2. CLASSIFICATION
TEACHER GUIDANCE

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TEACHER GUIDANCE

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Rationale

Classification helps pupils to transform the subject from an incoherent jumble to a view of the world, enabling them to form ideas about the planet.

It develops the ability to recognise characteristics of objects or events. Classification is meta-cognition at work, as it becomes more conscious, informed and sophisticated. Students become better human information processors.

 

 
 

Preparation

Statements or items to be classified should be decided upon.

Decide how pupils are to classify the statements or items. Statements could be cut up and placed in envelopes for groups to sort through. Or pupils could use a colour scheme to classify items or words on a prepared sheet.

You might choose to create a sheet of categories for students to use, as you consider appropriate to the task and the students concerned.

Pupils are to work in groups of 2-4.

Plan groups in advance to ensure the groups reflect ability ranges, preferably mixed.

Prepare an OHT to aid instruction.

 
 

Launching

Familiarise the students with the technique of classification. For example, ask pupils to classify objects under the headings of animal, vegetable or mineral.

 
 

Instructions

After introducing the activity distribute envelopes or prepared sheets of words or items to be classified to each group.

Clarify any difficult vocabulary with them.Talk through the meanings of the category headings which the words or items will be placed underStudents sort the items under the headings.

It might be a good idea to complete an example with the class prior to this. Upon completion ask selected groups to talk about their results.

Prepare the students to accept that different justifications can be equally correct.

 
  Managing the Activity

Allow sufficient time for the task. Impose clear time limits so pace is maintained.

Help groups that are floundering. Groups that finish quickly might make up some of their own. Leave time for discussion at the end.

 

 

 

 

 

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Debrief

What was the main purpose of the activity?
What was the easiest part of the task?
What was the most difficult part of the task?
How was the information classified?
What other classifications could have been used?
Did any statements cause disagreements among the group?
How were disagreements resolved?
What have you learnt from this activity?