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Practical tool to foster collaboration and assist with organization
How I Use ItI've found Padlet to be an extremely effective tool for formative assessment and collaboration. For example, I created K - W-L chart headings on the wall and then had students add post-its under each category to share what they Know, what they Want to know, and what they've Learned. (Students added to the "K" and "W" columns at the beginning of class and they added to the "L" column at the end of class.) I have also used this tool during research projects and group work. During one research project lesson students were asked to post a notecard with links to some of the credible websites they found throughout the class period and to post some of the research questions they were forming as they learned about their topic; this process served as an effective scaffold for students who were struggling to locate credible websites or generate successful inquiry questions-- they could visit the board and check-out the links other students had shared to start them off with their research or to get ideas about how to angle their research. The Padlet board also enhanced student accountability and helped me to assess and group students the following day; since each student notecard post can be easily moved around, teachers can visually sort and group student cards based on their levels of mastery.
I've also used the "share/export" feature on Padlet to print out these boards and refer back to them the following day and/or throughout the week. For example, I did not have access to the computer lab after the first day of computer research/ Padlet posting work, so I printed out the completed Padlet board (with research questions and links) and gave each student a copy. They were asked to assess patterns and trends across the class in terms of the types of questions classmates were creating. They then applied what I had taught them about level 1, level 2, and level 3 questions by sorting the questions into level 1, level 2, and level 3 questions and justifying their decisions. I was able to assess which students were struggling to understand how to classify and create critical-thinking questions.
My TakeI think Padlet could be a great tool to help students organize their ideas during the drafting and revision process. For example, students could each create their own Padlet board where they could use each notecard to post key ideas and details from a text. They could use the drag-and-drop feature to move around each card, sorting out and grouping related facts and text details to help them further their analysis and articulate claims. As they outline their body paragraphs (reasons and evidence), they can always move any cards to a different group as their thinking changes or they see a better place for certain facts or details.
If students don't create the board --I have always created and shared my Padlet board with students, and I have not yet experimented with having students create and share their own boards -- they can only move around their own notes, and they can't move around the notes put up by other students. Since one of the most valuable features is the drag-and-drop aspect, which allows students to think critically about how they might categorize and organize ALL of the ideas and information on the board (rather than solely their own note card), I would experiment more with student-generated boards so that they can move around ALL the note cards.
Padlet boards are an extremely useful tool for group work and collaboration. Students can each be in charge of posting about a different aspect for a group assignment, and then they can come back together to look over and discuss their individual note card posts to synthesize and publish their work as a group.