using the following information answer the the question below

Question

1.Critically discuss what teaching strategies and approaches you would employ when teaching a grade 12 history classes that consisted of a majority of progressed learners.

The chronological
approach is exactly
what its name
implies: the study
of history from one
point in time to
another point in
time.
Teachers start with
one event or date
and move forward
throughout history.
When the chronologic approach
is applied the class becomes
linear.
ADVANTAGES OF
CHRONOLOGIC
APPROACH
Another advantage of the
chronological approach is that
transitions are smooth from unit
to unit
the chronological approach
offers more structure with
clearer starting and ending
points
 In an attempt to make sure that the end point is
met teachers may rush through certain units in
order to make it to the end.
 The chronological approach is not exclusively but
can be seen as very teacher-focused
 There is less work for students to complete when
the class is already structured. While students can
give opinions and research various events, the
fact of the matter is that the class will generally
stay on course and not diverge to focus on
matters that interest students
 The chronological approach can also be limiting
when it comes to assignments given.
TEXTBOOK USE IN
CHRONOLOGIC APPROACH
 With the availability of textbooks, the
temptation exists to just teach from the
textbook.
 Instead of preparing elaborate
assignments and projects it becomes
much easier for teachers to simply
assign a section of the textbook to be
read by students.
 These textbooks can also be hurtful
when only the typical rote-learning
premade tests are used to assess
students.
MULTICULTURAL
TEACHING APPROACH IN
HISTORY
 History education is one of the effective
media for multicultural education in
schools.
 The idea of multicultural teaching is
relevant for countries with social diversity
such as South Africa
 Awareness of teacher’s own culture and
that shapes perceptions of learners.
 Organise teaching strategies accordingly – teaching history in its full complexity
 Consider the lens of the learners and
broaden perspective

Answer 1

When teaching a Grade 12 history class predominantly composed of progressed learners, it becomes essential to adopt teaching strategies and approaches that can effectively engage students and deepen their understanding of historical concepts. Here are some methods to consider, integrating both chronological and multicultural approaches, while addressing the characteristics of progressed learners:

1. Blended Approach

Utilizing both chronological and multicultural teaching methods facilitates a well-rounded exploration of history. While a chronological approach delivers a structured framework for studying historical events and their sequence, a multicultural lens adds depth and diverse perspectives, which is crucial for comprehensively understanding history. This dual approach ensures that students are not only learning about events in order but also examining their broader implications and impacts on various cultures and communities.

2. Active Learning Strategies

Progressed learners benefit greatly from active learning techniques that encourage participation and critical thinking. Consider employing strategies such as:

• Debates and Discussions: Facilitate classroom debates on significant historical events or decisions, promoting multiple viewpoints. This method cultivates critical thinking and examination of bias within historical narratives.

• Group Projects: Encourage collaborative projects that require students to research different cultural perspectives on a historical event. This will help them learn from each other while also broadening their understanding of the past.

• Role-Playing: Use simulations or role-playing activities to immerse students in historical contexts. Assign roles based on different cultural perspectives to foster empathy and understanding of diverse experiences throughout history.

3. Integration of Technology

Incorporating technological tools can engage progressed learners and support differentiated instruction. Use multimedia resources such as:

• Interactive Timelines: Employ digital timelines to help students visualize historical events. This can clarify the chronological structure while also allowing students to explore connections between events.

• Online Research: Encourage students to access a variety of resources beyond the textbook. They can explore primary sources, personal accounts, or multimedia archives that represent diverse historical narratives.

4. Project-Based Learning (PBL)

Implement PBL as a strategy to encourage deeper engagement with history. Present students with complex questions or problems related to historical events that require research, creativity, and critical thinking to solve. This approach not only ensures understanding but also fosters skills such as collaboration, communication, and innovation.

5. Differentiated Instruction

Recognizing the varied strengths and interests of progressed learners, differentiate instruction by offering choices in assignments. For example:

• Choice of Projects: Allow students to select their preferred method of demonstrating their learning—whether through essays, presentations, or creative projects, such as creating a documentary or designing a digital exhibit.

• Tiered Assignments: Develop assignments of varying difficulty levels on the same topic, enabling students to engage at their appropriate level of challenge.

6. Culturally Responsive Teaching

Incorporate elements of students' backgrounds into the curriculum. This can involve:

• Personal History Projects: Invite students to connect course content with their personal or family histories, thereby emphasizing the relevance and importance of history in understanding one's identity and culture.

• Inviting Guest Speakers: Bring in individuals from diverse backgrounds to speak about their historical narratives or experiences, allowing students to gain firsthand perspectives that challenge conventional historical accounts.

7. Assessment Variety

Finally, employ a range of assessment methods to evaluate student understanding. Instead of relying solely on traditional tests, incorporate:

• Reflective Journals: Encourage students to maintain journals reflecting on their learning, thoughts, and personal connections to historical content.

• Portfolios: Have students compile a portfolio of their work over the course, showcasing their understanding of various historical themes and their analytical skills.

Conclusion

Adopting a multifaceted and student-centered approach is key when teaching progressed learners in a Grade 12 history class. By balancing chronological and multicultural methods while employing diverse strategies, teachers can foster an inclusive, engaging, and dynamic learning environment that cultivates a deeper understanding of history and its complexities. This not only meets educational goals but also nurtures well-rounded, critically-thinking students ready to engage with the world.