Tips for Using Interactive Whiteboards

1. Tips for Using Interactive Whiteboards By Guy Simmons

2. Introducing the lesson

3. A long time ago in a galaxy far FAR Away Students Completed the following lesson objectives • Student Teachers will understand and be able to apply the 8 tips to improve instructional use of interactive whiteboards (IWB). • Student Teachers will observe and interact with the IWB on examples of improved smartboard instruction. • Student Teachers will be able to express how the IWB can specifically be used to help with Autistic students and students with speech disabilities. TIP 1: Pair a sound with an image to identify the learning objective

4. Tip 1: Pair a sound with an image to identify the learning objective Why and How Resources IWB’s have the ability to add sound built in. Teachers can assess sound bites online. Youtube www.moviewavs.commp3 sound bites from movies • Using sounds can help autistic children make transitions and predict routines. • Set the IWB to use the same sound everyday to mark transitions from one subject to another. In this case, the Star Wars music would play when transitioning to a technology lesson. • Make the picture match the subject or goal of the lesson. • Ex. Science=Microscope Math=Graph or calculator

5. Goanimate http://goanimate.com/videos/0S3p41h22pxo?utm_source=linkshare Tip 2: Use Avatars to confirm the learning objective.

6. Tip 2: Use Avatars to confirm the learning objective Why and How Resources Voki.com Voki Example Goanimate.com • Using avatars increasesStudent interest. • Allows the teachertomonitor understanding by questioning students tosee if they can restate the day’s learning goals. • Avatars can match the topic discussed, or could be a student, teacher, or administrator in the school. • Avatars should never put anyone down or hurt anyone’s feelings.

7. Why Smartboards Why Should I use my IWB? Tip 3: Use anchoring activities with video, multimedia, or photos.

8. Tip 3: Use anchoring activities with video, multimedia, or photos Why and How Resources Youtube Kahn Academy Piclits.com Teachers pay teachers Teacher Tube • IWBs allow teachers to provide anchored learning for students who lack background knowledge or have difficulty connecting new learning to prior learning. • Pictures are especially helpful for building vocabulary. • Show a short (2-3 minute) film or pictorial representation of the concept taught.

9. Using the IWB to improve the lesson

10. Tip 4: Use simulations and manipulativesfor specific models Why and How Resources Smart Exchange TeacherLED Brainpop(not free) Brighthub. prometheanplanet nobelprize.org/educational • The IWB provides great opportunities for learning through concrete and safe simulations. • Have one student model the activity on the smartboard. Encourage the student to self talk their way through the task. • Then have students do stations and include the smartboard activity as one of the stations.

11. Activity Blood Typing

12. Tip 5: Use questioning responses as data Why Resources Clicking systems can be bought but they are expensive Poll Everywhere Monitoring IWB use • Teachers are able to use the IWB in parallel with technology-based response systems or "clickers“. • The clickers or technology provide the teachers advantages including • Responding anonymously • Monitoring responses • Active participation • Increased learning enjoyment • Analysis of in-time responses • Ability to review, redo, and reanalyze steps in the body of the lesson

13. Poll Everywhere

14. Tip 6: Use feedback for coaching opportunities Why and How Resources This is where appropriate pedagogical teaching strategies must be used. Lean back on all we have learned about assessment and feedback this year. • Students with disabilities in an inclusive environment need concrete, direct feedback. • Allow for individual student exploration. • Create centers or rotations where the practice skill can be monitored and feedback can be provided. • Each student should receive specific feedback and praise (such as telling the student how they were successful or what they need to do differently).

15. Tip 7: Use varied assessment strategies • Quiz Revolution • Poll Anywhere • Think, pair, share • Word clouds • Time lines • Other pedagogically sound assessments • Assess academics but also monitor social interaction, response to questions, attention to task, and comprehension of the materials.

16. Tip 8: Refine the lesson • The IWB allows teachers to get feedback during and after the lesson. • Teachers need to be ready to redefine the lesson based on the assessment results to meet the needs of the students. • Teachers should be able to immediately extinguish errors in thinking and show multimedia items to redirect misconceptions and support corrective thinking.

17. Other Tips for Working With Exceptional Students • Feedback should be delivered as close to the target behavior as possible. • Positive reinforcement increases the chance the behavior will be exhibited again. • Corrective feedback should focus on what the student needs to do versus what the student did wrong. • Corrective feedback in a large group may increase anxiety for some students, so make it private as possible. • Students should be placed in smaller groups during group work. • Students should be placed with students they are comfortable with. • Teachers may want to identify more than one studentwho will be trained to serve as a peer tutor in order to increase support throughout a variety of settings and activities.

18. Summary • Concerns • Getting the time to gain experience with the IWB’s. • Finding appropriate activities to match lessons. • Becoming Experts with the smart board. • Finding out how to embed video, • Free resources vs paying for resources. Who pays for them? However, Ithink this article offers some great ideas, not only for working with exceptional learners, but all students across all age levels and abilities.

19. Works Sited • Whitby, Peggy J. S., Mark L. Leininger, and Kelly Grillo. "Tips For Using Interactive • Whiteboards To Increase Participation Of Students With Disabilities." Teaching Exceptional Children 44.6 (2012): 50-57. Academic Search Premier. Web. Mar 30. 2013.