Not much to update this week, now that I’m into exam entries, records of achievements and reports.
I’ve updated the instructions on the noughts and crosses slide for weather, because I’d confused my right and left clicks.
I tend to use one strategy across a scheme of lessons, so I’ve also added examples for rivers and Antarctica.
Just preparing for next week, or is next year. Uploaded some Pilot cultural resources, that I spent last year producing- sadly cultural geography didn’t make it into the new spec, only going to get use them two more times…
Also uploaded some weather dominoes and a question of sport type starter for a river’s long profile.
Added a couple of new resources to the rivers page, based on the water cycle.
I do like the Internet, particularly the sharing of ideas and resources across national boundaries, I like the fact that I can follow foreign geo-educators such as Geofactualidades by using Google’s translation tool. Here is Percy’s journey but in Portuguese.
I’ve now updated R.G. with the find me water task answers, looks better when downloaded. I tend to do strategies across a Key Stage when planning, so I’ve produced another one related to weather events.
This got me thinking about the Great Storm of 1987, I remember it well, part of the roof disappeared and I awoke in a wet bed.
Thinking of perhaps a retro case study, of course involving the use of my bed.
Slideshare seems to have messed with my layout, it looks more beautiful when downloaded, these are the answers to the find me task on water, anyone willing to contest any of the knowledge here?
I’m looking at Rivers in Year 8, sorry it hasn’t got an exciting title like ‘flooding hell -how will we all survive?’, which seems a requirement of the new Key Stage 3 curriculum, in fact I imagine we will be studying it much longer… the pilot GCSE has taught me how good geography can be drawn through a theme or place, encouraging deep learning. I believe the curriculum should offer these deep learning experiences, as well as, short topics and topicality.
Why rush? We have all the content in the World, as the song goes…
It never fails to amaze me about how useful the dominoes strategy is, apologises if this is your template, just email me or post a comment so that I can credit you. Students always seem to struggle, mostly because it involves reading. It also brings about some useful discussions about strategy, linking known statements together, then finding the missing links.
Before I used this (I’ve now updated the broken link.), we played the new version of Andy Field’s Walk the Plank, brilliant again because students jump at the first answer, without considering the alternate options.
I’m snowed under at the moment with Key Stage 4 mocks and coursework, but want to continue to provide some extended learning for students, I agree that much homework is a burden for both students and teacher, but it has a role in developing the resilience and independence of the learner.
In my continuing role of promoting radical traditionalism I develop this find me task. The idea, simple really, student research the answers to the questions.
We can a good discussion about this
My aim is to self-mark in lesson, I don’t give detentions for not completing homework, what message does this send? There should be positive feedback via progress checks and the reward system.
