NAME THAT CONCEPT!Maria Elizabeth Walinski-Peterson

mwalinski@unomaha.eduNCGE @ Memphis, 2014

Rote memorization of vocabulary words just doesn't work for most

21st century students. How can we build a nexus between our students' image-driven culture and the need

to use academic vocabulary? Today we will learn about, practice, and

de-brief a teaching technique called "Name That Concept” which utilizes

critical vocabulary AND images.

AGENDA

opening questionsWho is “MEW-P” and

from whence cometh she?philosophical/pedagogical

underpinningsWhat is the “Name that Concept” activity?Let’s play “Name that Concept”!de-brief and discusspros & consamend and editsuggestions & questions from the group

Do you want a copy of the slides?

AGENDA

opening questionsWho is “MEW-P” and

from whence cometh she?philosophical/pedagogical

underpinningsWhat is the “Name that Concept” activity?Let’s play “Name that Concept”!de-brief and discusspros & consamend and editsuggestions & questions from the group

Do you want a copy of the slides?

When you read the following words, what images do you “see” ?

PURPLE

DOG

GLOBE

ALLIANCE

PURPLE ?

DOG ?

GLOBE ?

ALLIANCE ?

AGENDA

opening questionsWho is “MEW-P” and

from whence cometh she?philosophical/pedagogical

underpinningsWhat is the “Name that Concept” activity?Let’s play “Name that Concept”!de-brief and discusspros & consamend and editsuggestions & questions from the group

Do you want a copy of the slides?

Who is MEW-P?

MagdalenaRIP June 22, 2013

Anastasia Nikola

Alex Henderson (trombone player for BBVD) @ The Holland Center, October 2013

A Family Christ-Mass!

MEW-P ‘s brother’s Chrismation intoOrthodoxy; October, 2013

MEW-P’s Dad Turned 80-Years-Old

In November of 2013!

Nebraskans at the AP© Human Geography Reading

Cincinnati, June 2014

MEW-P’s new“Goddaughter”

Pascha 2014

2013-2014 Demographicso 2417 students, grades 9 through 12

o 69% Latinoo 11% African-Americano 11% Whiteo 4% Asiano Remaining 5% = 2+ races, American Indian, etc.

o 87% of students qualify for free/reduced luncho entirely urban campuso Advanced Placement© Statisics:

o 243 students ( 10% of student body)o 14 courseso 112 student registered to take national examso 186 total # of exams ( 7 ½ % of student body)

Omaha South High Magnet School

http://drs.education.ne.gov/quickfacts/Pages/default.aspx

Student Population Summary:

• 15,400 total student body (12,700 undergraduate students)

• Urban location

• predominantly a “commuter campus”…just over 2,000

students live in university housing

• 41 states represented

• > 1,700 international students representing 121 countries

• 200 Majors and programs, including bachelor's, master's

and doctoral degrees offered at UNO

• 18:1 = UNO's Student-Faculty Ratio

• 5 Fortune 500 companies that make their home in Omaha

• 40% of UNO's student body are first generation students

• 2,300 students are in 121 service related

University of Nebraska-Omaha

AGENDA

opening questionsWho is “MEW-P” and

from whence cometh she?philosophical/pedagogical

underpinningsWhat is the “Name that Concept” activity?Let’s play “Name that Concept”!de-brief and discusspros & consamend and editsuggestions & questions from the group

Do you want a copy of the slides?

Human Geography is easy b/c…It can be used to understand almost ANY

element of the human condition; it is somewhat intuitive.

One approach to the “big picture” of teaching Human Geography:

Transform our understanding of our shared human experience on Earth

by applying academic content to real-world experiences.

“Tempting though it may be to get down with the kids, or stay resolutely in the real world of day-to-day experience, for

shaping a school curriculum…it is a slippery and inadequate idea. Again, when we have to try and modernise the

curriculum to incorporate relevance, as in recent years with deep and genuine concerns about community, citizenship,

environment, and identity, it is usually the humanities subjects [like geography] which have to do it. This undermines them as disciplinary resources. It undermines any teacher wanting to engage in professional development that is subject/discipline focused (often it becomes more mission focused instead.” In

the end, we risk inadvertently shielding children from the depth and richness of the dynamic and constantly developing

subject of geography. We go for the quick win rather than possibly the more challenging prospect of engaging pupils with

abstract, more theoretical-- …more powerful knowledge. ”

D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.

“Tempting though it may be to get down with the kids, or stay resolutely in the real world of day-to-day experience, for

shaping a school curriculum…it is a slippery and inadequate idea. Again, when we have to try and modernise the

curriculum to incorporate relevance, as in recent years with deep and genuine concerns about community, citizenship,

environment, and identity, it is usually the humanities subjects [like geography] which have to do it. This undermines them as disciplinary resources. It undermines any teacher wanting to engage in professional development that is subject/discipline focused (often it becomes more mission focused instead.” In

the end, we risk inadvertently shielding children from the depth and richness of the dynamic and constantly developing

subject of geography. We go for the quick win rather than possibly the more challenging prospect of engaging pupils with

abstract, more theoretical-- …more powerful knowledge.”

D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.

“Tempting though it may be to get down with the kids, or stay resolutely in the real world of day-to-day experience, for

shaping a school curriculum…it is a slippery and inadequate idea. Again, when we have to try and modernise the

curriculum to incorporate relevance, as in recent years with deep and genuine concerns about community, citizenship,

environment, and identity, it is usually the humanities subjects [like geography] which have to do it. This undermines them as disciplinary resources. It undermines any teacher wanting to engage in professional development that is subject/discipline focused (often it becomes more mission focused instead.” In

the end, we risk inadvertently shielding children from the depth and richness of the dynamic and constantly developing

subject of geography. We go for the quick win rather than possibly the more challenging prospect of engaging pupils with

abstract, more theoretical-- …more powerful knowledge.”

D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.

The “real world” and Human Geography are twin siblings, of course!

“Tempting though it may be to get down with the kids, or stay resolutely in the real world of day-to-day experience, for

shaping a school curriculum…it is a slippery and inadequate idea. Again, when we have to try and modernise the

curriculum to incorporate relevance, as in recent years with deep and genuine concerns about community, citizenship,

environment, and identity, it is usually the humanities subjects [like geography] which have to do it. This undermines them as disciplinary resources. It undermines any teacher wanting to engage in professional development that is subject/discipline focused (often it becomes more mission focused instead.” In

the end, we risk inadvertently shielding children from the depth and richness of the dynamic and constantly developing

subject of geography. We go for the quick win rather than possibly the more challenging prospect of engaging pupils with

abstract, more theoretical-- …more powerful knowledge.”

D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.

Being “relevant” is both the most satisfying benefit and the greatest

obstacle for social science and geography education.

“Tempting though it may be to get down with the kids, or stay resolutely in the real world of day-to-day experience, for

shaping a school curriculum…it is a slippery and inadequate idea. Again, when we have to try and modernise the

curriculum to incorporate relevance, as in recent years with deep and genuine concerns about community, citizenship,

environment, and identity, it is usually the humanities subjects [like geography] which have to do it. This undermines them as disciplinary resources. It undermines any teacher wanting to engage in professional development that is subject/discipline focused (often it becomes more mission focused instead.” In

the end, we risk inadvertently shielding children from the depth and richness of the dynamic and constantly developing

subject of geography. We go for the quick win rather than possibly the more challenging prospect of engaging pupils with

abstract, more theoretical-- …more powerful knowledge.”

D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.

Marrying images, verbal/written content, and the novelty of “Name That Concept” may preserve the “powerful

knowledge” of geographic studies.

Human Geography is easy b/c…It can be used to understand almost ANY

element of the human condition; it is, somewhat intuitive.

Human Geography is TOUGH b/c…The concepts are fairly natural,

but the lexicon and vocabulary may not be.

Summary of the “Name That Concept” activity:

Students “guess”—and defend their choices!– which vocabulary terms are

illustrated by a variety of images.

AGENDA

opening questionsWho is “MEW-P” and

from whence cometh she?philosophical/pedagogical

underpinningsWhat is the “Name that Concept” activity?Let’s play “Name that Concept”!de-brief and discusspros & consamend and editsuggestions & questions from the group

Do you want a copy of the slides?

Human Geography is easy b/c…It can be used to understand almost ANY

element of the human condition; it is somewhat intuitive.

Human Geography is tough b/c…The concepts are fairly natural,

but the lexicon and vocabulary may not be.

So here is one way I tried to address this challenge:

Take the reading/learning strategy of “visualization” and flip it so that

students have a REASON to delve into the lexicon…

VISUALIZATION

Human Geography is easy b/c…It can be used to understand almost ANY

element of the human condition; it is, somewhat intuitive.

Human Geography is tough b/c…The concepts are fairly natural,

but the lexicon and vocabulary may not be.

Summary of the “Name That Concept” activity:

Students “guess”—and defend their choices!– which vocabulary terms are

illustrated by a variety of images.

Two (thus far!) assessment options…

High School AP©HG:

3-part Cornell Notes

Intro to Human Geography

college course:

Exit Ticket

High School AP©HG:

3-part Cornell Notes

One NTC with Cornell Note Assessment for each of the 7 AP©HG

units, learn the FORMAT once, then the emphasis is on the

CONTENT for the rest of the course.

Standards/objectives built-in…

Students log in concepts/vocabulary.

We do not catch ALL Of them and they are not

required to, but they quickly learn the more they capture, the more content they have to work with for the written

summary.

Note how the 2nd column is not for definitions, per se. Some students

may re-word definitions for themselves and that works well.

More sophisticated students use this column to capture reactions and to

develop connections amongst concepts. This works even better… 1) helps them retain the meaning

and 2) flows into the written assessment.

Written assessment for formative grade—should be PREVIEWED and emphasized so students can frame

their NTC activity with “the end in mind.”

Obviously this does not mirror an AP©HG FRQ, but it does give students

practice with APPLYING vocab/concepts and it may fulfill

district-mandated writing assessment requirements.

This unit happens to have a 2-part writing task.

(“L-4” reflects the highest score in the Omaha Public Schools grading system.)

Exit Tickets for NAME THAT CONCEPT!

Worth up to 5* points… MEW-P is looking for …

1) use of Human Geography vocabulary & concepts

2) creative synthesis …pulling details together into a larger, more overarching conclusion/generalization.

* A semester’s coursework in my UNO courses is 130 – 190 points, total.

Exit Ticket starter…

Political geography is all about how

boundaries/borders reflect divisions of POWER because …

AGENDA

opening questionsWho is “MEW-P” and

from whence cometh she?philosophical/pedagogical

underpinningsWhat is the “Name that Concept” activity?Let’s play “Name that Concept”!de-brief and discusspros & consamend and editsuggestions & questions from the group

Do you want a copy of the slides?

5 minutes to skim over “Quizlet” glossary…

• I usually encourage some students to start at the back of the document

•Students (who aren’t attending the NCGE conference! ) will probably need more time to read the glossary—it MAY even be a homework assignment!

The image above shows the percentage of population that is ethnically Russian.

Fragmenting of the former Yugoslavia

into six countries (so far)

Serbia

Croatia

Slovenia

Bosnia - Herzegovina

Macedonia

Montenegro

____

http://mapsof.net/map/exclusive-economic-zone-of-france#.U86IYrJOVAh

BALKANIZATION

BALKANIZATION

Colonized by the Portuguese in the 16th century, Macau was the first European settlement in the Far East. Pursuant to an agreement signed by China and Portugal on 13 April 1987, Macau became the Macau Special Administrative Region (SAR) of the People's Republic of China on 20 December 1999. In this agreement, China promised that, under its "one country, two systems" formula, China's political and economic system would not be imposed on Macau, and that Macau would enjoy a high degree of autonomy in all matters except foreign affairs and defense for the next 50 years

Colonized by the Portuguese in the 16th century, Macau was the first European settlement in the Far East. Pursuant to an agreement signed by China and Portugal on 13 April 1987, Macau became the Macau Special Administrative Region (SAR) of the People's Republic of China on 20 December 1999. In this agreement, China promised that, under its "one country, two systems" formula, China's political and economic system would not be imposed on Macau, and that Macau would enjoy a high degree of autonomy in all matters except foreign affairs and defense for the next 50 years

irredentism

http://orientalreview.org/wp-content/uploads/2013/05/NATO.gif

Heartland Theory

• Halford Mackinder (end of 19th century)

• highlighted the importance of geography to the economic and political stability of the world

• Eurasia = most likely base for successful world conquest campaign…it’s enclosed “heartland” = “geographical pivot”

• land-based power would be essential to world dominance

• both inspired by Euro-centric imperialism and a buttress thereof

Heartland Theory

• Halford Mackinder (end of 19th century)

• highlighted the importance of geography to the economic and political stability of the world

• Eurasia = most likely base for successful world conquest campaign…it’s enclosed “heartland” = “geographical pivot”

• land-based power would be essential to world dominance

• both inspired by Euro-centric imperialism and a buttress thereof

The Cold War: Shelterbelt Theory & Containment Theory

You have two cows. You sell one and buy a bull. Your herd multiplies, and the economy grows.

You sell them and retire on the income.

http://www.joe-ks.com/archives_oct2002/Two_Cow_Capitalism.htm#ixzz38PL0tuhp

Domino Theory

This map from an American

magazine published 14th November

1950 shows how much they feared

the spread of Communism in the far

east source:http://www.johndclare.net/cold_war10.htm

Core—Semi-Periphery—Periphery

Core—Semi-Periphery—Periphery

https://sites.google.com/site/permaculturescienceorg/english-pages/4-energy-ecotechnology/2/economic-hitmen

http://english.al-akhbar.com/node/720

A Palestinian woman holds up a sticker which reads: "UN 194 Palestinian State" during a rally in support of Palestinian Authority President Mahmoud Abbas' bid for statehood

recognition in the UN, at Mar Elias camp in Beirut. (Photo: REUTERS - Sharif Karim)

http://www.rense.com/general88/isthink.htm

http://www.conservapedia.com/September_11,_2001_attacks

http://www.mensetmanus.net/windpower/oklahoma/driving-route-66-oklahoma.shtml

MATCHING!

____UNITED NATIONS

____NAFTA

____CAFTA

____EUROPEAN UNION

____ASEAN

____OPEC

____WTO

____IMF

____AFRICAN UNION

INTERNATIONAL GEO-POLITICS

__B__UNITED NATIONS

__C__NAFTA

__E__CAFTA

__A__EUROPEAN UNION

__G__ASEAN

__H__OPEC

__I___WTO

__F__IMF

__D__AFRICAN UNION

http://thomaslegion.net/us_expansion_map_and_territory_and_territorial_expansionism_maps.html

http://www.gapminder.org/videos/yes-they-can/#.U851YrJOVAg

http://www.texasbeyondhistory.net/forts/frontier.html

American Progress, by George Crogutt, 1873. Hovering goddess-like above the westward moving

pioneers, this allegorical

female came to symbolize the

virtue of taming the western frontier,

what some considered

America's "manifest destiny.“

Image courtesy of the Library of Congress

http://www.electoral-vote.com/evp2012/Pres/Maps/Nov15.html

http://viewthought.blogspot.com/2012/05/globalization-necessary-evil.html

http://menasborders.blogspot.com/2011/07/new-flashpoint-israel-lebanon-maritime.html

AGENDA

opening questionsWho is “MEW-P” and

from whence cometh she?philosophical/pedagogical

underpinningsWhat is the “Name that Concept” activity?Let’s play “Name that Concept”!de-brief and discusspros & consamend and editsuggestions & questions from the group

Do you want a copy of the slides?

I enjoy this strategy because it is classic “good teaching”...

K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297

“[There can be] various steps in the implementation of new learning strategies. The

steps include: ensuring learner readiness, … gaining attention the of the learners…, providing

students with opportunities for experiential learning, instructors considering appropriate sectioning of information, providing students

with opportunities to try out and support learning…, ensuring assessment mechanisms provide good feedback to students, providing

ongoing support and assistance to expand learning…, and enabling opportunities for

collaboration with others.”

“Name That Concept” does not REQUIRE previous knowledge—

almost any student could participate. Additionally, NTC could

be either a PREview activity or a REview activity….or both!

K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297

“[There can be] various steps in the implementation of new learning strategies. The

steps include: ensuring learner readiness, … gaining attention the of the learners…, providing

students with opportunities for experiential learning, instructors considering appropriate sectioning of information, providing students

with opportunities to try out and support learning…, ensuring assessment mechanisms provide good feedback to students, providing

ongoing support and assistance to expand learning…, and enabling opportunities for

collaboration with others.”

NTC is pictures….the 21st century is driven by icons and images so it is

almost second nature to most students.

K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297

“[There can be] various steps in the implementation of new learning strategies. The

steps include: ensuring learner readiness, … gaining attention the of the learners…, providing

students with opportunities for experientiallearning, instructors considering appropriate sectioning of information, providing students

with opportunities to try out and support learning…, ensuring assessment mechanisms provide good feedback to students, providing

ongoing support and assistance to expand learning…, and enabling opportunities for

collaboration with others.”

Logistically, NTC can not really replace field studies, but Internet-based images

+ a creative teacher could bring the “outside world” into the classroom.

K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297

“[There can be] various steps in the implementation of new learning strategies. The

steps include: ensuring learner readiness, … gaining attention the of the learners…, providing

students with opportunities for experiential learning, instructors considering appropriate sectioning of information, providing students

with opportunities to try out and support learning…, ensuring assessment mechanisms provide good feedback to students, providing

ongoing support and assistance to expand learning…, and enabling opportunities for

collaboration with others.”

Images could be “chunked” to reflect a more traditional content-driven outline rather

than the alphabetical vocabulary list. NTC could become a sneaky way to lecture!

K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297

“[There can be] various steps in the implementation of new learning strategies. The

steps include: ensuring learner readiness, … gaining attention the of the learners…, providing

students with opportunities for experiential learning, instructors considering appropriate sectioning of information, providing students

with opportunities to try out and support learning…, ensuring assessment mechanisms provide good feedback to students, providing

ongoing support and assistance to expand learning…, and enabling opportunities for

collaboration with others.”

In a high school setting, NTC can and should invite participation, discussion, and

discourse from students who are “guessing” which concepts best “fit” specific images…

K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297

“[There can be] various steps in the implementation of new learning strategies. The

steps include: ensuring learner readiness, … gaining attention the of the learners…, providing

students with opportunities for experiential learning, instructors considering appropriate sectioning of information, providing students

with opportunities to try out and support learning…, ensuring assessment mechanisms provide good feedback to students, providing

ongoing support and assistance to expand learning…, and enabling opportunities for

collaboration with others.”

…with IMMEDIATE feedback from their peers and their teacher!

K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297

“[There can be] various steps in the implementation of new learning strategies. The

steps include: ensuring learner readiness, … gaining attention the of the learners…, providing

students with opportunities for experiential learning, instructors considering appropriate sectioning of information, providing students

with opportunities to try out and support learning…, ensuring assessment mechanisms provide good feedback to students, providing

ongoing support and assistance to expand learning…, and enabling opportunities for

collaboration with others.”

As students suggest appropriate vocab “matches”, EVERYBODY has the chance to think of these

terms as multi-faceted concepts, comparing and contrasting and clarifying them, and building

mental concept webs.

Image analysis always CREATES “teachable moments”—for all parties involved.

What might the students teach US?

K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297

“[There can be] various steps in the implementation of new learning strategies. The

steps include: ensuring learner readiness, … gaining attention the of the learners…, providing

students with opportunities for experiential learning, instructors considering appropriate sectioning of information, providing students

with opportunities to try out and support learning…, ensuring assessment mechanisms provide good feedback to students, providing

ongoing support and assistance to expand learning…, and enabling opportunities for

collaboration with others.”

NTC could be used within established [required?] cooperative learning methods, or it may be a more informal collaboration amongst peers &/or instructors. It has the

potential to emerge as a “Can you top this?” activity for intrinsically motivated

students—be aware!

Why I dislike this strategy:(…and am hoping for suggestions

as to how to improve it)

•Takes A LOT of time to find “just the right image”

•Takes A LOT of time to type into Quizlet.com

•Easy to get off track—especially with the “cool kids”

•Doesn’t translate [at least not well] to the large-lecture-hall format at the university

•Copyrights are INCONVENIENT!

De-

Bri

efin

g

•Pros and cons of Quizlet.com?

•How much instructional time should/could NTC eat?

•Adaptations for….•Non-AP© high school students & various high school schedules?•College students/lecture contexts? (including on-line/blended courses?)

•Overall benefits?

•Overall challenges?

AGENDA

opening questionsWho is “MEW-P” and

from whence cometh she?philosophical/pedagogical

underpinningsWhat is the “Name that Concept” activity?Let’s play “Name that Concept”!de-brief and discusspros & consamend and editsuggestions & questions from the group

Do you want a copy of the slides?

slideshare.netsearch: MEWP

~ or ~I will e-mail you the link….

name e-mail address name e-mail address

References Greiner, Alyson L. Visualizing Human Geography, 2nd Edition. Hoboken: John Wiley & Sons., 2014.

textbook.

Johnston, R.J., et al., The Dictionary of Human Geography, 4th Edition. Malden: Blackwell Publshing Ltc.,

2000. dictionary.

Knox, Paul L. and Sallie A. Marston. Human Geography: Places and Regions in Global Context. Fourth.

Upper Saddle River, New Jersey: Pearson Prentice Hall, 2007.

Lambert, David. "Who Hung the Humanities?" Geographic Education 26 (2013): 25-8.

Lara, Ms. Susana. AP Coordinator Maria Walinski Peterson. 24 March 2014. e-mailed communication.

Lynch, Kenneth, et al. "E-Learning for Geography's Teaching and Learning Spaces." Active Learning ans

Student Engagment (2008): 264-97.

Nebraska Department of Education. Data Reporting System. December 2013. offical government

website. 24 July 2014. <http://drs.education.ne.gov/Pages/default.aspx>.

Pulsipher, Pulsipher &. World Regional Geography: Global Patterns, Local Lives, 5th ed. New York: W.H.

Freeman and Company, 2011.

Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography; AP(c) Edition. 10th

Edition. Boston: Prentice Hall, 2011. textbook.

University of Nebraska--Omaha. Fast Facts. 2014. webpage. 23 July 2014.

<http://www.unomaha.edu/about-uno/fast-facts.php>.