Confidence growing, I decided to branch out and use classflow as a teaching tool as well as a data collection tool.
Last night I screen shot my lesson onto cards in Classflow (not as interactive as I would like, but baby steps!!) Into that I added two true/false questions as a quick plenary from yesterday, a set of questions to check understanding of doubles (self paced) a creative poll card to see how the children understood near doubles and another creative poll card with a few near doubles questions on. I also added an activity for the end to consolidate doubles. Phew!
I decided to time how long it took for the children to all access Classflow on ipads, after all, not much point using the ipads if it takes half an hour to get organised. Any child who was logged on had instructions to help their elbow partner and when both were OK to come and sit on the carpet. This allowed my TA to help any who are still unfamiliar with the process. Next the children left their devices. From the time I started handing out the devices, scan the QR code, add the ‘password’ for the lesson and find their name on the class list, about 5 minutes passed. I was pleased with that.
The first part of the lesson was a recap from the day before. We chanted our doubles, watched a doubles song, and then the children went back to their desks to answer two questions which were displayed on the board.
Whilst the children had snack, I reviewed the data to see who got them right. Armed with this info I was happy to go onto teaching near doubles (with my TA armed with the data of the two who had found doubles tricky). We used the classflow cards to look at how we can use our doubles knowledge to work out near doubles and with the help of counters we practiced this. Once I felt we were happy with the theory I gave the children a creative poll and asked them two questions. They wrote answers on a creative poll card and submitted them, and we reviewed the answers together whilst they could see heir answers in front of them. Its great that I can collect the answers but the children can alter their responses after hearing others reply. I kept this data to look at later, it was more of a focusing activity rather than an assessment.
Next I wanted to give the children a chance to try a few examples, so I sent another card in a creative poll. The children answered, much as they would in a workbook. With their answers in front of them, we reviewed the answers as a class.
Once this was done, I was able to send a series of questions to them, randomised, not showing correct answers, so they could all try 10 or so questions and I could construct the groupings for the next lesson. By using Classflow, the data was available immediately, but there was no copying or pressure to be at a certain part of a page. Children then used a workbook page allowing the whole class to finish the 10 questions. We then played an activity that I had made, matching doubles before coming back to the carpet for the plenary. It’s amazing how quickly activities can be made!
After reviewing our learning I asked the children who preferred doing the questions in the workbook and who preferred the ipads. It was really interesting to note that the weaker 5 mathematicians preferred the workbook whilst the other children preferred the ipads. Is this because they cant copy? have difficulties with the ipad use? it is less visual? It will be interesting to monitor this as we go on.
I also showed the children the data from the lesson, with the names hidden. I asked them how they would feel if they were the student with them all wrong. They all said that would be sad, they would feel bad, embarrassed, worried. We discussed how I would use this information to help those, and that was what learning was about. I asked them if the person who got them all wrong tried hard. They all agreed they did. I asked them if they should be in trouble for getting them wrong and the unanimously agreed no, which I was able to agreed with. If anything, although I always tell the children we just have to try out best, this was a powerful way of demonstrating the message without anyone feeling inadequate.