Introduced as part of an experiment, the eInstruction student response systems and the interactive whiteboard seem to have found their place in teacher Christèle Ramaugé’s classroom.

1. Student response systems and interactive whiteboards go hand in hand in elementary
school, Pre Saint Gervais
Introduced as part of an experiment, the eInstruction student response systems and the interactive
whiteboard seem to have found their place in teacher Christèle Ramaugé’s classroom.
Christèle’s 10 year old students are already accustomed to the student response systems from previous
use,, and as such, students have no difficulty using the CPS Pulse across several disciplines including
mathematics (mental arithmetic), as well as in French when working on the past participles. The CPS
Pulse are used as support for an interactive whiteboard. In this classroom, three board types are used:
blackboard, Veleda and whiteboard.
Every morning, students take the CPS pulse assigned to each of them in alphabetical order and which they
keep as ‘theirs’ throughout the academic year. The morning session begins with a mental calculation where
the correct answer is pre-recorded. Students must individually respond in 30 seconds, before results are
displayed. For students, seeing the results on the whiteboard encourages them to be concentrate on the
task, so they are careful about what they respond with. This increases motivation and means that once they
have the student response ‘clickers’ in their hand, they look forward to the exercises.
The assessment, even when not being recorded, is better perceived by students. As with the older slates,
the response is immediate, but students do not have the opportunity to see what their neighbor replied with
before responding and having the chance to correct their own answers. Now, all students participate at
once, each with their own clicker.
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2. The results are displayed on the whiteboard, more visible, immediate and accurate. This means the eyes
of students are focused on the interactive whiteboard and not on the slate.
This also allows the teacher to have immediate feedback on student understanding. If the results are
wrong, that it is obvious. The teacher has the ability to easily return to the results displayed, especially if
students have made mistakes, and ask each of them how he or she had achieved this answer.
Students have become accustomed to this type of questioning and, spontaneously, one of who has just
made a mistake would raise his hand and explained to the others the reason for his error.
Finally, the results can be recorded by the teacher for help her track very specific details on the progress of
each of the students in the class. These exercises are based on mental arithmetic activities in the national
assessments at primary level.
After mental arithmetic, the session on the past participle begins. The lesson had already been set up, but it
cannot be easily checked using training activities that it has been understood by the students.
Students had two choices:-é or-er. Reading the results it appears that the students had generally
understood the grammar rule and cheers from students when displaying the results on the whiteboard
illustrated the strong motivation arising from the use of clickers. The lesson is over 80% understood and
there is a clear progression of pupils who had difficulties earlier in the year.
Those students who have struggled previously, have been very successful. Christèle states that if the
exercise had been written, they would not have such results, especially because of apprehension about the
white page, the possible stress of the interrogation, and the need to write…
At the end of the sequence, student outcomes are displayed as a notebook, on which the teacher can
return later to track progression or difficulties faced by each student. Students rank themselves with their
clickers in alphabetical order, one by one.
Christèle experiments in class both the clickers and the whiteboard. In this context, she said that she is
using the whiteboard daily. Every morning, she proposes a "What's New?" section, the opportunity for
students to express themselves and share their lives, their ideas, the new songs they know, that can be
easily accessed online and broadcast on the whiteboard.
They also use the whiteboard for storytelling. While it would be expensive to bring in a storyteller, the
teacher can start with the whiteboard a narrator or storyteller video, found on online sharing sites (Youtube,
Dailymotion). Or when working in art history, it gives the opportunity to work on the illustration of a
symphony orchestra on the big screen, which brings a more significant impression for students than a
picture in a book.
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3. Work on the whiteboard is usually done in groups; it allows the differentiation of tasks for students
so that some can use the whiteboard, while others are working on paper activities. The whiteboard
has the ability to store a history of work, as Christèle explains: "It can keep the work made with and by
students; we can go back to some content and continually improve them. It also prevents the cleaning lady
clearing in the evening what was kept in corner of the picture for the next day! "
Christèle also adds that it allows students to create "clean" work that is better written. And it allows her to
make fewer copies!
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