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Likes and Dislikes: using drag and drop for reading comprehension

Uploaded by Emily Hillier, Cardiff Metropolitan University (UK)

Description

This activity took place in the context of a grammar lesson requiring learners to say what they like and dislike using the third person. Before this clip, the whole class read the paragraph at the top of the flipchart in Welsh, which described a character's likes and dislikes.  During this part of the activity the learners completed a reading comprehension task in which individual learners drag and drop the relevant parts of the written paragraph to complete the sentences at the bottom of the IWB flipchart. The teacher asks the question in Welsh and then the learners read the paragraph to retrieve the correct answers.  

 

details

Target language: Welsh

Resource language: English

Native language of learners: English

Age range: 10+

Language level: A1 - beginner

Educational context: Primary Education

IWB Features: Drag & drop

Teaching methods: Whole class instruction, Individual activity at IWB

Language area: Listening/Viewing, Reading

IWB board used: SMART Board

Teacher comment

The children in this activity again to come out to the IWB and were able to drag the answers straight from the text to the answer section.  So this is all about them engaging because they can come to the whiteboard themselves. They are also practicing their reading without them realising ...  because they just wanted to get involved by coming up and dragging the answers to the right questions.

It can be quite difficult sometimes for the children to come to the board and write on there with the pen tool for clarity. So for children who are sitting and looking, they can actually see and read the answers and the child themselves doesn’t feel pressured that their handwriting is being scrutinised by everybody else in the class. They can go and slide it across straight onto the space so it’s easy and effective.  

They were able to drag the text straight down into the answers which can be done very quickly, very easily and very neatly for everyone else to see.

Those who may struggle with the written work can come and drag things, they can read perfectly but do struggle with their written work, they don’t need to write on the IWB so for them that gets through a major hurdle for them and so they can become involved in the lesson. 

Learner comments

Well I didn’t get to have a go myself but I enjoyed watching other people put it down.

It’s easy to change it but in your book it’s much harder because you have to use your pen.

You don’t have to write it down and rub it all out again. 

Because on a normal computer the mouse shakes and it’s really hard to move so I’d rather it on the whiteboard.

Other comments

The abilty of the IWB (and ICT in general) to make things happen quickly is an important feature. It does, however, need to be used with care to ensure that learners are able to keep up with the learning.

In the learner comments below, they also identify that the ability of ICT to change (or correct) work - quickly - is another important feature of the IWB - and ICT. This is sometimes called provisionality.

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iTILT is a European project on Interactive Technologies in Language Teaching which focuses on the use of interactive whiteboards in the communicative language classroom. If you have comments or questions about this project please contact us.