The document discusses the effective use of boards in the classroom. It defines different types of boards like chalkboards, whiteboards, and interactive whiteboards. It provides characteristics of good chalkboards and whiteboards. The document emphasizes the importance of boards as a teaching aid and their advantages. It discusses guidelines for using boards, including planning board work, using stick figures and drawings, and making the best use of available space on the board.

1. Universidad Autónoma de Chiriquí
Faculty of Humanities
School of English
Materials Development
Ms. Barraza
The Board and Figure Stick Drawing
Presented by :
Alejandra Avila
Exirith Arauz
April 6th,2016
1

2. Table of Contents
 Introduction
 Definition of concepts
 Types of boards
 Characteristics of a Good Chalkboard
 Characteristics of a Good Whiteboard
 Important of the Board as a Teaching Aid
 Advantages
2

3.  Disadvantages
 Use of the board
 Basic Prerequisites
 Guidelines
 Planning your Board Work
 Materiasl and Equipement
 Suggestions in Using the Board
3

4. Introduction
4
• The board is one of the most used resources in a
classroom
• Teachers and students should learn how to use the
board correctly to make it a powerful aid in the
teaching process
• The board can state important information and
enhance students participation
Back

5. Definitions
5

6.  Smooth hard panel, black or green
 Used to write things with chalk
 Used for teaching purposes
Chalkboard
6

7. Whiteboard
 White-colored dry-erase
board
 Used to write with a marker
 Used to create a space that
multiple people can see and
refer to or interact in
7

8. Stick Figure
 Simple illustrations made with circles and lines
 Illustrate grammatical points and make
them last in learners’ mind
 Make class interesting and contextualize
learning
8

9. Types of Boards
9

10. Chalkboard
10

11. Whiteboard
11

12. Interactive Whiteboard
12

13. Characteristics of a Good
Chalkboard
 Rough Surface
 Flat
 Height adjusted to the class
Grades Inches
I-II 28
III-IV 32
V-VI 36
13

14. • Well located (in front and considering
light)
• Dull to eliminate glare
• Easy to erase and clean
• Wide
14
Characteristics of a Good
Chalkboard

15. Characteristics of a Good
Whiteboard
Good erasability
 High hardness
Made of porcelain surface ( for heavy use)
 It must fit dimensions
15

16.  It must have accessories
 Dry-erase markers
 Erasers
 Board cleaning products
 Magnets
 It can has a magnetic
surface
16
Characteristics of a Good
Whiteboard

17. Importance of the Board
as a Teaching Aid
 Makes teaching effective
 Helps classroom management
 Controls the pace of learning
 It is a natural slide
17

18.  Useful for different learning abilities
 It has flexibility
 Enhances student comprehension skills
 Multipurpose teaching aid
18
Importance of the Board
as a Teaching Aid

19. Advantages of Using a Board
 Mistakes can be erased and corrected
 Information can be demonstrated
 Encourage student’s participation
19

20.  It is accessible
 Easy to use
 Electricity is not
necessary for its usage
20
Advantages of Using a Board

21. Disadvantages of Using a Board
 Eye contact is lost while writing
 Material cannot be stored or reused
 Chalk dust can affect the class
21

22. 22
 Time is limited for complex diagrams
 Advanced material preparation in not
possible
Disadvantages of Using a Board

23. Uses of the Board
23
 Demonstrate facts and processes
 Present important information, theories and principles

24. 24
 Provide a good medium for students’
demonstration
 Develop maximum student’s
participation
Students Using the board
Uses of the Board

25. Basic Prerequisites
Start with a clean board
Write legibly and neatly
 Practice handwriting
 Do not write in capital letters.
25

26.  Use the right implement
(Dry-erase markers)
Keep the board clear and easy to
read
 Consider other ways to display
information
26
Basic Prerequisites

27. Board Organization
27

28. Blueprint
28
Plannification of board distribution

29. Planning your Board Work
 Board work should be
 Planned in advance
 Be included as part of the lesson
 Divided into sections
29

30. H Model
30

31. Free section for
crop up things
Permanent sectionWriting part
Illustration part
(Pictures/drawing)
Impromptu work
part
 Table, list, information)  (Vocabulary items)
31

32. 1. Illustration
Part
2. Writing Part
3. Permanent
Section
4. Impromptu
2
3
1
4
Free Section
32
H Model

33. Information Placed in a Board
 Permanent or reference material
 Low level class- Date
 Reminder items
 New vocabulary
 Model sentences
33

34.  Material for the Development of
the Lesson
(Largest Part- Central Part)
 Pictures to illustrate
 Expressions students are practicing
 Grammar Rules
34

35. 35
Thursday -April 7th, 2016Let’s compare things around us
We can compare two
people or things with the
comparative form.
Juan Maria
Juan is taller than Maria.
Vocabulary
Short - shorter
Big - bigger
Small - smaller
Fat - fatter
Activity
Compare things and
people around you and
make sentences.

36.  Impromptu work
(Erase when the point have been understood)
 Work to illustrate
 Answer of a question
 Back up and explanation
(drawing or written word)
36

37.  Notes and Reminders
Daily class announcements
Ask me Later – Questions
(Do not/ cannot answer in the
spot)
Reminder of next lesson
preparation
37

38. Placement of Information in a
Board
Pictures used to revise
vocabulary
38

39. 39
Placement of Information in
a Board

40. 40
Placement of Information in a
Board

41. 41
Guidelines to Work
with a Board

42. Handwriting
42
 Cursive letter
 Big letters
 Make emphasis by circling and
underlying
 Write from left to right

43. Colors
43
When writing
 Avoid bright colors
 Do not use colors such as
 red or green
 Use colors such as
 black and dark blue

44. 44
Hey, look at me!
 Use different colors
 To make emphasis
 Call attention
 To separate terms
 Use Bright colors to underline
and circle terms.
Colors

45. 45
Use dark colors
to write on the
board

46. Board Drawing
It can be used for illustrating topics
46

47. Stick Drawing
 Simple illustration made of circles and lines
 It makes the teaching effective
It makes class attractive
 It illustrates grammatical points and functions
47

48. Sample of stick drawing
48
Stick Drawing

49. Characteristics of Stick Drawings
 Simple to draw
 Create enthusiasm and imagination
 Multi-sensory learning experience
 Symbolic representation
 Visual context
49

50. Uses of Stick Drawing in the
Language Class
 It supports concepts
It enhances communicative skills
(Ask students about what they
observe)
Family
50

51.  Stick drawings can be used in all aspects of
language
 Grammar
 Reading
 Vocabulary
Hello!
Greeting
Language Function
51
Uses of Stick Drawing in the
Language Class

52. Basic Rules to Follow When
Using Stick Drawings
 Maintain consistency
 Avoid confusing surroundings
 Maintain connectivity in sequential pictures
 Draw margins on the board
52

53.  Show meaning of the word
 Make questions as drawing
 Draw big things first and details at the end
 Make the drawing clear and simple
 Take care of drawings size
53
Basic Rules to Follow When
Using Stick Drawings

54. Making the Best Use of the Board
 Use colors to make the board
attractive
 Use boards as temporary display
areas
 (Pictures, diagrams, key words…)
 Adjust size
 Write just the essential
54

55. Give directions
(write or not to write information on the board)
Clean the board
Build up the board work bit by bit
Involve students in writing
55
Making the Best Use of the Board

56. Material and Equipment
56
 Projectors
 Magnets

57. 57

58. Writing on the Board
 Write clearly
 (Large letter)
 Write in a straight line
 (Place grid lines in your board)
 Stand in a way that does not hide the board
58

59. 59
 Talk as you are writing
 (Involve the class)
 Write from left to right
 Make Pauses
 Use correct spelling
and grammar
 Allow taking notes
Writing on the Board

60. 60

61. 61

62. Conclusion
62
• Boards are more than just a mean to
inform in the class
• Now we as future teachers are aware of
how useful and interactive can be these
devices
• By following some recommendations and
being creative teachers can engage
students in a positive learning environment

63. References
63
Chapter 3: Managing resources: equipment and teaching aids. Retrieved from
http://cmapspublic.ihmc.us/rid=1KDKR9L2C-1SXR1MD-
16K/Managing%20resources%20Equipment%20and%20teaching%20aids.pdf
Characteristics of good black board and Importance of the blackboard. Retrieved
from
http://myfreeschooltanzania.blogspot.com/2014/09/characteristics-of-good-
black-board-and.html
Characteristics of a good Chalkboard. Retrieved from
http://ed-tech124.blogspot.com/2013/08/characteristics-of-good-
chalkboard.html

64. 64
MacErland, S; & Payton, V. A Teacher’s Guide to Blackboard Drawing.
Retrieved
fromhttp://cmapspublic.ihmc.us/rid=1J9DQJ7R1-1SX49JC-
1DWW/A%20TEACHER%C2%B4S%20GUIDE%20TO%20BLACKBOARD
%20DRAWING.pdf
Pack, A. (1977). The Use of Stick Figures in the TESL Classroom. Retrieved
from
https://ojs.lib.byu.edu/spc/index.php/TESL/article/viewFile/2888/26
62
Singh, K,Y. (2004). Chacteristic of a good chalkboard. Retrieved from
https://books.google.com.pa/books

65. 65
Using the board. Retrieved from
https://www.teachingenglish.org.uk/article/using-board
USING CHALKBOARD AND TEACHER AS TEACHING AIDS.
Retrieved from
https://peltjournal.wordpress.com/2013/09/30/using-
chalkboard-and-teacher-as-teaching-aids
Morton, P. (n.d.). Blueprints for Learning. Retrieved from
http://journals.humankinetics.com/AcuCustom/Sitename/Documents
/DocumentItem/10073.pdf