Interactive Whiteboard supporting gifted learners
The SEA Interactive Whiteboard group claim Learning Communities continue after the March break with sessions at Terraview Learning Centre and Burnhamthorpe Adult Learning Centre and in classrooms. Many in-class observation sessions have been held in the days leading up to March 8th.
One learning community at Terraview Learning Centre includes those who teach students with the gifted exceptionality. The use of an interactive whiteboard in the gifted classroom supports differentiated learning as well as collaboration between peers as well as between students and teacher.
Jack Levy teaches students of the gifted expectionality at Three Valleys (grade 4/5). He hosted a recent observation lesson using the Learner Response Systems "clickers" during a math lesson.
The LRS are one of three peripherals that each IWB group claim receives as part of their LC participation during the year. Response systems allow all students to have a voice (either by name and anonymously) when asked a variety of question types (text, multiple choice, likeart scale, true/false, yes/no, sort in order and numeric). Teacher can assess student understanding, maintain engagement and collect data using the response systems in conjunction with the IWB software.
The SEA Interactive Whiteboard group claim Learning Communities continue after the March break with sessions at Terraview Learning Centre and Burnhamthorpe Adult Learning Centre and in classrooms. Many in-class observation sessions have been held in the days leading up to March 8th.
One learning community at Terraview Learning Centre includes those who teach students with the gifted exceptionality. The use of an interactive whiteboard in the gifted classroom supports differentiated learning as well as collaboration between peers as well as between students and teacher.
Jack Levy teaches students of the gifted expectionality at Three Valleys (grade 4/5). He hosted a recent observation lesson using the Learner Response Systems "clickers" during a math lesson.
The LRS are one of three peripherals that each IWB group claim receives as part of their LC participation during the year. Response systems allow all students to have a voice (either by name and anonymously) when asked a variety of question types (text, multiple choice, likeart scale, true/false, yes/no, sort in order and numeric). Teacher can assess student understanding, maintain engagement and collect data using the response systems in conjunction with the IWB software.
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| The "pre-brief" session, sharing the lesson, pedagogy and A.T. tool use based on student learning needs and styles of classroom students. |
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| Learning Community members Ms. Terry Lwin, Clinton P.S., Ms. Dolora Harvey, Chester E.S., (Host) Mr. Jack Levy, Three Valleys P.S. and Three Valleys colleague grade 3 teacher Ms. Lisa Mildenberger. |
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The Promethean Board has been an integral part of the Gifted programming, and cemented itself as an essential teaching strategy in my classroom. The Promethean board helps my students to realize the academic and personal programming goals (Thinking, Awareness of Self and Others, and Research) set out in the Gifted program. Most importantly, it supports a differentiated approach where I can meet the varied learning styles of all my students. Being able to annotate over top of websites and documents helps me model how to pull the most important pieces of an activity, and then be able to watch students demonstrate that skill. Using the active response systems has made assessment immediate and relevant. It also enables my students inform me anonymously and instantly if they do not understand the concept or content under study. ActiView has allowed us to share and analyze our artwork, manipulate our solutions during the congress of a three-part lesson, and respond to each other’s journal entries in Language. Lastly, the Promethean board has facilitated the need for 21st century students to be engaged with technology on a regular basis. The Promethean board is possibly the most important teaching tool to support pedagogy of progressive teachers. - Jack Levy, Three Valleys P.S.
Teacher testimonials - The power of the IWB to support all kinds of learners
In my gifted class, I have students with different learning styles and challenges. The flipcharts on the Interactive Whiteboard enable key information and instructions to be easily accessed by students throughout the lesson. This is particularly important for the number of visual learners in my class. In addition, it provides the opportunity for students to refer back to previous information on a flipchart to clarify the information and/or the task when they are working on a follow up activity. Reminding students to refer back to the instructions on the Interactive Whiteboard helps them to complete tasks and decrease potential frustration.
We use the document camera in all areas of the curriculum. It is especially helpful when we are sharing student work and want to compare it to the success criteria in order to plan the next steps of our learning. Students have used the document camera during presentations so that the whole class can see their diagrams and illustrations as well as models they have made. The students love the response systems and entering their answers comes naturally to them. Reviewing the results has set the starting point for many discussions. It also enables me to easily see if students understand the concepts.
- Dolora Harvey, Chester E.S.
As a teacher in the beginning stage of incorporating the IWB into the gifted classroom, I find that being able to access global IWB lesson plans and resources at enriched levels to teach specific learning concepts most useful. My students were engaged in building models using IWB virtual manipulatives and tools and then comparing with actual models ( using cubes). I like using the document camera as a teaching tool for motion geometry where I can manipulate the shapes and various movements. I am learning to integrate learner response devices for quizzes and for gathering opinion. Thanks for everything. - Terry Lwin, Clinton P.S.
Building capacity
Not only has a Learning Community amongst IWB users been established, but teachers at Three Valleys - both special education and non-special education designated classrooms are sharing resources, strategies and student use.
In my gifted class, I have students with different learning styles and challenges. The flipcharts on the Interactive Whiteboard enable key information and instructions to be easily accessed by students throughout the lesson. This is particularly important for the number of visual learners in my class. In addition, it provides the opportunity for students to refer back to previous information on a flipchart to clarify the information and/or the task when they are working on a follow up activity. Reminding students to refer back to the instructions on the Interactive Whiteboard helps them to complete tasks and decrease potential frustration.
We use the document camera in all areas of the curriculum. It is especially helpful when we are sharing student work and want to compare it to the success criteria in order to plan the next steps of our learning. Students have used the document camera during presentations so that the whole class can see their diagrams and illustrations as well as models they have made. The students love the response systems and entering their answers comes naturally to them. Reviewing the results has set the starting point for many discussions. It also enables me to easily see if students understand the concepts.
- Dolora Harvey, Chester E.S.
As a teacher in the beginning stage of incorporating the IWB into the gifted classroom, I find that being able to access global IWB lesson plans and resources at enriched levels to teach specific learning concepts most useful. My students were engaged in building models using IWB virtual manipulatives and tools and then comparing with actual models ( using cubes). I like using the document camera as a teaching tool for motion geometry where I can manipulate the shapes and various movements. I am learning to integrate learner response devices for quizzes and for gathering opinion. Thanks for everything. - Terry Lwin, Clinton P.S.
Building capacity
Not only has a Learning Community amongst IWB users been established, but teachers at Three Valleys - both special education and non-special education designated classrooms are sharing resources, strategies and student use.
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| At Three Valleys P.S. there are many partnerships which are building capacity in the school for the use of the IWB with students.Teachers of gifted exceptionality students transform strategies using A.T. tools of the IWB: Avi Gold (left) and Jack Levy (right). |
Learning Community model
Teachers, whose classrooms received a group claim IWB for the 2012-2013 school year, attend three learning community sessions, and have the opportunity to host and/or observe classroom practice throughout the year. Groups of teachers are organized based on exceptionalities and geographic location, so that modelled lessons show and use IWB tools which support the student specific needs and that teachers, as they build community can share successes and challenges in their similar classrooms. Navigate our blog to read about projects and updates. To stay current subscribe to our e-newsletter, click here.
Teachers, whose classrooms received a group claim IWB for the 2012-2013 school year, attend three learning community sessions, and have the opportunity to host and/or observe classroom practice throughout the year. Groups of teachers are organized based on exceptionalities and geographic location, so that modelled lessons show and use IWB tools which support the student specific needs and that teachers, as they build community can share successes and challenges in their similar classrooms. Navigate our blog to read about projects and updates. To stay current subscribe to our e-newsletter, click here.
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