When teachers hear the phrase mini whiteboards it often strikes in them the feeling of dread.
Mini whiteboards are a nightmare. They take time to organise, they can be loud, they are a distraction, and no matter what someone’s pen will not work, even if you have just bought a new set. However, for all their failings they are one of the most adaptive and useful tools in the classroom.
Mini whiteboards provide an easy way to check pupil understanding and allow any gaps in knowledge to be addressed then and there. They provide a quick and easy way to do starters and plenaries, and provide a useful tool for communicating with students without making too much noise. When used correctly they can be a dream.
At my previous placement mini whiteboards were a mandatory tool in the classroom and I came to resent them. Every lesson had to incorporate mini whiteboards, and it felt like I was constantly trying to force them in. When moving back to CRGS I felt relief. That was the end of the mini whiteboard. I could leave them behind and see it as just another check box in my training. Or so I thought.
Now that the whiteboard is my own choice I have begun to use them in almost all my lessons. As a trainee, planning is time consuming but the whiteboards have enabled me to check my students' understanding without having to increase my workload.
My first go to for the whiteboards is starters. If I have time I put the boards on my students' desks before they enter the room, if not there is always a volunteer. The pens I hand out myself with a strict warning; everyone must return a pen at the end of the lesson, anyone without will incur a penalty point, and thus far this has worked well.
I put four or five questions on the board for the students to complete on their whiteboard whilst I take the register, these could be one-word answers or detailed explanations. By not answering these questions in their books students are more likely to take risks as there are no permanent mistakes. Once the register is done all the students must hold their boards up and show their working. This helps identify students who may have not written as much as their peers as well as including all the students in the answers.
Once handed out the whiteboards are there, and as long as you outline and maintain your expectations regarding pupil behaviour, they soon become accustomed to the whiteboard routine.
As a trainee I will admit my planning and time-management is not always as tight as more experienced teachers, but whiteboards have really helped me adapt in my classroom. If I have spare time, or I feel the class needs more engagement, they make it easy to throw in a 2 minute quick fire quiz. One of my favourite ways of doing this is pitting the sides of the room against each other, and whichever side shows all their whiteboards first with the correct answer wins. The competitive aspect of this engages the students and due to the game’s nature, all students have to participate. Again, it also allows you to check the students' knowledge, and by ensuring all students have to have the right answer it means that gaps you may not have realised were there can easily be addressed. In addition, if the class ever descends into discussion or debate (whether that be part of the lesson plan or not!) whiteboards are a super way of polling the room so that all students get to participate, rather than just the five that put their hands up. It means all students have to form an opinion and participate in the lesson.
Another way I like using my whiteboards is for communication. During one of my recent lessons, my students were writing an argument, either for or against. They could pick. I asked all students to write which way they were arguing on their whiteboards so as I circulated I knew exactly wheat they were doing. This made it easy to select students to share their work as I already knew who had argued for what. Furthermore, when students ask for spellings it is far more beneficial for them to see the word written down in front of them.
Overall, I could talk about the positives of mini whiteboards for a long time. If used on your terms they can be a fabulous tool to promote engagement and participation, and like most things, once the student is accustomed and ‘trained’ on how to use them they cause very little additional hassle. They are ideal for all subjects and are a great way in which to track student progress as well as to address any misconceptions.
Luckily MNQ and ADH have ordered a vast amount of mini whiteboards for all staff to use, and I highly suggest you give them a go! Once they become part of your teaching toolkit you won’t go back!
Written by Ellie Lewis-Beal, Trainee History Teacher
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