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Worked examples

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How often do we need to refresh the work on the walls to avoid them being ignored.

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Student work is peeling off the wall

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A range of student made posters and premade resources in and out of the classroom

Some of the displays are from a couple of years ago

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Can the students read the work unless they are right infront of the board

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If you are going to put something up on the wall you should be making direct reference to it/using it as often as possible

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Quite small writing

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How does the work reflect and/or reinforce the Learning Norms?

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Posters relating to safety in the science  lab

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Student work is on the table beside the wall and is not displayed for viewing

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Student work is on the table beside the wall and is not displayed for viewing

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Students with their backs to the ‘learning wall’

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Students might not be able to read the small writing from most places in the classroom

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Learning walls should stimulate or support thinking - for example in year 7 English  students make definition posters and routinely use them to refresh their memory about definitions.  

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Learning walls should stimulate or support thinking - for example in year 7 English  students make definition posters and routinely use them to refresh their memory about definitions.  

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Poster of Australia’s dolphins and it’s bone structure 

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Poster of Australia’s dolphins and it’s bone structure 

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I wonder if there is a way for classes/students/subject areas to feel ownership of a room. 

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I wonder if there is a way for classes/students/subject areas to feel ownership of a room. 

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Challenge of multiple subjects using the same rooms - how do we negotiate wall space.

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Labcoats on a rack and a poster of australian dolphins

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These seem to support logical thinking

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It reinforces safety aspects while students are doing experiments

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Teacher selected student samples and teacher exemplars and inspirational messages

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Work that is collected to be displayed should be displayed

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Do students need to learn how to use the resources around them or do we intend for them to be decorstive

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Diagrams with writing. Not just slabs of text. Possible focus on presentation rather than content

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Diagrams with writing. Not just slabs of text. Possible focus on presentation rather than content

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Student work on the notice board, including one A3 sheet that has half fallen off the wall.

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Students might not know the definitions of words on the word wall

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Do only the students on bench 1 get the reinforcement of safety

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Do only the students on bench 1 get the reinforcement of safety

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evidence of student learning activities (posters, comments etc)

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evidence of student learning activities (posters, comments etc)

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Students should be involved in the decision about what goes up on the walls.

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Are students able to suggest what supporting materials or prompts they would like

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Support links and traditions

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 I think wall content should/could be a mix of "permanent" and unit based contributions - if it's on the wall it should be relevant to what the students are currently  learning.

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 I think wall content should/could be a mix of "permanent" and unit based contributions - if it's on the wall it should be relevant to what the students are currently  learning.

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How will we increase ownership of space? 

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How will we increase ownership of space? 

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I wonder how we share the walls equitably if learning walls become more common? 

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I wonder how we share the walls equitably if learning walls become more common? 

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Do we interact enough with what's on the learning walls?

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Do we interact enough with what's on the learning walls?

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what goes down / when to take things down

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Should generic classrooms have subject specific material?

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Should generic classrooms have subject specific material?