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1
Sophie Wilson
Senior Lecturer, Course Lead, Secondary Geography,
St Mary’s University, Twickenham.
,
Michaela Lindner-Fally
Vice President, EUROGEO,
Secondary Geography, BORG Oberndorf, AT.
2
Contents
• About the project
• Innovative Pedagogical model for Teaching with GIS
• Toolkit of innovative pedagogical approaches
• Teacher training course
• Case studies and a digital exhibition of the findings
Innovative Pedagogies for Teaching
with geoinformation
Website
3
www.gilearner.eu
www.gi-pedagogy.eu
@GIPedagogy
Focus: PK - TPACK model
Toolkit
5
6
Creating
Vignettes /
case studies
Existing
schema
Schema
building
Need for
retrieval
Cognitive Load Theory (CLT)
targets improvements in
long-term memory
in order to ‘free up’
working memory
Developed in the 1980s by John
Sweller, an Australian Educational
Psychologist
Cognitive Load Theory: What is it?
Schema and Cognitive Load Theory:
How can it be used? – Rosenshine’s
Principles of Instruction
Rosenshine's Principles of Instruction (yellow poster)
Download as pdf:
https://www.aft.org/sites/default/files/periodicals/Rosenshine.pd
f
‘we connect our understanding of the
new information to our existing concepts
or “schema” ’
‘The best way to become an expert
is through practice…’
Concept of ‘novice’ and ‘expert’
Use retrieval practice to build
schematic strength
e.g. ‘deliberate
practice’
Schema and Cognitive Load Theory:
How can it be used? – Rosenshine’s Principles
Step 1: Direct instruction / teacher facilitated stage
Step 2: Modelling / Scaffolding,
Step 3: Individual exploration
Step 4: Review - discussion
Step 5: Problem-solving
Step 6: Presentation/Assessment
Creating template …
• Physical landscapes
• Age group 11-14 years
11
Example 1
Working memory:
Current learning schema
Working memory:
Current learning schema
Long-term memory:
Future learning
schema
Long-term memory:
Prior learning schema
14
• Windmills
• Age group 17-18 years
15
Example 2
demo
Migration
Age group 15-17y
16
Example 3
Migration
Age group 15-17y
17
What next?
? Developing an online course for Teachers
? Multiplier events
? Digital exhibition of findings
Looking forward…
Further presentions and training:
• Royal Geographical Society online
Teachmeet → 21st Sept 2022
• Multiplier Teacher Training events
St Mary’s University → October 2022
sophie.wilson@stmary.ac.uk
• Kings School, Ely → October 2022
alanparkinson@kingsely.org
▪ Introduction to what geoinformation (GIS) is and why it should
be used
▪ Innovative pedagogy and theoretical basis
▪ Sequencing and integrating geoinformation (GIS) into the
curriculum
▪ Case-study examples of what good looks like
▪ Conclusion: ‘I - we – you’ section on creating and sharing ideas.
An online course for Teachers...
Website:
www.gi-pedagogy.eu
21
Sophie Wilson
Senior Lecturer, Course Lead, Secondary Geography,
St Mary’s University, Twickenham.
Michaela Lindner-Fally
Vice President, EUROGEO,
Secondary Geography, BORG Oberndorf, AT.
Any questions?
Website:
www.gi-pedagogy.eu

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1) GI Pedagogy IGU Paris Conf 22 SW_mlf.pdf

  • 1. 1 Sophie Wilson Senior Lecturer, Course Lead, Secondary Geography, St Mary’s University, Twickenham. , Michaela Lindner-Fally Vice President, EUROGEO, Secondary Geography, BORG Oberndorf, AT.
  • 2. 2 Contents • About the project • Innovative Pedagogical model for Teaching with GIS • Toolkit of innovative pedagogical approaches • Teacher training course • Case studies and a digital exhibition of the findings Innovative Pedagogies for Teaching with geoinformation
  • 4. Focus: PK - TPACK model
  • 7. Existing schema Schema building Need for retrieval Cognitive Load Theory (CLT) targets improvements in long-term memory in order to ‘free up’ working memory Developed in the 1980s by John Sweller, an Australian Educational Psychologist Cognitive Load Theory: What is it?
  • 8. Schema and Cognitive Load Theory: How can it be used? – Rosenshine’s Principles of Instruction Rosenshine's Principles of Instruction (yellow poster) Download as pdf: https://www.aft.org/sites/default/files/periodicals/Rosenshine.pd f ‘we connect our understanding of the new information to our existing concepts or “schema” ’ ‘The best way to become an expert is through practice…’ Concept of ‘novice’ and ‘expert’ Use retrieval practice to build schematic strength e.g. ‘deliberate practice’
  • 9. Schema and Cognitive Load Theory: How can it be used? – Rosenshine’s Principles
  • 10. Step 1: Direct instruction / teacher facilitated stage Step 2: Modelling / Scaffolding, Step 3: Individual exploration Step 4: Review - discussion Step 5: Problem-solving Step 6: Presentation/Assessment Creating template …
  • 11. • Physical landscapes • Age group 11-14 years 11 Example 1
  • 13. Working memory: Current learning schema Long-term memory: Future learning schema Long-term memory: Prior learning schema
  • 14. 14
  • 15. • Windmills • Age group 17-18 years 15 Example 2 demo
  • 18. What next? ? Developing an online course for Teachers ? Multiplier events ? Digital exhibition of findings Looking forward…
  • 19. Further presentions and training: • Royal Geographical Society online Teachmeet → 21st Sept 2022 • Multiplier Teacher Training events St Mary’s University → October 2022 sophie.wilson@stmary.ac.uk • Kings School, Ely → October 2022 alanparkinson@kingsely.org
  • 20. ▪ Introduction to what geoinformation (GIS) is and why it should be used ▪ Innovative pedagogy and theoretical basis ▪ Sequencing and integrating geoinformation (GIS) into the curriculum ▪ Case-study examples of what good looks like ▪ Conclusion: ‘I - we – you’ section on creating and sharing ideas. An online course for Teachers... Website: www.gi-pedagogy.eu
  • 21. 21 Sophie Wilson Senior Lecturer, Course Lead, Secondary Geography, St Mary’s University, Twickenham. Michaela Lindner-Fally Vice President, EUROGEO, Secondary Geography, BORG Oberndorf, AT. Any questions? Website: www.gi-pedagogy.eu