Learning how to use Padlet<\/strong><\/h3>\n“Students created a One Pager as a culminating activity for their independent reading book. They posted the One Pager and then students commented on their work. This was the first attempt at commenting as a way to collaborate. Students are learning to use the same guidelines they use for peer conference in writing. It was a great way to present students’ work and gather comments. Finally, they are reflecting on the kind of feedback they received and what that told them about their work.”<\/p>\n
![\"\"](\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2020\/04\/Heidis-book-project-padlet-1024x557.png\")
<\/div>\n<\/div>\n<\/div>\nThe importance of scaffolding collaboration<\/h3>\nNext, Heidi launched a Discussion Questions Padlet<\/em><\/strong>.\u00a0Students had four questions about the class novel and jotted down an idea for each question. Later, they used their notes in actual virtual discussions.<\/div>\n<\/div>\n![\"\"](\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2020\/04\/Heidis-novel-discussion-padlet-1024x643.png\")
<\/div>\n<\/div>\n\nTips for peer feedback<\/h5>\n
Often students need help knowing how to comment effectively on others’ work in shared spaces. Here are some prompts from Kathy King-Dickman from her post Mini-lessons that Support Effective Bookclubs:<\/a><\/p>\n\n- Using Center for the Collaborative Classroom<\/em> prompts \u201cI agree with______ because\u2026., I disagree with _____ because\u2026, or I agree, but I would like to add\u2026.\u201d<\/li>\n
- Questioning another\u2019s ideas or thinking: use prompts such as \u201cWhy are you thinking\u2026, Can you explain why you think\u2026, Where in the novel did you find that\u2026?\u201d<\/li>\n<\/ul>\n<\/div>\n<\/div>\n
Taking it to the next level with Padlet: Literature Circles & Project Planning<\/h3>\nFinally, now that her students have experienced collaborating via Padlet, Heidi is planning Padlet-based Literature Circle Discussions. This collaborative discussion process, with the very clear roles and tasks, can take place asynchronously, especially when students have had experience using the tool. Lee Araoz’s Lightning Thief padlet<\/a> will give you a good idea of Literature Circle Roles in practice.<\/div>\n<\/div>\nAnother great way to use Padlet for asynchronous collaboration is project planning. Rachelle Dene Poth shares this idea:<\/div>\n<\/div>\n“Taking all of these themes into consideration, I decided that one student in Spanish IV would be the \u2018Team leader,\u2019 and their \u2018mission\u2019 would be finding a job and moving to a Spanish speaking country. They had to create a collaborative space, could be using Padlet<\/a> or Google Slides or another format, and share it with the their \u2018team.\u2019 Team leaders had to write a list of requirements to their \u201cTravel Agent,\u201d \u201cCommunity Specialist\u201d and \u201cRealtor\u201d (students from Spanish I, II, and III) to let them know their travel needs and preferences for moving abroad. The team members would use this information to plan the travel, a tour of the new neighborhood, and find a house.” Tips and Tools to Encourage Classroom Participation<\/a><\/p>\nAsynchronous video exchanges for collaborative remote learning with Flipgrid<\/h3>\n
We’ve written about Flipgrid<\/a> before and are big fans because of the way it creates a virtual video-driven discussion space. Consider the asynchronous possibilities for your students; they can video record their responses to a prompt and then engage in a threaded video commenting stream.<\/p>\nAn easy entry point to scaffold a Flipgrid experience for students is to ask a fairly straightforward question and give students a short time span in which to answer. Here’s an example of the folks at Tarrant Institute sharing one quick idea for a back-to-school get-to-know-you activity.<\/a><\/p>\n
<\/div>\nThe importance of scaffolding collaboration<\/h3>\nNext, Heidi launched a Discussion Questions Padlet<\/em><\/strong>.\u00a0Students had four questions about the class novel and jotted down an idea for each question. Later, they used their notes in actual virtual discussions.<\/div>\n<\/div>\n<\/div>\n<\/div>\n\nTips for peer feedback<\/h5>\n
Often students need help knowing how to comment effectively on others’ work in shared spaces. Here are some prompts from Kathy King-Dickman from her post Mini-lessons that Support Effective Bookclubs:<\/a><\/p>\n\n- Using Center for the Collaborative Classroom<\/em> prompts \u201cI agree with______ because\u2026., I disagree with _____ because\u2026, or I agree, but I would like to add\u2026.\u201d<\/li>\n
- Questioning another\u2019s ideas or thinking: use prompts such as \u201cWhy are you thinking\u2026, Can you explain why you think\u2026, Where in the novel did you find that\u2026?\u201d<\/li>\n<\/ul>\n<\/div>\n<\/div>\n
Taking it to the next level with Padlet: Literature Circles & Project Planning<\/h3>\nFinally, now that her students have experienced collaborating via Padlet, Heidi is planning Padlet-based Literature Circle Discussions. This collaborative discussion process, with the very clear roles and tasks, can take place asynchronously, especially when students have had experience using the tool. Lee Araoz’s Lightning Thief padlet<\/a> will give you a good idea of Literature Circle Roles in practice.<\/div>\n<\/div>\nAnother great way to use Padlet for asynchronous collaboration is project planning. Rachelle Dene Poth shares this idea:<\/div>\n<\/div>\n“Taking all of these themes into consideration, I decided that one student in Spanish IV would be the \u2018Team leader,\u2019 and their \u2018mission\u2019 would be finding a job and moving to a Spanish speaking country. They had to create a collaborative space, could be using Padlet<\/a> or Google Slides or another format, and share it with the their \u2018team.\u2019 Team leaders had to write a list of requirements to their \u201cTravel Agent,\u201d \u201cCommunity Specialist\u201d and \u201cRealtor\u201d (students from Spanish I, II, and III) to let them know their travel needs and preferences for moving abroad. The team members would use this information to plan the travel, a tour of the new neighborhood, and find a house.” Tips and Tools to Encourage Classroom Participation<\/a><\/p>\nAsynchronous video exchanges for collaborative remote learning with Flipgrid<\/h3>\n
We’ve written about Flipgrid<\/a> before and are big fans because of the way it creates a virtual video-driven discussion space. Consider the asynchronous possibilities for your students; they can video record their responses to a prompt and then engage in a threaded video commenting stream.<\/p>\nAn easy entry point to scaffold a Flipgrid experience for students is to ask a fairly straightforward question and give students a short time span in which to answer. Here’s an example of the folks at Tarrant Institute sharing one quick idea for a back-to-school get-to-know-you activity.<\/a><\/p>\n
<\/div>\nTips for peer feedback<\/h5>\n
Often students need help knowing how to comment effectively on others’ work in shared spaces. Here are some prompts from Kathy King-Dickman from her post Mini-lessons that Support Effective Bookclubs:<\/a><\/p>\n “Taking all of these themes into consideration, I decided that one student in Spanish IV would be the \u2018Team leader,\u2019 and their \u2018mission\u2019 would be finding a job and moving to a Spanish speaking country. They had to create a collaborative space, could be using Padlet<\/a> or Google Slides or another format, and share it with the their \u2018team.\u2019 Team leaders had to write a list of requirements to their \u201cTravel Agent,\u201d \u201cCommunity Specialist\u201d and \u201cRealtor\u201d (students from Spanish I, II, and III) to let them know their travel needs and preferences for moving abroad. The team members would use this information to plan the travel, a tour of the new neighborhood, and find a house.” Tips and Tools to Encourage Classroom Participation<\/a><\/p>\n We’ve written about Flipgrid<\/a> before and are big fans because of the way it creates a virtual video-driven discussion space. Consider the asynchronous possibilities for your students; they can video record their responses to a prompt and then engage in a threaded video commenting stream.<\/p>\n An easy entry point to scaffold a Flipgrid experience for students is to ask a fairly straightforward question and give students a short time span in which to answer. Here’s an example of the folks at Tarrant Institute sharing one quick idea for a back-to-school get-to-know-you activity.<\/a><\/p>\n\n
Taking it to the next level with Padlet: Literature Circles & Project Planning<\/h3>\n
Asynchronous video exchanges for collaborative remote learning with Flipgrid<\/h3>\n