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LIVING GEOGRAPHY: 8 WAYS FIELDWORK Steve Rawlinson Principal Lecturer Northumbria University Cath White Senior Lecturer Northumbria University Ian Barnes.

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Presentation on theme: "LIVING GEOGRAPHY: 8 WAYS FIELDWORK Steve Rawlinson Principal Lecturer Northumbria University Cath White Senior Lecturer Northumbria University Ian Barnes."— Presentation transcript:

1 LIVING GEOGRAPHY: 8 WAYS FIELDWORK Steve Rawlinson Principal Lecturer Northumbria University Cath White Senior Lecturer Northumbria University Ian Barnes NQT

2 Aims Report on a GA living geographies project based in the Ouseburn Regeneration area NewcastleReport on a GA living geographies project based in the Ouseburn Regeneration area Newcastle Consider a pedagogical approach – 8 Way Thinking – and how it may be applied in a specific locationConsider a pedagogical approach – 8 Way Thinking – and how it may be applied in a specific location Consider how materials may be developed for children to use and its valueConsider how materials may be developed for children to use and its value Consider how the area/approach can be used with a variety of students and its impact upon themConsider how the area/approach can be used with a variety of students and its impact upon them

3 8 Way Thinking Devised by Ian GilbertDevised by Ian Gilbert Derived from Around Deeply ProjectDerived from Around Deeply Project Multi-dimensional snapshot of the people, places, history, sights, sounds and nature of locations on a voyage round Britain.Multi-dimensional snapshot of the people, places, history, sights, sounds and nature of locations on a voyage round Britain. Thinking skills project encouraging participant to:Thinking skills project encouraging participant to: ThinkThink ReflectReflect Look more closelyLook more closely

4 Derived from Gardners Multiple Intelligence Theory (MI) Philosophy for Children (P4C)

5 MI Linguistic intelligence – words and languageLinguistic intelligence – words and language Logical-mathematical intelligence - logic and numbersLogical-mathematical intelligence - logic and numbers Spatial intelligence - images and spaceSpatial intelligence - images and space Bodily-Kinaesthetic intelligence – body movement controlBodily-Kinaesthetic intelligence – body movement control Musical intelligence – music, sound, rhythmMusical intelligence – music, sound, rhythm Interpersonal intelligence – other people's feelingsInterpersonal intelligence – other people's feelings Intrapersonal intelligence - self awarenessIntrapersonal intelligence - self awareness Naturalist intelligence – natural environmentNaturalist intelligence – natural environment

6 P4C Encourages children to ask questionsEncourages children to ask questions Develops natural curiosityDevelops natural curiosity Gives ownership to their learningGives ownership to their learning Relates closely to Geographys Enquiry ApproachRelates closely to Geographys Enquiry Approach

7 8 Way Thinking Gilberts 8 Way Thinking challenges and supports learning by engaging the learner with the 8 intelligences, which we all possess, but in which we have different preferences and strengths.

8 Terminology simplified PeoplePeople NumbersNumbers WordsWords NatureNature SoundsSounds FeelingsFeelings SightsSights ActionsActions

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10 Example – Grimsby dock People – sorts of jobs/daily life – history/geographyPeople – sorts of jobs/daily life – history/geography Numbers – how many workers – mathsNumbers – how many workers – maths Words – accents and dialogues - languageWords – accents and dialogues - language Nature – species – science, geography, mathsNature – species – science, geography, maths Sounds – now and hundred years ago – history/DT – different jobs create different sounds/it – recording current sounds/music – songs associated with the pastSounds – now and hundred years ago – history/DT – different jobs create different sounds/it – recording current sounds/music – songs associated with the past Feelings – what does it feel like to see this place now knowing what it was like? Language/ geography –empathy/ art – draw how you feelFeelings – what does it feel like to see this place now knowing what it was like? Language/ geography –empathy/ art – draw how you feel Sights – what did it look like/ what makes it beautiful today. Language/ art – paintings/photosSights – what did it look like/ what makes it beautiful today. Language/ art – paintings/photos Actions – physical process of trawling – DT –fishing boats/geography – way of lifeActions – physical process of trawling – DT –fishing boats/geography – way of life

11 It is a model for Asking questions across subjectsAsking questions across subjects Arousing and harnessing curiosityArousing and harnessing curiosity Seeing with new eyesSeeing with new eyes

12 What we did Collaboration between Newcastle and Northumbria universityCollaboration between Newcastle and Northumbria university Newcastle Secondary geography PGCE students spent 2 days devising lessonsNewcastle Secondary geography PGCE students spent 2 days devising lessons In groups each took 1 way and developed lesson plans and materials from fieldworkIn groups each took 1 way and developed lesson plans and materials from fieldwork Utilised the education officer and the resources of the education centreUtilised the education officer and the resources of the education centre

13 Why? Advantages/value End of their course – they needed a summative activityEnd of their course – they needed a summative activity Provided a clear focus for final activityProvided a clear focus for final activity Drew together all their skills –summative, collaborative eventDrew together all their skills –summative, collaborative event Offered an opportunity to explore a potential teaching area they might useOffered an opportunity to explore a potential teaching area they might use Developed materials that would be useful to themDeveloped materials that would be useful to them Enabled them to try out a new pedagogical approachEnabled them to try out a new pedagogical approach Offered a relaxed final activityOffered a relaxed final activity

14 What they produced Approaches/Lesson plans and materialsApproaches/Lesson plans and materials Aimed at year 7Aimed at year 7 Activities that could possibly be used from a distance – basis of a web based resourceActivities that could possibly be used from a distance – basis of a web based resource A bank of resources for future developmentA bank of resources for future development

15 The Ouseburn Valley: Background Information

16 LocationLocationLocationLocation The Ouseburn Valley is just a stone's throw away from Newcastle's bustling quayside. Steeped in a rich industrial past the Ouseburn has a unique character enriched by a diverse collection of old and new. The Ouseburn Valley is just a stone's throw away from Newcastle's bustling quayside. Steeped in a rich industrial past the Ouseburn has a unique character enriched by a diverse collection of old and new.

17 HistoryHistoryHistoryHistory For over 200 years the Valley hosted iron foundries, glass bottle works, potteries, paintworks, flax and flour mills and warehouses.

18 A tour of the Ouseburn hyperlinks.ppthyperlinks.ppthyperlinks.ppt

19 8 ways at Ouseburn – initial thoughts People Nature of employment. How are these changing?Nature of employment. How are these changing? How do people use the area for leisure?How do people use the area for leisure?Numbers Numbers using the area for different purposes e.g. work, living and socialising.Numbers using the area for different purposes e.g. work, living and socialising. Land use surveyLand use survey

20 8 ways at Ouseburn… Nature Changes in the environment. Caused by?Changes in the environment. Caused by? Species found? What affects this?Species found? What affects this?Sounds Sounds in the Valley today. Comparison of sounds with the past.Sounds in the Valley today. Comparison of sounds with the past. SoundscapesSoundscapes

21 8 ways at Ouseburn… Feelings Use pictures, information and video clips to create a sense of place.Use pictures, information and video clips to create a sense of place. How does the Valley make you feel and why?How does the Valley make you feel and why?Sights How have sights in the Valley changed and why?How have sights in the Valley changed and why? How might the valley look in the future?How might the valley look in the future?

22 8 ways at Ouseburn… Actions What actions have created change? Who took them?What actions have created change? Who took them? What future actions could take place to improve the area?What future actions could take place to improve the area? Who should decided which actions are the most suitable for the area?Who should decided which actions are the most suitable for the area?Words Create a bank of key or buzz words which will enable you to describe the sights/sounds etc that the other groups deviseCreate a bank of key or buzz words which will enable you to describe the sights/sounds etc that the other groups devise Have these words changed over time?Have these words changed over time?

23 Examples of lesson plans Having got a focus they then devised lesson plans/activities ensuring: Active/collaborative learningActive/collaborative learning An enquiry approachAn enquiry approach Cross curricular approachCross curricular approach Thematic planningThematic planning Resources were providedResources were provided

24 Turning Theory Into Reality Aims… 1.To develop a scheme of work based around the theme of 8 way thinking that is informative about the Ouseburn Valley. 2.To give a strong base in terms of lesson planning, resources, and teacher instructions that is editable and easy to develop to suit the needs of different teaching environments 3.To make the activities realistic to real life teaching, in terms of time scale and flexibility within the scheme of work. E.g. The material has to be valuable as individual lessons as well as it making sense as a terms worth of work.

25 Full Scheme of Work

26 Lesson Plan Template

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28 Actions Lesson Plan

29 Actions Resources

30 Action Teacher Notes

31 Sounds An exciting idea in terms of lesson contentAn exciting idea in terms of lesson content Plot a map around different areas of the Ouseburn Valley using soundscape approach to find your way.Plot a map around different areas of the Ouseburn Valley using soundscape approach to find your way. Resources are finished but needs to be developed from an IT perspective so it can be online /on DVD and interactive.Resources are finished but needs to be developed from an IT perspective so it can be online /on DVD and interactive. Work in progress...Work in progress...

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33 Where are we?

34 Future Developments Develop these lesson plans over time…Develop these lesson plans over time… –Teacher feedback –Teacher lesson development –New lessons –Lesson evaluation forum

35 Future Developments Potentially end up with a number of lessons and resources for each 8 way strategyPotentially end up with a number of lessons and resources for each 8 way strategy Why stop at the Ouseburn Valley and 8 way thinking?Why stop at the Ouseburn Valley and 8 way thinking? Teacher resource sharing network with real life teaching feedback and development.Teacher resource sharing network with real life teaching feedback and development.

36 Value of Approach Offers a Framework for Learning for use with: 1. Children (primary/secondary) either in –Short term – different groups working on one of the 8 ways –Longer term – with each 8 way offering focus for a lesson

37 Value of Approach… 2. ITE Students – lends itself to cross curricular activities/learning & thematic planning, whilst retaining a geographical emphasis 3. Undergraduate geography students -offers an effective way of developing a sense of place

38 Value of Approach… 4. Field studies/outdoor education teachers etc – offers a fresh and different way of viewing an area 5. Community groups – may offer a new perspective on issues developing in an area

39 Value of Approach… For all users Very interactive – really engages and enthuses usersVery interactive – really engages and enthuses users Each group that does it sees things differently – fresh for them and the teacher/tutorEach group that does it sees things differently – fresh for them and the teacher/tutor Different approaches have value to different learnersDifferent approaches have value to different learners Raises awareness of issues in local areaRaises awareness of issues in local area Stimulates working with local communityStimulates working with local community

40 User reaction This Eight Way of Thinking provides you with an easier way to understand an area, in this case the past, present and future of the Ouseburn. It allows you to think in many ways and from different angles and then lets you put these things together to form a broader view of the area.

41 User reaction… This has made me think about Ouseburn in a way I wouldnt otherwise have done. This method is an extremely good way of perceiving a place as it makes it become almost 3 dimensional so that you can look at an area in a different way, a way which you wouldnt have seen before.This has made me think about Ouseburn in a way I wouldnt otherwise have done. This method is an extremely good way of perceiving a place as it makes it become almost 3 dimensional so that you can look at an area in a different way, a way which you wouldnt have seen before. Yr 1 Undergrad geography students Yr 1 Undergrad geography students

42 Issues Time – took far longer than we supposedTime – took far longer than we supposed Technical problemsTechnical problems Getting a consistent approach to presentationGetting a consistent approach to presentation Working on developing the materialsWorking on developing the materials Need to adapt to different agesNeed to adapt to different ages

43 Where next? Become a focus for Northumbrias primary ITE studentsBecome a focus for Northumbrias primary ITE students Teachers from the local GA branch trialling the materials and refineTeachers from the local GA branch trialling the materials and refine Northumbrias Yr1 Undergrad geographers using the approach to study the areaNorthumbrias Yr1 Undergrad geographers using the approach to study the area Web based resource? Funding?Web based resource? Funding?

44 Acknowledgements Rachel Lofthouse Newcastle University Cath White Northumbria University Richard Kotter Northumbria University Kye Askins Northumbria University Alison StancliffeOuseburn Valley Newcastle PGCE Geography Students 2005/6 & 2006/7 Tyne & Wear Branch of the Geographical Association Geographical Association

45 References 8 Way thinking Gilbert, Ian issue 12 summer 2006

46 Refs Ouseburn Valley e%20Lower%20Ouseburn%20Valley.pdf e%20Lower%20Ouseburn%20Valley.pdf 497.html?ixsidhttp://www.24hourmuseum.org.uk/norwich/local/TRA html?ixsid= 497.html?ixsid My Walks


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