Learning by Questions

What does LbQ do?
LbQ is a cloud-based classroom app that makes teaching and learning more effective. Packed with high-quality primary and secondary curriculum resources, pupils work at their own pace and receive helpful feedback to every answer.

Real-time lesson analysis gives teachers the information needed to intervene, teach and plan ahead without marking.

LbQ covers KS2 and KS3 maths mastery, English and science.

 

How does LbQ work?
Teachers access a cloud-based repository of 50,000 + questions arranged into 1,450+ structured sets and organised by subject, topic and year group. Up to three Question Sets can be selected simultaneously and set as tasks.


During lessons, pupils equipped with (almost) any internet connected device can access and work through tasks. Pupils work at their own pace and retry questions after receiving system-generated instant feedback, hints and reminders where answers are wrong.


Answers are analysed and relayed to the teacher's device where struggling pupils and challenging questions are easily identified. LbQ has built-in tools to support re-teaching.

Latest Offers

SHINE with LbQ - Tablets & feedback in lessons

We are recruiting 50 schools in the North East to participate in an exciting project using Learning by Questions and instant feedback during lessons.

More details and school eligibility at http://www.lbq.org/shine

 

 

Testimonials

I visited a classroom to see LbQ and...

Sir Kevan Collins, Chief Executive of the Education Endowment Foundation:

“It was great to see LbQ in action. The approach reflects much of the evidence presented in the EEF’s maths guidance reports particularly the focus on improving the quality of feedback. We know that teacher workload is a huge issue and this innovative use of technology removes much of the burden freeing up the teacher to respond to real time pupil responses. The blend of great technology and personalised teaching is exciting and anyone interested in new ways of working should make a visit and see this in action.”

Andrew O’Brien is the Executive Head over two Academies belonging to the United Learning Trust Group:

“Whilst being a naturally sceptical person, I have observed learning by questions in operation across multiple settings. I am now absolutely certain that any school leader who sees this action will be convinced of the undeniable merit in accelerating students’ progress at rapid rate.  At my Academies it is now a non-negotiable element of delivery.” 

Y6 Maths Teacher Ashley Booth Tweeted 25th April 2018

This week I have been using https://learningbyquestions.org/ a lot. It is a very very good revision tool. A bit like having test base on iPads with minimal work on your end and free tracking. Can’t recommend it enough.”

"So if you've not come across it yet, and you've got access to tablets, https://www.lbq.org/ is phenomenal for revising topics or for assessing at the end of subjects. Set a topic, the children can log in, and it provides around 32-50 questions on that topic, starting with basic understanding, moving into fluency, onto reasoning, and then problem solving. It takes the children literally seconds to log onto your quiz. You track the children on your iPad or laptop, with a green dot showing where the children get a question right. When they get it wrong their dot goes red. Now the good thing is when they do get it wrong, it tells them why and gives them hints on how to get it right. This writing never changes but it gets comically bigger the more they get it wrong. As well as that, as they get it wrong, their red dot on your screen gets bigger each time. It turns amber if they finally get it and records how many turns it took. This makes it so so so so easy to move round the class and track who needs help. I work on a 'you have to get it wrong twice' rule. I've been able to offer SO MUCH targeted support on gaps this week it's been mental. So many gaps filled."

 Lord David Alton of Liverpool commented:

“It was wonderful to see Learning by Questions in use in the classroom setting.  I can immediately see why Sir Kevan Collins is so enthusiastic about this revolutionary pedagogy.  I only wish that something like it had been available to me when I first entered the teaching profession several decades ago!

Talking to some of the pupils I was struck by some of their spontaneous reactions when I asked them what difference this ground-breaking technology was making to their understanding of mathematics: “Amazing” came one reply; “it’s fun” came another.  One child told me that technology like this holds the key to his future and that the early development of these skills will help him with a future career.

I was particularly struck by the way this tool was being used by the teacher to enable every child to progress at their own pace and to enable her to immediately respond to the children who were failing to understand or making mistakes.

The technology also frees the teacher from the drudgery of time consuming personal assessments and marking.  She was able to see progress and problems at an immediate glance.”

Beth Collins, Assistant Head. The Laurels Primary School, Worthing 

“Hello, I just wanted to send a huge thank you for the amazing resource that was recommended to me recently. My year 6's attitude to maths has improved so much, they have really loved using the programme in preparation for SATs.”

“Having just set some work for a maths group (on a Sunday morning the day before SATs) it’s reminded me about the transformation in resilience in my class as a result of the programme. I had a class who would give up if they got something wrong, now it’s a competition v the computer. It’s also a very good lesson in moving on if you are really stuck rather than wasting too much time.”  Thanks again.

Dr Ian Johnston formerly Director General Dept. of Education and Employment and Vice-Chancellor of Glasgow Caledonian University"

"Learning by Questions has the potential to make a very significant contribution to overcoming huge challenges facing our education system, namely raising pupil attainment particularly in STEM subjects, and doing so by reducing teacher workloads.

The pupils love using the tablets and Apps, and being able to go at their own speed. They really seem to enjoy learning with it, and the fact that the programme not only tells them instantly that they have got an answer wrong, but also WHY! The teachers find that time for preparation and assessment is dramatically reduced, that pupils progress faster and further, and that because on any given topic the questions gradually get harder, the programme is ideal for use with a mixed ability class.”

Derek Grover was a Director of the Department of Education and Employment for 16 years. He is currently chair of governors of an infant school, vice-chair at a special school, trustee of a Multi Academy Trust and of a cooperative educational trust, a member of the Sheffield Diocesan Board of Education and a National Leader of Governance.  He also chairs a charity providing English teaching in Sheffield to speakers of other languages.

“Thank you very much for organising our recent visit to Rock Ferry Primary School in Birkenhead to see LbQ in action. As something of a veteran of computer-based learning I came prepared to be sceptical but I have to say that I was very impressed by the system.  It’s strengths seemed to me to be the immense range of material available to teachers and the instant feedback on the difficulties encountered by learners both as a group and individually. I was struck by the enthusiasm of both learners and teachers for the system and was pleased to see that the system also allowed children to work together and support each other’s learning. The system could be an important element in helping address the teacher workload concerns that are currently a major issue. As one who is a governor in a number of different settings I would be very pleased if this system were available to my schools“.

Our Lady of Perpetual Succour Primary School in Blackburn

Teacher Profile: Emily Watkinson and Danielle Wearden  - 15 May 2018

THIS week two teachers from Our Lady of Perpetual Succour Primary School have been recognised in the teacher profile section of the Lancashire Telegraph for their success in implementing a new initiative at the school.

Year six teacher Emily Watkinson and year five teacher Danielle Wearden have both played a key role in the introduction of the teaching practice, Learning By Questions (LbQ). LbQ is an innovative approach to teaching, learning and assessment for maths which is all accessed through an app or website. Children are equipped with an iPad or tablet in class and the app helps them through certain mathematical problems.

Miss Watkinson said: “We’ve noticed a real difference since we piloted the initiative in September. It has allowed us to spend more time teaching and supporting the children rather than marking work. It’s also useful for some of the children who may be shy in class. Feedback is given to them via the app and that means they don’t have to feel intimidated to put their hand up.”

The teacher of the group can also see all of the questions live on their own screen as children are answering, meaning they can monitor individual progress live during class time.  Miss Watkinson said: “It instantly and thoroughly motivates and engages the pupils. Because of the LBQ teaching practice, pupils don’t mind getting something wrong as it gives them feedback to support them getting the right answer and they know the teacher will come and support them without needing to ask for their help.”

Our Lady’s school has been using LBQ since September and is now an Ambassador School for the company.

Professor Ralph Tabberer, Former Director-General, Schools in the UK on visiting South Grove Primary in Waltham Forest on 17 May 2018

“Fabulous! I have just seen ‘Learning by Questions’ in action in schools and it is exactly what schools need in terms of classroom content, practice and pedagogy. I have not seen a technological solution for schools that is anywhere near this quality. It does the things that lots of systems promise: differentiated and graduated content, challenge and support, individualised questions to practise, personalised and whole-class feedback in real time, error-diagnosis, and a scythe through all that marking that teachers otherwise have to do. Better still, the user interface is so clean and easy-to-learn – you do not have to be a nerd to make this work. The children soon grab it and push themselves to greater heights.

Schools need to get on board now because the maths content is excellent.  Science and English will soon follow. The developers behind this are a proven team and I can’t wait for every update because, mark my words, this is cutting edge curriculum and it is going to be with us for years to come.”

Ron Clark, Founder of the Ron Clark Academy in Atlanta and former Disney teacher of the year has been using LbQ in his Academy in Atlanta Georgia.

Here is what Ron told us recently:

Learning by Questions is INCREDIBLE and we are living by it at RCA! It has helped us so much, and I wish it were in every school!”

“I did a question set on perimeter the other day and it was brilliant!  The set asked questions in ways I hadn’t thought of, and it felt like there was another “teacher” in the room providing a different way to challenge my students. By the end of the session, the students were better learners and I was a better teacher!”

Andy Lumley - Teacher at the Grange School Cheshire

“The students all enjoyed using it, some of them said ‘it’s better than mymaths!’ which is high praise indeed from these guys! As a teacher I really liked the fact that it was levelled questions and the students were pushed to the next level of difficulty when they had achieved what they needed. The students realised there was this slight competition to it and really concentrated to get questions right rather than guess and check. The teacher screen is full of info – I was able to figure out which questions were causing difficulty, stop the class and throw it on the screen. I was also able to go straight to particular students when I saw they had tried a question a couple of times and got it wrong.

I’m looking forward to using it more and I’m trying to find the time to write some A level questions!”

Mark Elliott CEO Boxlight Lawrenceville GA USA

“This school visit was outstanding and validated the entire LBQ solution for me. You are on the verge of providing a product suite that can be transformational for teaching and learning from multiple perspectives. The development approach of having teachers involved in every phase is brilliant and foundational to a product that is “By Teachers and For Teachers”. 

I admire your patience in building LBQ from the ground up and thoroughly testing and vetting before you launch which is counter to most product development efforts and will pay tremendous dividends in the long run. 

Getting to see how engaged the children were was amazing. Everything was totally transparent and most importantly the children see LBQ as a tool that is having an incredibly positive impact on their learning“.

Sir Tim Lankester - Former President of Corpus Christi College, Oxford. He has held senior positions in the British Treasury, was Britain’s representative on the boards of the IMF, World Bank and the European Investment Bank, and served as Permanent Secretary in Britain’s international aid and education ministries.

Very many thanks for inviting me to visit the Portway Primary School with you this morning in order to see the LbQ  interactive system in action.

We observed a year 6 maths lesson taught by an Australian teacher, Eti Okunbor. With the help of the LbQ system he was teaching them ratios and proportions and equivalence.

I found the lesson altogether inspiring. The pupils were attentive, focused, keen to learn, and mutually supportive – all of these attributes, it seemed to me, enhanced by LbQ. They made demonstrable progress in understanding the concepts and answering the questions they were set on their LbQ tablets. Compared with a lesson taught using traditional methods, the amount of ground covered was extremely impressive.

The interaction with the teacher via the tablets enabled him to monitor class and individual pupil performance very rapidly and identify and deal with difficulties as they emerged. The continuous monitoring and feedback to the pupils on their performance via LbQ was clearly valued by them as well as by the teacher. It also relieved the teacher of time-consuming marking of work during or after the lesson.

LbQ seemed to work well for both the quicker and slower pupils, and it seemed that each could move at their own pace. The questions seemed well designed to move the pupils along from answering the more simple, to the more difficult.

Pupils really seemed to enjoy LbQ and the teacher was very enthusiastic about its effectiveness as a tool.

I wish LbQ every success in convincing many more schools of the effectiveness, both educationally and in terms of cost efficiency, of LbQ. Based on what I observed this morning, it has great potential in my view to transform learning in schools.

Henry Warren, Edtech Entrepreneur, Investor and former Director of Innovation at Pearson Plc

"The immediacy of the feedback can be a really powerful tool for both pupils and the teacher alike.  There's much to like about LbQ from its simplicity of use, through to the immediacy of the feedback. When implemented fully, I'm sure many pupils and teachers would really benefit from this product."

Estelle Morris - Baroness Morris of Yardley, former UK Education Secretary.

June 2018

I was very impressed by the Learning by Questions lesson I visited. It provides the teacher with information about the progress of each child, remarkably quickly and effectively and given what the evidence says about the importance of feed-back it must contribute to higher standards. It was also good to see pupils enjoying answering the questions!   

I hadn’t quite realised how much flexibility the teacher has in using LbQ. It isn’t a teaching programme or a pedagogy but information that can be used in a variety of teaching situations. There were times when the teacher wasn’t using LbQ and times when he was doing so. LbQ is dependent of a teacher’s professional judgement. It doesn’t replace it.  

It is clearly something that has the potential to be a great asset to teachers and pupils.’

Rt Hon. Jack Straw - former UK Home Secretary, Lord Chancellor and Leader of the House of Commons.

June 2018

“I was blown away by the fact that almost every pupil knew the difference between a denominator and a numerator, and had grasped why you had to find the common denominator before you could manipulate them.  What I had not realised until I saw LbQ in action was how fantastically helpful it would be in allowing each pupil to go at their own pace, and crucially in alerting the class teacher to those that needed help.

I had just before the lesson asked the Head whether there would be a down-side in that the children would be using their own handwriting less.  But this was not the case.

The other thing which was really impressive, as the Head underlined to me, was the way in which your system gripped the attention of otherwise disruptive pupils.”

Peter Sharp - Director of Teaching and Learning Westminster School

“Many thanks for inviting me to Waltham Forest to see LbQ in action. I was hugely impressed with the enthusiasm of the pupils and their engagement in the lesson: it is fair to say that they found a 1 hour maths lesson too short!  LbQ is the most technically accomplished implementation of digital question and feedback systems I have seen and the speed with which a class can begin learning is way beyond any of the other options that I am aware of. The pupils responded to the instant feedback given and the teacher was able to follow progress and intervene as required.

However it must be said that it is not a panacea as while it does engage the pupils fully, it is clear they are reliant on the instant feedback and the move to answering questions or arguing a position without that instant feedback (as in an exam or in extended work beyond school) is going to be a large one though it can be a valuable tool in a teacher’s toolkit. In addition, the quality of the questions will be critical, as you recognise.

So, I think the real value in LbQ is in helping the pupils learn the topic initially, prior to moving on to more traditional problems. It does this very well. In addition LbQ allows good quality learning with a huge reduction in teacher workload and would therefore also be very effective as work for a cover lesson as it provides an engaging and differentiated activity, with easy review for the classroom teacher on their return.”

Bryan Gray CBE, DL is the former Chair of the North West Development Agency and a former Pro Chancellor at Lancaster University

“I was very impressed with all aspects of LbQ. It was clear that the teacher is a big supporter (I gather she was initially sceptical) and the students were at ease with the teaching method.  I had a go myself, and observed how the teacher used the class overview.  All was very much as the demo, but it was very impressive to see it in action.  From my brief interaction I could not think of any improvements!”