This document summarizes a project funded by the European Commission that aims to promote a capabilities approach to geography education. It discusses initial findings from a teacher survey across Europe that show variability in understanding geography. It also outlines plans for future modules to help teachers develop geographical knowledge and thinking in students in order to empower them as global citizens.
GeoCapabilities 3: Social Justice In Geography Teaching Through Powerful Know...Karl Donert
This presentation introduces the main ideas behind the GeoCapabilities 3 project and the initial research undertaken with teachers. It considers powerful disciplinary knowledge and the teaching of migration.
GeoCapabilties 3 Teacher Toolkit Overview Karl Donert
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
The application of a GeoCapabilities approach using a social justice framework Karl Donert
A presentation from Mary Biddulph at the IGU-CGE 2021 Conference from the GeoCapabilities 3 project which looks at academic geography and the importance of a social justice approach applied by teachers when teaching about challenging geography topics in schools, framed by a social justice context. This presentation introduces the 4 concepts that capture what social justice means: Distributive Justice, Relational Justice, Agency and Mutuality.
Bridging the divide: teaching about migration and drawing on academic geography Karl Donert
A presentation from Tine Beneker at the IGU-CGE 2021 Conference from the GeoCapabilities 3 project which looks at academic geography and the importance of teachers connecting with disciplinary knowledge and teaching about challenging geography topics in schools, framed by a social justice context. This presentation explores (the role of) access to and use of relevant and ‘new’ academic knowledge by teachers in the project.
GeoCapabilities-workshop: powerful knowledge and curriculum leadershipKarl Donert
A workshop given at the Digital Learning training event on innovative pedagogical approaches in education.
The presentation develops the three phases of the GeoCapabilities apporach and presents some latest research associated with GeoCapabilities 3 and a social justice perspective and the teaching of migration.
GeoCapabilities: curriculum making workshopKarl Donert
This presentation is a worshop to be carried out with teachers and trainee teachers which introduces the significance of a well chosen curriculum artefact.
GeoCapabilities: Social justice definitionsKarl Donert
This presentation defines and explores aspects of Social Justice in the context of the GeoCapabilities project and a capabilities approach for teaching.
The presentation introduced the four key concepts that capture what social justice means:
Distributive Justice
Relational Justice
Agency and
Mutuality
The presentation is part of the Web site for the GeoCapabilities 3 project
Evaluating the GeoCapabilities approach to teaching about migrationKarl Donert
A presentation from Martin Hanus and David Mitchell given at the IGU-CGE 2021 Conference from the GeoCapabilities 3 project which looks at academic geography and the importance of teachers connecting with disciplinary knowledge and teaching about challenging geography topics in schools, framed by a social justice context. This presentation evaluates the approach and the outcomes with associate teachers working on the project.
GeoCapabilities 3: Social Justice In Geography Teaching Through Powerful Know...Karl Donert
This presentation introduces the main ideas behind the GeoCapabilities 3 project and the initial research undertaken with teachers. It considers powerful disciplinary knowledge and the teaching of migration.
GeoCapabilties 3 Teacher Toolkit Overview Karl Donert
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
The application of a GeoCapabilities approach using a social justice framework Karl Donert
A presentation from Mary Biddulph at the IGU-CGE 2021 Conference from the GeoCapabilities 3 project which looks at academic geography and the importance of a social justice approach applied by teachers when teaching about challenging geography topics in schools, framed by a social justice context. This presentation introduces the 4 concepts that capture what social justice means: Distributive Justice, Relational Justice, Agency and Mutuality.
Bridging the divide: teaching about migration and drawing on academic geography Karl Donert
A presentation from Tine Beneker at the IGU-CGE 2021 Conference from the GeoCapabilities 3 project which looks at academic geography and the importance of teachers connecting with disciplinary knowledge and teaching about challenging geography topics in schools, framed by a social justice context. This presentation explores (the role of) access to and use of relevant and ‘new’ academic knowledge by teachers in the project.
GeoCapabilities-workshop: powerful knowledge and curriculum leadershipKarl Donert
A workshop given at the Digital Learning training event on innovative pedagogical approaches in education.
The presentation develops the three phases of the GeoCapabilities apporach and presents some latest research associated with GeoCapabilities 3 and a social justice perspective and the teaching of migration.
GeoCapabilities: curriculum making workshopKarl Donert
This presentation is a worshop to be carried out with teachers and trainee teachers which introduces the significance of a well chosen curriculum artefact.
GeoCapabilities: Social justice definitionsKarl Donert
This presentation defines and explores aspects of Social Justice in the context of the GeoCapabilities project and a capabilities approach for teaching.
The presentation introduced the four key concepts that capture what social justice means:
Distributive Justice
Relational Justice
Agency and
Mutuality
The presentation is part of the Web site for the GeoCapabilities 3 project
Evaluating the GeoCapabilities approach to teaching about migrationKarl Donert
A presentation from Martin Hanus and David Mitchell given at the IGU-CGE 2021 Conference from the GeoCapabilities 3 project which looks at academic geography and the importance of teachers connecting with disciplinary knowledge and teaching about challenging geography topics in schools, framed by a social justice context. This presentation evaluates the approach and the outcomes with associate teachers working on the project.
GeoCapabilities: Geography as Powerful Disciplinary Knowledge (PDK) Karl Donert
This presentation introduces Powerful Disciplinary Knowledge (PDK) as one of the main ideas behind the GeoCsapabilities approach to teacher education and training.
Migration Geographies – some themes in recent academic Geography research - ...Karl Donert
A presentation from the GeoCapabilities 3 project from Dr. Ben Page (UCL Geography Department).. The presentation looks at research and studies of migration relevant to teaching about the topic in schools.
It deals with:
- How should migration be taught in school geography today?
- What are the current ideas (and recent shifts) in geographies of migration in the university discipline?
- How could / should these ideas be incorporated into school geography?
Migration Geographies – some themes in recent academic Geography research - ...Karl Donert
A presentation from the GeoCapabilities 3 project from Dr. Ben Page (UCL Geography Department).. The is the second presentation which looks at research and studies of migration relevant to teaching about the topic in schools.
It deals with:
- How should migration be taught in school geography today?
- What are the current ideas (and recent shifts) in geographies of migration in the university discipline?
- How could / should these ideas be incorporated into school geography?
The presentation describes and explains projects undertaken by EUROGEO to integrate open data in education. It was given to members of the Open Data Charter to inform and engage them in considering their role in promoting education developments,
OER - Open Educational Resources: finding, reusing, sharingLangOER
Slides of the webinar organised within the I-LINC project learning event 'First Steps for use of technology in the classroom – Towards Digital Citizenship and Inclusion'
This presentation was given at the UNESCO Latin America Regional OER Forum in Brazil on March 28, 2012 by Kathleen Omollo and Greg Doyle.
The presentation is licensed under CC BY.
GeoCapabilities: Geography as Powerful Disciplinary Knowledge (PDK) Karl Donert
This presentation introduces Powerful Disciplinary Knowledge (PDK) as one of the main ideas behind the GeoCsapabilities approach to teacher education and training.
Migration Geographies – some themes in recent academic Geography research - ...Karl Donert
A presentation from the GeoCapabilities 3 project from Dr. Ben Page (UCL Geography Department).. The presentation looks at research and studies of migration relevant to teaching about the topic in schools.
It deals with:
- How should migration be taught in school geography today?
- What are the current ideas (and recent shifts) in geographies of migration in the university discipline?
- How could / should these ideas be incorporated into school geography?
Migration Geographies – some themes in recent academic Geography research - ...Karl Donert
A presentation from the GeoCapabilities 3 project from Dr. Ben Page (UCL Geography Department).. The is the second presentation which looks at research and studies of migration relevant to teaching about the topic in schools.
It deals with:
- How should migration be taught in school geography today?
- What are the current ideas (and recent shifts) in geographies of migration in the university discipline?
- How could / should these ideas be incorporated into school geography?
The presentation describes and explains projects undertaken by EUROGEO to integrate open data in education. It was given to members of the Open Data Charter to inform and engage them in considering their role in promoting education developments,
OER - Open Educational Resources: finding, reusing, sharingLangOER
Slides of the webinar organised within the I-LINC project learning event 'First Steps for use of technology in the classroom – Towards Digital Citizenship and Inclusion'
This presentation was given at the UNESCO Latin America Regional OER Forum in Brazil on March 28, 2012 by Kathleen Omollo and Greg Doyle.
The presentation is licensed under CC BY.
Twitter for geography teachers and studentsnefertari_1984
Presentation from the Geographical Association Annual Conference at the University of Manchester on 13th April.
A short presentation on the basics of Twitter and how it can be useful for Geography teachers both in and out of the classroom
Geocapabilties Workshop: presentation at the AAG 2016 conference San FranciscoKarl Donert
GeoCapabilities has been an NSF and EU-funded project which aims to improve the quality of education and training in Geography by providing support for dealing with complex issues in geography. The capabilities approach ensures educational aims are clearly in sight. Quality learning and teaching implies sound content knowledge, pedagogic awareness and knowledge of the students being taught. To be successful, teachers need to be effective 'curriculum makers' and therefore leaders in curriculum development as well as in their own disciplinary areas. GeoCapabilities ensures that geographical knowledge underpins curriculum making efforts and addresses a conceptual framework for curriculum thinking in geography.
This workshop introduces the GeoCapabilities concept and approach. Participants are encouraged to reflect on the activities and outcomes of the GeoCapabilities Project (http://www.geocapabilities.org) and consider how a Capabilities approach, involving Powerful Disciplinary Knowledge, Curriculum Making and Leadership Perspectives can be used to enhance student engagement in higher education. enhance spatial thinking and improve the quality and outcome of higher education courses in disruptive times.
This presentation introduces the main ideas behind the GeoCsapabilities approach to teacher education and training. It considers capabilities, powerful disciplinary knowledge, and powerful pedagogies
Future Project: Foster, mUltiply and connecT adUlt Education Karl Donert
Foster, mUltiply and connecT adUlt Education – FUTURE aims at exchanging good practices among different organisations in order to create the right environment in adult education to embrace the digital revolution. In particular, the project objective is to analyse and understand possible future scenarios in the field of adult education, in relation to the use of digital tools and methodologies such as: educational processes, classroom dynamics, inclusive learning and adult learners teaching methodologies.
Educational Robotics for Students with disabilities (EDUROB) - brochure
http://edurob.eu/
This project (543577-LLP-1-2013-1-UK-KA3-KA3MP) has been funded with support from the European Commission [Lifelong Learning Programme of the European Union]. This website reflects the views only of the author, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.
The Role of European Universities in Shaping Global Education_ A Catalyst for...TBSEducation
European universities have played a pivotal role in shaping global education by fostering knowledge exchange, promoting cultural diversity, and driving innovation. With a long-standing tradition of academic excellence and a commitment to research and teaching, European universities have become renowned hubs of intellectual growth and collaboration. In this blog, we will delve into the crucial role that European universities play in shaping global education, examining their impact on international students, research collaborations, cultural exchange, and the advancement of knowledge. By understanding the unique contributions and initiatives of European universities, we can appreciate their significance in preparing future generations for a globalized world.
Doukas School participates in several EU and National R&D projects and coordinates extensive European Networks under programmes such as Horizon 2020, Erasmus+, Lifelong Learning Programme, Intelligent Energy Europe, EPEAEK, PAVE, LINGUA.
For further information about Doukas School Projects please visit:
http://bit.ly/Doukas_R-D_leaflet & http://www.en.doukas.gr/randd
In the context of research projects, Doukas School teachers and experts cooperate in order to express the user-needs of the school pupils or school educators. They also provide valuable feedback for the design of educational services, activities, software/applications etc. During the testing and validation stage, students and teachers in Doukas School evaluate the demonstrator, in order to provide feedback form the side of the actual end-user. Finally, the school participates actively in dissemination and quality assurance activities.
Doukas School participates in several EU and National R&D projects and coordinates extensive European Networks under programmes such as Horizon 2020, Erasmus+, Lifelong Learning Programme, Intelligent Energy Europe, EPEAEK, PAVE, LINGUA.
For further information about Doukas School Projects please visit:
http://bit.ly/Doukas_R-D_leaflet & http://www.en.doukas.gr/randd
In the context of research projects, Doukas School teachers and experts cooperate in order to express the user-needs of the school pupils or school educators. They also provide valuable feedback for the design of educational services, activities, software/applications etc. During the testing and validation stage, students and teachers in Doukas School evaluate the demonstrator, in order to provide feedback form the side of the actual end-user. Finally, the school participates actively in dissemination and quality assurance activities.
Enhancing social inclusion through innovative mobile learning in Uruguay. Cri...eraser Juan José Calderón
Case study by the UNESCO-Fazheng project on best practices in mobile learning titulado "Enhancing social inclusion through innovative mobile learning in Uruguay" de Cobo Romaní, Cristóbal [Author] , Rivera Vargas, Pablo [Author] , Miao, Fengchun [Editor] , Domiter, Anett [Editor] publicado en 2018.
EXPECT MORE project wants to foster the crucial mutual exchange of practices and good practice approaches on three core levels which are all focusing on:
1. enhancing equal and broad access to training and qualifications in C-VET;
2. supporting work-based learning;
3. developing the necessary transversal and social competences of refugees from different cultural and societal backgrounds for integration into the European labour markets and societies.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
GTE 2015 Presentation
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.
Project partners
Twycross
School
Geo-Capabilities
Teachers as Curriculum Leaders
Duncan Hawley & Alan Parkinson
www.geocapabilities.org
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.
Project partners
Twycross
School
www.geocapabilities.org
This session aims to:
1.Briefly review the capabilities approach to
(geography) education.
2. Present preliminary findings from a teacher/teacher
educator survey across several European countries.
3. ‘Showcase’ the approaches devised to ‘connect
with teachers’.
4. Discuss the merits and potential use of activities
designed to engage teachers in the geocapabilities
approach.
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.
Project partners
Twycross
School
• Why would we use this image in geography teaching?
• What would we want students to learn from it?
• What would be the benefits for your students of
learning this?
• How might students be deprived by looking at this
image without geographical knowledge?
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.
Project partners
Twycross
School
www.geocapabilities.org
In a highly complex and interdependent
world…..
GeoCapabilities argues that human capability is
diminished without access to the powerful
disciplinary knowledge that enables individuals to
extend and deepen their thinking beyond their
immediate ‘everyday’ experiences.
We think that the absence of geographical
knowledge in formal education deprives young
people of some vital perspectives, ultimately
undermining their capabilities as global citizens
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.
Project partners
Twycross
School
• What sort of school geography develops knowledge that empowers
individuals to identify, select and make informed, defensible choices about
how to live (for the best) in the ever changing world based on worthwhile
distinctions with regard to their citizenship and to sustainability?
• What sort of school geography promotes individual autonomy and the
ability to think and reason? ?
• What sort of school geography contributes to understanding self-
potential as a creative and productive citizen in the context of the global
economy and culture?
Life itself; bodily health; bodily integrity (including the freedom from assault from
others); the freedom to use and develop the senses, imagination and thought;
emotional health; to engage in practical reason; affiliation; respect for other species
and nature; play (including enjoyment and laughter); control over one’s material and
political environment. (Nussbaum 2000)
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.
Project partners
Twycross
School
www.geocapabilities.org
What is the ‘Geo’ in Geo-capabilities?
A framework for thinking about the value of geography?
• A deep descriptive ‘world knowledge’.
• A theoretically-informed relational
understanding of people and places in the
world.
• A propensity and disposition to think about
alternative social, economic and environmental
futures.
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.
Project partners
Twycross
School
www.geocapabilities.org
Connecting Geocapabilities with teachers…we seek to:
Enable critical reflection on the teaching of geography at
the level of goals and purposes.
Develop ideas of disciplinary rigour in geography
education and to link this effectively with enquiry
pedagogies.
Empower in teachers with new understandings of the
significance of their role in ‘enacting’ the curriculum.
Inspire teachers of geography internationally to take
responsibility for ‘curriculum making’ and to learn from
each other.
Provide examples of curriculum leadership
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.
Project partners
Twycross
School
www.geocapabilities.org
Aim = to explore geography teachers’ and teacher
educators’ initial ideas of ‘capabilities’ and to investigate
the status of capabilities in their thinking about
geography teaching.
28 respondents
England: 10 respondents (4 teacher educators, 6 teachers)
Finland: 6 respondents (1 teacher educator, 5 teachers)
Germany: 5 respondents (4 teacher educators, 1 teacher)
Greece: 2 respondents (2 teachers)
Netherlands: 6 respondents (6 teacher educators)
Phase 1 - A small-scale survey
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.
Project partners
Twycross
School
www.geocapabilities.org
1. Meaning of
human well-being
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.
Project partners
Twycross
School
www.geocapabilities.org
2. Meaning of
‘human potential’
11. 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.
Project partners
Twycross
School
www.geocapabilities.org
3. Role of
education in
helping young
people achieve
potential and well-
being in life.
Survey Results – Teacher and Teacher Educator Views
12. 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.
Project partners
Twycross
School
www.geocapabilities.org
4. What does
geography
education enable
individuals to
know, understand
and do?
13. 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.
Project partners
Twycross
School
www.geocapabilities.org
5. Consequences - for
well-being and human
potential - of NOT
being educated in
geography.
14. 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.
Project partners
Twycross
School
www.geocapabilities.org
6. Educational
goals (for students)
as a geography
teacher?
15. 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.
Project partners
Twycross
School
www.geocapabilities.org
7. Educational
goals and
approaches to
teaching geography
16. 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.
Project partners
Twycross
School
www.geocapabilities.org
8. External controls
on teaching
geography and
impact on the
geography
curriculum
17. 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.
Project partners
Twycross
School
www.geocapabilities.org
Findings
• Variability in understanding what geography is.
• Variability in articulation of and connection with the
value of geography in education.
One important outcome……
…….will be for teachers to develop the means to
communicate effectively how the development of
geographical knowledge and understanding in young
people contributes to the fully educated person.
18. 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.
Project partners
Twycross
School
www.geocapabilities.org
Module 1.
Defining and Developing Disciplinary Capabilities
……participants are encouraged to demonstrate the
outcomes of Module 1 by providing instances of
developing geo-capabilities in their teaching….
……shared via StoryMap vignettes
19. 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.
Project partners
Twycross
School
www.geocapabilities.org
We are seeking short ‘vignettes’ illustrating the geo in GeoCapabilities.
One of the ideas that underpins GeoCapabilities is the need for teachers
(and students) to understand and value geographical knowledge as ‘powerful
disciplinary knowledge’ (PDK).
PDK means more than the possession or acquisition of ‘facts’.
Having PDK means understanding and interpreting the world in ways that are
distinctive.
Specialist teachers provide students with opportunities to access PDK, and
the ability to think in distinctive and disciplined ways. Geography teachers
support the development of geographical thinking.
We invite you to provide an example to convey what you think is the PDK
that underpins thinking geographically. We ask you to describe a specific
example of something you teach in geography that demonstrates what is
special and distinctive about thinking geographically.
20. 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.
Project partners
Twycross
School
www.geocapabilities.org
Vignette - Description and Discussion
Specialist teachers provide students with opportunities to
access PDK, and the ability to think in distinctive and
disciplined ways. Geography teachers support the
development of geographical thinking.
What is geographically theoretical or conceptual about
the example?
How does the example support geographical thinking in a
way that is systematic (i.e., has value for interpreting the
example in a way that expresses the intellectual
significance of geographical and spatial concepts such as
location, place, region, pattern, spatial hierarchy, regional
identity, etc.) ?
21. 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.
Project partners
Twycross
School
www.geocapabilities.org
Vignettes –
Example 1: Boulder clay
Example 2: Conservation and National Parks
22. 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.
Project partners
Twycross
School
www.geocapabilities.org
Using a capabilities approach with trainees:
Can you contribute a vignette?
Would you use the approach for exploring the role
of geography in the curriculum?
How could you use Storymap vignettes?
23. 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.
Project partners
Twycross
School
www.geocapabilities.org
What next?
Module 2 = Curriculum-making
Module 3 = Video Case Studies (powerful
(knowledge and powerful pedagogies)
Module 4 = Curriculum Leadership &
advocacy
24. 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.
Project partners
Twycross
School
WEBSITE
www.geocapabilities.org
EMAIL
geocapabilities@gmail.com
TWITTER
twitter.com/geocapabilities
FACEBOOK
tinyurl.com/geocap-fb