USING GAPMINDER in the classroom 6 th July 2011 GI Forum Salzburg, Austria Bob Lang FRGS C.Geog Geography teacher King Edward VI Five Ways School, Birmingham UK

OBJECTIVES What is Gapminder? Why does Gapminder matter to Geography? How does Gapminder work? How can we use Gapminder in our lessons? How do you think we could use Gapminder in our lessons?

What is Gapminder? A non-profit venture ‘fight the most devastating myths by building a fact-based world view that everyone understands’ Promote sustainable global development. is free to usewww.gapminder.org Current data about the world - accessible, meaningful and dynamic. ‘A kind of modern ‘museum’ on the internet’.

Why does Gapminder matter to Geography(and other subjects)? BUT THE WORLD HAS CHANGED AND IS CHANGING! Convergence between these ‘developed’ and ‘developing worlds’, these concepts and terms no longer fit. Need to challenge our assumptions Need to change mindset Need to use a different vocabulary There is no such thing as a western world or a developing world’ Prof Hans Rosling, September 2010 Familiar concepts of ‘less’ and ‘more’ developed countries (LEDCs and MEDCs), of ‘developed’ and ‘developing’ countries and a global ‘North-South Divide’.

Why does Gapminder matter to Geography? Young people need modern understanding of their diverse and changing world that is drawn from the reliable data that actually exists; they need this to understand the real change that is happening in their places and lives, and in the lives of others. Gapminder gives us: Access to data Current data Control and choice Helps make sense of the data Its transferable : It that can be used in many countries and contexts

How does Gapminder work?

How can we use Gapminder in our schools/universities? Make your own animation and narration Investigating issues and challenging assumptions Other School type activities: – Card sorting activity – Trace or chase the graph Play the casino! Video clips Data Presentations

Examples of using gapminder: We have used gapminder to look at current events like the Haiti Earthquake to look at the background of the country in terms of development and regional context where the ability to select groups of country. TTV link here teachers/ A school in NY, USA has got its older(16-18year olds) students to produce a high level piece of investigation gapminder-at-the-ischool gapminder-at-the-ischool Recent new use by a UK Maths teacher Mr Craig Barton is-best-at-Maths / is-best-at-Maths / Gapcasts

Resources on the website Data sets Gapminder labs e.g China, Football world cup Presentations gapcasts Teachers Desktop version of gapminder world

Resources on the website Data sets – These can be used freely with acknowledgement – Could be used in GIS packages – Allows further analytical development – Allows the background of the data to be understood.

Gapminder labs.e.g, Agriculture, China, football world cup, Gapminder labs e.g China, Football world cup

Gapcasts There are many examples around 40 This example focuses on the topic of two hundred years that changed the world that-changed-the-world/

Presentations

Teachers area Wide range of resources produced by the Gapminder team and teachers

Resources on the website Desktop version of gapminder world

Future resources in development Casino activity Population age/sex pyramid Economic wealth distribution within countries

Trace (or chase) the country Brazil Income per person Life expectancy

Trace (or chase) the country Brazil Income per person Life expectancy Back and forth rapid Straight up USA China

How do you think we could use Gapminder in our lessons? With the person next to you talk and discuss how you could use gapminder? On the post it note please write down a way in which you might use gapminder in your education situation(school, university)

How do you think we could use Gapminder in our lessons? us! Let Gapminder know Let Gapminder know via Gapminder Movement

Gapminder Movement Join as a member Participate in the forum discussions Upload resources

Final Thoughts Geography has a powerful role to play in allowing students to build a current and knowledge-based world view, and to develop their understanding of meaningful data that are distinct from political discourse and personal opinion.

Final thoughts… Facts and knowledge matter Accuracy matters The world is changing….. …and with this knowledge we can change the world Helps us teach understanding of the world as it REALLY is NOW Problems are fixable… Collier?

With thanks to the following for assistance with this presentation: Paula Cooper King Edward VI Five Ways School, UK Daniel Lapidus Gapminder Foundation, SWEDEN