How do you organize your board?
Monday, February 27, 2017I always wonder on how we could maximize the use of blackboard/whiteboard. We could just term it as a board for the discussion here. A board is a tool used by teachers to enact a routine, write facts and demonstrate ideas and solutions.
Upon discovering Bansho or Board Writing, I learn that it is a fascinating concept to be applied in the teaching of English although much of the discussion in Bansho concerns its application in the teaching of Mathematics.
What I learn of Bansho strictly came from my readings from the sources which I will cite in which I used them here.
Bansho is an organization of the board, comprising of a visual display from the least to the richest concept. Teacher elicits responses from students and organizes it into a theme from easy to complex. Students, in turn, observe their responses and reflect on the way they see and approach to problem-solving. The connection between their previous knowledge, current knowledge and the knowledge generated or discovered may be implied as a success of assessment for learning.
There are four levels in Bansho (Yoshida & Jackson, 2010) ranging from the recording of information to student reflection towards the learning. The levels are as follows:
For application of Bansho in ELT, I think it is applicable in the teaching and learning of reading and writing. In reading, we can have a demonstration of reading techniques used by students to understand or extract main ideas from text. For young learners, we may have the students brainstorm of ideas in a short period and make comparison after some examples.
As for writing class, teacher may demonstrate the writing and ask the students develop their writing and explain their process. The writing then compared and contrast while the students determine on their own, on which styles serve them well.
In order to achieve a level four, students reflected on their learning and why they chose a certain strategy over another. I observed from Yoshida & Johnson (2010), students reflected on the board as well as in their own notebook.
If you would like to read more, I find this article by Taufik Hidayah interest me.
In short, Bansho will help navigate the learning process for the students and ensure teaching progress in a systematic manner. Both teacher and students have equal accountability and the chance to be critical of the teaching and learning process. Therefore, both parties will have a sense of ownership of what is it contribute to a successful learning.
Cheers and happy teaching!
For application of Bansho in ELT, I think it is applicable in the teaching and learning of reading and writing. In reading, we can have a demonstration of reading techniques used by students to understand or extract main ideas from text. For young learners, we may have the students brainstorm of ideas in a short period and make comparison after some examples.
As for writing class, teacher may demonstrate the writing and ask the students develop their writing and explain their process. The writing then compared and contrast while the students determine on their own, on which styles serve them well.
In order to achieve a level four, students reflected on their learning and why they chose a certain strategy over another. I observed from Yoshida & Johnson (2010), students reflected on the board as well as in their own notebook.
If you would like to read more, I find this article by Taufik Hidayah interest me.
In short, Bansho will help navigate the learning process for the students and ensure teaching progress in a systematic manner. Both teacher and students have equal accountability and the chance to be critical of the teaching and learning process. Therefore, both parties will have a sense of ownership of what is it contribute to a successful learning.
Cheers and happy teaching!
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