Published on October 3, 2007
Geography Teacher Educators’ ConferenceBrighton, 27th-29th January 2006 Mark Jones, University of the West of England: Geography Teacher Educators’ Conference Brighton, 27th-29th January 2006 Mark Jones, University of the West of England Strange Bedfellows: Emerging relationships between geography and English. Geography and English in Year 9 English and geography trainee teachers English and geography Tutors Slide2: Landscapes of Language Re-constructing connections across the curriculum English and Geography Sequence of 5 collaboratively planned lessons Year 9 post SATs English lessons Tourism through a range of media and genres Slide3: Extract from Scheme of Work Learning objectives: Learning objectives explain through talk, your thinking giving reasons demonstrate an awareness of the reliability of different texts understand differing perceptions of a country’s tourism potential What topics have you covered in geography and English this year? Can you see any links between how and what you learn in these two subjects? Lesson 1 Odd one out: Odd one out What is the relationship between these flags? Slide6: What do you think this country is like? Write down what you know about Kenya? Write down any questions you have about Kenya? EXIT strategy: Wray and Lewis Slide7: Kenya is in East Africa. Where can we get sources of information on Kenya?: Where can we get sources of information on Kenya? internet, travel brochures, travel guide books, TV holiday programmes, films, photographs, postcards, people who have been, diaries, autobiographies, news reports, newspapers, radio, atlas, school text and reference books, people from Kenya Slide9: Questioning reliability of sources Unreliable Reliable What issues and questions were raised by doing this activity? Image of model Book Cover and opening chapter format: Image of model Book Cover and opening chapter format Image and title of a book cover E.g. Living on the Edge – Life in Sao Paulo Opening page of a chapter Homework: Fiction writing: Homework: Fiction writing Write the opening of a story which is set in Kenya. In this you should: introduce a main character -write in first person narrative style include reference to factual geographical information which you have researched, using technical vocabulary encourage the reader to want to read on design a front cover & title Word processed or handwritten on landscape A4 Slide13: Image of pupils’ original creative writing by a Year 9 student Book Cover word-processed and opening chapter to story set in Kenya When the Tourists Flew in : When the Tourists Flew in Task 1. Put a ‘+’ by lines which include positive features of tourism 2. Put a ‘-’ by lines which include negative features of tourism 3. Use a key to show which lines talk about: Economic (Ec) - Cultural (C) and Environmental (En) aspects of tourism Slide15: Where do you think we might find a photograph like this? What impression do you get of this place? What’s my title ? Task: Holiday Brochure images: Task: Holiday Brochure images Tall, green palms Red, tropical plants Clean swimming pool Indigo- blue sky Poolside Paradise Water supply needed – where from ? Who loses out? Problems in Paradise Task to be completed for Friday: Task to be completed for Friday Produce a code: How to be a responsible tourist Either : 1 – Storyboard for an in-flight video 2 – Instruction sheet to be located in the seat pocket 3 – Version aimed at younger travellers e.g. informative cartoons, poster Slide18: Original Image of pupil A’s finished poster – responsible tourism Slide19: Original Image of pupil B’s finished poster – responsible tourism Slide20: Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Flags as text, reliability of information, initial perceptions Different perspectives on Kenya. Homework task – Opening page Holiday brochure - positive/negative aspects of tourism Poetry – cartoons – Homework task What is responsible tourism? Video captions, talking heads, role play research research Slide21: English English & Geography More Geography than English Geography % students’ responses Question -What have these 5 lessons felt like? Pupil quotes on views about English and geography Mote quotes from data More pupil quotes on working together Trainees’ Collaboration: Trainees’ Collaboration Rocks Mountains Industry Urban Migration Caribbean Ice Disasters Weather Rivers Sea Biomes Environmental issues Rural Speaking and listening, reading and writing Range of genres and media Creative use of facts Critical Thinking Slide23: Rocks Who am I? An oral exploration of characteristics of different rock types and minerals e.g. Limestone, mudstone, chalk and diamond to produce creative definitionsof different rocks using personification Mountains What are mountains like? Paired research into different mountain ranges in relation to climate, flora, fauna, aspect, human activities with emphasis on using synonyms and antonyms. Creative writing outcome of a ’Recipe for becoming a mountaineer’. Migration What is it like to live in a favella? Use of text ‘Beyond all pity’ extracts to introduce life in a Brazilian Favella. Outcome of diary entry to develop emotive and figurative writing in response to a chosen scenario. Caribbean How do hurricanes affect us? Use of poem ‘Hurricane hits England’ by Grace Nichols and autobiographical account ‘Twenty-five years ago on Ambergris Caye’. Write poem on ‘Hattie hits the Caribbean’; using personification. Slide24: Example of trainee work – 1 Mountaineer recipe Slide25: Example of trainee work – 2 Personification of mineral - Diamond Slide26: Photograph of UWE Trainees at Gallery style Presentation of work Trainees’ perceptions after collaboration : Trainees’ perceptions after collaboration Quotes of English and geography trainees after the Collaborative experience Slide28: Landscapes of Language Re-constructing connections across the curriculum What are the constraining factors ( systemic, pedagogical, ideological ) to your creative collaboration with colleagues who have differing subject /age phase expertise? What support would help you to overcome these barriers? How does collaborating creatively with colleagues, in the interests of promoting your students' learning, contribute to knowledge transfer within your HEI and the wider educational community which we serve?