FEEL

WE EXPERIENCED

Despite having planned a teaching session with the elements of relevance, rigour and relationships, there were times when the explicit articulation of this was missed out.

Watch Kiran share the incident which sparked the design of the Board Protocol process.

3:31

Try the empathy lens:


Get an experience of being a student in a class and watch how the board work is able to either engage your learning or dis-engage you. Find out how the board speaks to you!


Try the empathy lens

OUR INSIGHTS

  • We found that even though the teachers' planning had the desired intent, the relevance often got missed in the practice in the session. Therefore, the desired impact of the children being able to articulate the relevance or participate in the session was left to chance.

  • At times we found that even though the children were able to articulate the takeaways, it was often difficult for them to recall the key aspects of the session. The insight was that children often forgot, there were no anchors that they could rely on to make the connection of the entire session.

  • We found that children who were participative and had added value were sometimes not highlighted.

We found that the elements of Intention, Audacity and Accountability in the teacher’s classroom practice needed to be mindfully addressed and highlighted.

IMAGINE

WHAT IF...

we could design the board in a manner that prompted the teacher to explicitly articulate their lesson plan?

WHAT DOES RESEARCH SAY

WE DESIGNED

A simple process that allowed us to use the board for keeping alive the elements of Intention, Audacity and Accountability.

Our teaching board now acts as our conscience. It anchors not just the lesson plan but also serves as a visual cue that reminds us to intentionally notice the learner.

By responding to the various sections on the board, students become active participants in the lesson and not just passive listeners.

The board protocol provides material for teachers to reconnect the lesson to the previous one. Importantly, reflecting on their board work helps them to bridge gaps and improve their daily practice.

Teachers are able to easily save their board work to share their practice with peers as well as the school leaders, thus creating a measure of accountability and credibility.

DO

HERE IS WHAT WE DO

This process video helps make visible the design and usage of the board.

6:14

This video will give you a glimpse into how the board helps the teachers in planning their lesson, and also how it aids them in the delivery of their session. Alongside this, you will see the impact of the board on children's note-taking, as well as the different ways that teachers use the board to help then review and reflect.

STAKEHOLDER INSIGHTS

In this section, Riverside edu-heroes share strategies and insights from their experience of the process and how the process has impacted their practice.

  • 2:26

    FAQ Video

    Watch how Archana ensures that the Board Protocol helps her to build the elements of Intention, Audacity and Accountability in her practice.

  • 3:01

    Impact Video

    Watch how the Board Protocol can be a powerful tool to impact the teaching process and help every educator sharpen their practice.

Resources

Select Langauage

TIPS FOR THE LEADERS

  • The Board Protocol is a great reflection tool to build a culture of accountability. Preferably once a term, as a team look at the board pictures and evaluate what the boards in your classrooms are speaking. Use it as a tool for professional development.

  • You might not be able to look at the board pictures of all your team. So, it might be a good idea to pair up the teachers across the key stages to look at each other’s board work over the term and offer suggestions. This will help them to refine and build great practice.

  • Ensure when introducing this process to your team that teachers understand that the board is a tool that can help them in structuring their sessions, rather than restricting them!