SlideShare a Scribd company logo
1 of 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
Panel Discussion – What makes
learning geography ‘powerful’?
Powerful geographical knowledge in practice and with attention to social
justice – some implications of the Geocapabilities 3 project
Mitchell, D., Beneker, T., Biddulph, M. ,
Hanus, M., Leininger, C. , Zwartjes, L.,
and Donert, K.
What makes learning geography ‘powerful’?
A perspective from the GeoCapabilities 3 project:
1. Reaching areas and schools areas labelled as ‘deprived’
and ‘failing’.
2. Maintaining the teacher’s iterative relationship between
classroom teaching and engagement with the discipline
3. Practical tools to evaluate how teachers and children
have accessed powerful disciplinary knowledge (PDK)
1.
Vignette
Current Geography (powerful
disciplinary knowledge – PDK)
2. Planning
3. Teach lessons
4. Evaluation
Social Justice
The GeoCapabilities 3 Toolkit in steps
Step 1 – Thinking
Geographically Engage with
academic Geography…write
a vignette to clarify your
thinking.
Step 2 – Lesson
planning – use the PDK
planning tool, leading
to assessing students’
current knowledge and
to consider which
powerful pedagogies
to adopt. Find a rich
resource or curriculum
artefact on which to
build a lesson/s
Step 4 – Evaluation &
reflection Assess &
evaluate how
geographical
concepts, contexts
and procedural
knowledge and skills
have developed from
the lessons. Return
back to your vignette,
to reflect on how far
and why your original
ideas changed.
Step 3 – Teach the lessons
Throughout the process hold the concept of social justice in mind
New website pages https://www.geocapabilities.org/
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
What next for the
GeoCapabilities Project?
Some suggested directions:
1. Knowledge capabilities (interdisciplinary – not just Geo…?)
2. Values dimension for capabilities (PDK downplays values?)
3. Primary education?
4. Climate change education as focus?
Current bids for research:
EPoCH (Engagement with Knowledge Power in Schools and the Development of Capabilities
for the Human Epoch) Marie Curie
Curriculum Making for the Anthropocene Spencer foundation
KCaVES (knowledge capabilities and values for environmental sustainability) Esmee Fairbairn
Questions & Discussion – What makes learning geography ‘powerful’?
1. What next for the GoCapabilities project?
2. The Geocapability approach aims to improve student learning but the theory is
focused on teacher's practices. How can theory evolve to improve the
consideration of student learning?
3. How best can we add value to teachers who are using a GeoCapabilities
approach?.....What needs do we (as a geography education community) need to
meet?
4. What social justice lessons does GeoCapabilities 3 provide? What needs to be
done to share these more widely? What follow up is needed?
5. What can be done by the geography community to help teachers get better
access to the latest updated Powerful Geography Disciplinary Knowledge?
Which are the channels? Who should be responsible?
6. How could the GeoCapabilities toolkit and supporting materials be used? Is
there any advice we can supply?
7. In recent years, Geocapabilities have become an important approach in
geographical education in many countries around the world. However, this
knowledge is fragmented into different platforms (web pages, journals etc).
Would it be possible / appropriate to invite authors to share their experiences
and then concentrate them in one place / portal?
8. What perspectives are needed in geography curriculum design and
development?

More Related Content

What's hot

Energy day
Energy dayEnergy day
Energy day
mandika
 
Cooperation with NGOs on Knowledge Management & Transboundary River, Groundwa...
Cooperation with NGOs on Knowledge Management & Transboundary River, Groundwa...Cooperation with NGOs on Knowledge Management & Transboundary River, Groundwa...
Cooperation with NGOs on Knowledge Management & Transboundary River, Groundwa...
Iwl Pcu
 
Inclusive mobility project brief
Inclusive mobility project briefInclusive mobility project brief
Inclusive mobility project brief
newmobility
 

What's hot (20)

Integrating Geotechnologies in European Education
Integrating Geotechnologies in European EducationIntegrating Geotechnologies in European Education
Integrating Geotechnologies in European Education
 
Bridging the divide: teaching about migration and drawing on academic geography
Bridging the divide: teaching about migration and drawing on academic geography Bridging the divide: teaching about migration and drawing on academic geography
Bridging the divide: teaching about migration and drawing on academic geography
 
GeoCapabilties 3 Teacher Toolkit Overview
GeoCapabilties 3 Teacher Toolkit Overview GeoCapabilties 3 Teacher Toolkit Overview
GeoCapabilties 3 Teacher Toolkit Overview
 
GeoCapabilities: curriculum making workshop
GeoCapabilities: curriculum making workshopGeoCapabilities: curriculum making workshop
GeoCapabilities: curriculum making workshop
 
Geo-projects and Innovation in Education
Geo-projects and Innovation in EducationGeo-projects and Innovation in Education
Geo-projects and Innovation in Education
 
Geography, Data, Democracy and Citizenship in education
Geography, Data, Democracy and Citizenship in educationGeography, Data, Democracy and Citizenship in education
Geography, Data, Democracy and Citizenship in education
 
Migration Geographies – some themes in recent academic Geography research - ...
Migration Geographies –  some themes in recent academic Geography research - ...Migration Geographies –  some themes in recent academic Geography research - ...
Migration Geographies – some themes in recent academic Geography research - ...
 
Migration Geographies – some themes in recent academic Geography research - ...
Migration Geographies –  some themes in recent academic Geography research - ...Migration Geographies –  some themes in recent academic Geography research - ...
Migration Geographies – some themes in recent academic Geography research - ...
 
Open Science and Citizen Science - researcher, participants, and institutiona...
Open Science and Citizen Science - researcher, participants, and institutiona...Open Science and Citizen Science - researcher, participants, and institutiona...
Open Science and Citizen Science - researcher, participants, and institutiona...
 
Energy day
Energy dayEnergy day
Energy day
 
The power of cs in education moraitopoulou elina republica 2017
The power of cs in education moraitopoulou elina republica 2017The power of cs in education moraitopoulou elina republica 2017
The power of cs in education moraitopoulou elina republica 2017
 
Geocube: Promoting Geography
Geocube: Promoting GeographyGeocube: Promoting Geography
Geocube: Promoting Geography
 
IOC Data systems and capacity development related to BBNJ, MGR workshop 21-22...
IOC Data systems and capacity development related to BBNJ, MGR workshop 21-22...IOC Data systems and capacity development related to BBNJ, MGR workshop 21-22...
IOC Data systems and capacity development related to BBNJ, MGR workshop 21-22...
 
Open-Source GIS - A Balancing Act Between a Wampeter and Saltpeter.
Open-Source GIS - A Balancing Act Between a Wampeter and Saltpeter.Open-Source GIS - A Balancing Act Between a Wampeter and Saltpeter.
Open-Source GIS - A Balancing Act Between a Wampeter and Saltpeter.
 
Symphony of Science and Practice: Bringing evidence to bear for land restorat...
Symphony of Science and Practice: Bringing evidence to bear for land restorat...Symphony of Science and Practice: Bringing evidence to bear for land restorat...
Symphony of Science and Practice: Bringing evidence to bear for land restorat...
 
Cooperation with NGOs on Knowledge Management & Transboundary River, Groundwa...
Cooperation with NGOs on Knowledge Management & Transboundary River, Groundwa...Cooperation with NGOs on Knowledge Management & Transboundary River, Groundwa...
Cooperation with NGOs on Knowledge Management & Transboundary River, Groundwa...
 
Inclusive mobility project brief
Inclusive mobility project briefInclusive mobility project brief
Inclusive mobility project brief
 
Challenges and opportunities of the Mexican Space Agency
Challenges and opportunities of the Mexican Space Agency Challenges and opportunities of the Mexican Space Agency
Challenges and opportunities of the Mexican Space Agency
 
Unlocking Pathways for System-Wide Capacity Development in African Drylands
Unlocking Pathways for System-Wide Capacity Development in African DrylandsUnlocking Pathways for System-Wide Capacity Development in African Drylands
Unlocking Pathways for System-Wide Capacity Development in African Drylands
 
Mapping the Foodshed and Sharing YOUR Story
Mapping the Foodshed and Sharing YOUR StoryMapping the Foodshed and Sharing YOUR Story
Mapping the Foodshed and Sharing YOUR Story
 

Similar to Panel Discussion – What makes learning geography ‘powerful’?

Pbs Teacherline Nasa 102909 Final
Pbs Teacherline Nasa 102909 FinalPbs Teacherline Nasa 102909 Final
Pbs Teacherline Nasa 102909 Final
Elizabeth Wolzak
 
GETSI-Field Guiding Principles presentation
GETSI-Field Guiding Principles presentationGETSI-Field Guiding Principles presentation
GETSI-Field Guiding Principles presentation
SERC at Carleton College
 
Selected reading workshop by viv rowan
Selected reading workshop by viv rowanSelected reading workshop by viv rowan
Selected reading workshop by viv rowan
rowa0015
 
Foundation of education 14
Foundation of education 14Foundation of education 14
Foundation of education 14
Channy Leang
 

Similar to Panel Discussion – What makes learning geography ‘powerful’? (20)

GI Learner: A project to develop geospatial thinking learning lines in second...
GI Learner: A project to develop geospatial thinking learning lines in second...GI Learner: A project to develop geospatial thinking learning lines in second...
GI Learner: A project to develop geospatial thinking learning lines in second...
 
An Online Questionnaire For Evaluating Students And Teachers Perceptions Of...
An Online Questionnaire For Evaluating Students  And Teachers  Perceptions Of...An Online Questionnaire For Evaluating Students  And Teachers  Perceptions Of...
An Online Questionnaire For Evaluating Students And Teachers Perceptions Of...
 
Pbs Teacherline Nasa 102909 Final
Pbs Teacherline Nasa 102909 FinalPbs Teacherline Nasa 102909 Final
Pbs Teacherline Nasa 102909 Final
 
GETSI-Field Guiding Principles presentation
GETSI-Field Guiding Principles presentationGETSI-Field Guiding Principles presentation
GETSI-Field Guiding Principles presentation
 
Learning lines for geoSpatial thinking: GI Learner Project
Learning lines for geoSpatial thinking: GI Learner ProjectLearning lines for geoSpatial thinking: GI Learner Project
Learning lines for geoSpatial thinking: GI Learner Project
 
T3g pd gis_presentation_aag2018_final
T3g pd gis_presentation_aag2018_finalT3g pd gis_presentation_aag2018_final
T3g pd gis_presentation_aag2018_final
 
Challenges of Biology Teacher In The Face Of Changing Technology
Challenges of Biology Teacher In The Face Of Changing TechnologyChallenges of Biology Teacher In The Face Of Changing Technology
Challenges of Biology Teacher In The Face Of Changing Technology
 
Selected reading workshop by viv rowan
Selected reading workshop by viv rowanSelected reading workshop by viv rowan
Selected reading workshop by viv rowan
 
Foundation of education 14
Foundation of education 14Foundation of education 14
Foundation of education 14
 
Assignment
AssignmentAssignment
Assignment
 
Assignment
AssignmentAssignment
Assignment
 
PhD proposal presentation
PhD proposal presentationPhD proposal presentation
PhD proposal presentation
 
Leading to change: educators at the forefront of innovation in formal education
Leading to change: educators at the forefront of innovation in formal educationLeading to change: educators at the forefront of innovation in formal education
Leading to change: educators at the forefront of innovation in formal education
 
GEC-2_STS_RevisedSyllabus-_June-26-2020.docx
GEC-2_STS_RevisedSyllabus-_June-26-2020.docxGEC-2_STS_RevisedSyllabus-_June-26-2020.docx
GEC-2_STS_RevisedSyllabus-_June-26-2020.docx
 
"If you love something, let it go": A Bold Case for Shared Responsibility for...
"If you love something, let it go": A Bold Case for Shared Responsibility for..."If you love something, let it go": A Bold Case for Shared Responsibility for...
"If you love something, let it go": A Bold Case for Shared Responsibility for...
 
Reconceptualising the relationship between ECE and CSE in the training field
Reconceptualising the relationship between ECE and CSE in the training fieldReconceptualising the relationship between ECE and CSE in the training field
Reconceptualising the relationship between ECE and CSE in the training field
 
The Roles and Function of Educational Technology in the 21st Century Education
The Roles and Function of Educational Technology in the 21st Century EducationThe Roles and Function of Educational Technology in the 21st Century Education
The Roles and Function of Educational Technology in the 21st Century Education
 
11.development and modification of curriculum for excellence in teacher educa...
11.development and modification of curriculum for excellence in teacher educa...11.development and modification of curriculum for excellence in teacher educa...
11.development and modification of curriculum for excellence in teacher educa...
 
Slides for linking geoscience and societal issues
Slides for linking geoscience and societal issuesSlides for linking geoscience and societal issues
Slides for linking geoscience and societal issues
 
NERA2011
NERA2011NERA2011
NERA2011
 

More from Karl Donert

The role of Geography in climate education: science and active citizenship
The role of Geography in climate education: science and active citizenshipThe role of Geography in climate education: science and active citizenship
The role of Geography in climate education: science and active citizenship
Karl Donert
 
ONLIFE Project
ONLIFE ProjectONLIFE Project
ONLIFE Project
Karl Donert
 
GEOLAND Presentation UN-GGIM
GEOLAND Presentation UN-GGIMGEOLAND Presentation UN-GGIM
GEOLAND Presentation UN-GGIM
Karl Donert
 

More from Karl Donert (20)

The role of Geography in climate education: science and active citizenship
The role of Geography in climate education: science and active citizenshipThe role of Geography in climate education: science and active citizenship
The role of Geography in climate education: science and active citizenship
 
GEOLAND Landscape Policy Case Study: Flanders
GEOLAND Landscape Policy Case Study: FlandersGEOLAND Landscape Policy Case Study: Flanders
GEOLAND Landscape Policy Case Study: Flanders
 
Geoland Policy-Briefing For Students
Geoland Policy-Briefing For StudentsGeoland Policy-Briefing For Students
Geoland Policy-Briefing For Students
 
Geoland-policy-Spain.pptx
Geoland-policy-Spain.pptxGeoland-policy-Spain.pptx
Geoland-policy-Spain.pptx
 
GEOLAND Landscape Policy Case Study: Bulgaria
GEOLAND Landscape Policy Case Study: BulgariaGEOLAND Landscape Policy Case Study: Bulgaria
GEOLAND Landscape Policy Case Study: Bulgaria
 
GEOLAND Landscape Policy Case Study: Greece
GEOLAND Landscape Policy Case Study: Greece GEOLAND Landscape Policy Case Study: Greece
GEOLAND Landscape Policy Case Study: Greece
 
GIS-T Training Course introduction
GIS-T Training Course introductionGIS-T Training Course introduction
GIS-T Training Course introduction
 
EAT Project Assessment Mapping
EAT Project Assessment Mapping EAT Project Assessment Mapping
EAT Project Assessment Mapping
 
GEODEM Krakow 2023 Presentation
GEODEM Krakow 2023 PresentationGEODEM Krakow 2023 Presentation
GEODEM Krakow 2023 Presentation
 
GEODEM Project IGU 2022
GEODEM Project IGU 2022GEODEM Project IGU 2022
GEODEM Project IGU 2022
 
GeoDem: Geography democracy, European citizenship in a digital age - benchmark
GeoDem: Geography democracy, European citizenship in a digital age - benchmarkGeoDem: Geography democracy, European citizenship in a digital age - benchmark
GeoDem: Geography democracy, European citizenship in a digital age - benchmark
 
BALANCE Green SMEs
BALANCE Green SMEsBALANCE Green SMEs
BALANCE Green SMEs
 
ONLIFE Project
ONLIFE ProjectONLIFE Project
ONLIFE Project
 
What is Onlife?
What is Onlife?What is Onlife?
What is Onlife?
 
GEOLAND Presentation UN-GGIM
GEOLAND Presentation UN-GGIMGEOLAND Presentation UN-GGIM
GEOLAND Presentation UN-GGIM
 
GeoDem: Geography democracy, European citizenship in a digital age
GeoDem: Geography democracy, European citizenship in a digital ageGeoDem: Geography democracy, European citizenship in a digital age
GeoDem: Geography democracy, European citizenship in a digital age
 
MyEcoTrack Use Your Voice - Protect the Climate
MyEcoTrack Use Your Voice - Protect the Climate MyEcoTrack Use Your Voice - Protect the Climate
MyEcoTrack Use Your Voice - Protect the Climate
 
Climate friendly lifestyle from the My Ecotrack project
Climate friendly lifestyle from the My Ecotrack projectClimate friendly lifestyle from the My Ecotrack project
Climate friendly lifestyle from the My Ecotrack project
 
Synopsis Project: training - Guide to specific fundraising tools for cultural...
Synopsis Project: training - Guide to specific fundraising tools for cultural...Synopsis Project: training - Guide to specific fundraising tools for cultural...
Synopsis Project: training - Guide to specific fundraising tools for cultural...
 
Synopsis Project: training - Fundraising Tools - Part 2
Synopsis Project: training - Fundraising Tools - Part 2Synopsis Project: training - Fundraising Tools - Part 2
Synopsis Project: training - Fundraising Tools - Part 2
 

Recently uploaded

SPLICE Working Group: Reusable Code Examples
SPLICE Working Group:Reusable Code ExamplesSPLICE Working Group:Reusable Code Examples
SPLICE Working Group: Reusable Code Examples
Peter Brusilovsky
 
Personalisation of Education by AI and Big Data - Lourdes Guàrdia
Personalisation of Education by AI and Big Data - Lourdes GuàrdiaPersonalisation of Education by AI and Big Data - Lourdes Guàrdia
Personalisation of Education by AI and Big Data - Lourdes Guàrdia
EADTU
 
Spellings Wk 4 and Wk 5 for Grade 4 at CAPS
Spellings Wk 4 and Wk 5 for Grade 4 at CAPSSpellings Wk 4 and Wk 5 for Grade 4 at CAPS
Spellings Wk 4 and Wk 5 for Grade 4 at CAPS
AnaAcapella
 
Contoh Aksi Nyata Refleksi Diri ( NUR ).pdf
Contoh Aksi Nyata Refleksi Diri ( NUR ).pdfContoh Aksi Nyata Refleksi Diri ( NUR ).pdf
Contoh Aksi Nyata Refleksi Diri ( NUR ).pdf
cupulin
 

Recently uploaded (20)

Mattingly "AI and Prompt Design: LLMs with NER"
Mattingly "AI and Prompt Design: LLMs with NER"Mattingly "AI and Prompt Design: LLMs with NER"
Mattingly "AI and Prompt Design: LLMs with NER"
 
ESSENTIAL of (CS/IT/IS) class 07 (Networks)
ESSENTIAL of (CS/IT/IS) class 07 (Networks)ESSENTIAL of (CS/IT/IS) class 07 (Networks)
ESSENTIAL of (CS/IT/IS) class 07 (Networks)
 
Including Mental Health Support in Project Delivery, 14 May.pdf
Including Mental Health Support in Project Delivery, 14 May.pdfIncluding Mental Health Support in Project Delivery, 14 May.pdf
Including Mental Health Support in Project Delivery, 14 May.pdf
 
SPLICE Working Group: Reusable Code Examples
SPLICE Working Group:Reusable Code ExamplesSPLICE Working Group:Reusable Code Examples
SPLICE Working Group: Reusable Code Examples
 
Supporting Newcomer Multilingual Learners
Supporting Newcomer  Multilingual LearnersSupporting Newcomer  Multilingual Learners
Supporting Newcomer Multilingual Learners
 
How to Send Pro Forma Invoice to Your Customers in Odoo 17
How to Send Pro Forma Invoice to Your Customers in Odoo 17How to Send Pro Forma Invoice to Your Customers in Odoo 17
How to Send Pro Forma Invoice to Your Customers in Odoo 17
 
8 Tips for Effective Working Capital Management
8 Tips for Effective Working Capital Management8 Tips for Effective Working Capital Management
8 Tips for Effective Working Capital Management
 
male presentation...pdf.................
male presentation...pdf.................male presentation...pdf.................
male presentation...pdf.................
 
e-Sealing at EADTU by Kamakshi Rajagopal
e-Sealing at EADTU by Kamakshi Rajagopale-Sealing at EADTU by Kamakshi Rajagopal
e-Sealing at EADTU by Kamakshi Rajagopal
 
Major project report on Tata Motors and its marketing strategies
Major project report on Tata Motors and its marketing strategiesMajor project report on Tata Motors and its marketing strategies
Major project report on Tata Motors and its marketing strategies
 
VAMOS CUIDAR DO NOSSO PLANETA! .
VAMOS CUIDAR DO NOSSO PLANETA!                    .VAMOS CUIDAR DO NOSSO PLANETA!                    .
VAMOS CUIDAR DO NOSSO PLANETA! .
 
Mattingly "AI & Prompt Design: Named Entity Recognition"
Mattingly "AI & Prompt Design: Named Entity Recognition"Mattingly "AI & Prompt Design: Named Entity Recognition"
Mattingly "AI & Prompt Design: Named Entity Recognition"
 
How To Create Editable Tree View in Odoo 17
How To Create Editable Tree View in Odoo 17How To Create Editable Tree View in Odoo 17
How To Create Editable Tree View in Odoo 17
 
FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf
FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdfFICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf
FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf
 
Personalisation of Education by AI and Big Data - Lourdes Guàrdia
Personalisation of Education by AI and Big Data - Lourdes GuàrdiaPersonalisation of Education by AI and Big Data - Lourdes Guàrdia
Personalisation of Education by AI and Big Data - Lourdes Guàrdia
 
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptxCOMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
 
Spellings Wk 4 and Wk 5 for Grade 4 at CAPS
Spellings Wk 4 and Wk 5 for Grade 4 at CAPSSpellings Wk 4 and Wk 5 for Grade 4 at CAPS
Spellings Wk 4 and Wk 5 for Grade 4 at CAPS
 
Contoh Aksi Nyata Refleksi Diri ( NUR ).pdf
Contoh Aksi Nyata Refleksi Diri ( NUR ).pdfContoh Aksi Nyata Refleksi Diri ( NUR ).pdf
Contoh Aksi Nyata Refleksi Diri ( NUR ).pdf
 
DEMONSTRATION LESSON IN ENGLISH 4 MATATAG CURRICULUM
DEMONSTRATION LESSON IN ENGLISH 4 MATATAG CURRICULUMDEMONSTRATION LESSON IN ENGLISH 4 MATATAG CURRICULUM
DEMONSTRATION LESSON IN ENGLISH 4 MATATAG CURRICULUM
 
OS-operating systems- ch05 (CPU Scheduling) ...
OS-operating systems- ch05 (CPU Scheduling) ...OS-operating systems- ch05 (CPU Scheduling) ...
OS-operating systems- ch05 (CPU Scheduling) ...
 

Panel Discussion – What makes learning geography ‘powerful’?

  • 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 Panel Discussion – What makes learning geography ‘powerful’? Powerful geographical knowledge in practice and with attention to social justice – some implications of the Geocapabilities 3 project Mitchell, D., Beneker, T., Biddulph, M. , Hanus, M., Leininger, C. , Zwartjes, L., and Donert, K.
  • 2. What makes learning geography ‘powerful’? A perspective from the GeoCapabilities 3 project: 1. Reaching areas and schools areas labelled as ‘deprived’ and ‘failing’. 2. Maintaining the teacher’s iterative relationship between classroom teaching and engagement with the discipline 3. Practical tools to evaluate how teachers and children have accessed powerful disciplinary knowledge (PDK)
  • 3. 1. Vignette Current Geography (powerful disciplinary knowledge – PDK) 2. Planning 3. Teach lessons 4. Evaluation Social Justice The GeoCapabilities 3 Toolkit in steps Step 1 – Thinking Geographically Engage with academic Geography…write a vignette to clarify your thinking. Step 2 – Lesson planning – use the PDK planning tool, leading to assessing students’ current knowledge and to consider which powerful pedagogies to adopt. Find a rich resource or curriculum artefact on which to build a lesson/s Step 4 – Evaluation & reflection Assess & evaluate how geographical concepts, contexts and procedural knowledge and skills have developed from the lessons. Return back to your vignette, to reflect on how far and why your original ideas changed. Step 3 – Teach the lessons Throughout the process hold the concept of social justice in mind
  • 4. New website pages https://www.geocapabilities.org/
  • 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 What next for the GeoCapabilities Project? Some suggested directions: 1. Knowledge capabilities (interdisciplinary – not just Geo…?) 2. Values dimension for capabilities (PDK downplays values?) 3. Primary education? 4. Climate change education as focus? Current bids for research: EPoCH (Engagement with Knowledge Power in Schools and the Development of Capabilities for the Human Epoch) Marie Curie Curriculum Making for the Anthropocene Spencer foundation KCaVES (knowledge capabilities and values for environmental sustainability) Esmee Fairbairn
  • 6. Questions & Discussion – What makes learning geography ‘powerful’? 1. What next for the GoCapabilities project? 2. The Geocapability approach aims to improve student learning but the theory is focused on teacher's practices. How can theory evolve to improve the consideration of student learning? 3. How best can we add value to teachers who are using a GeoCapabilities approach?.....What needs do we (as a geography education community) need to meet? 4. What social justice lessons does GeoCapabilities 3 provide? What needs to be done to share these more widely? What follow up is needed? 5. What can be done by the geography community to help teachers get better access to the latest updated Powerful Geography Disciplinary Knowledge? Which are the channels? Who should be responsible? 6. How could the GeoCapabilities toolkit and supporting materials be used? Is there any advice we can supply? 7. In recent years, Geocapabilities have become an important approach in geographical education in many countries around the world. However, this knowledge is fragmented into different platforms (web pages, journals etc). Would it be possible / appropriate to invite authors to share their experiences and then concentrate them in one place / portal? 8. What perspectives are needed in geography curriculum design and development?