Presentation on theme: "LIVING GEOGRAPHY: 8 WAYS FIELDWORK"— Presentation transcript:
1 LIVING GEOGRAPHY: 8 WAYS FIELDWORK Steve RawlinsonPrincipal LecturerNorthumbria UniversityCath WhiteSenior LecturerIan BarnesNQT
2 AimsReport on a GA living geographies project based in the Ouseburn Regeneration area NewcastleConsider a pedagogical approach – 8 Way Thinking – and how it may be applied in a specific locationConsider how materials may be developed for children to use and its valueConsider how the area/approach can be used with a variety of students and its impact upon them
3 8 Way Thinking Devised by Ian Gilbert Derived from Around Deeply ProjectMulti-dimensional snapshot of the people, places, history, sights, sounds and nature of locations on a voyage round Britain.Thinking skills project encouraging participant to:ThinkReflectLook more closely
4 Derived from Gardner’s Multiple Intelligence Theory (MI) Philosophy for Children (P4C)
5 MI Linguistic intelligence – words and language Logical-mathematical intelligence - logic and numbersSpatial intelligence - images and spaceBodily-Kinaesthetic intelligence – body movement controlMusical intelligence – music, sound, rhythmInterpersonal intelligence – other people's feelingsIntrapersonal intelligence - self awarenessNaturalist intelligence – natural environment
6 P4C Encourages children to ask questions Develops natural curiosity Gives ownership to their learningRelates closely to Geography’s Enquiry Approach
7 8 Way ThinkingGilbert’s 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.
10 Example – Grimsby dockPeople – sorts of jobs/daily life – history/geographyNumbers – how many workers – mathsWords – accents and dialogues - languageNature – species – science, geography, mathsSounds – now and hundred years ago – history/DT – different jobs create different sounds/it – recording current sounds/music – songs associated with the pastFeelings – what does it feel like to see this place now knowing what it was like? Language/ geography –empathy/ art – draw how you feelSights – what did it look like/ what makes it beautiful today. Language/ art – paintings/photosActions – physical process of trawling – DT –fishing boats/geography – way of life
11 It is a model for Asking questions across subjects Arousing and harnessing curiositySeeing with new eyes
12 What we did Collaboration between Newcastle and Northumbria university Newcastle Secondary geography PGCE students spent 2 days devising lessonsIn groups each took 1 way and developed lesson plans and materials from fieldworkUtilised the education officer and the resources of the education centre
13 Why? Advantages/valueEnd of their course – they needed a summative activityProvided a clear focus for final activityDrew together all their skills –summative, collaborative eventOffered an opportunity to explore a potential teaching area they might useDeveloped materials that would be useful to themEnabled them to try out a new pedagogical approachOffered a relaxed final activity
14 What they produced Approaches/Lesson plans and materials Aimed at year 7Activities that could possibly be used from a distance – basis of a web based resourceA bank of resources for future development
16 LocationThe 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 HistoryFor over 200 years the Valley hosted iron foundries, glass bottle works, potteries, paintworks, flax and flour mills and warehouses.
19 8 ways at Ouseburn – initial thoughts PeopleNature of employment. How are these changing?How do people use the area for leisure?NumbersNumbers using the area for different purposes e.g. work, living and socialising.Land use survey
20 8 ways at Ouseburn… Nature Changes in the environment. Caused by? Species found? What affects this?SoundsSounds in the Valley today. Comparison of sounds with the past.Soundscapes
21 8 ways at Ouseburn… Feelings Use pictures, information and video clips to create a sense of place.How does the Valley make you feel and why?SightsHow have sights in the Valley changed and why?How might the valley look in the future?
22 8 ways at Ouseburn… Actions What actions have created change? Who took them?What future actions could take place to improve the area?Who should decided which actions are the most suitable for the area?WordsCreate a bank of key or buzz words which will enable you to describe the sights/sounds etc that the other groups deviseHave these words changed over time?
23 Examples of lesson plans Having got a focus they then devised lesson plans/activities ensuring:Active/collaborative learningAn enquiry approachCross curricular approachThematic planningResources were provided
24 Turning Theory Into Reality Aims…To develop a scheme of work based around the theme of 8 way thinking that is informative about the Ouseburn Valley.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 environmentsTo 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.
31 Sounds An exciting idea in terms of lesson content 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.Work in progress...
34 Future Developments Develop these lesson plans over time… Teacher feedbackTeacher lesson developmentNew lessonsLesson evaluation forum
35 Future DevelopmentsPotentially end up with a number of lessons and resources for each 8 way strategyWhy stop at the Ouseburn Valley and 8 way thinking?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 inShort term – different groups working on one of the 8 waysLonger 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 emphasis3. 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 area5. 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 usersEach group that does it sees things differently – fresh for them and the teacher/tutorDifferent approaches have value to different learnersRaises awareness of issues in local areaStimulates 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 wouldn’t 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 wouldn’t have seen before.”Yr 1 Undergrad geography students
42 Issues Time – took far longer than we supposed Technical problems Getting a consistent approach to presentationWorking on developing the materialsNeed to adapt to different ages
43 Where next? Become a focus for Northumbria’s primary ITE students Teachers from the local GA branch trialling the materials and refineNorthumbria’s Yr1 Undergrad geographers using the approach to study the areaWeb based resource? Funding?
44 Acknowledgements Rachel Lofthouse Newcastle University Cath White Northumbria UniversityRichard Kotter Northumbria UniversityKye Askins Northumbria UniversityAlison Stancliffe Ouseburn ValleyNewcastle PGCE Geography Students 2005/6 & 2006/7Tyne & Wear Branch of the Geographical AssociationGeographical Association
45 References 8 Way thinking Gilbert, Ian issue 12 summer 2006
46 Refs Ouseburn Valley http://www.ouseburntrust.org.uk/ My Walks
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