Class flowing!

23 11 2016

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!

The lesson.

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.

bug1.PNGWhilst 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.




Classflow Activities

21 11 2016

I thought I would test out activities today on Classflow. I was told they were easy to make…. So I made a wordsearch to link with the qu letter pattern of the week. And yes, dead easy. I thought I would pop it into the instant whiteboard, but for the life of me I couldnt work out how to get the children to sign into their names, so i went traditional and popped it into an empty lesson, pressed play and off they went!

Points worth noting… the words were in different places for different children. Ha ha! No copying! Secondly, I only seem to be able to make it with uppercase letters. Now luckily my 5 and 6 year olds are getting good at capitals, so I just told them I had made it that way as they were super smart! Lastly, it gave different children different numbers of words to fing. Hmmm. Not so keen on that! Anyway, roaring success, no paper, great finisher activity and dead easy to make!

Sleeves and updates!

17 11 2016

img_9866Today I discovered all my bad habits from years of interactive whiteboards! Sleeves designed to touch the board, hands leaning against the board, pointing at objects, gesturing, hips rubbing the board as I avoid treading on the wee ones on the carpet! Ooops! And when the board says 10 touches, it means it… 10 touches to rub out!

Today I tried out handwriting… although this proved difficult as a windows 10 update covered my pen toolbar with its own toolbar! (Something to google!)  Luckily I like blue pen! I used the replay handwriting site linked here, and it worked a dream. My dilemma at the moment is that it feels better to write with my finger, but that goes against everything I believe in modelling correct pencil grip at all times. Hmmm. One to ponder over.



Let’s get going and start learning!

16 11 2016

img_9850The first full ‘Panel’ day where I learnt a lot.

Today I tried all sorts and went home tired!

First, I decided to try the android whiteboard. Basic. I dont like the white only background, but most of all, I dont like that it is almost too sensitive… until you want to dot an i… and believe me, my class like to dot their i’s!

Child – “Mrs Lydon, there is not dot on that i”.

Me – “Yes, I know. I’m working on it.”

Child – “Can’t you just dot it?”

Me – “Ermmm… no. it doesn’t let me.”

Child – “Why”

Me- “No idea”

Child – “I thought this was a clever Board?”

Me – “Well it is, it thinks I’m pointing, but I’m not.”

…and so it continued! I did manage to write on it (as did my sleeve, hip and the book I was holding) I froze the board to avoid more touches, finding out there are two ways to freeze it, one I couldnt unfreeze… (off and on!)


Next I tried classflow assessments. Could my class remember how to use the QR code, the password, find their name and then answer 21 questions about adding 9, 10, 11. Again I learnt quite a lot, as did the children. I realised that telling the last few to enter random answers as we ran out of time was not ideal. Far better to end the poll. Next time.

Lastly I decided to explore the board more…I tried clicking on other random bubbles in the android part. This did not go so well, when I clicked on something and could not get out (off and on). 13 minutes of hanging on the line for the Promethean hotline, emails, facebook posts later, I pulled all the plugs out and popped thm back. Voila. The board lives to tell another tale tomorrow (and I could go home!) Thankfully my children understood why they were waiting in the rain for me to pick them up a wee bit late!

P – day (Panel Day)

16 11 2016

img_5824Today the Promethean Panel arrived. I have to admit that my first thought was box envy… the bottom part would make a fab canoe and the top section would be a great shop! Anyway, under the boxes was the Panel. The two delivery guys were great, graciously answering questions from my class who were supposed to be changing for PE in silence, but were far too excited and were tempted to whisper questions.

The class at PE, the delivery men away, it was time to play.

It soon became aparant that I have bad habits, leaning on the board, brushing against the board, tapping it, pointing on it… ooops! Many, many lines later, the eraser tool had been put into action, but what a clear, clean image. I love the glide down and up… i dont love the resolution making my inspire toolbox titchy, and that every child wants to stroke it as much as I do!

Day 1… Classflow

9 11 2016

img_9801Link to classflow

Today I used classflow with my 5 and 6 year olds for the first time. We took baby steps, worked with a partner so only 13 ipads. I had previously taught them to use QR code readers apps, so accessing the page worked well. They were all able to type in the session code, no problems, although a couple had never typed numbers into an ipad before so needed help accessing the different keyboard.

Once in, I started with a plain as can be slide which I sent to the children as a creative poll. The children were shown how to access the pic collage they had made and send it to me. Lots of oooh and ahhhs from the children when I showed them I now had them on my whiteboard. The class loved counting down how many more children needed to submit (new word for them!), so a bit of age appropriate maths whilst we were waiting!

On a roll, we added a new slide, one with another creative poll and the children learn how to send me a word written with their finger. They discovered how to turn the ipad around to make more space without help. Again they submitted and enjoyed reviewing the work. When a noun appeared, there were calls of ‘Who did that?’ and I was able to show them how I could tell, but how I could keep it secret too. Finally we tried a word seed. Again, sending an adjective. We found where to type, submitted and enjoyed reviewing the words, checking how many were really adjectives, eliminating those that were not, choosing the best one and seeing whose that was.

Once the ipads were away, we evaluated. It was slower to send in work, and the children were keen to point out that it was harder to copy than siting on the carpet with whiteboards. Will their work be better as they know others will see it? Something we will keep a watch for.