Group interaction at the interactive whiteboard – Light sources and reflectors
Duration: 3 mins 35 secs
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| Description: | This excerpt shows three children from a Year 5 class (ages 9-10) engaged in dialogue about where to place a glow-worm in a categorisation of objects as light sources or reflectors. Unusually, they are working at the interactive whiteboard (IWB) in the absence of the teacher but the IWB environment has been structured in advance by the teacher to provide open access to all of the pages the children will encounter during the work. In this way the page sorter can act as an assistive memory device for the pupils, should they need it. |
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| Created: | 2013-01-18 18:04 |
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| Collection: | Supporting classroom dialogue using interactive whiteboard technology: professional development resources |
| Publisher: | University of Cambridge |
| Copyright: | Paul Warwick |
| Language: | eng (English) |
| Keywords: | dialogue; group work; science; interactive whiteboard; light; |
| Abstract: | This excerpt shows three children from a Year 5 class (ages 9-10) engaged in dialogue about where to place a glow-worm in a categorisation of objects as light sources or reflectors. Unusually, they are working at the interactive whiteboard (IWB) in the absence of the teacher but the IWB environment has been structured in advance by the teacher to provide open access to all of the pages the children will encounter during the work. In this way the page sorter can act as an assistive memory device for the pupils, should they need it.
The video comes from data collected by the IWBs and Collaborative Pupil Learning in Primary Science project (RES-000-22-2556) funded by ESRC between 2007-09 and carried out at Faculty of Education, University of Cambridge. More information is available at http://iwbcollaboration.educ.cam.ac.uk/. The research team included Paul Warwick, Neil Mercer, Ruth Kershner and Judith Kleine Staarman. The staff and children came from a Cambridgeshire primary school. |
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Transcript
Transcript:
S1: Oh that one's hard.
S2: Because it’s a glow worm, that bit glows. So it’s the light source.
S1: Yeah. It’s probably the light source.
S3: Shall we write?
S2: It could, actually it could be both.
S1: Because it, yeah it could be both, that's (inaudible).
S3: So lets just.
S2: Shall we ask Mr (inaudible).
S3: Shall we just put it in the middle?
S1: For now yeah. Why do we think that?
(Students write on the smart board)
S1: Both. Because probably the light um, the glow worm the light bit, is probably um boun - the light from it bounces onto the um, the glow worm or something. Leave it Kaileigh ok?
S3: Right so, so right.
DISCUSSION ABOUT OTHER OBJECTS ON SCREEN, THEN A RETURN TO:
S2: What are you doing?
(One student draws on the smart board ‘this one was hard’)
S1: So let’s go from.
S2: (inaudible) … that bit glows but that bit is the reflector.
S1: Yeah. Half of it’s a reflector, and half of it is like that. Shall we just put um notes on each one?
S3: So that bit's the light.
S1: Put an arrow. Light source.
S2: That's the light source. And then this (inaudible).
S3: No, no, no, no do it in a different colour.
S2: Alright do it in a different.
(Students take it in turns to draw and write on smart board)
S1: And then the other one is the reflector, or the bug is the reflector. Shall we write in each one like why do we think that or not?
S2: No because we already know why (inaudible).
S1: Ok then, that's ok with me.
S2: Because it’s a glow worm, that bit glows. So it’s the light source.
S1: Yeah. It’s probably the light source.
S3: Shall we write?
S2: It could, actually it could be both.
S1: Because it, yeah it could be both, that's (inaudible).
S3: So lets just.
S2: Shall we ask Mr (inaudible).
S3: Shall we just put it in the middle?
S1: For now yeah. Why do we think that?
(Students write on the smart board)
S1: Both. Because probably the light um, the glow worm the light bit, is probably um boun - the light from it bounces onto the um, the glow worm or something. Leave it Kaileigh ok?
S3: Right so, so right.
DISCUSSION ABOUT OTHER OBJECTS ON SCREEN, THEN A RETURN TO:
S2: What are you doing?
(One student draws on the smart board ‘this one was hard’)
S1: So let’s go from.
S2: (inaudible) … that bit glows but that bit is the reflector.
S1: Yeah. Half of it’s a reflector, and half of it is like that. Shall we just put um notes on each one?
S3: So that bit's the light.
S1: Put an arrow. Light source.
S2: That's the light source. And then this (inaudible).
S3: No, no, no, no do it in a different colour.
S2: Alright do it in a different.
(Students take it in turns to draw and write on smart board)
S1: And then the other one is the reflector, or the bug is the reflector. Shall we write in each one like why do we think that or not?
S2: No because we already know why (inaudible).
S1: Ok then, that's ok with me.