Ideas for Using Dry Erase Painted Walls in Teaching

Ideas for Using Dry Erase Painted Walls in Teaching

The classroom is a natural place to use top-quality dry erase painted walls, which offer teachers large, convenient, and attractive surfaces to carry out an endless variety of teaching functions and class activities. The possibilities for using dry erase walls from kindergarten to the university level are limited only by a teacher’s time, energy, and imagination. From small-group work like solving math problems to whole-class activities such as brainstorming essay topics, dry erase walls are unsurpassed in terms of size, functionality, and ease of use.

These days, intense student engagement is the name of the game in education at all levels. It’s a significant quality that supervisors hope to see when they observe your classes. And a great way to get your students more engaged in learning is by using dry erase walls in the classroom.

The following are some creative ideas for making use of dry erase walls with classes of various grade levels and in diverse subject areas. These activities can not only get students more excited about their classwork but also make learning more fun for pupils and teachers alike.

For Practice in Writing Names, Letters, and Numbers

Dry erase walls are perfect for creating large, convenient templates where young students can practice writing their names, the numbers, and the alphabet. To make a template for writing practice, you can use a yardstick and automotive pinstriping tape or another type of tape to create several evenly spaced rows of horizontal lines on your dry erase wall. On these lines, students can repeat the writing of numbers, letters, and their names until they’ve mastered correct execution and form.

The wall’s vast size will allow you to make large spaces between the lines so that students can write in big letters and numbers. Doing so will be fun and may help in remembering the content better than writing small text on paper or a framed whiteboard. The children should practice printing in the traditional manuscript style for each letter and number.

Give Thorough Instructions and Representations to Trace Over

When they use the template, it’s essential to give students detailed instructions on how to write the letters and numbers. Before a practice session, you should also create at least one large dashed representation of each letter and number on the template, along with numbered arrows to show the steps involved in correct formation. The dashed versions are meant for the students to trace over to help them get acquainted with proper form. You can also draw circles at appropriate spots in the lines on the wall to act as prompts showing where to begin writing each letter or number.

For Learning to Use a Calendar

For teachers who currently have only standard-sized whiteboards or bulletin boards to teach about the structure, contents, and use of calendars, premium dry erase walls can open up a whole new world of instructional options. One popular approach is to use painter’s tape, auto pinstriping tape, or another type of tape to create a large calendar template on your dry erase wall. Due to the wall’s great size, you can make the numbers and words in the calendar big enough so everyone in your class can see the contents from their seats, even from the back of the classroom.

Use Your Calendar Template All During the School Year

After the template is complete, the students can write in the name of the current month, the days of the week, and the correct placement of the dates for the month. The kids can also post national holidays, school sporting events, and other happenings that they might want to include in the appropriate date squares. Then when the month ends, the old information can be erased and the process repeated until the end of the school year. Color coding with different colored markers can be used to distinguish various events such as the first and last days of school and parent-teacher conference days.

For Use in Guided Reading

Guided reading is practiced with a small group of four to six students. The fiction or informational text to be read by the group is selected based on the students’ instructional reading level. The students read the book on their own as the teacher supports them and guides them toward successful comprehension and critical thinking about the contents and structure of the text.

A dry erase wall can come in handy when doing a guided reading lesson, as it offers a large canvas to create a lesson-plan template for a session that may include items like the following:
· Book information: Book title and reading level
· Learning goal of the reading: SWBAT (Students will be able to …)
· Book introduction: Today, we will be reading a new story entitled ____. In this story, ____.

For Use in Math Activities Such as Daily Warm-ups

It’s important to do warm-ups at the beginning of every math class. Linking warm-ups to the learning goal of a day’s math class is an ideal way to spend time while you’re lesson planning. This is so because warm-ups get students engaged from the start of a lesson and also reinforce the prior knowledge they’ve gained for use in learning new material. You can use your dry erase wall as a convenient surface for creating math warm-ups; its size will give you a wide range of options that make the wall preferable to traditional whiteboards.

Using your dry erase wall for math warm-ups is also a helpful way to assess how students are doing. Say, for example, the class is working on place value, a topic that crosses all grade levels. On the wall, you can do several quick problems one by one and have the class show their responses by holding up their notebooks for you to see and evaluate.
Here are some other ways you can begin a lesson on place value with your dry erase wall.
1. a. Have students come up to the wall in small groups.
b. Dictate several numbers to the students.
c. Have the students work together to write the numbers in expanded form with exponents (for higher grades).
2. a. Write several multi-digit numbers on the wall.
b. Have the class identify the place value of various digits that you point to.
3. Provide the class with clues about a certain number (e. g., I’m a two-digit number that’s greater than 50, and my tens digit is twenty times greater than my ones digit; answer: 63); repeat this process as often as you like.

For Class Checklists

Well-thought-out class checklists delineate the actions that students need to perform to complete complex academic tasks. This approach supports students’ meta-cognitive development and cultivates the self-assurance and independence they need to perform these actions in future classwork. By presenting the steps required to learn a process or complete an assignment, checklists can help students develop greater awareness of their own mental processes, which in turn helps them learn more effectively.

Research shows that students who know how they go about learning, know which strategies are most useful when handling a problem or task, and know how to accurately assess their progress are better learners than those who don’t. Checklists created on your dry erase wall can be invaluable tools in accelerating this process in students’ minds.

An example of a checklist on strategies for reading an informational book might look like this:
Did you remember to do the following?
❑ convert the title into a question to answer as you read the text
❑ make note of the original source and reflect on the book’s average readers
❑ look for data on the author and check her credentials for writing about this topic
❑ examine the text by studying the headings, and visual aids included
❑ review the book by reading the introductory paragraphs and final paragraph
❑ write a note to yourself about the book’s topic and the author’s approach to the topic
Such a well-designed operational checklist is a powerful tool that can help you to teach well enough so that students no longer need your help with what you’ve taught. They can instead become independent learners with the skills to acquire knowledge and skills largely on their own.

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TEACHING ONLINE WITH ZOOM AND A PREMIUM DRY ERASE PAINTED WALL

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Teaching Online with Zoom and a Premium Dry Erase Painted Wall

Teaching Online with Zoom and a Premium Dry Erase Painted Wall

Teaching remote lessons by way of Zoom meetings is becoming increasingly popular among educators around the world, and if you choose to do so, it’s essential to think about the quality of the video and audio your students experience. Conducting Zoom teaching sessions differs from standard classroom instruction in several ways. The first obvious difference is the fact that you’re not in the same room as the students, so the possibilities for interaction are limited. Also, the writing surface that’s available for doing lessons in a traditional classroom is typically a large chalkboard, whiteboard, or dry erase wall. Thus, in-person instruction offers a great deal of space for teachers to move around and present lesson content, but with remote teaching, this is not the case.

However, with only a good laptop, a reasonably priced laptop stand, a premium dry erase painted wall, and the Zoom Meetings software, you can conduct first-rate video teaching sessions that are just as creative, effective, and engaging as in-person classroom instruction
When setting up your online Zoom teaching space or studio, a number of factors need to be considered, such as the following:
· The height of the stand that holds your laptop
· The distance of the laptop away from your dry erase wall
· The placement of the lighting used for lessons, and
· The size of the wall area that students will be able to see.

This article will describe how to address these issues along with other variables to help you use your technology to make Zoom lessons as close as possible to the way of doing things in the traditional classroom.

Following these steps will make your Zoom class sessions more enjoyable and easy to understand for students, no matter what type of environment you’re teaching from. Also, when you properly arrange your teaching space or studio beforehand and keep it intact, you’ll always feel at ease using the space, as you won’t have to set up and rearrange items like your laptop and cameras every time you do a lesson.

Proper Location of Your Laptop and Stand is Critical

When setting up your remote teaching area, a good distance to keep your laptop and stand away from your dry erase wall is about four feet. This amount of space will give you ample room to move around, talk to your students, write, and draw on the wall while at the same time giving the students a good view of the lesson content, as long as your letters and drawings are big enough.

The Height of Your Laptop from the Floor is Also Important

When it comes to the height at which to keep your laptop, approximately five feet is a good elevation. However, the distance you set your laptop from the floor will ultimately depend on the lighting in the room where you’ll conduct lessons. For this reason, you’ll need to experiment by adjusting your laptop stand to various heights to determine which distance from the floor produces the least glare on your dry erase wall. Then, once you reach the proper height, you can rest easy knowing that your students will be able to clearly perceive your text and visuals during lessons if you write and draw large enough.

Carefully Check the Quality of Your Video Output

After your laptop and stand are set up, and before starting to conduct a Zoom lesson, it’s a good idea to make several writing and drawing samples on your dry erase painted wall. Then, check how the samples look on your laptop screen to make sure they’ll be big enough and clear enough for your students to perceive on their laptops without straining their eyes. If, after an initial test, your text and graphics are too small for you to easily see on your laptop screen, write and draw in increasingly larger sizes until you produce letters and images that you can view and understand. Giving yourself this feedback and making the needed changes to your text and graphics will help you maintain the quality of your Zoom-based instruction over time and minimize the impact of the technical barriers involved in remote teaching.

Mark out the Area on Your Dry Erase Wall to be Used for Teaching

The size of the space on your dry erase wall that you can effectively use for conducting lessons with Zoom, and a laptop is 6 feet wide by 4 feet high. To avoid writing and drawing on parts of the wall that are outside of this area and that students won’t be able to see, use painter’s tape or another kind of tape to create a straight, smooth border around the area. If the border is neat and even, it will look more professional and appealing for students to view during lessons. Thus, making a perimeter around your writing and drawing area is essential to knowing your limits when teaching with the dry erase wall and to ensuring the content you create will be seen by your students.

Have Multiple Cameras Available for Use during Lessons

You can make use of the webcam on your laptop to show yourself creating content on the teaching area of your dry erase wall. And if you also have access to one or more small moveable cameras, you can use them to show objects and texts during lessons and thus take your instruction to a new level of variety and interest for your students.

Another option is to make use of a stationary document camera or dotcam to share lesson-related texts and items with your students. While webcams are mainly meant for use in video calls and other situations where you want to stream or record yourself, document cameras are designed for focusing on texts and objects and for enlarging their images on a screen or in a live stream over the internet.

Be Sure to Address the Issue of Glare before Starting Your Lessons

Although you want the space where your wall is located to be well lit, the issue of excessive light reflection can arise when your laptop’s webcam is set at such an angle that it picks up glare produced by the room’s ambient light sources, typically light fixtures fastened to the ceiling or walls. This problem should be resolved before you start your lessons, as glare will distract students from focusing on the lesson content you present on the wall, and may make parts of it indiscernible, thus hindering learning.

The simplest way to resolve this issue is to remove or turn off the light that’s creating the glare. If this is not practical, other solutions include using a different light source, such as natural sunlight from a window or light from a lamp placed far enough away from the webcam lens that its light isn’t picked up by the camera.

The Audio Quality of Your Lessons Also Needs to be Addressed

Since you’re going to be using Zoom regularly to conduct lessons with your dry erase wall, you’ll need to know how to enhance your audio quality. Doing so will ensure that all of your students will be able to understand your lessons at all times, thus improving their learning. The following are some key steps to take:
· Purchase a first-rate microphone and set it up according to the manufacturer’s instructions.
· Make certain that you have a secure internet connection and that little or no background noise or echo is present in your teaching space.
· Use an app like Krisp that will allow you to artificially adjust the acoustics in your space to make your voice clearer.

As you continue to conduct lessons online, improving your students’ Zoom meeting experience in any way possible is essential to ensuring positive learning outcomes

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DRY ERASE PAINTED WONDER WALLS FOR INQUIRY BASED LEARNING

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Dry Erase Painted Paint Wonder Walls for Inquiry-Based Learning

Benefits of Dry Erase Painted “Wonder Walls” for Inquiry-Based Learning

Inquiry-based learning is a student-centered instructional strategy that focuses on having students pose and examine questions to gain new knowledge. Occasionally, inquiry-based learning may involve a teacher presenting a problem or scenario for students to explore and address. In all approaches to inquiry-based learning, student questioning and research are at the core of the educational process and dry erase painted walls (aka “wonder walls”) can strengthen that core.

Student inquiries, thoughts, and analyses are emphasized and promoted, with a focus on students’ views about a specific question or issue. This approach is especially effective for creating initial student engagement and then guiding students to go beyond fundamental knowledge to a deeper awareness of critical thinking, evidence-based reasoning, and inventive problem-solving. In inquiry-based learning, students may complete case studies, group projects, or individual research projects, among other tasks. Making in-depth links with the content studied helps students develop skills that will be highly valuable in their future academic lives and worldly careers.

In inquiry-based learning, students come up with questions on their own, seek answers to the questions through research, share their answers and the knowledge they gained, and then reflect on the learning process they experienced. Instead of the teacher always choosing the topic or questions related to a study unit, the students have the freedom to select the questions on the topic they wish to investigate, then pursue their research and present their findings.

Although several types of inquiry-based learning exist, they all have the same outcome. Students make use of open-ended questions to guide their own learning in line with their personal interests; make appropriate connections among details; and thus deepen and broaden their knowledge base and research skills. This approach to education relates to an aphorism by Confucius: “I hear and I forget. I see, and I remember. I do, and I understand.” Inquiry-based learning allows students to genuinely understand the content they study and to increase their wisdom in the process.

What Are the Advantages of Practicing Inquiry-Based Learning on Dry Erase Painted Wonder walls?

The inquiry-based approach to learning arouses students’ curiosity and provides opportunities for collaboration, which in turn increases their engagement and excitement about education. When students feel they have ownership of the learning process, their interest level rises, resulting in a deeper grasp of academic content.

Instead of traditional pedagogy, which is often dominated by teacher talk, teacher questions, memorization, and recall by students, inquiry-based learning supports students in planning and implementing their own educational process. Teachers thus become facilitators, not dictators of instruction. For students of all ages, increased motivation and a genuine love of learning are the outcomes of this method.

Inquiry-based learning is also a great way to provide genuine differentiation; that is, adjusting the pace, level, or type of instruction in response to individual learners’ needs, styles, or personal interests. The inquiry-based approach also helps to build self-reliance and independence and nurtures students’ preferences and pastimes. In addition, recent research shows that inquiry-based learning boosts student achievement levels and evens out the playing field in schools with children of diverse socio-economic backgrounds and cultures. When students are surveyed, they typically say they prefer inquiry-based learning over traditional teaching methods.

The Dry Erase Painted “Wonder Wall”: A Powerful Inquiry-Based Learning Technique

One highly effective strategy for practicing inquiry-based learning is to create a “wonder wall” on your dry erase wall, where students can write “I wonder” types of questions about specific topics with dry erase markers. Here you can also post artifacts to stimulate further questions. Post-it notes can be added to the wonder wall if students come up with additional questions and ideas in class or when they’re outside of the classroom and need a handy way to record their thoughts.

After it’s populated with a sufficient number of artifacts and questions, the wonder wall can become a resource for determining the next topic of study for the class. When generating a wonder wall, teachers should emphasize that all student questions are valid. They should also encourage questions that can’t be answered with a simple “yes” or “no” response but instead lead to in-depth research by students.

Creating a wonder wall is a great strategy to use in inquiry-based learning, as it builds a space where students can do the following:
· Get themselves thinking on topics they want to learn about
· Share their learning experiences throughout the inquiry process
· Keep their ideas and questions visible to others
· Interact meaningfully with their peers on topics of interest
· Discuss learning goals, measures, and evaluation criteria
· Share the evidence and outcomes of their learning process.

Dry erase painted wonder walls are meant to be built at the onset of a unit and should be kept active throughout the unit as they are living representations of students’ learning. Begin building the wall when you first invoke students to start thinking about the topic the class will be studying. Students will examine the artifacts you post on the wall and ask questions about what they’re seeing. This sets the students’ prior knowledge in motion and prompts them to share their ideas with their peers in a knowledge-building cycle.

Artifacts can be Hung on Your Wall with GoodHangups

The artifacts used to trigger student conversations and interest in a topic may include the following:
· physical objects
· photos
· drawings
· copies of internet articles
· videos
· fictional stories

Many teachers like to use pictures printed in color, especially if they don’t have access to real-life objects related to the topic for the unit being covered. Lightweight items such as photos, drawings, and printouts of articles may be posted by using GoodHangups, an innovative new hanging system consisting of a magnetized sticker and a magnet that can be mounted on your dry erase wall without damaging the surface.

The Role of Student Questions is Key to Constructing Your Wonder Wall

The use of a wonder wall at the start of an inquiry unit stimulates students to think about a topic by allowing them to ask questions and providing them with artifacts. The next step is to have the class ask more questions. As mentioned, they can use sticky notes to write down questions about what they see on the wonder wall. Use these notes to help students keep track of what the class is thinking about.

As students continue to share their prior knowledge and questions, the wonder wall is gradually constructed. These questions are the driving force behind the inquiry-based learning process. Arrange the questions according to themes and then use them to come up with goals for learning and criteria for success.

At some point, you’re likely to find gaps in the students’ knowledge that will need to be filled through teacher-directed lessons. Post the questions next to the artifacts on the wonder wall, and throughout the learning process, answer the questions and keep track of those that remain unanswered. It’s through your students’ questions that inquiry-based learning and the wonder wall are developed.

Avoid Answering Questions during the Inquiry Process

While using your wonder wall, if students ask questions, it’s important to avoid giving answers and instead have the students add the questions to the wonder wall and then find the answers by themselves. Leading students through lessons to ultimately give them the answers is not what inquiry-based learning and wonder walls are about. With a wonder wall, students need to work to find information and shouldn’t expect to have an easy way out.

Later on in the unit, you may have discussions about certain topics, and you’ll have to explain various concepts. But you should do this together as a class. In this way, instead of teaching your students, you’re facilitating their learning by providing the tools to find answers on their own.

Through the use of wonder walls, teachers and students enjoy the freedom to build a learning environment that meets the needs of all class members. Thus, inquiry-based learning becomes an effective means to create a place where learners enjoy finding the answers to questions and sharing their knowledge with their peers.

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DRY ERASE WALL QUOTES FOR APRIL 2022

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Dry Erase Wall Quotes for April 2022

 

Dry Erase Wall Quotes for March 2022

April: The Angel of the Months

April, the name for the fourth month of the year in the Gregorian or Western calendar, is derived from the Latin Aprilis, a word whose meaning is unclear. Some scholars think that Aprilis comes from the Latin words aperire (meaning ‘to open’) or apricus (meaning ‘sunny’) since in the Northern Hemisphere, April is a month of Sun and the new opening or growth of plants and animals.

Another explanation for the origin of the word April involves Aphrodite, the ancient Greek goddess of love, beauty, and reproduction. The ancient Italian people known as the Etruscans called her Apru. Since the Romans adopted many Etruscan traditions, they celebrated the same goddess in the month of April.

What’s the Origin of April Fools’ Day?

On April 1, people around the world enjoy playing practical jokes on their friends, relatives, and coworkers. Depending on local customs, the victim of such a prank is referred to as a fool or a fish (poisson d’Avril or ‘April fish’ in French). Although it’s uncertain when the April Fools’ Day custom of playing tricks began, many theories exist about its origins.

One likely reason we play hoaxes on one another on April 1st is that winter is over: in the Northern Hemisphere, March and April put an end to the long dreary period of winter and bring new life to the land and its inhabitants. In many cultures, this phenomenon was and still is celebrated with lively festivities, dancing, and people making fun of one another.

Whatever the origins of April Fools’ Day may be, the month of April ushers in a time of renewal in nature and often inspires people to start afresh in a career or another aspect of life. Posting some of the following quotes on your dry erase wall may offer you some inspiration or a touch of humor to go along with the fun-loving month that heralds the start of spring.

Ideas and Sentiments for Your Dry Erase Wall about April

1. “April is the month of setting goals. Dream big this month to achieve them, as your dreams have the power to turn the impossible into the possible.”
– Anonymous

2. “They who meet on an April night are forever lost in love if there’s moonlight all about and there’s no moon above.”
– Yip Harburg (US popular song lyricist and librettist)

3. “It is a sort of April-weather life that we lead in this world. A little sunshine is generally the prelude to a storm.”
– William Cowper (English poet and hymn-writer)

4. “Good things take time. That’s probably the reason April is the fourth month of the calendar.”
– Anonymous

5. “April, April, laugh thy girlish laughter, and the moment after, weep thy girlish tears, April.”
– Angus Wilson (English novelist and short-story writer)

6. “Oh, to be in England now that April’s there.”
– Robert Browning (English poet and playwright)

7. “Snow in April is abominable,” said Anne. “Like a slap in the face when you expected a kiss.”
– L.M. Montgomery (Canadian author), Anne of Ingleside

8. “April splinters like an ice palace.”
– Ruth Stone (US poet, author, and teacher)

9. “Oh, the lovely fickleness of an April day!”
– W. H. Gibson (US author, illustrator, and naturalist)

10. “Although I was born in April, I’m quite certain I was not fully awake until October.”
– Peggy Toney Horton (US writer)

11. “Well-appareled April on the heel of limping winter treads.”
– William Shakespeare (world-renowned English playwright and poet)

12. “April sunsets somehow recall my buried life and Paris in the spring. I feel immeasurably at peace and find the world to be wonderful and youthful, after all.”
– Henry James (US-born British author)

13. “April, the angel of the months, the young love of the year.”
– Vita Sackville-West (English author and garden designer)

14. “Plunge into the deep without fear, with the gladness of April in your heart.”
– Rabindranath Tagore (Indian poet, writer, playwright, composer, philosopher, social reformer, and painter)

Thoughts of Nature in April

15. “The April rain, the April rain, comes slanting down in fitful showers, then from the furrow shoots the grain, and banks are fledged with nestling flowers.”
– Mathilde Blind (German-born English poet, fiction writer, biographer, essayist, and critic), “April Rain.”

16. “If April showers should come your way, they bring the flowers that bloom in May.”
– Buddy de Sylva (US songwriter, film producer, and record executive)

17. “I have seen the Lady April bringing the daffodils, bringing the springing grass and the soft, warm April rain.”
– John Masefield (English poet and writer)

18. “Black butterflies making love – April moon.”
– Mike Garofalo (US sports writer and announcer)

19. “Every tear is answered by a blossom Every sigh with songs and laughter blended April blooms upon the breezes toss them April knows her own and is contented.”
– Sarah Chauncey Woolsey (US children’s author), “April”

20. “I had not thought of violets of late, the wild, shy kind that spring beneath your feet in wistful April days.”
– Alice Dunbar-Nelson (US poet, journalist, and political activist)

21. “April is in the world again, and all the world is filled with flowers. Flowers for others, not for me! For my one flower I cannot see, lost in the April showers.”
– Richard Le Gallienne (English author and poet)

22. “April is the cruelest month, breeding lilacs out of the dead land, mixing memory and desire, stirring dull roots with spring rain.”
– T.S. Eliot (US-born British poet, essayist, publisher, playwright, literary critic, and editor)

23. “When April comes with softly shining eyes and daffodils bound in her wind-blown hair. Oh, she will coax all clouds from out the skies, and every day will bring some sweet surprise. The swallows will come swinging through the air when April comes!”
– Virna Sheard (Canadian poet and novelist)

24. “April, by thy hand, caressed from her breast. Nature scatters everywhere handfuls of all sweet perfumes, buds, and blooms, making faint the earth and air.”
– Remy Belleau (French Renaissance poet)

25. “In April, the first soft, tender, delicate green of spring salutes the eye in every direction.”
– Joseph Grimaldi (English actor, comedian, and dancer)

26. “Daffodils blossom and tulips jostle to the front of the stage in April. I love these early perennials. They may be more modest, but they nearly all have that one special quality that a plant needs to transform your affections from admiration to affection — charm.”
– Monty Don (British horticulturist, broadcaster, and writer)

27. “April is a month of melody. In April, you can hear the warbling of mockingbirds and the chattering of squirrels.”
– Ellen Jackson (US educator and activist)

28. “And at the break of morning, we will hear the piping of the robin’s crystal clear, while bobolinks will whistle through the days when April comes!”
– Virna Sheard (Canadian poet and novelist)

Thoughts on April Fools’ Day

29. “Here cometh April first again, and as far as I can see the world hath more fools in it than ever.”
– Charles Lamb (English essayist and poet)

30. “Some people can’t be fooled on April Fool’s Day because they were fooled too many times during their entire lifetimes.”
– Akash B Chandran (Indian web designer)

31. Rhymes for April — let me sing The pleasures of returning spring … Fools are made, by far the worst, On other days besides the First.
– William Makepeace Thackeray, Albert Smith, Gilbert à Beckett, and The Brothers Mayhew (English authors), “April Rhymes,” The Comic Almanack for 1835

32. “The first of April is the day we remember what we are the other 364 days of the year.”
– Mark Twain (world-renowned US humorist and author)

33. “Yet still when the famed first of April returns … I dread the approach.”
– Matthew Gregory Lewis (English novelist and dramatist), “Grim, King of the Ghosts”

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