Term 4 Geography Cluster

Jane EvansTeam Solutions 2014

AGENDA

• 1. Geography news

• 2. Cluster Group

• 3. Differentiation in the Geography classroom

• 4. “10 pearls of wisdom”

Geography News

• 1. Geography hints sheets

• 2. Assessment Specs and clarifications

• 3. Vocational pathways

• 4. My job

• 5. Revised standards

We desperately need a review to bring us into line with other Social Science subjects

• Consistency between Levels in terms of words• (eg In global causes versus factors and/or processes, in CGI assess

versus explain in detail )

• Content• (eg interacting processes in 2.1, sustainability in 1.2, concepts in

the research)

• Credits• (all internals to be raised to 4 credits bar research and Level 3

externals to 5).

Cluster Group

• 1. What are you doing for the CGI at each level?

• 2. How is the dropbox going?

Differentiation in the Geography Classroom

What is differentiation?

It is not a case of ‘one size fits all’ but meeting the needs of each student

You can differentiate according to:

Readiness Interest Learning Profile

Growth Motivation Efficiency

Different levels Provide Choice

Differentiation is not hard:

• Start small – one class with one simple activity. Build it up as you gain confidence.

• The chances are you are doing some of this anyway!

• Part of differentiation is knowing your students ability well. Ensure you have a system of formative assessment aligned to your teaching to gauge where they are at and their preferred learning methods.

Differentiation by Interest

• The idea is a student will learn more effectively if it is a topic/study of their choosing.

• It won’t work all the time – they have to learn ‘stuff’ they may not like but it pays to allow some choice in the year to maximise interest.

• This can be a choice of topic or case study eg ENE.

Differentiation by learning type

• Again this allows more efficient learning. You tap into what works best.

• Again it won’t work all the time. Assessment is written and visual so they must master how to do this.

• Provide a range of learning methods in the classroom rather than using one type all the time. The ideal classroom uses visuals (videos, pictures, maps) as well as written (texts, newspapers, poems, internet), oral (listening to teacher and each other) and kinesthetic (create a model, do a mime, matching pairs)

A way to do these forms of differentiation are through Anchor Activities

• These are activities in which the student has choice – they complete them and move on.

• They are related to key knowledge and skills – often best at the end of a topic

• They appeal to student interest and strengths

An Example is an Anchor Grid

A series of pictures on the effects of the ENE

Design a newspaper article on the effects of the ENE

An acrostic on the effects of the ENE

A diary entry or blog on the ENE

An interview with someone in the ENE

A story as if you were there in the ENE

Matched pairs of glossary terms

A word find of key ENE terms

Crossword puzzle of key ENE terms

A video on processes causing the ENE

A game about the processes causing the ENE

A cartoon strip on the processes causing the ENE

Differentiation by Readiness

• This is the trickiest one – if you teach to the middle some students are already at this level and others may never get there! Both will act disinterested.

• The aim is to challenge all to improve. However you need to set the bar just right – if too low there is not challenge and if too high is impossible and they will be discouraged.

• It is vital you know the level they are at to start with.

Differentiation by readiness. This is based around Bloom’s Taxonomy

Low Order

High Order

The idea is to break this down into:• Mastery Tasks• These are the tasks anyone can do as they are mastered by all

learners in a short period of time and do not require prior learning. They allow all learners some success

• AND

• Developmental Tasks• These are the tasks that stretch the more able and involve

skills that allow progression to the next level. They create deep learning or understanding.

Mastery Tasks:

• Copy • Complete (ie a close)• Wordfind• Match the pairs• Dominoes• Simple questions relating to text (with one

word answer)

Developmental Tasks:

• These are more difficult, take more time, effort and not all students will get 100% correct. They scaffold to the next level.

• Start with simple developmental and build to more complex. It is like a ladder that the students climb towards the highest level.

You can also call this:

• Must do/ Starter: Have to complete mastery skills– basic understanding

• Should do/ Main: Simple developmental

• Can do/Desert: Extension complex developmental for more able

They will use questions such as:-

• SIMPLE DEVELOPMENTAL• Classify into groups• Summarize the key points• Provide another example of …• Suggest reasons for …• Give your opinion on• COMPLEX DEVELOPMENTAL• Compare and contrast to …..• Justify why you feel this way• Assess the pros and cons of ….• Evaluate …• Predict what will happen next…• Plan/ design how …..

An example based on ENE

• Close on the ways that your ENE effects the cultural environment

• Summarise the different ways that your ENE effects the cultural environment

• Categorise these affects

• Use case studies to demonstrate the affects you have categorised

• Evaluate the significance of these affects

• Plan how adverse affects could be minimised

You can differentiate by:

• One task sheet that covers questions on each level so students do what can

• Separate the task sheets so that students start at the basic and progress once shown they have mastered this.

• Provide a task that combines several levels and student answers as to where they are at.

Several Levels in one examples are:

Hidden close•Give the close with answer words hidden by folding down the paper. The student can then ‘choose’ to use the words or not.Classification Exercise•Classify this list of wordsTrue or False•Which are True and False versus give reasons for your opinion.(have a go at this)

Differentiation can also apply to skills.

• Writing (paragraphs and essays)

• Mapping

• Graphing

• Visuals

For Mapping

• Divide the skills into those that are:

• Mastery Simple – straight line measurement

• Mastery Advanced – curved measurement

• Simple Developmental – relationship between features or comparison between them.

• Advanced Developmental – apply a concept / where is best place to locate etc.

An example is a 4 Level guide as per example:

• See the example from Papatoetoe

Teacher models the process using a writing frame(demonstration)

Joint Class Activity(whole class does together using frame with a lot of help)

Scaffolded Group Activity(individually or pairs use a provided writing frame with moderate help)

Student Activity(students design own basic writing frame to assist)

Independent Activity(write answer on own using specific number of words)

Differentiation of writing essays

Start with a lot of

help

Reduce the amount of

help provided

Another way is to unpack questions

• Try the exercise on ENE

• 1. Sort the cards into the 3 groups – Achieved, Merit and Excellence.

• 2. Using this then comment about a given answer.

• 3. Then build by constructing own answers

• Demonstrate geographic understanding typically involves:– describing aspects of how extreme natural event(s) shape environments– including supporting evidence.

• Demonstrate in-depth geographic understanding typically involves:– explaining aspects of how extreme natural event(s) shape natural and

cultural environments– including detailed supporting evidence.

• Demonstrate comprehensive geographic understanding typically involves:– fully explaining aspects of how extreme natural event(s) shape natural

and cultural environments using geographic terminology and concepts, and showing insight

– integrating detailed supporting evidence.

Try a word jumble at the start of a topic• Put 20 words in 2 groups on an overhead projector – 10 simpler

words and 10 complex ones

• Students have to study these for 2 minutes and then the overhead is turned off.

• They have to remember as many as they can.

• Add more complex instructions for advanced stage such as applying each one in a sentence

• At the end turn the words back on to check answers and spelling!

For example:Standard Words Advanced WordsMagma CalderaLava LaharCone TephraCrater VentAsh Cloud MantleActive DormantGas Pyroclastic flowScoria BasaltBombs GeothermalMolten Solidifies

1.Write down as many words you can remember2.What do you predict this topic is about?3.Write sentence to show the meaning of 5 of these words 4.Try to add another 5 words on this topic.

Differentiation is only valued when you can see progression.

• You need to know where a student is at in their learning.

• More important is to assess what they need to know to move to the next level.

• This often means organising Assessment for Learning.

Assessment For Learning

• This breaks down a ‘test’ into what the student has mastered and what they are weak on.

• From this you can concentrate on the weaknesses rather than boring students by redoing it all.

• Inform the student as to what it is they have done well or not. Use a matrix when marking.

How have you used differentiation in your classroom?