When I first started using Padlet as a social distancing strategy in the classroom, I posted about the benefits of using it for group work (see Social Distance Group Work: Padlet). Since then it has transformed my online remote teaching and enhanced my students learning.

I thought I would do a quick recording on how to use padlet and the different facilities it offers.

I use Padlet for:

Discussion Questions:

Sharing lines of argument:

Image board to comment on:

Sharing revision posters:

Research activities:

What I would like to try:

1. Assessment: students post introductions for feedback, post part of an essay for students to comment on (peer assessment). ​

2. Homework task i.e. watch this video add your thoughts​

3. Try the different boards available (only tried Wall so far).

If you have used Padlet in any other ways please comment and share.

Teaching Criminology has introduced me to a different exam board, assessment strategies and content. For the first time ever I also have a lesson a week in a computer room! Yes, that special room that only a few subjects get to experience, that is always booked out and unavailable, I now have every week. So never one to just do the ‘sit down and research’ task, I decided to pilot a new teaching strategy in my first computer room lesson. Padlet. Padlet is an online resource where students can create interactive notice boards of information. What better for socially distanced group work?  

After 20 minutes of chaos trying to set up the padlets and send the links to the relevant groups of students, we finally settled into a research routine. The results were fantastic! Every group (there were five in total) were able to work together to create an interactive board with links, photos, videos, write ups, articles, research all that represented the topic area assigned to them such as Hate Crime or Domestic Abuse. The boards are immediately updated so everyone in the group can see what is being added in real time. The finished boards were then exported into PDF and shared with the classes to keep in their folders.  

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So how do you use it? First of all sign up for Padlet or access through Microsoft (if you use Teams through your school/college you will get immediate access). To set the boards up, go to ‘make’ and then ‘wall’, from here you can go to the top right hand corner with the settings symbol and alter the background and enable name visibility, authorising comments, allowing students to comment on each other’s posts etc. Then share the link with the students and they can start adding materials to it by pressing the plus sign in the pink circle in the bottom right hand corner. Once completed export the documents into PDF and save them. The bonus of using Padlet is that all the hyperlinks to articles etc. that were on the original board, still work on the PDF worksheet. So it really becomes an invaluable resource for future work and revision.  

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I highly recommend it! It would also work really well remotely, so could be a group activity that students complete from home.  

Who would ever have expected last year to turn out the way it did! As we commence into the unknown of teaching amidst Covid precautions, I reflect on what went well, changes made and the lessons learnt.

Last year I aimed to try three new things: Consolidation Packs, half termly quizzes and folders. Two out of three of these were a success – well for the first half of the year they were.

Firstly the Consolidation Packs, a booklet organised with a Blank Sheet Summary and Essay Question for each topic. Each week my students routinely had a Consolidation lesson on the previous week’s topic, allowing them to forget and then re-learn the topic. Every consolidation lesson followed the same structure: revise for ten minutes, from memory write down everything can remember on a blank sheet, using notes fill in any gaps, test then essay writing.  This routine emphasized more testing over revising, key to memory training (see The Science of Learning for more information on memory and recall).

I asked my students what they thought and there were mixed responses, mainly positive but a few, as expected, were not as keen. Some comments included: “I thought they were really helpful, gave time to ask questions and clarify any missing areas from the topics” and “The KKT’s and blank sheet summaries were very useful because they forced me to revise the topics as we completed them” and “The exam questions with a guide for structure were extremely helpful.” For more information on the Consolidation Packs see: Revision Must-Do: Blank Sheet Summary

Secondly the half termly quizzes, whilst only doing three, seemed to work really well. The aim was to test the students on their key words. So after October half term I created a table of all the key philosophical words encountered thus far e.g. A Priori and the students had to write the definition for each word. After Christmas they got the same list of words with new ones added. After February they got the previous two tests with all the further new words added. This is a retrieval strategy, once again designed to train their memory, moving the words from short to long term recall. 

Lastly the folders never happened due to budgeting, however generally my students maintain very organised folders to support their revision. 

Last year also had a few firsts for me. These included: 

Continue reading “Teaching and Learning Reflections 2019-2020” →