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Pgce Enquiry Nov 09
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Pgce Enquiry Nov 09

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Supporting slides for a PGCE session on enquiry given to Portsmouth's PGCE 2009/10 Geography Cohort

Supporting slides for a PGCE session on enquiry given to Portsmouth's PGCE 2009/10 Geography Cohort

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  • Contact details. Feel free to contact. We have to collaborate.
  • I remember my PGCE year at this point in time and it is summarised by this cartoon. Thanks to Alan Parkinson
  • Introduction to Me: Teaching for just over 6 years Last 2 years as Head of Geography at Priory School in Portsmouth Part of the Geography Collective Author of some textbooks Member of the GA’s Secondary Phase Committee Part of the GA Magazine Editorial Collective
  • aims
  • Don’t reinvent the wheel. Collaboration.
  • Remember that there is no one answer to teaching – everything is a tool in the box and our job as teachers is to select the most appropriate tools
  • 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.
  • The National Curriculum – Give examples from past curricular also. Enquiry always there.
  • Enquiry – key processes 2.1
  • PLTS
  • Young people need to make informed decisions
  • Enquiry must be part of every lesson.
  • Enquiry at Priory
  • Closed, structures and open enquiry – progression, sheets. GCSE controlled assessment is an enquiry – now need to do it independently with 2009 GCSE changes. Progression.
  • PGCE’ers to describe the place. Asking questions. Geographical Detectives
  • Video: David Rogers Have 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.
  • Thanks to Ollie Bray
  • Thanks to Ollie Bray
  • 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
  • Flickr slideshow about Niagara Falls – places and generating questions
  • 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?
  • Quotes from paper – what are they going on about?
  • Find Fratton park Map image of Fratton park Use map evidence to list reasons why You may also want to use some of your own knowledge Newspaper article – will make us giants
  • Resources – in a pack closed on the desk. Grids. Give some suggestions but pupils to come up with some too. Timed slide.
  • 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.html Thank 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.shtml http://www.heritageaction.org/?page=heritagealerts_stonehengeoldachievablestonehenge http://maps.google.co.uk/maps?sourceid=navclient&hl=en-GB&ie=UTF-8&rlz=1T4DMUK_en-GBGB212GB212&q=stonehenge http://arts.guardian.co.uk/news/story/0,,1889436,00.html http://news.bbc.co.uk/1/hi/england/2299033.stm English 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.
  • Image created using www.worde.net Delegate activity – who’s speech? When?
  • http://www.youtube.com/watch?v=GHska5QJPIc Lesson idea: Obama http://daviderogers.blogspot.com/2009/01/citizenship-and-geography.html
  • http://www.youtube.com/watch?v=NGazwxB1CJg&feature=player_embedded Rich variety of resource about local issues with minimum effort – what do our pupils think about these issues? Get our students to create a stand up routine about a local issue. Film it, perform it, YouTube it. Pupils going on to university and college needing portfolios of work – this could be an example. Confident, successful learners
  • 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
  • Spotting bias. Prove It! (death defying stuntman) . Mr Rogers is a death defying stuntman.
  • All material whether web, from a teachers mouth or in a textbook needs to be challenged. Prove it! New NC and PLTS challenge pupils to identify bias and use a range of geographical information sources. Have to allow pupils to question all media – a good place to start is textbooks. Pupisl to learn to critically examine texts
  • Interrogate Images from the textbook. Cut out worksheet – place on the images and allow pupils to ask questions
  • Using textbooks to support enquiry
  • Resarch / gather information – bias , sources of information

Pgce Enquiry Nov 09 Pgce Enquiry Nov 09 Presentation Transcript

  • Getting to grips with enquiry http://flickr.com/photos/borghetti/43058749/sizes/o/
  • daviderogers.blogspot.com @daviderogers [email_address]
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  • Enquiry learning at Priory Assessment of geographical enquiry http://flickr.com/photos/dhammza/100226619/sizes/o/
  • http://flickr.com/photos/fatmandy/171920679/sizes/l/
  • http://flickr.com/photos/jimfrazier/391672948/
  • http://flickr.com/photos/sovietuk/378834651/sizes/o/ Draw: What is enquiry? Why is enquiry important?
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  • ask geographical questions justify conclusions creative ways of using and applying geographical skills plan enquiries solve problems and make decisions essential skills and processes in geography that pupils need to learn to make progress QCA (2007a) Programme of study : Geography key stage 3 http://www.qca.org.uk/secondarycurriculumreview/subject/ks3/geography/index.htm National Curriculum Identify bias
  • wordle.net
  • http://curriculum.qca.org.uk/uploads/PLTS_framework_tcm8-1811.pdf?return=/key-stages-3-and-4/skills/plts/index.aspx Personal, learning and thinking skills (PLTS)
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  • 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 world’ Tom Biebrach, Head of Geography ‘ To me the point of an enquiry is to find an answer that you don't yet know. You can only have a worthwhile enquiry if you have a worthwhile question that is capable of being answered’ Ian Murray, Geography Photos ‘ Finding out why and how‘ Head of Humanities Harry Carlton School … enquiry must be part of every lesson…
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  • How do I go about a geographical enquiry? Publish Produce your work Select the best Information Gather Information Ask questions Start Here Who? Where? When? Why? What? How? What do you need to find out? How will you present the information? BIAS For and Against Audience PowerPoint, Publisher, Poster, Oral, Visual, Play, podcast, Video, Report.. Improve http://flickr.com/photos/milivoj Evaluate Questions answered? Criteria met? No Yes
  • http://flickr.com/photos/emagic/51069522/sizes/l/ Closed Structured Open
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  • What can I hear? What can I see? How do I feel?
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  • http://flickr.com/photos/wapster/904578450/sizes/l/ Enquiry?
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  • 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
  • Why is Mr Rogers so happy?
  • What is the mouth of the Amazon like?
  • Why did Mr Rogers have to move?
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  • Investigating Dubai
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  • But!!
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  • Using Flickr to generate questions... http://flickr.com/photos/eppstein/466553161/sizes/o/
  • What’s the mystery topic? Astounding new figures show record numbers of migrants are crossing 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? That’s back to Britain by the way…..
  • http://flickr.com/photos/pfly/154053611/sizes/l/
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  • Pupil voice – GCSE Changes
  • What would you like to study at GCSE?
  • What is this? Should it be included in Key Stage 3? Why?
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  • Why aren’t we allowed to hang out where we want to? New houses are being build where we used to play! Why are the shops changing? Priory pupils – what do they want to know?
  • Spot the topic! What do you think the following quotes are about? ‘ I was utterly blown away by the boldness of the proposal….. Do it! Do it! Do it!’ ‘ Where will all the cars park? In the sea?’ ‘ One man’s dream is another man’s nightmare ’ ‘ Breathtaking, stunning, grotesque, carbuncle, monstrosity or blot on the landscape – all types of description for the new proposal’ ‘ In theory, magnificent. In reality, totally ridiculous!’ ‘ I do not think it will ever happen, but thanks for the laugh!’ ‘ Brilliant, brilliant, brilliant!’ ‘ The plan has nothing to do with the good of people of Portsmouth, but to satisfy the greed of a few who don’t even live in our city’
  • 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
  • What would the impact be of the new 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?
    What impact will the proposed stadium have?
  • Map detectives: are there any alternative sites?
  • On-site fieldwork
  • Topicality How could we use enquiry to investigate this issue?
  • Pirates
  • Challenge Stereotypes
  • Your Mission: Produce information that addresses the stereotypes of my Personal Learning Network. The outcome will be shared via social media
  • List 5 words that you associate with Pirates
  • Produced using wordle.net and used under creative commons license
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  • http://flickr.com/photos/deia/51755512/sizes/o/ Identify opportunities for enquiry
  • Recycling is good. Right? http://flickr.com/photos/9229859@N02/1277634907/
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  • 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
  • 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, it's 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 Assessing enquiry - Stonehenge
  • ‘ If Stonehenge be then, as it is, a universal curiosity, for us Englishmen it is one of the three things in our island – the other two are Land’s End and Hadrian’s Wall – which each of us must see once in his life; it is a place of pilgrimage very sympathetic to this age, for Stonehenge is the shrine of an unknown God. ...it stands wholly within the shadow, over the horizon not only of history, but of legend, an aloof and inexplicable thing rising from the plain between the sky and the grass...’ The Highways and Byways of Britain. David Milner. ‘ Things had changed at Stonehenge since I was last there in the early seventies. They’ve built a smart new gift shop and coffee bar, though there is still no interpretation centre, which is entirely understandable. This is, after all, merely the most important prehistoric monument in Europe and one of the dozen most visited tourist attractions in England, ....’ Notes from a Small Island. Bill Bryson These are taken from two travel guides. Which one is the older extract? Why? 1897 - 1948 1993
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  • Produce a comic strip that describes some of the geographical issues at Stonehenge Ideas: Use this space to record ideas
    • What to include?
    • Photos / drawings showing how amazing Stonehenge is
    • Photos / drawings showing some of the problems with Stonehenge
    • Opinions of different people who like and dislike Stonehenge
    • Resources:
    • There is masses of information about Stonehenge. Try starting with some of these:
    • Google Earth File and Flickr photos: http://www.juicygeography.co.uk/stonehenge.htm#activity
    • Newspaper article http://www.guardian.co.uk/travel/2007/aug/17/travelnews/print
    • Lonely Planet http://www.lonelyplanet.com/worldguide/england/sights/5185?list=true
    • English Heritage http://www.english-heritage.org.uk/
    • Also use the resources already given to you!
    • How to present?
    • First produce a draft version by hand.
    • 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
  • Level What do I have to do? 3
    • I have used some geography words
    • I have described why Stonehenge is an important place
    4
    • 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 questions
    5
    • 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
  • Floating Topicality
  • The mystery title of doom Starter: Look at this image. Write down the title Created using wordle.net
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  • Now I have a story…..
  • Now I have some friends….. Created using wordle.net
  • These friend live in different places…..
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  • Now you have an activity…..
    • On the blog leave a comment that:
    • Shares your storm story
    • Where was the most exciting story of the storm?
    • Where was the most boring story
    • Is there a pattern? Think North / South / East / West
  • Who’s speech? Write down 3 key words
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  • How are we connected to the USA? Technology News Politics Business Culture Radio Settlements called Portsmouth in the USA
  • Google Alerts
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  • Twitter and ‘Living Geography’ www.twitter.com
  • Personal Geographies
  • GCSE Controlled Assessment is one big enquiry http://flickr.com/photos/juicygeography/86108695/sizes/o/
  • Prove it!
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  • Who are these people? Why are they armed? Are Mexican migrants armed and dangerous? How do I know that they are the US Border Patrol?
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  • http://flickr.com/photos/eole/380316678/sizes/l/ Questions? daviderogers.blogspot.com [email_address] @daviderogers
  • http://daviderogers.blogspot.com www.flickr.com Great for Creative Commons images www.slideshare.net youtube for PPT files good for peer assessment www.wordle.net Word clouds www.surveymonkey.com Get pupil voice GE-Graph www.sln.org.uk/geography http://olliebray.com Change is inevitable - except from a vending machine.  ~Robert C. Gallagher