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NSS Learning and Teaching Strategies for Geography-(1) Planning and Managing the Curriculum

NSS Learning and Teaching Strategies for Geography-(1) Planning and Managing the Curriculum. Curriculum Development Officers and Ms. LAM Lin-fong (HK & KLN KFWA Sun Fong Chung College). GM Food?. Farming?. Famine?. Transport?. Corn Ethanol ( 乙醇）

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NSS Learning and Teaching Strategies for Geography-(1) Planning and Managing the Curriculum

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  1. NSS Learning and Teaching Strategies for Geography-(1)Planning and Managing the Curriculum Curriculum Development Officers and Ms. LAM Lin-fong (HK & KLN KFWA Sun Fong Chung College)

  2. GM Food? Farming? Famine?

  3. Transport? • Corn • Ethanol (乙醇） (a biodegradable fuel additive produced from corn) • E-85 (85% ethanol + 15% gasoline) • A clean-burning, renewable fuel for “flexible fuel vehicles” Sustainable Development?

  4. Concepts in Geography do not exist in isolation! Jilly O’Brien - ‘Concept mapping in geography’

  5. Experience Sharing-Using concept maps in the NSS Geography Curriculum

  6. To highlight the “focus” and main concepts of each issue / elective • To provide more examples / elaborations • To show some of the linkages among different issues / electives • To provide e.g. on the classification of concepts • To show the “complete picture”

  7. Difficulties and suggestions: • To decide the “focus” of an issue • To distinguish between “headings” and “concepts” • To group different concepts together • To find out the inter-connection among different issues and electives • To identify the missing parts (items which are not directly listed in the curriculum) in the maps • …

  8. Concept maps can be used to: A useful tool for the planning & management of the NSS Geography Curriculum • Organise ideas / concepts in a structured way; • Improve the quality of knowledge & understanding of answers; • Connect new ideas with prior knowledge; • Look at the links between different parts of a curriculum; • Prepare for tests/examination (A good revision tool) ; • Analyze long questions and organize answers; • Facilitate decision-making; • …

  9. Advantages of using concept maps: • A visual organiser to summarise information • A good planning tool • A useful tool to highlight one of geography’s Big Concepts – ‘Cause & effect’ • Deductive & inductive reasoning and speculation • No two concept maps will be the same, so they are good for differentiation • …

  10. Suggested steps of constructing concept maps: 1.Write down major terms / concepts about a geography topic 2.Write each term on a separate piece of card 3.Sort the cards 4.Put aside those cards that - you do not understand; & - are not related to other terms Earthquakes Aftershocks

  11. 5.Arrange the cards left with their relationships to construct a concept map 6.Stick the cards together 7.Draw lines between terms to show their relationships 8.Write on each line the relationship you identified 9.Re-consider the cards you put aside in Step 3

  12. Clear instructions & debriefing • Good preparation • Clear instructions • Case-specific information & generalisations • Debriefing & follow-up activities

  13. Follow-up activities • Writing tasks (differentiation) • Drawing other concept maps, e.g. a case-specific one • Using IT for searching information (e.g. Internet) & drawing concept maps (e.g. • “What if” activities • …

  14. Free mind mapping software: e.g. FreeMind http://freemind.sourceforge.net/wiki/index.php/Main_Page

  15. Extend thinking … Higher order thinking …

  16. Quality of concept maps: Quantity of Links ? Quality of Links ? Degree of generality … Degree of abstractness

  17. Suggested assessment criteria: • Number of descriptive facts /concepts (levels) and links • Errors • Quality of the descriptions and explanations • Relationships & interactions among the components • Incorporation with personal experience & prior knowledge • Elements of ‘speculation’

  18. Concept mapping supports the development of thinking skills in geography… • Active learning • Collaborative learning • Visual and spatial learning • …

  19. The development of generic skills • Critical thinking skills • Creativity • Problem-solving skills • Collaboration skills • Communication skills • Information technology skills • …

  20. Critical thinking in geography… usually occurs in association with issues, arguments or problems. • To facilitate geographic decision-making (identify, organize, analysis, evaluate…) • To ask questions about an issue/ a problem, e.g.

  21. What is the issue or argument? • What evidence supports this position? • What is the source of this evidence? • Is this issue presented accurately?... completely? • What assumptions have been made? • Whose viewpoint is represented? • Are there other ways of looking at this issue? • What do I believe and why do I believe it? (Source: Sharma, M. B. & Elbow, G. S. (2000). Using internet primary sources to teach critical thinking skills in geography.)

  22. To evaluate data, sources & arguments (including the reliability of the information) • To translate information into knowledge • Sharma, M. B. & Elbow, G. S. (2000). Using internet primary sources to teach critical thinking skills in geography. • Places & regions • Physical systems • Human systems • Environment & society • …

  23. Lesson Exemplar- Planning of Kai Tak

  24. Lesson exemplar – Planning of Kai Tak Present S4-5 Geography Syllabus: Theme: City Issue: Sustainable City NSS Geography Syllabus: Building a sustainable city – Are environmental conservation and urban development mutually exclusive?

  25. This exemplar included: • Lesson Plan (9 pages) • A set of worksheets (4 pages) • Information Folder 1 (13 pages) • Information Folder 2 (6 pages) • Master Plan of Kai Tak for Third Public Consultation (1 page)

  26. Prior knowledge: • The concept of sustainable development • Urban renewal in Hong Kong • Conflict between environmental conservation and urban development in Hong Kong

  27. Characteristics of this lesson exemplar • Generic skills – collaboration skills, communication skills, critical thinking skills, study skills • Higher order thinking skills – decision making (with the help of graphic organizer)

  28. Development of generic skills • Critical thinking skills • search for relevant information • determine the strength of an argument • make reasonable judgment • Study skills • Collaboration skills and communication skills (think, pair and share)

  29. Thinking Skills Higher order thinking skills Basic-level thinking skills Distinguish, sort and classify, compare and contrast, observe, recall, explain, comprehend, make analogise, infer, list & sequence, match, analyze, define and synthesize Critical thinking, Creative thinking, Problem-solving and Decision making Types of thinking skills Metacognition

  30. Decision-making Why is there a need to make a decision? What choices do I have? What are the consequences of each choice? How important are these consequences? Which is the best choice?

  31. Step 1: Why is there a need to make a decision? Why is there a need to develop the area? What are the criteria for making the decision?

  32. Use of graphic organizer Collaborative learning: think, pair and share Reading and analyzing information Ability to synthesize information Step 2: What choices do I have?

  33. Step 3, 4&5: What are the consequences of each choice? How important are these consequences? Which is the best choice?

  34. Supported with reasons Evaluation depends on: • Criteria chosen at the beginning • Principle of sustainability • The foci of the design of these concept plans Advantages and disadvantages Best choice

  35. Conclusion: Master Plan for Third Public Consultation

  36. Latest revised plan – 18.6.2006

  37. Study skills Catering for learners’ diversity

  38. References 1.Leat, D. (Ed.) (2001). Thinking through geography (2nd ed.).Cambridge: Chris Kington Publishing. 2.Nichols, A. (Ed.) (2001). More thinking through geography. Cambridge: Chris Kington Publishing. 3.Brien, J. O. (2002). Concept mapping in geography. Teaching geography, 27(3), -126-130.

  39. 4.Cowlard, K. A. (1990). Decision-making in geography: A manual of method and practice. Great Britain: Hodder & Stoughton. 5.Goddard, C. & P. (1998). Decision making exercises for GCSE geography.Surrey: Thomas Nelson & Sons Ltd. 6.Sharma, M. B. & Elbow, G. S. (2000). Using Internet Primary Sources to Teach Critical Thinking Skills in Geography. Westport: Greenwood Press.

  40. NSS Geography –Professional Development Programmes for Teachers “NSS Enriching Knowledge for the Geography Curriculum Series”

  41. ~ The End ~ ~ Thank You ~

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