Whiteboards are a way of getting immediate feedback about student understanding, with an effective sequence always starting with a well-designed task or question.
Do most students get it or not? Where are the great examples that can be used as models? Where are the examples of common errors that students can learn from? Which students are making the same errors?
Depending in what our checking tells us, there are many options:
- Stop the task and reteach something immediately.
- Give a simple piece of corrective advice to address a common problem e.g. ‘remember to mention the writer’.
- Choose a range of responses (usually three) for students to compare.
- Pick one example that is ‘nearly there’ and ask the class to improve it.
- Sequence the responses shared so that they become increasingly more sophisticated.
- Find answers with a common thread and ask students to connect them (really useful for language analysis).
- Find three errors and ask students to connect them.
- Teach the students who don’t understand in a small group. See in-class interventions.
Note: Did you know that we have a class set of A3 White boards? They’re available at the