Fieldwork beyond the textbook (guildford 2014)
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Fieldwork beyond the textbook (guildford 2014)

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Making the step from predictable textbook theories to the complex and interesting realities of the ‘field’. Following up on the Risky Fieldwork article (Teaching Geography Summer 2012) this ...

Making the step from predictable textbook theories to the complex and interesting realities of the ‘field’. Following up on the Risky Fieldwork article (Teaching Geography Summer 2012) this session explores the challenges and opportunities available for outstanding fieldwork that broadens the horizons of both students and teachers.

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  • Risky FieldworkIntro to Risky Fieldwork and the article. Based upon our article TG article from Summer 2012. Risk in fieldwork is not about working in an unsafe matter. Risk is about being prepared to undertake work where the outcomes are unknown. It can be a challenge to the teacher and the students, but there is a lot to be gained.
  • What does safe fieldwork look like?ACTIVITY (photo stimulus)Using the sheets in front of you outline what fieldwork you might undertake.
  • What does risk look like?When looking for fieldwork examples, the textbook is often the starting point. A ‘theory’ is chosen or a case study decided upon. We then set out to look for fieldwork locations that fit this model, often forgetting that the real world is messier than a text book.When things work well we often aim to replicate the event, returning to the site the following year... and the year after.... and the year after!ACTIVITY – looking back at the fieldwork sheets that you have just completed mark down what level of risk you feel there is (low/mod/high) based on what we have just discussed.
  • ACTIVITY – looking back at the fieldwork sheets that you have just completed mark down what level of risk you feel there is (low/mod/high) based on what we have just discussed.
  • Introducing risk? There can be a progression in risk It does not need to be included in all aspects of the work and sometimes it is not appropriate to be too risky
  • Introducing risk? Everything that is done can be considered as having a location on a sliding scale of risk from lower to higher risk.The challenge is to see if you can move your fieldwork practice along the scale. You DO NOT have to move every slider into the HIGH RISK category, but choose the areas where it is most appropriate to.
  • Getting riskierACTIVITY (3 mins)With the people in your group discuss;Low risk fieldwork you undertake and why?Higher risk fieldwork and why?ACTIVITY using the scaffold sheetsFeedback (take one comment from each section depending on time)
  • Barriers to risk?We are not naive. Time is a pressure. Success is preferable as it is easier to explain and takes less curriculum time. Less able students don’t need to be confused further.BUT are we doing a disservice to our students by assuming that they cannot cope with complexity?Are we missing out on teaching them what real science is like? Confusing and messy.
  • Ofsted perspectiveSubject specific guidance for ‘outstanding’ looks like risky fieldwork‘Needs Improvement’ looks like safe fieldwork
  • Ofsted perspectiveSubject specific guidance for ‘outstanding’ looks like risky fieldwork‘Needs Improvement’ looks like safe fieldwork
  • Some examplesUpland Streams (Morris)Flipped Fieldwork from Manchester to Tunisia (John)
  • Benefits of taking a riskBeing ‘risky’ with geography fieldwork throughout a student’s school career has the potential to increase independent learning and development, producing better geographical and investigative understanding. There could be a higher level of student engagement during the fieldwork process: ownership over all stages of fieldwork encourages student participation and interest.

Fieldwork beyond the textbook (guildford 2014) Presentation Transcript

  • 1. Fieldwork and Outdoor Learning SIG nick.nc@field-studies-council.org @geogfieldwork GA Conference Guildford 2014 Nick Lapthorn FSC Nettlecombe Court John Snelling Trinity School Morris Charlton Educational Consultant
  • 2.  Based upon FOLSIG Article (TG Summer 2012)  Risky fieldwork is NOT unsafe  Risky fieldwork can be challenging ◦ Teachers ◦ Students ◦ Schools
  • 3.  ACTIVITY - What fieldwork might you expect to do in these locations?
  • 4. Textbook Unsuccessful Successful Fieldwork Field site research Follow up
  • 5.  ACTIVITY – Low/Mod/High Risk
  • 6. Primary KS3 GCSE A-Level Work/HE KS3 • Aims/Qs • Method • Presentation • Analysis • Conclusion
  • 7. Primary KS3 GCSE A-Level Work/HE Lower risk Higher risk Aims/Qs Method Presentation Analysis Conclusion
  • 8.  ACTIVITY – Discuss; ◦ What lower risk fieldwork you undertake. Why? ◦ What higher risk fieldwork you undertake. Why?  ACTIVITY – Using the scaffold; ◦ Where can risk be increased?  What  Where (in the enquiry process)  When (Key Stage)  What are the benefits and to whom?
  • 9.  Time is a pressure  Success is preferable ◦ easier to explain ◦ less curriculum time ◦ various performance measures  Less able students don’t need further confusion
  • 10.  OUTSTANDING  Pupils show exceptional independence; they are able to think for themselves and take the initiative in, for example, asking questions, carrying out their own investigations and working constructively with others. They show significant levels of originality, imagination or creativity in their understanding and skills within the subject.  Pupils are able to carry out increasingly complex geographical enquiry, apply questioning skills and use effective analytical and presentational techniques in a wide range of environments, scales and contexts. They reach clear conclusions and are able to develop reasoned argument to explain their findings.  Fieldwork and other geographical skills, including numerical and quantitative skills, and techniques are highly developed and frequently utilised.
  • 11.  REQUIRES IMPROVEMENT  Lessons do not build sufficiently on previous learning. Tasks set – including through fieldwork – are sometimes mundane and lack challenge.  The curriculum provides some limited opportunities for pupils to develop and consolidate aspects of key geographical skills of enquiry, graphicacy and geographical communication.  Some opportunities for fieldwork are identified in the planning, although these may not always be adhered to and there may be variation in fieldwork experiences between classes. Fieldwork in examination classes may be formulaic and focused on meeting examination criteria.
  • 12.  Upland Streams (Morris)  Flipped Fieldwork from Manchester to Tunisia (John)
  • 13.  Being ‘risky’ has the potential to increase independent learning and development,  Produces better geographical and investigative understanding.  Higher levels of student engagement during the fieldwork process  Ownership encourages student participation and interest.