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Group 7 Using Pupil Generated Board Display

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SARAH JANE CAPSA
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180 views

Group 7 Using Pupil Generated Board Display

Uploaded by

SARAH JANE CAPSA
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 13

USING PUPIL-

GENERATED BOARD
DISPLAY
Why are you
using a generated
board display?
Visual learners occupy a high
percentage in the pie as compared
to their auditory and kinesthetic
learners
(EBC Online TEFL Blog, 2020).
1. QUOTABLE QUOTES
BOARD
- Pupils post on the bulletin board the
quotable quotes they have found in
the storybooks, poems, or short
stories they have read in a read-
aloud activity or a book talk.
2. MY SUPERHERO
WALL
- Pupils post the drawing of their ideal
character in the story or the persona in the
poem. Beside the image is the reason why
they like that drawing. In this way, writing
literacy is enhanced as well as their
reflective thinking.
3. BUTCHER PAPER
-The teacher posts a butcher paper or a
graphic organizer with title prompts
selected by the literature teacher and a
blank space for students to write on. The
graphic organizer acts as a memory aid for
the pupils to organize their thoughts about a
Specific topic.
4. COLLECTING WORDS WALL
- The teacher posts an empty envelope on the board. It will
act as a basket of difficult words that the pupils might have
encountered in the read-aloud activity or book talk. The
pupils who have encountered such vocabulary will be
responsible for determining the meaning, writing a sentence
using the vocabulary, and writing the specific phrase or
sentence where such word was used in the text. They will all
write these details on a piece of paper that will be kept
inside the envelope posted on the wall. Anyone who wishes
to see the difficult words that his or her classmates have
encountered can have the chance to see them.
5. GREAT OPENING LINES WALL
- Many pupils will remember a piece of literature
through its opening lines. So, the learners could
be asked to document the opening lines of the
book they have already read or the literary pieces
that they intend to read. This process-product
activity can establish anticipation in the reader
and aid the mood that something really fabulous
is about to be read.
6. THE CLASS
BOOKWORM
- This pupil-generated wall is an add-on board for
the pupils to write their thoughts related to the
literary piece read in class. It acts as a freedom
wall or a vandal wall regarding the literary piece
they have read. Creative and reflective thinking
abilities may be enhanced through this activity.
Their thoughts may also be used as a
supplement for literary analysis.
7. THE WIDU BANK
Small group discussions may sometimes result in
unanswered questions of the learners. One good way to
generate ideas of the class is through the “WIDU” Bank or
the “What-I-Don’t-Understand Bank.” This activity
impeded the pupils to forget the boggling questions. Also,
it acts as an avenue for them to be heard in class without
using their oral skills, especially if the questions are quite
uncomfortable for them to verbalize. This activity can also
permit you to create a community of readers wh feel that
their questions are welcomed.
7. THE WIDU BANK
- The pupils will just write their boggling questions
on an index card and shoot it in envelope posted
on the wall. Other pupils are free to answer the
questions through writing. Engaging the learners.
In the aforementioned pupil-generated displays
can result in literacy building and retention
enhancement. Aside from making the class a
visually dominating room, the activities can also
mark the establishment of readers.
IMPORTANCE
OF
DISPLAY BOARD
THANK YOU FOR LISTENING!

GROUP 7

Cabataña, Rodsel Ian D.


Capsa, Sarah Jane
Casillian, Carlos
Castro, Laira

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