I've had to do the same thing with my staff. I don't use the IWB as much now as when I had one in my classroom - the one we have is in our computer lab in the schoo. Having said that, I have been able to use it a bit. Maybe you could do a short survey before to see what the comfort level is amongst the group. Group people together to build a lesson, with some novices and some of varying ability and then have the group work on the IWB as a group with you helping to troubleshoot or give suggestions. Have the groups brainstorm ideas - posted on the IWB with somethink like bubbl.us or gliffy with someone besides you doing the recording. Save it, send it to the group via email. Offer to go assist teachers with using it. I find that if I get it out of my hands and get interactive, there is a greater chance someone will use it. Kelly
mrstucke
· 2 years ago
Thanks for the ideas! At present we plan to model a mini-lesson ourselves with staff as pupils, displaying as many board-skills as possible. We then intend to split staff into groups to plan a lesson together. I'm not sure whether to give them a lesson topic or to choose one themselves, the teachers will all teach different subjects. I like the idea of brainstorming it on bubbl.us and sharing ideas - thanks! I'm also going to supply staff with a list of online resources that they can try out, flickr, bubbl.us etc etc. I'll post that up here when it's done.
mrstucke
· 2 years ago
I'm still waiting on a list of attendees, once we have it we'll see best how to split into groups. I'm going to have 8 rooms, so we'll have to think carefully about: group size - more ideas vs less time at a board; group make-up - subject/experience etc..
I've set-up a little online questionnaire to try and gauge current experience and skills they want to see.
jonesieboy
· 2 years ago
Hi Dan. Now I get to it, I see that you are already planning to do what I was going to suggest - getting them to plan a lesson.
Is the audience too disparate to create groups of teachers from the same subjects? It would be great if they could bring along a real topic they are about to teach and then work on how the whiteboards could enhance the teaching and learning for that topic. The key, if we agree with what the DFES study says, is to keep the focus on learning and teaching methodology rather than on technology. Low level use of whiteboards might sound like "how could we use that drag and drop thing here" whereas high level use would sound more like "we should incorporate an opportunity for peer assessment here - could the whiteboard help with that?"
All Comments
I've had to do the same thing with my staff. I don't use the IWB as much now as when I had one in my classroom - the one we have is in our computer lab in the schoo. Having said that, I have been able to use it a bit. Maybe you could do a short survey before to see what the comfort level is amongst the group. Group people together to build a lesson, with some novices and some of varying ability and then have the group work on the IWB as a group with you helping to troubleshoot or give suggestions. Have the groups brainstorm ideas - posted on the IWB with somethink like bubbl.us or gliffy with someone besides you doing the recording. Save it, send it to the group via email. Offer to go assist teachers with using it. I find that if I get it out of my hands and get interactive, there is a greater chance someone will use it.
Kelly
I'm also going to supply staff with a list of online resources that they can try out, flickr, bubbl.us etc etc. I'll post that up here when it's done.
I've set-up a little online questionnaire to try and gauge current experience and skills they want to see.
Is the audience too disparate to create groups of teachers from the same subjects? It would be great if they could bring along a real topic they are about to teach and then work on how the whiteboards could enhance the teaching and learning for that topic. The key, if we agree with what the DFES study says, is to keep the focus on learning and teaching methodology rather than on technology. Low level use of whiteboards might sound like "how could we use that drag and drop thing here" whereas high level use would sound more like "we should incorporate an opportunity for peer assessment here - could the whiteboard help with that?"