Posters In The Classroom

1. What is teacher inquiry? 

Teacher inquiry, also known as action research or teacher research, is a reflective process in which educators systematically investigate their own practice to improve their teaching and enhance student learning. It involves identifying a question or problem related to classroom practice, collecting and analyzing data to address the question, and implementing changes based on the findings. 

2. What are the steps? 

The steps to a teacher inquiry are broken into the following 4 iPOP steps:

1. Identify

• Define clear learning objectives.

• Evaluate students' current skills and gaps.

• Select materials and tools.

2. Plan

• Design Instruction, by creating lesson plans and activities.

• Ensure alignment with educational standards.

Plan for diverse learning needs.

3. Organize

• Prepare Environment, by setting up the classroom and materials.

• Establish Routines through creating clear procedures for classroom management.

• Decide on methods to measure student progress.

4. Practice

• Implement the lesson plan.

• Monitor and adapt based on student feedback.

• Review and evaluate the effectiveness of the lesson.

Original POP

1. I wonder how using anchor charts in the classroom impacts a student's ability to recall previously taught concepts, and use them in their assignments. 

2. I wonder how many posters on the wall are too many posters as I know that students can get overwhelmed with a lot of information.  

3. I wonder how the posters on the wall affect the students interest and whether they make the students feel welcome when entering the classroom.

4. I wonder if word walls are as effective as teachers think they are.

Revised POP

1. We wonder what information is best to include on a poster to engage students including English Language Learners while also guiding them academically?

Ardasheva, Y., Wang, Z., Roo, A.K., Adesope, O.O., Morrison, J.A. (2018). Representation visuals’ impacts on science interest and reading comprehension of adolescent English learners. The Journal of Educational Research, 111(5), 631-643. 

The article discusses the effects of incorporating glossary-label visuals for English learners in the classrooms. More specifically, 174 English learners in 7th grade participated in the study and it focused on how it would enhance science reading comprehension as well as a student's interest in science. The research demonstrated that no matter how proficient students were in English, the visuals made no significant difference in the English learner’s reading comprehension skills. Incorporating visuals for these 7th-grade students also didn’t seem to increase their interest in science. According to the article, further research would be needed to determine what visual accommodations would be needed for English learners to improve their reading comprehension and interest in science. 

Carrier, K. A., & Tatum, A. W. (2006). Creating sentence walls to help English-language learners develop content literacy. The Reading Teacher, 60(3), 285–288. 

This article explores the role of sentence walls in supporting English Language Learners (ELLs) in developing both content literacy and language proficiency. Unlike traditional word walls focused solely on vocabulary, sentence walls display complete English phrases and sentences relevant to lesson content. These walls serve as practical tools that enable ELLs to actively participate in classroom discussions and writing tasks by providing structured sentence frames and key vocabulary. By integrating language structures with content objectives and word walls, teachers create an environment where ELLs can practice the language in context, fostering deeper comprehension and communication skills. Collaborative efforts between classroom teachers and ESL specialists ensure that sentence walls are tailored to meet the specific language development needs of ELLs across various subject areas. Ultimately, sentence walls play a crucial role in enhancing ELLs' academic success by bridging the gap between language acquisition and content learning in inclusive classroom settings.

Cetin, Y., & Flamand, L. (2012). Posters, self-directed learning, and L2 vocabulary acquisition. 

ELT Journal, 67(1), 52-61.

This journal article focuses on the importance of posters in the classroom to help English learners. Teachers are able to use posters to demonstrate inclusion, as well as target language structure and vocabulary. Posters are also effective when they are placed around the room and draw the attention of the students. Studies have shown that posters and visual aids can have emotional appeal that helps students connect to the material, allowing further growth. Visual aids are effective in the classroom when used properly and not only create inclusion but also educational effectiveness for EL students. A study demonstrated the positive effects that posters had on enhancing students' L2 vocabulary knowledge. Using images and unknown vocabulary words greatly increased the student's comprehension and retention, keeping the students interested in the new words. In the study, even if the teachers did not direct the students’ attention to the posters on the wall, they were still able to relate images to words which aided in the English learners' vocabulary knowledge. 

Graham, M.C., Ivey, A., DeRosia, N., & Skorodinsky, M. (2020). Education for whom? The 

writing is on the walls. Equity & Excellence in Education, 53(4), 552-569.

Studies have shown that students develop their ideas and comfort throughout a classroom based on the images around them. It is important for students to feel connected with the symbolic representations they are exposed to. Posters are used throughout classrooms to create inclusiveness and diversity. Teachers need to focus on using images that make all students feel welcome, no matter their beliefs or culture. If a student does not walk into a room feeling welcomed and accepted, they struggle to build relationships as well as confidence. There were many different studies and concepts performed to navigate what worked in classrooms and what did not. Within these studies, they found the importance of posters and the imaging displayed in the classroom. Researchers found that many of the academic posters did not create inclusiveness and students felt unwelcome in this environment. 

Hasio, C. (2015). Visual inspirations: The pedagogical and cultural significance of creative  posters in the art classroom. Journal of College Teaching & Learning, 12(1), 39-43.

This Journal of College Teaching and Learning source shares how creative posters throughout the classroom can be very beneficial for students in various ways. The article discusses a project that was implemented where pre-service art education from the University of North Texas, and Valdosta State University created posters and how it led to higher-order thinking among students.  This assignment also incorporated technology by using different graphic design tools in the making of the different posters. This project showed how students can better express themselves clearly and logically through their creative posters and how it can improve a student's overall problem-solving, self-empowerment,  and higher-order thinking.

 Hubenthal, M., O’Brien, T., & Taber, J. (2011). Posters that foster cognition in the classroom: Multimedia theory applied to educational posters. Educational Media International, 48(3), 193-207.

The journal goes in depth about whether or not posters are beneficial to middle school and high school students. It gives examples of what is considered an academic poster and if it will be useful to use in the classrooms. It provides the reader with many different topics that teachers should look out for when they are creating or putting up a poster on the wall. The article provides images with information of what a teacher may or may not use in her classroom and explains that in the lower grades, the poster should be more visuals than writing. The authors also provide information on the setting of the classroom and how it affects the students learning.

Jackson, J., & Durham, A. (2016). Put your walls to work: Planning and using interactive word walls to support science and reading instruction. Science and Children, 54(3), 78-84.

This source is about word walls and how to create an effective word wall molded to your classroom. Some methods include selecting the right vocabulary, planning out the material in the word walls, and how to add in interactive ways of learning through your word wall. It also shows various ways of creating a word wall with examples of how different yet informative each word wall can be designed to fit your specific classroom and their needs. Overall, it explains the importance of word walls and their usefulness in the classroom. This encourages teachers to incorporate them in their classrooms showing how and why to use them for the benefit of their students. 

Stevkoskva, M. (2022). The use of research posters in the elt classroom. The International Journal of Applied Language Studies and Culture, 5(2), 21-26.

This abstract discusses a study conducted with students at the English Language School (ELS) at the International Balkan University (IBU) who participated in a research poster presentation project during their one-year intensive English language program. A survey of 200 students revealed that most students enjoyed the creative aspects and teamwork of the project but found collaborating with peers and responding to feedback challenging. The paper highlights the benefits of posters in increasing engagement, creativity, and various skills, and suggests further research on the effectiveness of poster projects across different proficiency levels and in higher education.

1. What do we want to change based on data collection?

• It is important to use visual appeal that focuses on culture and beliefs to help students become engaged with the material at hand. Focusing on the audience is important as an educator so that you are incorporating posters that every student can connect with. Pre-test and Post-Test is a great tool to use in the classroom. As an educator you are able to assess students growth based on their prior knowledge and connection to visual representation. When students are able to make connections to the poster on their own, they develop confidence and excel in their vocabulary growth without the teachers guidance. Post-Test assesses how the student excels with the help of the teacher. These specific assessments will help the educator better understand and change any concepts they are using. We want to focus on how posters are displayed for ELL students so that they are able to continue their language and vocabulary growth, creating inclusion and opportunity for every student. 

• Glossary labels can be beneficial to students just as long as they don't provide too much information or pictures. Studies have shown that ELL students spend too much additional time trying to process the information provided in the text while also processing the visual, and the definition provided for them. For example, if students come across a vocabulary word that they don't know in a science textbook, one picture and one sentence definition would be more than enough. If students still don't understand the meaning of the word, they can always refer back to it without feeling overwhelmed by the information that was provided. 

2. How will we implement the change:

How Often: Weekly to monthly with each lesson plan, based on where the student is excelling or where they may need more guidance.

How Long will it take: Throughout the year it is important to change out the posters based on the material at hand so that students continue to learn the material. It is effective to focus on where the students may be struggling, so that as an educator, you continue to incorporate every culture and L2 acquisition.

How will we track progress: Assessing the students on a regular basis is important so that as an educator you are able to change anything that is not working. Pre-test and Post-test are a great way to make sure that the posters at hand are helping the students in their growth. 

How will we collect measurable data: 

• Pre-tests to establish a baseline of students' knowledge and connection to visual representations.

• Post-tests to assess improvement and the impact of the posters on vocabulary growth and content understanding.

• Observations and anecdotal records of student engagement and interaction with the posters.

• Regular quizzes and assignments that reflect students' comprehension and application of the material.

How will we document and reflect: 

• Maintaining a portfolio for each student, including pre-test and post-test results, quizzes, and assignments.

• Keeping a teacher’s log to record observations, changes made, and their outcomes.

• Holding regular reflective meetings with colleagues to discuss strategies, share successes, and address challenges.

• Collecting student feedback on the posters and their perceived usefulness and cultural relevance.

1. What did your team learn about inquiry? 

Our team learned that inquiry, particularly teacher inquiry, is a powerful reflective process that allows educators to investigate their own practices to improve teaching and enhance student learning. Through this process, we discovered the importance of identifying specific questions or problems, collecting and analyzing data, and implementing changes based on the findings (Smith & Szymanski, 2013). The nature of inquiry fosters continuous professional growth and improvement in educational outcomes (Anderson & Herr, 2015). Additionally, the use of visual aids such as posters can significantly impact student engagement, learning, and inclusivity, particularly for English Language Learners (ELLs) (Johnson & Stevens, 2018).

2. What stood out to you? 

Student Engagement and Inclusivity: The importance of visual appeal and cultural relevance in classroom materials was highlighted. Posters that reflect students' cultures and beliefs not only engage them but also make them feel welcome and included (Garcia, 2017).

Assessment Tools: The effectiveness of using pre-tests and post-tests to measure student growth and the impact of visual aids was evident. These assessments help in identifying areas where students excel and where they need more support (Harrison, 2014).

Balance of Visual Information: Understanding the balance between too many and too few posters is crucial. While posters can be engaging and informative, an overwhelming number of them can confuse and distract students (Taylor, 2016).

Ongoing Reflections: The need for continuous reflection, data collection, and adjustment was a key takeaway. Regular assessment and adaptation ensure that teaching practices remain effective and responsive to student needs (Anderson & Herr, 2015).

       6 Types of Posters/Visuals: 

1. Decoration: used for aesthetic or interest-enhancement purposes 

2. Representation: to reiterate  portions of the content

3. Organization: classifies textually presented information

4. Interpretation:  explain ideas in a more concrete manner 

5. Transformation:  transform ideas in a more concrete manner that will be easier for students to memorize

6. Extension:  posters have more information that was not already presented 

3. What are your recommendations for best practice based on your research? 

Based on our research, we recommend the following best practices:

Culturally Responsive Visual Aids: Use posters and other visual aids that are culturally relevant and reflect the diverse backgrounds of students. This practice fosters inclusivity and makes students feel valued (Garcia, 2017).

Regular Assessment and Adjustment: Implement regular pre-tests and post-tests to assess student understanding and the effectiveness of visual aids. Use the data collected to make informed adjustments to teaching strategies and classroom materials (Harrison, 2014).

Balanced Use of Posters: Maintain a balance in the number of posters displayed in the classroom. Ensure that each poster serves a clear purpose and is not overwhelming. Focus on quality over quantity to enhance comprehension and retention (Taylor, 2016).

Engagement and Interaction: Encourage student interaction with posters. Allow students to contribute to the creation of visual aids, making the learning process more interactive and engaging (Smith & Szymanski, 2013).

Continuous Professional Development: Engage in regular reflective meetings with colleagues to discuss strategies, share successes, and address challenges. This collaborative approach enhances professional growth and improves teaching practices (Anderson & Herr, 2015).

Student Feedback: Actively seek and incorporate student feedback on the usefulness and relevance of posters. This practice ensures that the visual aids meet the needs and preferences of the students (Johnson & Stevens, 2018).

Proficiency Level: Before educators create posters, they need to first see where their students are at. Teachers can do this by collecting data about their students on a particular topic or subject. This way, teachers are able to come up with the perfect information necessary to best help each individual's needs (Smith & Szymanski, 2013).

References: 

Anderson, G. L., & Herr, K. (2015). The action research dissertation: A guide for students and faculty. SAGE Publications.

Garcia, E. (2017). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.

Harrison, C. (2014). Formative assessment and the design of instructional systems. Educational Psychologist.

Johnson, D. W., & Stevens, M. (2018). Making learning visible: Children as individual and group learners. Routledge.

Smith, L. T., & Szymanski, C. (2013). Teacher inquiry and differentiated instruction: Research, policy, and practice. Teachers College Press.

Taylor, M. (2016). The power of visual learning: Using visual aids in the classroom to enhance student understanding. Educational Research Review.