USING THE LADDER METHOD IN ORGANIZING PRACTICAL GEOGRAPHY LESSONS
Abstract
This article explores the application of the ladder method in the teaching and organization of practical geography lessons. The ladder method represents a step-by-step pedagogical approach that enables students to develop spatial thinking, map-reading skills, and fieldwork competencies through structured progression. It emphasizes a sequential model where each “rung” of the ladder represents a level of conceptual mastery, moving from observation and description to analysis, synthesis, and evaluation. Through a comprehensive review of pedagogical literature and classroom practices, this study identifies the ladder method as a constructivist strategy that aligns with the principles of experiential learning and Bloom’s taxonomy.
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