2 recommended books from Geographical Association in partner with IOE:
- Living geography – making the geog curriculum module in Geog education ( w CD)
- A different view (can be downloaded from the GA website)
Bennetts, 2005 suggest that big ideas – adaptation, understanding place = move beyond knowledge to understanding. We need to think of the student’s experience. We need to think of the big ideas and linked them together by getting the students to engage in mental processes.
How can we connect the students’ experience to the big ideas? Find out what they already know and what they want to learn.
Most of them have travelled – find out how the people in other countries adapt e.g.
Get them to think about how they adapt to their own lives
Adaptation on videos e.g. Avatar, Second life
Get them to question on events around them e.g. haze
Use of photos – everyday experience or Direct experience of fieldtrips
Understanding the concepts make it more transferable to contents.
Activity: 1: To write down jobs to bring the mini eggs to the table
Which is the most important job and is the least important job?
Breakdown of the cost of the mini egg – who get the most out of it?
Go back to the list and categorise them under primary, secondary, tertiary and quaternary.
Activity 2: Categorise them under jobs in
in DCs and LDCs writing the no. in the boxes. Singapore
Jobs in DCs
Jobs in LDCs
How the activity can help the students in their exam?
See the link between food and development
To think more critically about data shown
Extend the practice on employment structure graphs and tables and map work (flow map showing the DCs and LDCs)
Help them to attempt LORMs question – evaluate
Students creating their own data
Changing pattern – which job will be more and which one lesser
More personalized and less intimidating
Activity on using data from table: Show a table - Take away the unit – get them to look at the pattern and the rationale. What do the numbers represent?
Activity on using graphic map: Show a graphic map and get them to guess what it shows
Group activity: GNP exercise - Group the students (in various sizes)
Get the groups to add up all the money they have and then record them, then divide them to show GNP per capita. Then show that the GNP per capita is just the average – there might be someone with more money in the group to show the disparity of income
Activity: Rogue Data
Show the one with the wrong data (in red) and ask them which one is wrong and why?
Activity: card game – they must know which indicators well to compete – e.g. life expectancy – the greater the no. the more developed, but for infant mortality, the smaller the no. the more developed
Life Expectancy 43 yr
Infant mortality rate
Life expectancy 78 yr
Infant mortality rate
Activity: Living graphs and maps
What living legends could you add to the map below?
To create a mystery
Layered information (“why tree)
Activity: To create the mystery question for the 2009 flood in Bukit Timah
Why did Mr X wait till 2012 to replace his Mazda-rusty?
Why did the teachers of NJC worry for the A level Econs results for 2010?
The question must be challenging supplemented by data e.g. news article, rainfall data over the years, schemes to divert the water
Making it relevant?
Would they solve the mystery?
He is waiting to buy his car because……
His car is rusty because ……
This happened because…
Constant practice with The Why Tree – The students will learn to justify their answer.
By Mark Jones – University of the West of
Use clay to make models and then take picture to make into animation
Possible audience and purpose for Voice-overs
- Silent movie – I need a voice-over
- Voice-overs- spot the mistake
- Voice-overs – terminology
- Out of order
- Missing key word
- Use as a starter
- What happened next?
- Question the geography?
- Geographical mimes
- ten sounds
- human cameras
- poetry reading
Thinking about this place
e.g. traffic count near the busy road
flood survival plan