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2 Learning Environments and Working Walls

3 Objectives of this powerpoint presentation To provide a resource for schools to gain a clear understanding of how working walls/supportive displays can support learning in literacy and mathematics To prompt discussion in school: –how the use of working walls could benefit teaching and learning in your school –as to the most effective place for working walls be situated in the classroom –how working walls may be developed –how their impact could be evaluated

4 This powerpoint looks at how the classroom can be used to effectively support pupils’ learning by: The use of visual prompts and interactive resources Promoting key vocabulary A second powerpoint available looks at: Supporting curricular targets Sharing objectives and reviewing learning

5 Work in Progress: the ‘working wall’ approach This classroom literacy/ maths wall evolves as each day progresses. It is the public display of the learning process. It clearly displays the long term learning objectives as well as short term intentions.This classroom literacy/ maths wall evolves as each day progresses. It is the public display of the learning process. It clearly displays the long term learning objectives as well as short term intentions. The success criteria are developed with the children and is displayed. They are used to demonstrate to pupils how they will be able to achieve the learning intention.The success criteria are developed with the children and is displayed. They are used to demonstrate to pupils how they will be able to achieve the learning intention. Key vocabulary is also displayed. Mind mapping, modelled examples, re-drafting and pupils’ examples are regular features of a working wall.Key vocabulary is also displayed. Mind mapping, modelled examples, re-drafting and pupils’ examples are regular features of a working wall.

6 Work in Progress: the ‘working wall’ approach continued The focus is not about spending time upon the quality of the presentation of the display. Rather it is learning ‘captured’ from lessons displayed in the format in which it was undertaken.The focus is not about spending time upon the quality of the presentation of the display. Rather it is learning ‘captured’ from lessons displayed in the format in which it was undertaken.

7 Prompts giving clear messages about how we learn, reflection, aspirations and behaviour.

8 Is there a range of ways in which the learning is shared with the children? How do the children know?

9 Reinforce ongoing learning approaches and classroom ethos.

10 Allow children to display and comment upon their own work, use this as teaching points for others. Annotations are very useful and this could be extended through the use of post-its.

11 Visual prompts and scaffolds

12 Learning is not a memory test. This approach enables children to use and apply what they already know and supports independent learning.

13 The working wall displays what is relevant to the current teaching sequence in literacy. At the end of this unit of work it may be appropriate to clear the working wall as it may not be relevant to the following unit. A large part of your working wall will be time limited. (Including the next two slides)

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16 ‘Post It’ notes are often used to promote interactivity and engagement

17 An interactive display to support a curricular target

18 Teacher scribes the summary of the children’s understanding of the lesson

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20 These prompts will often be needed for most of the pupils’ work in all subjects throughout the term. They are often word processed mounted and /or laminated.

21 Setting up a graphics area at Reception – provide some support for independent application.

22 Handwriting Prompts Ongoing reference to reinforce expectations.

23 Teaching sequence content linked to independent writing.

24 Model how to use these displays in all writing, not just in literacy. When children are confident in using resources they will access them to a greater extent. Children report that they can close their eyes and visualise these displays when they are outside of the classroom or the displays no longer exist. Too powerful to ignore!

25 Supporting visual clues

26 Colour coding acts as a visual scaffold but also allows for challenge eg, use two blue connectives in your writing today…

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28 Prompts for working as an independent learner / self help strategies

29 Learning to learn…

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35 Desk top prompts often provide quick and easy access to key information

36 Independent learners know where resources are; can select an appropriate tool for the task in hand and confidently tackle their learning activities.