With the use of small whiteboards while teaching you activate the students during the lessons when e.g. checking knowledge. You can use it individually, in pairs or in small groups. The students get instant feedback on the knowledge in this dialogic way of teaching, a formative teaching. When given the directive to use the boards to answer questions i.e. active participation in the on-going teaching, the students need to be active listeners/participants in order to learn which also increases their knowledge acquisition. The main outcomes are that the students become more engaged and active. Teachers get information on where the individual students are concerning their knowledge in the specific area and can adapt the teaching based on that information. It promotes group strengthening, knowledge, goal achievements, and as a teacher you learn which students need help getting started when the individual part of the work begins.
One challenge is that students might be insecure about participating because of the risk of someone else commenting on their answers. To avoid this, it is very important that teachers see to and aim at a permissive environment. Whether one is wright or wrong when answering, is not important.
To overcome this, it is important to start using the strategy e.g. in smaller groups or pairs, to have a by teachers fixed seating chart for every class and change it on a regular basis when necessary. We have fixed seating charts for every class. The chart is changed now and then if necessary and to strengthen the group dynamic and to maintaining a calm working environment.
a tip is to laminate sheets of paper if it is too expensive to buy whiteboards. One can also use regular paper and pens if necessary.
Step 1: divide the class into small groups or pairs
Step 2: decide the topic of the activity and set the goals together with the students
Step 3: give some practical tips
Step 4: set the time for the activity
Step 5: share with the students how to collect the datas or the results of the activity
The activity increased the students’ participation and engagement through the use of small whiteboards during lessons and created a formative, dialogic learning environment with immediate feedback.
Activities began with short knowledge checks and small-group work to build confidence and a sense of safety. Seating arrangements and shared routines helped maintaining a calm and collaborative classroom climate.
This approach strengthened relationships and supported inclusive education. Initial student insecurity was reduced by fostering a non-judgmental and supportive atmosphere.
The strategy proved effective, well received by students, and can be enhanced with tools such as Plickers.
Small whiteboards as an ending of the work in religion. Questions for the students about the work in religion. The whole class participates. The students work in pairs with one whiteboard and write every other time on the whiteboard. The teacher asks a question and when every pair has written their answers the teacher says – 1, 2, 3 show! The students show their answers on the mini whiteboard.
All the students were engaged. You can use the strategy in every subject. It is important to have a permissive environment and not make a big deal about the answers. Everybody liked to write on the whiteboards, and they cooperated very well. The students were focused on their own answer, not everybody else’s answers. The students thought it was so much fun that they wanted to continue, and we asked some extra questions! They thought it was fun with short answers and not to write on paper. They also liked the fact that everybody was fully engaged and that it was easy and almost became like a quiz. This strategy is fun for both students and teachers!
