PIDP 3250Poster SessionsEllen LeeVancouver Community CollegeOctober 25, 2011

Student Engagement Technique Instructing students in a classroom

environment in a lecture format could be static.

There are ways to engage students by using different media formats such as power point presentations, fun youtube videos.

Classroom techniques may also be used.

Active learning Definition- “means that the mind is actively

engaged. Its defining characteristics are that students are dynamic participants in their learning and that they are reflecting on and monitoring both the processes and the results of their learning.” (1)

Engagement and Active Learning To promote engagement in the

classroom may occur with dynamic techniques.

Students are placed in a classroom environment instructors may foster them into participating.

Instructors who choose to use different activities enrich different learning styles may find student’s playing an active role in their learning.

Description of Poster Sessions The students are placed into groups. They are to create and design a poster

to show their understanding of key course topics, issues, or ideas.

The day the student presentations the class will be divided. Half the students will stay with their displays to explain and answer questions the others will go around to view and ask questions.

An effective poster: Will engage classmates in discussions. This will allow you to get key points across

to a number of people in rather a short amount of time.

This will not be your research paper displayed on the poster.

An effective poster uses a dynamic visual variety and is free of grammatical errors.

“It shows, not tells. It expresses your points in graphical terms.” (2)

Step by step: “Determine a topic, content and design

parameters, and how exhibits will be displayed.

Choose the exhibit day(s). If projects are complex, consider working backward to schedule check points. Create a rubric to guide students in their thinking so the students may submit a plan to you.

Step by step: Create a handout that includes

directions as well as evaluation criteria. Have students brainstorm potential

topics that fit within your parameters and generate a prioritized list of two or three allows you to review all topics, ensure that topics support classroom learning goals, and prevents duplication.

Step by step: Review the lists and work with students

to select the topics. Discuss design parameters and exhibit

day logistics with students. Give students time to organize their

efforts an outline so they can formulate their core idea, identify goals and the resources they will need, and create a schedule for completion of tasks.

Step by step: Prepare for exhibit day by organizing a

display that allows at least half of the students to view the exhibits while the other half remains with the display to explain and answer questions. Allow for sufficient time for students to then switch roles.”(3)

What context would this strategy work best? This would work well in a course which

has time to give the students to work with their classmates in class.

To divide workload theoretical concepts amongst the students.

What are the limitations of this strategy? Students may possess a mastery in their

subject but not the rest of the topics. Having an additional assignment when the students are walking around the poster sessions will be necessary. Have them hand in a Q & A paper to ensure students have gained insight with other topics.

Group work has different dynamic. Students will learn to work professionally and divide the workload evenly.

What are the advantages of this strategy? Group work may be a beneficial in

dynamic collaborative learning. Students get to take responsibility in

their learning also in instructing fellow students.

Helps with shy students. The intimacy of poster sessions brings a safe learning environment where they may feel comfortable to communicate freely.

What are some best practices for this strategy? “Students display their work

simultaneously (which is more efficient than a series of presentations).

Before starting work; plan-the theme, supplies, budget, format and due dates.” (4)

Set small goals as a team to have assignment finished on time.

What are the role(s) for the educator using this strategy? Set up a rubric and guidelines for students so they

be aware of what is excepted in the assignment. Facilitate time for the students to work in class.

Walk around and show support by asking questions and suggesting tips.

Identify that team problems may occur. Before poster sessions is presented talk about the importance of treating everyone with respect.

Let students know they may approach you if problems do occur.

Set up desks the day of presentations move chairs away so not to be cluttered for students to walk around.

What are the role(s) for the learner in this strategy? Read and be aware of assignment rubric

guidelines. Set goals so deadlines may be met on time. Be prepared to meet with fellow students

outside of class time to complete assignment. Treat fellow classmates with respect. Come prepared during classroom time to

utilize time given. Rehearse question and answers with group

members before the presentations occur.

How will you deal various implications when using this strategy? Students need to be working as a team.

Therefore they should be professional and respect their fellow classmates.

With any ethical and/or cultural and/or gender implications this is discussed in the first day of class introducing the institutions student code of conduct.

References Title page- Poster image (Oct. 16, 2011) http://www.ncsu.edu/project/posters/

NewSite/index.html#Note0 (1,3 & 4) Barkley, E.F.,(2010), Student Engagement

Techniques- A handbook fro college faculty, Jossey-Bass.

(2) http://www.ncsu.edu/project/posters/NewSite/CreatePosterOverview.html