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Interactive Whiteboard

Interactive Whiteboard. Effective practice. IWB perspective. Firstly this presentation demonstrates effective practice using IWBs within the context of an ESOL subject classroom.

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Interactive Whiteboard

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  1. Interactive Whiteboard Effective practice

  2. IWB perspective • Firstly this presentation demonstrates effective practice using IWBs within the context of an ESOL subject classroom. • It is not a definitive guide of teaching or learning processes but an insight and sharing of good practice based on a two year ILT IWB project.

  3. IWB project short summary My project involved three parts: • Acquiring the necessary skills to use a IWB • Incorporate IWB use in the ESOL classroom • Train my colleagues to use the IWB in the ESOL classroom

  4. OCR ILT course Started using the IWB in class Inform & inspire Self-study Trial and Error Bite size training sessions Ever evolving project methods

  5. What is effective practice? • Learning activities that engage learners, maximises learning potential and widens participation.

  6. Engaging Learners • When using IWB with ESOL students depending on their level even the most simple activities can be engaging. • E.g: • Projecting a worksheet • Writing on the board • Moving objects around • Step by step demonstration • Presentations • In conjunction with other equipment, laptops, digital cameras, printers etc.

  7. Engaging activities continued Activities

  8. Classroom preliminaries • Setting-up a safe room. • Forming cohesive teamwork. • Empowering students to own their learning. • Validating, supporting and encouraging students sharing personal knowledge.

  9. Teaching imperatives • Experimental approaches • Flexibility • Patience • Open to learning • Anticipating problems • Preparation • Back-up plans

  10. Classroom facilities Knowledge of all related equipment • IWB and programmes • Laptops, wiring, extension leads, printers, photocopier and laminator • Digital cameras, video/DVD, speakers and microphones

  11. Lesson plans/learning goals • Student inclusion in goal setting • Knowledge of student interest, ambitions and needs • Clearly definable and achievable • Differentiable and flexible

  12. Collecting evidence • Saving Word documents at each edit stage to show progression • Saving emails • Videoing PowerPoint presentations • Documenting individual skills and knowledge • Testing

  13. Progressing • Referring students to other courses • Employing students for voluntary classroom support roles • Action planning with students, progressive pathways to fulfil their future ambitions

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