Dreaming of a classroom where teachers and students grow together

For teachers, the classroom always begins with questions.
"How can we make geography more fun for students?" "How can we help students connect what they learn in the classroom to their lives?" These are the valuable questions I've constantly pondered from the moment I decided to become a teacher until I began teaching in the field.
The "Middle School Geography Lesson Design Guide" is a practical lesson design guide created by gathering these concerns.
It contains not only the ideas of a passionate geography teacher who worked together to create a living, breathing class, but also the breath of a living class that was created through field experience, deep reflection, and countless trials and errors.
And each unit was rewritten with the 2022 revised curriculum achievement standards as a priority.

The 2022 revised curriculum aims to cultivate "inclusive and creative, proactive individuals" equipped with fundamental knowledge and competencies who can proactively respond to future social changes.
The "Secondary Geography Lesson Design Guide" presents specific methods for implementing these curriculum goals into vivid classroom situations.
By opening the class with a quiz on an unfamiliar topic, we stimulate students' curiosity, while at the same time connecting it to the relativity of culture and the 'climate', 'topography', and 'way of life' of the region, expanding it into a multicultural sensitivity education for global citizens.


"Entering Class" provides interesting class introduction ideas by explaining common classroom situations and geography concepts in a friendly way.
Provides rich examples of inquiry-based activities and usable worksheets for designing student-engaged lessons.
Stimulate students' curiosity by adding reading materials and questions that expand on the topic.
In addition, we utilize various digital tools, such as Padlet, real-time aircraft tracking, and QR-based exploration, to support the depth and expansion of class activities, including ideas for online and offline classes that utilize edutech and ways to improve effective assessment.
Finally, in 'Curriculum Specialties', we provide specific methods for linking students' abilities and growth, which are naturally revealed during class, to the detailed abilities and special skills recorded in their school records.

The 2022 revised curriculum goes beyond simply imparting subject knowledge, placing emphasis on connecting geography to students' lives.
The true essence of "competency education" lies in the process by which students, through geographical thinking, gain an integrated view of the world, regions, individuals, and communities, and explore problems and find solutions from their own perspectives.
This book will serve as a solid starting point and practical inspiration for teachers who wish to design such competency-based classes.

I recommend this book to all teachers who love geography, and to anyone who wants to introduce the world to a new world through their classes and, ultimately, make the world a little warmer.
I believe that the new world stories introduced in the 2022 revised curriculum will be realized as meaningful scenes for students through this book.
Kim Min-seong, Professor of Geography Education, Seoul National University