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NORTHLAND JUMBO DAY Geography Workshop Jane Evans Geography Facilitator 2013

NORTHLAND JUMBO DAY Geography Workshop Jane Evans Geography Facilitator 2013. Introductions. Make sure you have signed the roll General Administration Agenda for day. AGENDA. 1. Teaching as Inquiry

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NORTHLAND JUMBO DAY Geography Workshop Jane Evans Geography Facilitator 2013

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  1. NORTHLAND JUMBO DAY Geography Workshop Jane Evans Geography Facilitator 2013

  2. Introductions • Make sure you have signed the roll • General Administration • Agenda for day.

  3. AGENDA • 1. Teaching as Inquiry • (includes programme design, literacy needs in geography, useful activities and unpacking external assessment) • 2. Issues in Geography • 3. Internal Assessment • 4. Alignment of New Standards • 5. Questions

  4. Know Your Learner • Get into a group of 3/4 people you do not know well • Using the 2 pieces of string, make the North and South Island • Write on the post-its 3 places that have special meaning to you. • Place these post-its either in or outside NZ • Share why this place is important to you to others in the group • See if there are any links between these places and others in the group.

  5. What was the point of this exercise? • How can this translate to the classroom?

  6. About Me:

  7. Teaching As Inquiry • In groups discuss: • What do I understand by this term? • How do I use it in my teaching?

  8. Teaching As Inquiry • This is NOT inquiry based learning. • It is based on the Teacher and how they approach their teaching.

  9. It is likely to be student centered as: • Best Evidence synthesis (BES) says that the best practice in Social Sciences is based on: • Alignment (student outcomes) • Connection (relevant) • Community (relationships) • Interest (variety and experience)

  10. Teaching As Inquiry

  11. Prior to Teaching • Couse design • Unit design • Differentiate - Know your student Teaching - Getting information across Evaluating - Review effectiveness Learning - Consolidating information

  12. Prior to Teaching • Couse design • Unit design • Differentiate - Know your student Teaching - Getting information across Evaluating - Review effectiveness Learning - Consolidating information

  13. – Programme Design • What do my students need to learn? • - The AO’s should be your starting point • - Assessment should be the end not the start • - Decide what you think is important for a student to cover in a course of geography

  14. A Course should include the following: • Physical geography • Cultural geography • Applied Geography (People/environment interactions) • Skills • Case Studies at a local / national/ overseas and global scale. • Current Geographic Issues

  15. An Easy way to do this is a term of each: • Term 1: Physical Geography (ENE, Skills, global ) • Term 2: Cultural Geography (Pop, Skills ) • Term 3: Applied Geography (sustainable environments, Current issues)

  16. Alternatively can break it up according to scale: • Term 1: My local community (Research, Current Issue, Skills) • Term 2: My Country (Pop, Skills, sustainability) • Term 3: Further Horizons (Global based on ENE)

  17. How Effective is your course?

  18. Use this to see the gaps

  19. Once this is established then bring in other considerations.

  20. Teaching Inquiry – what do I need to know and do?

  21. Past Data: • Get to know your students in terms of interests • Use data available – NCEA results, e asTTLE, Reports • Keep updating data – no of credits, how doing in other subjects. • Know who to target when doing activities • Design activities around your less able students.

  22. Remember: • It is the student you want to understand not the effectiveness of a course • If your numbers are low then comparing to national averages is irrelevant • You need to understand what it is that hinders their learning. • It is also important to understand the entry point of students so you can see any difference.

  23. Activities to inform prior knowledge • Pre-tests • Brainstorms • True / False • Try the activity for Level 3 on Waves. Sort into True or False

  24. Answers: • TRUE: 3, 4, 8, 10, 11, 12 • FALSE: 1, 2, 5, 6, 7, 9, 13, 14 • Does anyone use any other effective techniques?

  25. Prior to Teaching • Couse design • Unit design • Differentiate - Know your student Teaching - Getting information across Evaluating - Review effectiveness Learning - Consolidating information

  26. Providing The core information • Teacher instruction • Use of a text-book • Use of a newspaper article • Use of internet • Use of film or documentary • A You Tube clip • Use of a power point • Use of visuals – maps / photos/ diagrams

  27. The success of Teaching and Learning is based on literacy? • IN GROUPS • What do you understand literacy to be? • How do you try to promote this in geography?

  28. Literacy is the written and oral language people use in their everyday life and work. It includes reading, writing, speaking, and listening. Skills in this area are essential for good communication, active participation, critical thinking and problem solving. • Geoliteracy is the ability to use geographic understanding and geographic reasoning to make decisions

  29. This has become a new catch phrase as: • ALL except (1.4 and 1.8) AS are now literacy standards. We therefore must take responsibility to teach them. • Numeracy and Literacy NZQA

  30. Courses should therefore ensure a coverage of: • Listening Skills • Speaking /Discussion Skills • Reading Skills • Writing Skills

  31. The most effective strategies: • Include a mixture of all of these. • Variety is important • Students need to be exposed to different types of text • Students need strategies to cope with unfamiliar text.

  32. Whatever the type of text it is important to: • Establish how you intend students to get the information down • - Questions • - Graphic Organiser • - Close • Allow for differentiation according to ability • Aim for good thinking to take place – ask for something beyond the text

  33. Will Give a Few examples here: Question dice • 1. What • 2. Where • 3. Who • 4. Why • 5. When • 6. How • Differentiate from basic to higher level.

  34. What, why and so what?

  35. Picture dictation • Teacher reads a passage • Students draw what they hear • After teacher finished student goes back and adds captions to pictures.

  36. 2 Way Dictation:

  37. Are Some Great clips around that promote discussion: • Watch Thinking like A Geographer

  38. Reading • What strategies have you tried? • Highlighting key words or phrases • Reciprocal Reading strategies • Paragloss

  39. Many Activities require students to engage with text:

  40. Prior to Teaching • Couse design • Unit design • Differentiate - Know your student Teaching - Getting information across Evaluating - Review effectiveness Learning - Consolidating information

  41. Use the same techniques for consolidation • Activities here include: • True /False paragraphs • Paired Crosswords • Bingo of key terms

  42. Writing – the most vital for assessment • Need to unpack standards: • Subject specific words • Instruction words

  43. Using the Standard Given highlight in one colour: • The subject specific words • The instruction words

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