Displays for Learning............ in the sixth form
The sixth form strand team has been working with the Government and Politics and Sociology departments to continue the displays for learning throughout the tetherdown building!
Below you'll find some before and after shots of T25 (Politics classroom) and the Sociology corridor (outside T20)
Below you'll find some before and after shots of T25 (Politics classroom) and the Sociology corridor (outside T20)
T25 BEFORE T25 AFTER
Sociology Before After
Displays for Learning............ ideas for the sixth form
Below are some examples of displays for learning in the sixth form.
If you have any ideas that you wouldn't mind sharing let me know [email protected]
If you have any ideas that you wouldn't mind sharing let me know [email protected]
WALL OF FAME
Having a 'wall of fame' gives you the oppportunity to showcase 'exemplar work.' One model to do this is to tell students before they sit a class assessment or complete an assessed homework then the work of the student who attains the highest mark (perhaps from each class) will be places on the 'wall of fame'. This works on one level as a motivational tool for students to get their work onto the 'wall of fame' but more importantly it allows students to see what a 'high standard' piece of work looks like written by a student in their class (rather than drafted up by a teacher or an examiner). This exemplar work can be used in lessons as a 'model answer.' For example students comment why this piece of work has achieved the grade it has - what is it doing well? how could it be improved? etc.
MUDDIEST POINT WALL
Although this display lacks some colour (I ran out of backing paper) this principle remains. A 'Muddiest Point' wall works on the idea that students are allowed (at any time/end of the lesson) to take a post-it note and stick it to the wall with any questions/concerns (i.e. muddiest points) they have about the work.
For example in Psychology I often go through their muddiest points as a plenary and/or as an extended plenary during the last lesson of the week. This allows students to ask question in a somewhat annonymous way that they may not want to ask out loud. It can also be a great extension task for your more able students - ask them to pick a 'muddy point' and see if they can answer it and post a response (in a different colour post-it) on the wall
For example in Psychology I often go through their muddiest points as a plenary and/or as an extended plenary during the last lesson of the week. This allows students to ask question in a somewhat annonymous way that they may not want to ask out loud. It can also be a great extension task for your more able students - ask them to pick a 'muddy point' and see if they can answer it and post a response (in a different colour post-it) on the wall