IWB’s in the Primary Classroom

Below is an idea for an interactive learning task using the IWB in a primary classroom.

Aim: Deep comprehension of the sequence of events in the picture book and animation.
Resources:
Shaun Tan ‘The Lost Thing’ book and animation
IWB notebook file

1) Having read the book or watched the film, handover to students for joint sequencing of visual images. Have students come up to the IWB and order the images explaining why they have chosen the image to go in that order. Discussion should use the metalanguage of narrative including orientation, complication and resolution.
As a class, discuss the ending of The Lost Thing- What is the effect of Shaun Tan’s ending on the audience? How else might the story end? What would you like to see happen instead and why?

Screenshot Tutorial 3

2) Working with the text: In pairs, draw an image of an alternative ending to the book or animation. Write a caption of at least a few sentences to explain your drawing. Be prepared to explain your choices and what impact your alternative ending might have on the audience.

 

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One thought on “IWB’s in the Primary Classroom

  1. Teachers need to use IWBs to ‘promote quality interactions and interactivity’ in the primary classroom (Higgins, Beauchamp & Miller, 2007, p.218). This lesson procedure involves handover and active participation to sequence the narrative using visual images on the IWB to then generate class discussion. The findings of this study also show that teachers must capitalise on IWB’s to ‘incorporate and use a range of multimedia resources in lessons’ including written text, pictures, video, sound, diagrams and websites (Higgins, Beauchamp & Miller, 2007, p.215). To be effective the IWB activity we have presented should be extended to include multiple modes as it currently is limited to visual pictorial representation. Lesson learned, forever hatching…!

    Higgins, S., G. Beauchamp, and D. Miller (2007), Reviewing the literature on interactive whiteboards, Learning, Media and technology, 32(3), 213-225.

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