I’ve written a training session about whiteboard work designed for our CELTA level teachers. After the last round of teacher observations we established that boarding new/emergent vocabulary was an area for development. This session includes some tips to help teachers develop their technique. It’s primarily aimed a less-experienced teachers – I remember this topic being covered on the CELTA but it’s something that’s easy to let slip (in my opinion!).
What you need for the session:
Each pair/group of teachers will need to work with a whiteboard. It is possible to get 3 standalone whiteboards in our classrooms, but that might not be practical for you. Alternatives might be using mini-whiteboards (if big enough) or A3 paper. The paper might be a nice record for after the session. Teachers will also need a set of coloured whiteboard pens (coloured pens if using paper). Two or three colours should be enough.
The flipchart slides need a projector/IWB.
STAGE 1 – Lead in
The section starts with a chat about teachers’ current practice…
- How would you rate your board work skills?
- What are you good/bad at?
- What are you like at boarding emergent language?
- What information might you add to the board when you teach a new word?
The next stage is sort of diagnostic, done as a game. Teachers work in pairs/threes. A ‘new word’ is displayed on the flipchart. Teachers write this on their board and display any info related to the word that they think is useful/necessary for the learners.
Allow 1 minute then move the box on the flipchart to remove an example of how the word could be displayed on the board.