The "big idea" concept was certainly a breath of fresh air. I found that it was a very refreshing way to teach geography.
Most students think that learning geography means memorising information and find it boring. However, with concept teaching I can finally show them that geography is not a dead subject, that theories can be applied and memorisation is a bare minimum. Once the concept is understood, there is no need to regurtitate information, but answer questions with understanding instead.
Concept teaching does require the teacher to know the work inside out in order to weasel out that key concept. We have to first uncover the "Big Idea", which has to have connectedness and is transferable to students, as well as productive.
The Inductive Enquiry approach is an excellent way to get students thinking and for them to construct their own knowledge. In doing so, they learn faster and remember better. Afterall, as babies, we learnt by discovery and that seems to be the best way about it.
Scaffolding the learning for students is important, firstly by topical facts, then abstract concepts and finally overarching frameworks which cuts across a variety of topics. Helping students with seeing the big picture might help them relate geography to their lives and activities around them. Teaching them how to think and find patterns in learning geography is tantamount to teaching them to fish.
Most students think that learning geography means memorising information and find it boring. However, with concept teaching I can finally show them that geography is not a dead subject, that theories can be applied and memorisation is a bare minimum. Once the concept is understood, there is no need to regurtitate information, but answer questions with understanding instead.
Concept teaching does require the teacher to know the work inside out in order to weasel out that key concept. We have to first uncover the "Big Idea", which has to have connectedness and is transferable to students, as well as productive.
The Inductive Enquiry approach is an excellent way to get students thinking and for them to construct their own knowledge. In doing so, they learn faster and remember better. Afterall, as babies, we learnt by discovery and that seems to be the best way about it.
Scaffolding the learning for students is important, firstly by topical facts, then abstract concepts and finally overarching frameworks which cuts across a variety of topics. Helping students with seeing the big picture might help them relate geography to their lives and activities around them. Teaching them how to think and find patterns in learning geography is tantamount to teaching them to fish.
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