Designing Effective Poster Presentations
Review Publish Date: 2021-05-04 08:45:12
Reviewer: INFOhio Reviewer
Rubric Version: Reviews Review Rubric Version 0.92
Endorsements
Flexible Learning Endorsement |
Summary: Students explore the genre of posters, review informational writing and visual design, and then design poster presentations to share in class or at a school-wide fair. Students design informational posters, focusing on a current research project. The unit includes an exploration of the genre, a review of informational writing components, and details on effective poster design. Students first analyze a variety of poster examples and list their characteristics, before reviewing the requirements for their own posters. Students then plan their poster design and, after rough drafts are completed, share them in groups and with the whole class for peer feedback. After revisions are made, students share their presentations with the class for additional feedback, and then make final revisions to their posters. Finally, students present their posters in class or at a school-wide research fair.
Usability
Meets
Expectations
Flexibility and Adaptability
Meets
Expectations
Inclusive Teaching
Meets
Expectations
Research-Based Strategies
Does not Meet
Expectations
Usability : 3/6 Top
a. Materials follow Web Content Accessibility Guidelines.
Reviewer Notes: Read, Write Think Notetaker, Compare & Contrast Map, and Persuasion Map all require Flash - try utilizing a similar tool to achieve the same learning outcome b. Material(s) are not overly resource intense that would require consistent high-speed internet access, such as large video files and multiple high-resolution photos.
c. The visual design of materials is clean and coherent, lending itself to ease of learning.
Reviewer Notes: Instructional material is arranged in 7 sessions with opportunities for reflection and extension. Flexibility and Adaptability: 3/6 Top
d. Materials are flexible to allow students to access and complete work online or offline as needed.
e. Materials can support and/or facilitate learning in hybrid and/or online delivery methods.
f. Teacher supports, documentation, and/or guides for effective use are present.
Reviewer Notes: Poster sessions are a great way to ask students to share their knowledge about a topic. Because of their focus on presentation materials that go beyond simple text on a page, poster sessions require sophisticated multimodal literacy skills. The NCTE Beliefs about the Teaching of Writing explain, "Writers need to be able to think about the physical design of text, about the appropriateness and thematic content of visual images, about the integration of sound with a reading experience, and about the medium that is most appropriate for a particular message, purpose, and audience." Poster sessions focus on all of these multimodal skills, as they ask students to design presentation materials and accompanying presentations that blend text, images, sound, and space.
Further, because of the close and obvious relationship between presenter and audience, poster sessions foreground the importance of audience, purpose, and voice for students. As a result, poster sessions encourage students to synthesize their research and then adjust their use of spoken, written, and visual language to fit the needs of a particular audience.
Further Reading
National Council of Teachers of English. 2004. Beliefs about the Teaching of Writing. October 2009. Web. http://www.ncte.org/positions/statements/writingbeliefs Inclusive Teaching: 3/6 Top
g. Content is presented with an objective view on topic and is free of bias.
h. Content creates student experiences that enable all children to reach empowering and rigorous learning outcomes regardless of their race or income.
i. Content cultivates an awareness and acceptance of a variety of ages, cultures, races, religions, and gender roles and identities.
Research-Based Strategies: 5/14 Top
j. Content builds on prior learning
k. Content leads to further learning by gradually removing supports and requiring advanced skills and concepts.
l. Content provides for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection.
m. Content engages students through discussion questions and other supports that build toward independence.
n. Uses technology and media to deepen learning and engage students.
o. Content includes options for differentiation to meet needs of all learners.
p. Instructional approaches used are reflective of best practices and research on what works in education.
Reviewer Notes: NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
3.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4.
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5.
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6.
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
7.
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
11.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). |
Usability
Flexibility and Adaptability
Inclusive Teaching
Research-Based Strategies
|
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Endorsements
The Accelerating Learning endorsement indicates that the material meets or exceeds expectations for both the Standards Alignment and Research-Based Strategies indicators.