Michelle Larose-Kuzenko, Consultant Rosalind Robb, Consultant Manitoba Education How « Smart » Is It? INTERACTIVE TEACHING AND LEARNING

Introduction Introductions Who are you? Purpose of this workshop: “How does the use of IWBs promote Interactive Teaching and Learning?”

Look Familiar? Betcher, Chris. US Election Report on an IWB. “It is not what happens on the board that matters, it is what happens because of what happens on the board” Chris Betcher

Anticipation Guide IWBs are nothing but glorified overhead projectors or flipcharts and are a waste of money. IWBs support differentiated instruction because they accommodate different learning styles. My IWB takes up space on my classroom wall and collects dust, but I suppose I could use it as a bulletin board. It would be a sad day for both my students and I if our IWB was removed from our classroom. If you dusted my IWB for fingerprints you would find mostly be teacher fingerprints. IWBs just perpetuate the “stand-and-deliver” model of teaching. My students interact with the IWB more than I do, in fact they often teach me a thing or two. I use my IWB as a center where students lead their own interaction with content. I have received adequate PL on the best pedagogical use of an IWB.

Food for Thought “How can GOOD TEACHING be enhanced by an IWB?” Peter Kent consequences.aspx

Transformation Continuum “Philosophies of learning and teaching can be viewed as a continuum with extreme educational interpretations of behaviorism (for example, instruction) and cognitivism (for example, construction) at either end. Any one educator's philosophy resides somewhere on this line. The threshold between the two views marks a critical point of "transformation" for an educator.” Teaching with Technology. Hooper, Simon and Lloyd P. Rieber

New Bloom Revised edition by Lorin Anderson (a student of Bloom) Bloom’s Taxonomy of Learning Domains; The Three Types of Learning.

LwICT Model of Technology Adoption A supplementary relationship separates ICT and curriculum in space, time, and personnel - separate computer labs, computer classes, and computer teachers. A complementary relationship begins to connect ICT with curriculum in various ways. An integrated relationship allows the classroom teacher to bring ICT into the classroom so it is available at teachable moments. An infused relationship allows the transparent application of ICT, wherever and whenever appropriate, to enhance critical and creative thinking. LwICT Handbook, p. 10.

Gradual Release I do I do / We do You practise You do You watch You help I help I watch

Workshop and the Hourglass Whole class – reflection, planning, initial instruction Cooperative and flexible groups – prepare for learning Flexible groups – strategic instruction, guided practice, conferencing Cooperative groups – practice and application of learning Whole class – sharing, reflection, goal setting, planning next steps, debriefing

Not Your Mother’s Chalkboard chalkboard-reform-symposium Joquetta Johnson

Eight key principles for effective IWB teaching 1. Be proficient 2. Be organised 3. Be interactive 4. Be flexible 5. Be constructive 6. Be open-minded 7. Be willing to share 8. Be prepared to plan Chris Betcher. The IWB Revolution

Discussion What are the essential features of interactivity that characterize the use of IWBs and thus make them more effective than current presentation media (computer with data projector, OHP, etc.)? Can simple activities of the type drag & drop be considered interactive? Peter Kent, on IWB Revolution ning

Resources Betcher, Chris. The Interactive Whiteboard Revolution. Acer, ISBN: Kent, Peter. Interactive Whiteboards + CD. Macmillan Masterclass, ISBN: IWB Revolution. Note: you need to sign up. IWBNet.ning.com. Leaders in interactive teaching and learning. Note: you need to sign up. IWBNet.ning.com Teacher.tv. Interactive Whiteboard Videos (in particular by Simon Botten) whiteboard-techniqueshttp:// whiteboard-techniques

Postscript Johnny Chung Lee on making your personal IWB