Quite why Mini-whiteboards tend to divide opinion is a bit of a mystery to me. A colleague once observed my lesson with a well-regarded speaker who often leads CPD around the country. My colleague informed me later that this speaker had said that the best way to improve my lesson would be to “bin” the mini-whiteboards. Had I not used them at that point then I wouldn’t have an accurate idea of what they learnt that lesson and indeed if they had mastered the verb conjugations I was trying to teach. Conversely, another senior leader (and now successful Headteacher) would not teach science without having them to hand.
Adam Boxer writes an excellent blog about Ratio (a concept from Lemov’s Teach like a Champion). I believe mini-whiteboards to be one of the best ways of increasing ratio in the classroom. I have a few principles when it comes to using them.
Principles:
– Everyone writes
– Everyone tries
– Everyone hides their answer until it is asked for
Logistics
I don’t have a classroom and teach in wide range of different rooms. I carry around a box with everything I need to teach. Here is how I manage:
- Stock up on a box of 10 new pens at the start of – and halfway through – each half-term. No-one throws away a pen without my say so. “If I can read it from the front, it works.”
- Hand out the whiteboards while students are doing the starter task. Do not hand out pens until you plan to use them.
- Give out and/or get students to give out pens and rubbers. Rubbers are 1 between 2. It saves time and also means they are less likely to lose them as the other person needs it too! Some students prefer the blazer sleeve cleaning method.
- Always insist on trying a pen that a student claims “is not working”. Often this is a misconception and what they are really trying to say is that it’s not a perfect jet black.
- Always give a clear instruction of what you want to see on the board. Challenge any non-compliance such as doodling etc.
- Always count down giving long enough for those students that need it. Sometimes it can help to have a particular student in mind as a guide and start the countdown when they are closer to finished.
- No-one shows an answer until countdown is over and everyone shows their answer.
Whiteboard Activities
Obviously, you can use a whiteboard to translate both ways and practise verb conjugations. You can use them to draft sentences for work. I often like to have them on the desks so when students ask for words I can simply write them down. With the new new GCSE, you can use them to practise for the dictation activities. I would imagine these are regular occurrences for the pro mini-whiteboard MFL teacher.
Environmentally friendly time-saving battleships.
To save paper, printing and copying out time. Draw a 5×5 grid on the mini-whiteboard. Shade in the top row and first column. Have students add boats in a non-shaded area. Put your battleships game on PowerPoint slide. Explain that the top row and first column match the shaded ones. A quick model on the board where some students attempt to destroy the ships you have obviously put in there and they will be well away.
Noughts and Crosses translation practice.
Both students in a pair divide both their boards into a 3×3 grid. Have a corresponding grid on the screen with some translations. Students play noughts and crosses. They have to translate correctly to get the X or O. If there is any dispute then they look it up in vocab lists/knowledge organisers etc. The second board is for the inevitable rematch.
Starts and Ends
I tend to use this activity when teaching opinions with reasons. Students get the start or end of a sentence. They have to finish it however they can. It’s quite good for seeing what they can spontaneously produce, what has stuck and what they can do under pressure.
- Me gusta ir al cine … (I like going to the cinema)
- Me encantan las matemáticas (i love maths)
- porque es mi asignatura favorita (because it’s my favourite subject)
- aunque me da miedo (although it scares me)
Occasionally, with this activity, I tell students I will give them a score of 1,2,3 depending on how impressed I am with the sentence. This generally has the effect of them suddenly showing they know even more. If they get a score over 10 (keeping track on their boards) they may get a positive point.
Sharks + Icebergs
This is good for practising lots of small chunks. I’ll be honest, I came up with this activity at some point in the past 6-7 years. Soon after trying it with a class, I realised it owes a lot to Language Gym’s rather superb Rock Climbing. Where it differs is that you are not making one long sentence, merely practising short chunks and you don’t have the blood-curdling “aaaaaaaaaaaaaaaaargggghhh” when the man falls off the wall. You do however find some kids rather gleefully removing limbs from the stick man (should I be worried about them?)
Setup:
Students: The board needs to be portrait. Divide the board into a 7 x 3 grid. 7 rows, 3 columns. Students shade a map from one end to the other (see diagram). One shaded box per line. On the back of the board they draw a stick man.
Teacher: On your board/projector screen you will need a set of 21 short sentences using language the students have been learning.
Front of board (facing student):
| ///////////////////////////////////////// | ||
| ///////////////////////////////////////// | ||
| ///////////////////////////////////////// | ||
| ///////////////////////////////////////// | ||
| ///////////////////////////////////////// | ||
| ///////////////////////////////////////// | ||
| ///////////////////////////////////////// |
Back of board (facing away from student):
Students try to guess their partner’s path across the icebergs (shaded bit) avoiding the sharks (unshaded). Each time they guess wrong, their partner removes a limb from stick man. The winner comes when either someone has made it across the icebergs, or their partner has neither body or head. You can still win if you make it to the other side like the Black Knight in Monty Python. As long as something is left, you are in the game.
Future Tense Scenes We’d like to see.
Copied from the popular game show mock the week, this works best with the future tense. Pick carefully the class you use it with. Students tend to overcomplicate here, restrict them to the language they have been learning.
Things that Mr /Mrs … will never do..
Things that His Majesty will never do
Things I am not going to do at the weekend
Unexpected things that … is going to do this evening
Environmentally friendly strip bingo
Early in my MFL career I was introduced to strip bingo. I admit I tend not to use it too much however it is very simple to hold a whiteboard portrait, write down 5 phrases and rather than tearing off the strips, students simply cross off the phrase that is at the top or bottom of the list. Lots of paper and time saved. Mini-whiteboards can also work well for any form of bingo game to break up a lesson.
Everyday MFL 
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