| Linked enquiry -
Magical Mali A model for a geographical enquiry
The
model below represents a learning process which can
be used for one lesson or for a whole unit of work.
It starts with a
stimulus,
which will invoke an initial
response
from pupils, and provides them with an opportunity to
express what they already know (or think they know).
The main activity, the enquiry,
involves directed
research
and a creative
response
in
which the pupils demonstrate their knowledge and understanding,
leading to a presentation
to
a real audience for a real purpose.
Click on each stage to find out more.
The stimulus
should be exciting,
thought-provoking, rich, surprising, and, most importantly, engaging. The Mali enquiry
starts with a variety of stimuli; maps, photographs, sound clips, a poem, and more. The
stimulus can be:
- a paradox
- surprising
- emotional
- a mystery
- a conundrum
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- something confusing
- fun
- dramatic
- moving
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The initial
responses can be gathered
from the pupils in a variety of ways. You might want them to discuss what they think they
know in class, or produce lists of facts, or get them to answer questions about the
initial stimulus. The initial responses might be:
- sensory
- formulating questions
- hypothesising
- exploring perceptions
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- considering audience, purpose and outcomes
- exploring attitudes and values
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The enquiry is a sequence of lessons which involve both
research and creativity. This enquiry combines geography with the expressive arts. Both
subjects benefit. Geography benefits from the enrichment of the cultural aspects of the
country; music benefits because the geographical context is better understood.
During research make sure pupils are reading
for a purpose, ie. to gather materials for their presentation, rather than just copying
information. Encourage pupils to select cameos, quotes and images. Rejection of
interesting but irrelevant information is equally important. Also bear in mind that by
looking at the lives of people in just one area, the national diversity of a country may
be lost.This can lead to stereotypical perceptions being confirmed in pupils’ minds.
A way to avoid this is to have pupils working in small groups on different case studies.
They can then share their findings with each other. Reseach involves:
- following the model for a geographical
enquiry
- searching for information (primary and secondary)
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- selecting and rejecting information
- developing knowledge and understanding
- developing skills as needed
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The creative response will
depend largely on your aims for the final presentation. It:
- illustrates the outcomes of the enquiry
- demonstrates knowledge and understanding
- demonstrates skill development
- involves variety
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- illustrates development in literacy, numeracy and ICT
- should be realistic in the time
- contributes to the presentation.
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The final presentation
will depend on what your aims are. In the case of Magical Mali, the suggested presentation
is either in dramatic format or as a display using electronic and other media. Keep in mind the purpose of the presentation (in
this case, to educate a wider audience about Magical Mali). The audience will be adults,
either by inviting parents to an assembly, or with the display being in a public place in
school, for visitors to see. Remember that presentations are informed by good quality
research. The presentation and debriefing:
- has an audience and a purpose
- has a deadline to be met
- may involve the wider community
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- may involve audiences in other countries
- has clear criteria for assessment and
debriefing.
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Next:
more on the presentation |
