4. Understanding students and their communities


4.3 Enhance student learning by using students’ multiple ways of knowing and other background elements such as their social and cultural perspectives.

Focus question:
  • What are your students’ cultural and community affiliations in terms of following sporting teams, consuming popular music and fashion and joining electronic social networks?
Further questions:
  • Can your students exercise their geographical imagination in ways that are personally and culturally significant to them? If yes, how is this achieved? If no, what prevents this from being achieved?
Samples of practice

(a) Backdrop:
In this post-lesson interview segment the teacher of a year 9 boys’ class, teaching a topic on a Victorian regional centre, substantiates her approach when using a broadsheet of data. How does the teacher make the judgements about the best way to enhance the learning of this class of boys?

play video iconClick here to view this video sample

(b) Backdrop:
In this slide a student of the same year 9 class, who was part of a discussion about the Victorian regional centre, responds to a question: How did “working in partners” help your learning?” How does the student respond? What is the student’s observation that demonstrates this teacher enriches learning through the use of this approach?

Sample 1 GEOG 01 [5. Sample 1 Student voice Slide 7]

Further links and resources
Description of collaborative learning in the geography classroom:
“Pair and small group work was favoured as students have access to other people’s ideas, can discuss their learning, and check their progress without waiting for the teacher. It was a strong learning preference for some students.”
Kriewaldt, J.& Hutchinson, N. (2009) Improving Understanding of Accomplished Teaching in School Geography Through and Examination of Learners’ Perspectives. Geographical Education 22: 33
 
1. Knowing geography and geography curriculum
Accomplished geography teachers: 
2. Fostering geographical inquiry and fieldwork
Accomplished geography teachers:
3. Developing geographical thinking and communication
Accomplished geography teachers:
4. Understanding students and their communities
Accomplished geography teachers:
5. Establishing a safe, supportive and intellectually challenging learning environment

Accomplished geography teachers:


6. Understanding geography teaching – pedagogical practices
Accomplished geography teachers:
7. Planning, assessing and reporting

Accomplished geography teachers:


8. Progressing professional growth and development

Accomplished geography teachers:

9. Learning and working collegially

Accomplished geography teachers: