Geographical inquiry


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Geographical inquiry

  1. 1. New Perspectives onGeographical Inquiry in the UKPaul CornishDirector of HumanitiesThe Coopers‟ Company and Coborn SchoolLondon, UK
  2. 2. Skills or Knowledge?
  3. 3. Mick Waters, QCA (2010)“A school shouldnt start withcurriculum content. It should startwith designing a learningexperience and then check it hasmet national curriculumrequirements.” (Guardian)
  4. 4. Department for EducationThe National Curriculum should set out clearlythe core knowledge and understanding that allchildren should be expected to acquire in thecourse of their schooling. It must embody theircultural and scientific inheritance, the best thatthe past and present generations have to pass onto the next. DfE The Importance of Teaching (2010)
  5. 5. David LambertThe accumulation of fragmentary facts as an end toitself is like learning a language by simply learning listsof vocabulary: you may know lots of words but you stillcannot speak the language. For that you needgrammar. By the same token, you cannot speak alanguage by only knowing some of the grammar! Youneed some vocabulary.Lambert (2011)
  6. 6. Three FuturesFuture 1: Govian ElitismFuture 2: A Knowledge SocietyFuture 3: Objective Knowledge
  7. 7. Govian Elitism
  8. 8. A „Knowledge‟ Society
  9. 9. Objective Knowledge
  10. 10. Subject Knowledge Procedural • Kn3 Content • Kn2 Core • Kn1
  11. 11. Kn1 Core KnowledgeThe basic elements that studentsmust know to be acquainted with adiscipline or solve problems in it.a. Knowledge of terminologyb. Knowledge of specific details and elements
  12. 12. Kn2 Content KnowledgeThe interrelationships among the basic elements within a larger structure that enable them to function together. a. Knowledge of classifications and categoriesb. Knowledge of principles and generalizationsc. Knowledge of theories, models, and structures
  13. 13. Kn3 Procedural KnowledgeHow to do something; methods of inquiry, and criteriafor using skills, algorithms, techniques, and methods.a. Knowledge of subject-specific skills and al- gorithmsb. Knowledge of subject-specific techniques and methodsc. Knowledge of criteria for determining when to use appropriate procedures
  14. 14. Using Knowledge in Curriculum MakingHow does this take the Learning Activity- to Student Experiences assist in thelearner beyond what theyalready know? Not just acquisition ofevery day knowledge from knowledge. How doesthe world outside the this use proceduralclassroom (Young) knowledge? Teacher Choices Subject SpecialismUnderpinned by Subject- SpecificKey NC Subject Knowledge: Core- TheConcepts linked to Vocabulary. Content- TheContent knowledge Grammar. Procedural- Investigation/ enquiry
  15. 15. Geographical InquiryGeographical Inquiry enables connections to bemade between KN1, 2 and 3.“an approach to learning that accepts thatknowledge has been constructed and prioritisesthe need for students to make sense of things forthemselves… not as an optional approach, to beused occasionally. (Roberts, 2010)
  16. 16. Geographical Inquiry 1. Creating a need to know 2. Using data 3. Making sense 4. Reflecting on learning
  17. 17. Geographical Inquiry 1. Creating a need to know 2. Using data 3. Making sense 4. Reflecting on learning
  18. 18. Why does Madagascar Face an Uncertain Future?
  19. 19. Google Earth Geographical Inquiry Explore the resource and fill in the table to assess how the lesson will fulfill the 4 criteria for a rigorous geographical inquiry.
  20. 20. Geographical Inquiry Procedural • Kn3 Content • Kn2 Core • Kn1