Classroom displays cfgs good practice guide
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This document provides ideas for classroom displays organized into 21 sections. Each section describes a different type of display such as Bloom's Taxonomy, independent learning strategies, exemplar student work, and motivation. Specific examples of displays are given with photographs from different subject classrooms. The displays are meant to support student learning, engagement, independence, and assessment.
Classroom displays cfgs good practice guide
- 1. 1 Central Foundation Girls’ School Good Practice Guide Classroom Displays
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- 3. 3 Classroom Display Ideas Section Page 1. Bloom’s Taxonomy 5 2. RSS and the UNCRC 7 3. SMSC 9 4. Independent Learning 12 5. Literacy 13 6. Wonderwall 16 7. Careers and Work-related Learning 17 8. Exemplar Levelled and Graded Student Work 19 9. Challenge Wall 21 10. Learning Walls 23 11. What ...(subject)… means to me 26 12. News and Current Affairs 27 13. Plenaries 28 14. Numeracy 30 15. Praise and Rewards 16. Motivation and Inspiration 17. Help Desk 18. Assessment Criteria 31 33 34 36
- 4. 4 19. Project Wall 20. Washing Line & Bunting 21. Other novelty ideas 37 40 42
- 5. 5 Section 1 Bloom’s Taxonomy In G41, students can pick Bloom’s Taxonomy question cards from the display and use these to extend their critical thinking skills.
- 6. 6 Consider displaying Bloom’s taxonomy posters in your classroom. These can be referred during the lesson when students are using various Bloom’s skills. Display keywords and skills that link to each level of Bloom’s.
- 7. 7 Section 2 Rights Respecting School (RRS) and the United Nations Convention on the Rights of the Child (UNCRC) What links can you make between Rights Respecting Schools, the UNCRC and your subject? On the left, student’s work on Nelson Mandela and apartheid is displayed with explanations and questions that are related to the UNCRC articles. Students could take responsibility for creating a class charter and deciding on their roles and responsibilities within the classroom, as well their rights e.g. I have the right to have my opinion heard and my responsibility is to listen others.
- 8. 8 Section 3 SMSC Social, Moral, Spiritual and Cultural Social, Moral, Spiritual and Cultural SMSC displays could include: An overview of what SMSC is Explanations of each aspect of SMSC Worldwide events and festivals SMSC displays could also make links to RSS and the UNCRC Inspirational quotes or a Thought for the Week How SMSC links to your subject Interesting pictures
- 9. 9 Spiritual, social and moral Create a space in the classroom where students can ponder the answers to SMSC related questions. These could link to your subject and topics studied. Social and cultural This display could be adapted to reflect what makes a class, subject or year group special. Students could add their own ideas to the display. Display posters in the classroom that reflect core SMSC values and ideas.
- 10. 10 Section 4 Independent Learning Share the characteristics and skills of outstanding independent learners with students. You could also display examples of role models who are also outstanding independent learners. This could be specific to your subject e.g. key leaders in History, athletes Sport or religious figures in RE. You could also display eye-catching independent learning posters which show the skills required to be a successful independent learner. Stuckboards are great for encouraging student independence and self-management. We’re great learners When we’re stuck we keep trying and we: Try breaking the question down into smaller parts. Try another question and come back to the question we’re stuck on later. Try having a go on a whiteboard first. Highlight the bits we find difficult or the keywords. Look at our working walls and displays.
- 11. 11 A space on the wall or a display to give students ideas and strategies be independent learners is another great way to encourage students take ownership over their learning. Suggest strategies for students: Use a dictionary to look up a keyword or term Read a book or newspaper article related to today’s lesson Complete an extension question, activity or task Carry out additional internet research on today’s topic Help a classmate of they’re stuck Check and self-assess your work against the Literacy marking code Use the grade, level or success criteria to self-assess your own work How could you improve this piece of work?
- 12. 12 Section 5 Literacy Kk Create a ‘Literacy Hotspot’ in your classroom. It provides students with self-help area and the tools they need to improve their literacy skills. There is an excellent example in G41. Make dictionaries, literacy marking code, highlighters, green pens etc available for students. Create a space to collect keywords that are interesting, relevant or useful for a particular lesson. Ideally, use a wipe clean surface.
- 13. 13 A novel display that provides students with keywords to takeaway. An interactive and useful levelled literacy reminders display.
- 14. 14 Do you have space in your classroom for a book corner? This is where you could keep textbooks, non-fiction and books related to your subject area as well as interesting newspaper articles and other additional reading materials. Verb flowers created by students in Modern Foreign Languages. Connectives displayed at the front of the class. Display GCSE topic keywords for all of the units that you teach. These are great reminders for students. Add visual images to reinforce definitions. These can also be taken off the wall for starter and plenary activities or for students to check their keyword spellings.
- 15. 15 Section 6 Wonderwall A wonderwall is a space in the classroom where students can pose and potentially ask questions about what they are learning. This could be incorporated into starters or plenaries. Students could pose their questions on post-it notes or a laminated area.
- 16. 16 Section 7 Careers and Work-related Learning Create displays like the one we have at CFGS that show students the fascinating careers that are related to the subjects they studying.
- 17. 17 You could have a space devoted to careers that stem from your subject. Alternatively, students could write about the careers that they aspire to have that may link to your subject.
- 18. 18 Section 8 Exemplar Levelled and Graded Student Work Displaying exemplar graded or levelled students work can be an effective way of modelling to students. This means that students can see what a ‘Grade A or C answer’ looks like. An exam answer could be blown up, laminated and annotated for further guidance. This could be done with different styles exam questions. With longer exam essays, sections of an exemplar essay could be display e.g. a model introduction. You could link and colour code where pieces of work demonstrate particular assessment objectives or grade criteria. In G39 the students work is stapled to wall so that other can look through the exemplar answers for reference.
- 19. 19 For GCSE or A Level students you could display various pieces of work for each unit or topic for grade so that students have a model of what is expected. Another idea from http://walto-maths.blogspot.co.uk/2014/07/new-teaching-and- learning-display.html “Throughout the year, I photograph individual pieces of exemplar work, showing the pupils work, my marking and their feedback. I blow it up to A3 stick on my board. The intention is that I will do this weekly, however fortnightly probably be more like it. I can use the board to show other class members what is expected, what exemplar work looks like. My board will be refreshed regularly and the format is relevant to lives of our students. Win win.” @prawnseye on Twitter says that “Classroom walls should closely mirror the pages of children's books."
- 20. 20 Another example of an engaging display that shows students work at each KS3 level. A2 Law students work examples. These portray examples of some, clear and sound students work which is clearly linked to the assessment objective criteria.
- 21. 21 Section 9 Challenge Wall In the Music classroom E024, there is a challenge wall for KS3 students. Each folder contains extension tasks related to the topic studied at each key stage. In the RE classroom G39, there is a challenge wall for each year group. Extension work is kept in each folder for students to access if they complete all of the set class work. Each folder is updated termly when a new topic is started.
- 22. 22 Use a challenge wall in your classroom to provide extension work for G&T students. However, it can also be used to challenge and extend learners of all abilities. Coursework subjects could use a challenge wall to provide materials and resources for each unit of work that students need to complete. This could be linked to merit and distinction criteria. Laminated challenge cards could be blue-tacked to the wall for students take down and use to extend their learning further.
- 23. 23 Section 10 Learning Walls A learning wall can be used in a variety of ways. Its main function is to track and monitor student progress. Grade and level criteria are put on display. Students in a class then have their name, photo or a number (assigned to each student) on tag which is placed on the learning wall by grade or level they are currently working at. It’s easiest to laminate and blue-tack students names or numbers. Students can move their names along the wall after assessments or they could be given the opportunity to self-assess where they think are at. This X Factor example uses students photos and doesn’t refer directly to grade criteria but students are aware which stage links to where they are currently at in terms of progress.
- 24. 24 Learning walls can also be a great place to provide students with help sheets that will students move to the next grade. The examples opposite are from Modern Foreign Languages classrooms. Student friendly grade criteria can easily be displayed on a learning wall. You could even add key vocabulary or other literacy learning techniques e.g. PEE which will help students make progress.
- 25. 25 Make your learning wall fun and engaging for students, see the ‘Superhero’ example opposite. You could also add levelled extension questions to your learning wall, which will help students make progress sin their learning journey! You could add a washing line to your learning wall so that students can easily move along when they make progress.
- 26. 26 Section 11 What ...(subject)… means to me Have a display in your room which gives students the opportunity to express their feelings and thoughts about your subject. See the Music example in E024 and the RE example in G39.
- 27. 27 Section 12 News and Current Affairs Create a display area to show news articles related your subject. You could have a ‘Sociology in the News’ or Business display your classroom! Students could be encouraged to bring in articles add the display. Your news displays could link to a specific topic that you are studying. Additionally, you could provide space around the display for students to leave comments on a post-it note about the different articles. Maybe they could explain their view on the issue or how it links to learning and ‘bigger picture.’
- 28. 28 Section 13 Plenaries Place a laminated cross, tick and question mark poster on different walls of the classroom. This is a great way to encourage students to express their views at the end of a lesson or topic. They can either jot down their opinion on a post-it note or they can stand under the sign that represents their view e.g. if they agree with a statement that you give them they go to the tick. Provide students with the opportunity to write down any key concepts, ideas, theories etc that they found difficult in a lesson. This is really helpful in terms of informing teacher planning and also great for revision.
- 29. 29 Create a poster for students to stick their exit ticket on as they leave the lesson. An exit ticket is simply a post-it note summary of what a student has learnt in that lesson. Alternatively, you could have students self-assess where they are at in relation to the learning objectives and they place their post-it note on the corresponding traffic light colour. A learning objective continuum can be an effective way of encouraging students to consider where they are currently at and what they need to do in order progress.
- 30. 30 Section 14 Numeracy Are there opportunities in your subject to create displays with clear links numeracy? See the PE example below which is an engaging display of students work on Mathematics in Sport.
- 31. 31 Section 15 Praise and rewards Have an area in your classroom where students best and most creative work is displayed and celebrated! This will show that students work is valued. See the Music example above. Classroom E024 has its very own amazing work wall.
- 32. 32 You could split your praise and rewards display into different sections. There could be an area for continued excellence or achievement e.g. the Nobel Prize, an area for exemplar work e.g. fab work and an area for stars of the week e.g. lab star. See Science example below. G41 has an amazing work wall full of students most creative work from a recent topic.
- 33. 33 Section 16 Motivation and Inspiration Bunting in RE classroom G38 displays students work on inspirational women! This is a wonderful way for students to share inspirational role models with each other, whether it is a celebrity or family member. Personalised displays are a fantastic way of motivating students, especially if they also have an inspirational quote or statement and encourage the students to think about their futures or talents. This could be an excellent form group display. Displays which have words to inspire and motivate students to be kind towards others, the best versions of themselves or citizens for the future can also be visual and eye- catching. Students could choose their own words for the board so they take ownership.
- 34. 34 Section 17 Help Desk Help Desk ideas from @ASTSupportAAli (Twitter) via http://cheneyagilitytoolkit.blogspot.co.uk/search?q=help+desk#!/2013/05/help- deskvolunteers.html Dedicate a space in your classroom where students can simply get up and go and seek help at any point of the lesson. They may want to use the help desk to; Find out what the correct spelling of a word is using a dictionary? Find out the definition of a keyword using a texbook? Get help with the simplification of a phrase using a revision guide? Go online to find out some facts using a mini laptop/Teachers Computer? Listen to the relevant GCSEPod? The help desk could also contain emergency help sheets - where students can go and find out an answer/or get help for a particular task they are currently completing. This is more specific help to the lesson.
- 35. 35 Variations: If you do not have a dedicated space - maybe you could hire some Help Desk 'volunteers'- give one dictionary to a student, revision guide another, textbook to another and ask students to see those help with any problems they may have? These students could ideally be the G&T students? But don't have to be. Also - if no computer is available - allow students to post a question on it note - then when others are finished? They can go and answers questions by taking a post it note. (Note- questions should be initialled so the answer can returned to right person!)
- 36. 36 Section 18 Assessment Criteria It can be a really good idea to display assessment criteria in your classroom; whether this is simply KS3 level criteria or an explanation of GCSE assessment objectives. Not only does this give students the opportunity to familiarise themselves with the criteria, it can also be used for self and peer-assessment, plenaries and it can also be directly referred to in a lesson by the teacher.
- 37. 37 Section 19 Project Wall Project walls can be created to tie in a topic studied. They could give students more information or act as a tool of engagement. Students can even add their own work to the project wall as you go through scheme of work. Dr Who example Africa example
- 38. 38 WW2 example Titanic examples
- 39. 39 Mad Science example Magnificent women example (G41) Feminist theories example
- 40. 40 Section 20 Washing Line and Bunting Bunting is a brilliant way of displaying students work. Give the small plain triangles to complete a piece of work on then peg string. Very simple and looks brilliant! See the examples in RE classroom G38 and History classroom G41.
- 41. 41 Create a ‘what have we learnt’ washing line in your classroom. At the start of a lesson students could re-cap what they learnt in the previous lesson or at the end of a lesson; students can tell you what they have learnt in that lesson. Paper clips or pegs can be used for students to clip their responses to the washing line. The Music washing line in E024 is a tool to measure student progress. Students each have a progress card which they can move to the level they think have worked at during a lesson or series of lessons.
- 42. 42 Section 21 Other Novel Ideas
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