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GeoCapabilties 3 Teacher Toolkit Overview

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GeoCapabilties 3 Teacher Toolkit Overview

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A presentation from the GeoCapabilities 3 project which looks at the teacher tools relevant to teaching about challenging geography topics in schools, framed by a social justice context.

It deals with:
- the four toolkit steps
- an explanation of the terminology used
- a description of some of the tools

A presentation from the GeoCapabilities 3 project which looks at the teacher tools relevant to teaching about challenging geography topics in schools, framed by a social justice context.

It deals with:
- the four toolkit steps
- an explanation of the terminology used
- a description of some of the tools

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GeoCapabilties 3 Teacher Toolkit Overview

  1. 1. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. http://www.geocapabilities.org GeoCapabilities 3 http://www.geocapabilities.org GeoCapabilities Toolkit Overview
  2. 2. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. http://www.geocapabilities.org GeoCapabilities 3 GeoCapabilities 3
  3. 3. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. http://www.geocapabilities.org GeoCapabilities 3 Explanation of terminology (toolkit diagram) Current (academic) Geography – this can be from a text, a person, a broadcast, but inspires and updates your personal geographical knowledge and understanding…we give some sources for migration geography https://www.geocapabilities.org/migration-resources/ PDK – Powerful Disciplinary Knowledge - the concepts (place, space, environment etc.) contexts (such as unique place-based events) and procedural knowledge and skills (such as enquiry with geographical data) which are distinct to geography and allow people to connect their own lives to the world, thinking seeing in new ways. Maude (2016) has classified geography into a simple, five fold categorisation of ways in which geographical knowledge is powerful, which can be used to plan for developing the PDK of geography, and also to evaluate it https://cutt.ly/xmRc5t3 For more on these terms and others see https://www.geocapabilities.org/glossary/ Continued over…
  4. 4. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. http://www.geocapabilities.org GeoCapabilities 3 Vignette - A vignette is brief example of PDK, written by you (the teacher) usually based on a single inspiring source you have read/ seen/ listened to. The vignette is short (2-3 paragraphs, or even just some bullet points) but in it you capture the significance of thinking geographically, i.e. seeing something differently through geographical concepts. In the vignette you include a visual (such as a key graph, map, photo or table). It is great to share vignettes with colleagues, as an activity. A template for vignette writing and examples is available Vignette Template https://cutt.ly/CmRboLK Migration Vignettes https://www.geocapabilities.org/vignettes/ Continued over… Explanation of terminology (toolkit diagram) For more on these terms and others see https://www.geocapabilities.org/glossary/
  5. 5. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. http://www.geocapabilities.org GeoCapabilities 3 Artefact – This is key to the planning stage. An artefact is a rich resource, used in the classroom on which a lesson or series of lessons hang. It can be returned to, is multi-layered in meaning and, used with your teaching approaches (the activities and enquiry you use to develop understanding) it can help unlock the potential of the geography you expressed in your vignette. A well chosen photograph, infographic, piece of text, speech, song…any form of media can make a rich artefact. Continued over… Explanation of terminology (toolkit diagram) For more on these terms and others see https://www.geocapabilities.org/glossary/
  6. 6. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. http://www.geocapabilities.org GeoCapabilities 3 Social Justice – is a widely used concept that is very significant for teachers in three key ways: i. Distributive justice – this means a fair share. In geography this frequently occurs, such as access to food, water, health and education. Gaps have widened and inequality has knock on effects, thinking about the future for people (globally, nationally or locally) involves questions of distributive justice. It is also a concept that resonates with inclusion and fair share of access to education and knowledge for each child in your classroom. For more about social justice and how it links to the GeoCapabilities Approach see https://www.geocapabilities.org/geocap3-social-justice/ Continued over… Explanation of terminology (toolkit diagram)
  7. 7. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. http://www.geocapabilities.org GeoCapabilities 3 Social Justice – This is a widely used concept that is very significant for teachers in three key ways: ii. Relational justice – this is about being able to work together and avoiding extreme individualism or a ‘dog eat dog’ view which undermines relational justice. Many geographical issues connect to this, climate change, migration, development and global health for example. In the classroom it resonates strongly again - letting children have a say, work together and learn without feeling stupid or that they are competing all the time. For more about social justice and how it links to the GeoCapabilities Approach see https://www.geocapabilities.org/geocap3-social-justice/ Continued over… Explanation of terminology (toolkit diagram)
  8. 8. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. http://www.geocapabilities.org GeoCapabilities 3 iii. Agency – this means freedom to exercise some control and power over your life, work and big decisions. It can mean for an individual or a community. Questions of agency (and lack of it) has led to protests about how people live with others and in nature, now and in future. Geography teachers need some agency (to choose what and how to teach) and an argument for education (at the heart of the human capabilities idea of education) is to give young people agency through powerful knowledge that they can connect to their lives and put to use. For more about social justice and how it links to the GeoCapabilities Approach see https://www.geocapabilities.org/geocap3-social-justice/ Continued over… Explanation of terminology (toolkit diagram)
  9. 9. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. http://www.geocapabilities.org GeoCapabilities 3 Social Justice - framing the diagram A big part of the GeoCapabilities 3 project is to involve your students as you plan and evaluate what they have learned and understood from learning (knowledge, skills, as well as values, attitudes and questions) and to have social justice in mind in step one – when thinking about / developing your own geography and aims. Hence social justice frames all steps in the diagram. For more about social justice and how it links to the GeoCapabilities Approach see https://www.geocapabilities.org/geocap3-social-justice/ Continued over… Explanation of terminology (toolkit diagram)
  10. 10. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. http://www.geocapabilities.org GeoCapabilities 3 Evaluate – GeoCapabilities 3 recommends a ‘before and after’ approach so that teachers can see how their students have progressed, and which helps look at what is meaningful for your students’ lives. A simple planning tool for you and an evaluation tool to use with your students have been developed. These tools help to focus on: a.the powerful geographical knowledge content b.what is significant for the students’ lives c.how teaching approaches can make it accessible Continued over… Explanation of terminology (toolkit diagram)

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