Renaissance Learning - Classroom Response System for Primary

Using CRS in the classroom

The product was used in a year 5 classroom, with a minimum of 32 pupils per class. Each child had their own handset, which was usually left out on the desk throughout the literacy and numeracy sessions and occasionally for topic work in the afternoons.

The children were initially very intrigued by the handsets, which look like mobile phone units, but quickly settled down and used them very proficiently without too much instruction. They seemed to really like the fact that they were personalised, and that it was possible to read and answer questions using the keys.

Initially I used this with PowerPoint quizzes I had downloaded from the web (just search for numeracy PowerPoint) so that the children got used to using the handsets and I got used to the system. Using this mode I could ask multiple choice questions, see how many pupils had yet to respond and discuss the correct answer before using the system to enter the correct answer and analyse how many pupils had answered correctly – either immediately or in retrospect.

I have a year 5 class and inevitably some of them initially saw it as an opportunity to test the system – but once they realised I could identify who was pushing the “E” option when there were only answers from A to D they soon started to think a little harder. Particularly when I showed them I could print out reports on individuals and share their success and difficulties with both them and their parents. In the report mode it’s possible to choose spreadsheets – displayed in tables or in the graphical format of your choice, or datafiles. I found the datafiles particularly useful. Each child had their own page with the tests taken and their scores analysed. Because some of my maths set are also in my class it meant I had a whole raft of data on them, whereas for my maths set I could hone in on specific areas which were causing difficulties.

Initially I used questions I had pre-prepared, usually as starters to gauge pupils knowledge to start a topic and as plenaries – either repeating the first assessment or setting a harder one, to see if the lesson had been a success. However, as I became more confident I used it throughout the lessons, whenever appropriate, usually in conjunction with my whiteboard software. The voting system was only trialed for a short system, but the personalisation of the handsets meant my class appeared to be more focused in their use than others, despite the fact I can track individuals through the other handsets I use.

Student Response
Pupils were keen to use the handsets and were all involved in the lesson, without asking each pupil individually it’s not possible to ensure every child answers everything normally, and this system addresses this as it’s easy to see if pupils are not answering, or are not succeeding in answering questions correctly.

Initially the responders were distracting, because they offered the class something else to read and they were excited when it was getting them to log in. However, after a few goes they started treating the process as routine and settled quickly to task.

Pupils liked the handsets, and said it made them feel important to have their own name registered on the device. They were kept on their toes with questions and liked the fact that they could improve their scores if they repeated a test as a plenary after using it as a starter.

One child who was always slow to respond was encouraged to speed up his thinking by others in the class, and it did improve his focus, though this could be an issue in a class where a child is significantly slower than his peers.

Personalisation
The software is best used with pupils who are able to read. Without being proficient in the written language pupils would need quite a lot of support to select the correct items from the menu, and to know when they need to do even the most basic of tasks such as entering their login no. My classes are all competent readers, but in less able ability, or in younger class groups I can see that this might be a useful tool to have to stretch the more able, who are able to read and would respond well to preset questions set up on the handset for them to answer.

Pupils picked up how to use the software very quickly, and did not need more than a 10 minute introduction and run through. I did not use it as a calculator, as I chose to disable this function, but was surprised to note that this function did not work without a network being present. However, this could be considered a safety feature, as without the responder unit the handheld devices have no intrinsic value to those who might wish to take them

!I have a child in my class with a significant visual impairment, and it was possible to enlarge the text for her so that she was able to use the unit.

Assessment and pupil tracking opportunities
In the report mode it’s possible to choose spreadsheets – displayed in tables or in the graphical format of your choice, or datafiles. I found the datafiles particularly useful. Each child had their own page with the tests taken and their scores analysed. Because some of my maths set are also in my class it meant I had a whole raft of data on them, whereas for my maths set I could hone in on specific areas which were causing difficulties.

The report format is not currently designed to be used with uk national strategies and objectives, but simply gives marks correct against a total and can rank within a class set.