Interactive Whiteboards Introduction

Interactive Whiteboards Danny Nicholson Think Bank Ltd

Danny Nicholson Educational Consultant Think Bank Ltd www.think-bank.com/iwb www.whiteboardblog.co.uk

“ The inventor of this system deserves to be ranked among the best contributors to learning and science, if not the greatest benefactors of mankind” ?

“ The inventor of this system deserves to be ranked among the best contributors to learning and science, if not the greatest benefactors of mankind” Josiah F. Bumstead, 1841 - on the invention of the blackboard

How do you use your Interactive Whiteboard? Quick brainstorm

Becta: “In order to take full advantage of the technology the teacher needs to combine knowledge of the subject, an understanding of how students learn, and a range of teaching strategies along with skilful manipulation of the Technology”

It can be a window on the world (and other worlds)

Enhance Demonstration and Modelling

Incorporate a range of preferred learning styles

Ability to prepare and share whiteboard files

“ Better quality” resources

Access to multimedia files

Increase pace and depth of learning: Use of Websites Becta research

Increase pace and depth of learning: Video and Audio clips Becta research

Increase pace and depth of learning: Interactive Teaching Programs Becta research

Increase pace and depth of learning: Interactive and Electronic texts Becta research

Increase pace and depth of learning: Additional peripherals – Microscopes, scanners, Visualisers, cameras Becta research

Voting Kits

Can interact without coming to the board

Drag and Drop Cloze Rub and reveal Shared writing Annotation And others…..

Online, collaborative mapping tools such as http://www.mindomo.com

Supported Didactic Interactive Enhanced Interactivity Miller, D, Glover, D & Averis, D; 2005, Developing Pedagogic Skills for the Use of Interactive Whiteboards in Mathematics. Three pedagogic phases of IWB use:

Teachers who used IWBs most effectively were in the enhanced interactivity phase. These teachers used techniques to: “ offer the same idea in different ways until … all the group understand, and this requires meticulous planning and the need for continuous assessment so that whether answering at the IWB or on their own whiteboards, whether using individual or small group work, and whether working on examples or investigations, pupils are challenged not only to say what but also why” Miller, Glover & Averis 2005

Where teachers were working at the enhanced interactivity phase, three underlying principles seemed to be present:

1. The technology was used to support a lesson structure based on an introduction or starter, a developmental phase based on a sequence of learning incidents, and a plenary to review learning and contribute to metacognitive learning of the subject.

2. Most teachers were undertaking lesson planning that had a sequence of discernible cognitive aims and a series of activities to explore, develop, explain and reinforce both developing concepts and subsequent understanding.

3. There was a high level of teacher recognition that pupils learn in different ways and the IWB was used to promote diversity of aesthetic, verbal, numeric and kinaesthetic experiences

Becta Guides for each NC subject http://snipurl.com/5a57p