子供たち自身で自分を評価?GISを使った高校地理の授業【地図太郎Lite】
Summary
TLDRThe video script discusses a three-step educational approach using digital mapping tools to enhance learning experiences. Initially, students compared paper and digital maps focusing on the changes in Urayasu City from the present day to the Heisei period. The second step involved layering two preferred map layers to freely explore various themes, which led to active discussions. The final step was creating exploration posters, where hypotheses were tested using different map layers. The process started with a focus on mastering the tool, but eventually, it became a stable tool for the students. They investigated the relationship between the U.S. economy and immigration, discovering immigrants' support in sectors like service, IT, and agriculture. By overlaying data like corn production, they created original thematic maps, emphasizing the strength of creating one's own necessary data layers for hypothesis testing and fostering visual discussions. The use of digital mapping tools shifted the learning process from a passive to an active and subjective engagement with data, making it more accessible and understandable. The speaker highlights the benefits of using such tools for self-directed learning and envisions future applications in disaster prevention and historical studies, aiming to empower students with the ability to read and analyze data effectively.
Takeaways
- 🗺️ The comparison between paper and digital maps was conducted using Urayasu City's past and present maps from the target machine to the Heisei period.
- 📚 Students were encouraged to overlay two preferred layers and freely explore various themes, which led to active discussions.
- 🔍 The third stage involved creating exploration posters, where the group's hypotheses were validated using various layers of data.
- 📈 Initially, students were surprised by the quietness when comparing Urayasu City's topographic maps but later engaged in lively discussions.
- 🌟 The ability to create original thematic maps and to overlay necessary data layers for hypothesis testing was identified as a significant strength.
- 📊 The study on the relationship between the American economy and immigration revealed that immigrants support various industries such as service, IT, and agriculture.
- 🌽 The use of corn production data in the study was chosen for its comparability across different countries.
- 🤔 The process of visually overlaying data layers facilitated easy conversations and was considered beneficial for both individual and collaborative learning.
- 📊 The use of digital tools like 'Map Taro' has shifted the approach from passive data reading to an active, hypothesis-driven data usage.
- 🌍 The ability to overlay different types of information allowed students to gain insights into areas not covered in textbooks or on the internet.
- 👓 Focusing on specific themes or areas of interest was made possible, enabling a more targeted approach to information seeking.
- 🏫 The teacher aims to foster students' ability for self-learning and self-adjustment by using rubrics, which clarify objectives and areas for improvement.
- 📈 The use of rubrics also facilitates self-evaluation, contributing to students' ability to adjust their learning approach.
- 🏞️ Future plans include creating original hazard maps by photographing dangerous areas near schools and loading positional information as data.
- 🏙️ There's an intention to explore sustainable urban development using layers of past and present maps with the theme of the Great Kanto Earthquake.
- 🌟 The expectation is for students to become adept at reading and analyzing data, which will be increasingly relevant in their future lives.
Q & A
What were the three stages of the project discussed in the transcript?
-The three stages were: 1) Comparing paper maps to digital maps using Urayasu City's past and present maps from the Heisei period, 2) Layering two preferred layers for free examination across various themes, and 3) Creating inquiry posters using various layers to verify the group's hypotheses.
How did the students initially react to using the digital map tool?
-Initially, the students were quite surprised and quiet when they started using the digital map tool to compare Urayasu City's topographic maps.
What was the subject of the students' investigation using the map tool?
-The students investigated the relationship between the American economy and immigration, discovering that immigrants support various sectors such as the service industry, IT, and agriculture.
What was unique about creating original theme maps with the students?
-The ability to create original theme maps allowed the students to actively engage in hypothesis testing and inquiry learning, and it facilitated easy conversation when visually layering data.
How did using the map tool change the students' approach to data?
-Using the map tool shifted the students from a passive, receptive stance within the context of textbooks to a proactive, subjective use of data to verify their hypotheses.
What benefits did the students find in using the digital map tool?
-The students found it beneficial to easily access the information they were seeking, visualize ambiguous parts in their minds, and uncover information not found in textbooks or on the internet.
What was the challenge the students faced when they first started using the tool?
-The initial challenge was getting accustomed to the operation of the tool, but with practice, they were able to use it proficiently.
How did the use of rubrics in the classroom help the students?
-Rubrics were used to clarify what skills the students should aim to develop, making it easier for them to understand what they had accomplished and what they needed to improve.
What future plans were mentioned for integrating the map tool into the curriculum?
-The plans included creating original hazard maps by photographing dangerous locations near the school and loading positional information as data, and considering sustainable urban development using layers of past and present maps with the theme of the Great Kanto Earthquake.
What is the teacher's hope for the students in terms of their learning journey?
-The teacher hopes to foster students who can continue learning on their own and enhance their self-regulation skills, which will be beneficial throughout their lives.
How does the teacher envision the role of ICT in the students' future?
-The teacher believes that as ICT, including GIS, becomes more integrated into daily life, it is important for students to develop the ability to read and analyze data effectively.
What was the students' feedback regarding the clarity of objectives in the lesson?
-Students reported that the objectives of the lesson were clear, and they were able to understand what they should aim for and what they needed to do next.
Outlines
🗺️ Map Comparison and Layer Exploration
The paragraph discusses a three-step approach to working with maps. The first step involves comparing paper and digital maps using Urayasu City's past and present maps from the Meiji period to the Heisei period. The second step allows for the free examination of two preferred layers, which has been actively observed across various themes. The third step is the creation of inquiry posters, where the group's hypotheses are verified using various layers of data. Initially, students were surprised by the simplicity of comparing the terrain map with a traditional map, but as they progressed to layering their preferred themes, discussions became more animated. By the third step, students were independently deciding which data layers to use, indicating a shift towards a more stable and personalized tool for learning. The group explored the relationship between the American economy and immigration, finding that immigrants support various industries such as service, IT, and agriculture. They created original thematic maps by overlaying data like the production volume of corn to facilitate comparison with other countries. The ability to create and examine necessary data layers independently was seen as a significant advantage, fostering both individual and collaborative learning experiences. Using the tool also shifted the learning process from a passive to a proactive one, allowing students to use data more actively to verify their hypotheses.
📊 Enhancing Learning with GIS and Self-Assessment
The speaker expresses a desire to cultivate students who can continue learning independently, focusing on developing their self-regulation skills. To achieve this, rubrics are used in class to share with students the skills they are expected to acquire and to clarify areas for improvement. Students find the objectives of the class clear and are able to understand what they should do next. The use of rubrics also facilitates self-evaluation, which is practiced regularly. The speaker plans to engage students in creating original hazard maps by photographing dangerous locations near the school and loading their positional data. Another project involves using GIS and cross-curricular learning to explore sustainable urban development using layers of past and present maps, with a focus on the Great Kanto Earthquake. The speaker anticipates that students will have more opportunities to interact with ICT, including GIS, in their daily lives and hopes they will acquire the ability to read and analyze data effectively to enrich their future lives.
Mindmap
Keywords
💡Map Comparison
💡Layering
💡Hypothesis Testing
💡Geographical Information System (GIS)
💡Data Visualization
💡Immigrants and Economy
💡Cross-Curricular Learning
💡Disaster Prevention
💡Sustainable City Planning
💡ICT Integration
💡Rubrics
Highlights
The project was divided into three stages: comparing paper and digital maps, exploring themes by overlaying two preferred layers, and creating inquiry posters using various layers.
A comparison of current and past maps of Urayasu City from the present to the Heisei period was conducted.
Students actively engaged in discussions by overlaying two favorite layers to explore various themes.
The creation of inquiry posters allowed the group to verify hypotheses using different layers.
Initially, students were surprised by the difference between paper and digital maps but became more comfortable as they progressed.
The use of digital maps allowed for a more proactive and subjective approach to data analysis compared to passive reading from textbooks.
Students investigated the relationship between the American economy and immigration, discovering immigrants' support in various industries like service, IT, and agriculture.
They created original thematic maps by overlaying data on corn production and population ratios to facilitate comparison with other countries.
The ability to create and examine necessary data layers independently was seen as a significant advantage.
The use of digital maps facilitated hypothesis testing and inquiry-based learning, enhancing visual and collaborative discussions.
The project allowed for both individualized and collaborative learning experiences.
Students found it beneficial to easily access information they were seeking and to compare various regions or countries' data.
The digital map tool helped visualize previously ambiguous concepts such as agriculture, precipitation distribution, and population density.
Students appreciated the ability to focus on specific themes or areas of interest without being limited by textbook content.
The use of digital maps for comparing climates and agricultural forms across vast regions like the USA or Russia was highlighted.
The operation of the digital map tool became more manageable with practice, and students found the operability to be quite good.
The teacher aims to foster students who can continue learning independently, using rubrics to clarify learning goals and areas for improvement.
Students reported that the course made objectives clear and helped them understand what they should do next.
Incorporating self-evaluation through rubrics helps students adjust their learning and become more self-reliant.
Future plans include creating original hazard maps by photographing dangerous areas near schools and using data to analyze sustainable urban development.
The teacher encourages students to develop the ability to read and analyze data appropriately, which will be increasingly relevant in their future lives.
Transcripts
[音楽]
これまでに3つの段階に分けて取り組んで
きました1つ目が
紙の地図とデジタルの地図の比較です
浦安市の今昔マップを対象機から平成期に
かけて
比較をしました2つ目が好きなレイヤーを
2つ重ねて自由に考察をするという
取り組みです本当に様々なテーマにおける
考察っていうのが
積極的に見られました最後が3つ目ですね
探求ポスターの制作ですグループで立てた
仮説について地図太郎のレイヤー様々な
レイヤーを使ってデータを検証するという
場面で活用しました
最初に浦安市の地形図を比較した時は地図
とろじゃ使って今昔マップ見てみよう
かってやり始めた時すっごい生徒おとなし
くって
びっくりしたんですけどその後2つ好きな
レイヤー重ねて
考察する時にはもうワイワイ話し合いが
進むようになってましたで3つ目の探求
ポスター作る時にはもう1人でどんな
データレイヤー使おうかっていう風に
話し合いが進んでいったので最初この操作
を
掴むというところだけが一生懸命やって
あとはもう自分たちのツールとして安定し
たっていう感じがします
私たちはアメリカ経済と
移民の関係性について調べました調べた
結果としてサービス業やITとか農業など
の
業界を
移民が支えていることが分かりました
アメリカの新比率だったりあと
トウモロコシの生産量のデータを
重ね合わせて地図を作成しましたなぜ
トウモロコシなのかっていうとより多くの
国と比較しやすいかなと思って登録しまし
た
オリジナルの主題図を自分たちで作れ
るっていうところがやっぱり一番の強みだ
と感じましたで自分たちでこう必要な
データを重ねて考察できるのでまあこう
仮説検証する探究学習とも相性がいいし
あとは視覚的にこう重ねていった時に会話
が生まれやすいなっていうのをすごく感じ
ましたなのでこう今で言うと個別最適な
学びだったり共同的な学びってこの2つを
どっちも叶えてくれるかなっていうふうに
思いました
チリ総合ってどうしてもデータの読み取り
を求められるシーンてものすごく多いん
ですけどそれって今までは教科書の文脈の
中で受動的に受け身の姿勢でこう
読み取らされるっていうような流れが多く
てデータも暗記物みたいな風になって
しまっていたんですけど地図太郎を使うと
自分たちの仮説っていうのを
検証するためにデータを使っていこうって
いう風に前のめりに主体的な形でデータを
使えるようになっているっていうのが一番
大きい変化だと思います
[音楽]
全てが初めての操作で
難しかった点もたくさんあったんですけど
でも回数を重ねていくうちに
農業だったり降水量の分布だったり人口
密度とかを自分の中で頭の中で曖昧だった
部分が
可視化されていったので一段と理解が
深まったんじゃないかなって思います
自分が求めてる情報っていうのにすぐ
たどり着きやすいっていうのがすごい
メリットだなっていう風に感じました
いろいろな地域とか国とかの情報を自分で
自分の好きなように重ね合わせることが
できるので
教科書とかインターネットとかには載って
ないような情報とかも得られたりするので
面白いなと思いまし
た自分が知りたいテーマだったり見たい
範囲だけに焦点を当てて見ることができる
ところだと思います
だったらより自分が求めてる情報っていう
のにフォーカスしてできるのかなって思い
ました
地図帳だと
紙で見比べなきゃいけないけどこの
ストローだったら情報を重ね合わせること
ができるのでそのソイテンを素早く
見つけることが
できます国土が広いアメリカだったり
ロシアだったりという地域を調べる時に
太歳で気候が違ったり
農業形態が違ったりそういうところを比較
するときに使いました
時間はかかったんですけど今は全然使い
こなせるし周りの人は結構自分より全然
早く使いこなせてたので
操作性は全然良い方なのかなと思いました
[音楽]
私は生徒が自ら学び続けられるような人に
育ってほしいなというふうに考えています
なのでその自己調整の力を伸ばすために
授業では普段からルーブリックを活用して
います
ループリックを授業前に事前に提示をする
ことでこの授業でどんな力を身につけて
欲しいのかということが生徒に共有し
やすいのでわかったことできるようになっ
たことだけじゃなくてどこを改善しなきゃ
いけないのかっていうことも明確になった
なというふうに感じています
生徒からはこの授業で何を目指せばいいの
かということが分かりやすくてこれから何
をすべきかが客観的にわかるようになった
という声が上がっていますこちらから
与える評価だけではなくて
ルーブリックを通して自己評価をすると
いうことを日常的に行っていますこれに
よってこう自らの学びを調整して自分から
学べるような人っていう風になっていける
といいなというふうに考えています
今後はチリ総合の3つの柱のうちの一つで
ある防災っていう分野で例えば学校近辺の
危険な箇所を写真に撮ってきてその位置
情報をデータ読み込みをしてオリジナルの
ハザードマップを作るということをやり
たいなと思っているのが一つですもう一つ
は同じく歴史総合との
クロスカリキュラムということで関東大
震災をテーマに今昔マップのレイヤーとか
を使って
持続可能なまちづくりについて考えたいと
思っています
生徒へはGISも含めてこれからもっと
もっとICTと日常的に関わる機会が
増えると思うのでそうなった時にこれから
の人生をより実りある豊かなものにする
ためにもデータの読み取り
考察っていうものに対して適切にできる
ような力を身につけてほしいなと感じてい
ます
[音楽]
[音楽]
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