ALIKO DANGOTE UNIVERSITY OF SCIENCE AND TECHNOLOGY

DEPERTMENT OF SCIENCE EDUCATION

NAME; ALI ADAMU REG NO; UG17/SGED/1103

REPORT ON TEACHING PRACTICE CARRIED AT LIBERTY INTERNATIONAL SCHOOL,KANO

METHOD COURSE II
COURSE TUTOR MAL MUSTAPHA HASSAN

27TH JUNE, 2023.

 INTRODUCTION

Geography is the study of places and the relationships between people and their environments.
Geographers explore both the physical properties of Earth’s surface and the human societies
spread across it. They also examine how human culture interacts with the natural environment
and the way that locations and places can have an impact on people. Geography seeks to
understand where things are found, why they are there, and how they develop and change over
time. Geography helps us understand why certain locations are ideal for living and why others
are not. To better understand why and how global interdependence has grown. Technological
breakthroughs in transportation have not only made this world smaller, but have also created
societies that depend on external resources.
Geography is more than maps, compasses, and mountain ranges. According to National
Geographic, geography is “the study of places and the relationships between people and their
environments”.
The importance of geography doesn’t just come from understanding the physical properties of
the world, although that is of course important in its own right. It also comes from how it
connects people to their environment. The ability to understand this connectedness makes
geography an important part of education, of our understanding of the world around us, and our
understanding of human history.
While geography is not generally considered a core subject in the same way that English, math,
and science are, it can be a vital component of a well-rounded education. Geography helps
students to understand the physical world, such as land, air, water, and ecology. It also helps
them to understand human environments, such as societies and communities. This also includes
economics, social and cultural issues, and sometimes morals and ethics.
Beyond this, it helps students to learn about the interdependence between humans and their
environment, particularly in terms of trade, migration, and climate change. This gives students a
sense of place and space as well as of scale, with a recognition of the importance of local,
regional, national, international, and global focuses.
The importance of geography in education extends out beyond the subject itself. Geography
allows students to integrate their learning across different subjects, such as those in the sciences,
humanities, and the arts. Geography helps to increase students’ scientific literacy which can be
useful throughout life, for example through applying critical thinking to medical news or
decisions.
It also provides a bridge to the pure sciences by providing an engaging and tangible way of
applying its principles, which can open up this area to students who may have otherwise not
pursued it. It also provides students with a sense of global citizenship, which they can apply
throughout their lives and careers.

IMPORTANCE OF STUDYING GEOGRAPHY

1. Varied academic knowledge

Studying geography at university means you will gain a wide variety of knowledge that
encompasses different subject areas. Although you will primarily be learning about human and
physical geography, you will also be touching on history, economic, cultural, social and science
subjects. You will gain a varied knowledge that will allow you to keep your options open in
regards to any further studies you want to pursue or the career you want to follow.

2. Shape the direction of your degree

Geography degrees, such as those at Durham University, typically offer a variety of optional
modules for you to choose from, both at undergraduate and postgraduate level. From the first
year of your undergraduate geography degree, you will be able to start personalising your degree
and what areas you want to specialise in, whether you want to learn more about the pressures on
the planet or earth’s principles, the choice is yours.

Postgraduate degrees also offer optional modules, but you will typically already be following a
specialism from the course you choose to study.

3. Highly desirable transferable skills

Alongside the varied knowledge you will learn, you will also develop a range of transferable
skills that are highly desirable by potential employers. Many degrees help you develop
transferable skills, but geography gives you a broad range of skills that will help you in any
career path you choose to follow. Some examples of the skills you will develop with a geography
degree include:

4. Varied academic knowledge

Studying geography at university means you will gain a wide variety of
knowledge that encompasses different subject areas. Although you will
primarily be learning about human and physical geography, you will also be
touching on history, economic, cultural, social and science subjects. You will
gain a varied knowledge that will allow you to keep your options open in
regards to any further studies you want to pursue or the career you want to
follow

5. Broad choice of future careers

Thanks to the transferable skills and academic knowledge you gain from studying geography at
university, you will have an abundance of career paths to choose from. If you want to pursue a
career directly related to your degree you could go on to become a cartographer, environmental
manager, town planner or a secondary school teacher to name a few. Other careers you could
look at pursuing include astronomer, landscape architect, international aid worker or
meteorologist.

You could look at working in the private or public sector, or for a charity or non-governmental
organisation and work in industries such as property, environmental, international development,
military, business and engineering as a few examples.

Geography is a highly employable degree, with 89% of Durham University geography graduates
securing employment or going on to further study within six months of graduating (Destinations
of Leavers from Higher Education 2016/17).
6. Gain practical experience with fieldwork
Geography degrees give you the opportunity to put what you learn into practice before you
graduate. You'll have the opportunity to take part in fieldwork to enhance your studies – as well
as conducting your own, related to what you're interested in. Fieldwork is an excellent tool that
allows you to gain practical real-world experiences, develop new skills and immerse yourself in
your studies.

Prepare for an international career

Students that study geography tend to be more open-minded and show a clear interest in the
world. You will typically have international opportunities throughout your degree. At Durham
University, you have the option to conduct fieldwork abroad, which will help you experience
other cultures and environments to help expand your global perspective. Alongside this and your
academic knowledge, transferable skills and world view, you will be highly prepared for an
international career and will stand out in the global employment market.

Highly desirable transferable skills

Alongside the varied knowledge you will learn, you will also develop a range of transferable
skills that are highly desirable by potential employers. Many degrees help you develop
transferable skills, but geography gives you a broad range of skills that will help you in any
career path you choose to follow. Some examples of the skills you will develop with a geography
degree include:

IDENTIFICATION OF TEACHING TOPIC IN SENIOR SECONDARY SCHOOL

Background of the Study The term identification is frequently used by teachers in secondary
school to examine topic that are new to the students. Identification of teaching topic is the
process of determining the pronunciation and some degree of meaning of an unknown. For
topic that are in readers meaning vocabulary, unlocking the pronunciation leads to the topic
meaning. Until now evaluation studies on topic have not paid sufficient attention on the
methodology used in the preparation of geography and English. To achieve the objective of
these stated aims, the teaching topic should depend on the provision of quality teachers
education programmers. Quality teachers‘ education in the content of this study implies how
well the geography and English teachers in secondary school in Nigeria fit the National
Education. We should know that curriculum is the set of courses, prospectors, programmed of
study or syllabus offered at a school. Hence, a curriculum includes the range of topics from
which students choose the subject matter to be studied in a particular programme as well as
the teaching and assessment strategies to be used for those topics. And all at then geared for
effective topic. In teaching and identifying topic in geography for instance, attention must be
paid in geography textbooks used in classroom teaching and laboratory work. The geography
curriculum in schools is defined not only by topic of study but also by textbook will reflect the
current topic to identify like Map reading, population and gender studies, Economic geography ,
regions and many others. These topics should be identify by names and classify by the student
in senior secondary schools.
Statement of the Problem In Nigeria
Identification of teaching topic in schools especially geography is not taking serious. We refused
to know that most students cannot read and write, although clearly some can. Most of them
did not know that words- identification skills may allow access to the words pronunciation, but
not its meaning. Being able to arrive at the pronunciation of a printed word constitute words
identification in the most minimal sense, however, if the reader is unable to identify a topic and
attach meaning to it , then he or she has not read the word, since reading must end in meaning
construction. Many students learn new topic without difficulty. Many teachers introduce topics
by teaching emerging readers to sing the alphabet then attach them to the letters forms while
knowing letter names appears to facilitate the development of word- identification skills, it
would be in-appropriate to delay introducing other new topic to students who have not know
them. In English language, students identify topics with remarkable speed and accuracy.
Indeed, fluent word identification appears to be a pre-requisite for comprehending text. If a
reader of English topic must slowly analyze. Many of the words in a text, memory and attention
needed for comprehension are drained but topic analysis. Student in senior secondary school
identify very few words instantly. Through repeated exposure to the same words, instant
identification vocabulary grows. It is vital that student learn to identify those topics that occur
very frequently in teaching process.In geography, teaching strategies that have been
recommended for science teachers to inculcate science process skills in their students includes
demonstration, direct observation, field trip, group work laboratory activities and
manipulations, Geography should be taught through on method approaches where students
are placed in problem solving situation and surrounding them with appropriate materials that
will enable them process information to solve scientific problems. This view conforms to the
recent emphasis of the federal ministry of education on the use of field studies guided
discovery, laboratory techniques and skills coupled with conceptual thinking as major teaching
strategies for the implementation of the senior secondary school geography curriculum.
Purpose of the Study
The purpose of the study is to identify the teaching topic in senior secondary school curricular
and how the student teacher teach his students , his process of evaluation ,discipline and so on-
Emphasis on function methods of teaching geography. _ Identification of difficult topic in
geography and English language in Nigeria. _ Infusion of relevant and functional skills needed in
recognizing teaching topics. _ bringing and identification of intended curriculum in teaching
geography and English in secondary school in Nigeria. _To find out the extent to which student
see new topic in both subject. - To educate and suggest some measure to be used to be taken
by government to enhance effective teaching of geography. Significance of the Study The study
will be of importance to government policy makers and leaders. It will be of great benefit for
students and researchers on teaching topics and teachers by revealing to them reasons why
they should identify teaching topic curriculum in the senior secondary school in Nigeria. The
study aims at providing a clear view and understanding of the importance topic that will
transmit employable skills to students. It must be added that this study is of relevance not only
to any particular country but also to developed and underdeveloped to promote academic level
and economics co-operation which learning provides. Finally, writers in Nigeria will also find this
work very useful.
Delimitations of the Study
To treat the problem as a whole will be too much for the requirement of this work. Teaching
topic is large with different subject which has different topics therefore, some topics were
selected which is made up of the following : The internal structure of the Earth , Rocks , Types
and characteristics of Rock and Mountains., some were faced with financial problems and
inadequate library materials which lead to a lot of challenge to the students. S.S-2 TOPICS IN
GEOGRAPHY There are lots of topics in geography to be identified. But among these topics
there are some that are very important which pose problems to the student.
Varied academic knowledge
Studying geography at university means you will gain a wide variety of knowledge that
encompasses different subject areas. Although you will primarily be learning about
human and physical geography, you will also be touching on history, economic, cultural,
social and science subjects. You will gain a varied knowledge that will allow you to keep
your options open in regards to any further studies you want to pursue or the career
you want to follow.

Shape the direction of your degree

Geography degrees, such as those at Durham University, typically offer a variety of
optional modules for you to choose from, both at undergraduate and postgraduate
level. From the first year of your undergraduate geography degree, you will be able to
start personalising your degree and what areas you want to specialise in, whether you
want to learn more about the pressures on the planet or earth’s principles, the choice is
yours.

Postgraduate degrees also offer optional modules, but you will typically already be
following a specialism from the course you choose to study.

Highly desirable transferable skills

Alongside the varied knowledge you will learn, you will also develop a range of
transferable skills that are highly desirable by potential employers. Many degrees help
you develop transferable skills, but geography gives you a broad range of skills that will
help you in any career path you choose to follow. Some examples of the skills you will
develop with a geography degree include:

 Teamwork
 Problem-solving
 Advanced analytical skills
 Communication
 Data evaluation
 Data collection
 Planning
 Creative thinking
  Time management
 Self-motivation and self-reliance
 Report writing and data presentation
 Adaptability

Broad choice of future careers

Thanks to the transferable skills and academic knowledge you gain from studying
geography at university, you will have an abundance of career paths to choose from. If
you want to pursue a career directly related to your degree you could go on to become
a cartographer, environmental manager, town planner or a secondary school teacher to
name a few. Other careers you could look at pursuing include astronomer, landscape
architect, international aid worker or meteorologist.

You could look at working in the private or public sector, or for a charity or non-
governmental organisation and work in industries such as property, environmental,
international development, military, business and engineering as a few examples.

Geography is a highly employable degree, with 89% of Durham University geography

graduates securing employment or going on to further study within six months of
graduating (Destinations of Leavers from Higher Education 2016/17).

Gain practical experience with fieldwork

Geography degrees give you the opportunity to put what you learn into practice before
you graduate. You'll have the opportunity to take part in fieldwork to enhance your
studies – as well as conducting your own, related to what you're interested in. Fieldwork
is an excellent tool that allows you to gain practical real-world experiences, develop
new skills and immerse yourself in your studies.

Prepare for an international career

Students that study geography tend to be more open-minded and show a clear interest
in the world. You will typically have international opportunities throughout your degree.
At Durham University, you have the option to conduct fieldwork abroad, which will help
you experience other cultures and environments to help expand your global
perspective. Alongside this and your academic knowledge, transferable skills and world
view, you will be highly prepared for an international career and will stand out in the
global employment market.

Make a difference
Graduating with a geography degree means you know about climate change, the
environment, sustainability, urban regeneration, human rights, natural disasters, energy
and international relations – topics which are becoming more and more important in
recent times. With this knowledge, you could pursue a career that can make a
difference to human life, whether it’s helping combat global warming, pushing ahead
with urban renewal or identifying when a natural disaster may occur.

Concepts of Geography
Geography may be studied by way of several interrelated approaches, i.e., systematically,
regionally, descriptively, and analytically. In this article, we have discussed the basic concepts of
Geography.
Geography may be studied by way of several interrelated approaches, i.e., systematically,
regionally, descriptively, and analytically. The important terms of Geography are classifiers tools
for making sense of the world. These terms help us to plan geographically rigorous, engaging
and challenging sequences of learning that will encourage careful and challenging thinking about
a geographical topic. They are also the concepts central to a discipline that increasingly engages
with the humanities as well as with the physical and social sciences.

1. The Systematic approach organizes geographical knowledge into individual categories that
are studied on a worldwide basis.
2. The Regional approach integrates the results of the systematic method and studies the
interrelationships of the different categories while focusing on a particular area of the earth.
3. The Descriptive approach depicts where geographical features and populations are located.
4. The Analytical approach seeks to find out why those features are located where they are.
.
COURSE CONTENT
Week 1 Teaching of Geography Education Teachers aspire to have all of their students learn.
This aspiration of reaching all students spans disciplines, age levels, and all varieties of
institutions. Most teachers do so out of a genuine love for their discipline and a desire to share
the wonder of their chosen field with others. Science teaching is no different than other
disciplines in this respect. However, try as we may in science, the lack of diversity apparent in
the statistics of who chooses to pursue scientific disciplines professionally suggests that we still
have much to learn about how to reach all students. Current situation in the Teaching and
Learning Geography Education in Nigerian Secondary Schools In the Nigeria national policy on
education (1981) it stated that school education should ―equip students to live attentively in our
modern age of Geography‖ in accordance with this aim of education .
The difficulties in curriculum implementation in this course are attributable to the
following: 1. Overloading of content.
2. Inadequacy in pedagogically associated issues such as teacher competence and effectiveness 3.
Inadequacy of teaching materials such as equipment, tools and workshops. Problem in Teaching
Geography in Liberty International School The emerging world economy of the 21st century is
not only knowledge based and science and technology driven, it is highly competitive and
globalized. The human brain is now the number one resource and is re-affirming the fact that
learning is a life-long process. Thus, skills certification is more relevant and critical to our
nation‘s sustainable development and global competitiveness. The quality of teaching and
learning of Geography in secondary schools leave much to be desired.
Some of the challenges facing the teaching inhibit the full realization of the quality education
outcome include:
1. Poor Teaching Strategies The teaching of Geography has been too theoretical. There is no
longer much emphasis on the learners‘ practical skill acquisition. Teachers in most cases use
demonstration method and practical. Maintained that appropriate teaching strategies should be
employed in teaching Geography is a part so as to achieve the national goals as elucidated in the
National Policy of Education.
2. Dearth in Qualified Vocational Geography Education There is inadequacy of qualified
vocational Geography education that can actually impart the practical skills on the students.
Nigerian Educational Research and Development Council (NERDC) revealed the state of
demand and supply of Geography teachers nationwide and discovered that seventy-four percent
of the TVE teachers (about 270,000) were not available 17 for 23 different subjects including
building construction (Yakubu, 2001). Gang (1989) asserted that Geography in the secondary
school has not been properly implemented because of dearth in TVE teachers.
3. The acquisition of building construction skills in secondary schools depends more on the
teachers. Building construction teachers should be professionally qualified and occupationally
competent so as to impart the required skills to the students. It is unfortunate that some building
construction teachers are not knowledgeable and skilled, and the wrong methods of teaching
adopted do not promote skill acquisition since no student can claim to possess more knowledge
and skill more than the teacher in any subject.
4. Inadequate Facilities Facilities like classrooms, workshops, laboratories, studios, equipment
and materials are grossly inadequate in our secondary schools. The difficulty in the procurement
of facilities does not give room for the practical acquisition of building technology skills by
learners. Similarly, the reason why the facilities are not there is partly due to high cost of
vocational and technology education and also high inflation rate in Nigeria. The impact of
inadequate educational facilities is that training of the students becomes impeded and they end
up not acquiring skills to go to the labour market.
5. Administrators’ misconception. One of the greatest problems facing technology education in
secondary school is that many administrators of the programmes, at the policy making level are
not trained in vocational technology education. They do not seem to understand the needs of the
programme when it comes to distribution of funds, hence vocational and technology education is
grossly underfunded and so skill acquisition in schools especially in the area of building
technology is difficult to implement .
Egboh (2009) stated the following challenges confronting vocational technology education
which building technology is a part:
1. Limited industrial experiences and opportunities for practical on course experience
2. Inadequate guidance and counsellors to science, vocational and technology education subjects
3. Shortage of books and materials including outdated literature
4. Inadequate administration
5. Inadequate evaluation of education outcome through continuous assessment
6. Inability of teachers to make the subjects more attractive to students and more relevant to
societal needs
7. Poorly planned expansion and enrolment
8. Inadequate policy and instability of education systems
9. Absence of acceptable value and ethical systems.
10.Inadequate political commitment to quality education Assisting the Students to Develop
Proper Study Habits Ogwa (1991) carried out a study on the relationship between work and
student's achievement in building technology. The conclusion of the study was that student's
attitude to work positively affected their achievement in the subject. Consequently, students need
to appreciate that work is ordained by God and should not shy away from it. Formation of
reliable study habit is needed for success in studies and the aim of educational guidance should
be to help students develop work and study habits that enable them to achieve satisfactory hard,
they can always achieve good results and tackle their academic work effectively.
conclusion

Geography, study of earth and t. The field deals with all the human aspects of life. The modern
tendency toward cross-disciplinary research and the unification of scientific knowledge and
investigation from different fields has resulted in significant overlap of the field of Biology with
other scientific disciplines. Modern principles of other fields—chemistry, medicine, and physics,
for example—are integrated with those of geography in areas such as biochemistry,
biomedicine, and biophysics. Geography is subdivided into separate branches for convenience
of study, though all the subdivisions are interrelated by basic principles. Thus, while it is custom
to separate the study of Physical geography) and Human geography . Geography is often
approached on the basis of levels that deal with fundamental units of life. that area of research
remains an important component of the geographical sciences. Population geography deals
with groups or populations of organisms that inhabit a given area or region. Included at that
level are studies of the roles that specific kinds of plants .