# Whiteboard Experiments: Practice & Reflect

I tried something new in class this week that I think solves a few random problems:

- Sometimes, when working on whiteboards,
**one student hogs the marker**and does a lot of the work (and thus the learning) - With whiteboard work, students
**don’t have anything in their notebooks**to study later - When we practice things like derivatives in our notebooks, I feel like
**their notes become almost useless**because it is a mess of 15-20 examples.

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## Practice and Reflect

I put the whiteboards out on the desk and left them there the whole period. We were learning the derivatives of exponential and logarithmic functions of bases other than e so I wanted to go back and forth between the whiteboards and their notebooks a few times.

After teaching them a derivative rule as a whole class, I gave them a sheet of 15-20 problems that definitely got more difficult as they went along. I gave them **12 minutes to practice** (I put a timer on), and they worked on the problems with partners on the whiteboards, which gave them a chance to discuss, erase mistakes and see problems in large format with different colors.

Then, I asked them to put the markers away and open up their notebooks and gave them **3 minutes to reflect**. I told them they could do whatever they want with this – copy down a few problems that were tricky, write down some things that they want to remember, write down steps for the problem. With this, I feel like their notes were a bit more focused and useful. I also felt like the whole routine was efficient, in that it kept a vast, vast majority of the students moving and engaged. I’ll definitely try this again.

Posted on March 2, 2013, in Whiteboarding. Bookmark the permalink. 1 Comment.

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