Humanities Formative Presentation - Physical Systems (Reference List: (…
Humanities Formative Presentation -
A brief exploration and evaluation of the benefits and limitations of pedagogies for the teaching of a specific concept in History, Geography or Religious Education.
LO1: Critically evaluate key concepts and models of learning and teaching in the humanities subjects
LO2: Demonstrate a comprehensive understanding of how to promote inclusive approaches within a chosen area of learning and teaching in the humanities subjects.
The method and practice of teaching, especially as an academic subject or theoretical concept.
High Quality geography teaching
The geography teaching is
that is the children recognise the point of what they are studying.
Geographical studies are
, not limited to information gathering and description, requiring children to investigate, analyse, evaluate and propose possible, even most likely solutions.
Their geographical learning is structured through an
approach, involving the children in asking, selecting and structuring questions and working out how to investigate them.
Geographical studies are undertaken
, probably drawing on independent pursued contributions to a problem or issue, where the focus is on learning with and through each other in paired and larger group project investigations.
Their geographical enquiries involve
within the world*, perhaps through fieldwork locally or further away, liked to topic issues, or by making contact with experts and inviting in visitors.
Children are stimulated by
engagement with good quality resources
, be these the stimulus of the outdoor environment or the use of photographs.
Children's experience and sense of geography in school are disconnected with their personal, everyday geographies.
Processes are a series of events which cause changes in an environment. They require a time dimension to be integrated within pupils' geographical understanding. Computer simulations and graphics can go someway in helping children to understand the important effects of time on spatial activities.
Active Teaching and Learning
Active involvement in their local area can enhance children's self-esteeem.
Involvement can help them to adopt a more caring attitude towards their school and neighbourhood
Active involvement can create improved relationships as children's are working together
Group based active learning makes the classroom friendlier, more interesting place.
Requires a lot of training to begin with, if Geography is not taught more than once a year, this may be a pointless task.
There could be a lack of personal accountability due to the group nature of the task. Some children that either do not enjoy or do not understand Geography may sit back and let the children who are of a higher attainment do the task for them.
If children are learning by themselves/ in a group, misconceptions can be created in children's learning.
Problem Solving/ Enquiry
Children need opportunities to ask geographical questions, learn various ways of observing the world and recording their findings, develop their own views and opinions of their findings and communicate them effectively.
With considered planning and forethought it is possible to guide and support students, so that they can not only discover answers they wish to know, but they can also cultivate an appetite of curiosity and a desire to learn more.
Solving the problems that make up our everyday lives has come to be seen as a creative activity. As we think of solutions, suggest alternatives and imagine what might happen in the future, we are drawing on our creative powers.
The combination of enquiry approaches that are developed in an environment where both pupils and teachers are encouraged to be creative can help develop more creative people.
This needs to be carefully planned - The worst outcome would be for students to be given a free rein to discover answers to their questions, only to then come back with a mountain of papers, all copied and pasted from the internet, with little or no knowledge gained.
Requires a lot of training, if Geography is only taught once a year, this may not be worthwhile.
Sometimes, due to natural disasters or political events, problems may not be able to be solved and so this may feel disheartened or that their lesson/ work was unproductive.
Questioning and Answering
Catling (1998) argues: the best learning occurs when children are encouraged and challenged to offer their own explanations.
Turning an objective into a learning question helps to 'hook' students as well as making it more accessible and interesting.
Allows the children to learn more and exhibit a growth mindset necessary to develop.
Some children feel that they may get the answer/ question wrong
A 'fixed mindset' can see some children thinking that challenges are huge obstacles that they are unable to overcome - why should they bother trying?
Although the sequence 'know', 'would like to know' and 'learned' is popular in classrooms this sequence is quite restricting as it does not given children the opportunity to formulate and refine geographical enquiry questions.
Field Work and Practical Investigations
Both involve raising problems
Can be powerful catalysts for learning
Allows pupils to go on a journey that involves not only finding out about the world around them in imaginative ways.
Much effective understanding can be developed easily and cheaply in the school locality.
First hand experiences, real issues and local resourcs all help pupils to understand the relevance of geography.
fieldwork enhances pupils' creativity and agency, enables teachers to 'make' a curriculum in response to pupils' needs and, in doing so, build on pupils' affective responses to place including giving time for observation, imagination and collaboration.
Schools may not have the right resources to complete practical investigations
Some activities/ locations may be expensive or a long way away and so some schools may not go there.
Some inner city schools may not have access to local field work and so travel and expenses will be involved
Which some parents may not have
:pen: Scoffham, S (2017) Teaching Geography Creatively, Oxon, Routledge
:pen: Halocha, J (2001) Teaching for Understanding in Primary Geography, Evaluation and Research in Education, Vol: 15 Iss 3 pg 172-181
:pen: Harris, M (2018) Becoming an Outstanding Geography Teacher, Oxon, Routledge
:pen: Klein, P (2003) Active Learning Strategies and Assessment in World Geography Classes, Journal of Geography, Vol. 102 Iss. 4 pp. 146-157
:pen: Catling, S and Willy, T (2009) Teaching Primary Geography, Exeter, Learning Matters