The impact of display in a geography classroom

The impact of display in a geography classroom Tom Sherlock @Mr. Sherlock. Geog Current ITE student (PGDip. Ed @ University Birmingham) Highlight: “Display is not limited to posters and pictures”

Research questions • Are classroom displays disruptive? • How can we use display in geography classrooms to improve learning?

Disruptive classrooms – review of research • Arguments 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.

Three main strands for effective display • Supporting students • Supporting teaching • Promoting an engaging learning environment

1. Support (for students) Display can be used to: • Enhance and encourage geographical literacy • Simplify and clarify exam question terminology

Display doesn’t have to be “on the wall” Personal writing pads for desks - Focus on geographical literacy - Scaffolded sentence starters and command words - Generic SPa. G support

2. Support (for teachers) Display is a fundamental support mechanism for teaching geography Geography 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

Maps I think maps are an essential in every geography classroom as they: • Change the way our students view the world • Challenge misconceptions about size/shape/proportion • Can visualise statistics for many topics (eg development/population) • Can stimulate geographical questioning and inquisition from students

Question Matrix - Students can visualise how questions can link together - Students 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

Including the ‘relevant’ geography Geography in the news displays: • To link curriculum content to ‘real world’ geography • Teachers 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.

3. Classroom Environment One 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

Promote geographical thinking – “live display” How does this link to Geography?

Research questions • Are 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 literacy Could help create an environment conducive to learning

Overall assessment Display 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.