Tom Sherlock MrSherlockGeog Current ITE student PGDipEd University Birmingham Highlight Display is not limited to posters and pictures Research questions Are classroom displays disruptive ID: 1026153
Download Presentation The PPT/PDF document "The impact of display in a geography cla..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
1. The impact of display in a geography classroomTom Sherlock @MrSherlockGeogCurrent ITE student (PGDipEd @ University Birmingham)Highlight:“Display is not limited to posters and pictures”
2. Research questionsAre classroom displays disruptive?How can we use display in geography classrooms to improve learning?
3. Disruptive classrooms – review of researchArguments into whether students retain focus in a ‘busy’ classroom environment Would assessment accuracy improve in ‘plain’ classrooms? A counter argument of whether assessments should be completed outside of the normal classroom?Important note:Much of the research has been conducted within Primary education. As students get older they learn to regulate focused attention better.
4. Three main strands for effective displaySupporting studentsSupporting teachingPromoting an engaging learning environment
5. 1. Support (for students)Display can be used to:Enhance and encourage geographical literacy Simplify and clarify exam question terminology
6. Display doesn’t have to be “on the wall”Personal writing pads for desks Focus on geographical literacyScaffolded sentence starters and command wordsGeneric SPaG support
7. 2. Support (for teachers)Display is a fundamental support mechanism for teaching geographyGeography is a subject that flourishes with visual representation. I always look for any opportunity to use objects in the classroom to model a concept or process. My pick: Globes can be used to explain abstract thinking such as visualising different map projections
8. MapsI think maps are an essential in every geography classroom as they:Change the way our students view the worldChallenge misconceptions about size/shape/proportionCan visualise statistics for many topics (eg development/population)Can stimulate geographical questioning and inquisition from students
9. Question MatrixStudents can visualise how questions can link togetherStudents can use the matrix to create their own geographical questions (eg: starter for a new topic) Can be modelled into a case study grid for students to answer each box with information
10. Including the ‘relevant’ geographyGeography in the news displays:To link curriculum content to ‘real world’ geographyTeachers can use current issues in activities/debating sessions For ultimate efficiency have a weekly/monthly ‘student rota’ where students work in teams to pick their favourite geography news articles and an opinion panel.
11. 3. Classroom EnvironmentOne of the most effective uses of display is to promote a classroom environment that is conducive to learning:Engagement Extensions (stretch and challenge) Starters/plenaries
12. How does this link to Geography?Promote geographical thinking – “live display”
13. Research questionsAre classroom displays disruptive?Little evidence to suggest significant impact on focus levels in Secondary School. Although displays are not effective if they are static and serve no specific purpose other than for visuals. How can we use display in geography classrooms to improve learning?Can support and enhance instructional delivery (teacher-led)Can promote student engagement and enhance geographical literacyCould help create an environment conducive to learning
14. Overall assessmentDisplay has the potential to significantly enhance learning in geography. Effective uses of display will be dynamic and serve a specific purpose. Having a good visual appeal of display is far less effective than regular communication with students of where to find and how to access the information within them.