Students use ‘Mote’ to provide verbal answers to showcase understanding.

Retrieval quizzes for the following lesson.

MCQs - should be challenging and make students have to think! Use a Google Form Exit Ticket to gather the responses quickly.

Use a multiple choice test or perhaps the ‘Question’ function in Google Classroom to check understanding of the key concepts taught. 

 Probably most useful in the live context, a hinge point question is so designed to test essential understanding of all students quickly. If they get it, move on. If they don’t - reteach.

For example, this home learning from a Year 7 Geography student https://youtu.be/a6Ohe27tRVw

Quizizz allows you to conduct student-paced formative assessments in a fun and engaging way. The salient features include: Student-paced: Questions appear on each student's screen, so they can answer questions at their own pace, and review their answers at the end.

Google Docs to enable collaborative writing tasks. 

Using the ‘Question’ tool in GC and allowing students to reply to each other.

Google Docs to enable peer marking.

Peer video submissions.

Has cognitive load been considered? Does the task need to be reduced or time-bonded?

Are any texts compatible with reading ages? Does the student need a reading pen or text to speech?

Do presentations/resources need to have a certain colour background?

Can learning be accessed online or does physical work need to be provided? If so, how does it need to be printed?

Has spoken language been simplified so that students can comprehend it?

Has information on presentations been kept minimal with key words highlighted?

Does the student need modelling/scaffolding on how to structure peer feedback?

Is appropriate scaffolding in place to support vocabulary?

Do additional visual aids need to be implemented to support understanding?

Have videos been subtitled appropriately so they are accessible to deaf students?

Is the teacher's face big enough to lip-read?

Can visually impaired students see the work? Do they know how to use enlarging functions?

Is the font size/style appropriate?

Have practical tasks been adjusted so that students with physical disabilities can complete them successfully?

Are there any topics that could be triggering for the students, e.g. bereavement?

Is feedback framed positively so it doesn’t induce further anxiety?

If not completing learning, have you had a dialogue with their key adult to check there are no barriers to learning?