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DoodleLearning

DoodleLearning

4.7/5

DoodleLearning

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What is DoodleLearning?

DoodleLearning offer four award-winning programmes designed to boost the maths and English confidence of 4-to-14 year-olds: DoodleMaths, DoodleEnglish, DoodleTables and DoodleSpell.

Powered by Proxima™, our adaptive algorithm, Doodle creates every child a personalised work programme tailored to their strengths and weaknesses.

Designed to be used for 10 minutes a day, it automatically plugs learning gaps and revises challenging topics — all without teachers needing to set or mark any work!

Proxima sets work at just the right level for each child, enabling them to work independently. It can even be used offline, making it an ideal whole-school, intervention or digital homework solution.

Filled with interactive exercises, games and collectables, learning is always motivational and engaging. And because it rewards effort over ability, all pupils can work alongside each other on equal footing, making it easy for staff to celebrate their hard work!

Doodle also reduces the pressure on staff. An online hub tracks pupil progress and gives in-depth insights into their understanding of all curriculum areas, helping with Pupil Progress Meetings and handovers between staff.

With prices starting from £6 per child per year, Doodle gives staff the time and insight they need to help every pupil unlock their potential.

Recommended Usage

Doodle is designed to be used for 10 minutes a day, or ‘little and often’, using Doodle in this way has been proven by the University of Bath to raise attainment and reduce learning loss.

Video & Screenshots

Educational Impact

build student knowledge
92%
improve attainment
84%
improve teaching efficiency
76%
reduce teacher workload
76%
improve parent engagement
75%

Case Studies

Feb 2021

Albert Primary School, Penarth, UK

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Feb 2021

Tewkesbury CofE Primary School, Tewkesbury, UK

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Feb 2021

Whitehills Primary School, Northampton, UK

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Feb 2021

Talbot Heath School for Girls, Bournemouth, UK

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CompanyBusiness Name: DoodleLearning
HQ Location: United Kingdom
Founded: 2012
Website:
Twitter: @DoodleLearning_
LinkedIn: https://www.linkedin.com/company/ez-education
Phone: 01225 591134
Age Range0-4, 5-7, 8-10, 11-13
FeaturesDevice SynchronisationBaseline Assessment ModePersonalised LearningAssessmentTeaching And Learning PlatformBuild FluencyBuild Confidence And A Love Of LearningIdentifies And Targets Gaps Automatically
LanguagesEnglish, Spanish
AccessibilityRobust features
PoliciesTerms of ServicePrivacy PolicyGDPR
RequirementsAvailable OfflineInternet - Low BandwidthInternet - High BandwidthDesktop - MacDesktop - WindowsDesktop - ChromebookMobile - iPhoneMobile - iPadMobile - WindowsMobile - Android

Children can download all of the Doodle programmes onto a mobile or tablet device from the App Store, Google Play or the Amazon Store, so no computers or laptops are necessary. These apps can be used offline, making them ideal for use in school or at home.

Browser versions of the programmes are also available to access from a laptop or desktop.

Teachers can use the Teacher Dashboard, an online hub that tracks pupil progress, on a laptop or desktop. DoodleLearning supports staff in generating pupil usernames, or schools can create these themselves.

Parents can also access the Parent Dashboard online from a laptop or desktop, and download the free DoodleConnect app from the App Store, Google Play or the Amazon Store.

Set Up

With our quick and easy set-up, you can have Doodle up and running in your school in no time at all!

1. Quick and interactive teacher training

Using our intuitive online hub, simply copy and paste a list of staff email addresses to create Doodle accounts for them. Following this, staff can access our 30-minute training at any point by pressing on the green 'How-to' button on the Teacher Dashboard.

2. Live strategy meeting

You'll receive a live 30-minute strategy meeting with your School Success Advisor, where they'll ensure that everything is in place to help you to get the most out of Doodle, personalised to the unique needs of your school.

3. Set-up access

Instantly upload class lists to the online Teacher Dashboard to create login slips to share with your pupils. Students can access Doodle from a web browser, or download the apps onto touchscreen devices. Pre-made launch resources, including letters, how-to videos and assembly presentations, are also available to introduce Doodle to parents.

TrainingLive OnlineWebinarsDocumentationVideos

All subscriptions include online training for staff, a school strategy webinar and an online bank of resources that can be accessed at any time.

The strategy webinar provides staff with an opportunity to meet their personal School Success Advisor and covers how to make the most out of Doodle, ideas for programme usage and how to reward and celebrate pupils’ achievements.

Launch webinars and presentations for parents and children are also available.

SupportEmailFAQs/ForumKnowledge BasePhone Support
Home LearningParent Access

Anyone can create the account.

View home learning page

Parents can access the Parent Dashboard online and download the free DoodleConnect app from the App Store, Google Play or the Amazon Store.

DoodleLearning Pricing


Pricing Plans

Free Trial
Paid Subscription

DoodleLearning pricing starts from £6 / per-pupil

Prices start from just £6 per child per year. There are four subscription types available:

  • DoodleMaths and DoodleTables
  • DoodleMaths, DoodleTables and DoodleCoaching (our new intervention programme)
  • DoodleEnglish and DoodleSpell
  • DoodleBundle (with access to all four Doodle programmes)

All subscriptions include:

  • Access to the included Doodle programmes
  • Access to the online Teacher Dashboard
  • Full training for staff and a bank of online resources
  • Access to the online Parent Dashboard and DoodleConnect app for parents
  • The support of a dedicated School Success Advisor and Customer Service team
free trialYes, get a free trial

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DoodleLearning Reviews

4.7 out of 5

from 38 Verified Reviews

DoodleLearning has collected 7 reviews in the past 6 months

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DoodleLearning
Suzanne Rudkin

Head of Maths and Year 6 Form Teacher

Lyndhurst School, England

Used DoodleLearning daily for 5 years+

Feb 2022

It's great but hard work to keep up the interest. Pupils who are regular doodlers are more engaged in class.

Suzanne Rudkin found DoodleLearning:
  • Significantly reduces teacher workload
    Ability to allocate Extras either in preparation for a topic or as a support during, or at the end of a topic to check understanding
  • Significantly improves teaching efficiency
    Profile of children's understanding - a quick, easy access snapshot
  • Moderately improves parent engagement
    Parent's are enjoying seeing children's progress and feel more engaged. Issue is getting the parents to 'buy into it'
  • Moderately improves attainment
    Giving confidence to get involved in class - particularly in Maths where confidence is everything. Gives children a sense fo achievement, no matter what their ability.
  • Significantly builds student knowledge
    Able children are able to operate above level and those needing support get it, custom-made
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Tom Peace

Class teacher & Mathematics Subject Leader

Headington Preparatory School, England

Used DoodleLearning daily for 4-6 months

Feb 2022

it is a really easy to use programme and it engages the pupils instantly. I think it still has issues in challenging your most able learners and the baseline assessment algorithm can be a bit haphazard but in all, we like it.

Tom Peace found DoodleLearning:
  • Slightly reduces teacher workload
    It is great for homework tasks and it marks itself, allowing teachers to see how their pupils have done.
  • Slightly improves teaching efficiency
  • Moderately improves parent engagement
  • Slightly improves attainment
    Too early to tell at this stage.
  • Significantly builds student knowledge
    Pupils have recently done better on their spring term assessments and appear to be retaining key information.
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Justin O'Reilly

Head of Maths

Moulsford Prep, England

Used DoodleLearning daily for 1-2 years

Feb 2022

The app is meaningful, focussed and aimed at the right level for each individual child. Fantastic.

Justin O'Reilly found DoodleLearning:
  • Significantly reduces teacher workload
    Saves on setting tasks as Doodle does this automatically for each individuals needs.
  • Moderately improves teaching efficiency
    The knowledge that doodle is helping each child individually means the gaps in learning are being closed.
  • Significantly improves parent engagement
    Parents speak highly of it and they enjoy that t is learning but children enjoy it.
  • Significantly improves attainment
    As it is aimed at rewarding effort over ability there are always goals/stars that are achieved/gained.
  • Significantly builds student knowledge
    Mental maths and timetables have improved significantly among some children.
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Nicky

ALNco

Pontarddulais Primary, Wales

Used DoodleLearning daily for 4-6 months

Feb 2022

Good feature and seems to be having an impact

Nicky found DoodleLearning:
  • Not significantly reduces teacher workload
    As we use it as an intervention ot doesn't reduce workload but doesn't create extra
  • Moderately improves teaching efficiency
    Helps to identify areas of weakness
  • Not improves parent engagement
    We haven't rolled out parent access as we are concerned that low Doodle Ages would cause concern
  • Slightly improves attainment
    Not completed a progress assessment yet to assess attainment
  • Moderately builds student knowledge
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Hannah

Teacher

New Horizons Primary School, England

Used DoodleLearning daily for 0–3 months

Feb 2022

I absolutely love Doodle! I have signed my son up too as he does not go to this school and he is loving it. The children all enjoy it and it is a great way of providing homework that is correctly pitched and daily.

Hannah found DoodleLearning:
  • Moderately reduces teacher workload
    The work is pitched at the right level for the children and they can all access it independently. We are new to using it so currently it takes a bit of time to chat with parents that are not using it at home and to try and instill the importance of little and often learning to them. We no longer have to think about the homework that we are going to set and don't have to spend any time marking which is amazing!
  • Slightly improves teaching efficiency
  • Moderately improves parent engagement
    We can see the parents that are supporting their children and it is clearly showing us those that are not! We are working hard as a school to shift this gap.
  • Slightly improves attainment
    We have not been using Doodle long enough for me to comment on this,
  • Moderately builds student knowledge
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Chelsey Rose

Teacher/ Maths co-ordinator

Giffard Park Primary School, England

Used DoodleLearning daily for 4-6 months

Feb 2022

As a teacher and maths lead, I like the app because of its easy use. It generates personalised questions for the children without adult intervention which makes it easy for teachers. The inbuilt progress stats also allow teachers to monitor progress. Children like the app and are always striving to 'be green'. This has been supported by weekly competitions between classes to be the 'best doodle class'.

Chelsey Rose found DoodleLearning:
  • Significantly reduces teacher workload
    We like the extras and use these as homework to recap in class teaching. It saves teacher time and resources in putting worksheets together.
  • Moderately improves teaching efficiency
    It allows us to see gaps in children's learning. This has been particularly helpful for interventions.
  • Slightly improves parent engagement
    Some parents have commented that they like the app as children are able to use it indepednently.
  • Moderately improves attainment
    The children that play regularly have improved their doodle maths age significantly. In year 6, children have commented 'Doodle maths has taught me to tell the time.' So it is clear it is plugging gaps from further down the school.
  • Moderately builds student knowledge
    See previous example
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Lexi Wilkinson

Deputy Headteacher

The Oaks Community Primary School, England

Used DoodleLearning daily for 4-6 months

Feb 2022

I already have - I am a Maths Hub specialist and have recommended to all the schools I have in my groups.

Lexi Wilkinson found DoodleLearning:
  • Significantly reduces teacher workload
    Differentiated automatically, so the teacher doesn't have to do it.
  • Significantly improves teaching efficiency
    The programme is tailored made to the children and therefore teachers can offer personalised and targeted work.
  • Slightly improves parent engagement
    We haven't offered it as a home programme.
  • Moderately improves attainment
    Several children have had gaps filled and thus their attainment has improved.
  • Significantly builds student knowledge
    Children have been able to plug gaps that teachers would have found tricky to identify.
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Alyssia Mepstead

Deputy Headteacher

Lainesmead Primary School and Nursery, England

Used DoodleLearning daily for 7–12 months

Sep 2021

I think Doodle maths and Tables really helps accelerate pupils maths ability when used every day.

Alyssia Mepstead found DoodleLearning:
  • Moderately reduces teacher workload
    Doodle is now used as homework. Although teachers still have to monitor usage and assign added extras this has saved them creating a maths homework task and then finding time to mark it. We also use it as an intervetion - making sure certain children access Doodle in school every day. This is much easier than TAs having to take out groups of children.
  • Moderately improves teaching efficiency
    Because the children are doing Doodle daily it really helps to address gaps and practise key elements.
  • Moderately improves parent engagement
    We share with parents when children have reach 100 nights on our social media. We also shared the spring and summer challenges which lots of our parents engaged with.
  • Moderately improves attainment
    No specific examples from in school without looking at the data but I have been using Doodle with my own daughter and her progress has astounded me!
  • Moderately builds student knowledge
    Times tables - when done daily!
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David Kearney

Principal

Newtownbutler PS, Northern Ireland

Used DoodleLearning daily for 0–3 months

Sep 2021

Great app with super support from the company

David Kearney found DoodleLearning:
  • Significantly reduces teacher workload
    Homework, extension activities
  • Significantly improves teaching efficiency
  • Significantly improves parent engagement
    Through homework
  • Significantly improves attainment
    Children are experiencing lots of success
  • Significantly builds student knowledge
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Zoe Hitchings

Teacher

Russell Lower School, England

Used DoodleLearning daily for 0–3 months

Sep 2021

Great for individual fluency practice

Zoe Hitchings found DoodleLearning:
  • Not significantly reduces teacher workload
    Provides individual practice but needs monitoring.
  • Moderately improves teaching efficiency
    Individual practice
  • Moderately improves parent engagement
    Practice at home. Crosses home school links
  • Slightly improves attainment
    Not known yet
  • Moderately builds student knowledge
    Lots of different visual examples.
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Sarah Gallacher

Headteacher

Rosedale Primary School, England

Used DoodleLearning daily for 4-6 months

Sep 2021

We've found Doodle excellent in engaging children. We also like the fact we can view a child's progress on Doodle and set Extras to support them in their learning further

Sarah Gallacher found DoodleLearning:
  • Slightly reduces teacher workload
    Setting extras helps teachers provide some intervention work with very little extra workload
  • Significantly improves teaching efficiency
  • Slightly improves parent engagement
    Some children are using Doodle all the time at home
  • Moderately improves attainment
  • Moderately builds student knowledge
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Hannah

Classs teacher and maths lead

Used DoodleLearning for 0–3 months

Jun 2021

Easy to use, links to the NC, efficient but purposeful homework, builds on retrieval.

Hannah found DoodleLearning:
  • Moderately improves attainment
    We haven't been using it long enough to comment.
  • Significantly builds student knowledge
  • Slightly improves teaching efficiency and productivity
    We use it mainly for homework rather than lessons
  • Moderately reduces teacher workload
    Homework is now set online
  • Slightly improves parental engagement
    Not sure of the impact yet as haven't been using it for long enough
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Spinfield School

Class teacher and maths coordinator

Used DoodleLearning for 7–12 months

Jun 2021

Doodle has been amazing for our school! It is a great app, which is loved by teachers', parents' and children.

Spinfield School found DoodleLearning:
  • Significantly improves attainment
    Children, who have previously lacked confidence in maths, have made fantastic progress since using doodle! The app has developed their knowledge and understanding, whilst keeping them engaged. It has also been great to develop and consolidate knowledge for the whole school.
  • Significantly builds student knowledge
    As teachers, we have been able to set 'extras' on doodle to consolidate knowledge. This has been particularly useful as a homework task.
  • Significantly improves teaching efficiency and productivity
    Children able to use to revise. Very quick to access resource
  • Significantly reduces teacher workload
    Used during small group work and for homework. It has been beneficial to set 'extras' rather than source sheets etc.
  • Significantly improves parental engagement
    Children are encouraged to doodle daily and this is communicated with the parents'. They understand the importance of little and often. We have recommended the app during parents' evenings.
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Caroline Reece

KS1 Teacher and Maths Lead

Used DoodleLearning for 1-2 years

Jun 2021

Super programme - easy to manage for staff, fun for pupils and supports lesson teaching/support/pre-teaching in school. Not a 10 as slight issue with "green zone" timings - we would prefer a 5 day period to check over!

Caroline Reece found DoodleLearning:
  • Significantly improves attainment
    Pupils who have missed out on achieving an objective during a lesson or week block can then work on it until they are secure. This has improved our statutory assessment data already.
  • Significantly builds student knowledge
    Providing varied fluency questions for HA pupils gives them wider subject knowledge.
  • Not significantly improves teaching efficiency and productivity
    We are yet to use this effectively in teaching roles as more of a home learning support system.
  • Slightly reduces teacher workload
  • Significantly improves parental engagement
    High uptake and positive feedback even during first 3 weeks of rollout.
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Emma Peverall

Deputy Head Teacher

Used DoodleLearning for 7–12 months

Jun 2021

The impact of daily doodle time is evident in school. The Lift off intervention supports the children further and offers them a personalised intervention program

Emma Peverall found DoodleLearning:
  • Significantly improves attainment
    Children have a personalised learning programme linked to their individual needs and areas for development. Some children have made 12 months progress from their baseline assessment in September to now (June)
  • Significantly builds student knowledge
    Children are able to use their skills from Doodle in their lessons to support subject knowledge. The children are able to take responsibility for their own learning and work. The children have grown in independence when completing their Doodle tasks and also in their class work
  • Significantly improves teaching efficiency and productivity
    Teachers are able to make links between Doodle tasks and skills in lessons. Teachers are able to apply strategies from Doodle to their teaching.
  • Significantly reduces teacher workload
    We use Doodle to support staggered starts and ends in school. Doodle is used from 8:30-9am by children when they arrive and 2:40-3:10 when they leave meaning the children have focused tasks to complete and teachers don't need to find work for them
  • Slightly improves parental engagement
    Some parents are willing to engage with Doodle at home and these children have made good progress
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Lex Lang

Deputy Head - Teaching and Innovation

Used DoodleLearning for 7–12 months

May 2021

I have found Doodle to be an extremely helpful program (and programme). It uses a problem-solving approach and encourages persistence and independent thinking. The site and tasks are well-researched and put together, it works well on multiple platforms and the team quickly address any bugs or issues. I couldn't recommend it any more highly.

Lex Lang found DoodleLearning:
  • Significantly improves attainment
    Numerous children have improved on their understanding of, and flexibility of using, number.
  • Significantly builds student knowledge
    Children are more confident using mathematical vocabulary.
  • Moderately improves teaching efficiency and productivity
    When used to set work, it can be a great way to gauge understanding.
  • Significantly reduces teacher workload
    Impact on assessment and task work.
  • Significantly improves parental engagement
    Many parents have been much more engaged in their children's learning and development areas.
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Julie Chadi

Teacher Maths lead

Used Doodle Learning for 1-2 years

Apr 2021

Children enjoy this programme. We feel it is very child friendly. It engages parents. It is quick to set up and use to set homework. You can differentiate learning. It follows the national curriculum.

Julie Chadi found Doodle Learning:
  • Moderately improves attainment
    Using representations and structures. Revising taught concepts through extra challenges set by teachers.
  • Moderately builds student knowledge
    Remembering language through revision e.g less greater equal
  • Slightly improves teaching efficiency and productivity
  • Significantly reduces teacher workload
    We use this as a homework tool to set challenges instead of worksheets.
  • Significantly improves parental engagement
    Parents are aware of what has been taught through setting homework challenges.
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Alan Glasgow

Head of IT - Teacher

Used Doodle Learning for 4-6 months

Feb 2021

Doodle Maths, English and Spell are the best educational apps I have come across. The algorithm used is phenominal and has allowed my son to make 2 years worth of progress in just 5 months. My son is extremely motivated by Doodle Maths and loves using it independently. It's also a marvelous way for a parent to know what your children need to know AND in what order. A brilliant and revolutionary way of learning which I would recommend to every parent.

Alan Glasgow found Doodle Learning:
  • Significantly improves attainment
    My son's Maths age has risen from age 4.1 to 7.1 in just 5 months.
  • Significantly builds student knowledge
    My son is now able to do most of the year 2 curriculum.
  • Significantly improves teaching efficiency and productivity
    Doodle maths gets to the point quickly and has great tips on how to teach the content.
  • Significantly reduces teacher workload
    Less printing and planning to do.
  • Significantly improves parental engagement
    I have a brilliant grasp on the curriculum and know exactly where my son is.
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Alison Hawkins

Headteacher

Used Doodle Learning for 1-2 years

Feb 2021

Doodle spell is adaptive to the knowledge level of the pupil but there is also the facility for the teacher to create bespoke spelling tasks. It is accessible at home so parents can see what their child is achieving and there are incentives to motivate the pupils. It is saving teachers time and providing assessment evidence which shows us the impact of the program on spelling attainment.

Alison Hawkins found Doodle Learning:
  • Moderately improves attainment
    Children who regularly use the program and practise their spelling skills make rapid progress as evidenced in the increase in their spelling age.
  • Significantly builds student knowledge
    Pupils increasingly recognise and spell key words as well as identifying spelling patterns.
  • Significantly improves teaching efficiency and productivity
    Doodle Spell is set as homework. The dashboard enables staff to identify which pupils require extra support or dedicated sessions within school to practise their skills. The program saves the staff time in setting spellings as homework and assessing pupils' progress.
  • Significantly reduces teacher workload
    As previously stated. Saves time in setting and assessing weekly spellings.
  • Significantly improves parental engagement
    As pupils are accessing the program at home, parents can see what skills they are practising. Pupils also take certificates / rewards home, celebrating their achievements.
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Becky Fairhead

Acting Head of School

Used Doodle Learning for 1-2 years

Jan 2021

It’s great! Easy to use. Analysis is good Support is helpful

Becky Fairhead found Doodle Learning:
  • Significantly improves attainment
    Children wanting to engage remotely. Improvements in their reasoning skills. Confidence
  • Significantly builds student knowledge
    Range of question types. Reasoning. Personalised work set
  • Slightly improves teaching efficiency and productivity
  • Slightly reduces teacher workload
    Used as an extra, for parts of teaching and for homework too.
  • Significantly improves parental engagement
    Remote teaching Homework Confidence of how to support their children
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Karen Price

Deputy Head teacher

Used Doodle Learning for 1 month

Dec 2020

Great resource but it does need to be well promoted within school to ensure children engage with it. We have found it trickier to encourage children to Doodle English rather than Doodle Maths

Karen Price found Doodle Learning:
  • Moderately improves attainment
    It is early to see quantitate impact however sessions within school have allowed discussions about grammar and pupils have been able to apply this in their writing
  • Significantly builds student knowledge
    Development of grammatical vocabulary through the variety of questions has been evident. Children are becoming more confident with remembering what different grammatical terms mean
  • Not significantly improves teaching efficiency and productivity
    Nothing noticeable - staff have not really started to add targeted/focused sessions on Doodle for their classes
  • Not significantly reduces teacher workload
    Staff have enjoyed having Doodle sessions in school time however until our ipad delivery has arrived we are limited with resources
  • Moderately improves parental engagement
    Some parents have commented on Doodle being helpful to be able to see what is expected of their child in English
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Michelle Hackett

Teacher

Used Doodle Learning for 18 months

Nov 2020

A great tool for learning, but our ipads often do not update successfully and it seems there are frequent updates of the app which our tech team have to sort.

Michelle Hackett found Doodle Learning:
  • Moderately improves attainment
  • Significantly builds student knowledge
  • Moderately improves teaching efficiency and productivity
    Doodle maths is used each week for part of the maths lesson
  • Moderately reduces teacher workload
    Home learning
  • Moderately improves parental engagement
    Home learning
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Keith

KS2 Leader

Heathfield International School, Thailand

Used Doodle Learning for 15 months

Nov 2020

Keith found Doodle Learning:
  • Slightly improves attainment
  • Moderately builds student knowledge
  • Slightly improves teaching efficiency and productivity
  • Moderately reduces teacher workload
    Assign as Homework
  • Moderately improves parental engagement
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Hannah pounds

English leader

Used Doodle Learning for 3months

Jun 2020

Children love it and very supportive company

Hannah pounds found Doodle Learning:
  • Significantly improves attainment
    Children engaged with home learning
  • Significantly builds student knowledge
    Teachers are able to monitor student knowledge
  • Significantly improves teaching efficiency and productivity
    Assessing students gaps in their learning
  • Significantly reduces teacher workload
    Assessments completed online
  • Significantly improves parental engagement
    Parents encouraging their children on doodle connect
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Audrey Andrews

teacher

Used Doodle Learning for 3 years

Jun 2020

easy to use. Excellent online support. Children love it. Aligned to national curriculum, fun activities Can set extras to challenge. Can design own content. Children like messaging each other, we know its safe.

Audrey Andrews found Doodle Learning:
  • Significantly improves attainment
    A child who was reluctant to use pen and paper or work in a group would engage with doodle English on an iPad. It stopped him falling further behind his peers.
  • Significantly builds student knowledge
    many children ask for challenges and extras, motivating for higher ability and means they can move ahead at their own pace.
  • Significantly improves teaching efficiency and productivity
    now built into timetable. Enables teachers to work with small groups or individuals knowing that other children are learning.
  • Significantly reduces teacher workload
    not having to plan all independent learning or learning when children are off ill, forms part of weekly home learning.
  • Not significantly improves parental engagement
    we don't get much communication from parents other than thanking us for certificates or asking why its been recalibrated.
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Pedagogy

Certified by Education Alliance Finland

EAF Evaluation is an academically-backed approach to evaluating the pedagogical design of a product. EAF evaluators assess the product using criteria that covers the most essential pedagogical aspects in the learning experience.
Passive
Active
Classtime offers interactions that give the teacher a freedom to design several options on how to learn. This way Classtime adapts to teachers' activities and needs. In order to progress the user is required to acquire and use new information. The different types of questions and settings allow the user to control the amount of engagement the pupils have to give to achieve the goals.
Rehearse
Construct
When used efficiently, Classtime features allow quite constructive learning experience, where the prior skills or knowledge needs to be used in conjunction with new. There are several ways for adding content and several interaction options, so the teacher can create tasks where the students can apply the knowledge they get. Rating one’s learning experience is a good reflection moment.
Linear
Non-linear/Creative
The answer-table on the teacher-screen is good enough for comparing the student's answers and their progress. The downloadable results are good, if you want them archived or printed out. The lesson progress can be scheduled accurately, and each session can be designed to have a clear start and finish. The solution provides accurately predictable learning outcomes: If the user thinks through his lesson and his questions, the outcome of the learners is highly predictable.
Individual
Collaborative
When playing individually, the user's progress depends only on the user's own action. The collaborative challenges also make the learners work together and compete against other users, and they are a fun way of creating a challenge. When playing individually, the user can act and progress autonomously and set their personal learning targets.

Learning goals

Certified by Education Alliance Finland

The supported learning goals are identified by mapping the product against the selected reference curriculum and soft skills definitions most relevant for the 21st century.

  • Practicing to set one's own learning goals
  • Learning about different languages
  • Supporting the growth of environmental awareness
  • Learning to face respectfully people and follow the good manners
  • Practicing to take care of one's own wellbeing and health
  • Building common knowledge of technological solutions and their meaning in everyday life
  • Getting familiar with different cultures
  • Practicing to find, evaluate and share information
  • Learning to view and consider media and advertising critically
  • Familiarizing with the influences of media and understanding its affordances
  • Practicing keyboard skills and touch typing
  • Learning the basics of spelling
  • Learning to plan and design own written content and textual representations
  • Practicing persistent working
  • Practicing to take responsibility of one's own learning
  • Learning to understand the meaning of rules, contracts and trust
  • Learning about cultural aspects and to respect different cultures
  • Learning about different countries and their characteristics
  • Practicing to notice causal connections
  • Learning to use foreign language in work context
  • Practicing to use foreign language as a communication tool
  • Practicing to notice links between subjects learned
  • Connecting subjects learned at school to skills needed at working life
  • Learning consumer knowledge and smart economics
  • Supporting student to build their own linguistic and cultural identity
  • Using technology to express one’s emotions and experiences
  • Using technology for interaction and collaboration (also internationally)
  • Using technology as a part of explorative process
  • Using technology resources for problem solving
  • Learning to build information on top of previously learned
  • Understanding technological system operations through making
  • Using technology as a part of explorative and creative process
  • Using technological resources for finding and applying information
  • Understanding and practicing safe and responsible uses of technology
  • Learning to understand people, surroundings and phenomenons around us
  • Learning to know and respect human rights
  • Using technology for interaction and collaboration
  • Learning to understand and interpret diverse types of texts
  • Practicing to take care of one's own and other people’s safety
  • Practicing to take care of own and other people’s safety
  • Developing problem solving skills
  • Learning to find solutions in social conflicts
  • Learning to recognise and evaluate arguments and their reasonings
  • Practicing to notice causal connections
  • Practicing to create questions and make justifiable arguments based on observations
  • Practicing to look things from different perspectives
  • Practicing to plan and execute studies, make observations and measurements
  • Practicing strategic thinking
  • Practicing to find ways of working that are best for oneself
  • Practicing to evaluate one's own learning
  • Learning to find the joy of learning and new challenges
  • Creating requirements for creative thinking
  • Practicing creative thinking
  • Practicing to improvise
  • Encouraging students to be innovative and express new ideas
  • Practicing to use imagination and to be innovative
  • Practicing to use imagination and to be innovative
  • Practicing to use arts as a way to express
  • Practicing to work with others
  • Practicing fine motor skills
  • Practicing to argument clearly own opinions and reasonings
  • Learning to listen other people’s opinions
  • Learning decision-making, influencing and accountability
  • Practicing communication through different channels
  • Practicing to express own thoughts and feelings
  • Practicing to give, get and reflect feedback
  • Enabling the growth of positive self-image
  • Encouraging positive attitude towards working life
  • Practicing time management
  • Learning to plan and organize work processes
  • Practicing decision making
  • Practicing versatile ways of working
  • Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
  • Encouraging to build new information and visions
  • Encouraging to build new information and visions
  • Learning to combine information to find new innovations
  • Learning to face failures and disappointments
  • Practicing to recognize and express feelings
  • Recognizing habits that are good for sustainable living
  • Encouraging the growth of positive self-image
  • Practicing logical reasoning, algorithms and programming through making
  • Practicing to use information independently and interactively
  • Practicing letters, alphabets and written language
  • Practicing memorizing skills
  • Practicing categorization and classification
  • Practicing to observe spoken and written language
  • Practising visual recognition
  • Learning to notice causal connections
  • Practicing logical reasoning to understand and interpret information in different forms
  • Learning to understand and interpret diverse types of texts, from vernacular to academic
  • Experiencing and exploring sounds and music from different sources
  • Understanding concepts of music and familiarizing with different notations
  • Using technology as a part of explorative and creative process
  • Understanding and interpreting of matrices and diagrams
  • Learning to acquire, modify and produce information in different forms
  • Practising to understand visual concepts and shapes and observe their qualities
  • können einschätzen, wie schwer oder leicht ihnen die Aufgaben/Problemlösungen fallen werden.
  • können auf Lernwege zurückschauen, diese beschreiben und beurteilen.
  • Practicing to take responsibility of one's own learning
  • können Informationen vergleichen und Zusammenhänge herstellen (vernetztes Denken).
  • können übertragene Arbeiten sorgfältig, zuverlässig und pünktlich erledigen.
  • können aus Selbst- und Fremdeinschätzungen gewonnene Schlüsse umsetzen.
  • können eigene Einschätzungen und Beurteilungen mit solchen von aussen vergleichen und Schlüsse ziehen (Selbst- und Fremdeinschätzung).
  • können sich auf eine Aufgabe konzentrieren und ausdauernd und diszipliniert daran arbeiten.
  • können bekannte Muster hinter der Aufgabe/dem Problem erkennen und daraus einen Lösungsweg ableiten.
  • können eigenverantwortlich Hausaufgaben erledigen und sich auf Lernkontrollen vorbereiten.
  • können Fehler analysieren und über alternative Lösungen nachdenken.
  • kennen allgemeine und fachspezifische Lernstrategien und können sie nutzen.
  • Learning to find the joy of learning and new challenges
  • können verschiedene Formen der Gruppenarbeit anwenden.
  • Learning to listen other people’s opinions
  • Practicing to improvise
  • können aufmerksam zuhören und Meinungen und Standpunkte von andern wahrnehmen und einbeziehen.
  • können in der Gruppe und in der Klasse oder in einem Schülerrat Abmachungen aushandeln und Regeln einhalten.
  • können die Aufgaben- und Problemstellung sichten und verstehen und fragen bei Bedarf nach.
  • Practicing to give, get and reflect feedback
  • können die Qualität und Bedeutung der gesammelten und strukturierten Informationen abschätzen und beurteilen.
  • Learning to build information on top of previously learned
  • Encouraging to build new information and visions
  • Practicing to look things from different perspectives
  • Practicing to work with others
  • Practicing decision making
  • Using technology for interaction and collaboration
  • können sich Unterstützung und Hilfe holen, wenn sie diese benötigen.
  • Practicing memorizing skills
  • Practicing categorization and classification
  • Learning to face failures and disappointments
  • Practising visual recognition
  • Practicing persistent working
  • Understanding and interpreting of matrices and diagrams
  • Practicing to notice links between subjects learned
  • Practicing to evaluate one's own learning
  • Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
  • Practicing logical reasoning to understand and interpret information in different forms
  • Learning to understand and interpret diverse types of texts, from vernacular to academic
  • Experiencing and exploring sounds and music from different sources
  • Understanding concepts of music and familiarizing with different notations
  • Using technology as a part of explorative and creative process
  • Learning to acquire, modify and produce information in different forms
  • Practising to understand visual concepts and shapes and observe their qualities
  • Learning to understand and interpret diverse types of texts
  • Practicing to use information independently and interactively
  • Practicing to find, evaluate and share information
  • Learning to view and consider media and advertising critically
  • Familiarizing with the influences of media and understanding its affordances
  • Practicing keyboard skills and touch typing
  • Learning the basics of spelling
  • Learning to plan and design own written content and textual representations
  • Building common knowledge of technological solutions and their meaning in everyday life
  • Using technology resources for problem solving
  • Understanding technological system operations through making
  • Using technology as a part of explorative and creative process
  • Using technological resources for finding and applying information
  • Understanding and practicing safe and responsible uses of technology
  • Practicing logical reasoning, algorithms and programming through making
  • Using technology to express one’s emotions and experiences
  • Using technology for interaction and collaboration (also internationally)
  • Using technology as a part of explorative process
  • Practicing letters, alphabets and written language
  • Practicing fine motor skills
  • Practicing to observe spoken and written language
  • Learning to notice causal connections
  • Practicing to find ways of working that are best for oneself
  • Practicing to set one's own learning goals
  • Creating requirements for creative thinking
  • Practicing creative thinking
  • Encouraging students to be innovative and express new ideas
  • Practicing to use imagination and to be innovative
  • Practicing to use imagination and to be innovative
  • Practicing to use arts as a way to express
  • Developing problem solving skills
  • Learning to find solutions in social conflicts
  • Learning to recognise and evaluate arguments and their reasonings
  • Practicing to notice causal connections
  • Practicing to create questions and make justifiable arguments based on observations
  • Practicing to plan and execute studies, make observations and measurements
  • Practicing strategic thinking
  • können neue Herausforderungen erkennen und kreative Lösungen entwerfen.
  • können sich aktiv und im Dialog an der Zusammenarbeit mit anderen beteiligen.
  • können die gesammelten Informationen strukturieren und zusammenfassen und dabei Wesentliches von Nebensächlichem unterscheiden.
  • Practicing to recognize and express feelings
  • Recognizing habits that are good for sustainable living
  • Supporting the growth of environmental awareness
  • Encouraging the growth of positive self-image
  • Practicing to take care of one's own wellbeing and health
  • Practicing to take care of one's own and other people’s safety
  • Practicing to take care of own and other people’s safety
  • Practicing to notice causal connections
  • Learning to combine information to find new innovations
  • Learning to know and respect human rights
  • Learning to face respectfully people and follow the good manners
  • Learning to understand people, surroundings and phenomenons around us
  • Getting familiar with different cultures
  • Learning about different languages
  • Supporting student to build their own linguistic and cultural identity
  • Encouraging to build new information and visions
  • Learning about cultural aspects and to respect different cultures
  • Learning about different countries and their characteristics
  • Practicing to argument clearly own opinions and reasonings
  • Learning decision-making, influencing and accountability
  • Practicing communication through different channels
  • Practicing to use foreign language as a communication tool
  • Learning to understand the meaning of rules, contracts and trust
  • Practicing to express own thoughts and feelings
  • Enabling the growth of positive self-image
  • Encouraging positive attitude towards working life
  • Learning to use foreign language in work context
  • Practicing time management
  • Learning consumer knowledge and smart economics
  • Learning to plan and organize work processes
  • Practicing versatile ways of working
  • Connecting subjects learned at school to skills needed at working life
  • Using technology as a part of explorative process
  • Using technology for interaction and collaboration (also internationally)
  • Using technology for interaction and collaboration
  • Using technological resources for finding and applying information
  • Using technology as a part of explorative and creative process
  • Encouraging to build new information and visions
  • Practicing keyboard skills and touch typing
  • Practicing to use information independently and interactively
  • Learning decision-making, influencing and accountability
  • Enabling the growth of positive self-image
  • können Lern- und Arbeitsprozesse durchführen, dokumentieren und reflektieren.
  • Learning to face failures and disappointments
  • können bekannte Muster hinter der Aufgabe/dem Problem erkennen und daraus einen Lösungsweg ableiten.
  • können Argumente abwägen und einen eigenen Standpunkt einnehmen.
  • können Herausforderungen annehmen und konstruktiv damit umgehen.
  • Using technology as a part of explorative and creative process
  • Learning to acquire, modify and produce information in different forms
  • Learning to build information on top of previously learned
  • Encouraging to build new information and visions
  • können sich auf eine Aufgabe konzentrieren und ausdauernd und diszipliniert daran arbeiten.
  • können Stärken und Schwächen ihres Lern- und Sozialverhaltens einschätzen.
  • Learning to find the joy of learning and new challenges
  • Practicing to notice links between subjects learned
  • können Informationen aus Beobachtungen und Experimenten, aus dem Internet, aus Büchern und Zeitungen, aus Texten, Tabellen und Statistiken, aus Grafiken und Bildern, aus Befragungen und Interviews suchen, sammeln und zusammenstellen.
  • können Informationen vergleichen und Zusammenhänge herstellen (vernetztes Denken).
  • können Fachausdrücke und Textsorten aus den verschiedenen Fachbereichen verstehen und anwenden.
  • können Fehler analysieren und über alternative Lösungen nachdenken.
  • können auf Lernwege zurückschauen, diese beschreiben und beurteilen.
  • können übertragene Arbeiten sorgfältig, zuverlässig und pünktlich erledigen.
  • Practicing to recognize and express feelings
  • Encouraging the growth of positive self-image
  • Practicing to notice causal connections
  • Learning to combine information to find new innovations
  • können die Aufgaben- und Problemstellung sichten und verstehen und fragen bei Bedarf nach.
  • Connecting subjects learned at school to skills needed at working life
  • Practicing time management
  • Practicing decision making
  • Practicing versatile ways of working
  • Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
  • Building common knowledge of technological solutions and their meaning in everyday life
  • Using technology resources for problem solving
  • Using technology to express one’s emotions and experiences
  • Practicing to evaluate one's own learning
  • Supporting student to build their own linguistic and cultural identity
  • Learning about different languages
  • Getting familiar with different cultures
  • Learning to know and respect human rights
  • Learning to understand people, surroundings and phenomenons around us
  • Learning about different countries and their characteristics
  • Learning about cultural aspects and to respect different cultures
  • Learning to face respectfully people and follow the good manners
  • können sich aktiv und im Dialog an der Zusammenarbeit mit anderen beteiligen.
DoodleLearning Categories
Last updated 16th May 2022
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