Show Me: Maximising the Use of Mini Whiteboards in Lessons
Mini whiteboards can be an excellent way to gather information about class ‘understanding’ quickly and efficiently. When used badly, however, they cease to be an effective responsive teaching tool, and they can get in the way of learning and become a distraction. This post draws upon some of Doug Lemov’s ideas in Teach Like a Champion 2.0 (Show Me – technique no. 5), along with my own experiences, to offer some tips on on how to maximise your use of mini whiteboards.
Before the Lesson:
Plan questions in advance
As with most things in life, the better something is planned in advance the more likely it is of being executed successfully later on. In this case, the chances are you will have more success if you map out the questions you are going to ask your students to check understanding in advance. Too often we make the mistake of trying to come up with good questions whilst we teach. Often they are not precise enough to capture the data we need to guide our next steps, or we ask for lengthy responses we cannot possibly see from the front of the class. Well-considered questions avoid this problem and increase our chances of getting the valuable information we need in the moment.
Standardise response format
Format matters. Of all the ideas in Teach Like a Champion, I would say Standardise the Format is one of the most powerful and easiest to implement. I insist that all my students ‘Fill the board’ with their answers so that I can see them clearly when I am scanning the room. It also makes a difference what colour students write in. Blue or black pens have the most chance of being seen and not getting distorted by the play of light from the windows or from the flickering overhead artificial strips.
Standardise show me format
It is not just responses that benefit from being standardised; the format of the reveal does too. I use a simple 3-2-1 ‘show me’, but other instructions can work just as well, as long as they are understood by all and insisted upon in practice. All students should cover their answers once they have written them and raise their boards on the agreed command simultaneously. This approach reduces the likelihood of students being influenced by other people’s responses, which undermines the validity of the check. Wobbling boards the in the air is also unhelpful. And very annoying.
During the Lesson:
Insist on agreed formats
There is no point spending time establishing protocols for recording responses and showing them at the same time, if you don’t enforce them in practice. It is far better to sacrifice a bit of time in the short term getting these basics right, so that in the long term the process becomes so slick you can effortlessly question the whole class and gain immediate feedback on their current understanding.
Scan boards from front of the class
This probably seems so trivial and self-evident it is not even worth mentioning, but you would be surprised how many times I have seen teachers standing to the side or positioned in front of the first row of desks, where they cannot possibly see all the answers. The whole point is that you scan all the boards as quickly as you can and make a decision about whether to move on or to respond.
Approximate class understanding
As far as I’m aware, there is no hard and fast rule as to what percentage of students need to get the right answer for you to feel secure enough to move on. The obvious answer is 100%, but in reality it doesn’t always work out like that. Depending on the teaching point, you can sometimes correct one or two students’ understanding quickly there and then, but at other times you can spend several minutes trying to clarify something only for one individual to still miss the point. I aim for between 80-90%, and then make a beeline for students who got the wrong answer later on in the lesson.
Mini whiteboards are just one of many tools that can help us respond better to students’ need, but they are largely useless if you don’ think through how to use them and plan accordingly.
Thanks for reading