Presentation is loading. Please wait.

Presentation is loading. Please wait.

Active Teaching Methodologies Leaving Certificate Geography Una Nation.

Similar presentations


Presentation on theme: "Active Teaching Methodologies Leaving Certificate Geography Una Nation."— Presentation transcript:

1 Active Teaching Methodologies Leaving Certificate Geography Una Nation

2 Active Methodologies Tell me and I will forget Show me and I will Learn Involve me and I will understand Teton Lakota

3

4

5 Active Learning Methods Active teaching/learning methodologies concentrate on the doing in order to enhance the knowing. Active learning involves students directly and actively in the learning process. Learning methodologies should reflect the variety of learning styles in a given classroom.

6 Successful active learning Methods Are: Engaging Student-centered Cater for different learning styles Enhance critical skills Promote student activity

7 Active Learning Methods Behind every good teacher is an exhausted class!

8 Whoever explains, learns

9 Active Learning Methods Think, Pair, Share Brainstorming Structured discussion Case studies Role Play/ Drama Surveys/Questionnaires Interviewing Games Fieldwork Visits Presentations Demonstrations Multimedia Problem solving Debating

10 Think, Pair, Share Think to yourself Turn to a partner and discuss Share with a group

11 Think, Pair, Share When used at the beginning of a lecture, a Think-Pair- Share strategy can help students organize prior knowledge and brainstorm questions. When used later in the session, the strategy can help students summarize what they're learning, apply it to novel situations, and integrate new information with what they already know. The strategy works well with groups of various sizes and can be completed in as little as two or three minutes.

12 Think Pair Share in Geography Predicting Earthquakes Think to yourself of ways that you can predict where earthquakes are likely to occur?

13 Predicting Earthquakes Share with the person next to you your thoughts on the prediction of earthquakes and write down the answers. I will then ask some of the groups to share their answers with the rest of the class.

14 Answer Seismographs used to record vibrations in the earths crust. Tilt meters used to measure bulges in land surface which may happen before a major earthquake. Laser beams from satellites used to measure the slightest rock movement in areas prone to earthquakes. History of earthquakes, patterns in seismic gaps. Animal behaviour may change in advance of an earthquake. Radon gas which is emitted from the earths crust is monitored as it increases prior to earthquakes. Water levels in well may sometimes rise when the ground is under stress prior to an earthquake.

15 Question and Answer To begin, the instructor asks students to partner with someone near by. Each student takes a minute to formulate one question based on the information presented in the lecture or course readings. Student A begins by posing her question for student B to answer. Then the roles are reversed, with student B becoming the questioner. Name the type of rock? I am a heavy, fine grained rock. I cooled and hardened quickly leaving no time for large crystals to form?

16 Visual Literacy The power of the visual (e.g. photography, graphic design, architecture, animation, painting etc.) can be captured and used to motivate the learner and open up a world of imagination that can bring content knowledge to life.

17 Visual Literacy Pictures can stimulate writing/discussion. Sample activities include; What is the first word that comes into your head when you see this picture? Quick-fire/brainstorm/list. ‘Stream of consciousness’- jot down any random thoughts that the picture suggests. Compose captions for a series of photographs. Write a dialogue between the characters featured in the picture.

18 A For 30 seconds talk about the picture without deviation, hesitation or repetition.

19

20 Summarise the content as an image. On 11 March 2011 Japan suffered its worst ever earthquake. For two and a half minutes the ground surface in parts of Japan shook. Earthquake proof skyscrapers cracked and people were buried alive in their collapsed homes. Big fires broke out as gas and oil pipes were fractured by the tremors. A tsunami followed the quake destroying homes, villages and destroying coastland. In all more than 27,000 people died.

21 Japan Tsunami

22 Poetry My Fault So when we pull away The world falls down its Normal When we collide together You lift me up its reverse When I thrust you too much You push me across to the other side When you pass me by It tears me apart It’s my Fault.

23 Word Bank Key words relating to a topic/spellings/definitions are written on strips of card, sorted alphabetically and displayed on a large poster. New words are added after every lesson having been identified and defined in context of the lesson. Constant revisiting of lists reminds students of their extent and purpose. Draw attention to lists when completing written work also.

24 Word/Definition Cards Design two separate bundles of cards, one for words/terms and the second containing the definition. Students required to match them up. ICT, this exercise could form a cut and paste exercise on computer. Alternatively, distribute blank cards to students and assign the task of designing a definition card with an accompanying picture if appropriate.

25 Tweet Summarize a lesson into a 160 character tweet

26 Facebook Ask your student to create a Facebook page instead of the traditional book report. Students create their own Facebook pages based on research that you assign. This could be a specific person or even non-human kinds of things such as a country, region, event or place.

27 Make a model Using play dough make a model of a simple, asymmetrical, Over fold and Over thrust fold

28 An active Cone Shaped Volcano

29 Overthrust Fold

30 Asymetricial Fold

31 Rock Chick

32 Fieldwork Tasks involving the gathering and interpretation of information can develop skills of independent learning and provide rich opportunities for active learning both within and beyond the classroom.

33 Milling to Music Used as revision technique. Ask students to stand at their desk and move around the room when the music starts. Play an appropriate song and when you stop the music the students have to ask each other questions and answers that you prescribe. Short exercise 3 times maximum

34 Milling to Music 1. A rock formed from the remains of sea creatures. This is Ireland’s most common rock. 2. This rock is made up of three minerals mica, feldspar and quartz. This rock has large crystals. 3. Great heat or pressure change change the characteristics of existing rocks to form what rock group? 4. Name one way that human interact with the rock cycle and make use of rocks. 5. Name the rock that was formed when limestone or chalk was changed by intense heat or pressure.

35 Answers Question 1 – Limestone Question 2 – Granite Question 3 – Metamorphic Question 4 – Quarrying and Geothermal energy Question 5- Marble

36 Brainstorm Brainstorming is an active learning strategy in which students are asked to recall what they know about a subject by generating terms and ideas related to it. In brainstorming, however, students are encouraged to stretch what they know by forming creative connections between prior knowledge and new possibilities.

37 Professional Development Service for teachers Students at Kylemore College in a sequencing activity

38 Website _NCCA Primary_Curriculum/Senior_Cycle_Curriculum/Leaving_Certificate_Establish ed/Geography/Geography_Guidelines/Resources/ WEBSITES The following websites are recommended as being of high quality and appropriate to the syllabus. Although they are presented here as being linked to one section of the syllabus, many are relevant to other areas. The Geography Support Service will develop a subject website and this will provide links to all the web addresses given here. It will be kept updated and extended as other sites are recommended or developed. GENERAL GEOGRAPHY PORTALS Portals provide links to multiple sites, usually providing a commentary and indicating the quality of each site. Scoilnet This website has been created by the NCTE as the reference point for Irish educational matters. BBC Webguide A comprehensive entry to selected sites, not all relevant to the Leaving Cert, but all of very high quality. Divided into course related sections ­ key stage 3&4 and A Level are the relevant ones. About An excellent introduction to world geography broken into categories. Main emphasis on American case studies. Internet Geography et.co.uk Excellent site with British bias ­ includes teacher lesson plans. The Internet Geographer Hundreds of links to other sites ­ but a heavy emphasis on U.K. sites.

39 “Lessons should be hard to forget ” Student

40 Thank You


Download ppt "Active Teaching Methodologies Leaving Certificate Geography Una Nation."

Similar presentations


Ads by Google