Pattern: Classroom display
Pattern: Classroom display
| Summary |
Share your work with a trusted audience. |
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Status 
| seed | Confidence
| 2 | ||
| details... | Group | Formative e-Assessment
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Problem
Using learners' work as part of the instructional activity has several advantages, it -- Rewards participation.
- Makes learning more meaningful, by relating it to learner's personal experiences.
- Allows the teacher to align instruction with students' perspective and current state of knowledge.
- The teacher needs to have learners' works collated in a single easy to access location, so that she can draw on them as needed.
- Learners may feel uncomfortable about presenting their work in a public space.
- There may be legal or other restrictions on sharing work.
Context
Most suited for small to medium size classes, blended learning, not one-off, where learning has an element of production / construction of visual artefacts. However, could be adapted and extended to a very wide range of settings.Solution
Create a space within the learning environment where learners' works can by displayed side by side. Works can be arranged thematically, chronologically, as an index or as a visual narrative. The size and location of the display should allow learners and teacher to view a collection of learners' work simmulatniously, and refer to them in the course of the learning activity. The display should be visible for all learners, but may need to be concealed from the outer world. If not, it should as least function as a front garden.(diagram generated using http://www.websequencediagrams.com)
Related Patterns
list other patterns related to this one, under categories such as component, assisting, conflicting, uses this, etc.
Extends:
Uses:
Contrasts:
Support
* Source and Additional Supporting Cases
Source Case (chosen from Case Studies)
Other Cases (chosen from Case Studies)
Links to External Case Stories & Examples
* Rationale (theoretical justification)
Theoretical justification.
In terms of learning theory, this pattern links with well-established co-constructivist theories by which learners build knowledge by pooling their individual knowledge resources, making these available for others and working collaboratively to augment existing ideas and understandings. Formative processes here are essentially socio-interactive, related to the types of exchange which take place around the 'signs' between learners and between teachers and learners. Such theories have origins in Vygotskian perspectives on the socio-psychological aspects of learning within social contexts as negotiating meanings. This work is premised on the need to interpret 'signs' (words but can also be images, diagrams – all forms of 'representation' – see Jewitt & Kress (2003) by which individuals represent internal conceptualizations. Making learners' work the explicit focus of shared learning approaches formalizes a core learning process which involves the teacher and peers in negotiating meanings. An important formative assessment aspect of the pattern is also the suggestion that the teacher modifies pedagogy in response to learning about the students' current state: 'Allows the teacher to align instruction with students' perspective and current state of knowledge'* Verification (Solutions that were derived from this pattern)
Scenarios / solutions which were developed using this pattern.
Notes, Links and References
Liabilities, potential risks, extensions, expected side-effects
Licensing
This work is licenced under a Creative Commons Licence.
