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Ticket Out The Door

A teacher can use Google Classroom or Socrative or Kahoot.

Pose a question or two for students to answer. Before students leave they use their devices to answer the main question about the material covered.

This allows the teacher to check for understanding of the material covered that day.

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Volume Purchase Program for Education

The Volume Purchase Program allows educational institutions to purchase apps and books in volume and distribute them to students, teachers, administrators, and other employees.* The program also allows app developers to offer special pricing for purchases of 20 apps or more.

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The Volume Purchase Program allows educational institutions to purchase apps and books in volume and distribute them to students, teachers, administrators, and other employees.* The program also allows app developers to offer special pricing for purchases of 20 apps or more.

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Fist to Five

Fist to Five asks students to indicate the extent of their understanding of a concept or procedure by holding up a closed fist (no understanding), one finger (very little understanding), and a range up to five fingers (I understand it completely and can easily explain it to someone else). For example, after giving instructions for a lab activity, teachers might ask for a fist to five to do a quick check on whether students understand the directions before proceeding with the lab.
Adaptation for online learning:

Set up a feedback activity to allow for this information. You can post it with a topic just covered.

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SOS

SOS is a written response from the participants where the S stands, Success - What have your learned that supports student success, the O stands for, On Target - What have you learned that is on target with your beliefs, and the S stands for, Synopsis - In three words or less, sum today's learning. Great to use with a Google document or in a forum.

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3-2-1 Variation

This is a summarization technique an can be set up as a forum.

3 big ideas you have learned

2 words to sum up your learning

1 question you have

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Critical Thinking Assignments

During the semester, pairs of students receive “critical thinking assignments.” These assignments consist of reacting to a situation or example. Students

must connect to information, concepts or skills that have been presented as part of the course.

Groups will:

a)  evaluate the evidence for accuracy and reasonability,

b)  distinguish between relevant and irrelevant information,

c)  predict an outcome based on the evidence,

d)  identify assumptions from information provided,

e)  draw conclusions, and

f)  justify their conclusions.

Students benefit from working with another person who can be a sounding board and critic of thoughts.

This can also work with on-line partners or small groups as they can interact with each other over e-mail and chat rooms.

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Buzz Groups

Before covering information, identify questions or a situation that you expect students to discuss with one or two others.  After covering the information, permit students to discuss the choices or select a possible solution to the situation identified.  After a short discussion with group members, students must write their individual responses or choose the appropriate solution to the situation.  You can use a show of hands, ask students to turn in their answers at the end of the class OR you might use an electronic response system to record their answers or choices.  You may respond immediately to their answers or save the reaction to their response/s until the next class period.

Comments:  *This can be done with students using e-mail with groups or a chat room for on-line courses.