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https://answergarden.ch/
**students need laptop or phone
Create answer boards, manage the content that students post, great for single word or short answers. Not ideal for longer answers as it has a 20-40 character maximum depending on how you set it.

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Ask students to display a designated hand signal (thumbs up thumbs down) in response to a statement or question. (large group check)

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Create a pamphlet with multiple sides. True/False/ABCD/agree/disagree, etc. Students pinch the answer they would like to provide to teacher and hold it up.

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Learning tickets can be used at any point in the class period. These can be reviewed by the teacher or peer reviewed. These should be quick and aligned to content standards. These should not sit on your desk for a few days. You should be able to spend a few seconds on each to quickly decide if students understood the content or not. If not, you can pull those students into a small group or re-teach the the majority if necessary.

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www.plickers.com
Requires teacher sign-in and application download on mobile device
1. Load classes into application
2. Print out plicker cards and assign to students
3. Create multiple choice and/or true false questions on website and assign to classes
4. Open application on device and project onto the screen for students to see the question and answers
5. Scan the room with your phone to collect student responses
6. Open application and find the score sheet and add scores into gradebook

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https://quizizz.com/
**students need laptop or phone
Teacher creates quizzes and students join the game using a code and an alias. Top scores go to the fastest and most accurate players.

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https://kahoot.com/welcomeback/
**students need laptop or phone
**can be assigned as homework
Can be used as 1 v 1 or team mode
Players join using a code

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**students need laptop or phone
https://dotstorming.com
Create boards for students to write on and vote for other comments to share ideas

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Sticky notes should be plentiful and available to students on the desks. Ask each student to write their name on their sticky note and ask a few key questions to assess their learning, collect the sticky notes and you can place them in different columns based on their understanding or use them for quick grouping for the next activity or class period.

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Present students with common or predictable misconceptions about a concept, principle, or process. Ask them whether they agree or disagree and explain why. The misconception check can also be in the form of a multiple-choice or true-false "quiz".

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A process in which students collect information about their own learning, analyze what it reveals about their progress toward the intended learning goal and plan the next steps in their learning.

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Students give feedback to teacher by displaying the color that corresponds with their understanding. They can put a circle on their paper with a marker, or place it in colored folders, etc. (red, yellow, green)

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Grab the laptops for a quick and easy way to formatively assess your students! Create a variety of test questions in different formats. Students complete the assessment and receive real-time feedback. The best part about this feature is that you can add it immediately to your gradebook. You can also see how long it took students to complete it. After it is finished, you can clear results and give the assessment again if necessary (beginning and end of period to show growth)

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Inside and outside circles of students face each other. Within each pair, students quiz each other with questions they have written or questions created by the teacher. Circle rotates and repeat.

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Students must write a single sentence of exactly 25 words that summarizes the main idea of a reading, activity, or lesson.

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Teacher provides direction to students. Students formulate individual responses and then turn to a partner to share their answers. Teacher calls on several random pairs to share their answers with the class.

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A collection of activities from which students can choose to do to demonstrate their understanding. It is presented in the form of a nine square grid similar to a tic tac toe board and students may be expected to complete from one to "three in a row". **Student choice**

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Students choose a corner based on their level of expertise of a given subject, to provide an agree/disagree answer, or multiple choice answer.

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Students place sticky notes along a continuum to indicate where they are in their learning, or how confident they are in their answer.

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Students can freely write statements or questions and place them on the "parking lot" (a large piece of paper or designated spot in the classroom). These can be answered by the teacher when the time is appropriate and limits the number of times a student interrupts the class to ask a question.

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A great post-reading strategy!
3 things you found out, 2 interesting things, 1 question you still have
3 important facts, 2 interesting ideas, 1 question you still have
3 key words, 2 new ideas, 1 thought to think about

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Display 6 questions from the lesson. Students work in groups of any size. Each group has one die. Each student rolls the die and answers the question with the corresponding number. If a number is rolled more than once, the student may elaborate and add new detail or roll again. Responses also may be written on paper or whiteboards.

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Students must summarize the main idea of a lesson, reading, or concept using 140 characters or less. Hashtags included!

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Students love to use the whiteboards. This is a quick way to assess students. The teacher asks questions and students can write questions, answers, draw diagrams, etc. Teacher can do a quick check when students hold up the boards.

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I can statement with metacognitive ranking

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I can statement with metacognitive ranking

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Provide students with a list of "I Can" statements. These can be from one lesson, one concept, or an entire unit. Students should circle "YES/NO/NOT SURE". If they circle "YES" or "NOT SURE", then they must try and actually prove that they can complete the I Can statement.  You could also include a column where peers have to review the students' proof and provide feedback to ensure they have the information correct.

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Do not underestimate the power of the preassessment. If all/most students understand a concept prior to teaching it, do not waste your time reteaching it. Adjust your teaching to meet the needs of each class and student. You may be surprised by students' prior knowledge. This is a great way to target students who may not have as much prior knowledge as others and it can make grouping for activities a breeze.

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Provide 1-5 statements that aren't clearly true or false, but are somewhat debatable. Provide a scale (strongly agree to strongly disagree) and allow them to discuss their opinions. This is great for generalizations about themes, characters, conflicts, and symbolism.

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You go, Catherine!