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DTSTART;TZID=America/Chicago:20251018T163000
DTEND;TZID=America/Chicago:20251018T170000
DTSTAMP:20260603T030657
CREATED:20250714T143229Z
LAST-MODIFIED:20250714T143229Z
UID:10000369-1760805000-1760806800@ncge.org
SUMMARY:Context\, Input and Implementation Challenges on Learning Outcomes in  Geography
DESCRIPTION:Summary\nEvidence has shown that some of the objectives of geography are hardly met. Research interests have been more on interventions especially on strategies to improve students’ learning outcomes in Geography than on evaluation of the context\, input and implementation challenges. Therefore\, this study was carried out to evaluate students’ perception\, curriculum objectives\, content\, resources\, time allotted\, methods of teaching\, pedagogical practices\, and implementation challenges on learning outcomes in geography. The descriptive survey design was adopted. The multi-stage sampling method was deployed to select 94 teachers and 1800 students of geography. Students’ perception contributed most to achievement (b=0.08; t= 4.02; P<0.05)\, content had the most contribution to skills attainment (b=0.01; t= 0.39; P>0.05) while\, students’ perception also had the highest contribution to practices (b=0.24; t=13.33; P<0.05). All independent variables contributed jointly to students’ achievement\, skills and practices. \nSession Focus\nSecondary/High School | Curriculum and Instruction | Geography Curriculum\, Learning Outcomes\, Teaching and Learning \n Conference Room\nIowa \nMeet the Presenter\nDr. Abimbola Andrew Olayemi is the Principal of Jemibewon International Academy\, Kogi State\, Nigeria. He holds a Ph.D. in Arts and Social Sciences Education\, with research interests in Geography Education\, Climate Change Education\, Social Studies Education\, and Curriculum Evaluation. With over a decade of teaching experience at the secondary school level\, Dr. Olayemi has published articles in reputable journals and authored e-books\, including “How to Excel in a School System” and “Geography Beyond the Classroom. \nPeter A. Amosun\, Ph.D is a Professor of Social Studies Education and Geography Education at the University of Ibadan\, Nigeria. Prof. Amosun’s research interests cut across Social Studies and Civic Education\, Environmental Education\, Climate Change Education\, Geography Education\, Internet Crime Prevention\, and Curriculum and Instruction. He has made tremendous impact in promoting geography education within and outside the University community through scholarly work with local and international benefits. To his credits are several local and international journal articles\, chapters in books and books. Professor Amosun is currently the Director\, Centre for General Studies in the University of Ibadan. He was the immediate past Head\, Department of Arts and Social Sciences Education\, University of Ibadan. He has supervised tens of undergraduate and Postgraduate students. He has acted as external examiners within and outside Nigeria. He has mentored many students who are now occupying strategic places and position in the academia both within and outside Nigeria.
URL:https://ncge.org/staging/event/context-input-and-implementation-challenges-on-learning-outcomes-in-geography-2/
LOCATION:Conference Room: Iowa
CATEGORIES:Conference Sessions
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T153000
DTEND;TZID=America/Chicago:20251018T161500
DTSTAMP:20260603T030657
CREATED:20250714T134322Z
LAST-MODIFIED:20250714T134322Z
UID:10000363-1760801400-1760804100@ncge.org
SUMMARY:Case Studies and World Geography
DESCRIPTION:Summary\nThis professional development session will explore the power of case studies in enhancing student learning in world geography. Participants will learn how to select and develop compelling real-world case studies relevant to diverse global issues. We will delve into effective strategies for structuring case study discussions to foster critical thinking\, problem-solving\, and inquiry-based learning. Participants will gain valuable insights into assessing student understanding through various methods\, including individual reflections\, group presentations\, and creative projects. By the end of the session\, educators will have the tools and confidence to integrate case studies into their classrooms to create engaging and meaningful learning experiences for their students. \nSession Focus\nAPHG | Inquiry | Selecting\, Structuring\, Assessing \nConference Room\nIowa \nMeet the Presenters\nWilliam Danes serves as a World Geography Teacher and Department Chair in Aldine ISD. In 2012\, William earned his Master’s in Education Technology from Lamar University. Prior to 2018 William served the district as a Technology Specialist. William has taught at both the middle school and high school levels as well. In his free time\, William likes to hike and read. \n  \n  \nDawn Brimhall serves as an Instructional Specialist in Aldine ISD and is a current doctoral candidate at the University of Virginia focusing on Curriculum and Instruction. In 2020\, Dawn was named the Secondary Teacher of the Year for Aldine ISD and was nominated as a Teacher of the Year for the Houston Area Alliance for Black School Educators (HAABSE). Prior to becoming an Instructional Specialist\, Dawn spent 10 years teaching history in Texas and Utah. In her free time\, Dawn loves to travel the world and explore new cultures.
URL:https://ncge.org/staging/event/case-studies-and-world-geography/
LOCATION:Conference Room: Iowa
CATEGORIES:Conference Sessions
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T144500
DTEND;TZID=America/Chicago:20251018T151500
DTSTAMP:20260603T030657
CREATED:20250711T200322Z
LAST-MODIFIED:20250711T200322Z
UID:10000357-1760798700-1760800500@ncge.org
SUMMARY:Exploring the Complex Geography of the Balkans
DESCRIPTION:Summary\nThis lecture will present the findings of two geographers who recently conducted field research in Serbia and Bosnia and Herzegovina in preparation for leading professional development in the region. The presentation will provide a foundation for deeper exploration and future engagement with the Balkans\, a region shaped by a rich and complex history of intersectional geography that remains largely unfamiliar to many U.S. educators. Belgrade and Novi Sad are the home of the Church of Saint Sava and Petrovaradin Fortress\, sometimes called Gibraltar on the Danube. Each community provides insight as to the role of religion\, politics\, trade\, and commerce\, both today and in the past. An important region during both World Wars\, the rise of nationalism served as a catalyst to the breakup\, or Balkanization\, of Yugoslavia in 1991. Prior\, Sarajevo hosted the 1984 Winter Olympics\, aimed at projecting a positive image of the region after the death of President Josip Broz Tito who had led the Communist Party \nSession Focus\nSecondary/High School | Government and Civics | Balkans\, Exploration\, Professional Development \nConference Room\nIowa \nMeet the Presenter\nDr. Michael Allen is an Associate Professor of Geography at Towson University. He previously served as a co-coordinator of the Virginia Geographic Alliance and Geography Program Director at Old Dominion University. For more than a decade\, Dr. Allen has worked with formal and informal K-16 educators to promote geographic understanding and climate literacy. Since 2019\, Michael has coordinated the Chesapeake Bay Climate Institute\, a multi-day experiential professional development program that uses the Chesapeake Bay watershed as a place of learning\, culminating with a field experience on Tangier Island. In 2023\, Allen worked at the University of Novi Sad\, Serbia as a U.S. Fulbright Scholar\, improving cross-cultural climate literacy. Exploring the Balkans\, Allen reflects on his experience and highlights future professional development opportunities to explore both the human and environmental landscapes of the region. His local and international experience integrates cultural competence\, geospatial technology\, scientific understanding\, and critical thinking into pedagogical approaches. A physical scientist\, Michael has extensive experience working across academic disciplines to bridge mutual understanding between social and natural sciences.
URL:https://ncge.org/staging/event/exploring-the-complex-geography-of-the-balkans/
LOCATION:Conference Room: Iowa
CATEGORIES:Conference Sessions
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T140000
DTEND;TZID=America/Chicago:20251018T143000
DTSTAMP:20260603T030657
CREATED:20250711T192236Z
LAST-MODIFIED:20250711T192236Z
UID:10000351-1760796000-1760797800@ncge.org
SUMMARY:The Chesapeake Bay Climate Institute: Integrating Climate Literacy into  Curriculum
DESCRIPTION:Summary\nStudies indicate climate literacy remains low across the U.S. K–12 system. Funded by the Virginia and Maryland Geographic Alliances\, the Chesapeake Bay Climate Institute has introduced educators to the issue of climate change since 2019. Using America’s Estuary as a place of learning\, the immersive multi-day\, professional development experience includes expert lectures constructed around the topic of climate change\, highlighting the ways in which communities understand\, respond\, and address climate change. Institute participants utilize the Geo-Inquiry Process\, combing a rapidly eroding barrier island and listening to the narratives of local watermen of Tangier Island. This presentation overviews the institute and highlights learning activities designed by participants. Integration is needed in science education\, where standards of learning often compartmentalize topics without consideration for how other course material beyond single disciplines. \nSession Focus\nAll Grade Levels | Literacy | Climate Education\, Chesapeake Bay\, Experiential Learning \nConference Room\nIowa \nMeet the Presenter\nDr. Michael Allen is an Associate Professor of Geography at Towson University. He previously served as a co-coordinator of the Virginia Geographic Alliance and Geography Program Director at Old Dominion University. For more than a decade\, Dr. Allen has worked with formal and informal K-16 educators to promote geographic understanding and climate literacy. Since 2019\, Michael has coordinated the Chesapeake Bay Climate Institute\, a multi-day experiential professional development program that uses the Chesapeake Bay watershed as a place of learning\, culminating with a field experience on Tangier Island. In 2023\, Allen worked at the University of Novi Sad\, Serbia as a U.S. Fulbright Scholar\, improving cross-cultural climate literacy. Exploring the Balkans\, Allen reflects on his experience and highlights future professional development opportunities to explore both the human and environmental landscapes of the region. His local and international experience integrates cultural competence\, geospatial technology\, scientific understanding\, and critical thinking into pedagogical approaches. A physical scientist\, Michael has extensive experience working across academic disciplines to bridge mutual understanding between social and natural sciences. \n  \n  \n 
URL:https://ncge.org/staging/event/the-chesapeake-bay-climate-institute-integrating-climate-literacy-into-curriculum/
LOCATION:Conference Room: Iowa
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/staging/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T131500
DTEND;TZID=America/Chicago:20251018T134500
DTSTAMP:20260603T030657
CREATED:20250711T181847Z
LAST-MODIFIED:20250809T230207Z
UID:10000346-1760793300-1760795100@ncge.org
SUMMARY:Restricting the Mercator Map Projection Usage in Public School Classrooms
DESCRIPTION:Summary\nThe Nebraska State Legislature passed a law in 2024\, prohibiting public school classrooms from using the Mercator map projection\, in favor of Gall-Peters and AuthaGraph. Although there are exceptions described in this statute when it is permissible to use projections outside of Gall-Peters and AuthaGraph\, it has led to confusion among public school educators. This session will describe how peoples’ mental maps could be shaped by map projections and common map layouts\, which could serve as rationale for such a law. In addition\, this session will explain how educators facing a ban on the Mercator map projection can still use web GIS and map projections other than Gall-Peters. \nSession Focus\nSecondary/High School | Curriculum and Instruction | Mercator\, Map Projection\, Mental Maps \nConference Room\nIowa \nMeet the Presenter\nLesli Rawlings is Professor of Geography in the Department of History\, Politics\, and Geography at Wayne State College (Nebraska). Her research interests include geographic information systems (GIS) applied to study local housing markets\, public education issues\, and population decline in rural Nebraska. Her teaching interests are GIS and computer mapping\, urban geography\, economic geography\, and world regional geography. \n 
URL:https://ncge.org/staging/event/restricting-the-mercator-map-projection-usage-in-public-school-classrooms/
LOCATION:Conference Room: Iowa
CATEGORIES:Conference Sessions
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T110000
DTEND;TZID=America/Chicago:20251018T114500
DTSTAMP:20260603T030657
CREATED:20250711T141809Z
LAST-MODIFIED:20251017T025941Z
UID:10000340-1760785200-1760787900@ncge.org
SUMMARY:Traversing the Historical Religious Geography of India and Nepal
DESCRIPTION:Summary\nAttendees at this session will gain an understanding of India’s and Nepal’s religious geography from the birth of Hinduism through the modern era\, based on a historical approach\, as experienced through an educational trip to these countries during 2024. Travel participants participated in Hindu and Buddhist religious ceremonies\, interacted with other religious groups\, and visited multiple religious sites during the two-week trip. This session will show how South Asian religions developed cultural landscapes\, human-environmental interactions\, and their role in shaping society. Religious sites emphasized in the presentation include Varanasi\, Lumbini\, and Pashupatinath. Additionally\, the presentation examines religion’s role in developing distinct cultural artifacts and architecture\, as well as art and rituals\, during the region’s Medieval era. This session examines primary and minority Indian/Nepali religions and their impact on non-native religions in the two countries\, shaping modern-day religious practices. \nSession Focus\nAll Grade Levels | World History | Hinduism\, Buddhism\, Geography \nConference Room\nIowa \nMeet the Presenter\nWyndham Whynot \n 
URL:https://ncge.org/staging/event/traversing-the-historical-religious-geography-of-india-and-nepal/
LOCATION:Conference Room: Iowa
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/staging/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T100000
DTEND;TZID=America/Chicago:20251018T104500
DTSTAMP:20260603T030657
CREATED:20250710T205050Z
LAST-MODIFIED:20250710T205050Z
UID:10000335-1760781600-1760784300@ncge.org
SUMMARY:(Sea) Lions\, (Bengal) Tigers\, & (Polar) Bears: Climate Vulnerability and our  Changing Landscape
DESCRIPTION:Summary\nExperiential Learning has been an impactful and important part of Geography Education for years. There are many different types of EL that we use and encourage our students to participate in\, and each one serves an important purpose in developing students for future careers. This session will review this topic and assist you in thinking where and how you could use EL in and out of your classrooms. \nSession Focus\nSecondary/High School | World/International  | Climate\, Health\, Biomes \nConference Room\nIowa \nMeet the Presenters\nDaniel Duncan is a high school social studies teacher at AC Flora High School in Forest Acres\, SC. He teaches AP Human Geography\, IB Geography\, and South Carolina Geography. Daniel’s classroom focuses on experiential learning to promote student understanding through authentically engaging with their world. Focusing on understand the impacts of geographic phenomena at a local scale.
URL:https://ncge.org/staging/event/sea-lions-bengal-tigers-polar-bears-climate-vulnerability-and-our-changing-landscape/
LOCATION:Conference Room: Iowa
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/staging/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T090000
DTEND;TZID=America/Chicago:20251018T094500
DTSTAMP:20260603T030657
CREATED:20250710T184444Z
LAST-MODIFIED:20251008T190931Z
UID:10000329-1760778000-1760780700@ncge.org
SUMMARY:Insights\, Tips and Results from a Teaching with Primary Sources Funded  Grant
DESCRIPTION:Summary\nIn the winter 2023\, Geographic Educators of Nebraska obtained funding from the Library of Congress Teaching with Primary Documents (TPS) grant to conduct a summer workshop and fall follow-up activities. The workshops took place in the summers of 2023 and 2024\, The workshop focused on the “Historical Geography of the City” which used the cultural landscape as a primary document. Presenters will explain the results of the workshop\, lessons learned\, how to apply for funding\, and what we regard as some of the keys to a successful application. \nSession Focus\nAll Grade Levels | Curriculum and Instruction | Cultural Landscape\, Funding Opportunity\, GIS \nConference Room\nIowa \nMeet the Presenter\nHarris Payne began his career at Omaha Public Schools\, teaching geography to 9th graders at Nathan Hale Junior High School in 1979. He also taught at Omaha North High School and Burke High School. In 1990\, he was one of the founding members of the Nebraska geography alliance\, Geographic Educators of Nebraska (GEON). In 1990\, he attended the National Geographic Summer Geography Institute and was on staff at the institute during the summers of 1991 and 1992. His Omaha North High School geography students competed in the American Express Geography Competition and placed 3rd\, 2nd\, and 1st three times. In 2005\, he became the Supervisor of Social Studies for Omaha Public Schools. During his tenure as supervisor\, Mr. Payne obtained funding for three Teaching American History Grants\, which provided funding for over eighty teachers to obtain a master’s in historical studies degree\, revised the district assessment system from bubble tests to performance assessments\, and created the Making Invisible Histories Visible program.  He retired from OPS in 2012 for six days and began a second career as the Director of Social Studies for the Nebraska Department of Education. His primary responsibility with the department was developing and implementing the 2012 and 2019 Nebraska State Social Studies Standards.  He retired from that position in 2020 and was elected president/chair of Geographic Educators of Nebraska (GEON).  In 2021\, he became the Geography Education National Implementation Project (GENIP) chair. Mr. Payne has a bachelor’s degree in secondary social studies education\, a master’s degree in geography\, and a master’s degree in educational leadership. He is currently a graduate student pursuing his doctorate. Over the course of his career\, he has taught Human Geography\, World Regional Geography\, Geography of East Asia\, Urban Geography\, Climate and Waters\, Landforms and Soils at Data College\, Midland College\, and the University of Nebraska at Omaha. He likes traveling the world with his wife\, Christy\, and spending time with his six grandchildren.
URL:https://ncge.org/staging/event/insights-tips-and-results-from-a-teaching-with-primary-sources-funded-grant/
LOCATION:Conference Room: Iowa
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/staging/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T080000
DTEND;TZID=America/Chicago:20251018T084500
DTSTAMP:20260603T030657
CREATED:20250710T153257Z
LAST-MODIFIED:20250710T153257Z
UID:10000323-1760774400-1760777100@ncge.org
SUMMARY:Exploring Climate Change Through Play
DESCRIPTION:Summary\nIn this session\, participants will explore one of the consequences of climate change\, that of sea-level rise. Attendees will participate in a lesson which uses blocks to model the topography of various coastlines\, and then document the effects of various levels of sea-level rise around the world. Participants will brainstorm possible solutions coastal communities might take in the face of possible sea-level rise. At the end of the session\, participants will receive a lesson plan for conducting this activity in their classroom. \nSession Focus \nSecondary/High School | STEM | Climate-Change\, Mapping\, Analysis \nConference Room\nIowa \nMeet the Presenters\nCynthia Bloom and Lisa De-Chano Cook\, PhD
URL:https://ncge.org/staging/event/exploring-climate-change-through-play/
LOCATION:Conference Room: Iowa
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/staging/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251017T161500
DTEND;TZID=America/Chicago:20251017T170000
DTSTAMP:20260603T030657
CREATED:20250709T190722Z
LAST-MODIFIED:20250709T190722Z
UID:10000317-1760717700-1760720400@ncge.org
SUMMARY:Globalizing the ‘Yellow Peril’ and Anti-Asian Racism with Human Rights  Education
DESCRIPTION:Summary\nThis presentation examines how human rights education (HRE) can help teachers frame and globalize themes related to anti-Asian racism. This session will demonstrate how human rights concepts can help teachers identify stereotypes and discrimination faced by Asian people across the globe\, and promote citizenship that interrupts these forces. Following a brief overview of HRE and its utility in approaching issues of social justice\, examples of how teachers can use human rights concepts to examine anti- Asian racism will be provided. Each of these examples connects topics and events in the United States with similar matters abroad. Subjects include the internment of Japanese citizens in Brazil\, Canada\, and the United States during World War II\, the deportation of Koreans from the Soviet Union\, the expulsion of South Asians from Uganda\, massacres of Chinese miners in Mexico\, Canada\, and the United States\, as well as anti Asian/xenophobic stereotypes and legislation in all of these countries. \nSession Focus\nSecondary/High School | World/International | Human rights education\, Anti-Asian racism\, Global perspectives \nConference Room\nIowa \nMeet the Presenters\nSean Corrigan  \n 
URL:https://ncge.org/staging/event/globalizing-the-yellow-peril-and-anti-asian-racism-with-human-rights-education/
LOCATION:Conference Room: Iowa
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/staging/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251017T151500
DTEND;TZID=America/Chicago:20251017T160000
DTSTAMP:20260603T030657
CREATED:20250709T185406Z
LAST-MODIFIED:20250709T185406Z
UID:10000315-1760714100-1760716800@ncge.org
SUMMARY:Mundane Magnificence: Artifacts\, Food\, and Everyday Objects in Geography!
DESCRIPTION:Summary\nMundane Magnificence: Artifacts\, Food\, and Everyday Objects!! Get ready for this fast-paced and engaging session. Leave with ready-to-use strategies and resources for your K-12 Geography classroom. This session is designed to engage and challenge participants by exposing them to out-of-the-box teaching strategies for teaching both physical and human geography. \nDuring this session\, participants will learn how to use everyday materials to engage students and learn geography through a new lens by using artifacts. Through experiential activities\, participants will learn how to engage not only the mind but also the senses while learning how food and geography go hand in hand. Participants will leave with actionable activities for their classroom. \nSession Focus\nAll Grade Levels | Inquiry | Engaging\, Strategies\, Resources \nConference Room\nIowa \nMeet the Presenters\nNathan McAlister is the Humanities Program Manager – History\, Government\, and Social Studies\, Library\, World Languages\, Indigenous Education\, and Financial Literacy for the Kansas State Department of Education (KSDE). Prior to his time with KSDE\, Nathan taught middle and high school social studies for 24 years. In the classroom\, his students created and led several civic and historical preservation projects. These include three pieces of Kansas Legislation\, an African American Civil War mural\, and multiple National History Day and Lowell Milken for Unsung Heroes projects. \n In 2010\, Nathan was named Kansas and National History Teacher of the Year by the Gilder Lehrman Institute for American History. Nathan has also been named a Gilder Lehrman Institute of American History\, Master Teacher Fellow\, Lowell Milken Center for Unsung Heroes\, Fellow\, and a George Washington Library\, Lifeguard Teacher Fellow. He currently serves on the boards of several state and national organizations\, including the Kansas Council for History Education\, Council of State Social Studies Specialists\, Council on Foreign Relations\, and the iCivics National Educators Network. \nCo-Presenter\, Amy Walker
URL:https://ncge.org/staging/event/mundane-magnificence-artifacts-food-and-everyday-objects-in-geography/
LOCATION:Conference Room: Iowa
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/staging/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251017T130000
DTEND;TZID=America/Chicago:20251017T134500
DTSTAMP:20260603T030657
CREATED:20250714T131727Z
LAST-MODIFIED:20250915T194528Z
UID:10000359-1760706000-1760708700@ncge.org
SUMMARY:Addressing Individual Needs to Learning: Blended Personalized Learning in  Secondary Geography Course
DESCRIPTION:Summary\nNinth-grade World Geography is often students’ first formal exposure to geography\, leading to varying levels of prior knowledge and learning gaps. Geography teachers must address these differences within limited instructional time and resources. Blended and Personalized Learning (BLPL) offers a flexible\, student-centered approach that integrates digital tools with face-to-face instruction\, allowing teachers to tailor content\, pacing\, and strategies to individual student needs. The purpose of this study is to examine a high school geography teacher’s professional knowledge\, skills\, and pedagogical reasoning in implementing BLPL to address students’ diverse learning needs. Using a single-case study of a World Geography course\, data was collected through pre- and post-interviews and classroom observation videos over a semester. The anticipated findings will identify key factors influencing instructional decision making\, including curriculum design\, student backgrounds\, and technology integration. \nThe study also aims to uncover specific instructional strategies—both planned and impromptu—that teachers employ to meet individual student needs in their classroom within the BLPL framework. By analyzing these pedagogical decisions\, this research will clarify the underlying rationale for how BLPL enhances personalized learning in geography classroom. In the NCGE 2025 conference\, this presentation will provide attendees with actionable insights into implementing BLPL in the secondary geography classrooms. Attendees will gain hands-on access to a curated website showcasing real-world BLPL case studies from K-12 classrooms\, along with a printed resource.Through interactive discussions and practical recommendations\, we will explore how BLPL can bridge learning gaps\, foster student engagement\, and create more inclusive geography classrooms. Whether the audience are new to BLPL or looking to refine your approach\, this session will equip them with tangible strategies to enhance their teaching practice. \nSession Focus\nSecondary/High School | Curriculum and Instruction  | Blended and Personalized Learning\, AP Human Geography\, Differentiated\nLearning \nConference Room\nIowa \nMeet the Presenter\nSojung Huh
URL:https://ncge.org/staging/event/addressing-individual-needs-to-learning-blended-personalized-learning-in-secondary-geography-course/
LOCATION:Conference Room: Iowa
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/staging/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
END:VCALENDAR