BYOD

The teacher uses Kahoot! to get immediate feedback on whether the students have understood when to use Present Simple or Present Continuous.

• We can administer standardised diagnostic tests and harvest usable data from these more quickly.

• We can increase the level of participation in learning and use rapid formative assessments.

• We can personalise learning in a more granular way: differentiation, scaffolding which is non-adult reliant, adaptive tests and resources.

• We can introduce and model new concepts with improved clarity.

The students are asked to read two posts of their classmates on Padlet about environmental problems and comment on them.

• We can embed the practices of peer-assessment, self-assessment and collaboration.

• We can introduce and model new concepts with improved clarity.

• We can personalise learning in a more granular way: differentiation, scaffolding which is non-adult reliant, adaptive tests and resources.

• We can offer students more ownership of their learning: what, how, when, and where.

The teacher uses ReadTheory.com to improve her students’ reading comprehension skills. The complexity of the texts varies depending on students’ answers.

• We can vary the format of lessons and of learning in general.

• We can introduce and model new concepts with improved clarity.

• We can increase the level of participation in learning and use rapid formative assessments.

• We can personalise learning in a more granular way: differentiation, scaffolding which is non-adult reliant, adaptive tests and resources.

The teacher assigns a 5 min video on persuasive devices to be watched at home and asks the students to be ready to explain each device using their own words the next day.

• We can administer standardised diagnostic tests and harvest usable data from these more quickly.

• We can personalise learning in a more granular way: differentiation, scaffolding which is non-adult reliant, adaptive tests and resources.

• We can offer students more ownership of their learning: what, how, when, and where.

• We can vary the format of lessons and of learning in general.

Before starting to teach a new unit on reported speech, the teacher asks the students to complete a Liveworksheets exercise with different types of sentences to be converted into reported speech.

• We can increase the level of participation in learning and use rapid formative assessments.

• We can personalise learning in a more granular way: differentiation, scaffolding which is non-adult reliant, adaptive tests and resources.

• We can administer standardised diagnostic tests and harvest usable data from these more quickly.

• We can introduce and model new concepts with improved clarity.

The teacher uses a Nearpod activity to introduce visually and vividly the idea of plot diagram and its different elements.

• We can administer standardised diagnostic tests and harvest usable data from these more quickly.

• We can introduce and model new concepts with improved clarity.

• We can offer students more ownership of their learning: what, how, when, and where.

• We can embed the practices of peer-assessment, self-assessment and collaboration.

To collect the data on the students’ lacks and needs before the final examination, the Business Studies teacher assigns a Cambridge IGCSE Business Studies Past Paper 1 in GoFormative.

• We can administer standardised diagnostic tests and harvest usable data from these more quickly.

• We can vary the format of lessons and of learning in general.

• We can personalise learning in a more granular way: differentiation, scaffolding which is non-adult reliant, adaptive tests and resources.

• We can increase the level of participation in learning and use rapid formative assessments.

The teacher shares an authentic text about unusual sports from an online magazine with the students. The students work in pairs to find useful sports collocations. Then students are grouped to create crosswords at https://www.vocabulary.com/ and share their crosswords with other groups.

• We can administer standardised diagnostic tests and harvest usable data from these more quickly.

• We can embed the practices of peer-assessment, self-assessment and collaboration.

• We can vary the format of lessons and of learning in general.

• We can increase the level of participation in learning and use rapid formative assessments.

The teacher shows an interview in Nearpod with a singer and asks the students to identify five fillers the singer uses and tick the relevant boxes.

• We can increase the level of participation in learning and use rapid formative assessments.

• We can embed the practices of peer-assessment, self-assessment and collaboration.

• We can embed the practices of peer-assessment, self-assessment and collaboration.

• We can vary the format of lessons and of learning in general.

The teacher shares 3 kinds of blog posts for different ability students about unusual sports. The students work in pairs on MS Forms to identify the features of the blogs.

• We can introduce and model new concepts with improved clarity.

• We can offer students more ownership of their learning: what, how, when, and where.

• We can personalise learning in a more granular way: differentiation, scaffolding which is non-adult reliant, adaptive tests and resources.

• We can increase the level of participation in learning and use rapid formative assessments.