1. displays can be used to promote classroom managment
1.1. e.g. routines, responsibilities, tasks and rules
2. classroom display can be used to promote active learning
3. teachers should create displays and use them effectively for educational, management, and other purposes
4. design guidelines
4.1. it is about clarity, defined intentions and about putting yourself in the position of the students
4.2. when you design a display you need to be clear what you want viewers to get from it
4.3. when designs are not well thought out, even though it may all look good from our point of view, pupils get frustrated, confused, or even angry
5. an exciting environment makes for an excited child
5.1. children should feel loved, and felt loved by, the place in which they learn
6. show an awareness of the difference between a good display and a poor one
7. child involvement in the process of creating a display
7.1. refer to displays during lessons
7.2. involving children in the process of making a display that ties into the lesson helps to enliven the classroom with the subjects being studied
7.3. can add to displays
7.3.1. this can reinforce the lesson and keep the display current and interesting
7.4. opportunity for colloaborative work
7.5. older children can be involved in putting up displays themselves
7.5.1. but need to be taught how to do this well and some supervision will be necessary
7.6. can increase children's sense of ownership and pride in the display
7.7. pupils should be given the opportunity to contribute their own ideas to making a creative and stimulating display
8. the value of a display lies in its ability to convey ideas and concepts in an attractive, effective and economical way
9. locate displays meant for children at their eye level wherever possible
9.1. this gives the child a sense of ownership, especially if it is their work that is on display
10. What is the purpose of display in the primary classroom?
10.1. to extend children's learning
10.2. celebrates
10.3. stimulates
10.4. informs
10.5. encourage children to interact with their environment
10.6. to be used as a learning resource for children
11. Should poorer or less visual work be included?
11.1. poor work should be included
11.1.1. should not exclude children's work if they have made the effort
11.2. could lower children's self-esteem if their work is never included
11.3. the display of children's work is an aspect of display that is so important that it deserves special consideration - requires careful consideration
11.3.1. it is a powerful way of showing children that their work is valued
11.3.1.1. it creates a sense of achievement
11.3.1.1.1. it can vastly enhance pupil motivation
11.4. the display of pupil's work needs to be approached sensitively
11.4.1. it is important that some students do not feel excluded or failures because their work has not been displayed
11.4.1.1. it should be a target to ensure that all students have a piece of their work on display somewhere
11.4.1.1.1. can be achieved by having an 'all class' display that includes one piece of work from each student OR a space for each student to display his or her BEST piece of work
11.5. displays should celebrate effort as well as perfect work
11.6. displaying pupil's work can help pupils to appreciate their own work and the work of others
11.7. whilst some children's work will be more visually pleasing than others..
12. displays can form part of record keeping
13. can be used to record pupil and class progress, topics covered
13.1. might also record student awards
14. Email me @ [email protected] for more
15. Should work be created specially for display?
15.1. I argue that work should not be created specifically for displays
15.1.1. the proces that children go through when forming their pieces of work should benefit them in relation to gaining subject knowledge and understanding
15.1.2. needs to be a learning process for the children not just something they have to do to make the classroom look pretty
15.2. children need to recognise the purpose of the work
15.3. although forming work to create a display can encourage children to do their best work and concentrate on their presentation
15.3.1. however, it is important to note that the focus should not just be on the presentation, it should be mainly the content the children are producing
16. What are the rules for creating visually satisfying displays?
16.1. colourful
16.2. attractive
16.3. visually stimulating
16.4. appropriate space
16.5. appropriate arrangement
16.6. engaging
17. a stimulating environment makes for a stimulated child
17.1. cannot be emphasised enough
17.2. environment can have a large impact on children's learning
17.3. children who feel engaged in their classroom are more receptive
18. display as a learning tool
18.1. another key to making displays meaningful for children is to use them as learning tools, not just in their content but in their creation
19. we live in a very visual culture
19.1. we can borrow some of these design strategies to make school displays more effective
19.2. all day long we are surrounded by advertisements and other images that are designed to catch and keep our attention
20. highlight the importance of creating a lively learning environment and of highlighting children’s achievements
21. a well thought-out learning space makes children more likely to want to learn
22. include examples of display work
22.1. should be referred to in text
22.2. science display made interactive- good for kineasthetic learners - children were very interested
23. How far should the teacher actually be involved in the creation of displays?
23.1. the teacher should be involved to a certain extent
23.2. the teacher should play a significant role in initiating and instigating the children's work
23.3. the teacher should inform the TA how they wish for the display to be displayed in the classroom and/or discuss this with the TA
24. What considerations should govern the selection of topics and materials for display?
24.1. relevance of topic
24.2. does the topic capture children's interest?
24.3. does it relate to previous work?
24.4. can the topic be made cross curricular? - are there any cross-curricular links?
24.5. appropriateness of materials
24.6. does the display reinforce what the children have been learning?
24.7. the current focus of learning
24.8. children's interestes can be a topic for display
24.9. use of contrasting colours to catch children's eyes
25. reasons for making displays
25.1. displays can be decorative
25.1.1. they can make the classroom brighter and a more interesting and stimulating place
25.1.1.1. this, itself can have a direct impact on pupil motivation and thus on pupil learning
25.2. display materials can include useful direct teaching aids
25.2.1. can help to make the teacher more effective
25.3. display materials can include supplementary teaching aids that simply enrich or reinforce what is being taught
25.3.1. helping to bring the subject "to life"
25.4. displays can take the form of useful reference material to support pupil learning
25.4.1. e.g. letters of the alphabet and number lines
25.5. display material can include information that is important for children to memorise
25.5.1. such as number tables, spellings and other important factual information
25.5.1.1. children also tend to learn the material simply because it is displayed and there for them to look at
25.6. displays can be used to 'set the scene' for a new teaching topic
25.6.1. an effective way to introduce a new topic
25.6.1.1. with the idea to promote pupil interest in the topic that is going to be taught and get them thinking about the topic
25.6.1.1.1. might be displayed before the teaching begins
25.7. can be a means of reporting on, and recording, the work that has been undertaken
25.7.1. used to form the central basis of a piece of class work or a topic
25.8. displays can be part of some ongoing work e.g. an investigation
25.9. displays can be used to stimulate and create pupil interest
25.9.1. also to enhance pupil interest
25.10. can be used to communicate to others what the class have been doing
25.10.1. other teachers, official school visitors, headteacher, paremts, etc