'All N': Using Nearpod to Promote Student Engagement in Elementary Classrooms

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Listen and learn : Lecture

Dr. Beth Gotcher  
Want all students in your classroom engaged in learning at the same time? Come learn easy ways to create and implement lessons using Nearpod to promote student engagement and learning! Discover instructional and assessment strategies from two teachers using Nearpod in both their traditional and digital classrooms.

Audience: Principals/head teachers, Teachers, Technology coordinators/facilitators
Skill level: Beginner
Attendee devices: Devices required
Attendee device specification: Laptop: Mac, Chromebook, PC
Tablet: Android, iOS
Participant accounts, software and other materials: Nearpod app on a table would be useful to engage in the session. Participants can also access Nearpod through on their laptop.
Topic: Instructional design & delivery
Grade level: PK-5
Subject area: Language arts, Math
ISTE Standards: For Educators:
  • Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
  • Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.
For Students:
Empowered Learner
  • Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Proposal summary

Purpose & objective

The purpose of this session is to share with teachers how to use Nearpod to improve instructional strategies and assessment. First hand experiences of two teachers who use Nearpod regularly will be shared. The two presenters have used Nearpod for many years in the traditional classroom and last spring and this year in their digital classrooms. The presenters have experience in various grade Levels in Kindergarten, 2nd, 4th, 5th, and 6th. Currently the presenters are using Nearpod in Kindergarten and 5th grade. Therefore examples and discussion will take place to show how Nearpod can effectively be used in any classroom even for our youngest learners.
Participants will learn how to use Nearpod to have ALL students actively engaged in learning. Examples of Nearpods used by the two presenters will be shared as well as basic "need to know" guidelines for how to create Nearpods on their own. Results of assessment data will be shared as well as a discussion of of how the presenters use Nearpod to adjust and drive instruction based on students' needs. Presenters will share how they use Nearpod to address state curriculum standards. A practice Nearpod will take place to all session participants to actively participate in the session and experience a Nearpod from the student perspective. Finally the presentation will end by hearing first hand from students who have used Nearpod and why they like it. A time for questions will be allotted and the presenters will be available after the session for any individual questions.


The session will begin with an introduction of the presenters and our classroom experiences followed by a brief introduction/overview to what Nearpod is. Next each presenter will share examples of Nearpod used in their classroom as both student independent practice and assessments. Presenters will share an example of student results (without any students' names) for participants to learn what the results will look like on the teacher end. Then, participants will engage in a Nearpod to experience a Nearpod lesson from the student perspective and experience first hand how to navigate the program. The session will end with a time for questions. Presenters will share their contact information for any follow up question and be available immediately following the session for any questions that come up.

Supporting research

Specific books or websites will not be shared in this presentation. However, an abundance of research supports the importance of active student engagement in the learning process. In addition, we can not think of any teacher that would not value tools or resources that positively support student learning in their classrooms.

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Dr. Beth Gotcher, Maryville City Schools