Introducing Urban Geography

The Badger book explores the importance of video and engaging starters...
Thanks to Shaf Hansraj for the tip-off to this wonderful vintage movie to start off a unit on Urban change....


Housing Problems (1935) from bifurcaciones on Vimeo.

New Year... new Geography book...

Why not treat yourself to a new book to guide you through the new GCSE specifications and the teaching that you will be doing this year....
Why not buy this one :)

Coming soon: a post on the updated GCSE Specifications, iGCSE and also the EBacc.....

I-USE Statistics.... a new EU project

Statistics form an important part of any GCSE Geography course.
Students need to use data of various kinds which allow them to explore and interpret the meaning behind them.

As I write this, I am freshly back from a 3 day meeting in Belgium to launch a new European project.

The project is called I-USE.

The context is a simple, but important one.
It's about making sense of a world of data...

Statistical literacy is becoming increasingly important. This includes an element of information literacy, but also digital literacy.

Students (and teachers) are now living in a society that demands evidence-based arguments and decisions. While the world is changing rapidly with respect to the prevalence and use of statistics, the curriculum in schools and the approaches teachers adopt tend to be slow to respond to such changes. Therefore creating meaningful, innovative teacher training plays a crucial role in developing statistical thought processes.

Using statistics provides simple yet instant information on the matter it centres on. Modern computer-based visualisations create a vivid presentation of collected and organized data through the use of figures, charts, living and interactive diagrams and graphs, which helps lead to more critical analyses of information. 

Teachers do not always consider new forms of visualising statistical information as part of curriculum courses as they are not explicitly mentioned. As a result, in some secondary schools, many students don’t have an opportunity to learn to work with statistics and computer-based visualisations. 

Therefore, despite the fact that statistics offers powerful tools for information analysis and interpretation, many students are unable to extract meaning from the data and information they are presented with. 

The dilemma is that as more data becomes readily available and the tools for visualising and analysing the data become more sophisticated, the ability to produce useful information from the analyses is outpacing the capacity to use the knowledge productively.

The project will support teachers and learners to explore a world data and create meaning....

It connects with the EU's Digital Agenda 2020 and the INSPIRE directive.

You can follow the progress of the I-USE project on a range of social media strands.
These are now live...

Twitter feed @StatsinEdu
Blog: I use Stats in Edu