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Craig Nansen

Whiteboards: Learning From Great Britain | Scholastic.com - 6 views

  • "The interactive whiteboard is very good at saving information, bringing it back up, and re-annotating it,"
  • Teachers have begun actively exchanging lessons, as well. St. Matthew teachers make active use of the online 21st Century Science site created by the local education authority in London. "People cherry-pick and share best practices," Cregan explains. "Basically, somebody else has written a lesson and they just tweak it and they're ready to go."
  • Barker has also seen growth in the use of devices such as digital cameras and interactive response systems, which allow students to click answers to questions and—with some whiteboards—text longer responses that can be kept private or projected publicly.
  • ...20 more annotations...
  • The most effective professional development, suggests researcher Judith Kleine Staarman, has focused on getting teachers to go beyond the basics. "IWBs only really make sense if you start thinking about the teaching and learning you want to do in the classroom."
  • you need to figure out how to use thinking time and conversation
  • "We also realized that we had to be subject-specific,"
  • Research conducted in England
  • found that IWBs were proving most effective in the primary grades, so much so that after two years of whiteboard use, student achievement in math, science, and English accelerated by as much as six months or more.
  • "Another difference between what England did and what we did was our ongoing professional development," Coleman says, adding that instructional technology facilitators meet one-on-one with classroom teachers to adapt lessons to the SMART Board, plan new lessons, and co-teach. "During the first year of using the IWB, each teacher receives 10 to 25 hours of differentiated professional development, determined by what kind of learner that teacher is."
  • the deployment took place in three phases, moving from early adopters to the most reluctant users. "By the time we got to the last group," Tarver explains, "they had seen so many good things going on around the campus that they weren't reluctant anymore."
  • Tarver also says that subject area coordinators have sought to embed the new whiteboards into classroom culture by including them in the district's curriculum framework, which identifies resources and timely opportunities for using the IWBs with particular lessons.
  • the kind of collaborative engagement promoted by IWBs fulfill state standards, and that one year after their implementation, average student scores on the state's Academic Performance Index rose from 800 to 827. Science teachers, meanwhile, have created a bank of 100 lessons using the SMART Board, and math teachers another 75.
  • Fishtrom says getting teachers to think pedagogically about IWBs is front and center in their professional development. He points to one recent history exercise in which students marked up a split screen of pre- and post-World War I maps of Europe, discussed what had changed, and saved the document for future review. "It's very rare that I walk by a classroom and the boards are not being used for a good reason."

  • encouraging results for regular use of the interactive whiteboard in the elementary grades.
  • 7.5: Months of additional progress for low-attaining boys in science
  • 5: Months of additional progress for high-attaining boys in math
  • 2.5: Months of additional progress for girls of average attainment in math
  • 2.5: Months of additional progress for low-attaining boys in writing
  • 2–3: The number of children working at an interactive whiteboard at one time in classrooms where all children made significant and measurable gains
  • 18: The number of months after installation of an IWB in which the majority of teachers had become highly competent users
  • 100%: Kids who are enthusiastic about interactive whiteboards
  • Whiteboards: Learning From Great Britain
  • The U.K. pioneered the importance of teacher buy-in, effective planning, and curriculum integration.
  •  
    Spurred on by an ambitious government program and hundreds of millions of dollars in funding since 2003, more than three quarters of British schools have installed IWBs and amassed plenty of experience in how-and how not-to use them.
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