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A successful marriage between traditional and digital teaching in France


In teacher Bernard Liberman’s class of students aged six, in “Les Perrières’s school in Aulnay-sous-bois,
digital technology has been introduced and now merges comfortably with traditional teaching methods. The
fixed (Touch Board) and mobile (Mobi View) interactive whiteboards, as well as the CPS Spark clickers, are
the digital tools used by the teacher, who is convinced of the benefits of digital technology in the classroom.
eInstruction’s newest software, "Flow", has been unanimous adopted by the teacher.


In the class, the day starts like any other, with the required morning "rituals".
The date, weather, schedule and activities are detailed by a designated student
who changes every day on a rota. The goal is for the student to count the
number of students present and and to speak in full sentences...- the
"traditional" methods to start a class.




Different objectives in student response technology


After the lesson has started, students are given their clickers to use throughout the morning. The activity this particular
morning is a maths activity: asking students to identify the largest number or the smallest among three suggestions.
To do this, the interactive whiteboard and the clickers are used to help simplify Bernard’s task.


"I used the clickers in this session because I can see in real time how the students are thinking, how they respond and
then we can analyse together how they managed to find the result," said Bernard.




All students take part in the exercise, even the shyest or those who are less comfortable in front of a whiteboard. In
addition, students are less stigmatized if they make a mistake than when they are writing; using the clickers helps
them to talk more easily about an error, without it seeming detrimental to the student.

                                          Blog : http://einstructionblog.eu/

 www.einstruction.eu - www.einstruction.fr - www.einstruction.es - www.einstruction.de -
           www.einstruction.it - www.einstruction.pl - www.einstruction.com
To explain mistakes, traditional methods can be used, such as using small cubes that fit together or a frieze on the
wall placing the numbers in ascending order. Students, after answering with their clickers, listen carefully to the
teacher who moves around the classroom with the Mobi View.




                                                              Using the Mobi View allows Bernard to not be
                                                              permanently in front of the board, being able to move
                                                              around the classroom while maintaining student attention
                                                              on the whiteboard.




Bernard also uses the CPS Spark to undertake a diagnostic assessment of the children’s understanding. For example,
in the same numbering exercise, he can propose numbers greater than 20 that have not been taught in class before.
This allows him to realize if students are already comfortable with this idea or not, so it can be used as a preparatory
work.


Following the maths lesson is a reading lesson. The work begins with a distribution of paper labels representing
different syllables. Students are asked to find the words spoken by Bernard, replace the syllables in the correct order
and then paste them on a sheet of paper. Working with clickers, three words are offered to the children and they must
find the one requested verbally by the teacher.


Bernard explains: "The use of the CPS Spark in this case allows me to do an assessment to see which students are
comfortable with these words, and those who are still watching
only the beginning of the word."


In addition, the use of the Mobi View allows him to see in real
time the students' responses. This can help the students to
correct their response if the teacher can ask them in real time if
they are sure of what they have said. It also allows the teacher
to see those who take the time to think, and those who respond



                                         Blog : http://einstructionblog.eu/

 www.einstruction.eu - www.einstruction.fr - www.einstruction.es - www.einstruction.de -
           www.einstruction.it - www.einstruction.pl - www.einstruction.com
quickly, etc. The students know that the teacher has their answers to hand and realize that they need to be careful
when they respond.


Furthermore, using the Flow software allows the creation of backup results and questions as Excel or html format,
which is great for the collating of results and allows students to be monitored individually.


The use of almost "innate" technology for children


Bernard explains that the students, even though they have been using the clickers for less than a month, are quite
comfortable with using these digital tools in the class. These children, just out of kindergarten, were introduced from
their first school lesson to how to use these new technologies.




Bernard adds: "At the end of a session, they were already comfortable with their use, and classroom work was being
completed…The CPS Spark is very ergonomic, so students understand very quickly how it works ... and they know by
heart the number of their individual clicker, which demonstrates their enthusiasm "


Students Chaïma, Naila, and Hasadia Abdramane confirmed in chorus this keenness: "We like to use the clickers as
we love words and questions. It is not difficult for us to use clickers… and.... it's nice to work with the interactive
whiteboard and the clickers together. "




                                          Blog : http://einstructionblog.eu/

 www.einstruction.eu - www.einstruction.fr - www.einstruction.es - www.einstruction.de -
           www.einstruction.it - www.einstruction.pl - www.einstruction.com
A convinced teacher who would like to convince more colleagues...


Bernard only works with an interactive whiteboard, as for him there is no doubt that in using the whiteboard, the Mobi
View and the clickers, it engages the attention of all the students at the same time: "Often the exercises we do, they
have the same thing on their notebook as on the whiteboard, so it helps them to be more focused."


While he could not say whether the whiteboard has improved the results of his students, Bernard remains convinced
that digital tools facilitate concentration and motivation, especially for struggling students.


Bernard tells us that in the same school, his colleague who also teaches students aged six, uses only traditional
teaching methods. Although not using digital teaching resources, she has confessed to Bernard that digital activities
can be a "plus". She even said that she spends so much time and energy in providing explanations, that it would seem
to be easier with digital tools.


Bernard also uses these digital tools in remediation work with small groups, or as part of individualised assistance.


Earlier this year, Bernard invited parents to show them the digital tools that are being used throughout the year,
allowing them to better understand what their children meant when they return home and explained that they had used
the clickers. He also created a class blog to better connect with the parents.



                                                   ABOUT eInstruction

    eInstruction offers a family of software, student response systems, traditional and mobile interactive
    whiteboards, data reporting and analysis tools, and high quality content. These solutions increase student
    engagement, provide real-time feedback, and enable educators to assess comprehension and customise
    lessons in more than 500 000 classrooms around the world.




                                                       eInstruction

                                           emeamarketing@einstruction.com




              eInstruction EMEA - APAC                                              Global Headquarters
                26-36 rue Alfred Nobel                                        14400 N. 87th Street, Suite 250
               93600 Aulnay-Sous-Bois                                               Scottsdale, AZ 85260
                          France                                                              USA

                                           Blog : http://einstructionblog.eu/

 www.einstruction.eu - www.einstruction.fr - www.einstruction.es - www.einstruction.de -
           www.einstruction.it - www.einstruction.pl - www.einstruction.com

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Case study - France - A successful marriage between traditional and digital teaching in France

  • 1. A successful marriage between traditional and digital teaching in France In teacher Bernard Liberman’s class of students aged six, in “Les Perrières’s school in Aulnay-sous-bois, digital technology has been introduced and now merges comfortably with traditional teaching methods. The fixed (Touch Board) and mobile (Mobi View) interactive whiteboards, as well as the CPS Spark clickers, are the digital tools used by the teacher, who is convinced of the benefits of digital technology in the classroom. eInstruction’s newest software, "Flow", has been unanimous adopted by the teacher. In the class, the day starts like any other, with the required morning "rituals". The date, weather, schedule and activities are detailed by a designated student who changes every day on a rota. The goal is for the student to count the number of students present and and to speak in full sentences...- the "traditional" methods to start a class. Different objectives in student response technology After the lesson has started, students are given their clickers to use throughout the morning. The activity this particular morning is a maths activity: asking students to identify the largest number or the smallest among three suggestions. To do this, the interactive whiteboard and the clickers are used to help simplify Bernard’s task. "I used the clickers in this session because I can see in real time how the students are thinking, how they respond and then we can analyse together how they managed to find the result," said Bernard. All students take part in the exercise, even the shyest or those who are less comfortable in front of a whiteboard. In addition, students are less stigmatized if they make a mistake than when they are writing; using the clickers helps them to talk more easily about an error, without it seeming detrimental to the student. Blog : http://einstructionblog.eu/ www.einstruction.eu - www.einstruction.fr - www.einstruction.es - www.einstruction.de - www.einstruction.it - www.einstruction.pl - www.einstruction.com
  • 2. To explain mistakes, traditional methods can be used, such as using small cubes that fit together or a frieze on the wall placing the numbers in ascending order. Students, after answering with their clickers, listen carefully to the teacher who moves around the classroom with the Mobi View. Using the Mobi View allows Bernard to not be permanently in front of the board, being able to move around the classroom while maintaining student attention on the whiteboard. Bernard also uses the CPS Spark to undertake a diagnostic assessment of the children’s understanding. For example, in the same numbering exercise, he can propose numbers greater than 20 that have not been taught in class before. This allows him to realize if students are already comfortable with this idea or not, so it can be used as a preparatory work. Following the maths lesson is a reading lesson. The work begins with a distribution of paper labels representing different syllables. Students are asked to find the words spoken by Bernard, replace the syllables in the correct order and then paste them on a sheet of paper. Working with clickers, three words are offered to the children and they must find the one requested verbally by the teacher. Bernard explains: "The use of the CPS Spark in this case allows me to do an assessment to see which students are comfortable with these words, and those who are still watching only the beginning of the word." In addition, the use of the Mobi View allows him to see in real time the students' responses. This can help the students to correct their response if the teacher can ask them in real time if they are sure of what they have said. It also allows the teacher to see those who take the time to think, and those who respond Blog : http://einstructionblog.eu/ www.einstruction.eu - www.einstruction.fr - www.einstruction.es - www.einstruction.de - www.einstruction.it - www.einstruction.pl - www.einstruction.com
  • 3. quickly, etc. The students know that the teacher has their answers to hand and realize that they need to be careful when they respond. Furthermore, using the Flow software allows the creation of backup results and questions as Excel or html format, which is great for the collating of results and allows students to be monitored individually. The use of almost "innate" technology for children Bernard explains that the students, even though they have been using the clickers for less than a month, are quite comfortable with using these digital tools in the class. These children, just out of kindergarten, were introduced from their first school lesson to how to use these new technologies. Bernard adds: "At the end of a session, they were already comfortable with their use, and classroom work was being completed…The CPS Spark is very ergonomic, so students understand very quickly how it works ... and they know by heart the number of their individual clicker, which demonstrates their enthusiasm " Students Chaïma, Naila, and Hasadia Abdramane confirmed in chorus this keenness: "We like to use the clickers as we love words and questions. It is not difficult for us to use clickers… and.... it's nice to work with the interactive whiteboard and the clickers together. " Blog : http://einstructionblog.eu/ www.einstruction.eu - www.einstruction.fr - www.einstruction.es - www.einstruction.de - www.einstruction.it - www.einstruction.pl - www.einstruction.com
  • 4. A convinced teacher who would like to convince more colleagues... Bernard only works with an interactive whiteboard, as for him there is no doubt that in using the whiteboard, the Mobi View and the clickers, it engages the attention of all the students at the same time: "Often the exercises we do, they have the same thing on their notebook as on the whiteboard, so it helps them to be more focused." While he could not say whether the whiteboard has improved the results of his students, Bernard remains convinced that digital tools facilitate concentration and motivation, especially for struggling students. Bernard tells us that in the same school, his colleague who also teaches students aged six, uses only traditional teaching methods. Although not using digital teaching resources, she has confessed to Bernard that digital activities can be a "plus". She even said that she spends so much time and energy in providing explanations, that it would seem to be easier with digital tools. Bernard also uses these digital tools in remediation work with small groups, or as part of individualised assistance. Earlier this year, Bernard invited parents to show them the digital tools that are being used throughout the year, allowing them to better understand what their children meant when they return home and explained that they had used the clickers. He also created a class blog to better connect with the parents. ABOUT eInstruction eInstruction offers a family of software, student response systems, traditional and mobile interactive whiteboards, data reporting and analysis tools, and high quality content. These solutions increase student engagement, provide real-time feedback, and enable educators to assess comprehension and customise lessons in more than 500 000 classrooms around the world. eInstruction emeamarketing@einstruction.com eInstruction EMEA - APAC Global Headquarters 26-36 rue Alfred Nobel 14400 N. 87th Street, Suite 250 93600 Aulnay-Sous-Bois Scottsdale, AZ 85260 France USA Blog : http://einstructionblog.eu/ www.einstruction.eu - www.einstruction.fr - www.einstruction.es - www.einstruction.de - www.einstruction.it - www.einstruction.pl - www.einstruction.com