Annotating a portrait of the young Queen Elizabeth I on the interactive whiteboard

Duration: 8 mins 25 secs
Annotating a portrait of the young Queen Elizabeth I on the interactive whiteboard's image
Description: This clip depicts classroom dialogue in a secondary school history lesson where students in turn annotated a portrait of the young Queen Elizabeth projected onto the interactive whiteboard and interpreted their peers’ thinking.
 
Created: 2013-07-26 16:48
Collection: Supporting classroom dialogue using interactive whiteboard technology: professional development resources
Publisher: University of Cambridge
Copyright: Sara Hennessy
Language: eng (English)
Keywords: interactive whiteboard; dialogue; history; annotation; professional development; secondary school;
Credits:
Producer:  Chris Jones, World Video Productions
 
Abstract: This 9-minute clip depicts students aged 13-14 in turn annotating a digital photograph of a historical portrait (of the young Queen Elizabeth I) projected onto the IWB. It shows how learners were required to interpret their peers’ thinking by drawing links between features of the image and descriptive labels around the picture that others had already written without comment. This activity developed a collective, enhanced understanding of the “Golden Age” of Elizabeth and it also maximised the number of students that could interact directly with the portrait. The teacher Lloyd then built upon the students’ interpretations in the plenary discussion by subtly helping them to understand Elizabeth’s motives and subsequent events. He created continuity of dialogue over time by comparing the portrait with a previously displayed one of the older Elizabeth. He questioned the ‘reality’ portrayed by any historical artefact, concluding both that pictures only tell a partial story and that his own ideas had been changed by the activity. In this democratic classroom, the teacher was also a learner.

The clip derives from the T-MEDIA project history case study and is also available as Clip 1.2 in the multimedia professional development resource at http://t-media.educ.cam.ac.uk. It comes from the first of 6 lessons in a sequence. 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).
Transcript:
Video Clip Summary
T = teacher, P = pupil

2:02:25 - 2:03:45
Slide 3: The young Elizabeth, painted in 1546/7. T asks if, at this age (13), E thought she would be queen one day... J suggests there were quite a lot of people to go to the throne before her. T praises, and elaborates J's answer: ahead of her were Edward and Mary, both older, so she probably didn't imagine she would become queen.

2:03:46 - 2:06:15
T invites Ps to add keywords around the picture suggesting what this image says about Elizabeth. Many volunteers: Oliver notes 'religious'; Danni 'intelligent'; Ashraf 'shy'; Laurie 'doesn't care about looks'; Zoë 'elegant'; Emma 'rich'.

2:06:16 - 2:10:28
T asks other Ps to add target lines (using contrasting colour) to show why keywords have been used. Joe links her cross with 'religious'. Sam says E looks like a housemaid, she has few jewels etc. T asks Ps for a show of hands to indicate agreement / disagreement. Opinion is split. Sam links the word 'intelligent' to the open book and the book in her hand. More Ps come up to complete labels. T asks Jack to add another image to 'religious' and he also links to the book in her hand. Ps suggest it's a bible. Alex joins 'rich' to E's jewellery. T asks Kezi to show why L thought E didn't care about looks and she circles the face explaining it's because she wore no makeup. T draws comparisons between E's appearance in the two portraits. Chloe goes up to join 'shy' with E's mouth as others call out to suggest just that. T compliments Ps on their deduction. Danni is asked to illustrate 'elegant' and circles the gown. Ps call out saying, 'It's the way she's standing'. <Ps appear highly engaged>.

2:10:29 - 2:11:17
T refers back to an earlier lesson where Ps had looked at picture of Lady Jane Grey. Does the picture tell us everything? T says his understanding of the picture has changed as a result of Ps' input. Comments that though Ps may have come with different understandings, together they have built a more collective view, which may have changed their original views.

2:11:18 - 2:12:19
Flips back to Slide 2 to emphasise contrast between the two portraits. As they are paintings we must question their accuracy, nevertheless there has been a change and we need to think about that. T returns to question: Do pictures tell us everything we need to know? Ps: No. T: Understanding of pictures can be developed through discussing them.
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