"So do not fear, for I am with you; do not be dismayed, for I am your
God. I will strengthen you and help you; I will uphold you with my
righteous right hand."
Humor:
Teacher: You aren’t paying attention to me. Are you having trouble hearing?
Pupil: No, teacher I’m having trouble listening!
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Posters
are tools that enable visualization in the classroom to foster
student
learning. Cognitive science supports the visual display of information
as useful for student learning;on particular, dual coding theory
describes the benefits of both verbal and non-verbal processes for key
components of cognition.
Posters provide an opportunity to pair visual
learning with text book reading, lecture and traditional homework
assignments. As such, posters are often created by students to visually
display a significant course project, developing research or a
particular perspective for class to consider.
Definition:
A poster is a bill or placard usually displayed in a public place.
It is often decorated with diagrams or illustrations.
Examples
Instructors
looking to implement posters in the classroom can consider
using the
backward design process to develop a poster activity aligned
with course
learning outcomes.
The following examples provide approaches to this
strategy:
Class Brainstorm -
An instructor poses a
question to the class and gathers student responses on a poster for a
class brainstorm. A student volunteer or the instructor acts as the
scribe.
Summary of Main Ideas -
Students work together in small groups to summarize main ideas from
class readings or other lessons. Each group later gives a 1-minute
overview to the class of the ideas captured.
Concept Map -
In order to tie
together key concepts learned from the course, students work in groups
to create a concept map, providing a window into their conceptual
understanding. The instructor uses these maps as formative assessment.
Common Poster Presentation -
Students choose a topic to investigate further for a class project, or
carry out research for independent study or class. They display their
main ideas on a poster and present it to the class, the instructor, or
to attendees at a departmental poster session.
Problem-solving -
Students in a
STEM (science, technology, engineering, and math) course work in groups
and are assigned particular problems to solve. They work out their
solutions on posters.
Before/After-Assessment of Knowledge
-
Students are given a particular task such as developing a concept
map or listing all of their knowledge about a particular topic at the
beginning of a course or class session. The instructor saves these
“pre-” posters. At the end of the course, or class, the students repeat
that task.
The instructor displays the “before-” and “after-” posters
side-by-side and asks students to consider their learning progression.
The instructor also uses their posters to monitor whether they have
reached particular learning outcomes.
Diagram of a Process -
For
certain processes, visualization via a diagram can be useful for
learning. An instructor presents the process to the class and asks the
students to draw it out on large posters, which reinforces
collaboration, varied learning, and skills application.
Timeline -
Students develop a
timeline of major events learned on a poster. Examples could include:
events leading up to a historical event such as the Civil War,
geological time scales, or the life events of a particular historical
figure.
Table -
Students have a list of
key terms, such as important historical figures, based on course
content. They complete a table, filling in key information, and
comparing posters to ascertain missing elements or different
perspectives. Students then use this table as a study tool.
Venn Diagram -
Students capture similarities and differences between the items under discussion in class by creating a Venn diagram.
Uses:
A
poster is an informative, often decorative way ro attract attention to
the information it contains. Here are some ways to use posters in a
literacy program: