NSS Learning and NSS Learning and Teaching Strategies for Teaching Strategies for

Geography-(1)Geography-(1)Planning and Managing Planning and Managing

the Curriculumthe Curriculum

Curriculum Development Officers andCurriculum Development Officers and

Ms. LAM Lin-fong (HK & KLN KFWA SMs. LAM Lin-fong (HK & KLN KFWA Sun Fong Chung College)un Fong Chung College)

GM Food?

Farming?

Famine?

• CornCorn• Ethanol (Ethanol ( 乙醇）乙醇）　　 (a biodegradable fuel additi(a biodegradable fuel additi

ve produced from corn)ve produced from corn)• E-85 (85% ethanol + 15% gasE-85 (85% ethanol + 15% gas

oline)oline)• A clean-burning, renewable fA clean-burning, renewable f

uel for “flexible fuel vehicleuel for “flexible fuel vehicles”s”

Transport?

Sustainable Developmen

t?

Concepts in Geography do

not exist in isolation!

Jilly O’Brien - ‘Concept mapping in geography’

Experience Sharing-Experience Sharing-Using concept maps in Using concept maps in

the NSS Geography the NSS Geography CurriculumCurriculum

1.1. To highlight the “focus” and To highlight the “focus” and main concepts of each issue / main concepts of each issue / electiveelective

2.2. To provide more examples / To provide more examples / elaborationselaborations

3.3. To show some of the linkages To show some of the linkages among different issues / among different issues / electiveselectives

4.4. To provide e.g. on the To provide e.g. on the classification of conceptsclassification of concepts

5.5. To show the “complete picture”To show the “complete picture”

Difficulties and Difficulties and suggestions:suggestions:• To decide the “focus” of an issueTo decide the “focus” of an issue• To distinguish between “headings” To distinguish between “headings”

and “concepts”and “concepts”• To group different concepts togetherTo group different concepts together• To find out the inter-connection To find out the inter-connection

among different issues and electivesamong different issues and electives• To identify the missing parts (items To identify the missing parts (items

which are not directly listed in the which are not directly listed in the curriculum) in the mapscurriculum) in the maps

• ……

Concept maps can be used Concept maps can be used to:to:

• Organise ideas / concepts in a structured waOrganise ideas / concepts in a structured way;y;

• Improve the quality of knowledge & understImprove the quality of knowledge & understanding of answers;anding of answers;

• Connect new ideas with prior knowledge;Connect new ideas with prior knowledge;• Look at the links between different parts of Look at the links between different parts of

a curriculum;a curriculum;• Prepare for tests/examination (A good revisPrepare for tests/examination (A good revis

ion tool) ;ion tool) ;• Analyze long questions and organize answeAnalyze long questions and organize answe

rs;rs;• Facilitate decision-making;Facilitate decision-making;• ……

A useful tool for the planning &

management of the NSS Geography

Curriculum

Advantages of using Advantages of using concept maps:concept maps:

• A visual organiser to summarise informationA visual organiser to summarise information• A good planning toolA good planning tool• A useful tool to highlight one of A useful tool to highlight one of geography’geography’

s Big Concepts – ‘Cause & effect’s Big Concepts – ‘Cause & effect’• Deductive & inductive reasoning and speculaDeductive & inductive reasoning and specula

tiontion• No two concept maps will be the sameNo two concept maps will be the same, so th, so th

ey are good for differentiation ey are good for differentiation • ……

Suggested steps of Suggested steps of constructing concept maps:constructing concept maps:

1.Write down major terms / concepts 1.Write down major terms / concepts about a geography topicabout a geography topic

2.Write each term on a separate piece 2.Write each term on a separate piece of cardof card

3.Sort the cards3.Sort the cards4.Put aside those cards that 4.Put aside those cards that - you do not understand; &- you do not understand; & - are not related to other terms - are not related to other terms

Earthquakes

Aftershocks

5.Arrange the cards left with their 5.Arrange the cards left with their relationships to construct a concept relationships to construct a concept mapmap

6.Stick the cards together6.Stick the cards together

7.Draw lines between terms to show their 7.Draw lines between terms to show their relationshipsrelationships

8.Write on each line the relationship you 8.Write on each line the relationship you identifiedidentified

9.Re-consider the cards you put aside in 9.Re-consider the cards you put aside in Step 3Step 3

Clear instructions & Clear instructions & debriefingdebriefing

• Good preparationGood preparation• Clear instructionsClear instructions• Case-specific information & generalisatiCase-specific information & generalisati

onsons• Debriefing & follow-up activitiesDebriefing & follow-up activities

Follow-up activitiesFollow-up activities

• Writing tasks (differentiation)Writing tasks (differentiation)

• Drawing other concept maps, e.g. a Drawing other concept maps, e.g. a case-specific onecase-specific one

• Using IT for searching information Using IT for searching information (e.g. Internet) & drawing concept (e.g. Internet) & drawing concept maps (e.g.maps (e.g.

• ““What if” activitiesWhat if” activities

• ……

Free mind mapping Free mind mapping software:software:

e.g. FreeMinde.g. FreeMindhttp://freemind.sourceforge.net/wiki/http://freemind.sourceforge.net/wiki/index.php/Main_Pageindex.php/Main_Page

What if:What if: WinnersWinners LosersLosers

The The government government

pays pays subsidiessubsidies

……

……

……

Extend thinking

…Higher order

thinking …

Quality of concept maps:Quality of concept maps:

Quantity of Links ?

Quality of Links ?

Degree of generality Degree of

abstractness

…

Suggested assessment Suggested assessment criteria:criteria:

• Number of descriptive facts /concepts Number of descriptive facts /concepts (levels) and links (levels) and links

• ErrorsErrors

• Quality of the descriptions and explanationsQuality of the descriptions and explanations

• Relationships & interactions among the Relationships & interactions among the componentscomponents

• Incorporation with personal experience & Incorporation with personal experience & prior knowledgeprior knowledge

• Elements of ‘speculation’Elements of ‘speculation’

Concept mapping supports Concept mapping supports the development of the development of

thinking skills in thinking skills in geography…geography…

• Active learningActive learning

• Collaborative Collaborative learninglearning

• Visual and Visual and spatial spatial learninglearning

• ……

The development of generic The development of generic skillsskills

• Critical thinking skillsCritical thinking skills

• CreativityCreativity

• Problem-solving Problem-solving skillsskills

• Collaboration skillsCollaboration skills

• Communication skillsCommunication skills

• Information Information technology skillstechnology skills

• ……

Critical thinking in Critical thinking in geography…geography…usually occurs in association with usually occurs in association with

issues, arguments or problems.issues, arguments or problems.

• To facilitate geographic decision-To facilitate geographic decision-making (identify, organize, analysis, making (identify, organize, analysis, evaluate…)evaluate…)

• To ask questions about an issue/ a To ask questions about an issue/ a problem, e.g.problem, e.g.

• What is the issue or argument?What is the issue or argument?

• What evidence supports this position?What evidence supports this position?

• What is the source of this evidence?What is the source of this evidence?

• Is this issue presented accurately?... Is this issue presented accurately?... completely?completely?

• What assumptions have been made?What assumptions have been made?

• Whose viewpoint is represented?Whose viewpoint is represented?

• Are there other ways of looking at this Are there other ways of looking at this issue?issue?

• What do I believe and why do I believe What do I believe and why do I believe it?it?

(Source: Sharma, M. B. & Elbow, G. S. (2000). Using internet (Source: Sharma, M. B. & Elbow, G. S. (2000). Using internet primary sources to teach critical thinking skills in geography.)primary sources to teach critical thinking skills in geography.)

• To evaluate data, sources & To evaluate data, sources & arguments (including the reliability of arguments (including the reliability of the information)the information)

• To translate information into To translate information into knowledgeknowledgeSharma, M. B. & Elbow, G. S. (2000). Using

internet primary sources to teach critical thinking skills in geography.

•Places & regions

•Physical systems

•Human systems

•Environment & society

•…

Lesson Exemplar-Lesson Exemplar-Planning of Kai TakPlanning of Kai Tak

Lesson exemplar – Lesson exemplar – Planning of Kai TakPlanning of Kai Tak

Present S4-5 Geography Syllabus:Theme: CityIssue: Sustainable City

NSS Geography Syllabus:Building a sustainable city – Are environmental conservation and urban development mutually exclusive?

This exemplar included:This exemplar included:

• Lesson Plan (9 pages)Lesson Plan (9 pages)• A set of worksheets (4 pages)A set of worksheets (4 pages)• Information Folder 1 (13 pages)Information Folder 1 (13 pages)• Information Folder 2 (6 pages)Information Folder 2 (6 pages)• Master Plan of Kai Tak for Third Public CMaster Plan of Kai Tak for Third Public C

onsultation (1 page)onsultation (1 page)

Prior knowledge:Prior knowledge:

• The concept of sustainable The concept of sustainable developmentdevelopment

• Urban renewal in Hong KongUrban renewal in Hong Kong

• Conflict between environmental Conflict between environmental conservation and urban development conservation and urban development in Hong Kongin Hong Kong

Characteristics of this lesson Characteristics of this lesson exemplarexemplar

• Generic skills – collaboration skills, Generic skills – collaboration skills, communication skills, critical thinking communication skills, critical thinking skills, study skills skills, study skills

• Higher order thinking skills – decision Higher order thinking skills – decision making (with the help of graphic making (with the help of graphic organizer)organizer)

Development of generic Development of generic skillsskills• Critical thinking skills Critical thinking skills

search for relevant informationsearch for relevant information determine the strength of an determine the strength of an

argumentargument make reasonable judgmentmake reasonable judgment

• Study skillsStudy skills

• Collaboration skills and Collaboration skills and communication skills (think, pair and communication skills (think, pair and share)share)

Types of thinking skillsTypes of thinking skills

Distinguish, sort and classify, compare and contrast, observe, recall, explain, comprehend, make analogise, infer, list & sequence, match, analyze, define and synthesize

Thinking Skills

Basic-level thinking skills Higher order thinking skills

Critical thinking,Creative thinking,

Problem-solving and Decision making

Metacognition

Decision-makingDecision-makingWhy is there a need to make a decision?

What choices do I have?

What are the consequences of each choice?

How important are these consequences?

Which is the best choice?

Step 1: Why is there a need to make a decision?

Why is there a need to

develop the area?

What are the criteria for making the decision?

Step 2: What choices do I have?

Use of graphic organizer

Collaborative learning: think, pair and share

Reading and analyzing information

Ability to synthesize information

Step 3, 4&5: What are the consequences of each choice? How important are these consequences? Which is the best choice?

Evaluation depends on:Evaluation depends on:

• Criteria chosen at the beginningCriteria chosen at the beginning

• Principle of sustainabilityPrinciple of sustainability

• The foci of the design of these concept The foci of the design of these concept plansplans

Best choice Supported with reasons

Advantages and disadvantages

Conclusion: Conclusion: Master Plan for Third Public Master Plan for Third Public ConsultationConsultation

Latest revised plan – 18.6.2006Latest revised plan – 18.6.2006

Study skills

Catering for learners’ diversity

ReferencesReferences

1.Leat, D. (Ed.) (2001). 1.Leat, D. (Ed.) (2001). Thinking through geThinking through geography (2nd ed.).ography (2nd ed.). Cambridge: Chris KinCambridge: Chris Kington Publishing. gton Publishing.

2.Nichols, A. (Ed.) (2001)2.Nichols, A. (Ed.) (2001). . More thinking thrMore thinking through geographyough geography.. Cambridge: Chris Kingt Cambridge: Chris Kington Publishing.on Publishing.

3.Brien, J. O. (2002). 3.Brien, J. O. (2002). Concept mapping in gConcept mapping in geography. eography. Teaching geographyTeaching geography, 27(3), -1, 27(3), -126-130.26-130.

4.Cowlard, K. A. (1990). 4.Cowlard, K. A. (1990). Decision-making iDecision-making in geography: A manual of method and pn geography: A manual of method and practice.ractice. Great Britain: Hodder & Stought Great Britain: Hodder & Stoughton.on.

5.Goddard, C. & P. (1998). 5.Goddard, C. & P. (1998). Decision making Decision making exercises for GCSE geography.exercises for GCSE geography. Surrey: TSurrey: Thomas Nelson & Sons Ltd.homas Nelson & Sons Ltd.

6.Sharma, M. B. & Elbow, G. S. (2000). 6.Sharma, M. B. & Elbow, G. S. (2000). UsinUsing Internet Primary Sources to Teach Critig Internet Primary Sources to Teach Critical Thinking Skills in Geographycal Thinking Skills in Geography.. Westpo Westport: Greenwood Press.rt: Greenwood Press.

NSS Geography –NSS Geography –Professional Development ProProfessional Development Pro

grammes for Teachersgrammes for Teachers

“NSS Enriching

Knowledge for the

Geography Curriculum

Series”

~ The End ~~ The End ~

~ Thank You ~~ Thank You ~