NAME THAT CONCEPT! Maria Elizabeth Walinski-Peterson [email protected] NCGE @ Memphis, 2014 Rote memorization of vocabulary words just doesn't work for most 21st century students. How can we build a nexus between our students' image-driven culture and the need to use academic vocabulary? Today we will learn about, practice, and de-brief a teaching technique called "Name That Concept” which utilizes critical vocabulary AND images.
some poli geo slides from NCGE
Jul 21, 2015
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NAME THAT CONCEPT!Maria Elizabeth Walinski-Peterson
[email protected] @ Memphis, 2014
Rote memorization of vocabulary words just doesn't work for most
21st century students. How can we build a nexus between our students' image-driven culture and the need
to use academic vocabulary? Today we will learn about, practice, and
de-brief a teaching technique called "Name That Concept” which utilizes
critical vocabulary AND images.
AGENDA
opening questionsWho is “MEW-P” and
from whence cometh she?philosophical/pedagogical
underpinningsWhat is the “Name that Concept” activity?Let’s play “Name that Concept”!de-brief and discusspros & consamend and editsuggestions & questions from the group
Do you want a copy of the slides?
AGENDA
opening questionsWho is “MEW-P” and
from whence cometh she?philosophical/pedagogical
underpinningsWhat is the “Name that Concept” activity?Let’s play “Name that Concept”!de-brief and discusspros & consamend and editsuggestions & questions from the group
Do you want a copy of the slides?
When you read the following words, what images do you “see” ?
PURPLE
DOG
GLOBE
ALLIANCE
PURPLE ?
DOG ?
GLOBE ?
ALLIANCE ?
AGENDA
opening questionsWho is “MEW-P” and
from whence cometh she?philosophical/pedagogical
underpinningsWhat is the “Name that Concept” activity?Let’s play “Name that Concept”!de-brief and discusspros & consamend and editsuggestions & questions from the group
Do you want a copy of the slides?
Who is MEW-P?
MagdalenaRIP June 22, 2013
Anastasia Nikola
Alex Henderson (trombone player for BBVD) @ The Holland Center, October 2013
A Family Christ-Mass!
MEW-P ‘s brother’s Chrismation intoOrthodoxy; October, 2013
MEW-P’s Dad Turned 80-Years-Old
In November of 2013!
Nebraskans at the AP© Human Geography Reading
Cincinnati, June 2014
MEW-P’s new“Goddaughter”
Pascha 2014
2013-2014 Demographicso 2417 students, grades 9 through 12
o 69% Latinoo 11% African-Americano 11% Whiteo 4% Asiano Remaining 5% = 2+ races, American Indian, etc.
o 87% of students qualify for free/reduced luncho entirely urban campuso Advanced Placement© Statisics:
o 243 students ( 10% of student body)o 14 courseso 112 student registered to take national examso 186 total # of exams ( 7 ½ % of student body)
Omaha South High Magnet School
http://drs.education.ne.gov/quickfacts/Pages/default.aspx
Student Population Summary:
• 15,400 total student body (12,700 undergraduate students)
• Urban location
• predominantly a “commuter campus”…just over 2,000
students live in university housing
• 41 states represented
• > 1,700 international students representing 121 countries
• 200 Majors and programs, including bachelor's, master's
and doctoral degrees offered at UNO
• 18:1 = UNO's Student-Faculty Ratio
• 5 Fortune 500 companies that make their home in Omaha
• 40% of UNO's student body are first generation students
• 2,300 students are in 121 service related
University of Nebraska-Omaha
AGENDA
opening questionsWho is “MEW-P” and
from whence cometh she?philosophical/pedagogical
underpinningsWhat is the “Name that Concept” activity?Let’s play “Name that Concept”!de-brief and discusspros & consamend and editsuggestions & questions from the group
Do you want a copy of the slides?
Human Geography is easy b/c…It can be used to understand almost ANY
element of the human condition; it is somewhat intuitive.
One approach to the “big picture” of teaching Human Geography:
Transform our understanding of our shared human experience on Earth
by applying academic content to real-world experiences.
“Tempting though it may be to get down with the kids, or stay resolutely in the real world of day-to-day experience, for
shaping a school curriculum…it is a slippery and inadequate idea. Again, when we have to try and modernise the
curriculum to incorporate relevance, as in recent years with deep and genuine concerns about community, citizenship,
environment, and identity, it is usually the humanities subjects [like geography] which have to do it. This undermines them as disciplinary resources. It undermines any teacher wanting to engage in professional development that is subject/discipline focused (often it becomes more mission focused instead.” In
the end, we risk inadvertently shielding children from the depth and richness of the dynamic and constantly developing
subject of geography. We go for the quick win rather than possibly the more challenging prospect of engaging pupils with
abstract, more theoretical-- …more powerful knowledge. ”
D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.
“Tempting though it may be to get down with the kids, or stay resolutely in the real world of day-to-day experience, for
shaping a school curriculum…it is a slippery and inadequate idea. Again, when we have to try and modernise the
curriculum to incorporate relevance, as in recent years with deep and genuine concerns about community, citizenship,
environment, and identity, it is usually the humanities subjects [like geography] which have to do it. This undermines them as disciplinary resources. It undermines any teacher wanting to engage in professional development that is subject/discipline focused (often it becomes more mission focused instead.” In
the end, we risk inadvertently shielding children from the depth and richness of the dynamic and constantly developing
subject of geography. We go for the quick win rather than possibly the more challenging prospect of engaging pupils with
abstract, more theoretical-- …more powerful knowledge.”
D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.
“Tempting though it may be to get down with the kids, or stay resolutely in the real world of day-to-day experience, for
shaping a school curriculum…it is a slippery and inadequate idea. Again, when we have to try and modernise the
curriculum to incorporate relevance, as in recent years with deep and genuine concerns about community, citizenship,
environment, and identity, it is usually the humanities subjects [like geography] which have to do it. This undermines them as disciplinary resources. It undermines any teacher wanting to engage in professional development that is subject/discipline focused (often it becomes more mission focused instead.” In
the end, we risk inadvertently shielding children from the depth and richness of the dynamic and constantly developing
subject of geography. We go for the quick win rather than possibly the more challenging prospect of engaging pupils with
abstract, more theoretical-- …more powerful knowledge.”
D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.
The “real world” and Human Geography are twin siblings, of course!
“Tempting though it may be to get down with the kids, or stay resolutely in the real world of day-to-day experience, for
shaping a school curriculum…it is a slippery and inadequate idea. Again, when we have to try and modernise the
curriculum to incorporate relevance, as in recent years with deep and genuine concerns about community, citizenship,
environment, and identity, it is usually the humanities subjects [like geography] which have to do it. This undermines them as disciplinary resources. It undermines any teacher wanting to engage in professional development that is subject/discipline focused (often it becomes more mission focused instead.” In
the end, we risk inadvertently shielding children from the depth and richness of the dynamic and constantly developing
subject of geography. We go for the quick win rather than possibly the more challenging prospect of engaging pupils with
abstract, more theoretical-- …more powerful knowledge.”
D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.
Being “relevant” is both the most satisfying benefit and the greatest
obstacle for social science and geography education.
“Tempting though it may be to get down with the kids, or stay resolutely in the real world of day-to-day experience, for
shaping a school curriculum…it is a slippery and inadequate idea. Again, when we have to try and modernise the
curriculum to incorporate relevance, as in recent years with deep and genuine concerns about community, citizenship,
environment, and identity, it is usually the humanities subjects [like geography] which have to do it. This undermines them as disciplinary resources. It undermines any teacher wanting to engage in professional development that is subject/discipline focused (often it becomes more mission focused instead.” In
the end, we risk inadvertently shielding children from the depth and richness of the dynamic and constantly developing
subject of geography. We go for the quick win rather than possibly the more challenging prospect of engaging pupils with
abstract, more theoretical-- …more powerful knowledge.”
D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.
Marrying images, verbal/written content, and the novelty of “Name That Concept” may preserve the “powerful
knowledge” of geographic studies.
Human Geography is easy b/c…It can be used to understand almost ANY
element of the human condition; it is, somewhat intuitive.
Human Geography is TOUGH b/c…The concepts are fairly natural,
but the lexicon and vocabulary may not be.
Summary of the “Name That Concept” activity:
Students “guess”—and defend their choices!– which vocabulary terms are
illustrated by a variety of images.
AGENDA
opening questionsWho is “MEW-P” and
from whence cometh she?philosophical/pedagogical
underpinningsWhat is the “Name that Concept” activity?Let’s play “Name that Concept”!de-brief and discusspros & consamend and editsuggestions & questions from the group
Do you want a copy of the slides?
Human Geography is easy b/c…It can be used to understand almost ANY
element of the human condition; it is somewhat intuitive.
Human Geography is tough b/c…The concepts are fairly natural,
but the lexicon and vocabulary may not be.
So here is one way I tried to address this challenge:
Take the reading/learning strategy of “visualization” and flip it so that
students have a REASON to delve into the lexicon…
VISUALIZATION
Human Geography is easy b/c…It can be used to understand almost ANY
element of the human condition; it is, somewhat intuitive.
Human Geography is tough b/c…The concepts are fairly natural,
but the lexicon and vocabulary may not be.
Summary of the “Name That Concept” activity:
Students “guess”—and defend their choices!– which vocabulary terms are
illustrated by a variety of images.
Two (thus far!) assessment options…
High School AP©HG:
3-part Cornell Notes
Intro to Human Geography
college course:
Exit Ticket
High School AP©HG:
3-part Cornell Notes
One NTC with Cornell Note Assessment for each of the 7 AP©HG
units, learn the FORMAT once, then the emphasis is on the
CONTENT for the rest of the course.
Standards/objectives built-in…
Students log in concepts/vocabulary.
We do not catch ALL Of them and they are not
required to, but they quickly learn the more they capture, the more content they have to work with for the written
summary.
Note how the 2nd column is not for definitions, per se. Some students
may re-word definitions for themselves and that works well.
More sophisticated students use this column to capture reactions and to
develop connections amongst concepts. This works even better… 1) helps them retain the meaning
and 2) flows into the written assessment.
Written assessment for formative grade—should be PREVIEWED and emphasized so students can frame
their NTC activity with “the end in mind.”
Obviously this does not mirror an AP©HG FRQ, but it does give students
practice with APPLYING vocab/concepts and it may fulfill
district-mandated writing assessment requirements.
This unit happens to have a 2-part writing task.
(“L-4” reflects the highest score in the Omaha Public Schools grading system.)
Exit Tickets for NAME THAT CONCEPT!
Worth up to 5* points… MEW-P is looking for …
1) use of Human Geography vocabulary & concepts
2) creative synthesis …pulling details together into a larger, more overarching conclusion/generalization.
* A semester’s coursework in my UNO courses is 130 – 190 points, total.
Exit Ticket starter…
Political geography is all about how
boundaries/borders reflect divisions of POWER because …
AGENDA
opening questionsWho is “MEW-P” and
from whence cometh she?philosophical/pedagogical
underpinningsWhat is the “Name that Concept” activity?Let’s play “Name that Concept”!de-brief and discusspros & consamend and editsuggestions & questions from the group
Do you want a copy of the slides?
5 minutes to skim over “Quizlet” glossary…
• I usually encourage some students to start at the back of the document
•Students (who aren’t attending the NCGE conference! ) will probably need more time to read the glossary—it MAY even be a homework assignment!
The image above shows the percentage of population that is ethnically Russian.
Fragmenting of the former Yugoslavia
into six countries (so far)
Serbia
Croatia
Slovenia
Bosnia - Herzegovina
Macedonia
Montenegro
____
http://mapsof.net/map/exclusive-economic-zone-of-france#.U86IYrJOVAh
BALKANIZATION
BALKANIZATION
Colonized by the Portuguese in the 16th century, Macau was the first European settlement in the Far East. Pursuant to an agreement signed by China and Portugal on 13 April 1987, Macau became the Macau Special Administrative Region (SAR) of the People's Republic of China on 20 December 1999. In this agreement, China promised that, under its "one country, two systems" formula, China's political and economic system would not be imposed on Macau, and that Macau would enjoy a high degree of autonomy in all matters except foreign affairs and defense for the next 50 years
Colonized by the Portuguese in the 16th century, Macau was the first European settlement in the Far East. Pursuant to an agreement signed by China and Portugal on 13 April 1987, Macau became the Macau Special Administrative Region (SAR) of the People's Republic of China on 20 December 1999. In this agreement, China promised that, under its "one country, two systems" formula, China's political and economic system would not be imposed on Macau, and that Macau would enjoy a high degree of autonomy in all matters except foreign affairs and defense for the next 50 years
irredentism
http://orientalreview.org/wp-content/uploads/2013/05/NATO.gif
Heartland Theory
• Halford Mackinder (end of 19th century)
• highlighted the importance of geography to the economic and political stability of the world
• Eurasia = most likely base for successful world conquest campaign…it’s enclosed “heartland” = “geographical pivot”
• land-based power would be essential to world dominance
• both inspired by Euro-centric imperialism and a buttress thereof
Heartland Theory
• Halford Mackinder (end of 19th century)
• highlighted the importance of geography to the economic and political stability of the world
• Eurasia = most likely base for successful world conquest campaign…it’s enclosed “heartland” = “geographical pivot”
• land-based power would be essential to world dominance
• both inspired by Euro-centric imperialism and a buttress thereof
The Cold War: Shelterbelt Theory & Containment Theory
You have two cows. You sell one and buy a bull. Your herd multiplies, and the economy grows.
You sell them and retire on the income.
http://www.joe-ks.com/archives_oct2002/Two_Cow_Capitalism.htm#ixzz38PL0tuhp
Domino Theory
This map from an American
magazine published 14th November
1950 shows how much they feared
the spread of Communism in the far
east source:http://www.johndclare.net/cold_war10.htm
Core—Semi-Periphery—Periphery
Core—Semi-Periphery—Periphery
https://sites.google.com/site/permaculturescienceorg/english-pages/4-energy-ecotechnology/2/economic-hitmen
http://english.al-akhbar.com/node/720
A Palestinian woman holds up a sticker which reads: "UN 194 Palestinian State" during a rally in support of Palestinian Authority President Mahmoud Abbas' bid for statehood
recognition in the UN, at Mar Elias camp in Beirut. (Photo: REUTERS - Sharif Karim)
http://www.conservapedia.com/September_11,_2001_attacks
http://www.mensetmanus.net/windpower/oklahoma/driving-route-66-oklahoma.shtml
MATCHING!
____UNITED NATIONS
____NAFTA
____CAFTA
____EUROPEAN UNION
____ASEAN
____OPEC
____WTO
____IMF
____AFRICAN UNION
INTERNATIONAL GEO-POLITICS
__B__UNITED NATIONS
__C__NAFTA
__E__CAFTA
__A__EUROPEAN UNION
__G__ASEAN
__H__OPEC
__I___WTO
__F__IMF
__D__AFRICAN UNION
http://thomaslegion.net/us_expansion_map_and_territory_and_territorial_expansionism_maps.html
http://www.gapminder.org/videos/yes-they-can/#.U851YrJOVAg
http://www.texasbeyondhistory.net/forts/frontier.html
American Progress, by George Crogutt, 1873. Hovering goddess-like above the westward moving
pioneers, this allegorical
female came to symbolize the
virtue of taming the western frontier,
what some considered
America's "manifest destiny.“
Image courtesy of the Library of Congress
http://www.electoral-vote.com/evp2012/Pres/Maps/Nov15.html
http://viewthought.blogspot.com/2012/05/globalization-necessary-evil.html
http://menasborders.blogspot.com/2011/07/new-flashpoint-israel-lebanon-maritime.html
AGENDA
opening questionsWho is “MEW-P” and
from whence cometh she?philosophical/pedagogical
underpinningsWhat is the “Name that Concept” activity?Let’s play “Name that Concept”!de-brief and discusspros & consamend and editsuggestions & questions from the group
Do you want a copy of the slides?
I enjoy this strategy because it is classic “good teaching”...
K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the implementation of new learning strategies. The
steps include: ensuring learner readiness, … gaining attention the of the learners…, providing
students with opportunities for experiential learning, instructors considering appropriate sectioning of information, providing students
with opportunities to try out and support learning…, ensuring assessment mechanisms provide good feedback to students, providing
ongoing support and assistance to expand learning…, and enabling opportunities for
collaboration with others.”
“Name That Concept” does not REQUIRE previous knowledge—
almost any student could participate. Additionally, NTC could
be either a PREview activity or a REview activity….or both!
K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the implementation of new learning strategies. The
steps include: ensuring learner readiness, … gaining attention the of the learners…, providing
students with opportunities for experiential learning, instructors considering appropriate sectioning of information, providing students
with opportunities to try out and support learning…, ensuring assessment mechanisms provide good feedback to students, providing
ongoing support and assistance to expand learning…, and enabling opportunities for
collaboration with others.”
NTC is pictures….the 21st century is driven by icons and images so it is
almost second nature to most students.
K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the implementation of new learning strategies. The
steps include: ensuring learner readiness, … gaining attention the of the learners…, providing
students with opportunities for experientiallearning, instructors considering appropriate sectioning of information, providing students
with opportunities to try out and support learning…, ensuring assessment mechanisms provide good feedback to students, providing
ongoing support and assistance to expand learning…, and enabling opportunities for
collaboration with others.”
Logistically, NTC can not really replace field studies, but Internet-based images
+ a creative teacher could bring the “outside world” into the classroom.
K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the implementation of new learning strategies. The
steps include: ensuring learner readiness, … gaining attention the of the learners…, providing
students with opportunities for experiential learning, instructors considering appropriate sectioning of information, providing students
with opportunities to try out and support learning…, ensuring assessment mechanisms provide good feedback to students, providing
ongoing support and assistance to expand learning…, and enabling opportunities for
collaboration with others.”
Images could be “chunked” to reflect a more traditional content-driven outline rather
than the alphabetical vocabulary list. NTC could become a sneaky way to lecture!
K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the implementation of new learning strategies. The
steps include: ensuring learner readiness, … gaining attention the of the learners…, providing
students with opportunities for experiential learning, instructors considering appropriate sectioning of information, providing students
with opportunities to try out and support learning…, ensuring assessment mechanisms provide good feedback to students, providing
ongoing support and assistance to expand learning…, and enabling opportunities for
collaboration with others.”
In a high school setting, NTC can and should invite participation, discussion, and
discourse from students who are “guessing” which concepts best “fit” specific images…
K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the implementation of new learning strategies. The
steps include: ensuring learner readiness, … gaining attention the of the learners…, providing
students with opportunities for experiential learning, instructors considering appropriate sectioning of information, providing students
with opportunities to try out and support learning…, ensuring assessment mechanisms provide good feedback to students, providing
ongoing support and assistance to expand learning…, and enabling opportunities for
collaboration with others.”
…with IMMEDIATE feedback from their peers and their teacher!
K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the implementation of new learning strategies. The
steps include: ensuring learner readiness, … gaining attention the of the learners…, providing
students with opportunities for experiential learning, instructors considering appropriate sectioning of information, providing students
with opportunities to try out and support learning…, ensuring assessment mechanisms provide good feedback to students, providing
ongoing support and assistance to expand learning…, and enabling opportunities for
collaboration with others.”
As students suggest appropriate vocab “matches”, EVERYBODY has the chance to think of these
terms as multi-faceted concepts, comparing and contrasting and clarifying them, and building
mental concept webs.
Image analysis always CREATES “teachable moments”—for all parties involved.
What might the students teach US?
K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the implementation of new learning strategies. The
steps include: ensuring learner readiness, … gaining attention the of the learners…, providing
students with opportunities for experiential learning, instructors considering appropriate sectioning of information, providing students
with opportunities to try out and support learning…, ensuring assessment mechanisms provide good feedback to students, providing
ongoing support and assistance to expand learning…, and enabling opportunities for
collaboration with others.”
NTC could be used within established [required?] cooperative learning methods, or it may be a more informal collaboration amongst peers &/or instructors. It has the
potential to emerge as a “Can you top this?” activity for intrinsically motivated
students—be aware!
Why I dislike this strategy:(…and am hoping for suggestions
as to how to improve it)
•Takes A LOT of time to find “just the right image”
•Takes A LOT of time to type into Quizlet.com
•Easy to get off track—especially with the “cool kids”
•Doesn’t translate [at least not well] to the large-lecture-hall format at the university
•Copyrights are INCONVENIENT!
De-
Bri
efin
g
•Pros and cons of Quizlet.com?
•How much instructional time should/could NTC eat?
•Adaptations for….•Non-AP© high school students & various high school schedules?•College students/lecture contexts? (including on-line/blended courses?)
•Overall benefits?
•Overall challenges?
AGENDA
opening questionsWho is “MEW-P” and
from whence cometh she?philosophical/pedagogical
underpinningsWhat is the “Name that Concept” activity?Let’s play “Name that Concept”!de-brief and discusspros & consamend and editsuggestions & questions from the group
Do you want a copy of the slides?
slideshare.netsearch: MEWP
~ or ~I will e-mail you the link….
name e-mail address name e-mail address
References Greiner, Alyson L. Visualizing Human Geography, 2nd Edition. Hoboken: John Wiley & Sons., 2014.
textbook.
Johnston, R.J., et al., The Dictionary of Human Geography, 4th Edition. Malden: Blackwell Publshing Ltc.,
2000. dictionary.
Knox, Paul L. and Sallie A. Marston. Human Geography: Places and Regions in Global Context. Fourth.
Upper Saddle River, New Jersey: Pearson Prentice Hall, 2007.
Lambert, David. "Who Hung the Humanities?" Geographic Education 26 (2013): 25-8.
Lara, Ms. Susana. AP Coordinator Maria Walinski Peterson. 24 March 2014. e-mailed communication.
Lynch, Kenneth, et al. "E-Learning for Geography's Teaching and Learning Spaces." Active Learning ans
Student Engagment (2008): 264-97.
Nebraska Department of Education. Data Reporting System. December 2013. offical government
website. 24 July 2014. <http://drs.education.ne.gov/Pages/default.aspx>.
Pulsipher, Pulsipher &. World Regional Geography: Global Patterns, Local Lives, 5th ed. New York: W.H.
Freeman and Company, 2011.
Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography; AP(c) Edition. 10th
Edition. Boston: Prentice Hall, 2011. textbook.
University of Nebraska--Omaha. Fast Facts. 2014. webpage. 23 July 2014.
<http://www.unomaha.edu/about-uno/fast-facts.php>.
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