Date of Award
1-1-2024
Document Type
Dissertation
Degree Name
Ed.D. in Education
First Advisor
Allan Bellman
Second Advisor
Joel Amidon
Third Advisor
Ann Monroe
Relational Format
dissertation/thesis
Abstract
I, an 8th grade mathematics teacher, have used vertical dry erase boards in my classroom for years to promote student engagement and perseverance after participating in a book study on Building Thinking Classrooms by Peter Liljedahl. Year after year, the implementation of this strategy was constantly refined based on research, other teachers’ experiences, and my perceived notions of students’ experiences while at the dry erase boards. I never, however, asked students to thoughtfully share their experiences. In this study, I introduce the method of student informed instruction to refine how I use vertical dry erase boards in my classroom. After discussing standing and movement, immediate formative feedback, student engagement, student motivation, student perseverance, and shame surrounding using the vertical boards, I suggest that the most important component of this strategy for students in group work.
Recommended Citation
Watson, Cononiah L., "Student Informed Instruction: Vertical Non Permanent Surfaces" (2024). Electronic Theses and Dissertations. 2897.
https://egrove.olemiss.edu/etd/2897