Category Archives: Turning Point

Turning Point with P3b Dunrobin Primary

Having previously used ActiVote handsets and ActivExpression software, I found Turning Point to be a far easier system to use, albeit less aesthetically pleasing or ergonomic.

I used Turning Point mostly to consolidate maths learning to end a week of lessons. Some of the existing slideshows (easily created in PowerPoint) were appropriate for me to use at first to introduce the children to using the handsets to vote. Creating my own slideshows and making them interactive was straightforward enough to figure out after the using the complex ActivExpression software. However, there are straightforward and detailed step by step instructions available to download to help with this and there is a good range of topics and stages covered by the existing examples.

The biggest success of Turning Point (or any pupil response system) is definitely the total engagement of every child; particularly effective for those who tend to daydream or default to their peers to give answers. They were motivated by the responsibility for their own answer and what I anticipated would become a race to answer first, actually turned out to cause some excitement  and anxiety about whether they’d entered the correct answer. Regardless of the content of the slideshow, the bar-graph (or visual of your choice) of percentage answers given was a great way for the children to see practical uses of data handling and get used to doing instant comparisons of data.

I was particularly keen to use Turning Point as an assessment tool to track individual pupil responses to questions. However, although I’d allocated each of my 24 pupils numbered handset to be used for each session so that I could then identify them in the reports, only around 20 of the responses ever registered for each question. Also, it appeared that the responses were received and ordered by the computer chronologically and not according to the number of handset meaning that it was then impossible to identify a child’s individual responses. So, all very good in theory but unfortunately not the most reliable in the end!

Here are some responses from pupils about the effect Turning Point had on their learning:

“I really enjoyed using TP because it turned my brain on.”

“I think it helps my learning with 3 digit numbers and I’d like to use it for 4 digit numbers.”

“I  enjoyed doing TP and I found it easy to use.”

“It made me work harder!”

“I think it helps my learning because if I got it wrong then I would realise the right answer when I saw it.”

“It was magnificent fun, very fun.”

Turning Point – St Adian’s PS

Intention – I had seen the voting system before but not within a class setting and I was curious to know how the children would react to it and various ways it could be used.

Evaluation – The cards that the children used were great. They were sturdy and of a great size (easy to pack away). The children were able to do everything that was asked and were very motivated when using them.

Impact / conclusion
I did not like the turning point software. I thought it was difficult to set up and I am still unable to generate reports which means it takes me a long time to figure out who answered correctly. My school is intending on purchasing a voting system but not turningpoint.

Martha McGuigan

Document Cameras – St Barbara’s PS


The aim was to explore how technology could be used to support Assessment is For learning (AiFL).

How ICT supported learning and teaching

Document projector was used to display examples of children’s work on the Interactive Whiteboard (IWB). This allowed children to assess their peer’s work more effectively having seen it modelled.

Examples of work which had met a set of success criteria was also shared to demonstrate to children exactly what they are required to do. This was used primarily in literacy and art, but did impact on most curricular areas.

Having no squares on my chalkboard meant it was difficult to demonstrate the correct layout to use in numeracy jotters. Using a squared jotter and the document projector allowed me to overcome this. Furthermore, the projector helped to reduce photocopying costs as worksheets could be displayed on the IWB.

Turning point was used to support AiFL by assigning a remote to each child, and matching their name and remote number to a participant list in the software. This allowed me to track the whole class’ progress at a glance, and adapt teaching and learning accordingly. This was used primarily for environmental studies, but could be used across the curriculum.

Impact / conclusion

ICT effectively supported AiFL, and ensured children were actively engaged and motivated in their learning.

The document projector was a valuable piece of equipment and enjoyed by the children. There are many more uses which could be explored further.

Turning Point software took some time to get the hang of.