3. Unit 2 Pedagogy

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Pedagogy


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UNIT 2 (A): Learning

In this session you will develop your understanding of:What learning isDifferent learning stylesObstacles to learning and how to overcome them.

Teacher Learning Objective 1 : Develop your understanding of learning.

Training Activity 1 (20 mins): Identify the symbols

Work in pairs.

Look at the symbols below.

Can you identify what number each symbol represents?

14

17

20

20

15 16 23 17 ?

What number would you replace the ? with?..........................

Discuss how you solved this problem?

Application of knowledgeAnswer the following questions (20 mins)

What knowledge did you use to solve this problem?

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Once you worked out one number how did you work out the next number?

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..................................................................Discuss your answers with the person sitting next to you.Trainer summarises.

Training Activity 2: (20 mins) Maths Game to 21

Play in pairs. The objective of the game is to force your opponent to say 21. Who ever says21 is the loser.

Decide who will start.You can start by saying the number 1, 2, or 3.Take it in turns to add on the number 1, 2 or 3 each time.You cannot go over 21.Example

Player 1 Player 22 56 911 1417 2021 loser!Play a few times.How can you make sure you win every time?

Can you explain to the person sitting next to you how to always win this game?

Why is it important to let people discover for themselves how to win?

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Training Activity 3 (10 mins): Maths Game to 26

Play in pairs. The objective of the game is to force your opponent to say 26. Who ever says26 is the loser.

Decide who will start.

You can start by saying the number 1, 2, 3, or 4

Take it in turns to add on the number 1, 2, 3 or 4 each time.

You cannot go over 26

Training Activity 4 Discuss with your partner (10 mins)

How did you play the game?

Did you learn to win more quickly this time? Why do you think this is?

Use your knowledge and experience of playing this game to make up a similar game.

Try it out on your opponent.

For example can you make up a game where you win if you land on 21?

Training Activity 5 (10 mins) The Memory Game

There are 20 objects placed on a tray in the middle of the room.

You have 3 minutes to look at the objects on the tray and try to remember all of them. Thetray will then be taken away.

Work individually and record all the items you can remember.

How many could you remember?...............What helped you remember? Discuss in pairs.

Learning Styles (10 mins)

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Teacher Learning Objective 2 : Develop your understanding of learning styles

People learn in different ways. Here are some examples.

1. VisualVisual images can help learning.Use diagrams, pictures, drawings, charts, written words on board, flash cards and

individual chalkboards etc.

2. MovementSome people need to move objects, themselves etc. to help them learn.

Match facts to specific movements to help memorising, use fingers to help counting andcalculating, use action sequences e.g. stamping and clapping. For example think of how youcan learn phone numbers by the movement of fingers on the keypad.

3. AuralHearing things repeated can help memorising and knowing. E.g. chanting, rhymes,mnemonics, songs, music.

4. WrittenWriting can help facts travel from pen to brain and helps understanding. You can see howfacts connect when in written form.

5. PatternIt is easier to recall facts when you can see the structure of a pattern. For example 5, 10, 15,20 ; 2 + 8 = 10, 12 + 8 = 20, 22 + 8 = 30 .. 20 + 80 = 100 etc.

Can you identify which of these learning styles you have used so far in this unittoday?...............................................................................................

Teacher Learning Objective 3 : Obstacles to learning and how to overcome them.

Training Activity 6 (10 mins) What are the obstacles that make learningdifficult?

In a group, write a list of the obstacles that might make learning difficult for you and your

pupils.................................................................................................................................................................................................................................................................................................................................................................

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SolutionsIt is not possible to find a solution for all of the difficulties. We can help learning by:

Using different teaching styles,

Providing activities that use different learning styles,

Modelling new methods when teaching,

Providing a relaxed environment,

Providing lots of encouragement,

Encouraging questions and suggestions, Allowing repetition of tasks,

Providing sufficient time for the concept to be understood,

Helping pupils draw on their prior experience and knowledge

Making learning enjoyable.

GET ALL PUPILS INVOLVED IN THE LESSON

Total Timing: 2 hours approximately


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UNIT 2 (B): Learning Objectives

In this session you will learn how toWrite learning objectivesLink learning objectives to the text book

Teacher Learning Objective 1 : Understand what is meant by a learning objective.

What is a learning objective? (30 mins)

A learning objective is what you want the pupils to be able to:

do (skills),know (knowledge)understand (using and applying skills and knowledge)or

how you want the pupils to behave towards something (attitudes)

by the end of the lesson.

Different lessons will concentrate on different things.

In some lessons you may be practising a skill. In other lessons you may want pupils tounderstand a concept and to practise a skill.

The learning objective should be:

1. Specific2. Measurable3. Achievable for the majority of pupils in the class.4. Realistic5. Time bound

1. Specific

Learning happens in small steps. Each step is developing pupils prior understanding. In anylesson it is only possible to move one small step.Tick the objective which is specific.

For pupils to be able to count For pupils to be able to count a number of objects up to 5 whilst pointing to each object

in turn.

2. Measurable (For more details look at session on assessment)

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The teacher and the pupil need to know if they have achieved the learning objective at theend of the lesson.


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How does the teacher know the pupil has achieved the learning objective?

By asking the pupils questions.By looking at the work pupils have produced.By observing pupils as they work.By asking a pupil to explain or demonstrate.

Tick the objective you could you measure easily?

To recognise odd and even numbers. To recognise number patterns.

3. Achievable for the majority of pupils in the class (For more details look at session onclassroom management).

The teacher needs to ensure that the majority of pupils will be able to achieve the learningobjective.

The activity and tasks the teacher gives pupils must match the learning objective and build onthe pupils prior understanding.

The learning objective is achieved by pupils working on the activity or tasks successfully.

The teacher asks the pupils to do an activity.Most pupils should be able to work on the activity successfully without copying.

If the majority of pupils are not able to work on the activity independently or in a smallgroup, it is too difficult.

If the pupils complete the activity very quickly it is too easy.

4. Realistic

Can the pupils achieve the learning objective with the resources, activities and time you havegiven to them?

5. An appropriate amount of time is planned for achieving the objective (For more details lookat session on classroom management).

The teacher has to think about how long it will take the pupil to achieve the learning objective.

Learning to multiply may take several weeks. Learning to multiply a 4 digit number by a 4 digit number after already successfully being

able to multiply a 3 digit number by 3 digit number is much quicker.


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Training Activity 1 (15mins):Examples of good learning objectives

In groups discuss these examples of learning objectives. Do they follow the guidelineswe have just discussed?

Put a tick in the box next to the object if it follows the guidelines.

Be able to draw a line with a ruler accurately to the nearest cm. Put the numbers 0 9 in size order. Be able to calculate a and a of a quantity for numbers up to 20. Be able to use the empty number line to do subtraction sums under

100. Know the order of calculations when using brackets. Know how to calculate square numbers.

Training Activity 2 (25 mins):Developing Learning Objectives

Improve these learning objectives by using the guidelines.Write the improved learning objective underneath.

Understand addition.

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.......................................................................................Understand the operation of multiplication.

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.......................................................................................Solve problems involving

fractions................................................................................Calculate an answer to a word problem.

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Check a calculation by doing the inverse operation.

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.......................................................................................Know and use divisibility rules.

..............................................................................................................................................................................Use doubling or halving.

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Learning Objective 2: Be able to write a learning objective using the maths textbook.

When you prepare a learning objective consider the following?

Am I introducing a new concept?If I am developing a concept pupils have already been introduced to how will I check they areready for this?Do pupils need to practise previous learning or skills before they move on?Have pupils had opportunities to link knowledge, understanding and skills?

Training Activity 3 (40 mins): Writing Learning Objectives

In pairs select a text book. Choose a page/s on number. Examine the page/s. What do youthink the pupils should be learning?

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....................................................................................Identify whether pupils should be learning a skill, knowledge or developing understanding.

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Do you think the knowledge, skills and understanding on these pages will be new to pupils orare they developing prior learning?

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....................................................................................What do the pupils need to know before they do these pages?

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After you have answered these questions prepare a learning objective that links with theintended learning on these pages.

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Total Timing: : 2 hours approximately


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UNIT 2 (C): Teaching Methods

In this session you will develop your skills of using different strategies for teachingmathematics.

Explaining

Demonstrating

Questioning

Reinforcing the concept

Teacher Learning Objective 1 : Develop skills of explaining clearly.

Training Activity 1 (30 mins): Developing skills of explaining

In your small group chose a number problem from a maths textbook(grade 3 to 6).

Work out the solution to the problem.

Explain how you worked out the problem to another group.

What skills do pupils need to learn to work on this problem?

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What might a teacher need to explain to pupils?

Explain the learning objective at the beginning of the session so pupils understand what theyare going to learn.Explain the main teaching points.

Explain the task or activity.Explain the methods that will be used (e.g. a method of calculating).Explain the maths vocabulary.Explain the process (e.g. how pupils might tackle a problem).Explain how you expect pupils to interpret diagrams.Explain how you want pupils to lay out their work.Explain how to use the equipment.

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Teacher Learning Objective 2 : Develop your skills in demonstrating.

Training Activity 2 (30 mins): How can you demonstrate?

Each group will be given a different teaching material.

Each group demonstrates how they would use the teaching material in the classroom.

Suggested materials

100 SquareCounting stickEmpty number linePlace value arrow cardsStraws

The trainer may choose different materials or ask you to choose your own teaching materials.

Teacher Learning Objective 3: To develop awareness of different types ofquestions and use them effectively.

QuestionsWhenever the teacher is working with a whole class they will ask many questions.

Training Activity 3 (10 mins): Why teachers use questions?

In your groups make a list of the reasons why teachers use questions.

The trainer will summarise the lists on the board.

Here are some examples of the reasons why teachers use questions.Do not fill in the gaps now. The trainer will tell you what to do later on in the session

Questions to review the last lesson.

................................................................................. Questions to check pupils have completed homework.

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................................................................................. Questions to check pupils have understood the learning objective.

................................................................................. Questions to check pupils understand the activity or task they have been

given.

................................................................................. Questions to support learning.

................................................................................. Questions to challenge pupils and take their learning forward.

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How can teachers use questions more effectively?1. Targeting questions (For whole class teaching)

Try to involve the whole class in the lesson.

Use a range of questions and direct the questions at individuals and groups as well asexpecting a whole class response.

If a pupil answers a question easily the teacher can make it more difficult.If a pupil finds it difficult to answer a question the teacher needs to adjust it to make it easier.

For example if the pupils are practising their seven times table you could ask differentquestions for different pupils, such as:

7 X 6 =How may sevens in 42?70 X 60

For example if the pupils are practising counting back in tens you could ask pupils to:Count back in tens from 100

Count back in tens from 93Count back in tens from 237

Training Activity 4 (20 mins) Targeting Questions

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Here are two learning objectives. Think of three questions at different levels to match witheach objective.

Rounding a number to the nearest 10 or 100.

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..2..3..

Be able to say which fraction is the biggest out of a choice offractions.

1..2..3..

Test your question in your group. Does everyone agree that the questions are at different

levels but match the learning objective?

Open and closed questions (25 mins)

Closed questions have one correct answer. E.g. What is half of 16?Open questions may have several possible correct answers.E.g. Give me an even number between 10 and 20.E.g. Tell me a way to make 16.

Provide 3 more examples of open questions?

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When supporting learning or challenging pupils open questions have more than one possibleanswer so they give more pupils the opportunity to answer.

Teachers use both open and closed questions for different reasons.

Training Activity 5 (25 mins) Open and closed questions

Look at the examples of the reasons why teachers ask questions on page 3.

Think of a question for each of the examples and write it in the space provided.

Write beside your examples which are closed questions and which are open questions.

Questions for assessment (20 mins)

Why is it important to ask the pupils to explain how they have worked on the task?

To identify whether the pupils have met the learning objective.

To enable the teacher and pupils to share the different strategies pupils have used.

To enable the teacher and pupils to identify errors and misconceptions.

Ask questions when pupils are engaged in group work or individual tasks

Many teachers stop asking pupils questions when they are not teaching the whole class.

The effective teacher continues asking questions when the class are working on tasks.

The effective teacher checks each group (if there is group work). They ask groups to explainwhat they are doing. They may ask a question to promptthe group further or to probeunderstanding. (See unit on Reasoning and Problem Solving).Questions for assessment should also be used when pupils are working in groups orindividually as well.

Reinforcing the concept (20 mins)

Teacher Learning Objective 4: To develop awareness of the different ways a concept canbe reinforced.

When you introduce a new concept or skill pupils need opportunities to develop theirunderstanding. The teacher needs to provide a range of activities for one concept or skill.

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Ways in which a concept can be reinforced:

The teacher provides a variety of tasks and exercises to practise one skill or concept.

The teacher provides a study game that uses the concept or skill.

There is a whole class discussion.

Groups discuss the concepts and skills and explain their understanding.

Pupils explain to a partner what they have learnt.

Pupils demonstrate on the board to show what they have learnt.

The teacher or pupils summarise the learning. The teacher sets additional questions and tasks (See sessions on classroom

management).

The teacher gives homework. At the next lesson the pupils discuss the homework.

The teacher encourages the pupils to make links with other areas of mathematics orsubjects through questioning and discussion.



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UNIT 2 (D): Assessment

In this session you will develop:Your understanding of assessment.Your skills in observingYour skillsinproviding verbal feedback.Your understanding of errors and misconceptions

Teacher Learning Objective 1 : Increase your awareness and understanding of whatassessment is and why it is needed.

Training Activity 1 (15 mins) Why Assess?

In your groups decide what assessment is and provide examples of when you think it is used.

The trainer summarises.

What is assessment? (5 mins)

Assessment can be categorised in two waysSummative AssessmentFormative Assessment

Summative Assessment

Tests are summative assessment.

Summative assessment provides a summary of what pupils know and can do in an exerciseor test. For example marking a page of sums and giving a pupil a mark out of ten provides theteacher information of how well or how badly the pupil has achieved the intended learning.

Tests provide a picture of a moment in time, usually at the end of a school year or a course.Tests usually have a graded outcome and may affect whether pupils progress to the nextgrade.

Formative Assessment

Formative assessment is the process by which teachers use information about pupilsprogress to take them to the next stage in their learning. Tests can be used in a formativeway if the teacher uses the information from the test to help pupils correct misunderstandingsor to decide that some pupils need more extended tasks or exercises.

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The teacher assesses the pupil during the lesson or through the work they produce andprovides immediate feedback.

Teacher Learning Objective 2 : To develop skills of using formative assessment throughobservation.

Using formative assessment by observing pupils learn

Observing pupils gives the teacher immediate information about how and what pupils arelearning. Teachers are able to provide feedback that will help pupils progress.

Information gained from observation allows the teacher to respond to the pupil immediately.

The information from the observation can also be used by the teacher to plan the next steps.

Training Activity 2 (30 mins) Formative Assessment

One person in the group is selected as the observer. The rest of the group will do theproblem.

The observer records:All the mathematics the group usesThe process the group went through to solve the problem (e.g. whatpeople say, do or record).

Each letter from A to G is a code for one of these digits: 1 ,3, 4, 5, 6, 8and 9.

Can you work out the code?

A + A = B A X A = DF A + C = DEC+ C = DB C X C = BD A X C = EF

The observer from each group feeds back the mathematics and processes they haverecorded.


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In

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your group discuss this question

If you were the teacher how would you use the information from yourobservations to improve the learning?


Training Activity 3 (25 mins) Learning from pupils responses

Pupils were given this calculation 37-29.

Here are the responses the pupils made

Pupil 1 used fingers to count back from 37 to 29

Pupil 2 used fingers to count on from 29 to 37Pupil 3 counted on 1 to 30 and then 7 more to get to 37Pupil 4 subtracted 30 and added 1

What does this tell you about each of the pupils understanding?What would you do to support each of these pupils?

Analysing strategiescan help teachers assess pupils knowledge and understandingand help

pils have used a counting strategy. They have both used counting in ones,

oth have different calculation strategies. A next step in formative assessment

g objective 3: To develop skills in giving effective oral feedback to

them plan for future work.

Pupil 1 and 2

The first two pualthough the second pupil demonstrates something that the first child does not - that it ispossible to subtract by counting on from the smaller number.

Pupils 3 and 4

Pupils 3 and 4 bwould be to try a similar calculation. For example 44 29 or 35 - 28. How would this

help and why?

Teacher Learninpupils


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Training Activity 4 (10 mins) Giving pupils oral feedback

In groups discuss:

Why teachers give feedback?

When do teachers give feedback?

Giving pupils immediate feedback helps them to know how well theyare doing, helps them correct misconceptions and mistakes and tells them what they need todo to improve.

Feedback should:

be positive and constructive

be phrased in language that pupils understand help pupils reflect on what they have done well

help pupils identify mistakes

give pupils suggestions as to how they can improve

focus on the intended learning

Feedback comes in different forms and could be used to:

Identify the next step in a process for the pupil.

Help to clarify pupils thinking

Help pupils to identify mistakes

Challenge pupils thinking

Praise pupils effortsTeacher Learning objective 4: To identify and analyse pupils mistakes andmisconceptions

Training Activity 5 (30 mins) Errors and misconceptions

Look at these examples of pupils errors and misconceptions.

1. 35-26 =11

2. 3000- 19972113

3. 12 = 6

4. 5 + 12 = 7

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5. 3.15 X 10 = 3.150

6. 600 30 = 2

7. A farmer has 45 mangos. He wants to put them in boxes. Each boxholds 12 mangos. How many boxes does he need? Answer 3

In pairs, discuss:

The errors that pupils have made.

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......................................................................................Why pupils may have made these errors.

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......................................................................................What you could do to help pupils understand their mistakes.

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......................................................................................How you could help pupils improve their understanding.

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Trainer summarises-

Mistakes

Mistakes should not be seen as negative. Mistake are part of the learning process.We all learn by making mistakes. Helping pupils identify and correct their errors andmisconceptions can improve their understanding if they are given appropriate support andguidance.


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UNIT 2 (E): Classroom Management 1

In this session you will

Consider how the classroom layout affects the teaching and learning.

Discuss how to make group work effective.

Teacher Learning Objective 1: To raise awareness of how the classroom layout impacts onteaching and learning.

Training Activity 1 (20 mins) Draw a plan of your classroom or a classroom youhave seen.

Why does the classroom look like this?

How do you think the furniture can be arranged differently to make the teacher more effectiveand to make the pupils more effective as learners?

The trainer will summarise the group discussions.

Teacher Learning Objective 2: To begin to understand what group work is and how tomake it effective.

Training Activity 2 (20 mins) What is group work?

Provide an example of when you have seen or used group work in a classroom.How many pupils were in each group?What task did you see the pupils do?How did they complete the task?Why do you think the teacher choose to use group work for this task?

How do you think group work benefited their learning in the example you chose?

Trainer summarises.

Group Sizes (10 mins)

In the classroom pupils can work in different groupings

Whole class

Small groups (a group of four)

Pairs (a group of two)

Individually1. Whole class

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The effective teacher uses a whole class grouping at the start and end of a lesson.

Whole class teaching can also be used during the lesson when the teacher wants to

Provide more explanation during the lesson when needed.

Use pupils work as a teaching example.

Correct errors and misconceptions.

2. Small groupsResearch shows that pupils learn effectively from talking and working together. Pupils needto be encouraged to work together, to participate in group discussions, to question eachother, to challenge each other and to reach a group decision to which they all agree.

Developing pupils skills to enable them to work in groups effectively.Pupils need to learn social skills. They need to learn to:

Take it in turns.

Listen to one another.

Discuss

Negotiate.

Contribute. Question.

Challenge each other.

The teacher needs to develop skills in managing group workTeachers need to consider how to:

Select groups appropriate to the task (e.g. by considering the ability of pupils,friendship groups etc.)

Help groups plan how to do the task. Regularly check that the groups are on task. Support groups to work co-operatively (encouraging pupils to develop the

appropriate social skills listed above).

Training Activity 3 (40 mins) Observation of Group Work

The group is given a task. One member of the group is an observer. The groups implementthe task while the observer takes notes.

The Task (30 minutes)

Make a mathematical game for a small group of pupils. The concept to be taught is mentaladdition up to 100.

The observer should look for:The contributions made by group members.

Did everyone contribute?Were decisions discussed and challenged until everyone agreed?

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What questions were asked?How well was the time used?How was the game made?How successful was the game in meeting the objective?

Research has shown that groups over the size of 4 or 5 fragment into smaller groups

or some pupils do not participate.

An effective teacher needs to think about a group task carefully.

How to check if the task is appropriate for group work.

Can the pupils learn from working together on this task?

Does the task set require pupils to collaborate?

Does the group task match pupils prior knowledge and

experience?Does the task require that all pupils contribute?

3. Pairs

Working in pairs provides pupils with opportunities to discuss and explain ideas. It is an easierstrategy for teachers to use in the classroom than small group work because furniture andpupils do not have to be moved. This strategy can be used at any point in the lesson anddoes not require much pre-planning. It provides opportunities for all the pupils to be involvedand can make the lesson more interesting for the pupils and teacher.

4. Individually (20 mins)

What kinds of activities do pupils do individually?

1.

2.

3.

4.

Discuss in pairs what is the benefit of each of these activities.

Individual work is used to provide pupils opportunities to practise skills (this is not copying)apply knowledge and understanding and to develop reasoning.

Individual work is also useful so that the teacher can easily assess whether the pupils haveunderstood the task and completed it successfully.



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UNIT 2 (F): Classroom Management 2

In this session you will:

Consider effective ways to manage behaviour.

Consider ways of structuring the lesson to make best use of learning time.

Consider ways of managing resources in the classroom.

Discuss the purpose of classroom display.

Teacher Learning Objective 1: Develop awareness of strategies that can be used tomanage pupils behaviour.

Training Activity 1 (25 mins) Unacceptable Behaviour

What behaviour do pupils show in the classroom that you feel is unacceptable?

Make a table like the one below.

Fill in the first and second column

The trainer summarises the lists. The trainer clearly marks those reasons that can bechanged through teaching and behaviour management strategies and those that are outsidethe control of the classroom teacher.

Unacceptable Behaviour Reasons why pupils maybehave in this way. Strategies for preventingunacceptable behaviour

Some possible solutions

The trainer summarises the strategies for preventing unacceptable behaviour that theteachers have prepared. These may include the following solutions:

Make sure the task is appropriate for the range of pupils in the class.

Use group work effectively.

Be able to extend the task that pupils are completing.

The teacher continues to participate in the lesson after the whole class introduction bymoving around the classroom and interacting with the pupils.

Reviewing the structure and speed of the lesson.

The teacher avoids activities that require pupils to shout out answers.

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The teacher makes use of motivational activities for example: study games etc.

Training Activity 2 (15 mins)Setting clear guidelines for pupil behaviour.

Discuss these questions in your group

What different ways can you think of to gain pupils attention?What makes the classroom noisy?When is noise acceptable?What kind of talking do you want to encourage in the classroom?

Trainer summarises group discussions.

Teacher Learning Objective 2: Develop awareness of how a lesson structure makes gooduse of the time.

Look at this example of a structured lesson. Refer to the first part of the session onLearning.

In your groups discuss how many minutes you think each part of the lesson will take.

Lesson StructureBeginning (Minutes..)Introduce the learning objective.Draw on prior knowledge and experience; For example:

Review previous lesson.

Question and answer session.Provide a revision activity or task.Summarise the outcomes referring to previous learning.

Middle (Minutes..)Identify the intended learning.Introduce the main activity, for example: Play a maths game.End (Minutes..)Summarise the learning.Share different methods.Apply the learning to another context.

Assess whether the learning objective has been met.

Training Activity 3 (25 mins) How is a lesson structured?

Chose a page in a maths textbook to help you decide on a learning objective. Write a briefplan for a lesson to teach the learning objective you have chosen.

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Identify how you would introduce the learning. What questions will you ask?

Consider the main part of the lesson. How long will it take? What will the pupils do? Whatwill you (the teacher) do?

How will you finish the lesson? What will the pupils do? What will you do?

In pairs discuss your summaries. Identify what you did in each part of the lesson and howlong each part was.

Strategies for extending the main activity

1. Teacher providing additional examples.

Training Activity 4 (25 mins) Providing more examples

Look at section 2 on page 35 in the textbook for grade 4.

Can you make up some more examples?Can you make some examples that are a little more difficult?Can you make some examples that are easier?

2. Different activity same concept (Individuals and groups)

The teacher introduces a different activity that reinforces the concept.

Examples can be found in the number unit developing fractions. You also made your ownactivities during that session.

3. Study Game (Whole class)

Teacher summarises the lesson with a study game related to the concept that has been

taught.

Teacher Learning Objective 3: Consider the issues of managing resources effectively in theclassroom.

Training Activity 5 (15 mins) Classroom Materials

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Make a list of the materials you may find in a classroom.


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Discuss the answers to these questions in your group.

How will you store the materials?How will you distribute the materials to pupils and collect them in?How will you make sure they do not go missing?How will you help the pupils use the materials appropriately?

How will you help pupils share the materials?

Trainer summarises

Teacher Learning Objective 4: Develop an awareness of the use of displays

Training Activity 6 (10 mins) Classroom Display

In groups make a list of the displays you have seen in classrooms.

Trainer summarises

Displays can be used for different purposes

1. To provide pupils with reference materials, for example: a poster with shapes and theirnames written beside them.

2. To provide pupils with learning support , for example: a hundred square, a number line,key vocabulary.

3. Displaying pupils work. To provide good examples, to give pupils pride in their work, tovalue pupils work.

4. Displays can be used to ask questions and set challenges.

5. To improve the classroom environment to make it look more inviting and attractive forpupils.


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3. Unit 2 Pedagogy