Learning Geography Project

1. Learning Geography Project Michael Bradford University of Manchester

2. design of study • volunteers to be interviewed in groups throughout their three years - biased sample - insights not representation • grouped initially according to varying backgrounds straight from school/college - gap/mature private - state selective - non-selective 11-18 school - 6th form college

3. design of study -continued • Sept/ Feb/ May • small groups from 1-5 • started with 24 (initially wanted 15) • Sept. wanted to know about learning and teaching at school/college • Feb. first semester reflections, relative to school/college • May second semester reflections before exams - relative to initial expectations

4. Currently in third year • Midway through a session on dissertation so far, fieldcourse and year2 • Just going to talk about any ‘ah-hah’ moments and more gradual change over last year.

5. some methodological comments • by giving them a sheet to complete, and then ask questions about it, meant that they had time to reflect - not a normal interview - varied who went first • seeing them in groups (preferably 3-4) meant that similarities and variations could be discussed • probing from answers from previous groups • feedback on process from them > ownership (reasonable retention)

6. some findings (from year 1) • various types of learning - a number did not like to read • major differences from school - reading around a subject - major challenge and for some, seen as major progress during first semester - for others least progress the art of the precis - not present - ability to study independently lost ground (Curriculum 2000)

7. ‘Ah-hah’ moments • Synthesis – revising for ‘key issues’ ‘it all clicked’ - my course units ‘seemed to fit together’ ‘linking themes’ • ‘seeing all my primary data together’ once collected – ‘into place’ • ‘writing literature review (draft)’ clarified ‘where I was going’ (for dissertation)

8. ‘Ah-hah’ moments (cont) Revelation - inspiration - ‘one sentence in a book gave me a new dissertation idea’ - in ‘key issues’ I went from being a physical geographer to a human geographer – ‘I realised all knowledge was socially constructed’

9. ‘Ah-hah’ moments (cont) Confidence + - when I received my 2nd year results - when I discovered something in my research that ties in with theory (also revelation)

10. ‘Ah-hah’ moments (cont) • Realising the relevance (about past learning and teaching) - ‘Why we interviewed a member of staff in yr1 sem 2 and why we did research designs and methodologies in such detail’ (all when applied to her dissertation)

11. Gradual learning • Improved reading (many) more widely and critically planning and reading (critically) • Analytical skills • Research skills • Prioritising - time management • Working with others – both in teams and ‘learning together’

12. Gradual learning (cont) • Deeper understanding and wider significance -‘shied from theory but now understanding theoretical base – a deep understanding facilitates an appreciation of the effects of small things’ - ‘critical complex and theory-based’ - ‘wider concepts – understanding place, space, scale and power’ - relating theory to own studies in dissertation (not done before)

13. comments • This is a device to obtain feedback on the whole curriculum • How parts relate to one another at one time and over time • These are brighter, keener students, more self-aware so • we need to help all students to articulate their learning and development (pdps maybe)