This document discusses various pedagogical approaches that can be used to teach geography. It outlines observation, lecture, inductive, excursion, demonstration, project, concentric, and problem-solving methods. For each method, it provides a brief definition and examples of how it can be applied to teaching geography. It emphasizes that using a variety of these interchangeable teaching methods is most effective for providing different learning activities to suit different learners.

1. Pedagogy of Geography
(Case Study)
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2. Pedagogy of Geography
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Institution
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3. Introduction
 The subject of choice is Geography.
 Geography is a discipline that deals with the different ways through which man relates to the
environment and is therefore, a live subject (Gersmehl, 2014).
 This is a discipline at the center of human existence on earth, which places emphasis on
Geography`s significance.
 The emphasis of this presentation is on the pedagogical approaches that could be used in
teaching geography, making it possible for the goals of education to be met
 Geography is multidisciplinary – developing an understanding of the environment for man`s
ecological, economic and social purpose extends to all disciplines.
 Geography is related to all other disciplines that are taught in school and uses natural science
for creation of knowledge within the discipline.
 Being a practical subject, Geography requires that strategies that provide learners with hands-on
on experience have to be used in teaching the subject.
 Such strategies place learners in a better position to relate with the environment.

4. Pedagogy of Geography
 For a teacher to be successful, they have to be aware that teaching has to be dynamic,
challenging and has to be done according to the comprehension capabilities of the learners
(Pollard and Black-Hawkins, n.d.).
 All children are unique, and different teachers also have different teaching methods.
 John Hattie held the belief that the different ways through which learners see themselves and
those things they perceive as important in relation to their learning and their desired outcomes,
outcomes, significantly affect their motivation to learn and how they behave in class (Hattie and
Larsen, 2020).
 Teaching methods consist of the methods and principles that teachers use for purposes of
enabling student learning.
 A teachers pedagogy is influenced by the type of teacher they are (Askew et al. 1997)
 The subject matter being taught partly determines these strategies and the nature of the
learner also partly determines this.
 Observation method
 Demonstration method
 Problem solving method
 Concentric method
 Deductive method
 Excursion method
 Inductive method
 Lecture method

5. Observation Method
 This method is associated with collection of information by using eyes, that is, by viewing.
 Through this method, students of geography are brought into direct interactions with the
environment.
 Observations principle aspects are:
 Observing
 Recording
 Interpreting
 When teaching geography, the observation method is used inside classrooms and also outside
classes.
Aids used inside classrooms
Charts and Models
Globes and Maps
Aids used outside classrooms
Excursions
Field trips

6. Lecture Method
 Formal teaching method effective for any subject.
 Teachers work as the sole resource administering instructions in class in this teacher controlled
approach that is also information centered.
 The teacher does the talking, learners are passive listeners.
 Suitable for big classes.
 Teachers should encourage students to take notes to make the method more effective
 Teachers using the lecture method can utilize dialogic teaching, as developed by Robin
Alexander, effectively harnessing the power of talking for purposes of engaging interest,
stimulating thinking, advancing understanding, expanding ideas, and building and evaluating
arguments, and empowering students for lifelong learning (Alexander, 2018).

7. Inductive Method
 Based on the process of induction.
 Facilitates comprehension in addition to providing students with active participation
opportunities.
 Actual observation, thinking and experimentation form the basis of inductive reasoning.
 A proper example is a teacher asking his/her students to keenly observe the globe and
subsequently identify horizontal and vertical lines, then proceed to teach them how they can
locate places using meridians and parallels (Atta, Ayaz and Nawaz, 2015).

8. Excursion Method
 Excursion connotes journeys, trips, and tours that are planned for students of geography.
 Students visit actual sites and places and get first hand experience that results in increasingly
effective learning.
 Students are provided with ample opportunities to examine, gather information and data, ask
questions.
 Excursions are quite conducive for learning
Examples of places that can be visited for excursion purposes
 Aquarium
 Cultural Heritage Sites
 Museum
 Industrial sites
 Planetarium
 National Park
 Natural and Geographical features

9. Demonstration Method
 Teaching methods used for communication of ideas using visual aids including, posters, flip
charts and power point presentations, among others.
 Demonstration involves teaching learners how to follow step by step processes to make and do
things (Daluba, 2013).
 There are necessary aspects to make the method of demonstration successful and these include;
 The displayed object should be big enough and adequately visible.
 Clear language should be used to facilitate a deep understanding of concepts.
 Teachers should allow learners opportunities of asking questions to do away with their
difficulties.

10. Project Method
 The philosophy of pragmatism forms the basis of this method of teaching.
 The project method is also based on the principle of learning by doing.
 In the project method, learners are required to perform constructive activities within natural
conditions.
 A project implies a list of real life that has been imparted into the school.
The three laws of Thorndike form the basis of the Project Method
 Law of Effect
 Law of Readiness
 Law of Exercise
Examples include, Charts, Models, among others…

11. Concentric Method
 The concentric method is in other terms known as the spiral approach as it refers to breaking
down topics into other different subtopics, and the portion gets allotted to different grades.
 This is a rather psychological approach of teaching content.
 Because topics are broken down into different subtopics and in accordance with students
difficulty levels, in-depth understanding of all the aspects of concept is facilitated.
 This is not just a method of teaching, but a method of organizing courses.

12. Problem Solving Method
 This teaching method comes in handy in higher levels of learning involving transferring and
applying knowledge and understanding of new situations.
 Through this method, learners are equipped to think in a rational way and develop an
understanding of intellectual processes and practicing intellectual skills.
 Learners using this method learn by working on problems.
 Learners are facilitated to learn new knowledge by facing the problems that they go about
solving.
 An expectation is placed on students to observe, understand, analyze, interpret, find
solutions, and perform applications that facilitate the development of an holistic
understanding of the concept.
 This method provides learners with opportunities to actively participate in the learning
proves
 Learners are additionally habituated to study regularly and in an organized manner.

13. Conclusion
 There does not exist any single method that is suited for all learners (Askew et al. 1997).
 Using these different teaching methods interchangeably is the best way forward.
 Teachers are advised to use a variety of teaching and learning methods in a classroom for
purposes of providing an enhanced variability of activities in the process of learning and
teaching.

14. References
 Alexander, R., 2018. Developing dialogic teaching: Genesis, process, trial. Research Papers in
Education, 33(5), pp.561-598.
 Askew, M., Brown, M., Rhodes, V., Wiliam, D. and Johnson, D., 1997. Effective Teachers of Numeracy
in Primary Schools: Teachers' Beliefs, Practices and Pupils' Learning.
 Atta, M.A., Ayaz, M. and Nawaz, Q., 2015. Comparative study of inductive & deductive methods of
teaching mathematics at elementary level. Gomal University Journal of Research, 31(1), pp.20-28.
 Gersmehl, P., 2014. Teaching geography. Guilford Publications.
 Daluba, N.E., 2013. Effect of Demonstration Method of Teaching on Students' Achievement in
Agricultural Science. World Journal of Education, 3(6), pp.1-7.
 Hattie, J. and Larsen, S.N., 2020. The purposes of education: A conversation between John Hattie
and Steen Nepper Larsen. Routledge.
 Pollard, A. and Black-Hawkins, K., n.d. Reflective Teaching in Schools (Chapter 11: how can we
develop effective strategies). [ebook] Bloomsbury. Available at:
<https://content.talisaspire.com/bishopg/bundles/60ec047249e61b41146bac94> [Accessed 5
December 2021].

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