White Boards for Visual Organization
Here are some tips for effectively managing and organizing your curriculum. Use what works for you and your team, and ignore those that don't.
Using a whiteboard is a very efficient way of accessing your curriculum goals, as seen in both Evy's Progress or The Early Learner at Home videos. You can spend hundreds of dollars on commercial white boards neatly packaged and framed, but you don't have to. You can go to a flooring shop or if you are in the U.S., a Home Depot, and buy a piece of white floor covering called Tileboard. Who knows what flooring people use it for, but it usually costs about $10 USD for a really huge piece. You really can't go cheaper. It actually cost more for the little white pop rivets that we used to attach it to the wall. Before the tileboard, we had covered poster board with clear contact paper and found the dry erase markers wouldn't come off. So Tileboard is our #1 recommended choice.
For those with a bigger budget and more interest in long term functioning, we recommend the magnetic white board produced by Magnatag. Magnatag also features two products you don't want to be without. They have the most fabulous magnetic letters and numbers, available in custom sizes (from really little to really big). The other product I wouldn't do without is the precise line chart tape. This tape allows for level, easy writing and custom line sizes. Lay it in strips across your board either horizontally or vertically at any width you want. It can be used on magnetic and non-magnetic white boards.
Some tips for white boards: We recommend recording the minimal amount of information your team needs to remember the goals. Color coding the Target skills is helpful, as long as the color doesn't detract from the content. Plan a way of keeping track of how long the skill stays on the board. This can be written on the board itself or on a separate data sheet or notebook. It is helpful to know how long a child is working on a particular skill, for purposes of evaluating whether the teaching procedure is effective, or whether the child is missing a necessary prerequisite skill.