Maximising the ‘interactive’ in IWB ‘Zones of influence’ (2 of 3) The use of 'zones of relevance' is helpful especially when encouraging students to create a closely focused argument. Using the diagram, shown on the right, on notebook means that students can create an indepth debate using a number of arguments around the main subject of the question. In this example, I gave each group a different 'possible argument' to arrange the social changes around. Each group took turns coming to the front of the class to rearrange the diagram whilst explaining their decisions. The final outcome of this task was that every student in the class had contributed to the discussion from a different angle meaning that the debate was enriching and not repetitive. As students took ownership of their arguments, they were more likely to respond to counter arguments, creating an enriching debate. Finally when students completed the
This is the zone of influence page referred to in the text, used to facilitate discussion around social unrest in Britain 1951-64.
question, there was a greater diversity of answers factoring in greater range of arguments leading to much greater understanding by the students. (Nick McCaul)
The snapshots above show some of the changes that took place as a result of each student making a modification to the position of each idea on screen.