There are many different ways of interacting with the IWB to support teaching and provide learning opportunities.Introduction: – Lesson starters, giving the lesson aims and objectives, “Awe and Wonder” introductions

Main body: Explaining practical work/tasks or illustrating main concepts. Using software/ simulations or other software.

Plenary: collecting in results, analysing data as a group, summarising the lesson aims (can easily call them back up from the screen used at the start of the lesson)

The following techniques can all play a role in each of these sections of the lesson.

1. Drag and Drop: This allows the user to move items – either text or pictures around the screen. This is ideal for matching activities, ordering items or labelling diagrams.

There are a range of uses for this simple technique:

    • Sequencing – putting events into the correct order, eg steps in an experiment, phases of the moon, stages of digestion, timelines,


  • Ranking – putting things in order of importance or magnitude eg electromagnetic spectrum in order of wavelength



  • Matching – matching words to their definitions, putting matching halves of sentences together, characters and moods, sums and answers



  • Sorting – eg renewable and non renewable energy sources, healthy and unhealthy foods



  • Labelling – eg Putting labels onto diagrams



  • Word Walls – drag words to fill in the gaps in cloze procedures.


2. Rub out to Reveal:this involves placing a layer of colour over the top of a word or picture in order to hide it. Use the eraser to reveal the hidden item. If you want to, you can cover the item in the same colour as the background – this makes the item invisible but you do need to remember what you have hidden underneath. Use this for hiding labels on diagrams, or words in sentences.

3. Annotating over Windows: Being able to write over the top of any other software (for example a CD ROM, an internet page or a Microsoft Office document) is very useful. Adding comments, highlighting items, writing additional notes, drawing arrows – all things that can be done by the teacher or by the pupils to discuss and analyse what’s on the board. For example adding annotations over a graph in Excel show how to read data from the graph or pausing a video of different levers and adding arrows to show the direction of different forces.

4. Screenshots: Bringing in resources from other software and the internet can be done easily by using a screenshot. This can be a whole screen, but it is often more useful to take an area screen shot. Google images can be a very useful source of pictures for all subjects. Please note that there are copyright implications and the pictures should only be used in teaching and not sold or widely distributed without the consent of the website owner.

5. Spotlight and reveal: Some whiteboard software allows you to place a spotlight over the area of the board where you want to focus the pupils’ attention. You can also use a reveal technique to show a bit of the board at a time.

6. Using simulation software: Using a combination of data projector and interactive whiteboard it is possible to interact with simulation software such as Crocodile Physics or Focus Science Investigations. The whole class can observe the experiment and suggest changes etc.

Nearly all the features discussed above are available whichever interactive board software you are using. What you need to do is take time to think about the interactivity of each page you create or each task you set.