I love a fortune of things about Kahoot. What I love the most is how engaging it is for students. They constantly get excited about it. When I ‘m not using it, they want to know when we ‘ll be doing it again ! It plays into their natural competitive feel a well as their love of technology and alternate learn activities. Kahoot is besides very simple to use. When time is short ( When is n’t it ? ) pre-made Kahoots can frequently be found to meet a teacher ‘s needs. even if you prefer to create your own Kahoot ( I normally do ), it does n’t take hanker ( approximately 15 minutes ). This ability to create precisely what I need in a shortstop come of prison term is extremely valuable. Another great feature of Kahoot is its ability to generate reports which allow you to conduct an error analysis by interview and/or student. This provides formative assessment data to drive future teaching. One glaring limitation of Kahoot is the fact that its questioning format is entirely selected-response. This obviously does not allow for students to construct their own responses to articulate their thinking. The teacher can calm develop higher level thinking questions, but the reception format hush comes down to selected reply. Another, albeit minor, limitation is the fact that some students can be turned off by the competitive format. Kahoot does not provide for differentiation in a whole group setting, such as extend time to respond, or reading questions/answers aloud as needed. I ‘ve seen students get frustrated and quit because of the atmospheric pressure of the timer and the accumulative effects of miss answers. This can be negated reasonably by turning off the “ dais ” display or using Kahoot in a little group setting with differentiate questions, answers, and prison term allocations ( although this could besides mean creating multiple versions of the same Kahoot ). overall, I recommend Kahoot as an engage and easy-to-use classroom joyride for testing students ‘ cognition in a fun way.