Does the board have a use?
The expression has been used to categorise unimaginative teachers who would rather treat the classroom like a university lecture theatre. Side note: It has been interesting to see the difference between lecturers at university who teach or have taught in schools and those who have gone straight from school to university and stayed there. I have had some shockers and have refused to attend tutorials because it has been that bad.
Back to the expression “Chalk and Talk”. Chalk’ talk’ teach’ write’ read’ achieve’ repeat, as per CQU’s article on Dr Purje’s theory, could be a good spin-off. Dr Purje’s article focuses more on swaying students away from digital screens and returning back to the dexterity benefits of holding chalk and pencils again, but I like the additions of teach, write, read, achieve, repeat to the benefits I have seen by using the whiteboard to project, edit and make notes for students to follow.
The whiteboards at our school have smart projectors, so they help deliver engaging lessons. However, I have enjoyed students’ engagement when I break down or re-explain tasks on the whiteboard. I have also used it as a noticeboard for upcoming assessments, homework, workshop procedures and even ‘Quote of the Day’.
Writing instructions on the whiteboard is a fundamental teaching strategy that can be linked to several APSTs. It showcases my planning, ability to communicate clearly and efforts to cater to diverse student needs.
Whiteboard to the Rescue
APST’S
Writing instructions on the whiteboard during a lesson:
1. Knowledge and understanding:
1.2 Knowledge and understanding of the specific content and teaching strategies of the learning area(s) you teach: Writing clear and concise instructions demonstrates the teacher’s understanding of the learning objectives and the key concepts they want students to grasp.
3. Planning for and implementing effective teaching and learning:
3.1 Plan for and design learning programs and teaching activities: Writing instructions on the board is a common teaching strategy. It demonstrates the teacher’s planning and ability to present information in a way that is easy for students to understand and follow.
3.2 Apply teaching strategies to meet students’ diverse needs: The teacher might adapt the written instructions on the board to accommodate different learning styles. This could involve using visuals, highlighting key points, or breaking down complex instructions into smaller steps.
4. Creating and implementing engaging learning experiences:
4.1 Create and implement engaging learning experiences: While writing instructions might seem simple, how they are presented can impact student engagement. Using clear language, visuals, or different fonts can make the instructions more engaging and easier to follow.
5. Assessment and providing feedback:
5.1 Assess, provide feedback and report on student learning (indirectly): Clear written instructions can help students understand what is expected of them, potentially leading to improved performance in tasks or assessments.
6. Professional engagement:
6.2 Use ICT (Information and Communication Technologies) effectively to support learning and teaching (if applicable): If the teacher uses digital tools like interactive whiteboards or incorporates digital elements into their written instructions, this standard could be relevant.
Overall, writing instructions on the whiteboard is a fundamental teaching strategy that can be linked to several APSTs. It showcases the teacher’s planning, ability to communicate clearly, and efforts to cater to diverse student needs.
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