1. Building the Capacity of Teachers to use ICT to Promote Learning Using Interactive Whiteboards (SMART) to Promote More Effective Learning IWB2: Developing Text and Shape Techniques David Hughes JLB Learning Innovation: Better Learning, Better Futures Copyright: David Hughes 2006

2. Introduction In IWB1 we looked at setting up the board and adding some basic text. In this tutorial we will look at a range of potential ways to use text to engage learners. The full potential of the IWB requires that at some point, the pupils are able to manipulate information for themselves.

3. Objectives of this tutorial To understand the role of the IWB in effective learning To understand the role of the IWB in effective learning To use the IWB for the preparation and delivery of learning materials To use the IWB for the preparation and delivery of learning materials To share new expertise with colleagues and build a shareable bank of resources To share new expertise with colleagues and build a shareable bank of resources To ensure that IWBs play a clear and sustainable part in raising learning standards in your school To ensure that IWBs play a clear and sustainable part in raising learning standards in your school

4. ICT is appropriately used when: It contributes to the pupils’ understanding in a better way than traditional resources It achieves a given result more quickly than traditional means, so leaves more time for teaching It reflects the working practice of professionals in that field

5. Manipulating text boxes 1. There are many variations on this basic exercise in which text is placed in boxes. Each box is free floating and can be moved independently. 2. Across curriculum areas this exercise can be used to order or prioritise points in a sequence. The order might not be as important as the justifications the pupil makes for the order. 3. To achieve this effect simply select the text tool and write your statement. as shown in the first tutorial 4. Set the text colour to red. When you have entered all your text hover over the background and right click and a menu box will appear 5. Only the title is locked in place – the other text is left free floating. 6. Variations on this theme can become increasingly complex with more data and operations.

6. Text and Shapes: Variations 1. A variation on the same theme introduces shapes as well as text. In this case the plan of the room. 2. Significantly, pupils are less inclined to argue with a room plan presented on the IWB than one read out by the teacher! This allows for a smoother start to the lesson. 3. Another variation allows opinion to be sampled before and after a discussion. Pupils mark their starting position on the continuum at the start and end of the discussion and explain their changes of stance. 4. By stealth, pupils are becoming more engaged in their learning and expect to have to justify their point of view. To explain a subtle change of opinion requires the use of higher order thinking skills and connectives.

7. Cloze Exercises 1. This is a new take on the old favourite, the cloze exercise. 2. The text is entered as normal and spaces left. The spaces are all the same size so there is no clue as to the size of word to enter. The main paragraph text is then locked. 3. By using a convention, Blue for Nouns and Red for Verbs for instance, you can give further direction. 4. A related exercise can involve presenting a poem with the lines in the wrong order. Dylan Thomas’ Rage against the Dying of the Light works particularly well in this context. Pupils have to re-arrange the lines in the most powerful order and justify their choices. All the preceding exercises can be done manually with pen and paper – does the IWB help in learning delivery and reduce the time spent creating resources?

8. Working with Number 1. No distinction is made between text and number in IWBs so this could be a Venn diagram or a filter for suspects in a crime 2. Each number is added individually and left free floating. The text and the circle boxes are locked in place. 3. You will need to ensure the layers of text appear in the appropriate order. If you right click on the text and click on order you can layer the text – sending it to the back or the front of the diagram.

9. Benefits of the IWB The above simple techniques can all be achieved with pen and paper in traditional means. Indeed you may wish to use pen and paper in support of your IWB activities. However the IWB allows you to: 1.Actively engage more learners 2.Move off at a tangent to your original plan to meet learner needs 3.Make all pupils justify thoughts and actions 4.Replicate the lesson and share it with others simply and efficiently.

10. Was ICT used appropriately? Did it: Contribute to the pupils’ understanding in a better way than traditional resources Achieve a given result more quickly than traditional means, so leaves more time for teaching Reflect the working practice of professionals in that field