The move
Every student writes an answer, then everyone shows it at the same moment so you can see the whole room’s thinking at once.
See how it works
- Most rightMove on
- A splitNeighbors compare boards and explain
- Most wrongReteach, then ask again
At a glance
- Time in class
- 2–5 minutes, repeat as often as you like.
- Prep
- One-time: a class set of mini whiteboards and markers. No boards? Slide paper into sheet protectors, or use scrap paper.
- Materials
- Mini whiteboards and dry-erase markers, or scrap paper.
- Grouping
- Whole class.
- Use it when
- Any time you need to know whether everyone got it before moving on.
Why it works
When you call on raised hands, you hear from the students who already know. When everyone answers at once, you see the whole class in ten seconds and can decide whether to move on, regroup or reteach based on evidence instead of a hunch. Every student has to commit to an answer, but the stakes stay low.
Step by step
In class: about 55 seconds
- 2Ask a short question10 seconds
- 3Think time20–30 seconds
- 4Reveal5 seconds
- 5Scan and decide10 seconds
Before class: Hand out boards
- Hand out boardsOnce per classBoards, markers and an eraser or sock at each seat.
- Ask a short question10 secondsThe answer should be a number, a word, a short phrase or a quick sketch.“Write your answer. Keep your board face down until I say.”
- Think time20–30 secondsCount down out loud: “3, 2, 1…”
- Reveal5 seconds“Boards up!”Everyone holds their board up at the same time.
- Scan and decide10 secondsMost right: move on. A split: have neighbors compare boards and explain. Most wrong: reteach before asking again.
- Reset“Boards down, wipe clean.”
See it in action
Spell this week’s word, or show 3 × 4 as an array.
Solve 3x + 2 = 14, or write the main idea of a paragraph in five words.
Sketch the shape of a supply curve, or name the literary device in a quoted line.
Watch out for
- Copying: boards stay face down until the signal.
- Answers too long to scan: keep it to one word, number or sketch.
- Doodling: caps on markers whenever boards are down.
- Looking without acting: decide your next move before you ask, so you know what you’ll do with each result.
Level up
- Ask a question with more than one right answer and have students compare.
- Let a student write the next question while you hold a board too.
Make it work for everyone
- Multilingual learners: accept sketches, numbers and single words.
- IEP and 504 supports: offer A/B/C/D answer cards in place of writing, or a thicker marker.
- Early finishers: write a second way to get the same answer on the back.
Tech option
Interactive slide tools that collect every student’s drawn or typed answer do the same thing on devices. Paper boards are faster to start.
Resources
Printables
Optional: A/B/C/D answer cards.
Pairs well with
Triple Play: Active Processing and Feedback. This card works well with Brain Busters and Glow Grow Go. What’s a Triple Play?
Reflect
Did what you saw on the boards change your next move? If not, ask a harder question next time.
Evidence
Strong (for formative assessment in general)Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. A major review finding that checking understanding during instruction and adjusting teaching raises achievement.
Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press. Practical techniques, including all-student response, for checking understanding during lessons.
Find the research: Black (1998) · Wiliam (2011)