Teaching through Posters. Posters Oral Practice Critical thinking & Interpreting Provide material for writing tasks.

Teaching through Posters

Posters

• Oral Practice

• Critical thinking & Interpreting

• Provide material for writing tasks

STAGE A: Lead-in questions

STAGE B: Questions on posters

STAGE C: Follow-up oral tasks

STAGE D: Follow-up writing tasks

Stage A: Lead-in questions

Elicit meaning of basic vocabularye.g: “gadget”, “high-tech”

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?

Stage B: Expressions / Phrases / Sayings with “brain” or “heart”

e.g: brainy

put your heart and soul into something

Stage B: Quotations (provided and linked to theme)

e.g:

“They say that travel broadens the mind, but you must have a mind,”

Chesterton

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.

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.”

THE MESSAGE

Learning also depends on feelings.

They are important. We must learn how to express them in a constructive way.

Stage A: Lead-in questions

e.g: What does “leader” mean?

What qualities should a good leader have?

Stage B: Questions on poster

e.g: elicit meaning of words such as “true”, “fair”, “right”

What does the drawing symbolise?

e.g: “Show me a hero and I will write you a tragedy,” F.Scott Fitzgerald

What do you think this means? Why?

Stage B: Quotations (provided and linked to theme)

e.g: design a poster with a peace symbol of your own and

present it to class

Stage C: Follow-up oral task

Stage D: Follow-up writing tasks

e.g: Write an election speech

• Being a leader means to be true, right and fair.

• Being a leader is not about power, it is about understanding.

THE MESSAGE

Stage A: Lead-in questions

e.g: What does “environment” mean?

e.g: elicit meanings:

•What is meant by ‘globally’?

•What is meant by ‘locally’?

•Do you know what ‘global warming’ is?

Stage B: Questions on poster

e.g: “The land of my fathers. My fathers can have it,” Dylan Thomas

Stage B: Quotations (provided and linked to theme)

e.g: Presentation on poster designed by students for a

recycling campaign

Stage C: Follow-up oral task

Stage D: Follow-up writing tasks

e.g: Write an article announcing a campaign

• What we do in our microcosm has a direct effect on the macrocosm.

• Personal Responsibility

THE MESSAGE

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?

e.g: grammar and punctuation:

•Is there something wrong?

•Why do you think it’s there?

•What do you think “thought control” is?

Stage B: Questions on poster

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)

e.g: Panel Discussion on the problems of the school system

Stage C: Follow-up oral task

e.g: essay on what students believe education

is/should be

Stage D: Follow-up writing tasks

• Learn to think and feel for yourselves.

• DON’T accept everything uncritically.

THE MESSAGE

Educating for a BETTER

WORLD!