Choose the Right Widget

The best widget is usually the simplest one that helps learners do the thinking you want.

Start with the task, then choose the widget.

If learners need to read, see, or hear something

Use display and media widgets.

• Use text for directions, prompts, headings, and feedback.
• Use image for diagrams, photos, primary sources, maps, and visual references.
• Use audio for listening tasks, teacher directions, pronunciation, and sound effects.
• Use video for demonstrations, movement, worked examples, and context clips.
• Use text to speech when written text should also be available as spoken support.

Good classroom examples:

• A primary reading direction with text-to-speech support
• A middle school science diagram with labels hidden until later
• A high school history source image followed by analysis questions

If learners need to choose an answer

Use choice widgets.

• Use multiple choice when learners compare several possible answers.
• Use checkbox for one true-or-false or yes-or-no decision.
• Use dropdown when the answer list should stay compact.

Good classroom examples:

• A quick comprehension check after a short video
• A grammar choice inside a sentence
• A compact vocabulary selection in a crowded scene

If learners need to type or enter a value

Use input widgets.

• Use text input for short written answers.
• Use number input for quantities, measurements, estimates, and calculations.
• Use fill blank when the answer belongs inside a sentence.

Good classroom examples:

• A one-word vocabulary response
• A math estimate with an accepted tolerance
• A sentence frame for language practice

If learners need to sketch, label a diagram, or show their work

The **drawing** widget isn't available yet: we're holding it back until you can see and grade what learners draw. Until then, to have learners label a diagram, place drop buckets on the picture and let them drag the labels in.

If learners need to move, sort, match, or identify

Use interactive widgets.

• Use hotspot when learners should tap parts of an image or scene to explore them. A hotspot has no wrong answer, so it can't check anything.
• Use **find in picture** when learners should find things in a picture and you want to grade it: "Tap every rectangle", "Find all the animals". You mark which regions to find and which are near-misses, and you see what each child tapped.
• Use matching when learners connect pairs.
• Use sorting list when order matters.
• Use drop bucket when learners categorize items.
• Use text highlight when learners identify evidence in a passage.
• Use interactive rain when fast recognition or fluency practice should feel game-like.
• Use **conveyor belt** when options should scroll past and learners click the correct ones as they pass.
• Use **counting collection** for early counting (K): learners count a set of objects one at a time and answer "how many?", and you see how each child counted.
• Use **ten frame** for early counting and number sense (K–1): learners put counters in 5- and 10-frames to show, build, and split numbers.
• Use **fingers** when learners show a number on their fingers (K–1): they read a number on drawn hands, raise fingers to show one, or act out a story that changes the number.
• Use **connecting cubes** when learners should build (K): towers and trains of a number, an object to match a picture card, a card's number of each color, and comparing which tower is longer.
• Use **pattern blocks** for early geometry (K–2): learners turn and fit the six classic blocks, fill puzzle outlines, and get exactly the blocks a card shows.
• Use **dot paper** when learners should draw a shape (K–2): connect red dots, or draw any shape that fits a clue like "3 sides and 3 corners". Berdee checks the shape, unlike a freehand drawing.
• Use **equal shares** when learners should split a circle, square or rectangle into halves or fourths and shade parts (1–2): they join dots to cut, and Berdee checks that the parts are equal. It also makes "Equal or not?" questions and cards for a sort.
• Use **quick look** for How Many Do You See? (K–1): a dot card flashes and is covered, and learners say how many they saw without counting.
• Use **number tracing** when young learners (K) form numerals 0–10: they trace a numeral along its strokes, then write it, and Berdee checks they followed the path.
• Use **number sentence** when young learners (K–1) fill in an expression or equation like 3 + □ = 5 or 7 = □ + □: they tap numbers on a big pad instead of typing.
• Use **word search** for vocabulary review or spelling practice when finding the word in a grid reinforces what it looks like.

Good classroom examples:

• Tap parts of a plant with hotspots to reveal what each one does
• Tap every rectangle in a playground picture, without tapping the triangle sign
• Match vocabulary terms to definitions
• Sort events into chronological order
• Drag examples into Renewable and Nonrenewable buckets
• Highlight evidence that supports a claim
• Find this week's spelling words in a grid
• Count 8 scattered shells, then answer how many

If learners need pacing, progress, or navigation

Use support widgets.

• Use button for navigation, reveals, resets, and media control.
• Use submit button when learners should submit scored answers for grading.
• Use container when several widgets should move together or score as one grouped task.
• Use timer when time changes the activity.
• Use score when learners should see progress or results.
• Use flashcard for quick recall and self-check practice.
• Use **spin wheel** when learners should pick a random outcome that triggers per-segment actions — branching activities, prize wheels, vocabulary roulette.
• Use shape to organize the scene visually.

Good classroom examples:

• A Submit button that checks scored answers
• A container that groups a prompt, image, and several related answer widgets so they move and score together (add a shape behind it if you want a visible panel)
• A timer that reveals feedback when time is up
• A score display that stays visible across a review game
• A shape behind directions to make them easier to read

Common decision points

Choose multiple choice instead of dropdown when the options should be visible for comparison.

Choose dropdown instead of multiple choice when space is limited and the options are short.

Choose fill blank instead of text input when the sentence context is part of the task.

Choose sorting list instead of drop bucket when order matters.

Choose drop bucket instead of matching when several items can belong in the same category.

Choose hotspot instead of a button when learners should explore several spots on one image.

Choose find in picture instead of hotspot when finding the spot is the question: a hotspot counts any tap as correct, while find in picture knows which regions are right and counts taps on near-misses as wrong. To check that learners can _name_ the parts instead, number the parts on the image and use dropdown or matching.

Choose text highlight instead of text input when the answer is evidence already present in the passage.

Choose text input for a short typed answer you can check against a list. **Long answer** takes longer prose, but it isn't graded yet: you read each response on the learner's attempt page, one learner at a time.

Choose container when several widgets are one activity. Use regular separate widgets when each response should count independently.

Choose conveyor belt instead of interactive rain when you want a single continuous track of options rather than items falling in lanes. Conveyor belt is better for ordered or limited option sets; interactive rain is better when items should appear at varied intervals across multiple lanes.

Choose interactive rain instead of conveyor belt when varied spawn timing and multi-lane chaos is part of the challenge.

Choose counting collection instead of multiple choice with a picture when you want to see how a young learner counts, not just their answer. It also guarantees the picture shows exactly the number you asked for.

Choose connecting cubes instead of a ten frame when the child should build something, not fill fixed squares: a tower of 5, an L-shaped object from a card, or two towers to compare.

Recommended next reads

• Widgets and Widget Settings
• Interaction Recipes
• Grading and Score