Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Teaching Geography: Teacher Talk

From: Cindy Lee Duckert (duckert@focol.org)
Date: Tue Oct 15 2002 - 20:06:11 EDT


  • Next message: Cindy Lee Duckert: "[Channel-talkgeography] talking online and an introduction"


    In Video 2, I was intrigued by the idea of push and pull factors as
    motivators in migration. Naming them so makes it easier to consider the
    underlying factors/problems and possible ways to address these
    situations. While we speak of human nomads and migrant workers, here is a
    new idea.I was also struck by the idea of seasonal migration in humans,
    something we usually consider only in birds, monarch butterflies and
    fish. I thought I might like to induce my learners to draw some parallels
    to push/pull factors in animal migration as a way to draw out the basic
    biological needs of some of these factors (food, water, climate, shelter,
    "economics") and some of the differences we find in human situations
    (political considerations - could we compare them to dominance of
    particular pack leaders???)

    Carolyn Mayrose's question of "would you like to live here?" strikes me as
    a good beginning. She used the strategy of moving from the familiar to the
    unfamiliar in introducing new concepts, but I saw an opportunity to build
    on that plan. Most of us do not truly see our own geographic situations -
    it is so familiar as to be invisible. If we "reap benefits...only if we
    mitigate risks," should we not consider what risks our own areas
    have. Sometimes this is easier to see if someone has recently moved to the
    area or has many family members who live elsewhere. As an exampl, when I
    went to college in California, my family was concerned about ever
    earthquake they heard reported. One my husband and I moved to Wisconsin,
    his many-generation Californian family feared the report of all the
    tornadoes throughout the Midwest. The climate we take for granted is not
    "normal" but only accustomed. I would like my learners to see the risks
    and benefits their own areas have. Perhaps we could introduce the idea of
    property insurance (hurricane, fire, flood, etc.) and how geographic risks
    are assessed. One of the major employers in our area is an insurance agency.


    Use with special circumstances/inclusion classes
    Because the focus is on the methods of finding out and not on a limited set
    of "right answers," I have found that traditionally strong learners are
    able to go into depth and those with learning difficulties are able to do
    something with a great chance of success. She reflected on what methods
    and tools students were using to gain successful insights into the
    questions under consideration, drawing their attention to the learning
    strategies that were working. I have done well at congratulating my
    learners on their discoveries before, but not their methods. Ms.
    Maytorse's strategy would seem to have greater consequences.


    Cindy Lee Duckert, duckert@focol.org



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