#GeoEdChat 2 takes place at 8pm Eastern on February 13th. That’s 1am in London, 7pm in San Jose, 11pm in Brasilia and 5pm in LA. It’s being moderated by Kevin Suess (@NormalGeo), a Geography Teacher and Department Chair, National Geographic Grosvenor Fellow, National Board Certified Teacher, and V.P. of Illinois Geographical Society. Kevin lives in Normal, Illinois. Here he suggests four different topics for as to discuss in this, the first #GeoEdChat that’s focussed on the Americas!
How are you using Web 2.0 technology and social media like Skype, Twitter, Facebook, Scoop.it to teach Geography? Are you connecting with experts or other classrooms to help illustrate concepts and issues related to geography?
What resources do you use to teach about the movement of people around the globe? How do you teach about current refugee issues in places like Syria, Mali, South Sudan, etc.?
What online resources do you use to teach about density, distribution, and scale related to population? Are there particular websites that you prefer to use in teaching about patterns of composition such as age, sex, race, and ethnicity?
How do you use GIS technology to examine a variety of issues related to cities and urban land use? What resources do you use to teach about different models of internal city structure?
The first #GeoEdChat will happen on the 6th Feb. I’ve put my head above the parapet and volunteered to moderate the first session. If you want to know who I am, check me out on Twitter or have a gander at my blog.
As moderator, I get to put forward a few ideas for what we focus the conversation around. The best bit is that you get to vote for what you’d like. Here are my choices:
a. Putting geography at the centre of your school.
Us geographers are always harping on about how our subject is so great and linked to other subjects. How can geography and school geography departments take control of whole school initiatives?
b. Getting guerilla with school geography.
Geography is all around us but it’s getting more and more difficult to get out into the wider world. How can mini-explorations and naughty learning allow children to develop their sense of place?
c. Using school grounds for exploration and fieldwork.
Similar to the second topic but more focused on the development of exam skills on and around the school grounds.
d. Setting up an overseas field-trip.
This one is all about getting out there. We could focus on how to make the case for an overseas adventure, the planning, risk-assessment and ensuring that young people learn