NSS Learning and Teaching Strategies for Geography-(1) Planning and Managing the Curriculum Curriculum Development Officers and Ms. LAM Lin-fong (HK & KLN KFWA Sun Fong Chung College)

GM Food? Farming? Famine?

Corn Corn Ethanol ( 乙醇） Ethanol ( 乙醇） (a biodegradable fuel additive produced from corn) (a biodegradable fuel additive produced from corn) E-85 (85% ethanol + 15% gasoline) E-85 (85% ethanol + 15% gasoline) A clean-burning, renewable fuel for “flexible fuel vehicles” A clean-burning, renewable fuel for “flexible fuel vehicles” Transpor t? Sustainable Development?

Concepts in Geography do not exist in isolation! Jilly O ’ Brien - ‘ Concept mapping in geography ’

Experience Sharing- Using concept maps in the NSS Geography Curriculum

1. To highlight the “focus” and main concepts of each issue / elective 2. To provide more examples / elaborations 3. To show some of the linkages among different issues / electives 4. To provide e.g. on the classification of concepts 5. To show the “complete picture”

Difficulties and suggestions: To decide the “ focus ” of an issue To decide the “ focus ” of an issue To distinguish between “ headings ” and “ concepts ” To distinguish between “ headings ” and “ concepts ” To group different concepts together To group different concepts together To find out the inter-connection among different issues and electives To find out the inter-connection among different issues and electives To identify the missing parts (items which are not directly listed in the curriculum) in the maps To identify the missing parts (items which are not directly listed in the curriculum) in the maps …

Concept maps can be used to: Organise ideas / concepts in a structured way; Organise ideas / concepts in a structured way; Improve the quality of knowledge & understanding of answers; Improve the quality of knowledge & understanding of answers; Connect new ideas with prior knowledge; Connect new ideas with prior knowledge; Look at the links between different parts of a curriculum; Look at the links between different parts of a curriculum; Prepare for tests/examination (A good revision tool) ; Prepare for tests/examination (A good revision tool) ; Analyze long questions and organize answers; Analyze long questions and organize answers; Facilitate decision-making; Facilitate decision-making; … A useful tool for the planning & management of the NSS Geography Curriculum

Advantages of using concept maps: A visual organiser to summarise information A visual organiser to summarise information A good planning tool A good planning tool A useful tool to highlight one of geography’s Big Concepts – ‘Cause & effect’ A useful tool to highlight one of geography’s Big Concepts – ‘Cause & effect’ Deductive & inductive reasoning and speculation Deductive & inductive reasoning and speculation No two concept maps will be the same, so they are good for differentiation No two concept maps will be the same, so they are good for differentiation …

Suggested steps of constructing concept maps: 1.Write down major terms / concepts about a geography topic 2.Write each term on a separate piece of card 3.Sort the cards 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 relationships to construct a concept map 6.Stick the cards together 7.Draw lines between terms to show their relationships 8.Write on each line the relationship you identified 9.Re-consider the cards you put aside in Step 3

Clear instructions & debriefing Good preparation Good preparation Clear instructions Clear instructions Case-specific information & generalisations Case-specific information & generalisations Debriefing & follow-up activities Debriefing & follow-up activities

Follow-up activities Writing tasks (differentiation) Writing tasks (differentiation) Drawing other concept maps, e.g. a case- specific one Drawing other concept maps, e.g. a case- specific one Using IT for searching information (e.g. Internet) & drawing concept maps (e.g. Using IT for searching information (e.g. Internet) & drawing concept maps (e.g. “ What if ” activities “ What if ” activities …

Free mind mapping software: e.g. FreeMind i/index.php/Main_Page

What if: WinnersLosers The government pays subsidies … … … Extend thinking … Higher order thinking …

Quality of concept maps: Quantity of Links ? Quality of Links ? Degree of generality Degree of abstractness …

Suggested assessment criteria: Number of descriptive facts /concepts (levels) and links Number of descriptive facts /concepts (levels) and links Errors Errors Quality of the descriptions and explanations Quality of the descriptions and explanations Relationships & interactions among the components Relationships & interactions among the components Incorporation with personal experience & prior knowledge Incorporation with personal experience & prior knowledge Elements of ‘ speculation ’ Elements of ‘ speculation ’

Concept mapping supports the development of thinking skills in geography … Active learning Active learning Collaborative learning Collaborative learning Visual and spatial learning Visual and spatial learning …

The development of generic skills Critical thinking skills Critical thinking skills Creativity Creativity Problem-solving skills Problem-solving skills Collaboration skills Collaboration skills Communication skills Communication skills Information technology skills Information technology skills …

Critical thinking in geography… usually occurs in association with issues, arguments or problems. To facilitate geographic decision-making (identify, organize, analysis, evaluate … ) To facilitate geographic decision-making (identify, organize, analysis, evaluate … ) To ask questions about an issue/ a problem, e.g. To ask questions about an issue/ a 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?... completely? Is this issue presented accurately?... 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 issue? Are there other ways of looking at this issue? What do I believe and why do I believe it? What do I believe and why do I believe it? (Source: Sharma, M. B. & Elbow, G. S. (2000). Using internet primary sources to teach critical thinking skills in geography.)

To evaluate data, sources & arguments (including the reliability of the information) To evaluate data, sources & arguments (including the reliability of the information) To translate information into knowledge To translate information into knowledge Sharma, 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- Planning of Kai Tak

Lesson exemplar – Planning of Kai Tak Present S4-5 Geography Syllabus: Theme: City Issue: Sustainable City NSS Geography Syllabus: Building a sustainable city – Are environmental conservation and urban development mutually exclusive?

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 Consultation (1 page) Master Plan of Kai Tak for Third Public Consultation (1 page)

Prior knowledge: The concept of sustainable development The concept of sustainable development Urban renewal in Hong Kong Urban renewal in Hong Kong Conflict between environmental conservation and urban development in Hong Kong Conflict between environmental conservation and urban development in Hong Kong

Characteristics of this lesson exemplar Generic skills – collaboration skills, communication skills, critical thinking skills, study skills Generic skills – collaboration skills, communication skills, critical thinking skills, study skills Higher order thinking skills – decision making (with the help of graphic organizer) Higher order thinking skills – decision making (with the help of graphic organizer)

Development of generic skills Critical thinking skills Critical thinking skills  search for relevant information  determine the strength of an argument  make reasonable judgment Study skills Study skills Study skills Study skills Collaboration skills and communication skills (think, pair and share) Collaboration skills and communication skills (think, pair and share)

Types 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-making Why 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: Criteria chosen at the beginning Criteria chosen at the beginning Principle of sustainability Principle of sustainability Principle of sustainability Principle of sustainability The foci of the design of these concept plans The foci of the design of these concept plans Best choice Supported with reasons Advantages and disadvantages

Conclusion: Master Plan for Third Public Consultation

Latest revised plan –

Study skills Catering for learners’ diversity

References 1.Leat, D. (Ed.) (2001). Thinking through geography (2nd ed.). Cambridge: Chris Kington Publishing. 2.Nichols, A. (Ed.) (2001). More thinking through geography. Cambridge: Chris Kington Publishing. 3.Brien, J. O. (2002). Concept mapping in geography. Teaching geography, 27(3),

4.Cowlard, K. A. (1990). Decision-making in geography: A manual of method and practice. Great Britain: Hodder & Stoughton. 5.Goddard, C. & P. (1998). Decision making exercises for GCSE geography. Surrey: Thomas Nelson & Sons Ltd. 6.Sharma, M. B. & Elbow, G. S. (2000). Using Internet Primary Sources to Teach Critical Thinking Skills in Geography. Westport: Greenwood Press.

NSS Geography – Professional Development Programmes for Teachers “NSS Enriching Knowledge for the Geography Curriculum Series”

~ The End ~ ~ Thank You ~