Educators can use Socrative to scaffold their students' skills. Ms. Roberts shares how she uses Socrative to assess her students' understanding of a variety of literacy skills (Roberts, 2014). She scaffolds by modeling the skill, giving students multiple examples, then she asks students to write a short response on Socrative to show their understanding of that specific skill (Roberts, 2014). Roberts (2014) explains that she is able to see what concepts students are getting and what they need extra support in immediately after students post their responses to Socrative. This allows her to differentiate instruction to accommodate her students' needs right away.

Educators can use Socrative as a Student Response System (SRS) tool (Shaban, p. 65). SRS tools are used in the classroom for educators to create an engaging and interactive learning environment (Shaban, p. 67). SRS tools are known to improve classroom discussions, student participation, and peer collaboration. Research shows that using a variety of interactive activities and strategies in the classroom enhances student learning (Shaban, p. 67). Shaban has suggested that, "if students are actively learning, they are participating in active roles in the learning process and are not only a passive recipient of information" (p. 69).

One way for educators to use Socrative for writing is by having students reply to questions and prompts using the short reply option featured on Socrative (Corippo, 2019). Mr. Corippo provided an example of how he uses Socrative to give students practice writing paragraphs. He allows students to use a fun emoji generator to pick their topic for their paragraph (Corippo, 2019). Allowing students to choose what they want to write about or what interests them, is shown to help motivate students to write freely and creatively. Corippo (2019) reported that his students were able to admire each others work, and he was able to immediately provide his students feedback.