Sharing and comparing ideas using the interactive whiteboard in a whole class setting
Duration: 4 mins 46 secs
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About this item
| Description: | This example illustrates how learners can compare and contrast different perspectives by sharing them publicly in class using the interactive whiteboard (IWB). Low attaining students aged 14-15 learning about photosynthesis generated their own personal representations illustrating how the plant cell wall protects and supports. Some of these were then drawn freehand onto the IWB or projected there using a flexible camera (iCam or form of visualiser) and publicly explained by pupils. |
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| Created: | 2013-07-26 16:44 | ||
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| Collection: | Supporting classroom dialogue using interactive whiteboard technology: professional development resources | ||
| Publisher: | University of Cambridge | ||
| Copyright: | Sara Hennessy | ||
| Language: | eng (English) | ||
| Distribution: |
World
(downloadable)
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| Keywords: | professional development; interactive whiteboard; science; scaffolding; sharing ideas; secondary school; dialogue; | ||
| Credits: |
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| Categories: |
iTunes - Teaching & Learning |
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| Explicit content: | No | ||
| Aspect Ratio: | 4:3 | ||
| Screencast: | No | ||
| Bumper: | UCS Default | ||
| Trailer: | UCS Default | ||
| Abstract: | In this 5-min. clip Millie and Rachel share their personal representations of sugar storage with the class by drawing them on the IWB and explaining them. (They were primed for this by making drawings of their ideas in exercise books beforehand.) For example, the cell wall protects a football player from a ball kicked towards him. The teacher discusses, groups, shrinks and labels the diagrams. This leaves room for further images - so that the working space becomes infinitely expandable. The handwriting conversion tool aids legibility and pupil spelling - and 'implicitly reinforces' the aim of quality presentation. Megan’s diagram is projected for the class to see by placing her book under the flexible camera and she explains it. (Two other pupils’ illustrations were shown using the iCam after the end of this clip.)
This clip illustrates how pupils participate in whole class activity. It relates to the notion that the IWB supports scaffolding of pupil thinking by hearing others' suggestions and explanations and comparing them to their own. The teacher Chris is legitimating both the diversity of ideas offered, and drawing on peers' ideas, by encouraging public sharing. The clip derives from the T-MEDIA project science case study and is also available as Clip 1.2 in the multimedia professional development resource at http://t-media.educ.cam.ac.uk. Analytic commentary from participating teachers and researchers plus other supporting material can be found there. The T-MEDIA research project was funded by the UK Economic and Social Research Council (ref. RES-000-23-00825). |
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Transcript
Transcript:
<Clip 1.2 part 1> 32:36:09 – 34:39:00
Millie goes up to IWB to draw her diagram at T’s request. T examines and explains her diagram (figure spells out word SUGAR by stacking boxes each with a letter on). Then T shrinks her diagram, moves it aside and writes 'sap vacuole' on IWB
<Clip 1.2 part 2> 34:44:00 – 35:06:00
Rachel explains her diagram ('excellent') – a ball being kicked at a football player but the cell wall is in the way, ball bounces off and protects the player. T asks her to draw it on the board.
<Clip 1.2 part 3> 0:36:37:15 – 0:37:03:15
T asks Rachel to explain her picture to class. She does, and T recaps.
<Clip 1.2 part 4> 41:04:05 – 42:27:00
Asks Megan for her book (mild protest). T puts book under flexible camera on front bench (image is poor). T points out sap vacuole (like a warehouse of boxes), chloroplast capturing the sunlight and photosynthesis making sugar. Megan has drawn arrows to lead through process. Megan explains her cell wall – sugar is behind the wall and a bee lays a bomb so he can get at the sugar behind. Bomb explodes but cell wall holds firm and bee can't get to sugar. 'Excellent'.
Millie goes up to IWB to draw her diagram at T’s request. T examines and explains her diagram (figure spells out word SUGAR by stacking boxes each with a letter on). Then T shrinks her diagram, moves it aside and writes 'sap vacuole' on IWB
<Clip 1.2 part 2> 34:44:00 – 35:06:00
Rachel explains her diagram ('excellent') – a ball being kicked at a football player but the cell wall is in the way, ball bounces off and protects the player. T asks her to draw it on the board.
<Clip 1.2 part 3> 0:36:37:15 – 0:37:03:15
T asks Rachel to explain her picture to class. She does, and T recaps.
<Clip 1.2 part 4> 41:04:05 – 42:27:00
Asks Megan for her book (mild protest). T puts book under flexible camera on front bench (image is poor). T points out sap vacuole (like a warehouse of boxes), chloroplast capturing the sunlight and photosynthesis making sugar. Megan has drawn arrows to lead through process. Megan explains her cell wall – sugar is behind the wall and a bee lays a bomb so he can get at the sugar behind. Bomb explodes but cell wall holds firm and bee can't get to sugar. 'Excellent'.
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