Test Scores Associated with Lessons
Designed to Engage Spatial Thinking
in Kindergarten and First Grade
(and second grade and middle school and . . .)
Philip J and Carol A Gersmehl
New York Center for Geographic Learning
I am now
25% at the University of Minnesota
I am now
25% at the University of Minnesota
The NY Regents asked us to help start
“The New York Center for
Geographic Learning”
A 3-step presentation . . .
Step 1: Review Recent Research
on Spatial Cognition
Step 1: Review Recent Research
on Spatial Cognition
1641 articles
127 journals
63 books
Step 1: Review Recent Research
on Spatial Cognition
1641 articles
127 journals
63 books
Important contributions come from:
- neuroscientists
- developmental psychologists
- robot engineers
- linguists
- vision specialists
- architects
- geographers
...
Important contributions come from:
- neuroscientists
- developmental psychologists
- robot engineers
- linguists
Unfortunately,
- vision specialists
people in one discipline
- architects
are not always aware
of research done
- geographers
elsewhere.
...
A taxonomy
is a really important entity.
A taxonomy
is a really important entity.
It reflects current knowledge,
and it guides future inquiry.
A taxonomy
is a really important entity.
It reflects current knowledge,
and it guides future inquiry.
Is it time to seek consensus
on a taxonomy of spatial thinking?
A taxonomy
is a really important entity.
It reflects current knowledge,
and it guides future inquiry.
Is it time to seek consensus
on a taxonomy of spatial thinking?
Of course it’s premature - so what?
Taxonomies are always tentative.
A taxonomy
is a really important entity.
It reflects current knowledge,
and it guides future inquiry.
Is it time to seek consensus
on a taxonomy of spatial thinking?
The neuroscience foundation
has become quite strong. (?)
A taxonomy
is a really important entity.
It reflects current knowledge,
and it guides future inquiry.
Is it time to seek consensus
on a taxonomy of spatial thinking?
If we don’t do one soon,
we’re out of NYCLB – 2.
The human brain has several “regions”
that do different kinds of spatial thinking.
The human brain has several “regions”
that do different kinds of spatial thinking.
Brain structures for spatial thinking
develop at a very early age.
The human brain has several “regions”
that do different kinds of spatial thinking.
Brain structures for spatial thinking
develop at a very early age.
Skills of verbal, gestural, mathematical, or graphical
representation develop more slowly
(and at least somewhat independently).
Self-directed mobility is a key variable;
sex, diet, language, and handedness also matter.
Self-directed mobility is a key variable;
sex, diet, language, and handedness also matter.
Adult intervention can accelerate mastery.
Self-directed mobility is a key variable;
sex, diet, language, and handedness also matter.
Adult intervention can accelerate mastery.
At least some spatial-thinking brain structures
remain plastic through late middle age.
Step 2:
make a set
of lessons
that deal
with each
mode of
spatial
thinking
individually.
Step 2:
make a set
of lessons
that deal
with each
mode of
spatial
thinking
individually.
We know
the taxonomy is tentative.
But is progress ever made
by waiting until “the science”
has become unambiguous?
Mosque >
Marcus
Garvey
Park
Mosque >
Marcus
Garvey
Park
Mosque >
MLK Houses
Inside,
it looks
like a lot
of schools
We noticed that
each classroom had
a colorful carpet
for “story time.”
Some of our lessons
use the rug to teach
basic vocabulary terms
for spatial thinking.
Some of our lessons
use the rug to teach
basic vocabulary terms
for spatial thinking.
October: “ color
the flowers in
the corners.”
Some of our lessons
use the rug to teach
basic vocabulary terms
for spatial thinking.
December:
“Color
flower
“First, the
color
that
is between
the
flowers
in
letters
M and O.”
the corners.”
Some of our lessons
use the rug to teach
basic vocabulary terms
for spatial thinking.
February:
“Color the flower
“First, color
that is in the
the flowers in
SE corner.”
the corners.”
This builds
a foundation
for the idea
of spatial
analogies.
This builds
a foundation
for the idea
of spatial
sequences.
This builds
a foundation
for the idea
of spatial
hierarchies.
This builds
a foundation
for the idea
of spatial
hierarchies.
For each lesson,
we gave teachers a
background page ...
This builds
a foundation
for the idea
of spatial
hierarchies.
... a page of plausible
stages of concept
development . . .
This builds
a foundation
for the idea
of spatial
hierarchies.
... some maps
to extend the
spatial thinking . . .
This builds
a foundation
for the idea
of spatial
hierarchies.
... and some ideas
to discuss with
other teachers . . .
A child who writes
“the orange plate
is in the MIDOL”
has learned the rule.
Historic exceptions – “middle” –
can come later.
Eurasia is a continent.
It follows the rule:
“landmass surrounded by ocean.”
A child who writes
“the orange plate
is in the MIDOL”
has learned the rule.
Historic exceptions – “middle” –
can come later.
Eurasia is a continent.
It follows the rule:
“landmass surrounded by ocean.”
A child who writes
“the orange plate
is in the MIDOL”
has learned the rule.
Historic exceptions – “middle” –
can come later.
Europe is an historic exception.
We made
GIS maps
of the local
neighborhood
...
...
with a
wide range
of complexity
...
...
drawings
make it seem
more “real”
...
...
but footprints
made it into
“their” map
...
Students used this map
to preview/review
a walking field trip
in the neighborhood.
When they returned
to the classroom,
their experience
became a lesson
in language arts.
They also did
some basic
classification
of land uses.
Most teacher/researchers have
some haunting memories of events
that they failed to document properly.
One of mine is of the classroom
that the students transformed into
a model of their walking fieldtrip.
They used desks as buildings,
and put a green ball on one
to represent the mosque.
It was a nice model, and it clearly showed
mastery of the idea of representation!
“Under the hood”
of these lessons
is the “taxonomy”
of the modes
of spatial thinking.
location
representation
aura (influence)
hierarchy
transition
analogy
association
pattern
region
In a K-12 School
Skip K12
527 students:
81 languages
spoken at home
Traditional geography materials
(with their heavy emphasis on verbal recall
of place-names and trivia facts about places)
have little value in this setting.
We started by
making maps
of the school
at many scales.
Sixth-graders
used the maps
to help teach
second-graders
about New York
Third-graders
mapped the
path of the sun
across the floor
hour by hour.
Fourth-graders
made maps
of where
their families
came from.
Fourth-graders
made maps
of where
Out of 23
their
families
“family maps,”
came
only 3 from.
were
of New York.
The shape
is all wrong,
but key details
are in place.
The shape
is all wrong,
but key details
are in place.
B
The Buffalo
“Embayment”
at the end
of Lake Erie
The shape
is all wrong,
but key details
are in place.
O
B
The Oswego
“Embayment”
at the end of
Lake Ontario
The shape
is all wrong,
but key details
are in place.
R
O
B
A square corner
at Rouses Point
on Lake
Champlain
The shape
is all wrong,
but key details
are in place.
R
O
B
Long Island,
extending
out to the
Hamptons
H
The shape
is all wrong,
but key details
are in place.
R
O
B
Orient Point,
the “fish tail”
at the end
of the Island
P
H
R
O
B
P
H
R
O
B
P
H
R
O
B
Note: many details
are there, in basically
correct relative position,
though the general shape
seems “way wrong”.
P
H
What does this mean for teaching?
What does this mean for teaching?
Classroom lessons and displays
should be designed to emphasize
the kind of landmarks children use
to build a hierarchical mental map.
Relative location?
Individual differences ?
Illustration
from the
National
Geography
Standards
(page 65)
This is the kind
of intuitively
plausible goal
that appeals to:
- concerned parents
- overcommitted
administrators
- well-intentioned
politicians
This is the kind
of intuitively
plausible goal
that appeals to:
- concerned* parents
- overcommitted*
administrators
- well-intentioned*
politicians
*PC translation:
neuroscientifically
challenged
This is the kind
of intuitively
plausible goal
that appeals to:
- concerned* parents
- overcommitted*
administrators
- well-intentioned*
politicians
*PC translation:
neuroscientifically
challenged
What’s the problem?
The human brain
does not seem
to learn that way!
Step 3: Look at the Test Scores
Language Arts Scores, K1 school:
September high 50s
Language Arts Scores, K1 school:
September high 50s
April
mid
90s
Language Arts Scores, K1 school:
September high 50s
April
mid
90s
(43)
average
Language Arts Scores, K1 school:
September high 50s
April
mid
90s
(43)
average
Composite Scores, K12 school group
White, Asian / Black, Hispanic
81
/
79
Language Arts Scores, K1 school:
September high 50s
April
mid
90s
(43)
average
Composite Scores, K12 school group
White, Asian / Black, Hispanic
81
(53)
/
/
79
(37)
Conclusion
We made lessons based on ideas
from recent research on spatial cognition.
Conclusion
We made lessons based on ideas
from recent research on spatial cognition.
Reading and math scores went WAY up.
Conclusion
We made lessons based on ideas
from recent research on spatial cognition.
Reading and math scores went WAY up.
Scientific integrity forbids any claim
of a strong cause-and-effect relationship.
Conclusion
We made lessons based on ideas
from recent research on spatial cognition.
Reading and math scores went WAY up.
Scientific integrity forbids any claim
of a strong cause-and-effect relationship.
We can claim to have obeyed Hippocrates:
first of all, do no harm!
Conclusion
There is no credible evidence
that devoting considerable class time
to geography lessons in primary school
has harmed reading and math scores.
Real Conclusion
Educational activities and assessments
should build on modern knowledge
about human cognitive development.
cheap - quick - good
Pick two,
because you
can’t have all three!