pedagogy

Where Literacy Meets Geography: Using Talk Moves to Engage Students in Geographical Data

"From a perspective of social constructivism, literacy is shaped by social practices (Moje, 1996) and serves the purpose of knowledge construction in a discipline (Moje, 2008). To help students become “geographically literate” (Dolan, 2019) entails equipping them with skills to make sense of and critique geographical data presented in multimodal formats (Roberts, 2014) by creating more space for geographical dialogue in the classroom. This paper first discusses the relationship between talk and students’ ability to analyse and account for geographical data. Using the evidence of a questionnaire survey, it examines the impact of Talk Moves in supporting dialogic teaching in 3 Singapore’s secondary geography classrooms. Statistics show that Talk Moves helped students improve their analytical skills for geographical data and their ability to articulate answers in a geographical manner. However, more support could be provided to enhance students’ classroom participation and their writing based on geographical data."

Assessing Historical Discussion

"Discussion can be a valuable element of history classrooms, and assessing participation can provide an important means of improving students’ engagement in this valuable form of communication. Doing so requires that teachers identify the specific skills of historical discussion that they want students to master; teach those skills systematically; and develop practical procedures for collecting information on students’ participation. This article suggests guidelines for teachers to consider in preparing for each of these tasks."

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An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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