.

0 (hodnocen0 x )

BK

Third edition

London ; New York : Routledge, Taylor & Francis Group, 2015

xi, 349 stran : ilustrace ; 25 cm

ISBN 978-1-138-77944-0 (brožováno)

Learning to teach subjects in the secondary school series

Obsahuje bibliografii na stranách 317-340 a rejstřík

001479722

CONTENTS // List of illustrations vi // List of tasks viii // List of boxes x // Acknowledgements xii // Introduction 1 // 1 Why teach geography and what to teach in geography 5 // 2 The geography curriculum 25 // 3 Planning 46 // 4 Pedagogy 90 // 5 Pupils’ learning 133 // 6 Resources 178 // 7 Fieldwork and outdoor learning 217 // 8 Assessment 241 // 9 Values in school geography 277 // 10 Professional development 303 // Bibliography 317 // Index 341 // ILLUSTRATIONS // FIGURES // 2.1 Ideological traditions and their impact on school geography 29 // 2.2 Graves’s model for curriculum planning in geography at the general level 36 // 2.3 Curriculum-making 38 // 3.1 Overview of a hypothetical Key Stage 3 curriculum 54 // 3.2 Circular model for curriculum planning: an example 55 // 3.3 A framework for learning through enquiry 61 // 3.4 Pathways through an Amazon topic led by the organising concepts 63 // 3.5 The route for geographical enquiry 64 // 3.6 Lesson planning as a cyclical process 71 // 4.1 Concentric representation of pedagogical influences 91 // 4.2 Demonstrating the technique of drawing an annotated sketch // map to show the main features of a case study 107 // 4.3 Two dimensions of questioning 111 // 4.4 Categories of Socratic questions 112 // 4.5 Identifying priorities using diamond-ranking 118 // 4.6 Differentiation strategies 129 // 5.1 A concept map produced by an able Year 10 pupil to show her // understanding of problems in national parks in England and Wales 142

// 5.2 John Snow’s 1855 map of the Soho cholera outbreak 144 // 5.3 Writing by 14-year-old pupils 160 // 6.1 Stages in planning, preparation and use of resources 180 // 6.2 Synoptic chart for the British Isles in late July 187 // 6.3 Progression in the development of skills used to interpret // aerial photographs 191 // 6.4 Stages in the animation process 199 // 7.1 Enquiry fieldwork 225 // 7.2 Planning fieldwork - some important considerations 228 // 8.1 Teaching, learning and assessment 243 // 8.2 Context sheet for Task 8.2 264 // 9.1 Approaches to values education 280 // 9.2 Sustainable development 287 // 9.3 The Development Compass Rose 289 // Illustrations vii // 9.4 A spider diagram showing how pupils can make connections // between themselves and the lives of others 293 // 9.5 Children’s environmental concerns 295 // TABLES // 3.1 Some suggested sets of concepts for geography 49 // 3.2 Taylor’s second-order concepts for curriculum planning 50 // 3.3 Planning with second-order concepts: example: flooding on // the Somerset Levels 51 // 3.4 The features of a lesson plan 74 // 3.5 Lesson planning framework: Year 10, the characteristics // of different natural ecosystems 76 // 4.1 A framework for looking at styles of teaching and learning // in geography 95 // 4.2 Using the participation dimension as a framework for analysing // ‘style’ and ’strategy’ in a Year 10 lesson about indices of development 97 // 4.3 The three main phases of whole-class teaching 102

5.1 Spatial thinking skills 145 // 5.2 The data-handling cycle and associated guestions 152 // 5.3 Examples of writing frames in geography 162 // 5.4 Possible characteristics of high levels of ability or potential // in geography 173 // 6.1 Using media literacy techniques creatively in geography 197 // 6.2 Evaluating televisual resources with pupils 198 // 6.3 Geographical skills developed using GIS 212 // 6.4 Progression in the use of GIS skills 214 // 7.1 Fieldwork strategies and purposes 223 // 7.2 Progression in geographical fieldwork 237 // 8.1 Learning activities which present opportunities to assess // pupils’ work 250 // 9.1 Four teaching approaches for dealing with controversial issues // in the classroom 285 // 9.2 Educational rationale for a futures dimension in the curriculum 296 // 9.3 The key elements of responsible global citizenship 300 // TASKS // 1.1 A rationale for teaching geography 9 // 1.2 Applying a knowledge taxonomy to school geography 14 // 1.3 Fantastic geographies 19 // 2.1 Ideological traditions and politics 28 // 2.2 Evaluating the purpose of learning geography 33 // 2.3 The National Curriculum for geography: aims 34 // 2.4 Evaluating curriculum models 41 // 3.1 Concepts 52 // 3.2 Evaluating schemes of work 66 // 3.3 Planning to use curriculum artefacts 69 // 3.4 Writing learning objectives 79 // 3.5 Observing and planning lessons 81 // 3.6 Devising questions in geography 84 // 3.7 Reviewing schemes of work: identifying evidence of continuity

// and progression in planning for teaching and learning 88 // 4.1 Alternative styles of teaching and learning in geography 96 // 4.2 Explaining geographical ideas 103 // 4.3 What kind of questions do geography teachers ask? 113 // 4.4 Using different teaching and learning strategies 126 // 5.1 Observing pupils’ learning 135 // 5.2 Conceptual learning in geography 142 // 5.3 Map-work skills 148 // 5.4 Developing numeracy skills 153 // 5.5 Language, literacy and learning in geography 164 // 5.6 Understanding the needs of individual pupils 168 // 5.7 Working with pupils with exceptional ability in geography 174 // 6.1 Evaluating published resources 183 // 6.2 Teaching and learning with maps 190 // 6.3 Developing your use of images in geography 200 // 6.4 Geography in the news! 202 // 6.5 Using technology in your geography teaching 215 // 7.1 Thinking about fieldwork 226 // 7.2 Progression in geographical fieldwork 239 // 8.1 Getting to grips with classroom-based assessment 253 // Tasks ix // 8.2 Assembling and moderating a portfolio (groups) 261 // 8.3 Exploring a school’s use of data 275 // 8.4 Examinations 275 // 9.1 Teaching controversial issues 286 // 9.2 A question of values (individuals or groups) 290 // 9.3 Geographical detective work 293 // 9.4 Finding the future (individuals or groups) 299 // 10.1 What is your quest? 311