Practical Use of Cooperative Learning, ICT, and Venn diagram in Geography Lessons to Promote High School Students’ Understandings of their Area.
I teach geography at a public high school in Japan
Please forgive me for not being able to explain well because I am not an English teacher.
Reference Here is an introduction in Japanese (日本語での紹介はこちらです)
https://geogami.hatenablog.com/entry/64721890
https://geogami.hatenablog.com/entry/64725580
Abstract:
In a high school geography class, I used Venn diagrams and ICT to help students understand their local area.
I designed a set of tasks where students were to collect knowledge about local industries, notice the interconnectedness among them, discover good points of the area where they lived, and cooperatively create catchphrases to show good points of the area.
This is a presentation at a conference in Taipei 2019.3
First, the class was divided into groups. Each member took charge of one industry, and those responsible for the same industry formed expert groups. Give one example of one industry such as fishermen and those responsible for fishery industry. They cooperated and deepened their understanding of the local industry.
Second, the students made Venn diagrams to look for the connections among local industries and noticed the charm of the area. Making Venn diagrams cooperatively using computer software enabled them to interconnect various aspects of geographical knowledge.
Finally, the students made simple catchphrases of their home area, using what they noticed by themselves. ICT streamlined the process of learning together and helped to save and share their findings.
I got help from the researcher and measured whether the basic interpersonal power is attached in the class. In addition I made what I was learning in the classroom to lead to the development of the area.
The type of Venn diagram
I will introduce three kinds of Venn diagrams I use
There are cases of two elements, three elements, and four elements
Please note the number attached to each quadrant.
Each element is ordered so as to make it easier to compare.
This is a picture of students using Venn diagram in class.
Classes are divided into four missions
It is a simple jigsaw method
The first one is Expert Group
The second one is Jigsaw Group
The third is to create a catch phrase
The fourth is a review of the whole class.
I wanted to improve the value of the local city using a high school geographical lesson.
I will report my attempt to combine cooperative learning using Venn diagrams and ICT in my high school geography class. I designed a set of tasks where students were to collect knowledge about local industries, notice the interconnectedness among them,
discover good points of the area where they lived, and cooperatively create catchphrases to show good points of the area.
・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・
Mission1: First, the class was divided into Expert groups. Each member took charge of one industry, and those responsible for the same industry formed expert groups.
Students in group ① went to the fishery industry, students from group ② to the agriculture industry, and students from group ③ to the forestry industry. They cooperated and deepened their understanding of the local industry.
Mission2: Students went to their Jigsaw group and made Venn diagrams to look for the connection among local industries and noticed the charm of the area.
A case of Computer-based Venn diagram creation
For example Computer software, “Loiro Note for School,” helped us.
Reference : Loilo Note https://n.loilo.tv/en
You can also send a Venn diagram by one card.
If you use the Loilo Note thinking tool version .
Reference : Loilo Note https://n.loilo.tv/en
Mission3: Students made simple catchphrases of their home area, using what they noticed by themselves.
Mission4: ICT allowed them to carry out the task, share the results, and accumulate the learning outcomes efficiently. Particularly, making diagrams with the computer software, “Loiro Note for School,” helped the students connect knowledge.
Results:
Cooperative learning in tandem with ICT enabled them to discover new knowledge and express it using their own words efficiently. I would like to share some of the student-made catchphrases and their after-class comments.
Catchphrases
Lending an old farmer's house and experiencing farming
Love Call people by shiitake hunting
Meet luck with strawberry picking
Let's offer opportunities to experience!
Let's build agriculture PR movies.
Brand the product.
Let's grow fish and let it go to the sea.
To implement “blue tourism”
after-class comments
Catchphrases
Izu will be back
No strawberry, No Izu
Berry good
Meet luck with strawberry picking
豊饒(ほうじょう)の都、伊豆
We invited a special gest from the City Tourism Division office to get advice.
We explored the possibilities of collaboration between accommodation and
Travel, and food.
What I have discovered
So they planed and produced the tour that demonstrates the geographical wealth of the area.
What has changed for the students by taking my class for for 6 Months ? Here is an analysis from a questionnaire taken by the students. There was an increase in the opinion that "geography lesson" may be useful.
There is no quantitative evaluation data.
Advantages of using Venn diagram:
1, Characteristics of element
2, Connection
3, Relationship
4, point of view
5, Metacognition
6, Pleasant
Disadvantage of using Venn diagram
Time
Difficulty
Evaluation
After this lesson, students were able to identify the connections between the different industries and how they interacted, instead of seeing the industries as separate. They also discovered the problems these industries are facing, as well as problems in their local area.
In addition I made what I was learning in the classroom to lead to the development of the area.
ICT streamlined the process of learning together and helped with the saving and sharing of findings.
With ICT you can take time to create Venn diagrams even outside the classroom.
The work of the previous year can be shown easily.
Loilo Note https://n.loilo.tv/en
The LoiLo Note School app makes it easy to teach interactive, student-centered lessons. Users can quickly turn ideas into shareable multimedia cards saved on an infinite work space. Cards can be quickly grouped and arranged in a way that makes sense for the learner. Used in various educational contexts, LoiLo Note School is an effective tool for students to organize and present their thoughts. Sets of selected presentations then become meaningful digital learning portfolios.
Thank you for reading ♡
