We have started our Coastal Environment topic by looking at the elements and features that exist. Today we were starting to focus on the processes operating in our coastal environment of Muriwai. The introduction to these processes can sometimes be dull as we trudge through the necessary diagrams and explanations. This year I was determined to make this more interactive. I borrowed some sidewalk chalk and a bucket of balls from the PE department and we spent the period moving back and forth from classroom to a courtyard outside. Continue reading
In the next step of helping my Year 11 Geography class develop as geographers I am working on developing their geoliteracy.
We are doing some basic skill work to start the year and as part of an introduction to mapping skills I normally give them a description to work from and create a map. This year I have added to it, thanks to re-reading some work on Luke and Freebody’s Four Resources for literacy. Continue reading
Before watching we did a concept and definition mix and match activity where the concepts and a definition were on laminated cards. Once all pairs/groups had sorted the definitions together the students wrote the concepts down in their books leaving about 3-4 lines after each one. Continue reading
To participate in Guerrilla Geography Day today, my Year 13 class investigated media portrayals of gender. Our notes from the class are below:
A full write up of the lesson and it’s outcomes is on the Guerrilla Geography Day website here.
Had my second lesson of the year with my Year 11 Geography class today so decided to introduce them to the idea of geographic significance at the same time as doing some basic world mapping.
I gave the class a blank world map and brought up the World page of the New Zealand Herald website on the screen. First of all we read the introductions to each story locating and labelling the countries involved on a map for a bit of basic world geography (amazing how many students know the names of countries in the news but have no idea where these are e.g. Syria, North Korea).
Next we discussed the criteria for geographic significance that we would use to differentiate between the stories:
These criteria were obtained from Teaching about Geographical Thinking by Kamilla Bahbahani and Niem Tu Huynh.
We then read back over some of the stories collaboraitively sourcing examples of stories that demonstrate each of the criteria well. Students then had to choose two news stories that they felt are geographically significant and justify their decision.
Will pick this up over the rest of the year with getting the students to source information about geographically significant events as I feel this is incredibly important in helping them to develop the ability to think geographically. We will also use this to help decide which case studies we will focus on in our various topics this year.
A new section has been added to TKI focusing on Key Competencies and Effective Pedagogy. It focuses on a tool developed by NZCER and University of Waikato who worked with teachers to see what the key competencies looked like in different learning areas. This has led to the 3 sections on the website: a self-audit tool, 14 learning stories and Insights into aspects of the key competencies.
The self audit framework could be used by a teacher, syndicate, department or whole school to inquire into how well the key competencies are embedded into learning rather than an afterthought. The framework is developed around the concepts of initiative, connections and challenge. Initiative is really about student agency – student voice, learning to learn etc. Connection is about meaningful links between activities, experiences and/or learning areas. And Challenge is about using, transforming, critiquing, and generating knowledge for purposes that students recognise as worthy of their effort.
I personally have found the framework to be an effective self-reflection tool (as I was lucky enough to see earlier drafts of the framework) and I would encourage you to utilise this if possible, particularly when planning out or reviewing a unit of learning. Continue reading
Mark Osborne made a comment at ICOT that “Each year your class are different so your lessons should be different.” I have kept that in mind as my first classes approach this year and tomorrow I meet my 4 classes for the first time. Here’s how I will start to find out about the learners in my classes this year. Continue reading
Some statements and questions to reflect on from the breakouts I attended at ICOT on Wednesday and Thursday
Embodied thinking is intuitive, ‘rational’ decisions are usually after-the-fact justifications
How do you develop students’ intuitive thinking?
Thinking in the spaces between individuals or ideas is a more apt metaphor for the changes afforded by information technologies
We need to push past our urge to stick with people like us. Learn to love difference – then you will learn
Epistemic experiences are moments when we become conscious of something about our knowing
Martin Renton – In the Learning Pit
Moving from clarity to confusion is a positive step in the learning process
No such thing as a bad question. The important part is the reason for asking the question
Get comfortable with silence, it helps us process our thinking
How often do you question to confuse your students
Active thinking is where creative, critical and caring thinking overlap
Do your inquiries allow for passion, persistence and purpose?
“I don’t want a project, I want something with a purpose”
Don’t just think differently, act differently
Good teachers are always learning from their students
Lesson plans are hallucinations
Karen Melhuish Spencer
Social networks privilege the individual, online communities privilege the relationship
Do you use social networks to check or challenge your thinking?
What social network has the most effective impact on your teaching? How? Can you prove this?
As educators we are morally obliged to share our practice for the good of all students
The situation in Mali has now escalated to an international conflict with European troops (particularly French) becoming involved, the Algiers incident and African Union troops being sent in as well. The New Zealand Herald today included a thorough article with a great map demonstrating where this is occurring.
Normally, when approaching current events such as this, I work with the following set of thinking prompts:
- Why has this occurred in this specific location?
- What are the root causes of the incident?
- Which factors (human and/or physical) had the greatest influence on the event?
- What perspectives are covered in this information?
- Are there perspectives missing that should be covered?
- What are the implications or consequences?
- What evidence is used to support the author’s argument?
- Who is responsible?
- Who is this issue significant for?
- What can be done about this?
With this situation though, I feel the main forces may be too complex so require a further set of information sources for students to more completely understand what is occurring. The following articles are ones that I plan to use with my classes in the coming weeks:
National Geographic provide a great backgrounder to the situation.
More depth can be added to the background with this article from International Political Forum
BBC have this article about the key players in the crisis
Hope these help you and your students (and me!) understand the developing situation in Mali.
The following are some start of year exploration activities that I am integrating into my Introduction to Geography and Social Studies lessons over the first 2 weeks of school this year. Many of these activities were inspired by the Hangout for Geography Awareness Week which focused on exploration.