Embed Size (px)
Citation preview
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Bringing GeoCapabilities to Geography in Higher
Education Karl Donert, President EUROGEO,
Director: European Centre of Excellence: [email protected]
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
GeoCapabilitiesAn NSF and EU-funded project which aims to improve the quality of education and training in Geography by providing support for dealing with complex issues in geography. GeoCapabilities encourages us to think and reflect on EDUCATIONAL GOALS and the value of geographical knowledge for attaining human potential and well-being
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Session Aims 1. Introduce GeoCapabilities
2. Consider how Powerful Disciplinary Knowledge, Curriculum Making and Leadership Actions could enhance student engagement (in higher education)
3. Discuss the merits and potential use of activities designed to engage students / faculty in a GeoCapabilities approach.
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
• Why would we use this image in geography teaching?• What would we want students to learn from it?• What would be the benefits for your students?• How might students be deprived by looking at this
image without geographical knowledge?
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
• Why would we use this image in geography teaching?• What would we want students to learn from it?• What would be the benefits for your students?• How might students be deprived by looking at this
image without geographical knowledge?
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Four FoundationsCapabilities Powerful Disciplinary KnowledgeCurriculum Making Leadership
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Capabilities Approach• acquiring and developing a range of human
‘functionings’ that contribute to autonomy and potential – in thought and action.
• GeoCapabilities suggests that without the opportunity to acquire geographical knowledge and develop the capacity to think geographically our capability is deprived or diminished
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
GeoCapabilities questions what sort of geography: • develops knowledge that empowers individuals to
identify, select and make informed, defensible choices about how to live (for the best) based on citizenship and sustainability?
Life itself; bodily health; bodily integrity (including the freedom from assault from others); the freedom to use and develop the senses, imagination and thought; emotional health; to engage in practical reason; affiliation; respect for other species and nature; play (including enjoyment and laughter); control over one’s material and political environment. (Nussbaum 2000)
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
GeoCapabilities questions what sort of geography: • promotes individual autonomy, the ability to think
and reason? • contributes to understanding self-potential as a
creative and productive citizen in the context of the global economy and culture?
Life itself; bodily health; bodily integrity (including the freedom from assault from others); the freedom to use and develop the senses, imagination and thought; emotional health; to engage in practical reason; affiliation; respect for other species and nature; play (including enjoyment and laughter); control over one’s material and political environment. (Nussbaum 2000)
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Interested in Capabilities?
https://hd-ca.org/
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Powerful Disciplinary Knowledge
One idea that underpins GeoCapabilities is the need to understand and value geographical knowledge as ‘powerful knowledge’ - or powerful disciplinary knowledge (PDK) – see (Lambert, Solem and Tani, 2015).
Lambert, D., Solem, M. and Tani, S., 2015. Achieving human potential through geography education: a capabilities approach to curriculum making in schools. Annals of the Association of American Geographers, 105(4), pp.723-735.
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
GeoCapabilities Activity“What are your educational goals for
students?”share them with others
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Results: Geography Teachers in England
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
GeoCapabilities“What are your educational goals for students?”Q. Are there major clues/themes/ideas to help us identify powerful geographical knowledge?Q. If the survey had been conducted in your country, would the word cloud contain different themes/ideas?
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Results: Geography Teachers in England
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
GeoCapabilities argues that human capability is diminished without access to the powerful disciplinary knowledge that enables individuals to extend and deepen their thinking beyond their immediate ‘everyday’ experiences. We think that the absence of geographical knowledge in formal education deprives young people of some vital perspectives, ultimately undermining their capabilities as global citizens
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Powerful Disciplinary Knowledge• more than the acquisition of ‘facts’• you develop the means to understand and
interpret the world in ways that are distinctive (eg scientifically, artistically, historically and in the case of GeoCapabilities, geographically).
• studies should support the development of students to think geographically
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
PDK Activity
Consider an example of something you teach in geography that demonstrates what is special and distinctive - and powerful - about thinking geographically. Share with others …
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
PDK Vignettes
GeoCapabilities is producing and sharing short examples from teachers (we call ‘vignettes’) illustrating examples of the 'geo' in GeoCapabilities
http://tinyurl.com/zyt5lap
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
http://tinyurl.com/zyt5lap
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
www.geocapabilities.org
What is ‘Geo’ in Capabilities? • A deep, descriptive ‘world knowledge’• A theoretically-informed relational
understanding of people and places• A propensity and disposition to think about
alternative social, economic and environmental futures
• A framework for thinking about the value of geography
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Curriculum Making
• the significance of ‘curriculum’ • its conceptual distinctiveness compared to
‘pedagogy’• task to produce interesting, engaging and
challenging educational encounters for students
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Curriculum Making • empower young people to make their own
curriculum (Leadbeater, 2005) • active approaches to personalised learning -
Cloud-based technologies• well chosen ‘curriculum artefacts’
Leadbeater C. (2005) The Shape of Things to Come: Personalised learning through collaboration. Department for Education and Skills.
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Curriculum Artefacts• launchpad to a sequence of thought to
facilitate geographical thinking (Lambert 2012)• core artefact identifies an issue, stimulates
curiosity• supplementary resources bridge – ‘a need to
know’ and ‘making sense through description, explanation, analysis and interpretation’
Lambert, D. (2012) Thinking Geographically. Geography Association, Sheffield.
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Mapping maritime disputes
http://www.cfr.org/asia-and-pacific/chinas-maritime-disputes/p31345
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
http://www.cfr.org/asia-and-pacific/chinas-maritime-disputes/p31345
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.org
What sort of curriculum?
Young M and Lambert D (2014) Knowledge and the Future School, Bloomsbury
Future 1: knowledge that is ‘given’, static, canonical
Future 2: knowledge that is arbitrary, relative, personalised; gives way to generic skills and competences
“Knowledge … that allows those with access to it to question it and the authority on which it is based and gain the sense of freedom and excitement that it can offer”
Future 3 Curriculum = powerful pedagogies
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
GeoCapabilities Course
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
www.geocapabilities.org
GeoCapabilities Course Aims• Enable critical reflection on the teaching of
geography at the level of goals and purposes. • Develop ideas of disciplinary rigour and link this
effectively with enquiry pedagogies • Empower in teachers the significance of their role in
‘enacting’ curriculum • Inspire teachers to take responsibility for ‘curriculum
making’, learn from each other • Provide examples of curriculum leadership
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Curriculum leadership and advocacy
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Leadership and Advocacy
• What is leadership? What is the difference between leaders and managers?
• Have you thought about who are subject leaders?
• How important is subject expertise?• In what ways should subject leadership be
communicated in (higher) education?
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
The importance of leadership
Some considerations:• Do we need leadership in our discipline?• Why? What purpose?• From where should it come?• Whose initiative?• What sort of leadership?
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Subject Leadership
Who are the experts you turn to if you need Geography subject advice or support?Is it a colleague, a researcher in the field (in person or via their publications), a professional subject association, another teacher, social media or something else?
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.org
Prof. David SmithLeading sea level change expert
Distinguished Research Associate
Consultant
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.org
Leadership (Bolden et al., 2012)
Research of academic leadership in UK HEAcademic functions - teaching, research and service (admin, outreach)Leadership arises from engagement with influential colleagues within one’s own academic discipline
Bolden, R., Gosling, J., O'Brien, A., Peters, K., Ryan, M. K., Haslam, S. A., ... & Winklemann, K. (2012). Academic leadership: changing conceptions, identities and experiences in UK higher education. Leadership Foundation for Higher Education.
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.org
Leadership (Bolden et al., 2012)
Professional autonomy in academic work Not formal process, ‘self-leadership’Develop shared academic values Span boundaries - externally related actions
Bolden, R., Gosling, J., O'Brien, A., Peters, K., Ryan, M. K., Haslam, S. A., ... & Winklemann, K. (2012). Academic leadership: changing conceptions, identities and experiences in UK higher education. Leadership Foundation for Higher Education.
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.org
Leadership (Bolden et al., 2012)
Leadership involves a process of identity constructionIndividuals regarded as leaders when:
– seen to fight for a common cause– carry out mentorship– empowered through teamwork
Bolden, R., Gosling, J., O'Brien, A., Peters, K., Ryan, M. K., Haslam, S. A., ... & Winklemann, K. (2012). Academic leadership: changing conceptions, identities and experiences in UK higher education. Leadership Foundation for Higher Education.
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Leadership ActivityShould we encourage students (faculty) to demonstrate their leadership in geography?If so, in what ways?Should students have agency in the development of curriculum? Particularly as and when they become more 'geocapable' through your teaching
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Leadership in higher educationShould leadership (in Geography) be a core part of academic courses? Do you know any examples of this?How might a GeoCapabilities approach support this?
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Leaders or Managers?
Leadership in and management of curriculum should not be confused. Teachers with curricular responsibilities need to appreciate how different these aspects are.
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Leaders or Managers?
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Curriculum Leadership• coordinating the development of curriculum,• overseeing pedagogy, • leading and managing curriculum delivery• providing service for students to ensure
quality outcomes (D’Agostino and O’Brien, 2007)
Do you agree with this?O’Brien, M. and D’Agostino, F., (2007), Curriculum leadership in action, http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.551.9456&rep=rep1&type=pdf
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Leaders or Managers?
Think of your role in being a teacher. Identify which of the characteristics you think are most important. Which are least important?
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Curriculum LeadersWiggins (2014) suggests: “Curriculum management is an easy-to-grasp idea.”An administrator with curriculum-management obligations ensures that the curriculum is examined on a regular basis.What about Curriculum Leadership? Can we make a definition?
Wiggins G (2014) “Wanted: real curriculum leaders, not just managers”, http://tinyurl.com/qzvzxds
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Curriculum LeadersWiggins provides a list of questions a curricular leader would expect to answer.
Reflect on the list provided by Wiggins. Do you think these questions are correct? Do you agree with the list? Are any items missing from it?
Blog: “Wanted: real curriculum leaders, not just managers”, Grant Wiggins (2014) http://tinyurl.com/qzvzxds
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
LeadershipUljens (2015) suggests leadership is commonly explained in terms of power and influence Leaders demonstrate a wise use of power Do you agree with this definition?
Uljens, M. (2015). Curriculum work as educational leadership-paradoxes and theoretical foundations. Nordic Journal of Studies in Educational Policy, 1(1). http://nordstep.net/index.php/nstep/article/view/27010
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
LeadershipIngersoll (2007) describes ‘teachers as leaders’ - short on power and long on responsibilityTo what extent do you think this is the case ?
Ingersoll, R.M. (2007), Teachers as Leaders: Short on Power, Long on Responsibility, Education Leadership, 65(1): 20-25, http://www.ascd.org/publications/educational-leadership/sept07/vol65/num01/Short-on-Power,-Long-on-Responsibility.aspx
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Activity: Leadership Roles Englund (2015) proposes that the content of subjects in the curriculum has been very dominant in education discourses. From this perspective, make a list of what you consider are the crucial roles of the Geography educator in terms of their subject.
Englund, T. (2015). Towards a deliberative curriculum?. Nordic Journal of Studies in Educational Policy, 1(1), http://journals.co-action.net/index.php/nstep/article/view/26558
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Which do you think are the most important roles for leaders and why? In this respect what do you think the role of the teacher should be in terms of the curriculum they teach?Is there space for teachers to take the lead in their subject by considering different interpretations of the content of subjects they are teaching?
Englund, T. (2015). Towards a deliberative curriculum?. Nordic Journal of Studies in Educational Policy, 1(1), http://journals.co-action.net/index.php/nstep/article/view/26558
Activity: Leadership Roles
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Activity: Subject Expert Skills
Brainstorm the skills you need to be a subject expert in Geography and create a mind map.Divide them into subject-specific and other skills.Which most limit leadership?
Conger, J. (2013). Mind the gaps: What limits the impact of leadership education. Journal of Leadership Studies, 6(4), 77-83.
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Subject Matter Expert (SME)• An SME or domain expert is a person who is
an authority in a particular area or topic.• Have special, in-depth knowledge that when
shared with others, significantly enhances performance within an organization.
• They are able to successfully communicate knowledge about a topic to other professionals
Corp U http://corpuacademy.com/documents/Characteristics_of_a_SME.pdf
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Subject Matter Expert (SME)• They may also serve as a resource to others by
sharing what they do• Experts may also take a role in establishing quality
measures• In schools, SMEs are able to bring best practices, real-
world examples and experience to the classroom. They should work independently and use their expertise to resolve complex issues in their discipline.
• What about universities?Corp U http://corpuacademy.com/documents/Characteristics_of_a_SME.pdf
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Responsibilities ……Now we should question the roles and responsibilities of teachers and relate this to expertise and knowledge of our subject discipline. Possible questions to consider are: • How do you (teachers) become leaders? • Should you (teachers) naturally perform leadership
roles in terms of the subject taught? • In your institution, are the leadership roles of
teaching staff formal or informal?
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Professionalization
In schools, according to Englund (2015) teachers as professionals should play a crucial decisive leadership role in choosing content and how to teach it What about in higher education?
Englund, T. (2015). Towards a deliberative curriculum?. Nordic Journal of Studies in Educational Policy, 1(1), http://journals.co-action.net/index.php/nstep/article/view/26558
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Types of curriculum As an example, Englund (2015) described five types of curriculum purpose, choice of content and teaching methods. These are:1. Traditional values-based 2. Preparation for the workplace and an employability-oriented,
focusing on individual competences3. Preparation for active, participation by means of critical analyses4. Studies based on Geographical research as a point of reference.5. Problem-oriented teaching based on students’ experiences.How does this list compare to teaching Geography? Do you agree with all five types? Are there any missing ones which geography employs?Englund, T. (2015). Towards a deliberative curriculum?. Nordic Journal of Studies in
Educational Policy, 1(1), http://journals.co-action.net/index.php/nstep/article/view/26558
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Curricular communication
In GeoCapabilities we suggest there are three critical leadership components that teachers should be capable of and demonstrate:• interpret their subject• choose Powerful Disciplinary Knowledge• communicate that content to others
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Experts and currculum makers
Consider how the practices of “teachers as experts” and “teachers as curriculum makers” are carried out at different levels and in different contexts.Reflect on how this can be developed.
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Visions of Geography
GeoCapabilities implies 1. we have a vision of our subject and 2. the pathway to achieve it can be articulated
and presentedDo you agree with this?
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Workshop evaluation
• How GeoCapable do you feel?• How might the approach help you to
become a 'better teacher' - with more options than merely 'delivering the curriculum’?
• Please help us by evaluating this workshop online
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
WEBSITEwww.geocapabilities.org
TWITTER twitter.com/geocapabilities
FACEBOOKtinyurl.com/geocap-fb
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.eurogeography.eu/
Hope to see you at our session in Malaga
This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project partners
Twycross School
http://www.geocapabilities.org
Karl [email protected]
@karldonert@eurogeography
![AAG San Francisco 2016 Hernandez[1]](https://img.pdfslide.net/doc/110x75/5878ec651a28abfa038b6c31/aag-san-francisco-2016-hernandez1.jpg)
