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As I deliver a lesson, students should hold the green side toward me if they understand everything. If something’s unclear, I'll encourage them to turn the red side forward. When I see red, stop and clarify my points until you see green again. This should help me quickly assess if students are processing content as you deliver it.

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Each student must note two topics or concepts he or she enjoyed learning about, and another they didn’t like or still have questions about. They must hand in their responses before leaving class. If students share the same difficulties or dislikes, it may indicate a need to re-explore a topic or I might have to switch my approach to teaching it.

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I will start the activity by placing a die at each student’s desk. Each die face represents the beginning of a sentence that must be completed. Displaying or projecting them at the front of class, these sentences will be along the lines of: “I learned today that …” or “I’m still confused about …” Since there are six options, I will hear a range of answers as students roll dice one after another, completing the corresponding sentences aloud. As a result, I will get a grasp of what students do and don’t understand about the lesson.

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I will put a list of multiple choice questions together. Each question will have four answers. Students will gather in the middle of the room, reading each question and its possible answers aloud. Students then move to the corner that represents what they believe is the correct answer. For example, the top-left room corner can be option A, the bottom-left can be B and so on. Depending on how students move, I will gain an understanding of class comprehension.

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https://globaldigitalcitizen.org/5-great-formative-assessment-strategies

https://www.prodigygame.com/blog/formative-assessment-examples/

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Students will work independently or in groups. They will answer a brief question in writing. The questions may be like, what was the main point, most surprising content, questions that haven't been answered, or most confusing part of the lesson. They will have 1 minute to respond in writing.

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I will ask a question and students will write down their answers. After they will be placed in partners to share. I will have them discuss what they wrote as I walk around and listen to their discussion.

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I will pass charts among groups to assess understanding. Each group of 4 or 5 students begins with a chart and some markers. The group records an answer to an open-ended question. They can also share knowledge they have on a topic covered in class. Once the students finish with the chart, they pass it on to the next group. Once every group has worked on every chart, responses are discussed as a class.

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I will give students cards to write on, or they can respond orally. They will respond to three separate statements:

3 things you didn’t know before

2 things that surprised you about this topic

1 thing you want to start doing with what you’ve learned

I may use various questions to tailor content.

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Students will write down an explanation of what they understand on a sheet of paper and I will either comment on their explanation or decide to do one on one conferring based off their answers.

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Students will list three things on a post it on what another student may misunderstand about the content. Once I have a better understanding of the questions they think could be an issue for others, I will address them.