Mathematics: The Wonders of Whiteboards.

Assistant Subject Leader of Mathematics, Paul Stubbins has summarised the use of whiteboards in the delivery of outstanding maths lessons at Hodgson Academy. He is keen to share some of the ideas brought back from China by Executive Principal, Tony Nicholson and Senior Assistant Principal, Iain Siddall from Hodgson Academy, where they observed Chinese teaching and learning methods. Initial findings were presented back at Hodgson Academy, including the use of large whiteboards in classrooms to allow the students to work individually and in groups.  As a result, whiteboards were installed on the walls of a maths classroom at Hodgson and the department  trialled their use.  The following summary document describes their benefits in the delivery of Outstanding lessons.

"Summary of lessons learnt in the use of large whiteboards on the walls of a classroom at Hodgson Academy"

 

Criteria	Description	How use of whiteboards helps	Risks that use of whiteboards can hinder
Progress	· Almost all students are making rapid and sustained progress in relation to their targets. · Students learn exceptionally well. · Students say this is typical of their learning.	Visibility of progress at a glance Students more willing to take risks – aids setting of challenging questions	Risk of students copying others’ answers – can be mitigated by use of different questions on adjacent boards Need to beware of individual student taking over in groups
Teaching Methodology	· Teachers impart their excellent subject knowledge & develop students’ understanding. · Teachers develop students’ crucial skills e.g. use of literacy/numeracy in this subject. · Teaching is engaging & well-paced and questioning encourages students to think, explore, explain and enquire.  Highly effective differentiation is provided through: · Planning which is based on systematic, accurate assessment of students’ prior skills knowledge & understanding. · Teaching which promotes high levels of resilience, confidence and independence. · Consistently high expectations, demonstrated through levelled learning outcomes. · Teachers using a varied range of tasks which challenge all students and are well-matched to the lesson objectives. · Students working independently regularly in class & at home via appropriate and regular homework. · Intervention & support which are sharply focussed and timely. · Teachers are acutely aware of students' needs, capabilities, dispositions, prior Lg.	Teacher can easily make prompts for students to consider     Students can assist each other more easily         Group work aids differentiation and challenge if groups are suitably selected (students can also help each other within groups)                   It is easy to spot mistakes on the board and to intervene	Good pace of work on boards, which can be quickly copied into books       If groups are rotating between tasks, need to carefully mange timing                 Independent/individual work is limited by board space – planning for individual work requires thought

 

 

Criteria		Description	How use of whiteboards helps	Risks that use of whiteboards can hinder
Assessment for Learning	· Assessment/marking of students' work is frequent, constructive and personalised and of a consistently high quality (evidenced in books/folders/Moodle). · Feedback helps students understand in detail how to improve their work and they act upon it. · Students are aware of targets and are supported to reach/exceed them. · Students discuss feedback/progress with the teacher/other students & are given time to respond. · Teachers systematically and effectively check students' understanding throughout the lesson, anticipating when/where to intervene and doing so with notable impact on the quality of learning.		Ease of providing immediate teacher feedback                   Understanding checked through discussion around boards. Good for identifying misconceptions.	Difficulty of knowing who has contributed what within each group (can use different coloured pens)   Little evidence in students books unless copying work into books is planned as part of the lesson.
Behaviour for Learning	· Students are highly courteous, conscientious, collaborative and cooperative. · There are high levels of enthusiasm for and engagement/participation in learning. · Students make an exceptional contribution to a safe, positive learning environment. · Students are committed to learning & make every effort to ensure that others learn & thrive in an atmosphere of respect & dignity. · Lessons proceed without interruption. · Students are consistently punctual. · Students are highly adept at managing their own behaviour in the classroom, supported by systematic, consistently applied approaches to behaviour management.		Shared workspace to discuss ideas   Noticeably high levels of engagement experienced – it can be a good way of making otherwise ‘mundane’ questions more exciting	Need to ensure that all members of groups are participating, possible roles for students not writing on the board         Need to watch out for students taking to doodling on the boards when teachers’ back is turned.  Clear rules need to be explained at start
Resources	· Time is used very well. · All students are well-stimulated by imaginative resources & environment that make a marked contribution to the quality of learning.  · These may include: TAs providing precisely tgt’d support, new tech, graded work e.g, extension tasks.		Rotating groups between boards can help avoid the need to re-write complex questions on boards Students are more eager to work and more engaged TA can also assist in correcting mistakes on the board.	Resist allowing students to spend time unnecessarily creating team names.