Interactive Economics: Boosting Student Participation with Mini Whiteboards

Why use Mini Whiteboards? 

• MWB allows you to get an accurate sense of the effort and understanding of every student 

• It increases student engagement and participation  
• It’s a low stakes formative assessment allowing the teacher to collect valuable data for an entire class in a short amount of time 

From the start of September, I establish a routine with my Economics A level students to enhance their learning experience.  

Here’s how I do it: 

Establish Routines: I drill my students into the habit of picking up a whiteboard and a pen when they enter the classroom, sitting down, and silently working on the starter activity displayed on the board. This routine takes a few weeks to perfect, but I emphasise progress over perfection. I also make it a point to narrate positive behaviours, such as, "Well done, Kerry, for handing out the whiteboards," and "Great job, Gerard, for getting on with the task in silence." This positive reinforcement helps in building the desired classroom culture. 

Logistics Management: When my classroom isn't being used by other subjects, I leave the mini whiteboard packs on the tables. This makes the process smoother as students don’t need to spend time handing them out, allowing for a quicker start to the lesson. I call this reducing operational tasks! 

Assessment Drill: Once the routine is established, I spend time ensuring that all students can efficiently show me their answers using the "3, 2, 1, show me" drill. This method is particularly effective during quick assessments of topics like the demand, supply curve shifts, or identifying supply side policies. Each time the class doesn’t get it right, we practice again. I make sure to praise those who get it right, for example, "Excellent work on demonstrating the impact of a price ceiling, Becky," and remind those who are still getting there. 

Silent Starter Activity: I always begin my Economics A level classes with a silent starter activity, which typically involves retrieval practice. This approach focuses students' attention and provides an ideal opportunity for them to recall information independently from their long-term memory. Regular retrieval practice strengthens learning in the long-term memory and highlights potential gaps in knowledge for students. 

For example, I might ask students to recall and write down the determinants of demand or the characteristics of oligopoly markets on their mini whiteboards. These questions are easier to read, fit well on mini whiteboards, and can be answered quickly ensuring that the "Do Now" activity is efficient and effective. 

Spaced Repetition: Incorporating spaced repetition allows forgetting to happen so that more meaningful learning can occur when students recall information from their long-term memory. This technique is also an excellent revision strategy to highlight to students. For instance, after initially learning about supply and demand equilibrium, I might revisit the topic a few weeks later to reinforce their understanding. 

Using Rosenshine’s principles of instruction, I teach concepts in small, manageable steps with practice after each step. In my Economics A level classes, this approach looks like the following: 

Step-by-Step Instruction: For instance, when teaching students about the factors that shift the demand curve, I break down each factor individually. After explaining one factor, I ask students to draw the corresponding demand curve shift on their mini whiteboards (MWBs). I then quickly scan the classroom, assess their work, and provide live feedback. For example, I might say, "Great job, Liam! Your demand curve shift for an increase in consumer income is correct," or "Maria, remember that a decrease in demand shifts the curve to the left." 

True and False Activities: I also incorporate true and false activities where students must justify why a statement is false. For example, a statement might be, "An increase in the price of complementary goods shifts the demand curve to the right." After students respond on their MWBs, I scan their answers, aiming for an 80% success rate. If the success rate is below 80%, I reteach the necessary content. If it’s above 80%, I either move on or consolidate the learning. 

Exam Questions for Understanding: To further check for understanding, I give students up to 6-mark exam questions on topics such as the effects of subsidies on supply. I circulate around the classroom to gauge their understanding and provide targeted support where needed. 

Multiple Choice Questions: I also use multiple choice questions (MCQs) to assess comprehension. Sometimes, I ask students to write their answers on their MWBs so I can quickly scan and check for understanding. If less than 80% of students get the answer right, I adapt my teaching to address the misconceptions, either by going through the correct answer or reteaching the concept. 

Live Feedback: Giving live feedback after retrieval practice has shown to improve learning. During these checks, I provide short, sharp feedback to each student, prompting them to make instant corrections. For example, I might say, "Assim, check your axes on your demand diagram to ensure they are labelled correctly."