COVID Tool #1: Mini-Whiteboards

Until COVID.

These two words pretty much define my teaching this year.  I had a set way of doing things until COVID.  Many of these things have had to change.  These changes have come through a lot of thinking and trial and error, but, fortunately, I have found some solutions to my biggest problems caused by teaching in my "COVID Classroom".  My first big discovery was how whiteboards can be used to replace a lot of the group-based activities I have always done as well as give me a window into their social emotional wellness.

I ordered a class set of mini-whiteboards a few years ago with grand ideas of how I would use them, but never really utilized them very well or often because I didn't have too - I had other activities and strategies that I was more comfortable with that I kept falling back on.  Now that most of those group-based strategies cannot happen in a socially distanced classroom, I wiped the dust off my whiteboards, and they have been a Godsend!  I use them all the time now.  Here are some of the ways I've been utilizing them that have been the most effective:

• Beginning of Class Vocabulary Review
  • In a non-socially distanced classroom, I have the students review their vocabulary at the beginning of each class by doing an AB Partner vocabulary review where they alternate defining words and checking each other.
    • In my "COVID Classroom", I have started using the mini-whiteboards to review vocabulary.  We call it "Cap, Write, Cap, Raise Your Hand".  I project a vocabulary definition, and students take the Cap off their markers, Write the word, put the Cap back on then Raise their hands when they are done.  Students keep track of how many they get correct with tally marks on their boards.  At the end of the warm up, we talk about how many they should be getting right to be on pace to get an A on a vocab quiz in __ days. 
      
    • We also non-linguistically represent words with the whiteboards to change things up a bit.  I'll ask students to draw a picture that represents the term rather than words to help them make different connections with the words.
      
• Content Review at the Beginning or End of Class
  
  • In a non-socially distanced classroom, we, again, review in small groups utilizing the "all-write round robin" strategy.  I will put up a topic like, "What are the 7 characteristics of culture?" and students pass around a small piece of paper in groups of 4 adding answers until they have all 7 listed.  The first group done is the winner.
    
    • In my "COVID Classroom", I do the same thing, except that the students do it individually and record their answers on their whiteboards. 
      
• Social Emotional Check Ins
  
  • In my non-socially distanced classroom, I could check in with students to see how they were doing by speaking quietly with them from a short distance (squatted next to them, or in the hallway).
    
    • One of the things I do in my "COVID Classroom" is an emoji check-in.  At the beginning of class, I ask students to draw a quick emoji to show me how they are feeling about the day or an up coming test or the content we have covered.
      
    • Another thing I use the whiteboard for is quick brain breaks.  I might say, "Who can draw the best dog?" or "Draw a quick sketch of what you want to do this weekend."
      

I hope these were helpful and maybe sparked some ideas.  If they did, please let me know in the comments, and don't forget to visit my store for great Social Studies resources!

• My Store