Strategy

White Board Response

Dry Erase Boards, Individual White Boards

UDL 4.1

Individual white boards, also known as dry erase boards, are a tool the student actively uses during an academic or social lesson. As an alternative to pencil and paper, each student has a white board measuring approximately 12 inches by 12 inches with a dry erase marker and eraser. With prompting by the teacher, the student completes assigned tasks throughout the lesson (e.g. a single math problem). After completing tasks, students follow the teacher's prompts to turn their white boards so their work is facing the teacher. As each student has a white board, and the work is completed in marker, white board response allows teachers to effectively and efficiently assess the understanding of the entire class. Teachers are empowered to provide immediate and targeted feedback. White boards are also highly engaging for students as they are an alternative to paper and pencil, allow for brisk pacing and yield meaningful practice with the teacher's support and feedback.

Implementation Tips

Create Your Own
1. Shower board. White shower boards can be purchased at a home improvement store and cut to fit individual needs. English/Language Arts and history teachers may wish to have longer more rectangular boards for outlines or paragraph writing white math teachers may prefer a square shape. 2. Plastic sheet protectors. Plastic sheet protectors can be purchased in larger quantities and used as a white board in a solid white or colored sheet inserted. Students can store these in their binders for use in different classrooms. 3. Laminated cardstock. Teachers can laminate cardstock to use as a substitute for dry erase boards. 4. In the absence of dry erase boards or alternatives, students can write on their desk tops with dry erase markers.
Erasers
Various materials can be used as erasers. Alternatives to dry erase board erasers can range from old t-shirts to tissues. Fuzzy balls can be glued onto the end of the marker to serve as an eraser. Markers can be stored in old white socks or gloves with the socks and gloves used as erasers.
Systems
Have a system in place. Determine ahead of time where and how boards, markers and erasers will be stored and distributed. Depending on the needs of the classroom they can be stored in student desks, table groups or a central location in the classroom.
Cleaners
Dry erase boards can be more thoroughly cleaned with dry erase board cleaner, fingernail polish remover, rubbing alcohol or white toothpaste.
Monitor
Assign a white board monitor as a class job to assist with distribution, collection and cleaning white boards.
Engagement
Allow students 1-2 minutes of free draw time at the beginning and/or end of a lesson involving dry erase boards.
Discretion
Be cautious of pointing out individual mistakes in front of the entire class.
Examples
Check out [[http://www.educationworld.com/a_lesson/lesson/lesson251.shtml|these ideas]] for additional ways to incorporate white board response into your instruction.

Examples

Lower Elementary
When learning to form a single letter, or learning manuscript or cursive handwriting, dry erase boards can be used in place of paper. Students can practice forming letters and words without the frustration of eraser marks on paper. For students who need the lines of handwriting paper as a guide, teachers can laminate handwriting paper to serve as a white board.
Upper Elementary
When working with a small group of students to reinforce or reteach a particular skill, individual white boards can be used to target specific concepts. For example, when reteaching vocabulary words students can use the white boards to illustrate the meaning of vocabulary words or construct a sentence using the vocabulary word.
Middle School
Teachers can use white boards to pinpoint specific breakdowns in understanding for multi-step math problems, such as solving expressions at specific values of their variables. During a whole group guided practice, teachers can begin by posting a problem or question for the class to work independently. This will allow the teacher to pre-assess the readiness of the class for the skill being taught. During the lesson the teacher can alternate between modeling, guided practice and independent practice.
High School
Since high school math teachers are operating within timing constraints of a class period, white board response can be an efficient way to conduct informal assessments. When introducing an advanced concept for the first time, such as solving quadratic equations, teachers can use white boards to quickly assess which steps students are and are not mastering. As high school math concepts are complex, there is often a wide range of student understanding in a given classroom. Students can be self-conscious of their own abilities. White boards can motivate more high school students to participate as the fear of publicly failing is reduced.

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