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The teacher has students line up in two or three different lines in front of the SmartBoard or the chalkboard. The teacher asks questions, and the first student of the line has to be quick and write it on the SmartBoard or chalkboard. Basically a race.
This would be an example of qualitative data. This strategy would be considered informal collection of data. This strategy can be used with children to promote fun in the classroom, so I would say 2nd up to 4th grade.

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As a class, students compare and contrast a topic using a Venn diagram. If they have a SmartBoard, that could be utilized. If not, a blackboard could still work. Students raise their hands when they think they have something to put on the Venn diagram.
This example would be qualitative data. This strategy would be considered informal collection of data. Finally, this strategy can be used with older children, from grades 5th to 9th grade.

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The teacher hands students a sheet of paper to the students. Then, he or she asks the students to name two things they liked about a chapter of a book they just read and something that they did not like, or they have a question about.
This would be an example of qualitative data, but this time, it would be considered formal collection of data. This strategy can be used from 2nd up to 4th grade.

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The teacher asks the class if they understand a concept. If they think they understand, thumbs up. If they are not sure, thumbs middle. If they do not get it, thumbs down.
This would be an example of qualitative data; also, this would be an example of informal collection of data. This strategy can also be used all throughout students' school years, but mainly 1st up to 5th grade.

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I believe this could be considered a formative assessment. As the teacher explains something, he or she asks the students to nod yes if they understand, and nod no if they do not understand.
This would be an example of qualitative data. This would also be an example of informal collection of data. Finally, this strategy can be used all throughout students' school years, from kindergarten up to 12th grade.

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The teacher gives a sheet of paper to each students in the class. They have to answer 3 things: 3 things they learned today, 2 things they found interesting and 1 question they still have. They hand these to the teacher, and at the very end of the lesson, when the students have taken their test and everything, the teacher can hand these sheets back and see if students' questions are answered or if they know the answer to them now that they have more information.
In my opinion, this is an example of qualitative data. Also, this would be an example of formal collection of data. This strategy could be used in grades 3rd up to 8th.

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Each student, or groups of students if they are in a group, has a mini whiteboard. They can work through the problems together and share them with the teacher or the class; also, the teacher can walk around the classroom and see their work, and provide help when necessary or appropriate.
This is an example of qualitative data. I also believe this would be an example of informal collection of data. Finally, this formative assessment can be used from grades 3rd to 7th, depending on the subject.

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Quizzes and exams are the easiest way for teachers to give feedback to students. A quiz is a shorter oral or written test, where students use their knowledge to answer questions while not talking to each other.
This would be an example of quantitative data, as well as considered formal collection of data. This way of formative assessment is used all grades across from kindergarten up to 12th grade in high school, all at different levels of difficulty and length, of course.

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After the teacher has finished his or her lesson, they could open the floor for questions. If there are groups of children sitting together, maybe each table could come up with a question about something they did not understand during the lesson. Then, the teacher would proceed to explain and hopefully clear students' doubts.
This would be an example of qualitative data. This would be an informal way of collecting data because the teacher is not writing these questions down anywhere, but instead answering the question immediately and hopefully using for example the SmartBoard to further explain. Finally, I believe this strategy could be used for older children, such as 4th to 8th grade.

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Each student gets one index card: on one side, they write their name, and on the other side, they write something they have learned that day during any of the lessons.
This would be an example of qualitative data; I also think this is a formal way of collecting data since you are gathering the index cards when they finish writing them. Finally, I believe this strategy could be used in any elementary school class at the end of the day, but it would probably be better used in between grades 2nd and 7th.

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As a teacher, you could have a big board with velcro and students' names. Every day, you could ask a different question about what they are wearing, like colors, patterns, or even specific items of clothing. This promotes participation at the beginning of the day.

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Children can sit in a big circle and pass the ball to each other. When the ball is passed from one student to another, they can choose which sentence stem to use. To do this, you only need a couple of beach balls and a permanent marker to write the sentence stems on them.

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Word searches are so fun! Children can play with this either in groups and in their tables, or as a big group in the carpet, utilizing the smartboard.
I think utilizing the smartboard could be very fun because children can just stand up and manually find the person's name.

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This is a very easy game that does not only involve children moving around the classroom, but also socialization. Students have to find someone in the classroom that does what the box asks. For example, if Mario and Sophie are talking, and Sophie likes.

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You can have children sitting in small groups. As children roll the dice, they have to talk to their group and answer the question that corresponds with the number they rolled. You can walk around and play with them as well!

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The M&M game could be a good incentive for children to talk to each other about their hobbies and likes. Teachers can have a pot with different M&M flavors, pull one out and choose a student to come up to the classroom and answer the question, depending on the M&M color.