and talented, and students requiring additional support.
Start where students are at and differentiate teaching and learning to support the learning needs of all students. Plan and
document how you will cater for individual learning needs.
The learning experiences within this unit can be differentiated by increasing the: