“Adventures in IRIS”

Using film to explore how we question students

https://europe.irisconnect.com/reflections

In what ways is Boumediene v. Bush (2006) significant?

Source 1

Source 2

Source 3

“In what ways is DC v Heller (2008) significant?”

Source 1

Source 2

Reflections1. Question distribution

Reflections1. Question distribution

• 63 interactions• Dialogue focussed on 2 students in particular (C and D), others less so (A and G)• How to engineer more even distribution?• Is more even distribution desirable?• Inter-pupil talk?• Look / think time at start? (even I missed text in the 1st cartoon)• Teacher / Student talk ratio? (Girt Biesta)

Student Dialogue Directed

A 4 2

B 6 2

C 18 3

D 16 2

E 8 1

F 8 3

G 3 2

Reflections2. Gobbledegook Speak v. Precision language

“They’re just saying that the right to bear arms shouldn’t be like frowned upon – because it’s part of the amendment it should be allowed, but they’re leaving out the part where it’s obviously saying it’s got to, you know, go against the regulations, and obviously make sure the state is like secure and safe and that, but obviously the people abuse the right to bear arms it’s obviously not following that amendment correctly, where they’ve taken out the part where it’s about using it correctly, so it’s kind of they’ve contradicted themselves because they’re not actually following the rule of the second amendment when they’re supposed to be like conservative judges, they like tradition”

Reflections2. Gobbledegook Speak v. Precision Language

“So a bit like last time, what I’m going to do is I’m going to give you … I’m going to give you two pictures … I know last time we did three pictures and some written stuff as well, but this is just two different cartoons or pictures that will hopefully start to unpick something about … that we’ve be doing a bit of as well. So E – if I give you that one … and C … there we go. And, I’m going to show you two different cartoons that have a connection as well. They are both related around a similar kind of thing. Oh, I’ve given you the second one … you weren’t supposed to see that … but you will in a minute. Um, and, just to talk about what you think it … I’m going to ask you first of all what you think it … you know, what can you see? Can you describe what’s happening first of all in the cartoon? And then see if we can go a bit further and work out what we think it means as well. So, can I kick off, er, A can I just ask you, if I give you just a minute, if you kind of glance at what you’ve got infront of you … umm … what can you see? In the picture, in the cartoon?

= “What can you see in the picture?”

Reflections3. Question Progression Patterns

Question Descriptors (Panofsky)

L1 PrimaryIdentifies basic subject matter

L2 AnalysisUnderstanding representations and cultural codes

L3 InterpretationIntrinsic meaning0 10 20 30 40 50 60 70

0

0.5

1

1.5

2

2.5

3

3.5

Source 1

Reflections3. Question Progression Patterns

Question Descriptors (Panofsky)

L1 PrimaryIdentifies basic subject matter

L2 AnalysisUnderstanding representations and cultural codes

L3 InterpretationIntrinsic meaning

Reflections4. Pictures as intellectual puzzles

“Ah – I get it!”