S'Cool Tools, Teacher Voice Edition: Answerables, Tiggly Education, Remind

S'Cool Tools

S'Cool Tools, Teacher Voice Edition: Answerables, Tiggly Education, Remind

By Michael Winters     Nov 2, 2016

S'Cool Tools, Teacher Voice Edition: Answerables, Tiggly Education, Remind

This week in S’Cool Tools, we share the real experiences of three teachers using three different tools, written in their own words. If you’d like to be featured in our S’Cool Tools column, click here to leave your very own Teacher Case Study.


Written by Jenna, a 4th grade teacher from California. Jenna’s school is a 1:1 device environment.

EdSurge: What was the problem in your classroom or school that you were trying to solve when you implemented Answerables?

Jenna: Prior to using Answerables I had issues with students not copying down the correct websites. It would then take up too much of my time having students check their sites and correct those that were incorrect. I also had issues of students getting onto websites that were not pre-approved by me. I needed some way that would allow my students to access the websites I wanted them to get to in a timely manner. I also wanted a product that would limit my students access to the world wide web but limiting their options.

Describe how you used the product

I have been using Answerables in my classroom for about a year and a half. I have been able to place all of my classroom websites and content into their easy to access fun and engaging land. I have created several different pods, or groups. My pods allow students a chance to interact with content that is leveled for them without the rest of the class knowing what they are working on. For example I have pods for my low, medium, and high students. When instructed I just tell all students to go to their pods and interact with the content. Students don't know who is going to what pod. I have also used Answerables as a way to showcase my students' digital work. I created a different pods for different projects and placed all of the student work in there. I then granted access to all of the students to walk around and view each others' work. My class loved it because I have yet to find an easy and fun way to showcase their work. I also had students share their digital work with their parents at Open House and parents were able to see not only their child's work but the classes work as well.

What worked and what didn’t?

Having students go directly to my classroom content and not mis-type the site was great, especially when it was a long confusing site. I also found that my students were more excited to go into the normal websites we use if they could go through Answerables. Something that didn't work was students would get distracted at times from the task they were trying to accomplish. Some of the things that distracted them was being able to see the other students while in the pod and some getting lost in some of the pods.

Tiggly Education

Written by a first grade teacher from Florida. This teacher has a high proportion of low income students in her school

EdSurge: What was the problem in your classroom or school that you were trying to solve when you implemented Tiggly?

Teacher: I was trying to find a solution to the struggles my English Language Learners were having in the classroom when they entered the regular education for the first time in the US.

Describe how you used the product

I used Tiggly for support and reinforcement of English words with math concepts, and vowel and vowel sounds in words.

What worked and what didn’t?

My English Language Learners were able to participate in class room and small group conversations, because they recognized the concepts (math and phonics) that they were able to practice with Tiggly. They were able to share with students who were not English Language Learners because they both were able to work together, it was wonderful to see the collaboration and wonderful to see them feel like they related to all the students.


Written by Cathy, a high school special ed teacher from New York.

EdSurge: What was the problem in your classroom or school that you were trying to solve when you implemented Remind?

Cathy: My students struggle with organizational skills, and were frequently forgetting assignments. Their parents were concerned, as well, so I wanted to find a way that they could be kept up-to-date on approaching exams and deadlines. I also used Remind as a club adviser. I find that it is a great tool to keep the club members up-to-date on meetings and events.

Describe how you used the product

I use Remind to post upcoming dates for exams and large assignments. The students receive the text messages on their phones, and I send them a couple of times in order to keep the deadlines top-of-mind. The parents are also invited to be a part of the "class." I also attach documents when necessary (for example, review sheets, etc.) As a club adviser, I use Remind to stay in touch with the students who are involved in the club. This was especially helpful when I was advising the drama club. I was able to post any changes to rehearsal times, as well as attach lists of what was required for costumes.

What worked and what didn’t?

I found this to be an invaluable tool. It did work, because most of the students would comment that they "received my text" or that their parent "received the text." They weren't always happy that a parent received the text, but I do find that it is helpful to have the parent involved in the lower secondary grades (9th and 10th.) Then, once they are a little older, they can take more ownership. I did find that the older students were better able to handle the setting where they could respond back to me. Their questions seemed to be much more detailed, rather than a younger student who might just comment that they did not know what to do.

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