![]() Fostering student collaboration and ownershipīesides using Padlet as as an “online resource box,” I urge students to create their own pages. Oftentimes, I encourage students to check the Padlet page at home for updates to help them along with their projects. When students are physically in the classroom with my co-teachers and me, they are able to ask additional questions for clarification on the material shared and can reference back to the Padlet page at any time. Additional notes or guides for review are also shared on this page. Students are also provided useful links that I have used myself to further assist them with constructing meaning on their selected topics for the exhibition. On my Padlet page, I added key vocabulary words that could be further investigated at home for deeper comprehension of content. Each student demonstrates the skills they’ve learned within the PYP curriculum in their own way. This looks very different at every school and is student-driven. The “exhibition” is a term commonly used in international education and is a required part of Primary Years Programme (PYP) schools. Since the students I am currently working with are focused on preparing themselves for an exhibition, my way of using Padlet is influenced by the flipped classroom approach. I felt this was necessary as a majority of the students I work with are English language learners, so they and their parents often request additional resources to better understand concepts taught in class. Initially, I created a Padlet page as an “online resource box” for students to access when they are researching in class or at home. Creating an ‘online resource box’ for students Recently, I experimented with adding the app Padlet to my classroom. The downfall is the lack of time we have to implement and fully discover their possible advantages and disadvantages. We are lucky that we live in an age where numerous resources are readily available at our fingertips.
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