Kahoot can be used for formative or summative assessment. This tool is engaging way to track students progress and understanding.
Helpful Hint: Go through the answers with students after every question, as students often are so excited that they may click the wrong button. |
Click here to see a Kahoot that I did with students to review the Three Types of Rocks within our Rocks and Minerals unit.
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This is an excellent tool for students to verbally share their understanding with you, rather than writing it down. Using this with students during verbal interviews allow for educators to go back and listen to what the students said. This also allows students to also have a chance to verbally explain their thinking rather than writing down their information.
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I used this tool as a pre-assessment for our Hearing and Sound Unit. Students really enjoyed completely a K-W-L Chart for Rocks and Minerals, so I made a digital version for students to independently add as much as they wanted and we reviewed what all of the students wrote at the end of the lesson. This really gave an opportunity for all of the students voices to be heard. They really enjoyed the integration of technology and continually asked for us to use Padlet again!
This could also be used as a form to spark discussion or share their research on what we have been learning. |
Please note: for privacy reasons, students names were erased from their answers. Please click on the QR code below to view our Padlet.
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I used this as a pre-assessment technique to see what students knew about the basic needs of animals and why we should study animals. Students created a wordle type wall as to what they knew and I was able to see how much detail they already knew about animals.
This could also be used as a formative assessment technique for students to contribute one word that summarizes what they have learned this lesson. |
This is the lesson plan that was developed when we used menti in the classroom.
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For our Animal Life Cycles Unit, I took a different approach to teaching and challenged myself. This unit will be student driven and will begin with an inquiry project of an animal classification. Students are seperated into the five classification groups and they become experts on the classifications characterisitcs, basic needs, food needs, parental care, habitat and adpatations.
After their research, I was inspired by a Makerspace PD Session along with my Teacher Mentor, to have students build an animal and their corresponding habitat. At the end of our project, students showcased their knowledge they researched on their google slides by creating a QR code that was taped onto their project. All students went through all projects to learn about each classification group. This project was used as a summative assessment. |
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After we learned about how we can protect our environment and what animals are in danger of going extinct. Students were assigned a Performance Task that I adapted from the Alberta Assessment Consortium to create an infomercial/newscast to showcase how we can save our dear Alberta animals that are in danger of becoming extinct.
We were then able to watch the students infomercials to learn all about the different species that were becoming extinct and what we can do as grade 3/4 students to help prevent extinction from happening. This project was used as a summative assessment. |
The document above was the performance task that I used as a culminating project for our Animal Life Cycles Unit. This performance task was adpated from the Alberta Assessment Consortium to incroporate more technology.
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Similar to kahoot or quizizz, however there is opportunity for a variety of questions and are not limited to multiple choice type questions.
Go Formative allows students to show their work using the whiteboard option, which is an excellent feature to see where students may be misunderstood. GoFormative has options for students to learn information as their is an option to post information, videos, readings and then have students answer questions about what they have just learned. |