Geography Education, GIS, Technology, Pedagogy

1. GIS-T LTT Training - Tues 29th August 2023
website: www.gi-pedagogy.eu
Sophie Wilson
Gi Pedagogy Project Lead
St Mary’s University, Twickenham.
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2. Innovative Pedagogies for
Teaching with GIS
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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
• Any questions?

3. 3
An Innovative Pedagogical
Model for Teaching with GIS
1. Literature review
▪ Teaching with GIS
▪ Approaches to teaching with GIS
▪ Innovative Pedagogies
▪ Training teachers for GIS
▪ Recommendations for teacher professional
development
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4. 4
Modelling the brain (Sherrington, 2019)
Based on the simple model of how the brain works
 working memory limited + learning needs to develop schema in the long-term
memory
 connect new information to existing knowledge
 reinforced by practice for more fluent retrieval to reduce cognitive overload ,↑
capacity of the working memory for new learning
 difference between novice and expert learners.
Clearer guidance for teachers (grouping ideas)
 Sequence + model – small steps + scaffold
 Question – ask to check understanding
 Review/ reflect on material regular
 Practice – guided and independent
Rosenshine - Principles of Instruction
An Innovative Pedagogical Model for Teaching with GIS

5. 5
A DigCompEdu Framework: European Commission’s 6 digital competences
Identify Stages:
Leader and Pioneer – able to pass on knowledge, critique existing practice and build on
this to develop their own approaches
An Innovative Pedagogical Model for Teaching with GIS

6. 6
Five ways to integrate GIS in Geography Education (systematic view)
• start with web-based GIS + virtual globes
• lesson with desktop GIS
• apply GIS in small practical assignments
• Knowledge of GIS, how technology + software works (must learn tech not just
by learning subject knowledge)
An Innovative Pedagogical Model for Teaching with GIS
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7. 7
Ambition → should
reflect local context of
the school.
Be clear about the end points – what the curriculum is
building to – what would pupils miss out on if they did
not learn this subject?
Is Education
demanding and
equitable for all pupils.
(Coe et al 2020)

8. Focus: PK - TPACK
model
Toolkit

9. 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?

10. 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’

11. Schema and Cognitive Load
Theory:
How can it be used? – Rosenshine’s Principles

12. Toolkit
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13. Creating
Vignettes /
case
studies
Gi Pedagogy:
Concept Cube
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16. 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 …

17. WEBSITE….