Whiteboarding can be an effective classroom technique to promote active learning and higher-order thinking skills. The document describes how a physics teacher uses whiteboarding in various ways throughout the start of a new semester. In the first part, students work in small groups to solve kinematics problems at different stations and then present their work on large whiteboards. This allows the teacher to identify misconceptions. Later, students work individually to rearrange kinematics equations on small whiteboards and discuss different solutions, developing problem-solving skills. Whiteboarding helps establish an inclusive learning environment while reducing stress during the semester start-up.
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
26 February 2015
collegeclassroom.ucsd.edu
cirtl.net
This document discusses enhancing calculus concepts through writing assignments. It describes calculus courses at a community college that incorporate group projects or weekly Mathematica labs requiring written reports. For group projects, students chose topics, submitted outlines, and gave presentations. Weekly labs had related questions answered with Mathematica. Student feedback indicated benefits like applying concepts and improved writing. Assessment data showed higher average scores and less failure/withdrawal rates after incorporating writing assignments.
The College Classroom Fa15 Meeting 5: Active LearningPeter Newbury
This document summarizes an active learning workshop that discusses various teaching strategies to engage students in the learning process. It describes techniques like think-pair-share, peer instruction with clickers, demonstrations, and videos. The workshop emphasizes that passive lecturing is less effective for learning than active methods where students participate through predictions, discussions, problem-solving, and receiving feedback. Research evidence is presented showing active learning improves student performance, particularly for underrepresented groups in STEM fields. The goal is to help instructors design more interactive classroom experiences.
The document discusses four categories of reasoning that teachers demonstrated when deciding how to respond to students who need help solving problems: 1) the student's mathematical thinking, 2) the teacher's mathematical thinking, 3) the student's affect, and 4) general teaching moves. It analyzes sample responses from teachers who watched a video of a student, Rex, solving math problems. The best response focused on Rex's mathematical thinking by noting strategies he used and how to build on that thinking, while others focused more on teaching strategies or Rex's emotions.
This document provides resources and guidance for teaching a 6th grade science unit on density. It includes an overview of the unit's pacing, TEKS objectives, lesson plan components, differentiation strategies, and formative assessments. Key resources are a teacher planning document, textbook chapters on properties of matter and density, and online videos. Sample lessons embed hands-on activities, academic vocabulary development, and higher-order thinking questions. The goal is to help students understand density calculations and use physical properties to identify substances.
This document provides guidance on designing rigorous art lessons that incorporate Common Core standards. It discusses the importance of writing detailed unit and lesson plans to organize instruction, make learning objectives explicit, and demonstrate what skills students are gaining. Rigor is defined as helping students develop the ability to engage with complex, ambiguous, and personally challenging content. Sample lessons are provided that showcase techniques for building rigor, such as using authentic artworks, requiring evidence-based responses, and balancing practice with understanding. The document concludes with resources for further exploring rigor and state standards.
The document discusses various hands-on activities teachers can use to engage students in learning science. It describes activities that encourage curiosity, allow skills development through manipulation, foster cooperation, help develop scientific concepts, and relate lessons to everyday life. Examples include observing the effect of smoking on cotton in a bottle, classifying devices that overcome human limitations, recreating the solar system with students representing planets, investigating how plant shoots respond to light, and determining which materials conduct heat well. The conclusion emphasizes that learning science is most meaningful when done through hands-on activities led by a facilitative teacher to enhance understanding and long-term memory.
The document summarizes a guided inquiry unit implemented with primary school students on the topic of Antarctica. It describes the key components of guided inquiry, including Carol Kuhlthau's Information Search Process model. Students worked in pairs to research an area of interest about Antarctica, formulating their own questions. They located and analyzed information to answer their questions and presented their findings. Student responses from surveys indicated challenges in finding relevant information and reworking questions. The guided inquiry approach helped students build deeper understanding of Antarctica through sustained inquiry.
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
26 February 2015
collegeclassroom.ucsd.edu
cirtl.net
This document discusses enhancing calculus concepts through writing assignments. It describes calculus courses at a community college that incorporate group projects or weekly Mathematica labs requiring written reports. For group projects, students chose topics, submitted outlines, and gave presentations. Weekly labs had related questions answered with Mathematica. Student feedback indicated benefits like applying concepts and improved writing. Assessment data showed higher average scores and less failure/withdrawal rates after incorporating writing assignments.
The College Classroom Fa15 Meeting 5: Active LearningPeter Newbury
This document summarizes an active learning workshop that discusses various teaching strategies to engage students in the learning process. It describes techniques like think-pair-share, peer instruction with clickers, demonstrations, and videos. The workshop emphasizes that passive lecturing is less effective for learning than active methods where students participate through predictions, discussions, problem-solving, and receiving feedback. Research evidence is presented showing active learning improves student performance, particularly for underrepresented groups in STEM fields. The goal is to help instructors design more interactive classroom experiences.
The document discusses four categories of reasoning that teachers demonstrated when deciding how to respond to students who need help solving problems: 1) the student's mathematical thinking, 2) the teacher's mathematical thinking, 3) the student's affect, and 4) general teaching moves. It analyzes sample responses from teachers who watched a video of a student, Rex, solving math problems. The best response focused on Rex's mathematical thinking by noting strategies he used and how to build on that thinking, while others focused more on teaching strategies or Rex's emotions.
This document provides resources and guidance for teaching a 6th grade science unit on density. It includes an overview of the unit's pacing, TEKS objectives, lesson plan components, differentiation strategies, and formative assessments. Key resources are a teacher planning document, textbook chapters on properties of matter and density, and online videos. Sample lessons embed hands-on activities, academic vocabulary development, and higher-order thinking questions. The goal is to help students understand density calculations and use physical properties to identify substances.
This document provides guidance on designing rigorous art lessons that incorporate Common Core standards. It discusses the importance of writing detailed unit and lesson plans to organize instruction, make learning objectives explicit, and demonstrate what skills students are gaining. Rigor is defined as helping students develop the ability to engage with complex, ambiguous, and personally challenging content. Sample lessons are provided that showcase techniques for building rigor, such as using authentic artworks, requiring evidence-based responses, and balancing practice with understanding. The document concludes with resources for further exploring rigor and state standards.
The document discusses various hands-on activities teachers can use to engage students in learning science. It describes activities that encourage curiosity, allow skills development through manipulation, foster cooperation, help develop scientific concepts, and relate lessons to everyday life. Examples include observing the effect of smoking on cotton in a bottle, classifying devices that overcome human limitations, recreating the solar system with students representing planets, investigating how plant shoots respond to light, and determining which materials conduct heat well. The conclusion emphasizes that learning science is most meaningful when done through hands-on activities led by a facilitative teacher to enhance understanding and long-term memory.
The document summarizes a guided inquiry unit implemented with primary school students on the topic of Antarctica. It describes the key components of guided inquiry, including Carol Kuhlthau's Information Search Process model. Students worked in pairs to research an area of interest about Antarctica, formulating their own questions. They located and analyzed information to answer their questions and presented their findings. Student responses from surveys indicated challenges in finding relevant information and reworking questions. The guided inquiry approach helped students build deeper understanding of Antarctica through sustained inquiry.
This document provides strategies for creating a student-centered classroom that promotes independence, critical thinking, and collaboration through inquiry-based learning. It suggests having students help establish class rules and participate in decision making. Students should also have ownership over areas of the classroom where they can publicly track their inquiry progress. Routines like daily duties can be taken on by inquiry groups who negotiate responsibilities. The document also outlines techniques for regular plenary sessions where students report back on their inquiry work, like having members of a group take turns sharing updates with the class.
This webinar provided information on classroom assessment strategies for NGSS Earth and Space Sciences. It included introductions from organizers and presentations from William Penuel and Kathy Comfort on 3D assessment and a continuum of assessments. The webinar discussed the importance of NGSS 3D assessment, provided examples of classroom formative assessments, and outlined resources for additional NGSS assessment information.
CIRTL Class Meeting 7: Jigsaw and Peer InstructionPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
12 March 2015
collegeclassroom.ucsd.edu
cirtl.net
Guatemala active learn strategies 2 110111marorussell
The document discusses strategies for enhancing active learning communities through various in-class and online activities. It provides examples of short writing exercises, clicker questions, and discussion forums that engage students in collaboration and problem-solving. The goals are to develop students' analytical, writing, and quantitative skills while efficiently assessing learning outcomes. Activities can be implemented in both small and large classes to involve all students in applied learning.
This presentation is about the writing lesson plan for science classes, with few examples(bio,phy,chem) with reference to the CBSE curriculum, and also based on CCE method of assessment.
This document discusses trends in differentiation in math and science education. It describes four common differentiation strategies: choice boards, interest centers, tiered instruction, and flexible grouping. It then provides examples of how these strategies can be implemented in both math and science lessons. The document also outlines potential instructional issues and barriers to implementing differentiation. Finally, it includes a sample kindergarten math lesson plan that utilizes centers and tiered instruction to teach telling time.
Bridging Research into Classroom PracticeDave Doucette
1) The document discusses the current state of science literacy in North America and recommendations from a report by the National Academies to improve it. It emphasizes the importance of hands-on, student-centered learning over traditional teacher-centered approaches.
2) It then describes an example physics laboratory activity using toy cars and bowling pins that integrates learning concepts and processes. Students work through guided questions to link previous knowledge and predict outcomes as they observe and analyze the motion.
3) The goal is for students to discuss their observations and reflections in groups to develop a deeper understanding of concepts like distance, displacement, velocity and forces through an engaging sequence of activities rather than just teacher explanations.
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The document summarizes a middle school math unit on the Pythagorean theorem taught over 5 weeks. The unit utilized hands-on activities and group work to help students understand concepts like square roots and developing a conceptual proof of the theorem. Students completed various assessments and had a choice of projects to demonstrate their understanding, including creating a song, poster or podcast. The teacher hoped students would master the key concepts and be able to apply the Pythagorean theorem to solve problems.
This document outlines a lesson plan for a 1st grade class to create "how to" snowman vodcasts. Students will paint snowman bodies, write step-by-step instructions using transition words, take photographs, and record themselves reading their stories to create vodcasts. The teacher will introduce the project, instruct on art and writing, and facilitate vodcast creation. Students will be evaluated using a rubric assessing elements like neatness, spelling, use of transition words, fluent reading, and inclusion of photographs. The teacher reflects that incorporating photography and vodcasting engages students and supports cross-curricular learning, and hopes to continue using this technology in future lessons.
The document outlines the agenda and objectives for year 2 of a collaborative project between a school board and university aimed at enhancing math teaching and learning through technology. The agenda includes sharing lessons on problem solving strategies, formative assessment, and planning school visits. The objectives are to further develop communities of practice around math education and digital tools, test solutions to identified problems in student learning, and strengthen the partnership. Key activities involve video-based lesson studies, reflective practice, and continuing the professional learning network.
This document discusses strategies for enhancing active learning communities. It provides examples of active learning techniques that can be used in both in-person and online courses. These include short writing exercises, clicker questions, and discussion forums to encourage collaboration and engagement with course material. The goals are to develop students' analytical skills, improve class participation and preparation, and make assessment more comprehensive with these interactive teaching methods.
The document discusses 22 formative assessment techniques that teachers can use to evaluate student learning in the classroom. The techniques are simple to administer and provide teachers with evidence of student understanding to help adjust lesson plans. They also help students understand where they need to focus their efforts. Some of the techniques discussed include using popsicle sticks to call on random students, exit tickets where students submit answers before leaving class, using whiteboards for students to show answers, and think-pair-share activities.
This document discusses collaborative teaching and learning strategies that are useful for teaching science. It begins by outlining features of collaborative learning such as intentional design, co-laboring, and meaningful learning. It then describes different types of collaborative groups and methods for assigning group membership, including random selection, student selection, and instructor determined groups. The document proceeds to describe six specific collaborative teaching strategies: Give One-Get One, Say Something, Note-Taking Pairs, Structured Problem Solving, and Group Investigation. Each strategy is explained in detail outlining the procedure and steps involved.
The document discusses using a Driving Question Board (DQB) to support student inquiry in science classrooms. It provides an overview of the DQB strategy, which allows students to engage in the science practice of asking questions. Teachers will learn how to implement a DQB by having students generate questions after observing a phenomenon. Incorporating a DQB can increase student engagement, support the development of questions, and provide ownership of learning. The DQB is intended to organize student questions and guide lesson planning and activities connected to their ideas.
The document discusses 100-minute lessons in health and social care. It proposes structuring the lessons in three parts: 1) tuition and preparation, 2) a guest speaker or interview, and 3) evaluation and reflection. This allows students to invite real sector workers into the classroom and visit local workplaces. The long lessons also provide opportunities for linking topics that use similar skills, evaluating peer work, and incorporating cross-curricular links between subjects.
Students read a text about laws and regulations. They drew pictures to visualize the text and answered comprehension questions. They then discussed in pairs whether the laws mentioned were just or not. In groups, students discussed problems related to pets in public spaces and created rules to address these issues. Finally, students wrote a newspaper article demonstrating their understanding of the text and laws discussed.
This document provides strategies for creating a student-centered classroom that promotes independence, critical thinking, and collaboration through inquiry-based learning. It suggests having students help establish class rules and participate in decision making. Students should also have ownership over areas of the classroom where they can publicly track their inquiry progress. Routines like daily duties can be taken on by inquiry groups who negotiate responsibilities. The document also outlines techniques for regular plenary sessions where students report back on their inquiry work, like having members of a group take turns sharing updates with the class.
This webinar provided information on classroom assessment strategies for NGSS Earth and Space Sciences. It included introductions from organizers and presentations from William Penuel and Kathy Comfort on 3D assessment and a continuum of assessments. The webinar discussed the importance of NGSS 3D assessment, provided examples of classroom formative assessments, and outlined resources for additional NGSS assessment information.
CIRTL Class Meeting 7: Jigsaw and Peer InstructionPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
12 March 2015
collegeclassroom.ucsd.edu
cirtl.net
Guatemala active learn strategies 2 110111marorussell
The document discusses strategies for enhancing active learning communities through various in-class and online activities. It provides examples of short writing exercises, clicker questions, and discussion forums that engage students in collaboration and problem-solving. The goals are to develop students' analytical, writing, and quantitative skills while efficiently assessing learning outcomes. Activities can be implemented in both small and large classes to involve all students in applied learning.
This presentation is about the writing lesson plan for science classes, with few examples(bio,phy,chem) with reference to the CBSE curriculum, and also based on CCE method of assessment.
This document discusses trends in differentiation in math and science education. It describes four common differentiation strategies: choice boards, interest centers, tiered instruction, and flexible grouping. It then provides examples of how these strategies can be implemented in both math and science lessons. The document also outlines potential instructional issues and barriers to implementing differentiation. Finally, it includes a sample kindergarten math lesson plan that utilizes centers and tiered instruction to teach telling time.
Bridging Research into Classroom PracticeDave Doucette
1) The document discusses the current state of science literacy in North America and recommendations from a report by the National Academies to improve it. It emphasizes the importance of hands-on, student-centered learning over traditional teacher-centered approaches.
2) It then describes an example physics laboratory activity using toy cars and bowling pins that integrates learning concepts and processes. Students work through guided questions to link previous knowledge and predict outcomes as they observe and analyze the motion.
3) The goal is for students to discuss their observations and reflections in groups to develop a deeper understanding of concepts like distance, displacement, velocity and forces through an engaging sequence of activities rather than just teacher explanations.
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The document summarizes a middle school math unit on the Pythagorean theorem taught over 5 weeks. The unit utilized hands-on activities and group work to help students understand concepts like square roots and developing a conceptual proof of the theorem. Students completed various assessments and had a choice of projects to demonstrate their understanding, including creating a song, poster or podcast. The teacher hoped students would master the key concepts and be able to apply the Pythagorean theorem to solve problems.
This document outlines a lesson plan for a 1st grade class to create "how to" snowman vodcasts. Students will paint snowman bodies, write step-by-step instructions using transition words, take photographs, and record themselves reading their stories to create vodcasts. The teacher will introduce the project, instruct on art and writing, and facilitate vodcast creation. Students will be evaluated using a rubric assessing elements like neatness, spelling, use of transition words, fluent reading, and inclusion of photographs. The teacher reflects that incorporating photography and vodcasting engages students and supports cross-curricular learning, and hopes to continue using this technology in future lessons.
The document outlines the agenda and objectives for year 2 of a collaborative project between a school board and university aimed at enhancing math teaching and learning through technology. The agenda includes sharing lessons on problem solving strategies, formative assessment, and planning school visits. The objectives are to further develop communities of practice around math education and digital tools, test solutions to identified problems in student learning, and strengthen the partnership. Key activities involve video-based lesson studies, reflective practice, and continuing the professional learning network.
This document discusses strategies for enhancing active learning communities. It provides examples of active learning techniques that can be used in both in-person and online courses. These include short writing exercises, clicker questions, and discussion forums to encourage collaboration and engagement with course material. The goals are to develop students' analytical skills, improve class participation and preparation, and make assessment more comprehensive with these interactive teaching methods.
The document discusses 22 formative assessment techniques that teachers can use to evaluate student learning in the classroom. The techniques are simple to administer and provide teachers with evidence of student understanding to help adjust lesson plans. They also help students understand where they need to focus their efforts. Some of the techniques discussed include using popsicle sticks to call on random students, exit tickets where students submit answers before leaving class, using whiteboards for students to show answers, and think-pair-share activities.
This document discusses collaborative teaching and learning strategies that are useful for teaching science. It begins by outlining features of collaborative learning such as intentional design, co-laboring, and meaningful learning. It then describes different types of collaborative groups and methods for assigning group membership, including random selection, student selection, and instructor determined groups. The document proceeds to describe six specific collaborative teaching strategies: Give One-Get One, Say Something, Note-Taking Pairs, Structured Problem Solving, and Group Investigation. Each strategy is explained in detail outlining the procedure and steps involved.
The document discusses using a Driving Question Board (DQB) to support student inquiry in science classrooms. It provides an overview of the DQB strategy, which allows students to engage in the science practice of asking questions. Teachers will learn how to implement a DQB by having students generate questions after observing a phenomenon. Incorporating a DQB can increase student engagement, support the development of questions, and provide ownership of learning. The DQB is intended to organize student questions and guide lesson planning and activities connected to their ideas.
The document discusses 100-minute lessons in health and social care. It proposes structuring the lessons in three parts: 1) tuition and preparation, 2) a guest speaker or interview, and 3) evaluation and reflection. This allows students to invite real sector workers into the classroom and visit local workplaces. The long lessons also provide opportunities for linking topics that use similar skills, evaluating peer work, and incorporating cross-curricular links between subjects.
Students read a text about laws and regulations. They drew pictures to visualize the text and answered comprehension questions. They then discussed in pairs whether the laws mentioned were just or not. In groups, students discussed problems related to pets in public spaces and created rules to address these issues. Finally, students wrote a newspaper article demonstrating their understanding of the text and laws discussed.
1. Volume 38 • 3 January 2007Whiteboarding
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Whiteboarding can give you the H.O.T.S.*
* Higher Order Thinking Skills
Curriculum Connection: All grades, all subjects.
Prelude
Keshia stood, intently scribing in her notebook, “A hawk,
flying at 2 km/s sees a mouse on the ground and, not hav-
ing lunched, accelerates at 5 km/s/s for 6 seconds. What
was the hawk’s speed when it pounced on its lunch?” She
paused after writing, burst out laughing and expelled,
“Ten kilometres a second? What kind of a hawk is this? Is
this superhawk?” Her group members paused to consider
the values given. “What happens when it hits the ground
at…” she stopped a moment to calculate “…32 km/s? Can
you imagine?” They chuckled at the visual image. “Who
wrote this question?”
“Did you see the question about the snake? It had a dis-
placement of, like, 500 m in a time of 10 s. That’s, like, fifty
metres a second. What drugs is that snake on?” Kiv called
out from across the room, standing with his group. The
class erupted. “Hey, that was my snake.” Replied Katia
from the back of the room. They chuckled, then resumed
scribing the student-generated questions into their note-
books.
“Move to the next station once you have the questions
copied ”, I instructed the class, “Don’t stop to answer
questions …just leave a space after each question for your
solutions.” They shuffled from station to station, copying
down the often unintentionally outrageous questions from
the small whiteboards. Each station featured one of six
kinematics equations, such as average velocity equals
displacement divided by time [Vav = ∆d/∆t]. Student teams
were instructed to create two or three questions requiring
students to rearrange formulae and solve problems, using
simple whole number values solvable without calculators.
This was day three of a new semester of grade 11 physics.
So far it had been quite a week. Whiteboarding was inte-
gral in establishing an inclusive active-learning atmos-
phere while reducing the stress of semester startup – for
them and for me.
Answers to questions were written on the front black-
board. Complete solutions were not provided and pod
««« By Dave Doucette
Dave Doucette, a physics teacher at Dr. G.W. Williams S.S. in Aurora, is a frequent
presenter at STAO conferences and various Faculties of Education. His writings have
appeared in The Crucible, The Science Teacher and The Physics Teacher.
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Senior physics students presenting a homework problem to the
class on a large whiteboard. Note the artistic license, arguably
evidence of multiple intelligences at work... or at play!
2. members were encouraged to challenge answers.
Challenges were defended with detailed solutions, reveal-
ing occasional solution errors and producing lively discus-
sion on numerical analysis. Clever variations
of problem-solving techniques were also generated, one
resulting in a spontaneous round of applause.
“Its ten to eleven!” Keshia called out in alarm, “I can’t
believe how fast this class goes. I love this class.” I tend to
forgive outbursts of that nature – I might even actively
encourage them.
Setting the Stage
Establishing a student-centered active-learning culture is
the hidden curriculum in these semester startup activities.
Whiteboarding is key in achieving this goal.
Whiteboards are white tile boards (50 cm x 78 cm) which
are written upon by colored markers and erased by white-
board erasers or cloth. A single large whiteboard is
preferable for groups, though they can also be cut into 6 or
8 sections for individual student use. These boards are
light and easily portable. I have used them in the class-
room, hallway, cafeteria, gym, the outdoor track, football
field and the local park.
I discovered whiteboarding in a 2000 article on small
group cooperative learning by Dan MacIsaac1
describing
the use of these boards to increase student engagement in
large enrollment college lectures. I subsequently attended
an OAPT workshop by Glen Baxter who demonstrated
more sophisticated applications. Successful implementa-
tion in the physics program motivated my entire depart-
ment of nine teachers to adopt whiteboarding as a regular
strategy in all science courses at all levels.
A safe, active-learning classroom (community centered
environment) is one of four components recommended in
America’s Lab Report, 20062
. This requires teachers relin-
quishing some of the apparent control of a teacher-cen-
tered curriculum, allowing students more opportunities to
listen, discuss and articulate. This proceeds in steps, as
students and teachers gain comfort and confidence in
changing roles. It takes time to integrate whiteboards
effectively into class routines, with some bumpy initial
starts, but this is true of any instructional strategy. Barrie
Bennett3
(Instructional Intelligences) describes it as the
inevitable ‘dip’ before the’ rise’ in learning. It is well worth
the effort, as whiteboarding supports many instructional
tactics; this article describes just a few.
The First Act: Small group whiteboarding
Day one: we begin the semester with a hands-on, minds-
on review of prior learning. In Ontario, motion is taught in
grade 10 and we begin this grade eleven physics course
with ‘motion & forces’. Students are arranged into home-
based pods of 2-3 and, after some introductions, are intro-
duced to six stations of simple motion activities. The for-
mat is a bell-ringer and they rotate through the stations
after several minutes. This permits time to read instruc-
tions, observe and make measurements, and enter infor-
mation onto their 2-page worksheets. A class of 25-30
students requires two sets of six stations, with the class
divided into halves.
Once finished, they return to their pods to complete the
worksheets. For each of the six stations there is a focused
question to answer, for example ‘How does this motion
help distinguish between the terms distance and displace-
ment?’ There is also a position-time sketch with room for
a brief justification of the curve drawn. Within pods they
are encouraged to discuss answers. A course textbook is
provided at each pod as a reference.
Once worksheets are collected, each pod is assigned to
debrief one of the six stations. They prepare a short pres-
entation in answer to the question, display the graph and
justify the graph shape. Day one ends with the groups out-
lining and rehearsing the presentation order. All group
members must take a role in presenting.
While they prepare, I scan student worksheets for two or
three level 4 (excellent) exemplars which are photocopied
in sets for the next day. They are used as templates for
students to form self (or peer) assessment, with remarks
Volume 38 • 3 January 2007Whiteboarding – Page 2
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3. on the next steps needed to improve. The time invested to
create clear standards and the opportunity for students to
scrutinize peer work is essential in establishing buy-in to
the process. If time is at a premium, students can self
assess as homework, though there is definite merit in car-
rying out this process with complete class engagement.
Day two: students obtain a large whiteboard (~60 cm x
~120 cm), markers and an eraser. They display their
graphical, symbolic and textual information on the large
whiteboards and present to the class, station by station.
Classes are large so each station has two presentations –
a coin toss determines the order of presentation.
This is an effective diagnostic tool for revealing student or
class misconceptions. Errors and misconceptions are
noted and saved for later lessons. A difficult task for
teachers is to resist the urge to jump in and explain it
properly, though questions should be posed to uncover
misconceptions and generate discussion. Richard Hake4
at
Indiana University has developed Socratic techniques to
guide university instructors in careful questioning. A quick
read of this literature will help teachers incorporate this
strategy into their questioning repertoire.
It is also rich from a literacy perspective as students
explain, listen, clarify and elaborate within groups while
preparing, and between groups when presenting. Once
presentations are complete, we line up the whiteboards
around the class and rank the most effective exemplars.
Classes quickly and insightfully cite features which make
for effective communication pieces, furthering develop-
ment of transparent standards for communication. Pods
self-assess their work and suggest next steps to move
them to level 4 (or 4+) exemplars.
Assessment of whiteboards poses potential problems. An
overemphasis on summative assessment can focus stu-
dents on results and derail the primary process of concept
attainment and refinement. It is recommended the focus
should be on communication and cooperative groupwork
skills. Content can – and should – be tested with tradition-
al quizzes, tests and applications. Rubrics for whiteboards
are discussed on websites such as
http://modeling.la.asu.edu/ as recommended by D.
MacIsaac.
Act Two: Individual whiteboarding
Day three: there are arguably 5-6 key equations for the
study of kinematics. Each pod is provided a set of equa-
tions on colored stock paper, which are cut up to encour-
age kinesthetic manipulation. After an introduction and
warm-up exercises, each student obtains a small white-
board [~30 cm x 40 cm], eraser and marker. I then select a
single equation, such as a = ∆v/∆t and challenge them to
rearrange the equation to solve for ∆v. They work individu-
ally, hold up their answer when complete and scan the
room for differing responses. If answers vary, they are
instructed to engage and defend their response. Typically
the correct solution is quickly obtained. We cycle through
equations as the rearrangements increase in complexity.
I do not provide correct answers but do inform them if the
class consensus is incorrect. When a teaching moment
occurs, I leap in with my own whiteboard. Occasionally I
ask a student to walk the class through a clever mathe-
matical manipulation they have utilized. This use of small
whiteboards was a low cost variation of the JiTT (Just-in-
Time Teaching)5
approach blended with a simple adapta-
tion of the Peer Instruction6
process by Eric Mazur at
Harvard.
The next step involves students authoring word problems
as described in the opening of this article. Creating and
solving word problems develops literacy skills while pro-
moting stronger connections of symbols to concepts.
Whole number usage encourages mental arithmetic, hon-
ing number sense in a student-centered, active learning
paradigm.
Day four: today is our first homework check. Students are
placed in tutorial sections of five or six and immediately
number off. “Number ones can pick up a large whiteboard
for each group, plus a marker and eraser.” I instruct. “The
Volume 38 • 3 January 2007Whiteboarding – Page 3
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4. tutorial leader today is… number five. Come and pick up
an assessment sheet. First thing to do is a homework
check.” The tutorial leaders scan the homework for each
member, including themselves, formatively assessing for
effort or completion on a scale of 1 to 4.
“Ok, tutorial leaders, the question today is on page 53,
number 12. Go for it.” Dutifully, tutorial leaders locate the
question and read it quietly to the group. The group listens
intently while the tutorial leader works through the solu-
tion, identifying the known values, the method of analysis,
and the steps to solution. All steps must be accompanied
by a monologue of the thinking and strategy.
“How many significant figures?” Brenda asks. “Two,”
Tonia answers, “Maybe three.” “It’s two,” adds Habar,
“Look at the smallest number, not the biggest.”
Agreement is reached. The groups conduct a quick con-
sensus on the performance of the tutorial leader.
Assessment sheets are collected and the class continues.
Final Act: the plot is revealed
“Mr. Doucette, when are you gonna teach us something?”
Ben asks, near the end of class.
“Yeah – you don’t do anything.” Someone else pipes in.
They are not being rude or mischievous, it had just
occurred to them I had done very little conventional
teaching.
“I guess I haven’t been doing much teaching!” I say. They
laugh in agreement. “Then I guess you haven’t done any
learning, either.”
“Are you kidding – we’ve done everything in the last few
days. The time just flies by. But when are you going to
teach?”
“Well, have you been learning?”
“Yeah…sure!”
“Then what does that make me if I stand around, direct
and coordinate, while you toil like worker bees? If I am not
a teacher – in the usual sense – then what would I be?
Who else makes you work like crazy while they stand
around and critique your performance?”
“My parents!” Keshia offered. “No – a COACH!”, a voice
calls out. “Ahh” the class realizes in a collective sigh, the
subterfuge revealed. The bell rings and they rise as a
group. As they shuffle out they are smiling. Alexandra, a
taciturn student dressed in head to toe black, gives me a
brief nod while leaving. That is progress indeed.
“Hey, Mr. D., you’re a pretty smart dude.” Anton says, in
passing.
I think I’m a pretty lucky dude, too. I love my job.
Postscript: Whiteboards were purchased at Home Depot
for about $8 (Canadian) for a large whiteboard. These can
be cut down to produce ~8 small whiteboards. Not all
Home Depot stores carry the whiteboards. Recently small
whiteboards have been appearing at dollar stores, com-
plete with markers.
Further References
E. Redish, Teaching Physics with the Physics Suite, Wiley,
2003, p. 39.
Volume 38 • 3 January 2007Whiteboarding – Page 4
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hhttttpp::////pphhyyssiiccsseedd..bbuuffffaalloossttaattee..eedduu//ppuubbss//CCEETTPP//
2. Singer, S. et al, America’s Lab Report: Investigations in High School Science, The National Academies Press, Washington, 2006.
3. Bennett, B., Beyond Monet: The Artful Science of Instructional Integration, Bookation Inc., 2001, Toronto, Canada.
4. Hake, R.R., “Socratic pedagogy in the introductory physics laboratory,” The Physics Teacher, 30, 546-552 (1992).
5. Novak, G.M., Patterson, E.T., Gavrin, A.D. and Christian, W., Just-in-Time Teaching: Blending Active Learning with Web Technology, Prentice Hall,
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6. Mazur, E., Peer Instruction: A User’s Manual, Prentice-Hall, 1997.