Visualising Physical Geography: The How and Why of Using Diagrams to Teach Geography 11–16

Chapter 3, 'How diagrams support teaching' offers practical advice on teaching lessons and rightly emphasises secure subject knowledge upfront, but also pitch and controlling flow of information. Each is structured with a coding of drawing difficulty plus difficulty in explaining, a list o...

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Bibliographic Details
Published inTeaching geography Vol. 49; no. 1; p. 38
Main Author Hawley, Duncan
Format Journal Article
LanguageEnglish
Published Sheffield Geographical Association 01.04.2024
Subjects
Flow control
Geography
Information flow
Pitch (inclination)
Students
Teachers
Teaching
Online AccessGet full text
ISSN0305-8018
2043-6831

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Summary:Chapter 3, 'How diagrams support teaching' offers practical advice on teaching lessons and rightly emphasises secure subject knowledge upfront, but also pitch and controlling flow of information. Each is structured with a coding of drawing difficulty plus difficulty in explaining, a list of expected student prior knowledge, figured diagram(s), 'The Explanation' that unpacks the feature, process or concept, occasional added teaching 'tips' (e.g. useful analogies) and digital location of examples, plus a few check questions. [...]if used carefully to take teachers and students beyond its descriptive mastery approach, then this useful and practical book should inspire teaching and learning of physical geography.
Bibliography:SourceType-Scholarly Journals-1
ObjectType-General Information-1
content type line 14
ISSN:0305-8018
2043-6831