UTS Maths/Stats Teaching Seminar: Judy-Anne Osborn
Topic: The diverse potential of Whiteboard Workshops
Whiteboard workshops and tutorials in Mathematics have been following branching chains of progression through a range of Universities over the past two decades, including Wollongong, Latrobe, Melbourne and Newcastle. They've often been associated with higher pass rates in abstract courses, better attendance at tutorials, and classes that tutors report enjoying more due to richer interaction with students. I have spent many years utilising a particular model of Whiteboard tutorials for first and second year students. The four key ingredients for this model are: students stand in groups of about 3 with each group clustered around an allocated whiteboard space, every student has their own whiteboard marker, the problems for the session have not been sighted by these students before, and the tutor circulates through the room asking each group how they're going with the problems (making sure that throughout the class they ask every student for input) and responding to "how do I?" questions with an initial "what do you think?" type of response. I will describe the above model and we may collectively speculate why it seems to have the kinds of impacts that it does. The diverse potential of Whiteboard Workshops comes in with new adaptations of Whiteboard Workshops that I have recently become aware of in different contexts, which I will also briefly describe. These include usage in a high school as a break-out part of an ordinary class, and an adaptation in a third year semi-flipped Topology course in which students present course content to each other using Whiteboards.