Thursday, February 11, 2016

Mystery Skype -- Connect Your Students to the World

Today's blogger is Callie Hoppes. Callie is a second grade high ability teacher at Lakeside Elementary, MSD of Warren Township.

I am always on the search to bring imaginative ways of learning into my classroom. When I found Mystery Skype (Mystery Hangout) last year I was beyond excited and my kids were too! This year our goal is to virtually visit all 50 states and more! Today we were in Ar-Kansas, or as we now know...Arkansas.
Mystery Skype is a classroom geography game that helps create a global community of learners. It is played by two classrooms in two different states or countries. Mystery Skype involves problem solving, critical thinking and helps promote good speaking/listening skills.

During Mystery Skype students go through a process of yes or no questioning. The goal is to try and figure out where the other classroom is before they guess your location. After the game, it is fun to learn about each others school, town and state.

Students will quickly take pride in their jobs during the game. While it’s important to have a set of jobs for your first couple of Skypes, it is also important for the students to take ownership and tweak the jobs to fit your classroom environment. Here’s a list of possible jobs you might want to incorporate into your first Mystery Skypes:

Greeter ~ This student will greet the other classroom and start the game. We usually start with a hello and a version of rock, paper, scissors.

Questioners ~ These are students that have their technology notebooks out and have a set of questions they have written ready to go. (All students have questions written down, but we choose 5-10 to be ready with their questions).

Answerers ~ These students are fact checking with each other after the question comes in. They will come to a consensus on what our answer will be for the yes or no question asked.

Mappers ~ I have 15 dry erase maps. These have been a great tool to have! 10 or more students (they can partner up) have these to mark on during the game.

Thinker ~ This student holds up a white board in front of the camera that says “THINKING.” This is done after we have been asked a question and we are all working furiously to mark off states or countries.

Recorder ~ 2 or more students that stand at the board recording answers to our questions.

Computer Mappers ~ These students are on their computers referring to maps.

Supervisiors ~ 2 students that walk around and keep everyone on task and quiet during times we need to hear questions or answers. This job is very important and we have set in place non-negotiables.

Tweeters ~ These students have written facts about our state, city and school. They take turns reading them at the end to connect on a personal level. We always end our questions with “Tell us about your _________.”

Jobs are important in keeping everything organized and running smoothly in any operation. Mystery Skype is no different. Just remember the jobs need to fit the classroom. Over the last two years I have seen many different ways classrooms operate during Mystery Skype. Also, it can be messy at first, but it will start to run smoothly if you have the right jobs in place. You will be amazed at their teamwork and ability to solve problems while thinking critically!

I have set up a Google+ Community titled Mystery Skype 2016 to help educators find Mystery Skype partners. Please join us if you are interested in connecting your classroom to the world!

Wednesday, February 10, 2016

Adventures in eLearning

Our blogger today is Shannon Schiller. Shannon teaches Advanced Placement English Literature and Composition, Advanced Placement Language and Composition, Film Literature, and Newspaper at Mt. Vernon High School, Mt. Vernon Community School Corporation.

Eight years ago, my principal told my department that we had received a grant from the state for six classroom sets of desktop computers. Along with the grant came Moodle, a learning platform that at first confused and frustrated me. Thankfully, I am not easily daunted and I at least like to pretend that technology doesn’t scare me much, so I agreed to be one of the first teacher in my building to completely integrate Moodle into all of my classes.

It was scary, but after the first year, some training and some serious trials (and more than a few errors), I figured it out. I’d cut down paper usage, kids couldn’t claim they’d left their work at home and all my classroom resources were available for my kids 24/7, so that even when they did leave those in their lockers, they could do the work.

It was glorious!

And then we got Chromebooks.

And life changed...rather drastically.

We knew the Chromebooks were coming. When our new superintendent was hired, one of his promises was to immerse every student K-12 in a 1:1 environment. Working with our school board, Dr. Robbins had even laid out a two year plan for our district, part of which focused on integrating new technology to our buildings, starting with the high school. The plan was for teachers to have Chromebooks in August and then for students to get them in January. Well, you know what they say about the best laid plans, right?

On the teacher work day the day before classes started, we were all given Chromebooks. By the third day of school, all of our kids had them too. Not only that, but we’d been told Moodle was going the way of the dodo and we’d need to switch to Google Classroom. I had a brief moment of panic, which may have included a few tears of frustration, but I took a deep breath and started researching Google Classroom.

Turns out, it’s not very hard to use. While it doesn’t have everything I love about Moodle (you can’t organize your materials by topic, tests are harder to create and you can’t “hide” materials after you are done with them), I can still make every assignment work in Google Classroom.

Things were going mostly swimmingly and then we found out that we qualify to have eLearning days this year. In theory, we all thought this was tremendous. The idea of closing the school suddenly didn’t mean that learning had to stop for the day or that we’d be stuck inside taking finals in June. We had several PLC meetings and staff meetings where we discussed how to implement an eLearning day. We agreed on requirements for teachers and students. We polled our classes to find out who did not have access to internet at home.

We even had two eLearning practice days. For the first one, each teacher had to choose one class period and practice a virtual learning environment. We were not allowed to answer student questions verbally. If kids had questions, they had to post them on our Classroom pages or email them to us using their school email address. All directions, handouts, videos, etc. had to be posted on our Classroom pages and we had to devise a way to take attendance, anticipating the day when we wouldn’t actually be able to see the students. After our class period test run, we discussed our results in a PLC meeting.

Our second practice run was a full day trial. Every teacher had to devote their entire day to digital learning. Spending an entire day with students, but not being able to talk to them was, well, awkward. I’m a highly social person and I struggled with this. I love talking to my students. I like hearing bits and pieces of their lives as they are filing in the room. I like their questions. I like their voices. The teacher in me had a hard time with this. I had to keep reminding myself that in a real eLearning situation they wouldn’t have a way to talk to me, so this was good practice.

And it’s a good thing we did practice because on December 12th, the temperature had dropped so low and the back country roads surrounding Mt. Vernon made it decidedly unsafe for students or teachers to make the trip to school. We got the call at 7:45 on Tuesday morning. Although our teaching day usually begins at 8:35, during our trial runs, our students were told that work for classes would be posted by 9:00 am on eLearning days and that all students were expected to check in with their teachers by 3:00 pm.

As teachers, we were given total control over what an eLearning day in our classroom looked like. Our only requirements were to take attendance (which we had to report by 3:30 pm) and provide the students with work that would be challenging and equivalent to what they would have done that day in our classrooms so that when we returned to school on Wednesday, everyone could move forward with their lessons and no time would be lost.

I got to work, starting on lessons for my AP students since I knew they would be the first ones to check in. My AP Literature and Composition class was supposed to start our study of poetry, which lasts through most of this semester. My plans for the day called for us to watch one of John Green’s Crash Course videos on Emily Dickinson’s poetry and then discuss not only the poem he briefly discusses in class, but also our observations about Dickinson’s life. Since these plans center on discussion that could not easily take place in my classroom, I had to do some quick thinking so they could still have the needed discussion and poetry analysis even if we weren’t physically together.

This is what I put together for my students to see:

Since we are on a block 4 schedule, our classes meet every day for 85 minutes. So, I had 85 minutes of instructional time available to me. When we were planning for eLearning days, our principal stressed that he did not expect any teacher or student to sit in front of a computer for 7 straight hours. He wanted kids to be able to work more at their own paces and for us to be available throughout the day to answer questions and to check on progress, so I gave my students a list of tasks, which could be completed on their time table.

My department has incorporated a new silent reading program this semester in an attempt to get kids to read more for pleasure. The first 30 minutes of my class were easy to plan. If the students were with me, they would have been reading and then completing their daily journal entry about their reading, so I told them to complete their silent reading and journal about it. Next, we would have been watching the Crash Course video. I provided them with the link:

After students watched the video, they got to participate in an online discussion over the video. Using the Question assignment in Classroom, I created this prompt: After watching the Crash Course about Emily Dickinson, explain what you learned about "I Heard a Fly Buzz When I Died" and how it relates to your understanding of the poem. Students were able to respond to the prompt. On the Question assignment, I clicked the button to allow them to respond to each other’s prompts. Even though they were not in class together, they were able to discuss the poem by reading their peer’s interpretations and then responding to them. The discussion they had helped clarify Green’s points as well as discuss their understandings of the poem. In order to make sure students weren’t waiting until late at night to discuss the poem, therefore leaving their fellow classmates out of the discussion, I used this assignment to take attendance. All students had to complete this portion of the work before 3 pm.

With this practice run at poetry under their belts, students used the link I provided for another Dickinson poem “Because I Could Not Stop for Death.” They had to find a partner and create a shared Google Doc where they analyzed the poem using an AP poetry strategy I taught them earlier in the year (PSTOASTS= Purpose, Subject, Tone, Occasion, Audience, Style, Title and Speaker). They also had to dialogue with each other on the text, just like they would have discussed it in class, each student adding their comments and thoughts on the poem. This assignment could be done when they were available to work together. When they came into class the next day, we spent about 15 minutes discussing their analysis of the poem, which we could then apply to two more of Dickinson’s poems during class discussion.

Despite having quite a bit of 1:1 experience under my belt, eLearning was still something completely new for me. My day went off without much of a hitch. I thought I would get a lot more emails from students, but aside from some of my Film Lit students who had forgotten passwords for a skills based web program we use, most of my students were able to complete the work without aid. When we gathered again for classes the next day, we talked about their eLearning experiences. They felt I’d given them an appropriate amount of work for the day. In some of their other classes they felt overworked and in others they felt they had barely gotten any work. I reminded them that this was a learning experience for us all. It’s going to take some work for teachers and students to adjust to eLearning days, and that’s ok. Education should be a learning process. It may take us time, but eventually I think we’ll all get it right.

I know that the next snowfall or ice storm has me feeling less apprehensive now.

Tuesday, February 9, 2016

TodaysMeet: Repurposing from Whole Group to Small Group

Our blogger is Therese Dristas. Therese teaches 7th and 8th Grade Language Arts at Wilbur Wright Middle School, School Town of Munster.


TodaysMeet.com is traditionally used as a back channel for webinars, videos, and lectures. Today’s Meet has enabled me to manage students working in small groups on differentiated projects. It is easy to setup and to use. Students join a room that the teacher creates in advance. For a poetry project, I created a room for each group. Their digital discussions can be printed as a transcript and reviewed for misconceptions within a particular group. It can also be used to formatively assess the group members for the level of understanding of the topic. Re-teaching needs that might not have been caught by surveying the classroom or checking in with groups are easily identified.

Accountability through the transcript and assessment piece encourages participation from even those students who refrain from contributing, no matter the size of the group. The room can be set to be open for an hour or a year. Some student groups working on the poetry project checked in with each other during study hall and then again from home. It therefore extends their time to collaborate and enables them to continue working outside of school.

This approach to group work resulted in all students on task. They were focused on what their classmates were writing and in creating meaningful responses to each other. I was able to monitor all the groups in a class of 35 students, assess individual students, and reteach one group that struggled with one of the tasks.

Plan on giving students a time when they can acquaint themselves with the program in advance of any serious collaboration. Know that they are going to play and have fun with their introductions. Students enjoyed using TodaysMeet as part of their group projects and have asked to use it again.

TodaysMeet.com is free, but there is an available upgrade that costs while providing additional features.

Monday, February 8, 2016

Embed With Material: Using QR Codes in the Classroom

Today's blogger is Kevin M. Cline. Kevin is the social studies Department Chair and teaches US History, AP World History, US Government, and Dual Credit/AP US Government at Frankton High School. His school made the move to 1:1 this school year and the students use either Google Chromebooks or are allowed to bring their own device. 

When I was an Indiana public school student, the breadth of technology available to me was limited to one lab in the school, and a home computer that still used a floppy drive. Fortunately, as I worked through my post-secondary years, I was able to evolve with technology along with schools, and by the time I graduated, and was ready to helm a classroom of my own, I felt ready to meet the ever-changing needs of the tech-savvy student. I was wrong. Regardless of how prepared I felt, it has become increasingly clear that meeting those needs is a constant effort, and now that my school has made the move to 1:1, that growth has had to accelerate even more. Tech evidence in my classroom is obvious upon entry. Students are met each day with a projector screen of information for the period, work often through a class website, utilize their devices to complete everything from online journaling to shared assignments and projects. We even use Twitter in class, with each class having a hashtag, and use it as a communication, review, and information tool. One of the best transitions I have made, however, has been to the use of QR codes within the classroom.

Students in US History using QR codes.
QR codes are part of our everyday culture, simply code embedded with information that, when scanned, produces that information to the viewer, whether it be a price at the grocery store or a website. I began using the codes as part of bulletin boards within my classroom to link students in an easy way to additional information about the topics listed. Several QR reader apps are available for free on smartphones, and students often use their phones to scan the codes. Recently I have begun to use them for class assignments and research, and have loved the results.

The “work” of using QR codes comes in the research-- finding the resources that you want the student to use. I have used QR codes to take students to websites, images, works of art, songs, video clips, etc. Once you have the link to embed, teachers simply must access a QR code generator, of which several exist. I often use the online generator QR Code Scanner, where I simply have to paste the link, click “generate”, and the code shows up on the screen for download.

For use in bulletin boards, using phones is an easy way for the students to access the information. In a school such as ours, however, with access to 1:1, I wanted students to utilize the codes through their devices. Several scanners exist online, but the two I have found to be the easiest to use were the Google app QR Code Reader and the site QR Code Scanner. I posted the link on my class website, and students then bookmarked it for easy access.



Part of my US History board, with QR codes
to additional information on the women's suffrage movement.
QR codes are a tremendous tool in the social studies classroom. I teach US History, and recently we completed a short unit looking at the “Roaring Twenties.” I am a big believer in the use of pop culture to study history, and in this unit it was an absolute must. I challenged students to produce evidence to prove that the decade earned the nickname “roaring.” The challenge, however, was considering how to best expose students to the cultural explosion of the period, without resorting to old “tried and true” student presentation. Using a method such as this would only truly expose the student to the cultural evidence to which they were assigned; I wanted each student to interact the material. To that end, I set up stations around my classroom, each with a QR code which took students to jazz music, art of the Harlem Renaissance, excerpts from The Great Gatsby, images of flappers, videos of Americans dancing the Charleston, along with many other resources. Students were able to move throughout the room and scan the codes at their own speed, allowing them to spend more time with resources that really interested them. Using this station approach allowed me to expose the students to several different resources in a relatively short amount of time.

In the end, the student truly embraced the alternative approach to presenting the information, which is easily the best part of the ever-growing technology in schools. Teachers have to realize that their students come from a generation which expects to be taught, at least to some degree, through the language of technology. If our primary, perhaps only, mission as teachers is to best serve the students, then we must be prepared to evolve to best fulfill that mission. QR codes are simply one of countless tools teachers can use to speak that language.

Friday, February 5, 2016

Keeping Kids Connected: Using Video Conferencing as a Bridge for Homebound Students

Today's blog post was shared by Katherine Maras Haulter. Katie teaches 6th and 8th grade Honors English and co-teaches English/Language Arts in an ESL inclusion classroom at River Valley Middle School, Greater Clark School Corporation in Jeffersonville, Indiana. Follow her on Twitter at @Katie_Haulter and subscribe to her blog: http://endofthehallteaching.blogspot.com.


Teachers are constantly working to find new, innovative ways to engage our students in the classroom. From total participation techniques (as discussed by Pérsida Himmele and William Himmele [Himmele, Pérsida, and William Himmele. Total Participation Techniques: Making Every Student an Active Learner. Alexandria, VA: ASCD, 2011. Print.]) to the use of video games or coding in the classroom, we want students to have fun, to be involved in the learning, and to acquire and assimilate each day’s lessons. Yet some students are unable to participate in the exciting, interactive lessons that we’ve created because they are absent from school. Approximately 64,000 U.S. students were homebound or hospital bound last year due to a medical condition classified under IDEA. If schools are tasked with providing education for every student and are focused on consistent involvement in the classroom, then they are responsible for the use of resources for this purpose. One way to bridge learning gaps for some homebound students is through the use of video conferencing in the classroom.

Classroom video conferencing, or distance learning, has been used for well over a decade at the college/university level to promote diversity in learning across the country and around the world. This technique, which allows students to participate in classroom learning from home or another setting, has a place in our upper elementary, middle, and high schools as well. It can be an effective tool that allows participation for students who are unable to be with us in the classroom. Classroom video conferencing works especially well for students who are unable to attend class because of anxiety, social disorders, or other medical conditions which would still allow for students to participate at a particular time each day.

Recently, I had an eighth grade student, “Rory”, who was a member of my 8th grade Honors English class. Rory had a medical condition which precluded him from participating in our class for a good portion of a 9-week quarter. Rory was under medical care for this condition, but was still able to complete school work from home. In order to keep him involved, I consulted with his parents, and we decided to try video conferencing with Rory during our class time, whenever possible.

We set-up a video conference through Google Hangouts, since our school uses the Google Apps for education platform. Rory was able to log-in to the hangout from his home computer, and one of our district technology coaches set-up a web cam on my classroom desktop computer. Rory was ready and waiting to read along with us that day. He was able to interact with the other students, participate in our classroom discussion, and even get the homework for that night. We were able to keep him involved in our classroom without any kind of social awkwardness (in fact, the other students had been very concerned about Rory’s absences, and they were very excited to take turns sharing/working with him during class). 

What do you need to set-up classroom video conferencing for homebound students?

Classroom video conferencing can be set-up in a very short amount of time. After conferencing with the parents/guardians of your student for permission, you will need to have/do the following:
  • Put a camera on both ends. 
    • For the student: If your district has a 1:1 initiative in place, the student may already have a camera through their device. If not, your district may be able to provide the student with a loaned device, or the camera on a cell phone/iPod will also work. The student must have access to the internet for conferencing to happen. 
    • For the teacher: If teachers have laptops or tablets, the device’s camera can be used, or a webcam can be attached to a desktop computer as well. We had our interactive board/projector on during the conferences, so the whole class could see Rory, and he was able to see all of them as well. 
  • Choose a software system that works on both ends. 
    • For Apple devices: Facetime, Messaging, and Skype are the best. 
    • For Android/Windows devices: Google Hangouts and Skype work. 
    • If you have a webcam installed, there may be a proprietary software program that you have to use. Check with your district tech team for help with this. 

Special Considerations 
  1. Technology notoriously fails when we need it to work. Set-up a practice session with the student/family outside of class time, just to make sure everyone understands the hardware/software you are using. 
  2. Engage the homebound student as much as possible. Assign certain students to partner with the student during class. This can be as simple as asking “turn-and-talk” questions, where all students are talking to someone else, and an assigned classroom student moves to the camera to speak with the homebound student. 
  3. Give the homebound students whatever hard-copied materials the class will be using ahead of links/documents where these can be easily found. 
  4. Allow for questions afterward. It is important to check-in to make sure nothing from class time was lost in the transmissions. 
  5. Remember why the student is home in the first place. It is very likely that the student will have days when he/she is too ill to participate. Be mindful and patient with these, allowing alternatives for classroom participation. In these times, you could simply use the webcam to video the class discussions, sharing this with the student afterwards. 
In the end, classroom video conferencing should not make the situation more stressful for the student, the teacher, or the student’s family, but should offer a way to continue the student’s engaged learning in the classroom.

Thursday, February 4, 2016

Flipped Out Math

Today's blogger is Michelle Zentz. She is a fourth grade teacher at Central Elementary School in Clinton, Indiana. You can connect with her at mzentz@svcs.k12.in.us or on Twitter @mpzentz.

Flipping an Elementary Class

It all started with the whispers that begin toward the close of a school year. The time when a building hums with the sound of excited staff members talking about what the next year will bring. In our building, we had heard that the 1:1 initiative might be coming to our fourth and fifth grade classrooms. Instantly, the mind races…what can I do with this technology?

Like most educators, I researched blogs, social media, and attended professional development geared toward educational technology. I discovered numerous formative assessment tools, websites, and apps that I could easily add to my current curriculum and lesson formats. As the new school year started, we began a roll out of 1:1 iPads for our classrooms. I still did not have a grasp on how this new device could transform my teaching.


Student working through video lesson.  Dry
erase marker easily wipes off of the desk top. 
I can quickly assess the student as I circulate
the room.
My eldest daughter’s AP Statistics course and AP Calculus course teacher (the amazing Mrs. Clark) sent out an e-mail about flipping the classroom at the high school level. I was curious at this point. I asked my daughter to show me her side (student-side) of a flipped class. From there, I reached out to my administrator. I pitched the idea of attempting to flip an elementary math class. He was completely supportive and helped establish a time when I could meet with our technology curriculum guru. In all of two hours, I had planned, uploaded, and edited my first unit of math lessons. Now, I had to let go.

Here’s the thing about a flipped classroom. The students drive the instruction. I was facilitating the room. My lessons, my instruction, and all of my assignments were recorded. Students could pause, rewind, stop and question the video at their own pace. My formative assessments were built into the video content. Parents could view the lesson with students, absent students were never behind, and my time was spent remediating or challenging my students. How could this be teaching? Was I outsourcing myself? Trust me, I questioned the process. I wasn’t presenting in front of the class on a dry erase board. I needed data.





The Data


Student tracking chart.  Completed work
gets a sticker.  This doesn’t reflect grades
and students understand flipped math
self-paced.  Deadlines are given and I
conference with students who fall too far behind.
My students work at their pace. Currently, I have students on three separate chapters. Test scores are on average six to ten percent higher than pre-flip results. From the data and student feedback, I would say yes a flipped classroom is working. There are challenges. Being on three separate chapters, I have to monitor what lessons are the beginning and end of a grading period. For the students who are ahead of the class, I have project based learning math assignments when I need to bring the entire class back together. I have also had to incorporate a sticker chart so students can find where they are without needing to frequently check the grade-book or ask. I also do not assign the videos for homework. Not all of my students have regular use of the internet at home. So where do I begin…






How to Flip


A quiet corner to learn. Students are
encouraged to find their own spot to learn.
Video instruction can be viewed where
the student is comfortable.
To begin the process of flipping a math classroom, I used some of my existing resources. In prior years, I completed PowerPoint presentations with vocabulary and sample questions. This serves as the framework for my videos. I have added to my existing presentations by including a formative assessment and an assignment. Once you have your lesson planned out, you can use any digital whiteboard app or you can simply record yourself in your classroom. I use the ShowMe app with my iPad (Educreations and Explain Everything work well also). I import the PowerPoint presentation directly. The presentations are usually 5-7 slides in length. I then record myself teaching the lesson. I limit my videos to less than ten minutes. Once you have completed your video, you will need to save or download the video to an MP4 format.

The next step is why my flipped math works in the elementary setting. I upload my video to EDpuzzle for edit, storage, and tracking. In EDpuzzle, I can set the video due date, track the students who have viewed the video, view how many times they have watched or paused the video, embed questions, and prevent students from skipping ahead. Once the video is uploaded, students log in and the learning begins.

There are numerous videos and resources on a flipped classroom model. I found inspiration in a fellow educator. If you would like more information, you can contact me at mzentz@svcs.k12.in.us or on Twitter @mpzentz.

Wednesday, February 3, 2016

What a Kahoot!

Today's blogger is Kara Heichelbech, 7th Grade Digital Communications Teacher and Related Arts Department Chair at Clark-Pleasant Middle School. You can connect with her on Twitter @karaheichel and through her Technology in Education website.


My students love Thursday bell work because we play Kahoot!

Kahoot is an amazing game-based student response system where you can create and play quizzes, discussions or even surveys (these are called Kahoots) using any device with a web browser. Students then join the Kahoots by going to Kahoot.it and entering the game pin.

Creating questions in Kahoot is really easy using a drag and drop fashion and completing the available fields. You can even attach photos to the questions. Now you can project math problems, artist of the day, BMI calculations, vocabulary words, etc. and the students can select the correct answer from up to four possible choices you give.



Once you launch your Kahoot, a game pin is generated that you share with students (the game pin is new each time you launch a Kahoot - it is not question specific)



Students then enter the pin and join your Kahoot. Remember, students go to Kahoot.it in order to enter the pin, and they can use any device that has a web browser (smart phone, iPad, computer, Android tablet, etc). I recommend not allowing nicknames, as you get wonderful back-end data. As the teacher, you have the ability to “kick-out” any student too!

Student View
Once all your students have joined the Kahoot, launch the question, which will show up on your screen only. In addition, the possible answers will also be displayed. When you are setting up the question, you can pick time limit, number of answers, etc. to make it suitable to your classroom. The student view only shows the selection tool for the possible answers, and the students select one based on the answer choices on your screen. The best part is that even preschool students can participate using Kahoot!

Teacher View

Student View

I really think what makes Kahoot stand out against other response systems/survey sites is the back-end data you receive. You can download your results (via Excel) in order to review the students' performance on the Kahoots. The responses are anonymous during the actual question/answer view, and only you as teacher have access to the student specific data.

Kahoot is a great collaboration tool too, as you can share your Kahoots with your colleagues. What a great team tool to use for common practice and assessment.

I think the possibilities are endless with Kahoot. It would be a great review tool, quiz tool, discussion starter for a new unit, exit ticket tool, etc. I use it for my bell work each Thursday as either an introduction to a topic or a check-in point. And the data on the back-end helps me identify students needing additional assistance - a win-win for me!