NORTHLAND JUMBO DAY Geography Workshop Jane Evans Geography Facilitator 2013

NORTHLAND JUMBO DAY

Geography Workshop

Jane EvansGeography Facilitator 2013

Introductions

• Make sure you have signed the roll

• General Administration

• Agenda for day.

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

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.

What was the point of this exercise?

• How can this translate to the classroom?

About Me:

Teaching As Inquiry

• In groups discuss:

• What do I understand by this term?• How do I use it in my teaching?

Teaching As Inquiry

• This is NOT inquiry based learning.

• It is based on the Teacher and how they approach their teaching.

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)

Teaching As Inquiry

Prior to Teaching-Couse design-Unit design-Differentiate - Know your student

Teaching- Getting information across

Learning- Consolidating information

Evaluating- Review effectiveness





– 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

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

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)

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)

How Effective is your course?

Use this to see the gaps

Once this is established then bring in other considerations.

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

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.

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.

Activities to inform prior knowledge

• Pre-tests• Brainstorms• True / False

• Try the activity for Level 3 on Waves. Sort into True or False

Answers:

• TRUE: 3, 4, 8, 10, 11, 12

• FALSE: 1, 2, 5, 6, 7, 9, 13, 14

• Does anyone use any other effective techniques?





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

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?

• 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

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

Courses should therefore ensure a coverage of:

• Listening Skills• Speaking /Discussion Skills• Reading Skills• Writing Skills

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.

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

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.

What, why and so what?

Picture dictation

• Teacher reads a passage• Students draw what they hear• After teacher finished student goes back and

adds captions to pictures.

2 Way Dictation:

Are Some Great clips around that promote discussion:

• Watch Thinking like A Geographer

Reading

• What strategies have you tried?

• Highlighting key words or phrases• Reciprocal Reading strategies• Paragloss

Many Activities require students to engage with text:





Use the same techniques for consolidation

• Activities here include:

• True /False paragraphs• Paired Crosswords• Bingo of key terms

Writing – the most vital for assessment• Need to unpack standards:

• Subject specific words• Instruction words

Using the Standard Given highlight in one colour:

• The subject specific words

• The instruction words

For the subject specific words:

• Get them to keep a glossary of terms and concepts to use

• Keep applying key concepts to any section of work

• Learn about 10 facts for each case study as specifics

• Highlight the terminology and concepts and specifics in an answer

For Instruction words:

• Do not assume they know these

• Match the instruction word to the meaning

DESCRIBE

Say WHAT occurs

DESCRIBE IN DETAIL

Say WHAT happens with elaboration

EXPLAIN

Say WHY something happens

EXPLAIN IN DETAIL

Say WHY something occurs with some elaboration

COMPARE

Looking at both the similarities and differences

EXPLAIN COMPREHENSIVELY

Say WHY something occurs with elaboration and use of geographic terminology and concepts.

EVALUATION

Weighing up the importance/significance of one element/process/feature compared to others.

Then try to find the appropriate sentence in context with a topic that shows this

DESCRIBE The big waves came from across the ocean and headed towards the headland where it eroded the rock to form features such as caves, arches and stacks.

DESCRIBE IN DETAIL The strong prevailing winds which occur frequently in this environment approached the coastline and formed a series of parallel dunes along the backshore of the beach

EXPLAIN The waves slowed down as they approached the headland because it is shallower. This made them bend and concentrate on the headland where they eroded the rock to form caves

EXPLAIN IN DETAIL As the sediment on the beach was an appropriate size the strong prevailing winds were able to pick it up and bounce it from the foreshore to the backshore of the beach in the process of saltation.


The velocity of the waves decreased when the waves approached the headland because as it became shallower friction occurred. This caused the waves to bend or refract and direct their energy onto the headland.

EVALUATE The process of faulting was important in shaping this environment as this lifted the headland up above sea level and until this happened wave processes could not occur.

COMPARE Both headlands were created by similar processes. However, the Northern headland is made up of hard resistant rock while the Southern headland is is softer rock resulting in different features.

Next get them to identify the connector words and highlight them:

DESCRIBE The big waves came from across the ocean and headed towards the headland where it eroded the rock to form features such as caves, arches and stacks.

DESCRIBE IN DETAIL The strong prevailing winds which occur frequently in this environment approached the coastline and formed a series of parallel dunes along the backshore of the beach

EXPLAIN The waves slowed down as they approached the headland because it is shallower. This made them bend and concentrate on the headland where they eroded the rock to form caves

EXPLAIN IN DETAIL As the sediment on the beach was an appropriate size the strong prevailing winds were able to pick it up and bounce it from the foreshore to the backshore of the beach in the process of saltation.


The velocity of the waves decreased when the waves approached the headland because as it became shallower friction occurred. This caused the waves to bend or refract and direct their energy onto the headland.

EVALUATE The process of faulting was important in shaping this environment as this lifted the headland up above sea level and until this happened wave processes could not occur.

COMPARE Both headlands were created by similar processes. However, the Northern headland is made up of hard resistant rock while the Southern headland is is softer rock resulting in different features.

Do a list of connector words:

• EXPLAIN : because, as, this is the result of ..

• EVALUATE: this is most important because…, this is better than this because…this has the most influence because….

• JUSTIFY: I think that ….., in my opinion this is ….

• Make students use these and identify in answers.

Teach The Essay Skills

• Sequencing – which comes first? (try the exercise provided)

• Answers: 4, 10, 3, 11, 5, 8, 7, 9, 6, 1, 2

• Scaffolding – you provide the plan and intro• Group Activity – do a plan together and then

divide the tasks• Writing Frames• Work on Google Docs and come up with

examples they peer mark

Now Put it all together:

• Teach the students what is expected by markers in assessment.

• Look in your pack for the exemplar.

Read the question:

• Read it twice and ask ‘what does it ask you to do?”

• Highlight the key words here.

• Fully explain the pattern created by EACH characteristic from (a) on your large natural environment. Support each answer with detailed evidence.

• Now put it in words you can understand.

• Name a pattern (occurs here but is different there)

• Give reasons for the pattern (because, due to etc)

• Give depth to your answer and use geographic terminology and concepts

• Name specific places /statistics / names /dates of your environment throughout the answer.

Now we will highlight these 4 requirements.

• Choose 4 colours (highlighters best)

• 1. Identifies pattern• 2. Uses connector words for reasons• 3. Uses geographic terminology and concepts• 4. Uses specific names and/or statistics or dates.

• Read the answer first for a ‘gut feeling’.

We will start with the easiest so work backwards:

• Highlight any specific information provided.

LANDFORMS

Different area of SICH have different range of landforms. Western High country have steep slopes with V shaped valleys (valleys carved by rivers) and lots of scree due to it being the zone of deposition (sediment from Southern Alps) and a high amount of erosion due to high rainfall of 4000mm. The Southern Alps have high horn peaks such as Mt Cook, arêtes, cirques ie the armchair and glaciers such as the Fox and Tasman glacier. The weathered peaks are due to the Alps being a zone of erosion to being exposed and because of brittle rock such as schist and greywacke. The area has also been greatly affected by glacier action. The Eastern high country has a range of landforms such as intermontane basin ie McKenzie Basin and rocky bluffs. The area has gentler slopes and U shaped valleys with rivers. This is due to past glacier action which creates the valleys and river erosion which continues today. The fiordland area contains U shaped valleys and steep slopes as well as other glacial features due to past glacier action and the resistant gneiss and schist of the area.

LANDFORMS (specific information)Different area of SICH have different range of landforms. Western High country have steep slopes with V shaped valleys (valleys carved by rivers) and lots of scree due to it being the zone of deposition (sediment from Southern Alps) and a high amount of erosion due to high rainfall of 4000mm. The Southern Alps have high horn peaks such as Mt Cook, arêtes, cirques ie the armchair and glaciers such as the Fox and Tasman glacier. The weathered peaks are due to the Alps being a zone of erosion to being exposed and because of brittle rock such as schist and greywacke. The area has also been greatly affected by glacier action. The Eastern high country has a range of landforms such as intermontane basin ie McKenzie Basin and rocky bluffs. The area has gentler slopes and U shaped valleys with rivers. This is due to past glacier action which creates the valleys and river erosion which continues today. The fiordland area contains U shaped valleys and steep slopes as well as other glacial features due to past glacier action and the resistant gneiss and schist of the area.

LANDFORMS (geographic terminology)Different area of SICH have different range of landforms. Western High country have steep slopes with V shaped valleys (valleys carved by rivers) and lots of scree due to it being the zone of deposition (sediment from Southern Alps) and a high amount of erosion due to high rainfall of 4000mm. The Southern Alps have high horn peaks such as Mt Cook, arêtes, cirques ie the armchair and glaciers such as the Fox and Tasman glacier. The weathered peaks are due to the Alps being a zone of erosion to being exposed and because of brittle rock such as schist and greywacke. The area has also been greatly affected by glacier action. The Eastern high country has a range of landforms such as intermontane basin ie McKenzie Basin and rocky bluffs. The area has gentler slopes and U shaped valleys with rivers. This is due to past glacier action which creates the valleys and river erosion which continues today. The fiordland area contains U shaped valleys and steep slopes as well as other glacial features due to past glacier action and the resistant gneiss and schist of the area.

LANDFORMS (connector words for explain)


LANDFORMS (understanding of pattern)


Next use the same approach for the other 2 examples

• Sample 2: • Uses specifics but not throughout• Uses some geographic terminology but basic

and not explained• Reason given is not appropriate• No pattern is mentioned. Only one small area

discussed• Is a Not Achieved

Sample 3:

• Good use of specific information• Uses geographic terminology but not

explained• Is only one reason provided• Pattern is inferred – these occur here as it is

coldest so does not occur there.

• Is an Achieved

Structure ie ALL the aspects of

the answer + the order and

arrangement ideas and concepts

Language Features

CONNECTIVES – linking words and

phrasesie allows the

explanation / analysis

Language Features

TECHNICAL Languageie words/symbols specific to an academic discipline

(eg geography)

DESCRIPTIVE words and phrases

ie these specify the subject and details of

idea/concept

-orographic rain-water vapour

-evaporated / ..tion-condenses/ ..ed

-rain shadow

-Western high-high

-Eastern high-warm

-less-long

-different-cold

-permanent

This is when ….andAs it gets .. and

causes it to …As a result…

.. also createsThis results… and ..

also have ..due to .. …which results in

Statement

Elaborabation

Example

Use the same techniques for consolidation

• Activities here include:

• True /False paragraphs• Paired Crosswords• Bingo of key terms





Evaluation

• Quick quiz• Traffic lights• Learning logs• Effective Questioning

• This will only be beneficial if you use to direct your teaching.

AFTERNOON SESSION

• New Resources• Issues in Geography• Alignment• Questions

• On the post-its provided write down any questions you have that have not yet been covered. Put on the sheets provided.

New Material In Geography

Only One Skills list

The Level 3 Clarifications are now here

And latest version of the Assessment Specifications for 2013 externals

New Resources - AGTA

Our wiki pageGeography wikispace

The e mail for this is:

• Secondarysocialscienceswikispace

Also Resources for 3.3

ISSUES IN GEOGRAPHY

1. Geography compared to other Social Sciences( 2012)InternalsPass rate GEOGRAPHY HISTORY CLASSICS ECONOMICS

Level 1 85.1% 84.7% 84.1% 85.5%

Level 2 84.2% 82.1% 79.9% 81.0%

Level 3 82.4% 85.4% 82.7% 82.8 %

External:Pass rate GEOGRAPHY HISTORY CLASSICS ECONOMICS

Level 1 70.8% 83.7% 79.3% 81.8%

Level 2 76.5% 76.7% 82.8% 76.8%

Level 3 68.3% 76.5% 69.2% 64.3%

1. Geography compared to other Social Sciences( 2012)

InternalsEXCELLENCE GEOGRAPHY HISTORY CLASSICS ECONOMICS

Level 1 16.3% 25.6% 17.7% 22.3%

Level 2 16.1% 26.1% 24.4% 18.0%

Level 3 17.0% 26.7% 26.4% 19.7 %

External:EXCELLENCE GEOGRAPHY HISTORY CLASSICS ECONOMICS

Level 1 6.9% 12.1% 18.1% 9.5%

Level 2 7.7% 9.9% 12.4% 7.1%

Level 3 7.9% 9.2% 10.7% 6.5%

This is especially noticeable at Level 1 Externals (2012):Geography NAT NA NAT A NAT M NAT E

1.1 34.9 40.8 19.5 4.8

1.2 29.0 42.8 22.2 5.9

1.4 24.2 41.8 28.1 5.9

History NAT NA NAT A NAT M NAT E

1.3 14.9 39.4 35.8 9.9

1.4 14.0 38.1 32.3 15.6

1.5 22.3 43.8 26.8 7.2

Complexity of Level 1 Assessments:

• Level of reading involved• Introduction of new material to interpret.

Where is this in the standard?• Use of concepts – what is a concept? Do only

the main 7 key ones count?

2. Number of Credits in the External assessments:

SUBJECT CREDITS

History 16

Classical Studies 14

Economics 14

Geography 12

To Gain University Entrance of 14 credits:

SUBJECT STANDARDS

History 3 (E6 + E6 + I4)

Classical Studies 3 (E6 + E4 + I6)

Economics 3 (E6 + E4 + I5)

Geography 4 (E4 + E4 + I5 + I4)

Internal Assessment:

• 1. Documents required – AS, Clarifications, COA and exemplars.

• 2. New standards are based on quality not quantity

• 3. Minimum is up to teachers to decide on in some cases. Ie 1 or 2 strengths for research?

• 4. Combinations of standards – is it possible?

• 5. Methods of assessment – what is possible?

• 6. Pre-teaching – what is expected?

• 7. Marking of assessments – how to apply holistic marking.

• 8. Use of codings on assessment. What can you tell the student?

• 9. What is the rules around resubmission and reassessment?

• 10. Moderation requirements. How to get a perfect score!

In Groups:

• Share what you are doing for your internal assessments.

• Discuss any issues that you have

What Are the Changes: Externals

• 3.1: Emphasis on environment as well as processes. Easier to teach – only 4 possible questions. Human effects come in as appropriate.

• 1. How the specific natural environment is shaped by interacting natural processes (includes features)

• 2. How the natural processes operate and interact in a geographic environment

• 3. How the natural environment shows spatial variations as a result of interacting natural processes

• 4. How the natural environment shows change over time (temporal variations) as a result of interacting natural processes.

3.2: Cultural process

• Again emphasis on the environment as well as process. Old criteria are now hidden among new such as Factors Causing change and temporal variation. Also only 4 questions.

• 1. How does the cultural process operate as a result of interactions between elements

• 2. How does the cultural process show spatial variation in different parts of environment(s)

• 3. How does the cultural process change over time (cultural environments) resulting in changes in environment(s)

• 4. What are the effects on people and the environment of the operation of the cultural process.

3.4:Skills

• More emphasis on the concepts• Skills are ‘selected and applied”• Environment can be one topic or theme in

different parts of world.

Internals:

• 3.3 is new standard.

• What constitutes a ‘significant event”?• How to get exemplars?• How to access resources?• How much detail is required?• How can it be assessed?• Need to evaluate the impacts.

3.5: Research

• Changes in the presentation – 3 types and only to Merit

• Lack of concepts in findings but must incorporate for excellence

• Conclusion must relate to research• Critical Evaluation of the research process

3.6: Contemporary Issue

• Issue must be a problem• Need peoples values and perceptions about

the issue (not the solution)• Propose one solution (different to L2)• Need to justify that solution by referring to

alternatives

3.7: Global

• What is meant by spatial dimension?• Pattern – only described with geographic

terminology• Must cover social AND economic significance

of topic for people• Need to evaluate the significance. How?

3.8: GIS

• Does anyone do this?• What are the issues?• Who to look to for help?

What Other Questions do you have that have not been covered?

Cluster Groups

• I would like to get at least 2 groups going this year. Is there any interest?

• If so let me know if you are willing to host this.

• THANK YOU!!• Please get in touch at any time if you have any

questions or issues to raise.

• [email protected]

• Meanwhile try to interact with each other and share resources between you. It is pointless us all reinventing the wheel.