Teaching through Posters

1. Teaching through Posters

2. The Power of Visual Materials

3. Posters • Oral Practice • Critical thinking & Interpreting • Provide material for writing tasks

4. STAGE A: Lead-in questions STAGE B: Questions on posters STAGE C: Follow-up oral tasks STAGE D: Follow-up writing tasks

6. Stage A: Lead-in questions Elicit meaning of basic vocabulary e.g: “gadget”, “high-tech”

7. Stage B: Questions on poster e.g: What do we do when we use our brain? What do we do when we use our heart? What do you think the message behind the poster is?

8. Stage B: Expressions / Phrases / Sayings with “brain” or “heart” e.g: brainy put your heart and soul into something

9. Stage B: Quotations (provided and linked to theme) e.g: “They say that travel broadens the mind, but you must have a mind,” Chesterton

10. Stage C: Follow-up oral task e.g: Talk about an experience you had when you had to use your brain and an experience you had when you had to use your heart.

11. Stage D: Follow-up writing tasks e.g: short story: “When it was all over, I decided that I would never again let my heart rule my head.”

12. THE MESSAGE Learning also depends on feelings. They are important.We must learn how to express them in a constructive way.

14. Stage A: Lead-in questions e.g: What does “leader” mean? What qualities should a good leader have?

15. Stage B: Questions on poster e.g: elicit meaning of words such as “true”, “fair”, “right”What does the drawing symbolise?

16. Stage B: Quotations (provided and linked to theme) e.g: “Show me a hero and I will write you a tragedy,” F.Scott Fitzgerald What do you think this means? Why?

17. Stage C: Follow-up oral task e.g: design a poster with a peace symbol of your own and present it to class

18. Stage D: Follow-up writing tasks e.g: Write an election speech

19. THE MESSAGE • Being a leader means to be true, right and fair. • Being a leader is not about power, it is about understanding.

21. Stage A: Lead-in questions e.g: What does “environment” mean?

22. Stage B: Questions on poster • e.g: elicit meanings: • What is meant by ‘globally’? • What is meant by ‘locally’? • Do you know what ‘global warming’ is?

23. Stage B: Quotations (provided and linked to theme) e.g: “The land of my fathers. My fathers can have it,” Dylan Thomas

24. Stage C: Follow-up oral task e.g: Presentation on poster designed by students for a recycling campaign

25. Stage D: Follow-up writing tasks e.g: Write anarticle announcing a campaign

26. THE MESSAGE • What we do in our microcosm has a direct effect on the macrocosm. • Personal Responsibility

28. Stage A: Lead-in questions • e.g: Elicit • What does “education” mean? • What do you think education was like in your country 50 years ago?

29. Stage B: Questions on poster • e.g: grammar and punctuation: • Is there something wrong? • Why do you think it’s there? • What do you think “thought control” is?

30. Stage B: Quotations (provided and linked to theme) e.g: “Education is what survives when what has been learned has been forgotten,” BF Skinner (American Psychologist)

31. Stage C: Follow-up oral task e.g: Panel Discussion on the problems of the school system

32. Stage D: Follow-up writing tasks e.g: essay on what students believe education is/should be

33. THE MESSAGE • Learn to think and feel for yourselves. • DON’T accept everything uncritically.

34. Educating for a BETTER WORLD! HILLSIDE PRESS