The Pedagogy of IWB Lessons

The focus for learning is the same, whether or not ICT tools are employed. This focus
in the case of NIS should reflect the aims of the IB. Taking the MYP as an example for
the aims:

The (MYP) programme aims to enable students to:

• build upon their spirit of discovery to develop an understanding and enjoyment of

the process of
learning, independently and in cooperation with others

• acquire knowledge and understanding and prepare for further learning

• recognize the extent to which knowledge is interrelated

• learn to communicate effectively in a variety of ways

• develop a sense of personal and cultural identity and a respect for themselves and
for others

• acquire insights into local and global concerns affecting health, the community and
the environment, and develop a sense of individual and collective responsibility and
citizenship.

Some aspects of lessons, however, can be enhanced by the boards. For example, the
interactive whiteboard is particularly useful when using a style known as inductive
teaching, in which pupils are expected to reach hypothesis based on sorting,
classifying and re-sorting information. This is, of course, fully supportive of aims of
the programme as outlined above.

The teacher can model different ways in which information might be classified using
the features of the board, such as moving objects, and using colour and highlighting,
while bringing pupils into the process. Pupils can then work in small groups away
from the board, taking the classification process further. They can be drawn back to
the board at intervals so that different groups can present their thinking to the class
for discussion, before continuing with the task.

Factors Which Influence Our Pedagogy

When developing IWB resources and lessons there are many factors that change our
pedagogy. This screen shows some of them – are there any additional factors that
play a big part in your participants’ pedagogical focus?

1. Age and pupil profile

• Individual skills and abilities of pupils will affect the way you use the IWB. But
don’t feel that initial pupil lack of skills with the IWB will limit their interest or
participation.
 • The group’s social and emotional state will modify pedagogy, and you may need to
use a very different lesson style on a Monday morning when compared to a Friday
afternoon! Managing behaviour is important; the IWB is not a substitute for this.
• Personal factors will change the group dynamic and may or may not be a factor in
your planning process.

2. Teaching style

• If a teacher stands at the front and is inviting discussion, the focus of attention will
be at the front of the class.
• If a teacher moves around the classroom as they teach, there is usually more
direct use of the board by pupils and this creates a more collaborative classroom.
• There is a difference between teachers who like to explain things and those who
like to discuss ideas and question their pupils. These two types of teaching
approaches will use the same resource very differently. For instance, when
showing a video, questioners tend to stop and question. They will need to be
aware that if they do this too much then the original resource may not be able to
fulfil its task. When showing a video explainers may show it all the way through
and then move on. They will need to be aware that some of their pupils would also
benefit from a re-run of the video, asking questions the second time around.
• The balance of activity will be different according to teaching styles. Consider
which learning processes are strongly dependent on particular teaching styles and
consider ways to include others in lessons.

3. Lesson length

• Timers can be very useful in short lesson periods, to keep pupils on task and
focused. This sharpens the lesson and gives pupils a more focused concern, if they
feel they are working against the clock, and can heighten responsibility for their
own outcomes.
• Longer lessons often benefit from a wide range of short activities to keep pupils’
attention levels high. This is most effective when activities last approximately 10 –
20 minutes each. Alternatively, longer lessons are useful for collaborative project
work and give pupils the opportunity to really get their teeth into a problem.

Investigation of the Sample “Case Study Lessons”

Examination of 2 case study lessons, probably from Literacy and Maths or Science
and then discussion and changing to suit the teacher’s lessons.