Some applications and uses of the IWB from the classroom:

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Some applications and uses of the IWB from the
classroom snapshots from the classroom

• Compiled by the teachers from the IWB
  Professional Learning Team at Rosehill Secondary
  College

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Some generic applications of an IWB by teachers
and students

• Use the IWB to encourage students to review,
  summarise and reflect on their learning. Use the
  IWB recordings as a learning journal
• Use the IWB to have students organize and
  classify information and ideas by manipulating
  the text, images and numbers on the IWB collect
  and analyse data and information examine and
  critique data.
• Use the IWB to have students rank and prioritise
  ideas
• Use the IWB to encourage discuss and share ideas
  build and extend on each others ideas and
  collaboratively construct understanding
• Use the IWB to encourage the students to
  visualize their thinking interpret and make
  inferences about ideas and data.
• Use the IWB to encourage students to analyse
  images and text write on the reading and
  collaboratively build understanding
• Use the IWB to engage students with a concept or
  idea and increase their motivation and
  enthusiasm.

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Year 7 English Ive found that using the IWB at
the start of the lesson encourages engagement on
an idea or concept as well being an effective way
of encouraging participation. This was a sequence
of activities focussing on different ways to
create antonyms this involved the students
mixing and matching, recording ideas, discussing
as they progressed and then using a graphic
organiser to summarise their learning (see next
slide).
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The IWB allowed me to do something that I havent
been able to before. Create a concept map with
the students (in a way that promoted
participation and was visual for all to see) and
model a four step process. We could then return
to this and continue its development in our next
class. Using the IWB as a visual diary of our
learning and an artefact to encourage the
students to reflect on and review their learning
has become one of its most powerful uses. The key
ideas (the themes in a novel) were Generated
(step 1) and then the students sorted them (Step
2) in terms of the importance and centrality
(themes circles in yellow). We then connected
them (Step 3) by joining them with a line and
explained the connection in a sentence (in red).
The final stage was to elaborate (the ideas
stemming from loss).
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This was another brief activity used at the start
of the lesson to engage the students and
encourage participation. The focus was homophones
and the students, selected by me, came to the
board, thought about the sentence, selected the
(misspelt) homophone from a pool of words and
dragged it to complete the sentence. They then
corrected the spelling.
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An IWB makes it easier to build collective
understanding about the use of a graphic
organiser like the double bubble above and
develop one with the students.
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Using the IWB with the students to introduce them
to another graphic organiser the story triangle
and develop understanding of the dramatic
structure.
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Using the IWB to encourage the student to discuss
and share ideas about the structure and grammar
important in a narrative allows the students to
build and extend on each others ideas and
collaboratively construct understanding. Using
the IWB to encourage the students to visualize
their thinking interpret and make inferences
about ideas.
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Year 7 Maths I set up loads of squares at the
top of the IWB. The students had some
interconnecting squares to try to make cube nets.
They were invited to make their cubes nets on
the IWB.
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The students had to try to find a general formula
to find the area of a regular polygon. I set up
on the IWB some pages with regular polygons from
triangles to decagons.
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The students used the diagrams to help them
formulate their ideas. This became very useful
for students to refer back to, share ideas
dismiss common misconceptions.
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The initial task was to find out how many
dominoes there are in a set. The task then moved
onto an in depth investigation using simple
addition techniques.
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..
Here the IWB was used as a data collection tools.
The last slide is the average of the first 20
slides
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Year 10 History This is a screenshot of student
work, where one student has annotated a section
of a letter from World War One. After reading
the novel All Quiet On The Western Front the
students had to research one aspect of the Great
War and related it back to the book. This
student chose to look at war correspondence from
all sides of the conflict and look at
similarities and differences between the letters.
The students, using the interactive whiteboard
to highlight and annotate, were quick to
identify common concerns and problems that all
soldiers faced on the front regardless of which
side they were fighting for.
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Similarly these screenshots show students using
interactive whiteboard to annotate poetry from
the Great War. This group of students after
analysing a number of poems decided to write and
perform a song about the First World War.
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Initial Project with instructions
The following are screenshots of Personal Brain
program that I used with my Year 10 English
class. This is a great program for organizing
and keeping daily records of what each student is
doing. I used it with the interactive whiteboard
and students had to plan what they were going to
research, format for presentation and daily
records of what they had achieved. Some students
also used this program to present their research
to the rest of the class.
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List of topics and assigned tasks for each group
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Examples of the students daily record /
reflective journal.
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Year 7 Geography This is a screenshot from a
lesson involving a labelling exercise. The
students had to drag the label (a feature) to the
correct landform. I also had the students use
the highlighter to draw what they think the
landform would have looked like 100,000 years
ago. This initiates discussion about coastal
processes.
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The IWB is used as a centre for discussion and
the collation of ideas.
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A red name, black date and picture have been
provided that piece together. In pairs the
students selected a person they would form
questions and research. Using Digilearn
(Making A Difference) section online they
research their persons story. They then have to
find the blue statements that represent what they
have researched. Using the IWB makes the IWB a
central place for discussion and enables the
students, at different times, to move between
different ideas.