Wednesday, April 1, 2015
There is at least one other option—use a chalkboard. With a chalkboard you have almost unlimited flexibility. You can first think about what you want to say, say it, and then add relevant text and graphics to highlight important ideas. Or you can think about what you want to say, add relevant text and graphics, and then talk about it. Either way, you start with a clean slate and there is no “next slide” dictating what you must do or say.
In addition to this flexibility, chalkboards support several effective pedagogical practices. They help reduce students’ cognitive load. As teachers slow down to write on the board, students have time to actually think about the subject matter, not just transcribe it frantically. Chalkboards also support interactive learning; students’ ideas can be included on the board and incorporated into the lesson. A particularly compelling use of chalkboards is a form of “lecture capture,” in which the teacher records the entire lesson on the board. The goals are to show the progression and flow of the lesson, incorporate student thinking and reflections, and connect the parts into a well-formed, coherent whole to help build student understanding. [This practice is used widely in Japan where teachers study “Bansho,” or board writing; see examples of Bansho 1 and 2].
MyChalkboard is cost effective and dependable. They never fail. The chalkboards in 103 Cowley Hall are probably 30-40 years old and work like new. And, there is low maintenance; no annoying updates to install. All you need is a damp cloth.
Chalkboards do have limitations. For instance, you won’t be able to make text spin around or fly in and out of view. But you can create your own graphics with a chalkboard [See examples 1 and 2]. With a little practice most teachers can produce legible text and graphics without making that cringe-inducing noise with the chalk on the board. And, a chalkboard is forgiving. If you do make a mistake, simply erase and redo—instantly.
Best of all, chalkboard allows you to devote class preparation time to what is most important, planning what and how to teach without fussing with slides or worrying about how to use the technology and what to do if it doesn’t work.
Submitted by Bill Cerbin, Center for Advancing Teaching and Learning
I refined my interest in the overhead projector during my time at Iowa State while in graduate school. I soon found that I was able to share almost any kind of chart or graph quite easily by just using a word processing program to create the content and printing them off onto clear plastic sheets. This was a much more refined approach compared to writing all the notes for the students on the chalkboard. It’s important to note that many of the textbook publishers offer sets of transparencies that match the content of your text. Don’t forget to ask for these when you make your course adoption. There are also some models that allow for a continuous sheet of transparency film to be written on and then hand cranked so you can progress from one page to another, especially useful for those that want to more easily navigate back and from previous ideas.
Another advantage to the projector is that you can easily review each line of text or graphic slowly so as to not overwhelm the students with too much information. This is achieved by having a sheet of paper block the light from shining through lower parts of the transparency. If you find that a student brings up an issue not already addressed in your pre-printed transparencies, I have often taken out a blank one and began to handwrite a response with my Vis-a-vi wet erase markers which come in a variety of colors. It’s important to consider having a set of these markers, wet wipes, and an extra bulb handy as you use this learning tool.
While it’s hard to find many projectors on campus, there may be some available by special request to the Audio Visual Services Team. Most any office supply store will have the markers, transparency sheets, and extra bulbs. I encourage my colleagues to make use of the gem of technology.
Submitted by Patrick Barlow, CATL