1001 Uses of Wooflash and Quiz Wizard at Lycée Blaise Pascal

Thanks to Quiz Wizard, Geneviève Ponsonnet generated multiple-choice questions on the physical transformations of matter in record time and included them in her Wooflash courses. Students were thus able to consolidate their knowledge through quality content. She also enriched her quizzes with definition flashcards for that chapter, also generated by Quiz Wizard.

A school

• Lycée Blaise Pascal in Orsay

A dedicated teacher

• Geneviève Ponsonnet, agrégée professor of Physics and Chemistry

The students she works with

• Around a hundred students
• One Year 10 class, one Year 11 class in scientific studies, and four Year 10 classes in NST (Digital Sciences and Technology)

What she expected from the tool

Even before discovering Wooflash, G. Ponsonnet was already using active learning methods, offering digital multiple-choice quizzes or paper flashcards to her students. The idea of learning through play greatly motivated her students and made it easier to absorb course concepts.

"I know how important it is to offer tools for 'learning how to learn', based on recent research in cognitive sciences: self-testing, spacing out revision, breaking content into chunks, and repeating — these are the keys to efficient learning."

Discovering Wooflash allowed her to centralise and deepen this interactive teaching approach.

"The idea of having a more complete tool immediately appealed to me, and I started preparing 'courses' on Wooflash for my students."

How she uses Wooflash

What content?

A key concept in Wooflash for G. Ponsonnet is memory anchoring. By sharing her courses with students on the app, they can revise independently, and the personalised learning paths created by Wooflash help adapt to each student's difficulties. As a result, they develop a strong command of the course material and can then apply it more easily.

As G. Ponsonnet explains, she uses the new feature allowing students to suggest questions:

"The ability for students to propose questions that are then validated by the teacher is a new feature I had been eagerly waiting for. It allows revision paths to be built even faster, with student collaboration — which is also very educational for them."

How many Wooflash questions?

• Around twenty courses
• Up to fifty questions per chapter

What types of questions?

"Mainly multiple-choice and fill-in-the-blank; I also use image placement to label diagrams of experimental setups in chemistry or physics. But all question types are interesting! For example, in Theory Sheet questions I include summary images or animations to support students in their revision."

The impact of Quiz Wizard

Thanks to Quiz Wizard, Geneviève Ponsonnet generated multiple-choice questions on the physical transformations of matter in record time and included them in her Wooflash courses. Students were thus able to consolidate their knowledge through quality content. She also enriched her quizzes with definition flashcards for that chapter, also generated by Quiz Wizard.

"Questions very different from mine — and complementary"

Quiz Wizard produces questions that differ from those Geneviève usually creates. "AI helps me most with the creative and writing work involved in crafting questions, which takes considerable time," she admits. With Quiz Wizard, she now creates her 10 questions for a chapter in just 15 minutes (including proofreading time) — a significant time saving compared to the 45 to 60 minutes it used to take her.

"The more precise your request, the better the questions"

As a beta tester, Geneviève Ponsonnet shared her feedback with the Quiz Wizard development team in exchange for early access to the platform. In particular, she noticed that the more specific her topic, the better the questions. For example, entering "thermodynamics" as the subject rather than "physics."

Another best practice recommended by Geneviève: carefully re-read and adapt the questions and answers generated by Quiz Wizard before moving to the next step, so that they are perfectly suited to the students. She replaces "carbonic gas" with "carbon dioxide," for instance — the term used in her lessons and to which her students are accustomed.