visual presentation

1. Promoting Visual Literacy through
Learner-Generated Board Displays
• Empowering Students through Visual Learning
and Creative Expression
• Presented by: [Your Name]
• Institution: [Your School/University]
• Date: [Insert Date]

2. Introduction
• • Visual literacy is the ability to interpret,
create, and make meaning from visual
information.
• • In today’s multimedia world, visuals play a
crucial role in learning and communication.
• • One effective way to promote visual literacy
is through learner-generated board displays.

3. Objectives of the Presentation
• 1. Define visual literacy and its importance.
• 2. Explain the concept of learner-generated
board displays.
• 3. Discuss strategies for promoting visual
literacy.
• 4. Highlight benefits, challenges, and
implications for teaching.

4. Understanding Visual Literacy
• • Definition: The ability to read, interpret, and
produce visual messages.
• • Core Skills: Observation, interpretation,
analysis, creation.
• • Importance:
• - Enhances comprehension
• - Encourages critical thinking
• - Develops creativity and communication
skills

5. Theoretical Foundations
• • Dual Coding Theory (Paivio): Learning
improves when verbal and visual info are
used.
• • Constructivism (Piaget, Vygotsky): Students
build knowledge through active engagement.
• • Multiple Intelligences (Gardner): Visual-
spatial intelligence supports learning.

6. What Are Learner-Generated
Board Displays?
• • Displays created by students, not just for
them.
• • Examples:
• - Concept maps and infographics
• - Visual summaries of lessons
• - Thematic or project-based boards
• • Encourages collaboration, ownership, and
creativity.

7. Role of Board Displays in Visual
Learning
• • Serve as visual anchors in the classroom.
• • Reinforce key concepts through color,
images, and layout.
• • Transform passive learning into active
engagement.

8. Steps in Creating Learner-
Generated Displays
• 1. Topic Selection: Related to lessons.
• 2. Planning & Research: Gather facts, images,
and ideas.
• 3. Design & Layout: Apply visual design
principles.
• 4. Presentation & Reflection: Explain visuals
and learn from feedback.

9. Design Principles for Effective
Visuals
• • Use clear titles and labels.
• • Apply color meaningfully.
• • Maintain balance and contrast.
• • Ensure readability (fonts, spacing,
hierarchy).
• • Include relevant visuals—avoid clutter!

10. Promoting Visual Literacy Through
Displays
• Teachers can:
• • Integrate visual tasks into lessons.
• • Encourage critical viewing and visual
storytelling.
• • Facilitate peer evaluation of displays.
• • Use rubrics assessing interpretation and
creativity.

11. Benefits to Learners
• • Develops critical and creative thinking.
• • Enhances communication and collaboration.
• • Boosts motivation and engagement.
• • Strengthens comprehension and retention.

12. Challenges and Considerations
• • Limited time and materials.
• • Uneven access to resources.
• • Need for teacher guidance in design skills.
• • Assessment can be subjective—rubrics help
ensure fairness.

13. Classroom Examples
• • “Science Wall” where students design
diagrams.
• • “English Concept Boards” summarizing
stories visually.
• • “Math in Pictures” projects connecting visual
patterns to equations.

14. Assessment Ideas
• Rubrics for evaluating:
• • Accuracy of information
• • Visual organization and design
• • Creativity and originality
• • Teamwork and reflection

15. Conclusion
• • Visual literacy is an essential 21st-century
skill.
• • Learner-generated board displays turn
classrooms into creative spaces.
• • Teachers play a vital role as facilitators of
learning and design.

16. References
• Braden, R. (1996). Visual literacy.
• Paivio, A. (1971). Imagery and Verbal
Processes.
• Gardner, H. (1983). Frames of Mind: The
Theory of Multiple Intelligences.