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GI Learner Own Materials


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GI Learner Own Materials

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GI Learner Own Materials

  1. 1. Developing your own curriculum materials
  2. 2. A curriculum can exist at three levels—what is planned, what is delivered and what is experienced. A curriculum must remain responsive to changing values and expectations if it is to remain relevant and useful. A curriculum has at least four important elements: content; teaching and learning strategies; assessment processes; and evaluation processes (Prideaux, 2003)
  3. 3. “A curriculum, to be truly educational, will lead the students to unanticipated, rather than predicted, outcomes” John McKernan
  4. 4. Curriculum Making “The creation of interesting, engaging and challenging educational experiences which draw upon teacher (and disciplinary) knowledge and skills, the experiences of students and the subject resource”
  5. 5. Learning line & competencies
  6. 6. Learning line & competencies Tim Favier 2013 p.30 of literature review Teaching WITH rather than ABOUT And developing INVESTIGATIONS
  7. 7. GeoCapabilities – ERASMUS funded
  8. 8. The curriculum artefact • Bigger than a resource • Smaller than a scheme of work • Something to ‘hang’ knowledge around, and act as a way in to a topic… something tangible perhaps, or with a personal connection….
  9. 9. A way in to enquiry – David Lambert The curriculum artefact becomes yours! You “invest it with special significance” You do this as a geography specialist who can see the potential wrapped up in the artefact. You understanding it as a source of data and inspiration to think deeply about a topic or geographical idea. It is highly unlikely that the artefact will be the only resource used in a sequence of lessons, but it will be the key or signature material. It may become a kind of memorable reference point for the topic.
  10. 10. Brendan Conway https://notredamecobham.maps. ml?appid=cee37df3d3ef411db2b2 e7a2d0a08309 Music of ‘The Beatles’
  11. 11. “Template”
  12. 12. Your own context • A topic you want to teach with a spatial angle • Any existing data you have, or would like to collect • A series of enquiry questions which help students explore the resource • An outcome (which could be assessed?) • A link to fieldwork / data collection • Some sort of evaluation of the process
  13. 13. Where do you use GI at the moment?
  14. 14. Feedback