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Geo- Capabilities

www.geocapabilities.org. Geo- Capabilities. Teachers as Curriculum Leaders Duncan Hawley Geographical Association & David Lambert UCL Institute of Education. www.geocapabilities.org. This session aims to:

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Geo- Capabilities

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  1. www.geocapabilities.org Geo-Capabilities Teachers as Curriculum Leaders Duncan Hawley Geographical Association & David Lambert UCL Institute of Education

  2. www.geocapabilities.org • This session aims to: • Outline the capabilities approach to (geography) education and why it is important. • 2. ‘Showcase’ some examples of our ‘story map’ interactive • Get you to think of/devise your own examples • Highlight the upcoming interactive CPD platform – supporting teachers to develop a geo-capabilities approach..

  3. www.geocapabilities.org In a highly complex and interdependent world….. GeoCapabilities argues that human capability is diminished without access to the powerful disciplinary knowledge that enables individuals to extend and deepen their thinking beyond their immediate ‘everyday’ experiences. We think that the absence of geographical knowledge in formal education deprives young people of some vital perspectives, ultimately undermining their capabilities as global citizens.

  4. www.geocapabilities.org • What is the ‘Geo’ in Geo-capabilities? • A framework for thinking about the value of geography? • A deep descriptive ‘world knowledge’. • A theoretically-informed relational understanding of people and places in the world. • A propensity and disposition to think about alternative social, economic and environmental futures.

  5. www.geocapabilities.org We are seeking short ‘vignettes’ illustrating the geo in GeoCapabilities. One of the ideas that underpins GeoCapabilities is the need for teachers (and students) to understand and value geographical knowledge as ‘powerful disciplinary knowledge’ (PDK). PDK means more than the possession or acquisition of ‘facts’. Having PDK means understanding and interpreting the world in ways that are distinctive. Specialist teachers provide students with opportunities to access PDK, and the ability to think in distinctive and disciplined ways. Geography teachers support the development of geographical thinking. We invite you to provide an example to convey what you think is the PDK that underpins thinking geographically. We ask you to describe a specific example of something you teach in geography that demonstrates what is special and distinctive about thinking geographically.

  6. www.geocapabilities.org Story Map PDK Vignettes Example 1: Boulder clay Example 2: Conservation and National Parks

  7. www.geocapabilities.org • PDK Vignette - Description and Discussion • Specialist teachers provide students with opportunities to access PDK, and the ability to think in distinctive and disciplined ways. Geography teachers support the development of geographical thinking. • What is geographically theoretical or conceptual about the example? • How does the example support geographical thinking in a way that is systematic (i.e., has value for interpreting the example in a way that expresses the intellectual significance of geographical and spatial concepts such as location, place, region, pattern, spatial hierarchy, regional identity, etc.) ?

  8. www.geocapabilities.org • How could you use Storymap vignettes? • Would you use the approach for exploring the role of geography in the curriculum - for yourself ? • - with colleagues in your department? • Can you contribute a vignette?

  9. www.geocapabilities.org What next? Module 2 = Curriculum-making Module 3 = Video Case Studies (powerful (knowledge and powerful pedagogies) Module 4 = Curriculum Leadership & advocacy

  10. WEBSITE www.geocapabilities.org EMAIL geocapabilities@gmail.com TWITTER twitter.com/geocapabilities FACEBOOK tinyurl.com/geocap-fb

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