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Resources to support a session given to PGCE Geography trainees.

Resources to support a session given to PGCE Geography trainees.

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  • Me.
  • Bit about me….. Background – Curriculum Leader of Geography in Priory School Specialist Sports College, an inner city 11-16 comprehensive 1,250 students, teach.Member of the SPC’s Secondary Phase Committee, C GeogA real person in a real classroom, balancing life, but this is also to give selected bits of yourself to students as they will respond positively to youIntroduction to Me: Teaching for just over 7 years Last 2 years as Head of Geography at Priory School in Portsmouth Part of the Geography Collective Author of some textbooks Chair of the GA’s Secondary Phase Committee Part of the GA Magazine Editorial Collective
  • Explain moustache
  • I remember my PGCE year at this point in time and it is summarised by this cartoon. Thanks to Alan Parkinson
  • aims
  • PGCE year is about learning - fast
  • Don’t reinvent the wheel. Collaboration.
  • Post it notes, random name generator. To share. Why draw – right brain thinking
  • Engaged? Why is enquiry important?
  • Ofsted – without strong enquiry standards are difficult to achieve at GCSE and A’Level, especially with the move toward Controlled Assessment. Key Stage 3 is the foundation of success at GCSE and A-Level – enquiry is a life skill
  • The National Curriculum – Give examples from past curricular also. Enquiry always there.
  • Enquiry – key processes 2.1
  • PLTS
  • Thanks to L Mulhall, Priory School
  • Young people need to make informed decisions
  • Enquiry must be part of every lesson.
  • Enquiry at Priory – Use a random object – come up with 10 enquiry questions. Take along A3 charts
  • Closed, structures and open enquiry – progression, sheets. GCSE controlled assessment is an enquiry – now need to do it independently with 2009 GCSE changes.Progression.
  • Thanks to gapingvoid. The main message here is that we are looking for transformation, and that may be a slow process
  • Image od SugatraMitra – put computers in poor areas of the developing world and found that children can teach themselves, so why do we need teachers? Our role needs to evolve
  • http://www.unicef.org/sowc2011/index.phpTalked about the potential for Digital Leaders running community and parent sessions, also the security of WiFi around the schhol.
  • Or do we just impart bland facts?
  • Or image from page 52 from Untamed Nature Book.
  • PGCE’ers to describe the place. Asking questions. Geographical Detectives.
  • Video: David RogersHave to experience something to be able to understand and talk about it. We are all products of our personal experiences and as a result our perspective changes because of it.
  • Thank you to Noel Jenkins
  • Use post it notes to explore personal rucsack – sense of place
  • Feelings slide, thanks Dan R-Ell
  • School change
  • What enquiry questions could young people ask about this?
  • Asking questions. Activity with delegates
  • Asking questions and listening
  • How would we investigate this question? Who is it aimed at? Post It ideas. Use Google Earth to show how enquiry can be supported using GIS
  • Last Tram but Flickr user http://www.flickr.com/photos/lodekka/I grew up in the Rhondda, my father was under manager at Mardy Colliery during the strike. Flying pickets, conflict
  • Using Google maps to find out about Dubai
  • Challenging Misconceptions
  • Video - Ideas
  • Guerrilla Geography
  • Making a statement about space – what might an outside visitor think?
  • Favourite image – during the reflection stage of the lesson, pupils realised that they had been thinking about space in a different way – they chose features that they were unhappy about, or thought were great. So what do we do with this energy
  • What do pupils want to know? Pupil voice and how to incorporate it into the enquiry process, GCSE choice – curriculum co-contruction
  • Here pupils have used Google Earth to create placemarks that show that Portsmouth has changed.
  • How could we introduce enquiry to meet these needs – how long would we need? What level?
  • Google earth on site fieldwork – hypothesis – environmental impact assessment
  • Eco-saint, eco sinner – recycling links – from known to unknoown
  • Image: Flickr user http://www.flickr.com/photos/joriel/
  • Lesson idea: http://daviderogers.blogspot.com/2009/07/twitter-facebook-and-teachers-tv.htmlThank you to Tony Cassidy for the inspiration: www.sharegeography.com
  • Delegate activity – quick round the room one word
  • Image created using wordle.net
  • Use Year 7 Amazing Places SoW to identify enquiry opps
  • Resources : GE Noel’s resources, extracts from The Highways and Byways, Notes from a small island, lonely planet link, http://www.thestonehengeproject.org/history/findingasolution.shtmlhttp://www.heritageaction.org/?page=heritagealerts_stonehengeoldachievablestonehengehttp://maps.google.co.uk/maps?sourceid=navclient&hl=en-GB&ie=UTF-8&rlz=1T4DMUK_en-GBGB212GB212&q=stonehengehttp://arts.guardian.co.uk/news/story/0,,1889436,00.htmlhttp://news.bbc.co.uk/1/hi/england/2299033.stmEnglish heritage site
  • Pat on strike: Flickr user http://www.flickr.com/photos/cute-is-what-i-aim-for/Thanks to Jeff Stanfield, Geography Advisor for Hampshire, his term ‘Floating Topicality’Change is coming - Obama – cross curricular links with history, History teach the black rights movement in the 1960’s. Geography takes on the batton by looking at Obama, Royal Mail strikes – workers rights?. Take a moment to reflect on what is NOW.http://www.youtube.com/watch?v=5XzvenMI2S8 why do we always stay with presenting?
  • Thanks to Noel Jenkins for sharing: http://www.digitalgeography.co.uk/archives/2012/02/landscape-in-a-box-vol-1/ and video http://vimeo.com/37202192Alan Parkinson: http://livinggeography.blogspot.co.uk/
  • May wish to print out 1:1 for less ableYoutube speech highlights: http://youtu.be/9X_liJoPV8cImage found on the public gallery at wordle.net
  • http://www.politico.com/2012-election/map/#/President/2012/
  • http://www.politico.com/2012-election/map/#/President/2012/
  • What are these people doing?Image from Guardian Eyewitness
  • Audio updates. http://www.nhc.noaa.gov/audio/archive/201210300003.mp3
  • Images from Guardian eyewitness
  • 2. Use twitter to make case studies ‘Living’.Following various celebrities via Twitter. GCSE case study. What on earth is he on about? Using the GCSE textbooks to find information. Pupils had to create 6 140 character tweets in order to reply to Stephen. Reducing the text book. ‘Tweets’ can be used to create case study answers. Better than taking notes or answering textbook questions. The internet turns up 113,000 hits for ‘palm oil borneo’. Textbooks have carefully selected information that is relavant to the specification. Ideal for no ICT access as the tweet was supplied by myself.
  • Primary, secondary, tertiary – Ice axe. What we wear, palm oil
  • Interrogate Images from the textbook. Cut out worksheet – place on the images and allow pupils to ask questions
  • How would you support a Primary Resaerch activity?
  • Using textbooks to support enquiry
  • Contact details. Feel free to contact. We have to collaborate.

Transcript

  • 1. Getting to grips with enquiry David Rogers Associate SLT and Head of Geography Chartered Geographer
  • 2. davidrogers.org.uk @davidErogersdrogersmm@me.com
  • 3. d, Welshman, Teacher, Learner, Geographoor venturer, Dad, Welshman, Teacher, Learn
  • 4. gapingvoid.com
  • 5. @priorygeographyfacebook.com/classroomgeography
  • 6. Change is inevitable - except from a vending machine. ~Robert C. Gallagher
  • 7. “The future startedyesterday, andwe’re already late.”John Legend
  • 8. Enquiry learning at Priory Assessment of geographical enquiryhttp://flickr.com/photos/dhammza/100226619/sizes/o/
  • 9. “Go to the edge of the cliff and jump off.Build your wings on the way down”Ray Bradbury
  • 10. Teachers as experts
  • 11. Snapshot
  • 12. http://flickr.com/photos/fatmandy/171920679/sizes/l/
  • 13. Draw:What is enquiry?Why is enquiry important?http://flickr.com/photos/sovietuk/378834651/sizes/o/
  • 14. National Curriculum essential skills and processes in geography that pupils need to learn to make ask progress geographical questions creative ways justify of using and conclusions applyingIdentify bias geographical skills solve problems and plan enquiries make decisions QCA (2007a) Programme of study: Geography key stage 3 http://www.qca.org.uk/secondarycurriculumreview/subject/ks3/geography/index.htm
  • 15. wordle.net
  • 16. Personal, learning and thinking skills (PLTS)http://curriculum.qca.org.uk/uploads/PLTS_framework_tcm8-1811.pdf?return=/key-stages-3-and-4/skills/plts/index.aspx
  • 17. ‘Finding out why ‘To me the point of an enquiry is to find an and how‘ answer that you dont yet know. You can only Head of Humanities have a worthwhile Harry Carlton School enquiry if you have aworthwhile question that is capable of being answered’ Ian Murray, Geography Photos Enquiry? ‘In my opinion geographical enquiry is poorly understood but is the heart of geographical thinking. For me it is the framework that geographers use to understand the complex …enquiry must be world’ part of every lesson… Tom Biebrach, Head of Geography
  • 18. Enquiry means the excitement of an unknown destinationpicked from a multitude of possibilities.
  • 19. How do I go about a geographical enquiry?Start Who? Where? When? Why? What? How? Ask questionsHere What do you need to find out? GatherHow will you present the information? Information Improve BIAS For and Against Select Audience the best Information PowerPoint, Publisher, Poster, Oral,Visual, Play, podcast, Video, Report.. Produce your work Evaluate Publish Yes Questions answered? No http://flickr.com/photos/milivoj Criteria met?
  • 20. ClosedStructuredOpen http://flickr.com/photos/emagic/51069522/sizes/l/
  • 21. @daviderogers www.gapingvoid.com
  • 22. What is the value of a teacher in the Google age? Knowledge Curriculum Values Passion Right and wrong Turning consumers into creators Resilient independent learners Critical evaluationImage credithttp://www.flickr.com/photos/mrtnk/394118994/
  • 23. Young people who do not have accessto the internet at home or in schools —and who lack the support that comesfrom parents or teachers equipped withstrong digital skills — will not developthe necessary social, learning andtechnical skill sets for success in awired global economy. The State of the World’s Children 2011, UNICEF Thanks to John Connell
  • 24. How do we engageyoung people with theemotion of place?
  • 25. The ashpocalypse?
  • 26. Imagine you are a journalist sent to report on the eruption: 1. How do you pronounce Eyjafjallajökull? 2. What does it mean in English?
  • 27. What can I hear?What can I see?How do I feel?
  • 28. Secret Geographies• Starter.• Watch the clip. Write down: – Adjectives to describe this place – What you think this place was used for? – What has happened to this place? – How do you know?
  • 29. What senses do you have? HearingSmell Taste SightTouch Image copyright of Pshychogeographer
  • 30. Sense of Place PortsmouthGeographical back pack
  • 31. What is the point of enquiry?
  • 32. 1. Creation of an acceptable use policy insocial time linked to Rights, Respects andResponsibilities framework.http://www.flickr.com/photos/audrix/2043561356/
  • 33. Write about your secret place• What do you see?• What do you hear?• What are your emotions?• What can you smell?• What is around you?• What can you touch?• How are you feeling?
  • 34. Enquiry?http://flickr.com/photos/wapster/904578450/sizes/l/
  • 35. Geography detectives In your exercise books describe what you will see in the bottom of this image• What has happened?• You my ask only 10 questions• Think carefully about your questions• Listen to other peoples questions
  • 36. Why is Mr Rogers so happy?
  • 37. What is the mouth of the Amazon like?
  • 38. Why did Mr Rogers have to move?
  • 39. Investigating Dubai
  • 40. What music matches this place?
  • 41. What’s the mystery topic?Astounding new figures show record numbers of migrants arecrossing the world in search of better lifestyles.Should they be welcomed?Are they parasites?Or should they all go back to where they came from?
  • 42. http://flickr.com/photos/pfly/154053611/sizes/l/
  • 43. Pupil voice – GCSE ChangesHow many coursework pieces? 1 Piece 33% 2 Peices 67% Study new Would you like to study new topics at GCSE topics or those at or revistit those at KS3? Key Stage 3? 0% New 47% KS3 53%
  • 44. What would you like to study at GCSE?
  • 45. What is this?Should it be included in Key Stage 3?Why?
  • 46. Priory pupils – what do they want to know? New houses are being build where we used to play! Why aren’t weallowed to hang outwhere we want to? Why are the shops changing?
  • 47. Spot the topic!‘I was utterly blown you think the following quotes are about? What do ‘In theory, magnificent.away by the boldness In reality, totally ridiculous!’of the proposal….. Do it!Do it! Do it!’ ‘I do not think it will ever happen, but thanks for the laugh!’‘Breathtaking, stunning,grotesque, carbuncle, ‘One man’s dreammonstrosity or blot on is another man’s nightmare’the landscape – all typesof description for the ‘Where will allnew proposal’ the cars park? ‘The plan has nothing In the sea?’ to do with the good of people of Portsmouth, but to satisfy the greed ‘Brilliant, brilliant, brilliant!’ of a few who don’t even live in our city’
  • 48. Does Pompey really need to move? Find Fratton Park on the OS map Why does the stadium need to move? Use map and other information. 5 Mins
  • 49. What would the impact be of the newWhat impact will the proposed stadium have? development? • In pairs • Use all information available to list the impacts of the proposed stadium • Remember that impact means change. • In 15 minutes each group will feedback to the class. – Is the proposed stadium a good idea? – What are the main positive impacts? – What are the main negative impacts?
  • 50. Map detectives:are there any alternative sites?
  • 51. Does Iceland Exist?
  • 52. On-site fieldwork
  • 53. TopicalityHow could we use enquiry to investigate this issue?
  • 54. Pirates
  • 55. Challenge Stereotypes
  • 56. Your Mission: Produce information that addresses thestereotypes of my Personal Learning Network.The outcome will be shared via social media
  • 57. List 5 words that you associate with Pirates
  • 58. Produced using wordle.net and used under creative commons license
  • 59. Identify opportunities for enquiryhttp://flickr.com/photos/deia/51755512/sizes/o/
  • 60. Recycling is good. Right? http://flickr.com/photos/9229859@N02/1277634907/
  • 61. Pupil speak assessments - animal Level I have... 3 • given my animal basic labels e.g. ‘claws’ or ‘brown fir’. • not linked my animal to the tropical rainforest. 4 • given my animal descriptive labels using geographical words linked to the rainforest. • linked my animal to one tropical rainforest feature e.g. Climate or dense vegetation • given basic reasons for your animals features 5 • given my animal labels that explain how it is linked to the tropical rainforest e.g. Small body size means that the animal can move easily through the dense vegetation found in the shrub layer. • Linked my animal to at least 3 rainforest characteristics 6 As level 5 plus: • have compared my animal to existing tropical rainforest animals. • explained how people could endanger my animal
  • 62. Assessing enquiry - Stonehenge For such a celebrated site, Stonehenge has seen a surprising amount of upheaval over recent years. The tense stand-offs between solstice-goers and police have been replaced by a fresh controversy over the alleged mismanagement of the World Heritage site. Hemmed in by busy roads and wire barricades, jammed with visitors throughout the summer, and underscored by a cacophony of roaring traffic, its a long way from the haven of peace and spiritual tranquillity most visitors expect to find, and was even described by one government department as a national disgrace. Thankfully, plans are afoot to reinvent the Stonehenge experience. Lonely Planet, 2008. http://www.lonelyplanet.com/worldguide/england/sights/5185?list=true
  • 63. ‘ If Stonehenge be then, as it is, a ‘Things had changed at Stonehengeuniversal curiosity, for us Englishmen it is since I was last there in the earlyone of the three things in our island – seventies. They’ve built a smart new giftthe other two are Land’s End and shop and coffee bar, though there is stillHadrian’s Wall – which each of us must no interpretation centre, which issee once in his life; it is a place of entirely understandable. This is, afterpilgrimage very sympathetic to this all, merely the most importantage, for Stonehenge is the shrine of an prehistoric monument in Europe andunknown God. one of the dozen most visited tourist attractions in England, ....’...it stands wholly within theshadow, over the horizon not only of Notes from a Small Island. Bill Brysonhistory, but of legend, an aloof andinexplicable thing rising from the plain 1993between the sky and the grass...’The Highways and Byways of Britain.David Milner. These are taken from two travel guides. Which one is the older extract? Why? 1897 - 1948
  • 64. Resources: There is masses of information about Stonehenge. Try Produce a comic starting with some of these: • Google Earth File and Flickr photos: strip that http://www.juicygeography.co.uk/stonehenge.htm#activity describes some • Newspaper article of the http://www.guardian.co.uk/travel/2007/aug/17/travelnew geographical s/print • Lonely Planet issues at http://www.lonelyplanet.com/worldguide/england/sights/ Stonehenge 5185?list=true • English Heritage http://www.english-heritage.org.uk/ • Also use the resources already given to you! What to include?Ideas: Use this space to • Photos / drawings showing how amazing Stonehenge isrecord ideas • Photos / drawings showing some of the problems with Stonehenge • Opinions of different people who like and dislike Stonehenge How to present? 1. First produce a draft version by hand. 2. Then you can either: a. Use one of these website to create a comic strip: (you will need an email address) http://www.comicbrush.com/ http://plasq.com/comiclife-win free 30 day trial b. Draw your comic strip by hand c. Use PowerPoint
  • 65. Level What do I have to do?3 I have used some geography words I have described why Stonehenge is an important place4 I have used geographical words I have used at least one map and one photo I have explained why Stonehenge is an important place I have listed some of the problems with Stonehenge I have given reasons for my answers I have suggested good geographical questions5 I have used a wide range of geographical vocabulary I have explained why Stonehenge is an important place I have explained some of the problems at Stonehenge I have given reasons for my answers I have suggested good geographical questions I have included at least 3 different points of view
  • 66. Floating Topicality
  • 67. Landscape in abox:Alan ParkinsonExample from Noel Jenkins
  • 68. Whose speech is this?What are the main messages?
  • 69. Barack to the future – what does it take to be Presidentof the United States?Look at the map above. It displays the results of the US election. Which colouris Barack Obama’s? Use map evidence.
  • 70. Where? What? Why? Who? What are these people up to?
  • 71. Listen• List the hazards.• Imagine, what would you be thinking, feeling, doing if you lived in New Jersey?
  • 72. Imagine this was your house. Describe how you would be feeling.. Imagine this is yourhouse. Describe howyou would be feeling.
  • 73. Google Alerts
  • 74. Twitter and ‘Living Geography’ www.twitter.com
  • 75. Personal Geographies
  • 76. GCSE Controlled Assessment is one big enquiryhttp://flickr.com/photos/juicygeography/86108695/sizes/o/
  • 77. Who are How do I know these that they are people? the US Border Patrol? Why are they armed?Are Mexican migrants armed anddangerous?
  • 78. Geographical Investigation – 10%1. How should tourism be managed in Antarctica?OR2. How green are the clothes you buy?OR3. Why is wind energy such a controversial issue in the UK?OR4. Why is the provision of safe drinking water so important across the world?
  • 79. Fieldwork Focus – 10%What are the issues that need to be consideredif new housing were to be built in your chosenarea?
  • 80. We are the music makers,And we are the dreamer of dreams, Wandering by lone sea-breakers, And sitting by desolate streams;World-losers and world-forsakers, On whom the pale moon gleams:Yet we are the movers and shakers Of the world for ever, it seems.
  • 81. “You are not here merely to make a living. You are here toenable the world to live more amply, with greater vision, andwith a finer spirit of hope and achievement. You are here toenrich the world, and you impoverish yourself if you forgetthis errand.”Woodrow Wilson.
  • 82. daviderogers.blogspot.com @daviderogers drogersmm@me.com
  • 83. http://daviderogers.blogspot.comwww.flickr.com Great for Creative Commons imageswww.slideshare.net youtube for PPT files good for peer assessmentwww.wordle.net Word cloudswww.surveymonkey.com Get pupil voiceGE-Graphwww.sln.org.uk/geographyhttp://olliebray.com Change is inevitable - except from a vending machine. ~Robert C. Gallagher