Recognising personal geographies
Professional Standard for Accomplished Teaching of School Geography 3.5 http://www.geogstandards.edu.au/index.php/standards/88-35
‘Encourage students to recognise their personal geographies and to use these lived experiences as an entry point to understanding the complexities of the contemporary world, seen through events and issues arising at personal, local, national and global scales’ is supported by a video sample and student voice as well as the following quotation:
“Students identified a number of connecting features which helped their learning. Making links to prior learning and providing opportunities for students to make connections with their experiences and those of their peers were important. This frequently occurred during discussion. Contemporary links to current world events were mentioned. Students also liked teachers who used ‘stories’. Sometimes these were stories designed to personalise abstract concepts. More commonly stories commenced when the teacher told personal accounts of their life experiences which related to the lesson. This resonated with the students at an interpersonal level giving insights to the teacher. As well teachers’ personal stories may serve to demonstrate the benefit of the topic and make visible a component of how the teacher had constructed their knowledge” (Kriewaldt & Hutchinson, 2009, 32).
‘Encourage students to recognise their personal geographies and to use these lived experiences as an entry point to understanding the complexities of the contemporary world, seen through events and issues arising at personal, local, national and global scales’ is supported by a video sample and student voice as well as the following quotation:
“Students identified a number of connecting features which helped their learning. Making links to prior learning and providing opportunities for students to make connections with their experiences and those of their peers were important. This frequently occurred during discussion. Contemporary links to current world events were mentioned. Students also liked teachers who used ‘stories’. Sometimes these were stories designed to personalise abstract concepts. More commonly stories commenced when the teacher told personal accounts of their life experiences which related to the lesson. This resonated with the students at an interpersonal level giving insights to the teacher. As well teachers’ personal stories may serve to demonstrate the benefit of the topic and make visible a component of how the teacher had constructed their knowledge” (Kriewaldt & Hutchinson, 2009, 32).