Teaching Resource 2 – Evaluation Matrix

Name of your teaching resource

Prime Ministers of Australia Timeline

Prime Ministers of Australia Timeline
Prime Ministers of Australia Timeline

Weblink (if web based)

http://www.tiki-toki.com/timeline/entry/537866/Australias-Prime-Ministers/

Who should this digital teaching resource be used with? (ie year/grade)

While this resource is suitable for a range of year levels, this timeline was designed for use in Year 9.

How should it be used? (e.g. individual, whole class)

The timeline can be used with students to prompt individual research.  Alternatively, it can be used as part of a whole-class project where students overlay other events to create a chronological map.

Which subject or learning area would it be most appropriate to use in?

This resource would be most appropriate in the History and Civics and Citizenship learning areas.

Identify the strengths of this teaching resource

While Tiki Toki enables users to create media-rich timelines in a number of visual modes, it is still easy to use and (with scaffolding) is suitable for use with all year levels.

Research suggests that many students rely heavily on visual cues in chronological thinking (Downey & Long, 2015) and that timelines help students recognise how historic events overlap in time (Fillpot, 2012).   A visual timeline helps students understand and apply concepts such as continuity and change or cause and effect (History Teachers’ Association of Australia).

The Roman Empire Timeline
The Roman Empire Timeline (Primary Treasure Chest)

Identify any weaknesses of this teaching resource

The dark colour scheme and many administration options can make the interface feel overwhelming when first using the tool.

The classroom administration processes to allow students to work collaboratively on a timeline may be too cumbersome for teachers  (Fenton, 2013).

 

Explain any ideas you may have for further use of this teaching resource

Overlay key events from all learning area topics throughout the year to provide students with a view of the ‘bigger picture’ to underpin their learning (Sherrington, 2014).

 

References

Downey, M. T., & Long, K. A. (2015). Teaching for historical literacy: Building knowledge in the history classroom: Taylor & Francis.

Fenton, W. (2013). Tiki-toki.  Retrieved from http://au.pcmag.com/tiki-toki/2167/review/tiki-toki

Fillpot, E. (2012). Teaching with timelines | teachinghistory.Org.  Retrieved from http://teachinghistory.org/teaching-materials/teaching-guides/24347

History Teachers’ Association of Australia. Historical skills | ac history units.  Retrieved from http://www.achistoryunits.edu.au/teaching-history/historical-skills/teachhist-skills.html

Primary Treasure Chest. Roman timeline poster / classroom banner [image].  Retrieved from https://www.primarytreasurechest.com/topics-ks2/history/the-romans.html

Sherrington, T. (2014). Teaching the timeline: Chronology as core curriculum. Retrieved from http://headguruteacher.com/2014/02/16/teaching-the-timeline-chronology-as-core-curriculum/

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