Four ways you could follow-up from the third twilight session of Geography and the Global Dimension

  1. Locate the page `Living Geography’ which is part of the Geography and Global Dimension On-line CPD unit and then plan an activity that involves fieldwork and the children you teach.
  2. Look at the case studies on this Blog site and choose one to adapt for your own teaching – they are all listed along the banner at the top of this page.
  3. Download the PowerPoint from the Planning and Resources Page of the GA CPD Unit and adapt it for a unit of work that you are going to teach – you will find examples of ways our teachers have done this if you check out the case studies.  You’ll find Zoe’s version for her Chembakolli Unit here >>>
  4. Share some of the work that you have done with your children so that we can build up a wider bank of case-studies.

First twilight dissemination meeting at Jump Primary School, Barnsley

We had a very good evening and the staff at Jump Primary were fantastic!  (Say thank you again to them from me Zoe.)  I changed things round a bit from my original programme, deciding that everything except the `Danger of a Single Story’ should go first.

So I began with a short introduction about the project- mainly for Lucy’s benefit as Zoe’s staff already knew something about the background.  I was able to flag up the online CPD unit on the Geographical Association website:

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I then shared the address of this WordPress website/ blog and asked Zoe and John to say a little about their project – which they did as a quick overview.

Next, we talked about what we’d learnt from the project, i.e.  `Steps on our learning journey’ and then moved onto look at `The Geographical Questions’ that I had linked to our fieldwork visit around Wortley Village.  These can usefully be used in relation to places in our parts of the country/ world and our Year 2 project group found them very valuable. (They also enjoyed their fieldwork experience.)

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We ended with the Danger of a Single Story, which went down very well with all of our teachers – we had some very positive comments at the end of the session which I felt had a significant impact on their thinking.  It will be good to see how they follow up this initial input.

What informs our Global Perspective?

When we embarked on this project we felt it was important to acknowledge the part of the values and attitudes that we, the teachers,  hold about the world as this can be so influential on the way we work with children.  During the second year of the project we shared the TED video:

Chimamanda Adichie: The danger of a single story

The Danger of a Single-story

http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html

This video made a significant impact on all of our project teachers and they continued to refer to as we evaluated the success of the project.

We also asked them to bring along an object, or book, or memory – something to talk about that helped us to discover what informed their perspective on the world.  This activity is explained in further detail on the Geographical Association (GA) website – see Start Global/ Think Local >>>

You will also find two activities for use with children on this page of the GA website.

Steps on our `learning journey’: developing understanding of teaching about Geography and the Global Dimension.

During the last project meeting of the summer of 2012 we sat down to tease out those aspects we felt had made the project successful.  We also wanted to identify the lasting legacy, i.e. what teacher’s would take away with them and that they would continue to put into practice in their own classrooms.  

In terms of offering a shape for any further projects that might be run we put together these points:

  1. It starts with us the teachers – exploring the values and attitudes that we hold and developing and extending our conceptual knowledge and understanding in relation to:

a) Geography,        and

b) What we mean by the Global Dimension.

2. The focus moves onto the children we teach – we provide opportunities and develop learning experiences in order to support our children as learners. We extend and challenge learners through enquiry learning and P4C.

3. We think through the issues and support our children to `Take Action’ and we square the circle by considering the place of charity

 

Wendy & Ann