This conversation delves into the use of mini whiteboards in educational settings, exploring their benefits, challenges, and the cognitive science behind their effectiveness. Educators share their experiences and insights on implementing mini whiteboards to enhance student engagement and understanding, while also addressing potential pitfalls and the importance of routines in their use.

Follow on Twitter: @AmberBHaven | @AndrewWatsonTTB | @bamradionetwork | @jonHarper70bd

Related Resources: White Board Tips | I Was Wrong About Whiteboards | More tools and Tips

Amber Haven is a STEM educator, speaker, and advocate for evidence-informed teaching with over 15 years of classroom experience. She is dedicated to refining her own practice while translating and showcasing evidence-informed strategies in authentic classroom settings.

Dylan Kane is a 7th grade math teacher at a rural public school in Colorado. He writes a Substack called Five Twelve Thirteen about the intersection of evidence-informed practice and the realities of classroom teaching.

Andrew Watson has been teaching since 1988, studying brains since 2008, and combining those fields since 2012. As a consultant and conference speaker, he works with students and teachers to make learning easier and teaching more effective. Author of three books, he writes frequently on memory, attention, motivation, and skepticism."

Brett Benson teaches 7th grade World Studies at a middle school in Omaha, Nebraska. He serves as our social studies department head. Last year he started the “CogSci PLC” at his school to help study the science of learning and evidence-based practices and strategies with teachers throughout the building . Last year the PLC focused on retrieval practice and working this year on Rosenshine’s principles of instruction. He has been teaching for 18 years.

Keywords

mini whiteboards, education, teaching strategies, classroom engagement, cognitive science, instructional choices, formative assessment, student participation, teaching tools, learning support

Takeaways

Mini whiteboards can quickly gauge student understanding.
They support various instructional strategies across subjects.
Effective use requires clear routines and expectations.
Overuse can lead to distractions and disengagement.
They provide immediate feedback for teachers.
Cognitive load management is crucial when using them.
Not the only tool for checking understanding; variety is key.
Engagement is enhanced when students feel safe to share.
Assessment for learning is more effective than assessment of learning.
Intentional questioning is vital for maximizing their benefits.

Quotables

"How can teachers use whiteboards effectively?"
"Routines make mini whiteboards effective."
"Be intentional about what you're looking for."

Chapters

00:00 Exploring Mini Whiteboards in Education
06:51Practical Applications and Benefits
13:33 Challenges and Limitations of Mini Whiteboards
19:53 Cognitive Science Perspectives on Whiteboards
25:53 Key Takeaways and Final Thoughts

In this conversation, Jon and Dylan Wiliam delve into cognitive load theory, exploring its implications for teaching and learning. They discuss the distinction between biologically primary and secondary knowledge, the importance of understanding cognitive load in the classroom, and effective teaching strategies that can enhance student learning. Dylan emphasizes the need for teachers to be aware of their own cognitive load and how it affects their students, advocating for instructional methods that support all learners, particularly those with lower working memory capacity. The discussion highlights the scientific basis of cognitive load theory and its practical applications in education, encouraging teachers to adopt strategies that facilitate deeper learning and retention.

Follow on Twitter: @DylanWiliam | @bamradionetwork | @jonHarper70bd

Dylan Wiliam is Emeritus Professor of Educational Assessment at University College London. After a first degree in mathematics and physics, and one year teaching in a private school, he taught in inner-city schools in London for seven years. In 1984 he joined Chelsea College, University of London, which later merged with King’s College London. From 1996 to 2001 he was the Dean of the School of Education at King’s, and from 2001 to 2003, Assistant Principal of the College. In 2003 he moved to the USA, as Senior Research Director at the Educational Testing Service in Princeton, NJ. From 2006 to 2010 he was Deputy Director of the Institute of Education, University of London. Over the last 15 years, his academic work has focused on the use of assessment to support learning (sometimes called formative assessment). He now works with groups of teachers all over the world on developing formative assessment practices.

This 2025 year-end review of the Teachers’ Aid podcast highlights the conversations that helped educators rise to meet multiple challenges and find new ways to support students during one of the most chaotic and destabilizing years many of us have ever experienced. It captures the thinking behind another year of educators’ remarkable commitment, resilience, and perseverance under pressure. Mic Drop is a pilot project from BRN’s Gen AI Podcast Labs. We look forward to improving the channel as the technology evolves. See an error or have a suggestion? Leave your comments below.

Related Channel: Listen to Teachers’ Aid

Listen to all 2025 Mic Drop Episodes

Follow on Twitter: @bamradionetwork | @jonHarper70bd