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Nearpod helps educators make any lesson interactive, whether in the classroom or virtual. The concept is simple. A teacher can create interactive presentations that can contain Quizzes, Polls, Videos, Collaborate Boards, and more.

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Self-evaluation

Allow students to evaluate their own work, encouraging them to learn their own strengths and weaknesses.

Giving students time to formally review their own written assessments is an easy way of doing so. After completing the assessment, give each student access to an expanded rubric that details expectations. They should grade themselves accordingly.

You can also ask them to hand in their completed rubrics, letting you note concerns that students may have about their own knowledge and comprehension.

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Name: Ravil Yusupov
Where do you live: Almaty, Kazakhstan
Where are you from: Kazan, Russia
Currently teaching: MYP Secondary
Grade level and subject: 6-7-8 Sciences and Design
What are you seeking your certification in: Secondary Teaching
How long have you been and educator: 4 years
What is one hobby or skill you've learned during covid: I have learned 3D modeling and animation

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Name: Where do you live: Chengdu, China

Where are you from:  New Jersey, USA

Currently teaching:  IB Kindergarten

Grade level and subject: K2 ages 5-6

What are you seeking your certification in: Pre-K Teaching

How long have you been an educator: 10 years

\What is one hobby or skill you’ve learned during covid:
I learned how to properly use an air fryer.

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During covid our students can see their progress and points using the classdojo app. It allowed me to motivate them with online rewards as well as post and save their work in an easy for them to access platform.

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ClassDojo helps teachers, parents, and students build amazing classroom communities.

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Before we formally begin a new unit, we like to mind-map and see what we currently know about the new topic. With Carousel Brainstorming, the children can split into groups and brainstorm about the new topic to display their current knowledge.

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Classroom Techniques: Formative Assessment Idea Number Seven

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Some formative assessment ideas that can be used in the classroom to engage the entire class, provide feedback to teachers on lesson understanding and comprehension, and improve student learning.

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Teachers are able to assign different level assignments that students can use as exit / entry tickets. These will help in assessing how well a student is grasping the lesson. It shows time spent on each assessment and the questions they got incorrect.

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The exact skills you need

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IXL | Math, Language Arts, Science, Social Studies, and Spanish

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IXL is the world's most popular subscription-based learning site for K-12. Used by over 15 million students, IXL provides personalized learning in more than 10,000 topics, covering math, language arts, science, social studies, and Spanish. Interactive questions, awards, and certificates keep kids motivated as they master skills.

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Formative Assessment - Zones of regulation

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Formative Assessment - Zones of regulation

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As a teacher who currently work with students with behavioral disorders, assessing which color we are in before sessions do help. These zones also help with self-regulation with is something we work on ALOT in our sessions. Knowing the zones help to determine whether or not we are able to actively learn or if we need to focus on non-academics.

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Name: Ashlee Roberts

Where do you live: Shenzhen, China

Where are you from:  Jamaica

Currently teaching:  Learning Support- Reading and Writing

Grade level and subject: G1 and G2 Reading and Writing

What are you seeking your certification in: Early Childhood

How long have you been an educator: Unofficially 15 years

What is one hobby or skill you’ve learned during covid: How to make whipped body butters, soaps and other DIY skin products.

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Teaching online-Ways to Assess Students #assessment #teachingonline - YouTube

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Russell Stannard (Teacher Training Videos)

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Teaching online-Ways to Assess Students #assessment #teachingonline

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Module 1: Types of Assessments - YouTube

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Name: Huan Li

Where do you live: Wuhan, China

Where are you from:  China

Currently teaching: Wuhan Foreign Language School (WFLS)

Grade level and subject: EFL for Grade 7 to 9

What are you seeking your certification in: EFL for middle school; teaching Chinese as a foreign language (TCFL)

How long have you been an educator: 19 years in public school (WFLS); 3 years part-time TCFL teacher

What is one hobby or skill you’ve learned during covid: quarantine at home doing yoga, lol

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I have had years of experience teaching in a kindergarten and asking my students to self-assess was a great way for me to know how they felt after a class.

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Where do you live: S. Korea

Where are you from:  Texas, USA

Currently teaching: Elementary school

Grade level and subject: 1-6 English

What are you seeking your certification in: ELA and a few other subjects

How long have you been an educator: 7 years

What is one hobby or skill you’ve learned during covid:  how to run a virtual tabletop game.

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Join hundreds of thousands of daily users around the world who are already using Socrative to stimulate learning and discussion.

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https://info.flip.com/en-us.html

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Slotkuni : Situs Slot Gacor Gampang Menang, Resmi & Terpercaya

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Name: Kelly Faherty

Where do you live: Ericeira, Portugal

Where are you from: England, UK

Currently teaching: English online to Chinese students through a UK based company.

Grade level and subject: I currently teach students between the ages of 4-10 years old.

What are you seeking your certification in: Special Education (I completed the Moreland Master's program in Special Education before moving onto the Teach-Now program).

How long have you been an educator: 7 years teaching (6 years teaching in China, 1 year teaching online).

What is one hobby or skill you’ve learned during covid: I learnt how to surf (when we weren't in full lockdown and were allowed to the beaches!)

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Ziplet is great for exit tickets. I've started using it in my classroom regularly last month, and I plan on using it more systematically in the next school year.

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Ziplet is the fast, easy way to understand how students are going. Run quick exit tickets, bellringers, social and emotional learning checks, and much more.

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https://jonathansandling.com/how-to-ask-probing-questions/

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How To Ask PROBING QUESTIONS In Lessons [30 Examples For Teachers] | JONATHAN SANDLING

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PROBING QUESTIONS promote thoughtful, deep and exploratory responses to questions and can be used by teachers to promote stretch and challenge in their lessons. They are used as follow-up questions to encourage students to expand their thinking beyond their initial response through enhancing, clarifying or justifying their thoughts.

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https://www.kent.edu/ctl/think-pair-share#:~:text=Think%2DPair%2DShare%20(TPS,sitting%20near%20them%20(PAIR).

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View printable Think, Pair, Share (PDF)
What

Think-Pair-Share (TPS) is a cooperative learning activity that can work in varied size classrooms and in any subject. Instructors pose a question, students first THINK to themselves prior to being instructed to discuss their response with a person sitting near them (PAIR). Finally, the groups SHARE out what they discussed with their partner to the entire class and discussion continues. Students get time to think critically, creating a learning environment that encourages high quality responses (Rowe, 1972). TPS provides an opportunity for students to work in groups toward a common goal, increasing their own and others' understanding in a safe environment to make mistakes (Johnson & Johnson, 1999).

Introduction

TPS was for described in 1982 by Frank Lyman and is an active-learning technique in which students are motivated to participate even if they have little intrinsic interest in the topic (Lyman, 1982; Marzano & Pickering, 2005). Students not only process the topic but practice their communication and problem-solving skills. Preparation is simple and implementation has shown success by increasing student engagement, and improving student learning outcomes across learning environments (Fitzgerald, 2013; Goodwin, 1999; Raba, 2017; Razak, 2016; Sampsel, 2013). Questions posed are typically related to higher order thinking skills. TPS can be a 5-minute activity or something that takes 30 minutes or more. The key to a successful TPS activity is alignment; the question posed must be challenging and align with the instructional goal of the day/week (Wiggins & McTighe, 1998).

Implementation

1. Describe TPS to your students, why you are doing it (how it helps learning) and acknowledge that it may be out of a student's comfort zone to participate.

2. Pose an open-ended question for students to answer (aligned with instructional goal) and ask them to think to themselves for about a minute and write down their thoughts. Alternative - have students turn in a copy of their thoughts prior to pairing.

3. Ask them to turn to the person next to them (groups of 2 or 3 only) and share their thought process/answer with each other. Alternative - have students take notes on their partner's process/answer.

4. Let students know how they should be spending the time throughout: Let them know it is time they should be switching who is talking if they haven't already, let them know when they should be finishing up their thoughts.

5. Prompt students to report out on "behalf" of their group. Summary could include differences in thought process and whether or not the group was in agreement.

Frequently Asked Questions
My students are not talking to each other, how do I get them to start talking and engage in the activity?

You could do an ice-breaker, add an incentive (points for participation), mention that these TPS questions could be on the exam, or demonstrate and practice what they should do. More information can be found by reviewing the techniques within the starting conversations document.
Discussion could go on for the entire class, how do we get back to the lecture?

It sounds like your students are engaged and that is something to celebrate. Limiting the scope of the question and putting time boundaries on the conversation can help. A quick, "one last point... this has been a useful conversation and it relates directly to ___"
How could I use TPS as an assessment?

You could have students turn in their responses written during the THINK time, the group's answer from the PAIR time or a reflection following the SHARE time. These can be considered low-stakes if graded for completion or something more substantial if you evaluate their responses in more depth.
I feel like I want to do more with the PAIR time, is it appropriate for students to use their phones and computers to answer questions?

TPS can be as simple and as complicated as you care to make it. If you want students to be able to use resources to look up something online or even go to the library to work on something, just be sure this complication is necessary and useful for the learning objective.

Other Resources

Central Michigan University TPS and Variations Implementation Guide

Brown University
and further into that site SERC info
U Texas at Austin UC Berkeley
References

Johnson, D., Johnson, R. (1999). Making Cooperative Learning Work: Theory into Practice, 38 (2), 67-73. Fitzgerald, D. (2013). Employing think-pair-share in associate degree nursing curriculum. Teaching & Learning in Nursing. 8, 3, p 88-90.

Goodwin, M. (1999). Cooperative learning and social skills: What skills to teach and how to teach them. Intervention in School & Clinic, 35 (1), 29.

Lyman, F. (1981). The responsive classroom discussions: the inclusion of all students. A. Anderson (Ed.), Mainstreaming Digest, College Park: University of Maryland Press, pp. 109-113.

Marzano, R., Pickering, D. (2005). Building academic vocabulary. VA: Association for Supervision and Curriculum Development. McTighe, J., Lyman, J. (1988). Cueing thinking in the Classroom: the promise of theory-embedded tools. Educational Leadership, 45 (7), 18.

Raba, A. (2017). The Influence of Think-Pair-Share (TPS) on Improving Students' Oral Communication Skills in EFL Classrooms. Creative Education, 8, 12-23.

Razak, F. (2016). The Effect of cooperative learning on mathematics learning outcomes viewed from students learning motivation. Journal of Research and Advances in Mathematics Education.

Rowe, M. (1972). Wait time and rewards as instructional variables: their influence on language, logic and fate control.

Sampsel, A. (2013). Finding the effectives of think-pair-share on student confidence and participation. Bowling Green State University, Honors Project.

Cite this resource: Lightner, J., Tomaswick, L. (2017). Active Learning - Think, Pair, Share. Kent State University Center for Teaching and Learning. Retrieved [today's date] from https://www.kent.edu/ctl/think-pair-share

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View printable Think, Pair, Share (PDF) Think-Pair-Share (TPS) is a cooperative learning activity that can work in varied size classrooms and in any subject. Instructors pose a question, students first THINK to themselves prior to being instructed to discuss their response with a person sitting near them (PAIR).

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https://www.google.com/forms/about/

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Google Forms: Online Form Creator | Google Workspace

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Use Google Forms to create online forms and surveys with multiple question types. Analyze results in real-time and from any device.

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Name: Thomas

Where do you live: Bratislava, Slovakia

Where are you from:  Ottawa, Canada

Currently teaching: English International School of Bratislava

Grade level and subject: Middle School Social Studies (IB MYP) + High School Psychology (IB DP) + University Admissions Counsellor

What are you seeking your certification in: High School Social Studies (to teach Psychology)

How long have you been an educator: 3 years international school + 5 years ESL + 1 year as a supported child development worker

What is one hobby or skill you’ve learned during covid: GeoGuessr!

# data[].attributes.body
A quick question to guage student understanding can be done nonverbally with universally recognized hand gestures.

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Name:

Where do you live:

Where are you from:

Currently teaching:

Grade level and subject:

What are you seeking your certification in:

How long have you been an educator:

What is one hobby or skill you’ve learned during covid:

# data[].attributes.body
Hello M5!
My name is Epernay. You can call me Eppie for short

Where do you live?  Washington, DC

Where are you from? Memphis, TN

Currently teaching? At Moreland

Grade level and subject? I taught pre-k and kindergarten for 11 years in DC

What are you seeking your certification in? I went through Teach-Now in 2013 for certification in Early Childhood Education and returned in 2017 for the Masters’ program

How long have you been an educator? 11 years

What is one hobby or skill you’ve learned during Covid? I’m a full blown plant mama

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Name: Dannial

Where do you live: Nanjing, Jiangsu, China

Where are you from:  Birmingham, Alabama, United States

Currently teaching: Nanjing Hankai Academy

Grade level and subject: IGCSE and A-Level Computer Science for Grades 9 to 11

What are you seeking your certification in: High School Computer Science + Social Studies Endorsement. Also doing the Education Technology Masters with Moreland once the cert portion is done

How long have you been an educator: 4 years in schools + 3 years in tutoring centers

What is one hobby or skill you’ve learned during covid: I started reading more fiction and watching a lot of classic + international films