general knowledge 9 yr olds

daisiegg

This is a really interesting discussion. As a teacher, I am often shocked by the variety in what my students do and do not know. I have a Year 10 form (age 14/15) and once a week we have 'news day' form period. I begin by asking 'so, what has gone on in the world this week?' and the responses range from some students who are really on the ball and clearly watch the news, and others who have no clue even about really huge current events. We then watch the Newsround summary video (I know, I know, they are far too old for it but it has endured since they were little and they don't want to stop!) We then go to the BBC news website and further explore and discuss news stories that are interesting. During these discussions (as well as all the time throughout lessons etc) it becomes abundantly clear that what they do and do not know varies wildly.

I also agree with the poster who says it is important to make sure young people are curious and know how to research things. In lessons if ever I am asked a question I don't know the answer to (quite often, I am willing to admit) rather than glossing over it I will make a point of looking up the answer as soon as possible (i.e, as soon as it won't disrupt or interrupt the flow of the lesson). Sometimes this will be in a book, sometimes on google, which is a good opportunity to discuss how to recognise sources that are and are not trustworthy. Or sometimes a student will then go home and research something further if it piqued their interest, and when they come back all enthusiastic to tell me what they found out about, I will always make time in the lesson for them to pass this on to others.

I really think it is much more important for parents and teachers to pass on to our children curiosity, an inquisitive nature and the tools to find out answers, rather than arbitrary facts.

toshkininny

daisiegg wrote: »

This is a really interesting discussion. As a teacher, I am often shocked by the variety in what my students do and do not know. I have a Year 10 form (age 14/15) and once a week we have 'news day' form period. I begin by asking 'so, what has gone on in the world this week?' and the responses range from some students who are really on the ball and clearly watch the news, and others who have no clue even about really huge current events. We then watch the Newsround summary video (I know, I know, they are far too old for it but it has endured since they were little and they don't want to stop!) We then go to the BBC news website and further explore and discuss news stories that are interesting. During these discussions (as well as all the time throughout lessons etc) it becomes abundantly clear that what they do and do not know varies wildly.

I also agree with the poster who says it is important to make sure young people are curious and know how to research things. In lessons if ever I am asked a question I don't know the answer to (quite often, I am willing to admit) rather than glossing over it I will make a point of looking up the answer as soon as possible (i.e, as soon as it won't disrupt or interrupt the flow of the lesson). Sometimes this will be in a book, sometimes on google, which is a good opportunity to discuss how to recognise sources that are and are not trustworthy. Or sometimes a student will then go home and research something further if it piqued their interest, and when they come back all enthusiastic to tell me what they found out about, I will always make time in the lesson for them to pass this on to others.

I really think it is much more important for parents and teachers to pass on to our children curiosity, an inquisitive nature and the tools to find out answers, rather than arbitrary facts.

Sounds like we need more teachers like you in this country! Hope you teach in Kent .... !

olgadapolga

daisiegg wrote: »

I also agree with the poster who says it is important to make sure young people are curious and know how to research things. In lessons if ever I am asked a question I don't know the answer to (quite often, I am willing to admit) rather than glossing over it I will make a point of looking up the answer as soon as possible (i.e, as soon as it won't disrupt or interrupt the flow of the lesson). Sometimes this will be in a book, sometimes on google, which is a good opportunity to discuss how to recognise sources that are and are not trustworthy.

I really think it is much more important for parents and teachers to pass on to our children curiosity, an inquisitive nature and the tools to find out answers, rather than arbitrary facts.

This sums it up so well. Lots of parents I have come across in my work with families just cannot cope with their children's questions - possibly because they don't have the knowledge themselves, are unable to find out due to lack of means (not everyone has internet access or easy access to a library) or because they simply cannot be bothered. Although children have natural curiosity, this can become subdued with lack of response, rather like the baby that stops crying when its needs aren't met.

The importance of research is something I am teaching my children. For example, with some areas it's not enough to look at one website to get some information, it has to be verified through several websites/books as a lot of websites and some books do seem to be based around ill-informed opinion. Children need to learn that not everything they see written down is necessarily correct.

Goldiegirl

Big_Bad_Dad wrote: »

Alas! So often when conflict is the subject, the region may not always be a sovereign territory and subsequently will not be marked on a standard globe or map. Often the region will be a breakaway entity but without enough worldwide recognition among the known countries. So she might find herself searching hours for Darfur if the report fails to name Sudan (not South Sudan since 2011), or Chechnya (Caucasus region of Russia - between Black Sea and Caspian Sea).

Internet search engines are the repository for immediate knowledge upon inserting a subject. I hope your mum is comfortable at a PC!

Or even better, an iPad.

Whenever I see something on TV or read something in a book that I want more info on, I immediately search on my iPad.

My general knowledge is pretty good..... But I am genuinely learning all the time

Big_Bad_Dad

Goldiegirl wrote: »

Or even better, an iPad.

Whenever I see something on TV or read something in a book that I want more info on, I immediately search on my iPad.

My general knowledge is pretty good..... But I am genuinely learning all the time

That's right, I meant any device, even mobile phone. Certainly people people think I have good general knowledge but if I watch a full episode of University Challenge (which if you watch closely will be dominated by on average 2-3 of the 8 contestants), I'll be happy if I get four questions right out of all those thrown at them by Paxman. At least one will be something for which the whole team didn't have a clue, then I feel I'm worth my salt!

The best one of all for me is Radio 4's Brain of Britain. I know on average ONE answer per show, but very often it has been one that none of the four contestants answered. On that quiz, all are given the opportunity to produce the correct answer.

But then there is BBC's Pointless which I find particularly interesting. There are genuinely no good or bad contestants on that programme. We all have our interests and our subjects with which we feel most comfortable. Think of this, our appraisal of a well-read person who can quote Shakespeare verbatim will be far greater than our opinion of one who sits at home watching soaps. Yet if something on Emmadale Farm comes up, you know which of the two will have the advantage!