our place: a sense of local place
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Our place: a sense of local place. Sharon Witt February 2012. Aims. To know and understanding local place study requirements; To consider issues relating to teaching and learning within local place studies; To know Geography’s role within the wider curriculum; - PowerPoint PPT PresentationTRANSCRIPT
Aims • To know and understanding
local place study requirements;
• To consider issues relating to teaching and learning within local place studies;
• To know Geography’s role
within the wider curriculum;
• To develop knowledge of physical geography.
A sense of place-1.2.12 • The potential of
Winchester for teaching Geography?
• How could you creatively respond to Winchester?
• What is the value in taking children out in local places?
A final thought? He who has kept to the highway
in his pilgrimage through a country has not seen much of it; it is by detours and false paths that we learn to know a country, for they compel us to pay keen attention, to look about us on all sides, and to observe all landmarks in order to find our way … Whoever has always kept to the highway of prescribed school experiences and of acknowledged truth, without the courage to turn aside and wander, has not seen very much in the land of truth. And long wandering means long remaining young
(Paulsen & Perry, 1895,208).
“We believe that geography has a distinctive role to play in the school curriculum. However, its potential and promise can be compromised if it is seen only as a body of subject 'knowledge-to-be-delivered'. Instead, we see geography as a resource that can enable students to better understand the world and their place in it. This is a kind of deep understanding that has an enquiry led approach to learning at its heart. In this view, geography teachers perform a delicate balancing act, drawing upon the student's experiences, the subject resource and their own knowledge and skills”. http://www.geographyteachingtoday.org.uk/curriculum-making/introduction/
Why teach children about the local area?
• Fosters children’s curiosity and fascination with places • Widens children’s horizons • Develops spatial awareness • Helps develop their sense of scale • Helps children recognise the relevance of the rest of the
world to themselves • Opportunities to develop knowledge, understanding and
skills of key geographical concepts • Challenges bias, stereotyping and emphasises commonality
and diversity of human experience • Supports and develops children’s own sense of place and
sense of identity
Catling, S. (2002) Placing Places, Sheffield: Geographical Association,p.
Local area studies can contribute to:
• Community Cohesion • Learning Outside the Classroom• Primary Review • Personalised learning• Sustainable Schools• Climate Change• Children’s Geographies• Futures perspectives• Active, informed local/global citizens• Place and community based education
Why place based education in the local community ?
• Relevant • Authentic • Based on real life• A vehicle for making
connections and linking learning.
• Purposeful• Meaningful • Enjoyable • Exciting • Engaging
Sobel, D. ( 2005) Place based Education Connecting classrooms and communities , Great Barrington:MA ,The Orion Society
Everyday Geography
• Recent call for “Everyday Geography” to be taught by Fran Martin
“Ethno-geography”
• Using Children’s everyday experiences or “personal geographies” as a basis for curriculum development
“The pupils in your classrooms will all have their own experiences to draw upon and it is important to elicit these for use as starting points”
Martin, F. ( 2006) Everyday Geography Primary Geographer Autumn 2006,p.7.
What places are you connected to ?
Past Friends
Holidays
Activities
Places visited with school or other groups
Places visited with family
Flat Stanley – supports exploration of children’s personal geographies in the
classroom
www.flatstanley.com
This is Ben Cruachan and there is a lovely view of Ben Cruachan from my
Gran’s house and she only lives a few miles away
from the mountain .I like to watch the clouds move
over the top of the mountain – it is very
calming.
Scrapbooking happy spots
What the teachers say?
Giving children a free rein to
express themselves often
leads to surprising,
impressive and ultimately very
creative outcomes.
This was ‘therapeutic’, and
the idea that there was no
‘right or wrong’ outcome began to
really appeal.
With thanks to Jo Sudbury
This provided an opportunity to view
children’s unique way of seeing the
world and to formally recognise
children’s immediate sensory
encounters with places.
Scrapbooking as a tool to record children’s personal geographies can
be: Creative Active Independent Fun Captivating Thought ProvokingChallenging Stimulating Child-Centred Relevant Varied Interesting
Enjoyable Purposeful Meaningful Personal
Flexible Empowering Involving Question Raising Inspiring EquippingChild-Led Collaborative
Exploratory
Geographical learning objectives for scrapbooking
• To identify and describe what places are like?• To ask geographical questions • To collect and record evidence (if part of an
enquiry approach) • To communicate in appropriate ways • To use appropriate geographical vocabulary • To use secondary sources of information
Geodoodling! Geo-doodle prompts included:
• Photos from the local area• GoogleWorld views• World music• Landscape art• Webcam streaming• Sound clips from the local area • Newspaper articles relating to global
issues• Artefacts• Scents• Visits to the locality - observing /
smelling / listening• Reflecting on stories/picture books
with a geographical theme.
With thanks to Jo Sudbury and the children of Bishops Waltham Junior School
Nested Hierarchies You can be in more than one place at a time !
Geographical learning objectives • To communicate in appropriate ways • To use appropriate geographical vocabulary • To recognise how places fit within a wider
geographical context
Zoom – Istvan Banyai http://www.youtube.com/watch?v=tyla9p-pteU
• Could you make your own version of ‘Zoom’ related to your local area?
• Google Earth could be helpful to model the activity.
Nested Hierarchies Geographical learning objectives • To communicate in appropriate ways • To use appropriate geographical vocabulary • To recognise how places fit within a wider geographical context • To identify and describe what places are like.
Acknowledge children’s prior experiences :– Make a personal geographies key ring; – Record personal geographies on concentric
circles; – What places do children know? Local, Regional, National, Global
Essence of place !Create a mood board for a place
• What is a mood board? • A mood board is a collage of materials
(images, text, colours, textures, website screen shots, etc) which captures the ambience or feel of a place and is widely used in interior design and advertising.
• http://www.ilikecake.net/hci/envisionment/moodboards.htm
Why make a mood board for a place?
• Encourage children to explore feelings about a place
• Develop emotive vocabulary when describing places
• Visual representation of children’s response to place
• Used as a journal or diary to record events/thoughts/ feelings about a place
• Collect ideas about a place to stimulate an enquiry
Ideas for creating your place mood board?
• Paint samples of colours that match the environment • Rubbings and /or small swatches of fabric to represent the
textures found • Objects / artefacts collected from the place • Photographs • Sketches from observations • Words / Ideas • Shapes• Sound maps
•
Recording routes
• Quik maps
• Trip geo
• Google maps
• Walkjogrun ?
Responding to place – vocabulary, description and feelings
• Emo-scan • Field sketching • Photograph mat • Wordscapes • Emotional Mapping • Personal stories – edible maps! • Quikmaps
Class 3W ‘s cool wall !
Categories : • Sub- zero!• Cool!• Uncool!• Seriously Uncool !
Place your local place photographs on the wall !
What places would impress…? The class can decide the
categories …
Idea from workshop run by Solent Architecture and Design Centre
“Local focus has the power to engage students academically, pairing real- world relationships with intellectual rigor( sic) , while promoting genuine citizenship and
preparing people to respect and live well in any community they choose “Rural School and Community Trust 2005 in Smith and Sobel (2010) p. 23.
Principles of good practice – experiential
• Making homes to attract elves to the woods ! • Place making
“Through making their own places children start to carve out a place for themselves in the world“.
(Sobel, 2002,p. 47)
Tuesday Rocks !• What colour is the gas/rock as it erupts
from the volcano?• How much rock does a volcano make?• How do rocks go together after the
volcano erupts?• How high does the lava spurt?• What are the types of
rocks/stones/crystals?• How do volcanoes start in the sea?• Do they have fossils in the volcanic rocks?• What kind of crystals are there?• Why were volcanoes invented?• How do people build houses to survive
earthquakes and volcanoes?
• How hot is lava?• How do earthquakes happen?• How deep is the river of lava?• Why do volcanoes suddenly erupt?• How do we know when they are going to
erupt?• How does a volcano start?• Can the students take us to Intech?• Can we go to London to the earthquake
room?• Will they bring us models?• Can they do experiments with us?• Can they bring us pictures and films?
Teaching topicality
Geography is best taught through the soles of your boots
• Fieldwork is a fundamental part of Geography and one of the most effective and inclusive ways to teach.
• “Doing” helps pupils to understand
Principles of good practice- constructivism
A constructivist view of learning recognises that students must be actively engaged in making sense of the world for themselves, they need to be able to connect new knowledge to what they already know and construct their own meanings.
Roberts, (2003) Learning from enquiry , Sheffield: Geographical Association ,pp 27-33
Creativity and physical Geography
• Teach physical geography features e.g. plateau, cliffs, gorges etc -
• Then take the pupils outside and use their imaginations to explore comparable features in the grounds e.g. walls, flat roofs , alley ways
• Consider the landscape as a living thing . Get pupils to imagine what the sea or river feels
BBC Class Clips
Bibliography • Catling, S. (2002) Placing Places, Sheffield: Geographical Association; • Clarke, H. Egan ,B Fletcher, L and Ryan, C (2006) Creating case studies of practice
through Appreciative Inquiry ‘ Educational Action Research Vol4,no.3, September 2006,pp407-422
• Greene, M.(2000) Releasing the imagination: essays on education, the arts, and social change, San Francisco: Jossey-Bass 2000
• Major, B.(2011) ‘Geography as journey and homecoming’ Geography , Vol 90(1) p.39-43
• Martin, F. ( 2006) Everyday Geography Primary Geographer, Autumn 2006,pp4-7; • Morin ,E. (1999) Seven Complex lessons for the future, Paris, UNESCO Publishing
available from : http://unesdoc.unesco.org/images/0011/001177/117740eo.pdf (accessed 26/1/12)
• Paulsen, F. and Perry, E.D. (1895) The German Universities: their character and historical development, Macmillan and Co., New York and London.
• Payne , P. G. And Wattchow, B(2009) Phenomenological Deconstruction, Slow Pedagogy, and the Corporeal Turn in Wild Environmental / Outdoor Education, Canadian Journal of Environmental Education, 14, 2009,p. 15-32 .
• Smith, G.A. and Sobel, D. (2010) Place and Community – Based Education, New York: Routledge
• Sobel, D. ( 2005) Place based Education Connecting classrooms and communities , Great Barrington: MA The Orion Society.