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contents 01 02 03 04 going beyond display what is interactive teaching/learning what needs to be in place for this to happen how can an electronic whiteboard support interactive teaching and learning strategies for interactive teaching and learning with an electronic whiteboard enhancing classroom discussion modelling demonstrating annotating 06 07 references further reading teaching interactively with electronic whiteboards examples from the foundation stage teaching interactively with electronic whiteboards examples from key stage 1 english/literacy year 1 this is me literacy year 1 shared reading ict text mathematics/numeracy year 1 mittens art and design year 1 self-portrait history year 1 time for change mathematics year 2 ordering numbers science year 2 a survey of eye colour re year 2 stories jesus told music year 2 playing `simon geography year 2 graphing homes around the school design and technology year 2 where will your pet live page no 3 4 4 5 09 teaching interactively with electronic whiteboards examples from key stage 2 english/literacy year 3 collaborative writing literacy year 3 what s in the news modern foreign languages year 3 vocabulary development mathematics/numeracy year 4 an electronic geoboard science year 4 pond life geography year 4 a village map mathematics year 5 area of a rectangle design and technology year 5 design a classroom re year 5 the five pillars of islam music year 5 playmusic orchestra 14 english/literacy year 6 non-chronological reports mathematics year 6 patterns and sequences 14 15 15 17 18 19 20 21 21 22 23 history year 6 what can we learn from pictures art/design year 6 realism in art geography year 6 locality presentation page no 24 24 25 25 26 27 28 28 29 30 30 31 32 33 34 35 05 6 6 8 10 11 08 2[close]
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01 going beyond display an electronic whiteboard is an excellent presentational device it can be used as an alternative to virtually every other classroom resource traditional and modern for example blackboards flip charts ohps maps pictures number lines `big books calculators and cassette and video players at a touch the teacher has access to a bank of resources that would previously have taken years to accumulate and a vast cupboard to store however the electronic whiteboard has the potential to do much more to go beyond display providing a tool for interactive teaching and learning of course not all learning is interactive children may be learning when they read text study a map or watch a video the trouble is from the teacher s point of view the nature of this learning cannot be observed it is not possible to see whether pupils are understanding or internalising the ideas being presented to them interactive teaching involves the use of strategies that stimulate feedback from pupils this is not just of benefit to the teacher children learn much more effectively when they are active agents in their own learning when they make their thinking explicit by words or actions when they take ownership of ideas and information also slower learners benefit from seeing other children demonstrate and explain their thinking and model how they arrive at their solutions 3[close]
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02 what is interactive teaching learning interactive teaching is a two way process wherein the teacher modifies her approach in response to the needs of the learners the interactive teacher is keenly aware of the learners and their different learning styles all good teachers are interactive teachers it is not possible to teach effectively without interaction 03 what needs to be in place for this to happen the recipe for good interactive teaching and learning is not new all the key ingredients are accepted good practice they include · a task or lesson which offers a challenge and gives pupils something to think about · a positive learning ethos which fosters confidence and respect enabling learners to give and accept constructive criticism and see errors as stepping stones to success interactive learning is also a two way process but the learner may be interacting with the teacher with peers with resources or with all three for example envisage the following mathematics lesson in which the teacher aims to develop pupils ability to estimate angles the coloured highlights show the type of interactions taking place teacher-pupil pupil-pupil and pupil-resource she draws a circle on the electronic whiteboard and divides this with two straight line she invites a pupil to the board to label 90° recapping prior learning and asks the class to calculate how many degrees there are in the whole circle the teacher then removes the 90° label and adds another radius to the circle in a different colour she asks the pupils to estimate the size of the new angle and invites them to explain to the class why their estimate is sensible when all the pupils have a basic understanding the teacher loads software which tests the ability to estimate angles giving feedback clues such as too large/too small the class uses this as a team game with teams vying to get the most correct answers · teaching which addresses a variety of learning styles has high expectations and allows thinking time · appropriate resources in the right place for example an electronic whiteboard may be more valuable in a classroom where it can be integrated into the whole curriculum than in a computer suite where its use may be restricted to demonstrating software or whole-class ict lessons · leadership vision which anticipates the needs of teachers and pupils it is not always necessary for children to interact physically with the electronic whiteboard the teacher can be a mediator 4[close]
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04 how can an electronic whiteboard support interactive teaching and learning computers have always stimulated interaction between children imagine for example a group of children seated in front of the computer they are trying to read a piece of text displayed on a large monitor screen their problem is that the text like a partially developed photograph is not fully visible odd words and letters can be seen dotted around the screen and the children are struggling to find the missing parts and make sense of what they are reading what could that word be -enti-t i know dentist maybe the poem s about going to the dentist yes let s see if we can find teeth · there s a word with double e near the end there look · but that can t be teeth because it s got e at the end too see that word c ir i bet that s chair yes and it s the end of a line maybe it rhymes with something but not the line above because that ends in a d what about the line below yes it could be that ir what is it cair dair no you don t spell them like that it could be fair it is not always necessary for children to interact physically with the or perhaps it s hair electronic whiteboard the teacher can be a mediator sometimes it is okay for the teacher to hold the pen to model a particular skill or concept but more often than not the children should be directing what is happening on the screen some applications lend themselves to pupils use of the whiteboards and there can be no doubt that children enjoy working in this way · · · · presentations and such like can be annotated by teacher and pupils · it engages pupils getting them moving and participating and improving behaviour it facilitates concept mapping items can be moved easily around the screen it supports discussion on topic and learning from other pupils it is motivating because both teachers and children enjoy using it it makes a wide range of resources instantly available it facilitates better class control/management the teacher can be at the front facing the class · when a computer is used for interactive group work it can stimulate collaboration and a high level of on-task discussion the screen enables all children to share a common experience a single keyboard forces the team to reach consensus before any entry can be made and the presence of an external focus can help with the development of social skills the electronic whiteboard is an even more powerful stimulus to interactivity because · everyone can write on it and changes can be saved this gives shared ownership it has high visual impact creating a theatrical effect in the classroom 5[close]
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05 strategies for interactive teaching and learning with an electronic whiteboard 1 enhancing classroom discussion an electronic whiteboard is an ideal focus for classroom discussion providing opportunities to raise questions and stimulate exploration various techniques may be used including · using a picture as a stimulus for discussion · using written prompts · · · brainstorming sorting text-disclosure activities · · asking the right questions sharing expertise using a picture as a stimulus for discussion electronic whiteboard software has a rub-out-to-reveal facility this involves placing a layer of colour over the top of a picture to hide it and then using the eraser to reveal the picture a bit at a time one teacher used this technique to stimulate discussion to help pupils formulate ideas for writing a single detail was revealed and the pupils were asked to describe what they could see and to predict what else might be in the picture pupils were encouraged to invent a story to explain the image and to add annotations in the form of speech bubbles and other comments before the whole image was revealed to the class the spotlight tool available on most whiteboards could be used in a similar way using written prompts one teacher used the drag-and-drop facility to stimulate discussion about what children already knew about the earth sun and moon he prepared a screen with a circle in the middle and a selection of key words and numbers around the edge eg 365 month rotate eclipse tides night 24 sun moon axis orbit day earth shadow pupils were invited to come to the whiteboard and drag two of the key words into the circle and then talk about them this prompted statements such as the moon orbits the earth or the earth takes 24 hours to rotate the use of key words and the theatrical effect of standing at the whiteboard were more effective in encouraging children to articulate their knowledge than simple teacher questioning would have been this technique can be used effectively in many different subject areas 6 brainstorming one teacher used the whiteboard as a focus for a brainstorming session to find out what pupils already knew about vikings children contributed their ideas and the teacher noted them down by hand on a flip chart page the written words were then converted to typescript for clarity and moved around the screen to group the ideas into common themes sorting a key stage 1 class was exploring what homes were like a long time ago the teacher had prepared a page of images of old and new things found around the home this contained clip art digital photographs images captured from the internet and scanned pictures from magazines children came to the front of the class to drag and drop an item into the appropriate `old or `new box as they did so each child was asked to say or ask something about the chosen item for example my gran uses a tea cosy or that looks very old what was it used for the activity was used to stimulate general class discussion and although it took time to set up it was kept on file in the teacher s resource bank and used with other groups of children in other classes text-disclosure activities as part of a unit of study on humorous verse a teacher presented the class with an extract from a poem hidden in a text-disclosure program the screen display consisted only of a star for each letter and all the punctuation.[close]
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the children were told that the bold stars represented capital letters and asked what they could deduce about the text they rapidly agreed that it was a poem because of the layout and that it contained proper nouns/names at the end of the first line and elsewhere · what could the bold stars in line 3 signify why do you think that · can you make a guess at any of the words what clues are you using children were also invited to ask their own questions about the the single-letter word was predicted as an `a and all other occurrences of the same letter filled in throughout the text three-letter words beginning with `a were then predicted as `and and occurrences of `n and `d also inserted · · what letters can come after the apostrophes what could be the significance of apostrophes at the beginning of words second verse third line · what could the final three words be text even if there were no quick easy answers for example sharing expertise whereas the above activities assume the presence of a teacher who will drive the activity an electronic whiteboard can also be a good focus for a group of pupils working collaboratively without the teacher collaborative group work involves a group of children focusing on the same task this activity can be found online at http www.mape.org.uk/activities/discloze resources/menu.htm much rich discussion took place in trying to decode the rest of the text the children were puzzled by the title which seemed to have no relation to the text extract this spurred them on to read the whole poem asking the right questions in the above activity the teacher s questions prompted children to analyse the text and make deductions about it the questions were open rather than closed prompting explanations as opposed to single-word answers the children were also asked to reflect on the process of their thinking not just the result for example · what can you say about this text why do you say that · · how do you know that it is a poem where can you see possible rhymes what clues are helping you identify them one of the group kate was known throughout the class as a computer expert and she readily led explorations of menus and options when trying to work out how to reformat text another child ben was a rapid reader who took control of the manual dipping into it when required a third michael had artistic talent and took responsibility for planning layout and the fourth rhoan a careful and pedantic child was chief copy-editor responsible for correcting errors but perhaps the most important aspect of this division of labour was that although one individual took charge of each element of the process the others were also involved at all times and every decision was discussed and shared 7 working together towards a common goal with all the debate which this involves a group of four children worked at the whiteboard as part of a newspaper simulation while others in the class worked on individual stories or pictures this group formed the editorial team putting the final product together these children were teaching themselves and each other all were familiar with the basics of word processing and drawing on screen but the newspaper program was new to them and they had not previously worked on any similar task.[close]
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05 2 modelling demonstrating annotating while modelling is essentially presentation showing how to do something it can be made interactive by the inclusion of opportunities for feedback children can also use the whiteboard to model activities to each other or as a tool for demonstrating work to their peers opportunities for modelling include · · drag-and-drop activities annotation · · shared reading collaborative writing · · collaborative problem solving peer teaching drag-and-drop activities specialist whiteboard software allows items to be created which can be dragged and dropped a teacher can use this to create modelling resources for example a year 1 teacher set up a resource to help teach about the pronunciation of the letter `c she prepared a flip chart with a variety of words beginning with `c and showing a cobweb and a circle she explained how `cobweb begins with a hard `c sound and `circle with a soft `c sound and then invited pupils to the whiteboard to drag and drop the other `c words into the cobweb or the circle as appropriate the children were asked to think about the words in the two categories and to try to formulate a rule that would help them decide how `c should be pronounced they were able to see from the grouped words that `c has a soft sound when it comes before `e or `i annotation whiteboard software allows annotation of any images or text by writing by hand over the top this allowed a teacher to explore the key features of non-chronological writing with her class she showed the class a typical piece of nonchronological writing in the form of a page from a website the children were asked to identify the key features of this type of text for example title subheadings short paragraphs use of present tense use of technical vocabulary illustrative pictures pupils came to the front of the class to highlight these in colour and add annotations one teacher had a `poet of the day scheme whereby each day a different pupil led the class in shared reading of a favourite poem the reader stood beside the whiteboard and led the shared reading by moving the reveal tool down the screen one line at a time some of the best on-screen `big books encourage a pantomimic involvement children reading the missing pencil on the bbc website [http www.bbc.co.uk/schools/laac for example can study the pictures to try to spot mickey s pencil which is behind his ear throughout the hunt shared reading is an enjoyable way of teaching pupils how texts work helping them to understand the role of punctuation and developing reading strategies when reading a `big book on screen the teacher can help children to use overall meaning to deduce the meaning of specific unknown words and use illustrations along with print to help understanding and to recognise frequently encountered words the teacher can periodically invite children to summarise the story so far and predict what might come next shared reading electronic books e-books are available from many websites and can also be quickly and easily prepared by a teacher or teaching assistant they are an ideal medium for shared reading as they have large letters and graphics which can be seen easily by the whole class most whiteboard software has a reveal tool that allows the screen to be revealed a line at a time this can be used like a piece of paper moved up or down an ohp acetate highlighting and spotlighting can also be used on screenbased texts to focus pupils attention on key aspects 8[close]
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collaborative writing a teacher used a prepared set of writing frames to bring together work that pupils had researched on the theme of ancient greece each group of pupils had been investigating one aspect of the topic and the teacher prepared a separate page framework to allow each group to summarise its area these involved different devices timelines drag and drop and more traditional writing frames with prompt beginnings to each paragraph another teacher stimulated collaborative writing with a set of pictures chosen to present an open framework for a story these were arranged in sequence and the story written around them the teacher acted as scribe and prompted the children to generate text with questions such as · · · · · · who has a good starting sentence how else can we say that how can we combine those two thoughts who has another idea could we use a stronger word what happens next collaborative problem solving co-operative experience seems to be at its richest when children have something interesting to co-operate on when they are engaged in a mind-stretching problem-solving or investigative activity or when their task has a concrete outcome collaborative problem solving involves understanding and representing the problem clarifying terms and understanding vocabulary trying things out what would happen if learning from mistakes and evaluating the result and the process that achieved it all this can be modelled very effectively with the use of an electronic whiteboard for example pupils working on text-disclosure activities are engaged in · repeated reflective reading of the screen text both individually and in chorus · thinking about what has been read in an attempt to construct meaning from available cues · · · proposing suggestions and trying these out evaluating the suggestions of others expounding rational arguments to help the group choose between alternative proposals a third class worked on a piece of existing text changing it into something quite different the story was set in a wood and it involved events at different times of the year descriptions of the wood in all seasons were included the teacher demonstrated how to use search and replace to change the setting from a wood to a beach however now all the descriptions and much of the action became inappropriate the class worked together on the on-screen text offering suggestions for modifications to create a new story peer teaching a class had been working on micro-organisms each group of pupils used a website to research one allocated microbe the pupils collected images and information and compiled these into a visual presentation at the end of the unit of work each group presented its findings to the class on the electronic whiteboard this model can be applied widely across the curriculum and can include presentations to other pupils for example in assemblies these types of activity are characteristic of much of the best computer-based group work whether it involves solving problems with logo or control technology making sense of the results of database enquiries or datalogging experiments exploring a model or a series of set challenges in an adventure game or finding the best way to communicate with a specified audience 9[close]
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06 references further reading the review project ros walker university of hull http www.thereviewproject.org/index.htm the review project was a two-year research project which looked at how interactive whiteboards are being used in classrooms across the uk from august 2002 to july 2004 the project observed more than 200 classroom lessons from foundation years to post 16 with a remit to `find and disseminate good practice in the use of interactive whiteboards observers visited many schools and watched lessons in many subject areas findings were compiled into a teacher-training cd-rom called `the good guide to interactive whiteboards this cd is no longer available for general distribution although uk-based initial teacher training institutions may obtain copies from tim tarrant at the teacher training agency tta much of the material is also available on the review project website effective practice and interactive whiteboards raising standards using smart interactive whiteboards to support learning and teaching georgina stein canterbury christ church university college the communication and it client [c&it research development and publication unit at canterbury christ church university college cccuc kent is conducting research into how interactive whiteboards are being used to support learning and teaching in schools to access the case studies go to http smarteducation.canterbury.ac.uk/research/casestudies based upon the evidence gathered from working with schools for many years and to complement the interactive whiteboard research activities undertaken by the client [c&it unit an extensive range of resource materials have been designed to support the needs of students teachers teaching assistants and tutors to access the classroom resources go to http smarteducation.canterbury.ac.uk/classroom-resources different forms of support are available from cccuc to encourage effective use of ict in schools generally all of the material is freely available to schools and colleges specific resource packs have been created to increase the ict confidence and competence of students/teachers the `great ict ideas resources for example are available from http client.cant.ac.uk/gii access to the student/teacher ict audit tools and help centres can be gained by going to http smarteducation.canterbury.ac.uk/audit/default.asp further information client@canterbury.ac.uk phone 01227 782 802 the national whiteboard network http www.nwnet.org.uk the national whiteboard network was launched in may 2004 and is part of the primary national strategy its aims are · to improve the quality of learning and teaching and raise standards through the use of ict · to provide professional development for key lea representatives on making use of interactive whiteboards 10 · · to provide training materials and examples of effective use for leas and initial teacher training institutions to use with their primary schools to build a professional learning community to develop collate share improve and disseminate best practice more widely the national whiteboard network website is being developed to support all interactive whiteboard users with a wide range of resources guidance and the opportunity to share resources.[close]
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07 teaching interactively with electronic whiteboards examples from the foundation stage these cameos from early years settings in worcestershire lea schools exemplify a range of effective practice in the use of electronic whiteboards for interactive teaching and learning anyone who has witnessed the delight of four and five-year-old children interacting with large-screen displays that respond to their touch cannot doubt the impact electronic whiteboards are having on their education teachers have changed their teaching strategies and been wonderfully creative in presenting interactive activities for their children to respond to some of the most powerful learning experiences have occurred when children were left to explore whatever was left on the screen for them many learning outcomes observed by teachers were not originally planned for but presented rich assessment opportunities as they watched the children taking turns explaining ideas and concepts modelling how to achieve a particular outcome and simply learning from each other language development has been particularly noteworthy as the children use technical vocabulary in their explanations to others children reluctant to integrate with the rest of the class have found a way through because they desperately wanted to have their turn matching initial sounds to pictures 1 children dragged the initial letters to the pictures the activity was modelled by the teacher and a few children and then left available for others to return to once they had finished their guided or independent work the whiteboard was set up with letters and images at the bottom of the screen within easy reach for the children matching initial sounds to pictures 2 a teacher demonstrated this activity on the whiteboard then children completed it individually working on laptops as each child finished the teacher checked the work and then allowed the children to replace the initial sounds ready for the next child s turn the children took great delight in this thinking they had set a real challenge 11[close]
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07 matching initial sounds to pictures 3 from gross motor skills and collaborative learning matching initial sounds to pictures 4 to fine motor skills and independent learning these four-year-olds have excellent mouse control learning to read and write 1 learning letter formation becomes a much more attractive activity with an electronic whiteboard two rows of letters were used one for the teacher to model at a comfortable height and a lower set to suit the children another setting used whiteboards for the children to self-register as they arrived in the morning initially the children selected their photographs and dragged them across to the area that says `i am here today they progressed to recognising their names to drag across then writing their names finally they wrote their names and using the handwriting recognition facility changed the writing to text learning to read and write 2 personalised learning with clicker 4 using the whiteboard children are much more engaged and focused on a task because they want to participate and come to the whiteboard to interact with it here clicker grids were used which link to the children s reading books 12[close]
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listening and remembering introduction to modelling children listened to a story and built up the picture they had to remember what goes where and how many of each item to use measurement this example was a wholeclass introduction to comparing and ordering different lengths it was followed by various practical activities involving measuring cutting sticking and gluing data handling children added their own data to build up a graph this could be about travel to school eye colour favourite toys counting 1 counting can be taught in many different ways an infinite number of images can be accessed easily if they are made copiable here children had to put the right number of apples or pears on the trees knowledge and understanding of the world children visited the whiteboard to put the furniture in the right room or choose the appropriate clothes for the weather counting 2 how many pieces of fruit did the hungry caterpillar eat on each day the activity developed mathematical skills in the context of a well-loved story exploring creating and finding out and of course children need time just to play here the teacher substituted a paintbrush for the whiteboard pen marker to make it feel more like `electronic painting for the children examples from worcestershire lea with thanks to hannah saunders reception teacher badsey first school evesham jean underwood reception teacher moons moat first school redditch pam yates teacher adviser for ict 13[close]
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08 teaching interactively with electronic whiteboards examples from key stage 1 these case studies exemplify a range of effective practice in the use of electronic whiteboards for interactive teaching and learning at key stage 1 english/literacy year 1 this is me children used a digital camera to take photographs of each other these were displayed on the electronic whiteboard and the children wrote captions first a year 1 teacher showed the children how to take digital photographs of each other when everyone had been photographed the teaching assistant uploaded the images to the computer and prepared a multimedia file with a separate page for each photograph alongside a frame for text to be added she entered the first few words `this is a photo of me my name is using the electronic whiteboard the teacher showed the children the series of pictures explaining that they were to be used for a class display for parents on open evening she showed the children how to move through the pages to access their own photographs the idea of adding captions to pictures was introduced using books and websites as examples and the children were invited to provide the captions for their photographs after a demonstration of the use of the keyboard space bar and shift key the children were asked to come up in turn and type their names in the writing frame the first few children did this with everyone watching as the teacher checked understanding of the task the class then moved away to work on other activities leaving the display on the whiteboard the teaching assistant then invited the rest of the children to come to the computer in turn to enter their captions what value did the whiteboard add to this activity the whiteboard enabled a shared visual experience and facilitated a class display which children could interact with both during its creation and later when showing it to their parents its use was integrated with that of another ict resource the digital camera all the children took great pride in showing the display to their parents on the open evening 14[close]
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literacy year 1 shared reading ict text the teacher used an interactive text called the silent worm as a focus for shared reading with her year 1 class the text was displayed on the whiteboard and the children read the text in chorus the teacher helped the children to discuss reasons for causes of incidents in the story and to become aware of character and dialogue after the class had read each page the teacher encouraged one of the children to come to the whiteboard to turn over the page the children started to read the next page immediately without prompting other children were encouraged to come to the screen to click on the interactive features of the text this clearly had a very motivating effect all were very engaged with the reading the story included a song which the class sang together the teacher asked questions such as · how do you think the moth would speak why · how do you think the mantis would speak why she encouraged the children when reading aloud to use the types of voices they had suggested quiet for the moth and evil for the mantis mathematics/numeracy year 1 mittens children in year 1 used a computer program to sort mittens according to the shape pattern on the back of each mitten the activity gave opportunities to use mathematical names for shapes to classify objects in simple ways and to frame questions that could only be answered `yes or `no the teacher downloaded the mittens activity from the naace primary website [http www.mape.org.uk/activities sorting_games/index.htm and set it up on the electronic whiteboard she chose the `play a game option she invited a child angela to come and point to one of the mittens and to describe it using colours and mathematical names for shapes the teacher pointed out the differences what value did the whiteboard add to this activity the whiteboard was used to present an interactive text to increase the range and flexibility of children s reading strategies the text was displayed in short sections making reading easier the teacher interspersed the shared reading with questioning to support understanding and the large display provided a focus for discussion and dialogue between the mitten chosen and the others displayed angela had chosen the mitten with the orange rectangle because she said it looked different the teacher then explained that the computer was going to ask some questions to work out which mitten had been chosen angela selected her chosen mitten and then went back to sit down this example is taken from the national primary strategy cd-rom `learning and teaching using ict year 1 [http www.standards.dfes.gov.uk/primary/features embedding_ict/939253 15[close]
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