This is a copy of the page at http://physicsed.buffalostate.edu/AZTEC/BP_WB/
- It was last updated over ten years ago, so I didn't want it to end up in the Internet dust bin, so I've copied it here in it's entirety.
- If the original site does go offline, we'll lose the images, but not the content.
|Three students 'whiteboarding' in class.|
- All you need to do is visit a hardware store and get some 'white tile board' cut up into 3 foot by 2 foot pieces (total cost around US$2), one piece for each group of three or four students in your class.
- Nice to have a 'hand hold' cut into the board, especially useful if you want to display the board by hanging them on the walls. Also, makes it convenient to store them like this as well.
- Compare that to the cost of buying an Interactive White Board (plus the data projector and computer you need to go along with that as well).
When it comes to maintenance, all you need are dry erase markers.
- I've seen some teachers suggest keeping a set of dry-erase marker pens in a sock for each group. The sock doubles as an eraser to wipe the board clean.
- Of course, keeping some glass cleaner (windex or 'camsil' works great) handy, makes the boards come sparkling clean.
- Compare that to the cost of running an electronic interactive whiteboard and replacing the bulbs in data projectors.
Whiteboarding In The Classroom
Dr. Dan MacIsaac, Department of Physics,
SUNY Buffalo State College,
What are Whiteboards?
Why should I use whiteboards?
More theoretical reasons for using whiteboards:
Falconer, K.F., Joshua, M. & Desbien, D. (2002) RTOP Video 4: Modeling physics circle white board discourse (23MB quicktime movie).http://physicsed.buffalostate.edu/rtop/videos/RTOP4/RTOP4play.html
Hake, R. R. (1996). Evaluating conceptual gains in mechanics: A six-thousand-student survey of test data. Proceedings of the third international conference on undergraduate physics education, College Park, MD.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses.American Journal of Physics, 66, 64-74.
Hake, R.R. (1992). Socratic pedagogy in the introductory physics lab. Physics Teacher, 30, 546-552.
Hestenes, D. (2000). Private communication.
MacIsaac, D.L. (2000). Active Engagement, Cooperative Learning in Large Enrollment Introductory College Physics Lectures for Preservice Teachers. NSF Collaboratives for Excellence in Teacher Preparation (CETP) conference.http://physicsed.buffalostate.edu/pubs/CETP/
Rader, J. L. (2000) Private communication.
Sawada, D., Piburn, M., Falconer, K., Turley, J. Benford, R., Bloom, I. (2000). Reformed Teaching Observation Protocol (RTOP). ACEPT IN-01,http://physicsed.buffalostate.edu/pubs/RTOP/ .
Sawada, D. and Piburn, M. (2000). Reformed Teaching Observation Protocol (RTOP) Training Manual. ACEPT IN-02,http://physicsed.buffalostate.edu/pubs/RTOP/ .
Vygotsky, L.S. (1997). (Revised and edited, A. Kozulin). Thought and language. MIT: Cambridge.
Wells, M., Hestenes, D. & Swackhamer, G. (1995). A modeling method for high school physics instruction. American Journal of Physics, 64, 114-119.