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Have students brainstorm what they remember about a certain topic or what they already know about a topic.

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Use a video as a quick review to see if students have understood a concept.

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Have groups assigned different roles for an activity. They post their results/findings for the class to see and discuss. Helps speed up activities and allow more time for discussion on concepts that students have missed or not fully understood.

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Have the students watch a video and respond to questions as an introduction to a unit/lab. Great tool for flipping a classroom.

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Has a letter for the parents to be  send out so they can join and view their child's work and make comments on it.

Example of Parent comment:

"I think you are doing a wonderful job. We are very proud of you and your work."

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Get a quick look at what students already know about a topic, what they want to know, or what they have learned.

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Have students take a picture of a product from an activity.  They can upload the photo and do a voice recording explaining their understanding of the process involved in making that product.  Great for your linguistically challenged students.

Sample of Voice Reflection

Concept Check
https://app.seesaw.me/pages/shared_item?item_id=item.c89342d2-6bca-47b0-8c63-ccb9d6872f71&share_token=a6iqxHd4QAu1wZZv4QTAow&mode=share

Project Check
https://app.seesaw.me/pages/shared_item?item_id=item.4c57bccc-4db9-4664-9513-65e395cd85f6&share_token=HlNcOcgcSKu10JQYfOw8dQ&mode=share

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Propose a question for students to respond to - "What is your favorite thing to do?". Have them post a picture along with the post. Share the padlet with the class. Students are required to make a comment on at least two other student's post.

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Students can draw or create posters to illustrate their understanding of the "bigger picture" or to compare and contrast.

Student example:
https://app.seesaw.me/pages/shared_item?item_id=item.51cec115-f98b-4a1f-ae42-22a141be32a6&share_token=4jbSPrL8R4S7HIgwRcUJGw&mode=share

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Get a feel for where students are with vocabulary on a particular topic. (Most common words are bolded.) Pick up on words that might need further clarification.

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Assign vocabulary words to students. Each student takes a word and defines it, uses it in a sentence, attaches a recording of how it is pronounced and a video or image that illustrate the meaning of the definition.

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Question Board/Student Directed Study Guides

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Question Board/Student Directed Study Guides

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1. Have students post questions during discussions about concepts they need further explanation on.

2. Assign groups different topics to be covered on a test and have them develop questions to share with the class for an upcoming test. I require them to use different levels of vocabulary - Costa Vocabulary Levels - to write their questions. When I did this I realized they had misconceptions with the meaning of the action word of the question- demonstrate, describe, evaluate... I would post the padlet on the screen and ask the students how they would answer the questions - used it as a review. It also helped bring out the lack of focus on the bigger picture notes were over as well as details that they weren't paying attention to. We would discuss alternatives to how some questions could be rewritten to address concepts with deeper understandings.

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Gist Model for Summary Writing (Generating Interaction Between Schemata and Text)

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Gist Model for Summary Writing (Generating Interaction Between Schemata and Text)

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1. Distribute copies of a short text.  Each text should be divided into four or five sections that represent logical summarizing points, indicated by a line and the word STOP in the margin.
2. Students should read a portion of the text, stop, and then write a sentence that summarizes the general idea - or gist- of the passage.  At the end of the text, students will have written four or five sentences, or a concise summary of the text.
3. Variation - Each student in the group assigned a section to write a summary statement. Students then participate in a Conversational Roundtable.  Each student writes their summary statement in the upper left quadrant of the conversation roundtable document (modified Frayer Model template).  Then, as each member of the group discussed the reading, the other members took notes in a corresponding quadrat.  When the group completed its reading and discussion, each person writes a one to two sentence summary in the middle of the template. The instructor reviews these work products against the lesson's purpose to determine which students need additional instruction.

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Students reread a piece of text, either something they have written or something published, and find key phrases. They arrange these into a poem without adding any new words.

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Students summarize the information presented the day before, from either a film, lecture, discussion, or reading.

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Projects are designed to give students the opportunity to synthesize what they have been learning in an effort to create something new, and they are not aways especially effective at using background knowledge and newer concepts. Checklists keep students on track, and they also provide a means for teacher-student interaction during project development.

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After a presentation, students are to note in a padlet discussion board comments on peer presentations using guidelines provided by the teacher. Each group would have a column on the padlet.

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As students are working on shared google documents you can provide live feedback. It enables you catch misconceptions early and decreases student frustrations as they can correct as they go.

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Sends out weekly reports of student performance.

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Allows you to provide private comments and suggestions on student work.

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Students can collaborate on presentations with shared documents.

Collection of Class Data

https://docs.google.com/a/go.lisd.net/spreadsheets/d/1CJjY1d9gsgXqK_ev3CPfuRGVaO20l0CO5vUIVDE1Dxg/edit?usp=sharing

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Students test knowledge on unit vocabulary with immediate feedback on progress.

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Student/Teacher creates a study set of material for practice and mastery. The student tells Quizlet when they need to learn the study set by, and Quizlet will kick-start the student's studying with an adaptive study plan and notifications that remind them when it's time to focus.

https://quizlet.com/features/learn

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Teacher Instructions
https://spark.adobe.com/video/c9xZSEpMhQdUy

Student Example
https://drive.google.com/file/d/0B745z18K8TXcTU5RRUtKemJQRE0/view

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Students picked an article on mutations in which they focused on  cause, effect and an interesting fact as they read.  They created a poster to display their findings and shared via SeaSaw for peer feedback.

Student sample
https://classroom.google.com/u/0/c/Njk0OTg2MTg2Nlpa

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As students watch a video, have them create questions, identify new understandings, answer student questions that have been posted...

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Use as a backchannel to identify where students are with their understanding as they are working on a project, assignment...