ClassFlow Reflection

UPDATED: MARCH 8, 2016

What is my new knowledge? March 8, 2016

During this workshop, I...


  • learned and explored the new features in Classflow
  • was shown the features that have changed in Classflow since the last workshop
  • learned how to make groups and send certain cards to certain groups of students
  • learned how to use the assessment feature in order to add questions to a question set
  • learned how to analyze the data obtained from using the assessment feature
  • learned and became excited that this digital tool has become so much more than a way to show and share information with students, but now can truly support a learner-centered environment

What was my new knowledge? October 29, 2015

During my Classflow workshop, I learned the following:


  • where to find Classflow
  • how to get into Classflow
  • how to share Classflow with teachers and students as a teacher of non-record
  • how to view and copy already created Classflow lessons
  • how to create cards for a Classflow lesson
  • how to create teacher cards vs. student cards
  • how to make the cards that I push out to participants interactive so that I may collect data, participants can respond/draw
  • how to poll or question the participants
  • how to imbed pictures and videos
  • how to share my Classflow lessons with other teachers
  • how to view the drive of Classflow lessons

Helping to Grow Me Professionally: March 8, 2016

I have continued interest in Classflow and am still working toward learning it myself in order to share my new knowledge with teachers in my building. I've thought long and hard on how to present this to my teachers. I know this year is not the year to promote this digital tool school wide, but inside collaborate with a small group of teachers by showing them how it works at the basic level, having them integrate it into instruction while we co-teach a lesson, and then have them share it out with the other teachers in the building.


How would I roll this out to a small group of teachers so that they would buy into it and not feel overwhelmed?


I think first, I would create a lesson that explains Classflow, its features, and how it ties into the STAT initiative. In this Classflow lesson, I would use the Polling tools to assess the teachers so they can see how Classflow works and its benefits. Once we took care of the introduction, I would start slow. I would show them how to search the resources and the lessons already created by Promethean or lessons created in Baltimore County. Then, I would show them how to create one teacher card, without any content, for the purpose of using the polling features with their students. After we practicing searching resources and creating teacher cards in order to use the polling feature, I would go into the classrooms with the teachers to help them integrate Classflow using either a premade lesson, or just the polling features. After debriefing and reflecting on how this tool supports a learner-centered environment and brainstorming other uses for it, I would have these teachers share out their integration of Classflow.


Once there teachers were comfortable using Classflow at this level, I would then spend time with them creating their own lessons and teacher cards. Depending on the needs of the group, I may even break apart into a smaller group with some teachers who might be ready to learn about the assessment features. Again, we would take some time implementing our own teacher created lessons and assessment features, then share out. I think the assessment features are a powerful feature because a lot of our teachers are always looking for quick ongoing/formative assessment tools so I believe this will help with the buy in.


The last session we would meet would focus on creating groups. I would model the use and purpose of creating small groups (much like what was done in the workshop) and then walk through the steps of creating the groups. I believe the technical piece of this is fairly easy, but I think the brainstorming the purposeful uses for creating groups will be the biggest take away. Again, we would practice in the classroom, and then share out our experiences with the rest of the teachers.


Taking these workshops has made me reflect on the best way to present this tool. It is not a tool that can be presented in a faculty meeting with every teacher or even in a 50 minute "Appy Hour". Classflow is pretty intricate and seems like it would take some careful planning to offer as a PD to teachers.

Helping to Grow Me Professionally: October 29, 2015

I am always interested in learning new tools to use during professional development that I am facilitating as well as showing the teachers at Joppa View new tools that they can use in their classroom to support the initiatives that we are focusing on in the the classrooms. Classflow has been an interest of mine since I saw it come up in the ActivInspire update. When I heard that it had some of the same capabilities as Nearpod, I wanted to learn more. As STAT teacher, I want to make professional development meaningful for the teachers and not seem like more work. I think Classflow meets that criteria since so many of our teachers are using flipcharts and are now using them with students. This takes it to the next level where the flipcharts become interactive and collect information which can be used as formative assessment data to drive the next steps of instruction.

Next Steps: March 8, 2016

My next step after this workshop is to advertise Classflow and work to recruit 3 or 4 teachers that may be interested in learning about this digital tool and willing to take a risk by integrating it into their instruction over a few weeks with the purpose of brainstorming, reflecting, and sharing out with the rest of the staff.

Next Steps: October 29, 2015

My next steps, as I become more familiar with Classflow, will probably be to have a sandbox type PD where I would share some of the basic features of Classflow and then give teachers time to explore and play. For those teachers who may want a little more guidance, I would help them develop more of a structure for creating an activity in Classflow. We would come back together after they have created and implemented their interactive lesson and share out what they have done, how it worked, what they liked, and what they would have changed.


I still think I need a bit more practice with it and potentially some more PD on some of the other features. I would also like to be able to implement a Classflow lesson in a class and be able to reflect on it as an example of how teachers can use it in their own classrooms. If I was unable to integrate it into a lesson, perhaps I could co-teach with a teacher who attended the training.

Supporting a Learner-Centered Environment. March 8, 2016

After I took the first workshop, I thought Classflow supported a learned-centered environment. Then, I took the workshop last night and now I really know it supports a learner-centered environment. It is a tool that is so much more than digital tool, more than a collaborative tool, and more than a tool that gives students the choice to creatively respond to questions or formative assessments.

The grouping and assessment features takes Classflow to another level of supporting learner-centered environments. Teachers can now truly customize the cards that go to each group of students, or even each student (depending on how groups are created) and within that customized card, offer some choice. And to inform those groups, the teacher can begin a lesson on one day using the assessment features and then group the students to receive differentiated cards during the next days lesson in Classflow.

Some ideas for using these features might be...

  • in ELA, 3 or more cards with different leveled passages on each card. Students would independently read the passages on the card sent to them, and then respond to a general question that could apply to all three passages by using the assessment feature
  • students could use the assessment feature to take an interest survey on a topic they would like to research and learn more about. Then, based on the data of the survey, students would be send a card relevant to their interest.
  • students could again use the assessment feature to give feedback on how they learn best and how they demonstrate their learning the best. Using the data, the teacher could then create separate cards based on the learning styles where one card might have a video for students to watch, one might have something the students have to listen to, and one might just have text and pictures.
  • in Math, students could use the assessment tool to order the steps a student would take to solve a word problem or multi-step word problem. Then, the teacher would push cards to separate groups with leveled word problems for students to solve.
  • Cards could be pushed to students to show them what they are expected to do as "Must Do" "May Dos" or "Centers" and it would be tailored to the needs of the students in a specific group.
  • In Science, cards could be pushed out to students, based on student need and interest, that gives them directions on how to complete an investigation in real-time, a video demonstrating how someone else completed the investigation, or pictures and diagrams that show the progression of the investigation.

And there a million and one more ways that Classflow can be used to support a learner-centered environment. As I stated earlier, a bulk of the PD I would be doing with teachers would be brainstorming and integrating purposeful ways to use Classflow in our classrooms.

Supporting a Learner-Centered Environment: October 29, 2015

When I think of an environment that is centered around the learner, I think of (Buzz word alert!) customization and personalization. Lessons can be pushed out to specific students from the teacher or from the students back to the teacher. The teacher can use check points throughout the lesson as a formative assessment to inform decisions on the rest of the Classflow lesson. If students still need extra support or an extension, the teacher can choose to push out cards that support the student need. Classflow allows for students to collaborate and work together on cards the teacher may push out through a Classflow lesson. Students can problem solve together and send the card to the teacher to evaluate in which the teacher could then share with the class. Students have an opportunity to be creative with their activities and can demonstrate their understanding of a concept in a way that makes sense to them and is personalized to them. I believe it is a tool that once teachers become comfortable using, will love and see the value as we continue to foster a learner-centered environment.

Joppa View STAT Teacher