HOW TO TEACH AND ANSWER GEOGRAPHY QUESTIONS

GEOGRAPHY WAY TO TEACH AND ASK QUESTIONS IN IT TRANSFORMATION ERA

POST CONSTRUCTIVIST ERA: TRACIST HISTORICAL EPOCH-THE IMPACT OF MOVING GEOGRAPHY TO HISTORY AND SOCIAL SCIENCE

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Mthokozisi Maphumulo 207503878 Geography Teaching 401 Question 4: If Geography teachers are to teach ‘development’ effectively it is important that they should build bridges between what they cover in class and issues/ events/ occurrences in the real world. Explain why this is important, and includes 3 or 4 supportive examples of the kinds of bridges that can be built.

Teaching development through building bridges between what is covered in the class and issues / events / occurrences require teacher’s ability to figure out how he will make learners to practice what they learn in the environment. Geographical reasoning rests on deep knowledge relationship that may exist in Earth’s physical and human features. This may include consideration of location of places and regions, the distribution of landforms and water bodies, the impacts of historic changes in political boundaries and vice versa, the economic activities and cultures etc. (Awases , 2015). Answering a geographical question is a process that is achieved by gathering relevant information, organising and analysing the information and use the effective means to communicate the finding (Swan, 2013). Helping learners to gain better understanding of ‘how what is learnt in the classroom is linked to issues /events /occurrences in real world’ demands teacher’s ability to reinforce utilization of resources that must be used for making evidence concerning a geographical phenomenon. A geographical phenomenon could include historical event such as socio-economic issues informed by climate change. In this case one can think of drought conditions from our environment. There can be many other occurrences with which you may account for in order to justify claim about past, present and future status of a geographic phenomenon that you are teaching about in the classroom. For example, teaching development topics that are linked to industrial evolution, globalisation, and climate change require teacher’s ability to consider to figure out how he make learners to practice application of knowledge of relevance of these issues from the real world. For example when teacher teach climate change, he need to make learners practice to apply their environmental protection skills in their community and also at school. In this case teacher has a choice to create eco-school programme of action in which learners are expected to practice greening of school, recycling etc. (Gritzner, 2002) Development is concerned with how the country’s wealth is distributed. This is underpinned by fundamental question concerning who gets what and where and why? Teaching development entails teacher’s ability to allow learners to explore processes of changes (mainly economic development changes) that affects people’s lives. For learners to be able to gain conceptual understanding of such development processes, teacher has to consider what effective learning resources to be used for building up of knowledge that will enable learners to observe historical events that have meaningful historical record about a geographical phenomenon being taught to learners. For example a teacher can make use of various source of information including internet media sources, textbooks and video tapes to demonstrate historical knowledge to learners. Teacher need to also consider that a process of gathering of

evidence takes time, therefore learners also deserve an opportunity to practice. So, for a teacher to make learners to understand learnt details beyond memorisation of facts and understanding of comprehension he has to plan fieldtrips, eco-school programme of waste recycling, school gardening etc. (Kostrowicki, 1977). Teacher can also give learners an opportunity to plan to design model to represent their choice of solution to problems of energy sufficiency such as of solar panel model for demonstrating an alternate option electricity generation that is not relying on fossil fuels. Teacher help learners by making posters , interactive charts and worksheet to teach prior knowledge to learners concerning what is renewable and non-renewable energy sources. This works successfully when a teacher has been able to plan how he will make use of learning environment to demonstrate conceptual development of the issue that learners need to be discussed. For example , teacher adopt different approaches when teaching like giving learners a chance to participate to discuss topics of say power shortages using group works. Learners can learn to share knowledge, device solutions. Good example where a teacher can maintain building of a bridge may include teacher’s ability to teach a topic on economic development issues such as drought or deforestation and also make use of eco-school programme to let learners participate from construction of school for planting trees. (May et.al: 2012) This indicates that a teacher is able to hold learners accountable for their environmental degradation processes informed by loss of top soil. Secondly a teacher can also choose to teach learners a controversial issue around energy saving initiatives and follow by giving learners a group presentation to let the learners’ debate issued around energy. This can be followed by a fieldwork or fieldtrip which enable learners to observe how renewable energy initiatives works. For example a teacher can take learners to a community built infrastructure where a solar powered geyser. This can be linked to sustainable development lessons that takes place in the classroom. For example a teacher can choose to giver learners a worksheet on which learners differentiate between renewable and non-renewable energy sources. Thirdly a teacher can choose to give learners fieldwork, where they make use of technical device such as weather monitoring to make a record of temperature and practice analyse the impact of weather in their environment. For example learners can record temperature levels in automated weather monitoring device and analyse what is expected rain accumulation. This have serious implication from how the impact the determination of expected rain on crops or unforeseen circumstances such as drought etc. (Unche, 2017) In-depth Discussion: is illustrated bellow

The following is an in-depth illustration on how following topics could be used by a geography teacher to build bridges between what they cover in class and issues in the real world. This demonstrates how the Geography teacher can teach effectively by building the bridges between what they cover in class and issues in the real world using these four (4) examples inter alia i) Eco-school programme of recycling, school gardening and tree restoration, ii) sustainable development and deforestation teachings, iii) the lesson on the impact of Gross Domestic Product (GDP) and Gini Co-efficiency on development, iv) energy saving initiative lessons which ends with a fieldtrip.

With the school ‘Geography development’, learners are prepared to start to envision development with an imperative to grow skills for being able to apply knowledge for what they are being taught from their classroom in the real world. This begin by teacher’s ability to align what they are teaching in the classroom with activities planned to take place in the community sphere such as greening of school background , recycling of waste etc. The learner activities are often aligned to CAPS vision for making learners learn to be accountable for socio-economic issues taking place in their own environment. For example, learners cannot learners can gain insight to practice protecting the environment when a teacher has ability to motivate learners using creative learning resources to present what causes and consequences of climate change are. When learner looks at Eskom energy crisis he has a clear vision of how they are linked to carbon footprint provided a teacher was capable of making use of learning resources such as worksheet, photographs and maps to demonstrate energy sources. Teachers often design an inquiry based learner activity where learners are expected to respond from planned questions leading them to interact with variety of learning resources that they are used to seek evidence regarding the impact of an event on the environment. (Swan, 2013) Let us now illustrate the previous statement using four (4) examples as underlined below. Let us take a simple a famous development topics that are linked to global issues such as climate change and assume it has been taught in the classroom.

Assume a teacher has sent learners to look at various ways that learners can device to minimize risk associated with climate change impacts. In this regard a teacher is in apposition to make learners put their classroom ideas learned about climate change and development into practice. In this case a teacher need to device creative ways to make learners to start to consider what might be solutions to development challenges to be used to combat socioeconomic problems informed by climate such as deforestation. So when learners are getting an opportunity to participate from programmes aimed at addressing deforestation such as eco-

school programmes of planting trees , waste recycling they are critically engaged in a process of practising being able to learn to protect environment. Let us look at the examples of how a teacher can build bridges between what is learnt in the classroom and real world. (Unche, 2017) Example 1: The Eco School programme: For example, I can teach sustainable development using ‘eco-school program’. Classroom Learner activity should seek to assess the environmental impacts of waste disposal on the environment. This learner activity could have lesson plan with clear objectives. For example, learners should develop skills for being able to analyse i) impact of recycling on the environment, ii) lifecycle of a plastic product, iii) packaging processes of plastic. To enrich learner’s conceptualization of recycling process I may allow learners to screen a video to show life cycle of a plastic. The group work is preferable as it allow learners to discuss topics in groups. To facilitate learning, a teacher can choose to provide learners with leading questions and poster to use to discuss an inquiry based learner activity such as ‘lifecycle of plastic product and its impact on the environment’. Towards the end of a lesson, learners are informed to make collection of waste material including plastic, paper and glass. Learners need to be informed if school is running an eco-programme of action aligned to CAPS curriculum goals for creating awareness to environmental sustainability in school and their community. There will be three separate bean from school so that waste collected by kids is sorted according to plastic bean, paper bean and glass bean. Effective segregation of wastes means that less waste goes to landfill which makes it cheaper and better for people and environment. An eco-school programme will open an opportunity for learners to gain support in form of financial award. The eco-school programme development agencies often fund learners and their communities for participating on a programme of action with an imperative to reduce waste to landfill and thereby help community to address environmental risk of waste pollution. They also gain skills concerning how to take care of environment, address issues of loss of biodiversity and to become responsible citizens. (Swan, 2013).

Example 2: The impact of GDP and Gini Co-efficiency on development: Similarly, one can also teach the impact of Gross Domestic Product (GDP) on development.

To enrich this lesson I may make use of recent media article with economic issues that has relevance to topic to be taught in the classroom. The main objective is to teach learners how the wealth is created, distributed and consumed. The graphs and maps diagrams are used to

visualise how has the economy changing over time. The learners are given a topic to debate economic issues where they are expected to account for reasons how the income is distributed. For example, learners can debate around a question of who can be blamed for unequal distribution of resources. In this regard learners are expected to show understanding of how Gini-co-efficiency is used to measure the economy. Gini-coefficient measures the distribution of income among the country’s residents. It is intended to measure the inequality gap with respect to how the income /wealth is shared by percentage of population. This is aligned to questions that are designed to enable learners to discover characteristics of underdevelopment such as rapid population growth, low GDP, low labour productivity, limited industrialisation , unemployment etc. This demands teacher to go beyond statistical data information knowledge concerning how to measure the size of economy but also to tackle socio-economic issues informed by globalization, colonialism, corruption and ongoing dependency. (Swan, 2013) For example, the country’s economy is measured by its GDP which is to look at the value of goods and services produced within a border of a country in one year. The learners can compare GDP of selected countries to observe countries economic gaps between countries wealth status. To move beyond quantification explanation learners would look for historical reasons behind cause of country’s underdevelopment status.

That is where learners are critically engaged with historical issues informing how development has been changing over time. That is where the learners are expected to draw their arguments to socio-economic policies to address issues revolving around social justice and equity, equality, democracy, accountability and responsibility etc. By synthesizing knowledge concerning why there are continued uneven distribution of wealth, learners also learn to challenge socio-economic issues of access to economy, employment and poor service delivery. This is fantastic way to make learners to maintain their active participation to act as citizens with ability to practice apply their own choice. For example, they can device solutions to development problems informing underdevelopment demands learners ability to understand what economic inputs such as technology initiatives /technology innovations, empowerment of labour with skills and installation of education infrastructure. This is how we as teachers help learners to understand complex world in which they live because they can address sustainable development issues.

Example 3: Deforestation: One can also teach learners sustainable development by looking at deforestation. The learning objectives are aligned to CAPS book aims like the one informed by motivation to

equip learners to analyse develop skills for being able to protect environment. The teacher achieve this by designing a learner activity on which learners have to discuss the impact of deforestation in their community. To facilitate this learner activity, I will organise a group work in which learners discuss concept of deforestation. The set of questions are given to learner so that they practice skills of enquiry by giving definition of concept deforestation.

Learners also make use of the interactive chart to analyse function of trees from ecosystem perspective. I may also choose to let them discuss socio-economic use of trees such as hardwood. Learners must gain awareness of importance of keeping tree diversity as they produce oxygen for animal respiration. Excessive removal of trees compromise animal habitat such as birds. This lesson is better aligned to fieldwork or gardening activities .This is to make them to apply the environment protection skills through their environmentally responsible practices of planting trees or vegetable gardens in schools and also in their community. This develop learners understanding of how to prevent soil erosion, destruction of animal biodiversity, and siltation etc. (Swan, 2013). This transform learner attitude to consider devising solutions to environment issues informed by deforestation of trees.

Learners can demonstrate their commission to practice what they are learning from classroom in their community. This takes place as soon as they restore damaged ecosystem by planting trees on land where forests have been cut down. This ensures that learners practice sustainable development values informed by need to keep the current available resources to be available to future generations. They also earn co-operative skills that they earn from designing things like raw field for vegetables or by planting indigenous trees at school. This also open their

channel to explore other sustainable development topics in line with what

they want to design for their rehabilitation choices such as climate change and drought challenges. This make learner to also discover cause and consequences of environmental degradation and also apply their choice of socio-economic policies used to combat deforestation, soil erosion, drought etc. This get students engaged with questioning of injustice deeds to our environment and that is followed by application of social justice and equity principles to reign force respect for natural and built environment. This also expose learners to various studies about ecosystem values most of which are informed by aesthetic appreciation such as valuation biodiversity or protection of rare plant species. This develop learner’s skills to empathise with issues arising from man’s interaction with his environment.

Example 4: Energy saving initiatives:

Finally one can also teach development effectively by looking at water and energy saving schemes. There are different approaches for teaching this topic in the classroom atmosphere.

This can be facilitated through classroom discussion whereby learners debate issues around energy sufficiency. The objective of a lesson is to make learners to practice becoming energy efficient. The first thing is to make learners define concept energy and this could be achieved by playing a video showing different energy sources. Following then questions of discussion are given so that learners debate the topics in group. Learners list energy sources such as solar energy, solar energy, fossil fuels including coal, oil and natural gas etc. Having discussed domestic uses of energy such as electricity, learners must also learn discuss the impact that the by-product of energy consumption have in the environment. That is where a geography teacher begin to be concerned with teaching development with an imperative to bridge bridges between what they cover in class and issues taking place in real world. For example, teacher can design questions propelled to make learners seek solutions to problems that are caused by excessive use of electricity and coal burning. For example coal burning increase level of greenhouse gases (GHGs) in the atmosphere and thereby accelerate the rate at which the global warming is taking place. Learners have a choice to discuss solutions to problems of inefficient energy supply due to excessive human consumption. Learners are expected to generate a list of things like solar heating because it does not rely on fossil fuel. But they cannot present their solution at a vacuum, so as a teacher also play his facilitative role to align their solutions to causes and consequences. That demand teacher’s ability to also integrate his learner activity to community programmes with imperative to let them participate to observe the actual sites where power saving initiatives are successfully installed (Awases, 2015).

Learners get a chance to ask questions to the real technicians concerning the designing and implementation of such technological innovations. For example solar energy represents alternative and renewable energy that help reduce carbon concentration in the atmosphere.

Teacher can organise a fieldtrip for learners to observe how the sources of renewable energy works. By getting learners to observe how photovoltaic solar installations works , learners gain conceptual understanding of sustainable development with response to solutions used to combat climate change and excessive carbon consumption through application of solar technology initiatives. This also helps a teacher to help learner to develop awareness of various socio-economic initiatives used for preventing /reducing excessive use of nonrenewable resources. Learners are also getting motivated to consider alternate energy sources to generate energy that are renewable other than fossil fuels. This help learners to get familiar

with sustainable development issues aligned to government socio-economic initiatives with an imperative to combat Eskom crises of power shortages and global initiatives to combat climate change through reduction of greenhouse gas emission etc. (Dufort, Erickson, and Hamilton et. al.:2018).

By getting learners involved from participating in these learning activities they also gain an opportunity to practice /learn how the socio-economic policies are applied. This transform the learners to become accountable and responsible for choosing appropriate development solutions with an imperative to address socio-economic problems effecting their built environment. They also practice their right and learn to respond to issues that require their ability to argue or take decisions for (and sometimes against) the social justice and equity. In order for learners to achieve that, a teacher often provide learners with appropriate learning resources with evidence onto which learners must read in order to make their deductive reasoning. In doing that learners are critical thinkers with ability to practice their democratic rights and that make them to be active citizens who have meaningful contribution to their nation building. For example, by taking learners to meet engineers who are involved in solar installation project you may give them an opportunity to interact with managers who are concerned with Project scoping. Learners can gain more knowledge concerning processes that took place prior to actual implementation of energy saving technology initiative such as a) technology assessment and choice and b) site assessment and selection. This may open their mind about advantages and disadvantages of say renewable energy. This was just to clarify the complex sentence statement written on previous paragraphs. Learner carry worksheet for recording information during their field …for ongoing assessment purposes.

(Gritzner, 2002)

NAME & SURNAME : STUDENT NUMBER : SUBJECT :

Mthokozisi Maphumulo 207503878 Geography Teaching 401

TOPIC

Question 2: Gritzner’s (2002) question, what is where, why and why care?’ captures the essence of the nature of geographical inquiry.

Consider the degree to which this is so in the case of Geography’s focus on: ‘Space’ OR: ‘Sustainable development’

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Use examples to support your answer.

Geography discipline focuses on space to answer questions concerning what is where, why there and why care? The key elements are used together with these questions to geographical spatial thinking skills. Geography key elements includes place and regions, human systems, and society etc. These questions also work very well when they are coupled with Big Ideas inter alia place, location, human/environmental interaction etc. This essay shall discuss the degree to which we make use of question such as what is where, what is where, why and why care to define space. To respond from this broad statement we have employed Gritzner’s argument on space where he focused on the following ideas: i) ii) iii) iv)

Place exist or have location in space Places are connected to each other (there is spatial interconnection).

Places ‘emerge’ and ‘become’ (they have historical component).

Places have meanings in that they have natural and cultural attributes which people identify. Places, in this sense, play a role in forming who we become Identity is involved.

What is space?

Space is the product of interrelations, which is why we know space through interactions.

Geography look relationship between humans and their environment. When we analyse the processes that affect these relationships we often get engaged with analysis of a spatial distribution or distribution of various natural and human geographic phenomena. It is important to conceptualise space in geography study. Space contains places and places are not all the same. The geography discipline make things even more complex, because there are physical discipline and human discipline of geography. (Thrift, 2003, Kostrowicki, 1977 and Gritzner, 2002) How do we know of place: place existence and their location?

Physical geography looks at components of natural environment, in terms of their spatial arrangement and transformation. Then teacher’s task is to assist learners to discover the impact of man’s various activities on his environment. But this can come as a magic for say list spatial distribution pattern associated urban sprawl. This has to follow a careful strategy used to direct nature of geographic inquiry on which learners must respond from questions concerning what is where, why there why and why care. (Gritzner, 2002)

For example, by asking what you are referring to human and physical features. Features of Earth surface occur in spatial distribution. We make use of diagrams, maps, photographs and videos to conduct inquiry based learner activities in classrooms. Learners need to identify what features are on the map are. Usually they work with topographic maps together with orthophoto map. A feature on the map cannot be identified in isolation to their relationship they manifest in the space. For example, space can contain places that are can be physical such as desert landscape or mountain. Other places that sit in the space are man-made such as cities and towns. For example the city of Pietermaritzburg sit in the Kwa-Zulu Natal place.

For that reason one can conclude that question concerning ‘where’ are important as they direct us to consider identifying places sitting in the space with response to their location . ( Gritzner, 2002) Therefore, the question concerning what is ‘where’, allows us to explore a place in relation to its location in the space. We can also plan to let learners explore how the place is accessible using things like co-ordinate points, road and direction. Maps is associated with flow of diagrams and graphs showing population distribution pattern. This help learners to analyse how the spatial distribution pattern of population groups is organised. This can reveal to learners how the space is manipulated. For example learners can look at maps and aerial photographs to predict how the Durban places have been organised over time. This should allow learners to see photographs taken across different time scale to be used to analyse changes of Durban spatial distribution patterns. Leaners are then make use of historical text to construct conceptual meaning behind what they see on the map. This is to say that question like ‘why there’ lead one to consider interrelationships and processes behind the formation of spatial arrangement patterns (Gritzner, 2002). ) For example, the mapped information can allow learners to explore reasons for development situation of harbour in Durban space. The drive for construction of harbour developed with response to trade – and it serves the purpose of transporting raw material and goods to other countries with water transport. The main concern is to also expose learners to impact of spatial organisation of the past .Most importantly they have to read beyond comprehension of historical text. This allow us to become geographically informed people with ability to analyse spatial organisation of people, places and environment (Gritzner, 2002).

As you can read about historical text about places, you have ability to imagine that places ‘emerge’ and ‘become’. The places were once empty spaces before human beings

manipulated it to become meaningful places. Therefore in every place, there is a human value attached. Indeed there are values attached to build environment such as an old Durban Workshop building or Moses Mabhida Stadium. Places are a reflection of our human right and dignity. For question regarding ‘why care’, one should argue that this is driven by a need to go beyond explaining spatial distribution of features. In other words we are looking to synthesize knowledge concerning the impacts that the geographic phenomena has on the environment and also on people’s lives. Places have meanings in that they have natural and cultural attributes which people identify. Places, in this sense, play a role in forming who we become Identity is involved (Gritzner, 2002). When we teach distribution pattern, their location and concentration of any geographic phenomena over a space, we give learners an opportunity to engage in a process of integrating knowledge from various sources. This help them to determine interrelationships for what (dynamic) interrelationship that exist between human being and their physical environment. This can also extend to considerations of questions around what influence the spatial pattern that emerge in the space (Gritzner, 2002).

Students are most likely to gain in-depth learning and understanding if they are active involved with inquiry learner activity where they make use of photographs, maps and historical text to analyse the agents and processes with significant impact for development of a geographic features such as informal settlement, global warming, Tornado windstorm etc.

‘Why care’ is concerned with conceptualisation of processes and agents that human establish in the natural environment. Space can be manipulated but also we need to expose to learners discover what are implications of manipulating the geography phenomenon spatially. For example, Durban experienced harsh urban sprawl and informal settlement development after 1994. We can have inquiry based learners activity to on which learners are directed to explore solutions to impacts of urban sprawl and people movement of Durban over time. When doing this geography inquiry task, learners gain skills for being able to analyse spatial organisation of people, places and their environment. For example, increased population distribution in Durban metropolitan led to increased urban sprawl pattern with problems of traffic congestion, air pollution and loss of forest land (May, 2012 and Gritzner, 2002).

Teacher can choose to facilitate learning through letting learners discuss questions in groups or conduct fieldwork. This allow learners to discover skills and values of aligned to: i) ii)

global citizenship, place sensitivity,

iii)

respect for natural and built environment , there respect of human right , equity and diversity

Hence, asking a question of ‘why care’ allow for a teacher to consider imparting learner activities with questions aimed at developing empathy to learners. This is to develop their skills to be able to provide learners with an opportunity to start to participate as active citizen with ability to derive environmental conservation measures imperative to prevent deforestation, city landscape pollution, increased soil erosion and destruction of parking and recreation services. When students are capable of uncovering forces behind the transformation of the landscape and roles governing their protection, they are able to understand places with respect to how they are influenced by human and natural activities.

They may also discover street pattern planning of the city, aesthetic city features such as historical buildings being valued or attractive places of natural beauty such as beaches, historical monuments and city sky scrapers. Teaching learners these aesthetics also involves process whereby they start to practice being responsible for their environmental protection through participating from activities informed by a necessity to transform city landscape such as recycling of waste or design project for exhibition (Gritzner, 2002).

This ensure that learners gain sense of belonging in the place because ‘if he (of a learner) can learn to participate from program aim at raising their awareness of nature conservation such as recycling or preservation of park land, share historical knowledge relating to what a land is valued for and explore causes of changes and landscape transformation through time ….then it follows that he can address impacts of landscape transformation that arise from interaction between physical and human geographical processes. For example people may value built environment such as Moses Mabhida stadium because it was named after a political activist who fought against Apartheid. Knowing the fact that the stadium in question is found in the city of Durban which is located in Kwa-Zulu Natal province also makes to modify location of a stadium in the map. More specifically geography inquiry involves evaluation where they employ various learning resources such as computer network, videotapes and books and journals to predict impact human –environmental interaction in the real world where places are contained. (EThekwini Municipality: Draft Budget / IDP 2019-2020) Conclusion: Geography is concerned with place. As geographers it is compulsory to learn to conceptualise space in order to give meaningful interpretation of places. Places evolved and they become,

they were not born yesterday. Unmasking place values and meanings of place with which people identify themselves demands geographer’s ability to rectify spatial incongruities. We are most concerned with asking a question of ‘why care’ because it provides an opportunity to establish the importance of foregoing activity in particular location. For example one can consider the spatial distribution of geographic phenomenon such as people, animals, settlement pattern etc. We can study relationship between events in our lives and space to discover some more geographic meaning behind the organisation of space. With set of questions concerning question, what is where, why and why care?’ This is to question why things happen to occur where they are in terms of their physical location. In addition to that we also study how things relate to each other. This allow us to consider studying relations of spatial distribution by answering these question. When answering these set of question, you get to discover various patters of spatial distributions and also discover reasons to account for meanings attached to such spatial patterns. This help geographers to also consider asking how these patterns are coming to change in future and that enhance conceptual understanding of geography. For example we can make use of questions concerning what is where, why and why care?’ to develop understanding of what caused continental drift or informal settlement housing in the Durban township areas. For informal settlement question one get to analyse how place were connected in the past, how they are connected in the present and also how they are going to continue to get connected in future. This demands our ability to trace historical records concerning with what cultural, political and economic factors that influence spatial pattern as explained. This help geographers to remain pro-active about spatial question. For example you get to discover place location in relation to major socio-economic activities taking place and relations that regulate place in terms of access, resources ownership and power. By asking questions about places new meanings are coming and concept continue to build up. Behind concept building there complex processes are being explained and action are taken to maintain smooth relationship that is revealed by a new concept meaning. In this case one can think of things like global warming and future adaptation strategies used to mitigate it impact on people’s lives. I like idea of a place, when describing abstract concept like global warming because they expose significant shift from how geography places are conceptualised using questions provided. This gives motivation that sky is limited throughout what we can describe, determine and even measure. Probability is that geography can offer exciting ideas about its places with advancement of study of importance of place.

NAME & SURNAME : STUDENT NUMBER : SUBJECT : TOPIC

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Mthokozisi Maphumulo 207503878 Geography Teaching 401 Question 1: You are asked by a parent of a prospective learner: ‘So what is it that you Geographers do?’ Support your answer with appropriate examples.

Geography is school subject in which learners are taught to learn to define spatial approach to investigate problems. Then we as educators must devise ways to develop conceptual understanding of individual physical- and human- discipline. This is to draw learners to geography focus which studies relationship between humans and their environment. This also includes processes that affect the relationship between humans and their environment.

Physical discipline prepare learners to explore components of natural environment in their spatial environment. In this aspect learners need to know how the components of natural environment are transformed through time. This demand learners to learn to synthesize knowledge. Learners are groomed to be able to describe the impact of man’s various activities on the environment. The human discipline, is much concerned with human geography which expose learners to human activities. When looking at human activities, learners are encouraged to also develop conceptual understanding of the spatial arrangement and transformation of landscape (Fogelle and Mehren 2015).

Geography that is now offered to learners has been changed and that change is responding from alteration of school curriculum. Modern geography is trying to explain causes of spatial distribution patterns and that is where learners obtain an opportunity to understand distribution of various physical and human features of Earth’s surface. I teach Secondary School Geography for both FET and GET phases. Secondary school Geography subject enables students to explore and understand relationship between the Earth and its people through the study of space, place and environment. The modern geography teaching is central to making learners to understand the earth that they are inheriting .But for young generations to be able to handle the earth that they inherit teacher’s offer creative learning space on which they must interact with psychological world to interpret essential life supporting skills

needed to sustain living over the long run. In order to achieve that t, teachers are to design learner activity in which learners are actively involved with their learning construction (May, 2012). Teachers should lead by example by providing learners with an overview of essential elements of geography. These essential elements are used to relate meanings of ‘big ideas’ in geography including place, movement, human / environment interaction and regions.

(Fogelle and Mehren 2015).

The learners are being taught to be able to interpret data information from various geography discipline. By teaching learners the essential elements that are important to geography we are developing their ability to conceptualise space. Then learners have to learn to question spatial organisation through the use of various learning resources including maps, photographs, historical text and graphs. (May, 2012) Then learners have to be taught to understand space with response to questions concerning ‘what is where, why there and why care’ (Gritzner, 2002). Geographical space contains places. The learners must interpret human and physical environment by looking at their processes over space and time. The space consist of regions but we as teachers carry a duty to enable learners to be able to identify, describe , discuss and analyse place locations, the relationship that are produced with response to human-environmental interaction , spatial distribution pattern of people and their movement etc. It important for a geography learner to develop understanding of distribution pattern so that learners also learn to apply conceptual understanding of what underlying cause for these relationships are (Gritzner, 2002). By doing that we enable learners to develop skills for being able to discover the factors behind the patterns of distribution through their active participation from inquiry based activities. These activities are designed to expose them to observe underlying factors behind what drive past , present and future transformations. Teaching geography to learners begin by learning spatial differentiation of natural environment and human activity. Learners are to teach to realise place locations and boundaries of the countries. Since the space contain places, so learners are given skills for being able to zoom into actual mapped details of landscape. Learners are subjected to interpret map data which is primarily derived from various scientific models (Fogelle, and Mehren 2015).Then learners are taught to interact with various resources used for map production. Large map data is accessed in form of two -dimensional (2-D) flat piece of paper. It is associated with brief historical text including references that learners must use to relate meanings they are conveying such as spatial distribution patterns of phenomenon across the earth surface. (Fogelle, and Mehren, 2015) Then we as teacher’s device ways to

make learners to follow a systematic approach to respond from questions that are based on details captured on the maps. Bloom’s taxonomy help us to design questions that influence learners to move from lower order to higher order level of thinking (Fogelle, and Mehren, 2015). Most of questions are propelled to make learners identify what physical and human features on the map. Normally, we make use of topographic maps and orthophoto maps. But some questions are designed to engage learner’s critical thinking skills including their ability to manipulate space. Learning resources such as computers, internet, library and GIS are used for teaching. Learning content and concept are based on visual work that are presented in form of diagrams, aerial photographs, graphs and historical text. For a teachers to be able to facilitate a learner centred learning support to learners, he often rely on these technology resources as a device with which he can process geography information. Learners often get questions that demands their ability to make use of technical information to analyse information about world. They have to work in their groups where they make use of maps to respond from questions asked about mapped spatial knowledge (Fogelle, and Mehren, 2015).

This become evident with effect to teacher’s ability to allow learners to practice being capable of synthesizing their geographic knowledge by observing maps, discussing concept relating to mapped details, sharing knowledge and

then device their own solutions to

problems presented by maps. There are many other methods used for training learners to process mapped data information which correlate to agreed set of standards and rules over how they can make use of maps to analyse and process mapped knowledge. It is up to teacher’s also choice of level of understanding of how to transform various sources of knowledge to become useful for presentation of geographic reality to the learners. For example, a teacher can choose to make use of instruments together with maps to teach learners to realise how to determine area, location, scale and gird reference. In other hand a teacher can also choose to give learners a fieldwork on which learners need to go out for data collection to discover truths about geographic phenomenon. This works very smooth when learners have got access to wide range of learning resources to match their surveying needs such as a science centre with access to school lab, internet, libraries etc. The CAPS book also assist us as teachers to design learner activities propelled to let them appreciate the value of natural environment and respect diversity while developing conceptual understanding of geography themes including location , place , human-environmental interaction , movement and place . The learners are on the advantageous side when school has eco-school program of waste recycling or school greening because they have ability to learn from participating in

those school programmes. (Geography CAPS Book Document, 2019) This develop them into human beings with ability to practice protecting their environment. They also learn to practice applying sustainable development goals along their learning path which can influence their choice of career. They are also transformed to become accountable for their environment from being able to protect environment from life risk problems of degradation.

They learn to empathize with development needs of their communities. In this way teacher are responsible for transforming geography learners to become responsible citizens who are going to have ability to utilise their grassroots development initiatives to solve their socioeconomic issues. For making use of various resources such as online media, newspapers and textbooks to understand socio-economic issues teacher also provide learners with an opportunity to participate to global decisions and gain skills to become future leaders with brighter economic visions. In other hand learners gain skills for being familiar with knowledge of how the historical text are used with maps and graph information to represent geographic phenomenon. (Kruger, 2010) For example, a teacher can make use of both the topographic map and orthophoto map to get learners engaged with description and analysis of development of Durban over time. Using maps learners can analyse the spatial pattern of the city through time. The learners need to make use of aerial photographs and historical text correlating show how the city has been transformed spatially. Working in their groups, learners can make comparison of how the mapped data information showing how Durban city area has been transformed through time.

The racial divisions of past are demonstrable with maps showing residential segregation.

Learners can see the Apartheid spatial distribution pattern by looking at land occupation and population distribution according to race. Learners observe socio-spatial configuration with respect to distinct racial boundaries during Apartheid era. They collaborate to share knowledge, device solutions and multiply their learning chances. Then teachers play facilitative role to assist learners to interpret historical reasons attached to development of Durban over time. Race zoning is influenced by how socio-economic activities were organised in the past. Then the learners make use of maps, graphs showing populations distribution and aerial photographs to construct meaningful reasons of what aim did the spatial settlement pattern planning intend to achieve. For example, areas like Kwa-Mashu , Umlazi and Inanda were reserved for low income labours. (Kruger, 2010) The learners learn to observe by exploring and comparing conditions in the township areas. By comparing the White owned urban residential areas to previous African township area learners discover

various spatial relations and also make use of historical text to analyse historical knowledge behind their transformation. In this case one can talk of segregation. Indeed teachers make use of questions like, what, where, why and why care to lead learner’s discussions. So one can conclude that there are many strategies used to make use of geography to conceptualise space. (Gritzner, 2002) Conclusion: Learners study place and it is a duty for us as teachers to facilitate learning using various resources to make learners observe spatial distribution pattern. We are carrying a duty to device creative ways to get learner’s active participation from conceptualization of their learning knowledge. For example, Durban space contains places including physical and manmade earth surface features. Making use of various mapped data information and up to date historical text, learners discover complex relationship between human and their environment.

They also learn to question processes that are considered to have had significant impact to construction of such relationship. We teach learners to be critical thinkers with capabilities of solving problems through getting them engaged with socio-economic and environmental issues. Geography prepare learners to develop skills which can be transferred to other learning and life situation.

For

example, by examining the interrelationship among people, place and environment it

helps then to acquire an in-depth understanding of the changing contemporary world in terms of space and environment. That equip students to be geography informed people who see meanings in the arrangement of things in space. For example, by teaching development of Durban with response to spatial distribution pattern of human settlement we provoke their ability to develop ability to consider socio-economic factors that drove the face of land as it appear on the map, diagram or aerial photographs. Hence, that make them to think beyond comprehension of historical text but learn to uncover exploitative relationships that existed between working class and state controlled industrial activities. The visualisation of area as explained propel learners to also consider what environmental consequences for overcrowding housing condition in the city edge where most African people are located in the map. We teach learners to reason what determines location and how this change over time.

This also overlap with socio-economic issues informed by globalisation and technological advancement. Learners become active involved to device solutions by applying their deductive reasoning skills to make use of policy initiatives used to solve socio-economic

problems of inequality. This develops learners practice to become active citizen who can detect problems and solutions to issues facing their own nation. By reinforcing Geography curriculum aims in line with the desire of the SA constitution to improve quality of life to all citizens, teachers assist learners to acquire and apply knowledge and skills in way that is that is meaningful to our lives. Geography prepare learners to become responsible citizens by giving them a opportunity to engage with issues concerned with human rights. We are to ensure that injustice of the past are redressed, so we make use of geography teaching to reinforce socio-economic transformation.

NAME & SURNAME : STUDENT NUMBER : SUBJECT : TOPIC

:

Mthokozisi Maphumulo 207503878 Geography Teaching 401 Question 1: Engage as a ‘philosopher teacher’ means asking ‘why?’ in addition to ‘what?’ and ‘how?’ in fact ‘why?’ is of crucial importance. Explain what this means. Give geographical examples to support your answers.

This essay discusses what is importance of engaging as a philosopher teacher means asking ‘‘why’ in addition to ‘what’ and ‘how’?’ In order to respond from this statement we shall consider the following things: i)

Being aware of oneself in the classroom, one’s attitude and prejudice, and how

ii) iii) iv)

these may come across to learners.

Being aware of school context within which one is working Seeking to know and understand one’s learners Realising that critical thinking is cornerstone of teaching in conceptual age (21st century).

Geography teachers need to consider asking what, why and why in educating geography to in order to enable them to engage critically with what is taught. This kind of interrogative teaching system is informed by a curriculum needs to get learners involved in what they are learning. This is driven by a desire to transform education and methods of teaching to start to apply into reality. Philosopher teacher prepare learners to learn by doing and demonstrate what they are capable of. This began with transformation of curriculum due to necessity to reinforce learner’s creativity that propel their learning activity to respond to the emerging issues in education and societal changes etc. (Cresswell, 2008). Geography discipline aim to let learners explore, analyse and interpret the interrelationship of human life and natural environment. Geography today features numerous structural changes informed by technological advancement, socio-economic transformations, globalization, climate change, political changes etc. Engaging with geography teaching as a philosopher means being able to detect curriculum goals relating to what are teacher’s expected role in the classroom. Asking ‘why’ in addition to ‘what’ and ‘how’ to get learners involved in the construction of knowledge for their own learning. The act of considering asking ‘why’ in addition to ‘what and how’ to learners provoke learners to start to think critically. Critical thinking entails shifting away from teacher centred method of classroom knowledge impartation to learnercentred method of teaching with an imperative to give learners their participative role during construction of their learning knowledge. This guarantee that learners are not just receptors of knowledge but they are active participant of their conceptual knowledge construction

(Cresswell, 2008). Teacher is capable of giving geographical examples when teaching to demonstrate learning knowledge content to learners. For example, when geographers looking to engage learners with conceptualization of space learners are exposed to explore relationship between the earth and its people. Teachers are motivated to create lessons in which they ask questions propelled to make learners to examine the interrelationship that exist among people, space and their surrounding environment. For example, engaging as a philosopher teacher in teaching geography to learners, means to be able to consider how you will make use of learning resources to enable learners to accentuate conceptual understanding of space. This apply when you are planning to teach, teaching and also when you examining what has been taught. This also apply when you are looking at the CAPS curriculum book, the learner’s guide and teacher’s guide (Gritzner, 2002).

For example, to examine degree to which learner’s gain conceptual meaning of space, teacher need to begin by asking learners what space is. Learners are expected to know that space contains place. There are can physical places and man-made places. In asking these questions a geographer is aware that he want to develop skills for being able to identify spatial arrangement and geographic transformations. Questions are coupled with geographical theoretical understanding of what methods used to scaffold learners knowledge. The application of Bloom’s taxonomy also contribute to how learners accentuate conceptual understanding of space, places and spatial pattern. The evidence of use for this teaching approach often appear in inquiry based learning where a teacher may request students to respond from questions by referring to maps , diagrams , aerial photographs , graphs and historical text. Teacher must move from lower order to higher order level of thinking to ensure that learners grasp conceptual meaning of what is being taught in their classroom (Geography CAPS Book Document, 2019 and Gritzner, 2002).

A philosopher teacher you can apply the rule of asking ‘why’ in addition to what and how to teach

development of Durban over time. Teacher need to know what content

knowledge for teaching development. Development is a process by which people’s lives are getting transformed by economic, political and social factors. As a teacher need to know the reasons why I should teach geography development. The fact is that I want learners to be able to understand causes and consequences of varying development. It is advisable to make use of these questions to grasp learner’s attention to engage with knowledge synthesis of spatial analysis. But that rely on teacher’s ability to organise teaching resources such as maps, diagrams, photographs, historical text, newspapers and video tapes. You can plan to give

learners a map showing patterns of residential growth and change of Durban over time.

Learners need to discuss what urban structure that Durban is revealing. They also need to explore what factors that has led fragmented spatial pattern in terms of settlement distribution. This enable a leaner to interact with learning resources such as maps showing landscape of Durban whereby they are comparing data information. This enable learners to respond from how the process of unequal development took place. They also learn to respond from why there is uneven spatial distribution pattern of quality of housing, road infrastructure and schools. Basically a teacher is able to let a learner detect why the previously marginalised township communities in Kwa-Mashu, Umlazi and Inanda reveals informal settlement housing pattern. This guarantees that teachers are able to make learners understand how the relationships between people and their environment interaction is produced (Kruger, 2010).

Engaging as a philosopher teacher also entails teacher’s awareness of himself in the classroom. Teacher also need to be aware of his attitudes and prejudices and of how these may come across the learners in the classroom. This touch the issues of discipline and relationship you will have with learners in the classroom. For example, a teacher need to know how to deal with issues of racism among students in the classroom. For example one should be aware that racism is a brainwashing effect so a professional teacher has to deal with this matter by calling parents instead of shouting or physical corporal punishment. As a teacher you also need to make learners to feel to have sense of urgency in the classroom. This is widely known in the ‘emotional geography’ in which benefits of a teacher ‘seeking to know and understand his learners’ are expressed across diversified dimensions. Teacher need to know learners strengths and weakness so that he is able to realise their learning potential. More specifically it is important to know learner’s socio-economic background.

Learner’s academic performance could be linked to his socio-economic barriers and her home background. For example, a students living with her grandmother who is without her mother and father at home cannot perform equally comparatively with a learner coming from a family in which there is both mother and father who are working. The leaner with her parents is on the advantageous side for getting love, care and money to face his education needs such as transport to school. Then a learner without her parent is vulnerable for having no one to take care of her learning needs and also to give that love and support of a mother –child relationship. (Maduane, 2016).

A creative teacher know learners by their names and also by their home backgrounds. For example, the group work often allow a teacher to facilitate learning using questions. But this also allow learners from diverse cultural society to discuss topics. Learners not only share knowledge but they also interact using their indigenous languages. The ideas discussed are shared and each learner gain conceptual understanding of geography concept. In other hand a teacher can choose to make a mixed ability group work to enable a struggling learner to learn from the ones with better ability to grasp and understand learning content. Teacher need to know what is group work, how it is used to facilitate learning in the classroom and also why he should consider planning classroom leaner activity. (May, 2012)

We have also discussed the importance of ‘being passionate about Geography and its place in boarder curriculum and being able to defend one’s position’ This is to say a teacher need to consider asking what curriculum needs that a teacher have to focus onto when teaching learners in the classroom. The geography CAPS curriculum document help a teacher to determine what teaching methods are to be followed when teaching in the classroom. The curriculum also give aims of geography study that a teacher need to consider during his lesson planning and teaching. For example the CAPS book outline that every Geography topic can be explored by considering four (4) Big Ideas of geography including place, spatial processes, spatial distribution patterns and human and environment interact. We have illustrated that using case study of development of Durban over time. Then one can add that teacher decide to make an inquiry based leaner activity bearing in mind what key specific values that are aligned to a geography topic that is being taught. For example development of Durban over time is enriched with use of maps, diagrams, photographs and historical text. Learners are to know what impact of segregation settlement planning are. They also get to realise how the state of informal settlement and poor land use zoning in the city edge was created. This reflect to geography aims that direct a teacher to consider how he will make learners to: i) ii) iii) iv)

explaining and interpreting both physical and human geographical processes developing a commitment towards sustainable development fostering empathy, tolerance and fairness; and making and justifying informed decisions and judgements about social and environmental issues etc. (Agnew, 1987)

This is to develop learner’s skills for being able to read beyond comprehension. Learners are to understand problem using knowledge system that have backed up knowledge. They also get to engage with critical analysis of socio-economic policies relating to what are cause and consequences of geography phenomenon. Following that teachers are able to enable leaners to start acting as responsible citizens who are going to be responsible for addressing their socio-economic problems. They are also getting used to learn to make use of available resources to address socio-economic issues in their communities. Knowing various policies that are used to address socio-economic issues at local, national and international level ensures that they are connected to a global society. (Geography CAPS Book Document, 2019 and Gritzner, 2002).

Finally, I have also discussed the importance of ‘being aware of the school context within which one is working’. For example a teacher may ask what kind of school he is going to teach. This is to ask what area in which a school location is situated. Some schools are located in township areas, while some schools are located in rural areas. You should consider asking what classroom situation you may expect in rural schools. Then you should consider ‘what teaching methods that are suitable’ for using in overcrowding classes in rural areas.

That is important as it affect how you device learning resources for your teaching. This is to consider if there are adequate resources to be shared by all learners, if not then you have a chance to take an alternative option that will enable very learner to gain participation during teaching and learning. You should also consider what language is used to teach leaners in an area. For example most schools in suburb schools are using English as a medium of instruction for learning. For example, in majority of South African schools in rural areas learners often prefer a teacher to use their indigenous African languages as medium of instruction for learning in their classroom. This means that a teacher is expected to use South African indigenous languages such as isiZulu, siSwati or Ndebele when delivering instruction in the classroom. In addition to that teacher has to be pro-active to predict what suitable resources to be used for teaching. For example most rural schools have no access to libraries, internet café and computers. So it is up to an educator to improvise how he will teach a learning content to children. Finally a teacher must know socio-economic problems of learners. Some learners are struggling and that could be coupled to their academic performance. A teacher does not judge a learner by just looking at himself but he adopt professional ways to understand leaners problems. For example setting a date to call a parent to discuss on child’s behaviour is another method to culminate leaners misconduct. Teacher

has a sense of urgency to learners for being able to identify their learning barriers and help them to overcome their fears. This motivates learner to gain self-confidence. (Geography CAPS Book Document, 2019 and Gritzner, 2002).

NAME & SURNAME : STUDENT NUMBER : SUBJECT : TOPIC :

Mthokozisi Maphumulo 207503878 Geography Teaching 401 Question 5: Consider some ways in which you would personalise your teaching of climate change as much as possible. Use examples to support your answer.

There are many ways in which a teacher can personalise teaching of climate and that depends on teacher’s level of exposure to resources for teaching and demonstrating concept of climate change to learners. The main important point is teacher’s ability to consider how learners learn effectively. Climate change is a process and it is difficult to conceptualise without teacher’s ability to synthesize knowledge. Geography phenomenon cannot be learned in isolation to its historical events relating to its scientific discovery. Learners cannot learn conceptual meanings in vacuum but there have to be able to consider systems and approaches that are used to trace the cause and consequences of climate change. Therefore a teacher need to consider what and how resources are going to be used for demonstration to learners. I feel I would begin by giving learners a chance to watch at a video showing important climate change events that are transforming the landscape. It is useless to preach incomplete concepts for memorisation of fact about climate change to learners. The leaners can learn by observing the impact of climate change from video provided a video is able to show events with relevance to findings of scientific historical records of a historical event such as climate change just to mention. For example, rise of sea level, melting of ice from earth surface, rise

of earth temperature are examples of the evidence used to support argument behind climate change phenomenon. Other climate change impacts cannot be visualised with aid of video but that does not mean that learners do not demand to discover them. That is why teachers need to consider to make use of various teaching resources when teaching climate change.

Therefore climate change topics demands teacher’s ability to make use of drawings, graphs, flow of diagram, concept mapping and relevant reading material to demonstrate conceptual development of climate change (Cabus, 2009).

There are many approaches used to demonstrate to learners the climate change development, its impacts on people and environment. This always begins with a teacher’s ability to make use of various learning resources to ‘trace’ sources of climate change such as greenhouse gases (GHGs). Climate change is a controversial issue, so it would be wise to personalise its teaching by encouraging learners to value knowledge being conveyed about climate change.

This is just to be creative about motivating learners to learn to love and respect environment and also to consider making them practice ideas for environmental protection in the real world. A teacher achieve that by giving learners learner activities that are linked to their fieldwork on which they can observe how the adaptation measures used to minimise impact of say climate change works in practice. In this regard one can think of eco-school programme of recycling or some measures taken to prevent impacts of deforestation or loss of biodiversity. That may present various activities most of which allow learners to participate in their community project in line with restoration of trees. Teacher can also take an option to get learners engaged in an eco-school programme of greening where they plant trees or practice gardening. This transform learners attitude to begin to value natural environment and also think on behalf of the present and future generations. By learning how they should minimize its impact of climate change such as droughts, floods and deforestation learners also consider making use of global initiatives used to minimise its impact. That demands teacher’s ability to think of ways in which he can make learners to make use of various resources such as newspapers, internet and library sources of information to derive policies used for fighting climate change. Teacher use up to date information and he also give learners reliable sources to read further. By letting learners gain access to reading resources that talk about socio-economic policies around the climate change, a teacher also transform a learner to be accountable for future of their sustainable development while they are becoming active citizens with ability to participate from various activities used to address the impact of an issues such as climate change in their communities. Climate change is a controversial

issue that require a teacher to also consider how knowledge is going to be taught to learners that must also use it to develop evidence for further analysis of various socio –economic problems (Houghton, 2012).

For example , because of nature of debates around evidence concerning the question whether climate change is a real phenomenon, scientist who teach climate change have adopted the use of flow of diagrams and drawings to clarify global warming processes informing climate change . For example, a teacher can make use of diagram to explain how climate change is caused. That is where a teacher explain how the green house functions. This motivates learner to modify the function of Ozone layer, a zone. Ozone is a layer of earth’s atmosphere, where the ultraviolet radiation from solar energy is absorbed and that is said to be good for earth’s inhabitants- since the ozone layer helps to prevent the intensity of the short wavelength from heating the earth surface. A teacher need to be creative from how the drawing is used to explain what cause climate change using drawings and diagrams. For example a teacher need to have an ability to connect ideas to demonstrate what is scientific relevance that connects greenhouse gas ideas to climate change. This imply that a teach need to teach with an imperative to make learners discover the sources of greenhouse gases and also explain how they react to the ozone layer. Greenhouse gases refers to the concentration of carbon dioxide, methane, sulphur dioxide etc. This enables a learner to gain conceptual meaning of greenhouse effect. The questions are used to lead learner’s discussion. Teacher facilitate conceptual understanding of climate change concepts using posters, charts and worksheet.

Learners participate in their group works by responding from questions. (Hays, 2011) A teacher must be able to align learner activity to assessment tasks. That is where a teacher consider how he will make learners learn to apply their knowledge from interrogative questions with ‘why care’ factors. Where learners are capable of interpretation, analysing, comparing and describing climate change phenomenon such as source of greenhouse gases, possibilities are that they can learn to seek solution to climate change impacts. For example, having highlighted to learners what is ‘greenhouse effect’, they are capable of recall that increased earth surface temperature is due to increased concentration of greenhouse gases in the atmosphere. The human activities of energy consumption such as electricity uses, transportation, and industrialisation are main producers of greenhouse gases. Fossil fuel driven energy sources are non-renewable and they also cost environment because the carbon dioxide that is released from car exhaust, coal burning for electricity production etc. As a teacher I can plan to give learner’s an inquiry activity that seek to expose them to impacts of

climate change in the environment. After I have enabled learners to transfer knowledge they gain about climate change transform the environment learners require field based learning experience on which they have to practice various ways used to confront impacts of climate in the environment. For example, I can get learners to participate from greening school or community programme. They need to learn to protect environment from soil erosion processes informed by removal of tree vegetation for making furniture and coal. Trees play crucial role in carbon cycle and by planting more trees, so by planting more trees learners taking a step towards reducing concentration of carbon dioxide in the atmosphere. This also help learners to learn how to restore loss of biodiversity. Secondly I may choose to take a fieldtrip with learners to observe settlement on which solar powered electricity initiatives are installed. This help learners to explore alternate ways to generate power to substitute fossil fuel power generators that release carbon dioxide to increase rate at which global warming is taking place . The learners need to carry worksheet when going to their fieldtrip so that they also respond from question from what they observed. As they record information, their vocabulary increase and they also gain conceptual understanding of various strategies that are used to combat climate change. This help them to be able to make use of global policies to use to address climate change issues such as drought, flooding, acid rain and deforestation etc. This grow their mental capacity to start to participate from questioning climate change phenomenon and seek solutions that can suite their local choices. By doing that learners gain skills to become accountable and responsible for environmentally problems as they empathise with climate change issues. In the process of learning , teacher also enable learners to learn to co-operate from addressing sustainable development problems informed by climate change such as drought , power crisis , ocean acidification, tornado disasters and property destruction , food insecurity and hunger resulting from destruction of arable lands and crop etc. Teacher can expand learner’s interest to climate change issues by designing inquiry activities that are linked to their ecological footprint. For example learners can make some account for their energy consumption on daily based. A teacher make provision of question on a worksheet so that learners respond from questions relating to how often they travel on a car per week, how often do they watch television , how often do that take a shower per day etc. This connect their mind to think critically about climate change causes from ‘broad spectrum’ by looking at various human consumption patterns with direct and indirect contribution to increased emissions of carbon dioxide concentration in the atmosphere. For example, when you send a kid to take a record of temperature measure possibilities are that learners will be able to make use of instruments to describe weather in future. (Key Stage 3 National Strategy, 2004)

Conclusion

There are many ways that a teacher would use to personalise his teaching of climate change.

Teacher need to be creative from how he make use of resources to teach climate change. In the 21st Century learning ideas are informed by rise of technology initiatives such as computer networks which provide educator with access to online media articles, video tapes and historical data information. Teacher need to download this information sources to integrate with his lesson design. A teacher can make use of a poster, interactive chart, and flow of diagram, maps and worksheet all together to teach climate change. Learners earn their active participation by getting allocated into their groups to carry out their group work.

Teacher facilitate learning by asking questions to learners and demonstrate conceptual development of climate change. Teacher need to be able to situate himself between learner’s position and real world. For example give learners a project based learning in which they have to interact with environment. In that regard I have mentioned things like eco-school development programme of waste recycling. Learners can also learn to practice planting trees in their community or get involved in gardening activity that runs at school. They grow as they appreciate environment and biodiversity. They also appreciate nature aesthetics and practice to think on behalf of the future generations concerning how they use the currently available resources. Learners need to get a chance to practice to apply knowledge learnt from their classroom. A teacher must give a learner an opportunity to observe how climate change initiatives work. This is achieved by giving learners fieldwork on which they observer things like solar panel installations and make a record of how they work. The eco-school programmes in line with greening of environment are also used by teachers to teach learners to learn to protect environment. Teacher achieve that by making learners to have active participation from planting of trees in their community or practice gardening at school.

Learners can also get a worksheet and instrument for their outdoor learner activity that require their ability to generate records of say temperature. This make them to be able to describe weather. Learners also make use of various learning sources such as internet to browse ideas concerning climate change issues and solutions. They learn various ways used to combat climate change impact such as drought, deforestation, ice melts and rise of sea level etc. Learners also get to participate from activities planned to make them responsible for making choice of sustainable development programme that suit their local areas. They also participate to get involved to cast their views from controversial issues around climate change. This happen when a teacher plan to give them an opportunity to debate issues that are linked to energy sufficiency. This make learners to grow as critical thinkers and also learn to

device suitable ways to fight climate change. Learners become active citizens with ability to apply their mind to diverse set of policies that are used to solve impacts of climate change. In that regard teachers are able to teach children to think about their choices before they take decisions. A matter of importance is the fact that personalising teaching of climate change open learners mind to various channels of civic engagement. They get to know how their communities are working to be more sustainable. They also get familiar government policies that are put in place for climate change and thereby gain a chance to cast their opinion about future of climate change sustainability. This is what makes learners to think around ‘why care’, as they have ability to consider complications behind implications of adaptation strategies used for climate change. They consider human rights, social justice and equity measures used for weighting decisions concerning choices selection of climate change initiatives

.By being able to read widely , interrogate and synthesis knowledge following

teacher’s guidance learners are able to scaffold relying on their own environment. This makes them part of solutions to problem facing their communities. In addition to that the learners also grow skills for being able to work collaboratively, surf internet and also make use of available resources to practice what they are learning. Indeed as a creative teacher I have ability to make significant improvement to gain insight to keep current available resources to future generations using diverse creative learning resources and diverse practices as mentioned.

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