EFFECTIVE USE OF THE BLACKBOARDWHITEBOARD BY MARISOL BARRAZA

EFFECTIVE USE OF THE BLACKBOARD/WHITEBOARD BY: MARISOL BARRAZA

THE BOARD • One of the most useful of all visual aids • Always available • Use for various purposes

PURPOSE • • Make things clearer to the class Help to focus the attention Present new words Show structures are formed Show spelling Provide a model for handwriting Prompts for practice Provide a visual summary of the entire lesson

MEETING THE PURPOSES Requires: 1. Advance planning 2. A lesson plan is not complete until it also contains an explicit blackboard plan.

EFFECTIVE USE Develop good basic techniques: • For writing on the board • Organizing the layout of what we write

How to write effectively on the board 1. Write clearly • Large enough to read from the back of the class 2. Write in a straight line • This is easy if you write across a section of the board and not across the whole board 3. Stand in a way that does not hide the board • Stand sideways-half facing the board and half facing the class • Fully extent your arm 4. Talk as you write • Say aloud what you are writing phrase by phrase • Involve the class (ask them to suggest what to write)

THE LAYOUT 1. The topic of the lesson should be centered on the board 2. Key vocabulary should be written on the sides. STRUCTURES 1. Underline, use arrows, and numbers to draw attention to important features. 2. Use different color chalk or markers to highlight important items 3. Use substitution tables to teach structures

TIPS • When using tables to explain structures, write them in advance. • Draw simple drawings to increase the interest of a lesson. (visual learners) • Space the amount of content. Don’t clutter your board too much. • Charts and tables help organize information • Write clearly, legibly and keep the font size reasonable. Bigger is better. • Give students time to copy. Don’t erase too quickly. • Have blackboard monitors or helpers. Kids love to erase the board!

EVALUATING THE BLACKBOARD IMPORTANT QUESTIONS 1. Is it easy for the students and the teacher to follow the flow of the lesson? 2. Is it logically and coherently organized in order to help students´understand the lesson? 3. Is the goal and task of the lesson clear on the board? 4. Are the materials presented on the board meaningful and effective for the students´understanding of the lesson?