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SlideShare utilise les cookies pour améliorer les fonctionnalités et les performances, et également pour vous montrer des publicités pertinentes. Si vous continuez à naviguer sur ce site, vous acceptez l’utilisation de cookies. Consultez notre Politique de confidentialité et nos Conditions d’utilisation pour en savoir plus.
Hello, I am Rachel Hawke – geography teacher at George Abbot School and on Twitter @Geog_enquirer. My ideas today come from a love of imagination. As a child I loved nothing more than a long car journey where I could daydream and imagine fantastic lands. As a teacher the time for imagination seems small and I am lucky if I can read a few pages of my book before falling asleep at night. However, imagination is incredibly important to our students learning. Geography and imagination are well coupled…
Year 8 students study earthquakes and volcanoes – one idea from a colleague asked the students to imagine they were going on a journey to the centre of the Earth and to describe what they saw. Some were filled with geographical descriptions!
At the start of a tropical rainforests topic – ask students to imagine that they have been transported to the rainforest.
Students struggle with empathy – in a topic on the savanna ask students to imagine that they are elephants being hunted and how it feels.
Applying knowledge of push/pull factors to a real world example
Different genres – different audience and style of writing (cross curricular links with English)
Can be fictional stories or information books about Antarctica – some even make the book sleeves
Used in an observation lesson – successful to make students think about processes as a step by step list
When the story writing is over, proof reading and checking work is important. Literacy at school – green pen time and proof reading
Rachel Hawke's #TMRGS presentation Imagine you are...
“A rock pile ceases to be a rock pile
the moment a single man
Antoine de Saint-Exupéry, Flight to
“He who has
wings but no
Presented by Rachel Hawke (@Geog_enquirer)