5. Establishing a safe, supportive and intellectually challenging learning environment


5.3 Generate in students a ‘need to know’ attitude and communicate their own high expectations, thereby promoting study of the complexities of place, space and environments.

Focus question:
  • How do you design learning opportunities so that all students have high expectations of their geographical studies?
  • How is enthusiasm or the ‘need to know’ for learning geography generated in your classroom and school?
Samples of practice

(a) Backdrop:
In this slide a student comments on the teacher’s attitude in a year 8 class on the cyclone Nargis disaster and responds to the question How did the teacher help your learning?
What are the main points regarding the way in which the student’s learning has benefitted from the teacher’s approach? How does she use a range of resources to challenge the student?

Sample 5 GEOG06 [4. Student voice Slide 3]

 
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: