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
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
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
Video - Ideas
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=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
Getting to grips with enquiry http://flickr.com/photos/borghetti/43058749/sizes/o/
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
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)
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…
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
What can I hear? What can I see? How do I feel?
Geography detectives In your exercise books describe what you will see in the bottom of this image <ul><li>What has happened? </li></ul><ul><li>You my ask only 10 questions </li></ul><ul><li>Think carefully about your questions </li></ul><ul><li>Listen to other peoples questions </li></ul>
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…..
What is this? Should it be included in Key Stage 3? Why?
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? <ul><li>In pairs </li></ul><ul><li>Use all information available to list the impacts of the proposed stadium </li></ul><ul><li>Remember that impact means change. </li></ul><ul><li>In 15 minutes each group will feedback to the class. </li></ul><ul><ul><li>Is the proposed stadium a good idea? </li></ul></ul><ul><ul><li>What are the main positive impacts? </li></ul></ul><ul><ul><li>What are the main negative impacts? </li></ul></ul>What impact will the proposed stadium have?
Map detectives: are there any alternative sites?
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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/
Pupil speak assessments - animal Level I have... 3 <ul><li>given my animal basic labels e.g. ‘claws’ or ‘brown fir’. </li></ul><ul><li>not linked my animal to the tropical rainforest. </li></ul>4 <ul><li>given my animal descriptive labels using geographical words linked to the rainforest. </li></ul><ul><li>linked my animal to one tropical rainforest feature e.g. Climate or dense vegetation </li></ul><ul><li>given basic reasons for your animals features </li></ul>5 <ul><li>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. </li></ul><ul><li>Linked my animal to at least 3 rainforest characteristics </li></ul>6 <ul><li>As level 5 plus: </li></ul><ul><li>have compared my animal to existing tropical rainforest animals. </li></ul><ul><li>explained how people could endanger my animal </li></ul>
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
Produce a comic strip that describes some of the geographical issues at Stonehenge Ideas: Use this space to record ideas <ul><li>What to include? </li></ul><ul><li>Photos / drawings showing how amazing Stonehenge is </li></ul><ul><li>Photos / drawings showing some of the problems with Stonehenge </li></ul><ul><li>Opinions of different people who like and dislike Stonehenge </li></ul><ul><li>Resources: </li></ul><ul><li>There is masses of information about Stonehenge. Try starting with some of these: </li></ul><ul><li>Google Earth File and Flickr photos: http://www.juicygeography.co.uk/stonehenge.htm#activity </li></ul><ul><li>Newspaper article http://www.guardian.co.uk/travel/2007/aug/17/travelnews/print </li></ul><ul><li>Lonely Planet http://www.lonelyplanet.com/worldguide/england/sights/5185?list=true </li></ul><ul><li>English Heritage http://www.english-heritage.org.uk/ </li></ul><ul><li>Also use the resources already given to you! </li></ul><ul><li>How to present? </li></ul><ul><li>First produce a draft version by hand. </li></ul><ul><li>Then you can either: </li></ul><ul><ul><li>a. Use one of these website to create a comic strip: (you will need an email address) </li></ul></ul><ul><ul><li>http://www.comicbrush.com/ </li></ul></ul><ul><ul><li>http://plasq.com/comiclife-win free 30 day trial </li></ul></ul><ul><ul><li>b. Draw your comic strip by hand </li></ul></ul><ul><ul><li>c. Use PowerPoint </li></ul></ul>
Level What do I have to do? 3 <ul><li>I have used some geography words </li></ul><ul><li>I have described why Stonehenge is an important place </li></ul>4 <ul><li>I have used geographical words </li></ul><ul><li>I have used at least one map and one photo </li></ul><ul><li>I have explained why Stonehenge is an important place </li></ul><ul><li>I have listed some of the problems with Stonehenge </li></ul><ul><li>I have given reasons for my answers </li></ul><ul><li>I have suggested good geographical questions </li></ul>5 <ul><li>I have used a wide range of geographical vocabulary </li></ul><ul><li>I have explained why Stonehenge is an important place </li></ul><ul><li>I have explained some of the problems at Stonehenge </li></ul><ul><li>I have given reasons for my answers </li></ul><ul><li>I have suggested good geographical questions </li></ul><ul><li>I have included at least 3 different points of view </li></ul>
Now you have an activity….. <ul><li>On the blog leave a comment that: </li></ul><ul><li>Shares your storm story </li></ul><ul><li>Where was the most exciting story of the storm? </li></ul><ul><li>Where was the most boring story </li></ul><ul><li>Is there a pattern? Think North / South / East / West </li></ul>
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