LIVING GEOGRAPHY:LIVING GEOGRAPHY:8 WAYS FIELDWORK8 WAYS FIELDWORK

Steve RawlinsonSteve RawlinsonPrincipal LecturerPrincipal Lecturer

Northumbria UniversityNorthumbria University

Cath WhiteCath WhiteSenior LecturerSenior Lecturer

Northumbria UniversityNorthumbria University

Ian BarnesIan BarnesNQTNQT

AimsAims

• Report on a GA living geographies project Report on a GA living geographies project based in the Ouseburn Regeneration area based in the Ouseburn Regeneration area NewcastleNewcastle

• Consider a pedagogical approach – 8 Way Consider a pedagogical approach – 8 Way Thinking – and how it may be applied in a Thinking – and how it may be applied in a specific locationspecific location

• Consider how materials may be developed for Consider how materials may be developed for children to use and its valuechildren to use and its value

• Consider how the area/approach can be used Consider how the area/approach can be used with a variety of students and its impact upon with a variety of students and its impact upon themthem

8 Way Thinking8 Way Thinking

• Devised by Ian GilbertDevised by Ian Gilbert• Derived from Around Deeply ProjectDerived from Around Deeply Project• Multi-dimensional snapshot of the people, Multi-dimensional snapshot of the people,

places, history, sights, sounds and nature places, history, sights, sounds and nature of locations on a voyage round Britain.of locations on a voyage round Britain.

• Thinking skills project encouraging Thinking skills project encouraging participant to:participant to:

• ThinkThink• ReflectReflect• Look more closelyLook more closely

Derived fromDerived from

Gardner’s Multiple Intelligence Gardner’s Multiple Intelligence Theory (MI)Theory (MI)

Philosophy for Children (P4C)Philosophy for Children (P4C)

MIMI

• Linguistic intelligenceLinguistic intelligence – words and language – words and language • Logical-mathematical intelligenceLogical-mathematical intelligence - logic and - logic and

numbers numbers • Spatial intelligenceSpatial intelligence - images and space - images and space • Bodily-Kinaesthetic intelligenceBodily-Kinaesthetic intelligence – body – body

movement control movement control • Musical intelligenceMusical intelligence – music, sound, rhythm – music, sound, rhythm • Interpersonal intelligenceInterpersonal intelligence – other people's – other people's

feelings feelings • Intrapersonal intelligenceIntrapersonal intelligence - self awareness - self awareness• Naturalist intelligenceNaturalist intelligence – natural environment – natural environment

P4CP4C

• Encourages children to ask Encourages children to ask questionsquestions

• Develops natural curiosityDevelops natural curiosity• Gives ownership to their learningGives ownership to their learning

• Relates closely to Geography’s Relates closely to Geography’s Enquiry ApproachEnquiry Approach

8 Way Thinking8 Way Thinking

Gilbert’s 8 Way Thinking challenges Gilbert’s 8 Way Thinking challenges and supports learning by engaging and supports learning by engaging the learner with the 8 the learner with the 8 intelligences, which we all possess, intelligences, which we all possess, but in which we have different but in which we have different preferences and strengths.preferences and strengths.

Terminology simplifiedTerminology simplified

• PeoplePeople• NumbersNumbers• WordsWords• NatureNature• SoundsSounds• FeelingsFeelings• SightsSights• ActionsActions

8 way.jpg

Example – Grimsby Example – Grimsby dockdock• People – sorts of jobs/daily life – People – sorts of jobs/daily life – history/geographyhistory/geography• Numbers – how many workers – Numbers – how many workers – mathsmaths• Words – accents and dialogues - Words – accents and dialogues - languagelanguage• Nature – species – Nature – species – science, geography, mathsscience, geography, maths• Sounds – now and hundred years ago – Sounds – now and hundred years ago – history/DThistory/DT – –

different jobs create different sounds/it – recording different jobs create different sounds/it – recording current sounds/current sounds/musicmusic – songs associated with the past – songs associated with the past

• Feelings – what does it feel like to see this place now Feelings – what does it feel like to see this place now knowing what it was like? knowing what it was like? Language/ geographyLanguage/ geography – –empathy/ empathy/ artart – draw how you feel – draw how you feel

• Sights – what did it look like/ what makes it beautiful Sights – what did it look like/ what makes it beautiful today. today. Language/ artLanguage/ art – paintings/photos – paintings/photos

• Actions – physical process of trawling – Actions – physical process of trawling – DTDT –fishing –fishing boats/boats/geography geography – way of life– way of life

It is a model forIt is a model for

• Asking questions across subjectsAsking questions across subjects• Arousing and harnessing curiosityArousing and harnessing curiosity• Seeing with new eyesSeeing with new eyes

What we didWhat we did

• Collaboration between Newcastle and Collaboration between Newcastle and Northumbria universityNorthumbria university

• Newcastle Secondary geography PGCE Newcastle Secondary geography PGCE students spent 2 days devising lessons students spent 2 days devising lessons

• In groups each took 1 way and In groups each took 1 way and developed lesson plans and materials developed lesson plans and materials from fieldworkfrom fieldwork

• Utilised the education officer and the Utilised the education officer and the resources of the education centreresources of the education centre

Why? Advantages/valueWhy? Advantages/value

• End of their course – they needed a summative End of their course – they needed a summative activity activity

• Provided a clear focus for final activityProvided a clear focus for final activity• Drew together all their skills –summative, Drew together all their skills –summative,

collaborative eventcollaborative event• Offered an opportunity to explore a potential Offered an opportunity to explore a potential

teaching area they might useteaching area they might use• Developed materials that would be useful to themDeveloped materials that would be useful to them• Enabled them to try out a new pedagogical Enabled them to try out a new pedagogical

approachapproach• Offered a relaxed final activityOffered a relaxed final activity

What they producedWhat they produced

• Approaches/Lesson plans and Approaches/Lesson plans and materials materials

• Aimed at year 7Aimed at year 7• Activities that could possibly be Activities that could possibly be

used from a distance – basis of a used from a distance – basis of a web based resourceweb based resource

• A bank of resources for future A bank of resources for future developmentdevelopment

The Ouseburn Valley: The Ouseburn Valley: Background Background InformationInformation

LLooccaattiioonn The Ouseburn The Ouseburn

Valley is just a Valley is just a stone's throw stone's throw away from away from Newcastle's Newcastle's bustling quayside. bustling quayside. Steeped in a rich Steeped in a rich industrial past the industrial past the Ouseburn has a Ouseburn has a unique character unique character enriched by a enriched by a diverse collection diverse collection of old and new.of old and new.

HHiissttoorryy

For over 200 years the Valley For over 200 years the Valley hosted iron foundries, glass bottle hosted iron foundries, glass bottle works, potteries, paintworks, flax works, potteries, paintworks, flax and flour mills and warehouses. and flour mills and warehouses.

A tour of the OuseburnA tour of the Ouseburn

• hyperlinks.ppt

8 ways at Ouseburn – 8 ways at Ouseburn – initial thoughtsinitial thoughtsPeoplePeople• Nature of employment. How are these Nature of employment. How are these

changing?changing?• How do people use the area for leisure?How do people use the area for leisure?

Numbers Numbers • Numbers using the area for different Numbers using the area for different

purposes e.g. work, living and socialising. purposes e.g. work, living and socialising.

• Land use surveyLand use survey

8 ways at Ouseburn…8 ways at Ouseburn…

NatureNature • Changes in the environment. Changes in the environment.

Caused by?Caused by?• Species found? What affects this?Species found? What affects this?SoundsSounds • Sounds in the Valley today. Sounds in the Valley today.

Comparison of sounds with the past.Comparison of sounds with the past.• SoundscapesSoundscapes

8 ways at Ouseburn…8 ways at Ouseburn…

FeelingsFeelings • Use pictures, information and video clips to Use pictures, information and video clips to

create a sense of place. create a sense of place. • How does the Valley make you feel and How does the Valley make you feel and

why?why?Sights Sights • How have sights in the Valley changed and How have sights in the Valley changed and

why? why? • How might the valley look in the future?How might the valley look in the future?

8 ways at Ouseburn…8 ways at Ouseburn…

Actions Actions • What actions have created change? Who took What actions have created change? Who took

them? them? • What future actions could take place to What future actions could take place to

improve the area? improve the area? • Who should decided which actions are the Who should decided which actions are the

most suitable for the area?most suitable for the area?Words Words • Create a bank of key or buzz words which will Create a bank of key or buzz words which will

enable you to describe the sights/sounds etc enable you to describe the sights/sounds etc that the other groups devisethat the other groups devise

• Have these words changed over time?Have these words changed over time?

Examples of lesson Examples of lesson plansplansHaving got a focus they then devised Having got a focus they then devised

lesson plans/activities ensuring:lesson plans/activities ensuring:• Active/collaborative learningActive/collaborative learning• An enquiry approachAn enquiry approach• Cross curricular approachCross curricular approach• Thematic planningThematic planning• Resources were providedResources were provided

Turning Theory Into Turning Theory Into RealityRealityAims…Aims…

1.1. To develop a scheme of work based around the theme of 8 To develop a scheme of work based around the theme of 8 way thinking that is informative about the Ouseburn Valley.way thinking that is informative about the Ouseburn Valley.

2.2. To give a strong base in terms of lesson planning, resources, To give a strong base in terms of lesson planning, resources, and teacher instructions that is editable and easy to develop and teacher instructions that is editable and easy to develop to suit the needs of different teaching environmentsto suit the needs of different teaching environments

3.3. To make the activities realistic to ‘real life’ teaching, in terms To make the activities realistic to ‘real life’ teaching, in terms of time scale and flexibility within the scheme of work.of time scale and flexibility within the scheme of work.

E.g. The material has to be valuable as individual lessons as well E.g. The material has to be valuable as individual lessons as well as it making sense as a terms worth of work. as it making sense as a terms worth of work.

Full Scheme of WorkFull Scheme of Work

Lesson Plan TemplateLesson Plan Template

Actions Lesson PlanActions Lesson Plan

Actions ResourcesActions Resources

Action Teacher NotesAction Teacher Notes

SoundsSounds

• An exciting idea in terms of lesson contentAn exciting idea in terms of lesson content

• Plot a map around different areas of the Plot a map around different areas of the Ouseburn Valley using soundscape Ouseburn Valley using soundscape approach to find your way.approach to find your way.

• Resources are finished but needs to be Resources are finished but needs to be developed from an IT perspective so it can developed from an IT perspective so it can be online /on DVD and interactive.be online /on DVD and interactive.

• Work in progress...Work in progress...

Where are we?Where are we?

Future DevelopmentsFuture Developments

• Develop these lesson plans over Develop these lesson plans over time…time…

– Teacher feedbackTeacher feedback– Teacher lesson developmentTeacher lesson development– New lessonsNew lessons– Lesson evaluation forumLesson evaluation forum

Future DevelopmentsFuture Developments

• Potentially end up with a number of lessons Potentially end up with a number of lessons and resources for each 8 way strategyand resources for each 8 way strategy

• Why stop at the Ouseburn Valley and 8 way Why stop at the Ouseburn Valley and 8 way thinking?thinking?

• Teacher resource sharing network with Teacher resource sharing network with ‘real life’ teaching feedback and ‘real life’ teaching feedback and development.development.

Value of ApproachValue of Approach

Offers a Framework for Learning for Offers a Framework for Learning for use with:use with:

11. . ChildrenChildren (primary/secondary) (primary/secondary) either in either in – Short term – different groups working Short term – different groups working

on one of the 8 wayson one of the 8 ways– Longer term – with each 8 way Longer term – with each 8 way

offering focus for a lessonoffering focus for a lesson

Value of Approach…Value of Approach…

2. 2. ITE StudentsITE Students – lends itself to – lends itself to cross curricular activities/learning cross curricular activities/learning & thematic planning, whilst & thematic planning, whilst retaining a geographical emphasisretaining a geographical emphasis

3. 3. Undergraduate geography Undergraduate geography studentsstudents -offers an effective way -offers an effective way of developing a sense of placeof developing a sense of place

Value of Approach…Value of Approach…

44. Field studies/outdoor . Field studies/outdoor education teacherseducation teachers etc – offers a etc – offers a fresh and different way of viewing fresh and different way of viewing an areaan area

5. 5. Community groupsCommunity groups – may offer – may offer a new perspective on issues a new perspective on issues developing in an areadeveloping in an area

Value of Approach…Value of Approach…

For all usersFor all users• Very interactive – really engages and Very interactive – really engages and

enthuses usersenthuses users• Each group that does it sees things Each group that does it sees things

differently – fresh for them and the differently – fresh for them and the teacher/tutorteacher/tutor

• Different approaches have value to Different approaches have value to different learnersdifferent learners

• Raises awareness of issues in local areaRaises awareness of issues in local area• Stimulates working with local community Stimulates working with local community

User reactionUser reaction

““This Eight Way of Thinking provides This Eight Way of Thinking provides you with an easier way to you with an easier way to understand an area, in this case the understand an area, in this case the past, present and future of the past, present and future of the Ouseburn. It allows you to think in Ouseburn. It allows you to think in many ways and from different angles many ways and from different angles and then lets you put these things and then lets you put these things together to form a broader view of together to form a broader view of the area.the area.

User reaction…User reaction…

• ““This has made me think about Ouseburn This has made me think about Ouseburn in a way I wouldn’t otherwise have done. in a way I wouldn’t otherwise have done. This method is an extremely good way of This method is an extremely good way of perceiving a place as it makes it become perceiving a place as it makes it become almost 3 dimensional so that you can look almost 3 dimensional so that you can look at an area in a different way, a way which at an area in a different way, a way which you wouldn’t have seen before.”you wouldn’t have seen before.”

Yr 1 Undergrad geography Yr 1 Undergrad geography studentsstudents

IssuesIssues

• Time – took far longer than we Time – took far longer than we supposedsupposed

• Technical problemsTechnical problems• Getting a consistent approach to Getting a consistent approach to

presentationpresentation• Working on developing the Working on developing the

materialsmaterials• Need to adapt to different agesNeed to adapt to different ages

Where next?Where next?

• Become a focus for Northumbria’s Become a focus for Northumbria’s primary ITE studentsprimary ITE students

• Teachers from the local GA branch Teachers from the local GA branch trialling the materials and refinetrialling the materials and refine

• Northumbria’s Yr1 Undergrad Northumbria’s Yr1 Undergrad geographers using the approach to geographers using the approach to study the area study the area

• Web based resource? Funding?Web based resource? Funding?

AcknowledgementsAcknowledgements

Rachel Lofthouse Rachel Lofthouse Newcastle UniversityNewcastle UniversityCath White Cath White Northumbria UniversityNorthumbria UniversityRichard Kotter Richard Kotter Northumbria UniversityNorthumbria UniversityKye Askins Kye Askins Northumbria UniversityNorthumbria UniversityAlison StancliffeAlison Stancliffe Ouseburn ValleyOuseburn ValleyNewcastle PGCE Geography Students 2005/6 Newcastle PGCE Geography Students 2005/6

& 2006/7& 2006/7Tyne & Wear Branch of the Geographical Tyne & Wear Branch of the Geographical

AssociationAssociationGeographical AssociationGeographical Association

ReferencesReferences

8 Way thinking8 Way thinking

Gilbert, Ian 2006 Gilbert, Ian 2006 www.teachingexpertise.com www.teachingexpertise.com

issue 12 summer issue 12 summer 20062006

RefsRefs

Ouseburn ValleyOuseburn Valleyhttp://www.ouseburntrust.org.uk/http://www.ouseburntrust.org.uk/

http://www.nationaltrail.co.uk/hadrianswall/http://www.nationaltrail.co.uk/hadrianswall/uploads/The%20Lower%20Ouseburnuploads/The%20Lower%20Ouseburn%20Valley.pdf%20Valley.pdf

http://www.24hourmuseum.org.uk/norwich/local/http://www.24hourmuseum.org.uk/norwich/local/TRA23497.html?ixsid=TRA23497.html?ixsid=

http://www.victoriatunnel.info/Index.htmlhttp://www.victoriatunnel.info/Index.html

My WalksMy Walkshttp://nuweb.northumbria.ac.uk/mywalks/intro.phphttp://nuweb.northumbria.ac.uk/mywalks/intro.php