Ask AI: List any THREE teaching methods and THREE Assessments that can be feasible when teaching History in a congested classroom. Include references

Teaching Methods: 1. Lecture Method: This traditional method involves the teacher giving a detailed explanation of historical events whilst the students listen and take notes. It is an effective method for learning new content and, in a congested classroom, can ensure all students gain the necessary information. Reference: Davis, B. G. (2009)- Tools for teaching. 2. Group Discussions: This method promotes critical thinking and enables students to learn from one another's views and see the historical events from different perspectives. In a congested class, smaller groups can be formed for discussions. Reference: Barkley, E. F., Cross, K. P., & Major, C. H. (2014)- Collaborative Learning Techniques: A Handbook for College Faculty. 3. Interactive Whiteboards: This involves using digital technology to present historical events visually and interactively. This method can accommodate a large class and keep students engaged. Reference: Glover, D., Miller, D., Averis, D., & Door, V. (2007)- The Evolution of an Effective Pedagogy for Teachers Using the Interactive Whiteboard in Mathematics and Modern Languages Assessments: 1. Multiple-Choice Tests: These tests are easy to mark and can be used in a congested classroom. They can assess students' understanding of the historical events. Reference: Haladyna, T. M. (2004)- Developing and Validating Multiple-choice Test Items. 2. Projects / Assignments: Assigning projects can help in assessing a student’s depth of knowledge about a historical event. In a congested class, group projects can be assigned which will not only assess individual contributions but also their ability to work in a team. Reference: Thomas, J. W. (2000)- A Review of Research on Project-Based Learning. 3. Oral Presentations: This gauges the communication skills, understanding, and critical thinking of students on historical topics. In a large class, students can be assessed in groups. Reference: King, A. (2002)- Structuring peer interaction to promote high-level cognitive processing. Theory Into Practice, 41(1), 33−39.