Choosing, annotating and discussing images related to personal safety on the interactive whiteboard
Duration: 9 mins 52 secs
Share this media item:
Embed this media item:
Embed this media item:
About this item
| Description: |
This clip illustrates how groups of primary school children used the interactive whiteboard (IWB) to revisit and annotate a collection of images pertaining to personal safety issues. The dialogue included sharing with the class the advice they had previously generated during group discussions (“as a team working for Childline”) and recorded on large sheets of paper.
|
|---|
| Created: | 2013-07-26 17:18 |
|---|---|
| Collection: | Supporting classroom dialogue using interactive whiteboard technology: professional development resources |
| Publisher: | University of Cambridge |
| Copyright: | Sara Hennessy |
| Language: | eng (English) |
| Distribution: |
World
(downloadable)
|
| Keywords: | dialogue; interactive whiteboard; annotation; personal safety; groupwork; |
| Explicit content: | No |
| Aspect Ratio: | 4:3 |
| Screencast: | No |
| Bumper: | UCS Default |
| Trailer: | UCS Default |
| Abstract: | This 10-min. clip illustrates how groups of children aged 10 revisited a collection of images that Diane, a primary teacher, had collated during the previous lesson, pertaining to personal safety issues. A student from each group comes up in turn to the interactive whiteboard (IWB) to annotate their chosen images, sharing with the class the advice they had previously generated during group discussions (“as a team working for Childline”) and recorded on large sheets of paper, or in one case, on the IWB. (See clip "Using the interactive whiteboard for group recording and explanation about personal safety issues" filmed earlier during the same lesson.)
The teacher helped to make the dialogue cumulative between lessons and within the session by first preparing the image collection and then prompting students about the emerging contributions with open-ended, probing questions such as “What do you think about that?” “Why did Mehmet write “be assertive”? "Why are you [suggesting she calls the] police?” She thereby helped children to be responsive and build on each other’s ideas. Her sensitive mediation during this delicate activity spawned a number of thoughtful ideas, reasoned arguments and mature insights into the characters’ mindsets. Children drew on their own experiences in exploring some complex issues and ethical dilemmas (e.g. the worry that a family would be split up if a domestic violence situation was reported). This footage was collected during the IWBs and Dialogic Teaching research study funded by the UK Economic and Social Research Council (ref. RES-063-27-0081) as part of a personal Research Fellowship carried out by Sara Hennessy during 2007-10. ref. Diane Lesson 2: 14.37.06-14.47.25 (D2.5) |
|---|---|
Available Formats
| Format | Quality | Bitrate | Size | |||
|---|---|---|---|---|---|---|
| MPEG-4 Video | 480x360 | 1.93 Mbits/sec | 143.05 MB | View | Download | |
| WebM | 480x360 | 1.19 Mbits/sec | 88.26 MB | View | Download | |
| iPod Video | 480x360 | 519.72 kbits/sec | 37.56 MB | View | Download | |
| iPod Video | 160x120 | 306.48 kbits/sec | 22.15 MB | View | Download | |
| MP3 | 44100 Hz | 249.99 kbits/sec | 18.07 MB | Listen | Download | |
| MP3 | 44100 Hz | 62.29 kbits/sec | 4.52 MB | Listen | Download | |
| Auto * | (Allows browser to choose a format it supports) | |||||