The document provides suggestions for creating and using posters in the classroom. It asks questions about what makes a good poster, how to provide input and feedback to students, and how to ensure posters are used to promote language production and learning. The document also offers ideas on exploiting posters after they are created, such as giving students roles in group work, setting posters as homework, and recycling posters for future classes. Finally, it recommends some online tools that can be used to create digital posters.

1. But it’s not an art
class!
Lisa Phillips
International House Buenos Aires

2. • ••What makes a good poster?
• •• What should we do with them?
• •• Some online resources
But it’s not an art class!

3. Some examples

4. Some examples

5. Some examples

6. Some examples

7. • ◊What makes a good poster?
• ◊ What are our students’ expectations/reactions/feelings to them?
Do they feel it’s a valuable use of their time?
• ◊ How much English are they actually producing (both orally and on
paper)?
• ◊ What input is given before they start the poster?
• ◊ Is the work corrected? Should they do a draft before they put felt
tip to coloured card?
• ◊ What size should they be?
• ◊ How long should they stay up?
• ◊ How will you use them again in class for recycling?
• ◊ Should the teacher allocate students different roles if working in
groups?
• ◊ Could the poster be set as a creative homework task?
Some considerations

8. • ◊ Have follow-up in mind
• ◊ Error correction
• ◊ Recorded feedback
• ◊ Create a sense of audience
• ◊ Recycle
Some ideas for exploitation

9. • prezi.com
Online tools
http://screencast.com/t/0GdthaHT

10. Online tools
glogster.com
http://lisajphillips.edu.glogster.com/claritasrecipe-5549

11. • http://www.bbc.com/future/story/20140307-how-to-learn-like-a-memory-champ
Food for thought
www.memrise.com

12. But it’s not an art
class! Lisa Phillips
International House Buenos Aires
Stay in touch!
@ljp2010, lisa.jayne.phillips,
lisajphillips@hotmail.com