# data[].attributes.body
Some students work better if they have music playing in the background... not songs to sing along to and not music that puts them to sleep.

# data[].attributes.attachment_link.title
Relaxing Background Guitar Music to meditate, focus, study, relax

# data[].attributes.attachment_link.description
Listen to this episode from Comfort Sounds on Spotify. Helps with anxiety and peace of mind 💜 Help us keep production running for comfort sounds to help relax those who have a hard time falling asleep.

# data[].attributes.body
Collect Videos to Share in Class
Gather all the YouTube (or other) videos you want your students to see in one place. The videos are clickable and viewable from within Padlet. Then, post a link to the Padlet on a class website (or just provide the link), this way absent students can watch to catch up. Also, this is a clear road map for diverse students.

Digital Worksheet
You can use Padlet to create a digital worksheet. See my example. This is for a preservice teacher's unit but it should give you an idea of what to do.

Interactive Storytelling
Create a story and ask students where it should go next. Students can type their ideas into the Padlet. Take student ideas and continue story. Please go to this Padlet for ideas.

Image Tagging
Have students upload a picture as a background. They can post notes on that message to highlight and explain certain parts of the image.

Please use this space to add any lessons that you have.

# data[].attributes.body
Allow students, parents or others share ideas for improvement. Be careful however — asking for suggestions can begin a barrage of negative messages. You can enable moderating (click on link to find out how) to approve posts before they’re public.
However, this can be a really good exercise in how to provide constructive criticism and could be a good lesson in digital citizenship.
You could also use this to get an idea about how students feel about a particular issue or topic (see the above Padlet). I wanted to gauge how my students felt about online learning, so instead on asking one question, I posed a couple so they could reflect critically.
You can also enable responses to posts (see video). I prefer to only activate the 'like' function as I'd be concerned about students only posting 'one star' for other students they may not like.

# data[].attributes.body
Students can create a Padlet with information/images/links on a certain topic. See my Padlet here.
When done, they can copy or print a QR code to share (see linked video).
Place those QR codes around the room so students can see each other’s work.

# data[].attributes.body
I've referred to the Exit Ticket before...but Padlet is an incredibly versatile tool where you can use your ET in a powerful way.
You can ask: What did you learn today? What didn’t make sense? What questions do you still have? Students can answer those questions on a Padlet and refer to it later.
Use the variation of Two Stars and a Wish strategy.
Pose a reflective question: What are you still thinking about from this lesson? How could you find out more information?
Do you have any other ideas? Please share.

# data[].attributes.body
WebQuests are usually static webpages that includes links to sites and questions. They often didn’t change.
Using Padlet students can create a living WebQuest where new links are added continually. This could be like a Web exploration, or an information quest (see the above video for a great example on WWII).
You could post a question: Who said this? (Do a Google Search); see if you can find a YouTube clip with this saying/statement; what is the history of this event? and so on.
You could also do something like the Amazing Race idea I posed 'Using the Map' section of this course, where each pitstop would follow the next. You could add hints to where they are going. You could also then pose questions once they get to each location, i.e. When in Tokyo, Japan - find an image of the main arena where the Olympics were held.
Was this the first time that the Olympics were held in Tokyo? (post what the information you find...this can be an image, video, URL, etc)
What is the Paralympics? (share information)
Gather Responses Globally
Create a Padlet with a question and post it on Twitter, a blog or other social media. (A hashtag like #comments4kids could help more people see it and respond.) See where in the world responses come from - this could be made visual using the map feature.
I'm sure you all have lots of ideas, please share them here.

# data[].attributes.headline
Planning (class events, class projects, whole school projects)

# data[].attributes.subject
Planning (class events, class projects, whole school projects)

# data[].attributes.body
-When planning a class party, incursion or excursion (including virtual), all of the information can go on a Padlet, including photos of the destination, a list of who’s bringing what, links to pertinent websites and more.
-This Padlet could also be shared with parents so they can view what happened during these events.
-In groups students can plan a group project by adding research and information all in one place.
- Any Padlet can be shared, saved as a PDF or image file, sent as an email and printed.
- Class Document Hub
Upload important class files to a Padlet so students can go there to download them any time.
- Poster Presentations
Replace poster boards with Padlet. Have students add images, information and links. Then embed them in a class website.
- Class Updates
Create a message board for your class with a Padlet to announce changes, post photos or deliver important information.
- This would be extremely beneficial for many diverse students as it is something they can come back to; is beneficial because of the visual element; and is interactive.
Please share any ideas you have.

# data[].attributes.attachment_link.readable_text
Virtual classrooms are online classrooms or conference rooms available through an internet connection and a desktop or mobile computer. A virtual classroom is used to

facilitate peer-to-peer meetings and discussions,

social learning,

a variety of training,

collaborative work on professional and academic projects.

Virtual classrooms help bridge geographical boundaries, foster relationships throughout the world, and helps reduce time zone constraints. Whether one participates on a mobile device or at a personal computer at home or office, the objective of the virtual event is conveniently achieved. Let's not forget the key function that is necessary to ensure the success and effectiveness of virtual classrooms event is the planning and preparation that is done before the event is hosted.

A vast selection of virtual classroom platforms are available today in the eLearning (electronic learning, learning delivered through an electronic device such as a computer), Distance Education, and mLearning (mobile learning, is learning that is delivered via a mobile device) online space. Many virtual classroom or conference room provides offer free trials, demo or evaluation of the software that can range from a 14-day to 30-day period. At the end of the trial, demo or evaluation run, you can choose to purchase the full service in order to access the complete features and benefits of the platform. Signing up for the trials is an excellent opportunity to test different virtual classroom software at no cost while making the decision to purchase one that is aligned with your needs in terms of features, functions and ease of use and budget. Support and tutorials (how to navigate around the software features, functions and technicalities) are always available during both the free trial and paid subscription period.

How To Moderate A Virtual Classroom Event?

Moderating a Virtual Classroom event , commonly known as webinar, involves two phases:

1. Phase one, planning and preparing (pre-work) to moderate the Virtual Classroom event; and

2. Phase two, moderating (hosting) the Virtual Classroom event.

A successful Virtual Classroom event depends largely on the level of pre-work that is done prior to actually engaging in phase two, which is, actually moderating the online event. The role of the e-Moderator is to ensure that all aspects of the pre-work of the virtual event are done.

The 16 Tips were conceived with the e-Moderator in mind to serves as a useful tool and consultative guide during the planning and preparation (pre-work) phase of the Virtual Classroom event. It can be used by novice and professional e-Moderators and e-Facilitators, team leaders, project managers, eLearning designers and developers and anyone wishing to develop their e-Moderating skills.

Following are the 16 tips that are essential for moderators to consider when planning and preparing to host a virtual classroom event:

Tip #1: Assess your skills at moderating Virtual Classrooms events

Tip #2: Assess your knowledge of the virtual event's topic or subject

Tip #3: Determine the objective of the virtual event

Tip #4: Assess your skills and experiences with features and functions of the Virtual Classroom software

Tip #5: Invite a Guest Speaker such as a Subject Matter Expert (SME)

Tip #6: Assess the Guest Speaker or SME's familiarity with the features and functions of the Virtual Classroom Software

Tip #7: Determine the system requirements such as versions of: Windows, Mac, Linux etc. needed to participate in the event

Tip #8: Prepare a tentative agenda (subject to modification) when more is known about the participants

Tip#9: Send out an invitation to potential participants (invitations can be prepared directly from the Virtual Classroom Software)

Tip #10: Promote the event via email and Social Networks

Tip #11: Assess the participants' knowledge of the event's subject or topic

Tip #12: Assess the participants' familiarity with the features and functions of the Virtual Classroom Software

Tip #13: Arrange a Virtual Classroom orientation prior to the event for the participants who are not familiar with the software

Tip #14: Go through the event requirements checklist

Tip #15: Revise the event's agenda according to the particularities of the registered participants

Tip #16: Send out at least three scheduled reminders to registered participants

The 16 tips presented here are by no means a complete or an exhaustive list. Please feel free to incorporate your own tips drawn from your experiences and insights when planning your virtual events to ensure the greatest impact and keep your participants engaged throughout the event.

# data[].attributes.attachment_link.title
16 Essential Tips for Planning a Virtual Classroom Event

# data[].attributes.attachment_link.description
Virtual classrooms are online classrooms or conference rooms available through an internet connection and a desktop or mobile computer. A virtual classroom is used to facilitate peer-to-peer meetings and discussions, social learning, a variety of training, collaborative work on professional and academic projects.

# data[].attributes.body
Ask students what they remember from the previous day’s lesson. The ensuing page can provide formative assessment illuminating what still needs to be taught and can serve as a good place for students to review content.
Adopting the ideas from the video above, we can easily use Padlet:
1. Caption this (Add photo and prompt to any Padlet)
2. Flow Chart - Use the Canvas option to connect posts together. This can be done in a linear way, or you can have posts linked together in a group. See my Padlet for how I used this option using the 'Map' feature.
3. Book Snaps - I would deviate from this a little bit. The teacher could take a screenshot of a passage in a book, a poem, quote etc. This could be a springboard to a class discussion, analysis of the section and so on.
Another idea for Book Snaps, is for ESL classes - you can add a passage for students to interpret. The audio function can be used to learn pronunciation.
4. Collaboration - I've talked about this a lot throughout this course...Padlet can be used to do a class project, class presentation, group work, peer tutoring, peer collaborations, students using Padlet to share their learning.
5. Record a video OR audio response - this can be done as an introduction at the beginning of the year, in Q & As (this helps those shy students to have a voice & also is  a very good tool for students who have problems with writing), during ESL lessons, video a concept or learning, and so on.
Please add your own ideas as a comment. You can also hit the 'heart' to like this post.

# data[].attributes.attachment_link.title
5 Digital Bell-Ringer Activities to Kickstart Class

# data[].attributes.body
When introducing through new content (or concepts) with students, stop and let them predict what will happen next with notes on a Padlet. Later, refer to the Padlet to see how close students’ guesses were.
This would be useful in STEM classes, science activities, maths questions, asking what comes next in stories, when reading history (what do you think happened?) and so on.
Please add any ideas of your own.

# data[].attributes.body
I've talked a lot about collaboration in previous sections of this course, but here are a couple of extras:
While listening to a presentation or lesson, students can work together to add notes to a Padlet to produce a resource they can refer to later. This also works with staff meetings!
This is perfect for group work, or paired activities.
Students can put all their information in one place.
They can also allocate group tasks and share their work inside Padlet.
How would you use Padlet for notetaking? Please share your ideas here.

# data[].attributes.attachment_link.readable_text
Working together on their notes empowers middle and high school students to see how they contribute to constructing meaning in the classroom.

There's a large body of research that supports a shift in the role of the teacher from the traditional lecturer to that of facilitator, where students become co-constructors of meaning as the class engages with the content. In the rapid move to online learning, many educators turned to innovative means to involve students in cocreating knowledge in virtual learning environments.

This cocreation can continue as we head back to the classroom, and whether students are participating in online or in-person learning, cocreated notes are a helpful tool to increase ownership and empower students to take part in meaning-making in the classroom.

How Cocreated Notes Work

The teacher and students generate cocreated notes as class unfolds. The structure and format may vary, but the fundamental principle remains the same. As the teacher delivers content, they utilize questioning and discussion to elicit connections and synthesis from the students. For example, rather than simply presenting a new vocabulary word, the teacher may ask students to share any background knowledge they may have as to the word's meaning and include a student-generated definition in the shared notes.

As students reveal their thoughts, they contribute information to a shared document that the class organizes together. The teacher highlights important pieces of information to ensure understanding, and this results in teachable moments that the teacher can utilize to clarify important concepts.

The following guidelines can ensure success with cocreated notes.

Select a format: There are many viable options for note-taking to share with students. For example, teachers can create blank Cornell notes through a T chart on a Google Doc. The teacher then shares this with students so they can make contributions throughout the class. Another option for shared note-taking is Lucidchart, which allows for shared creation of mind maps or Explain Everything shared whiteboards for visual note-taking together.

As the class creates notes, the teacher uses the chosen format to organize the information into reader-friendly chunks, adding bulleted lists or boldfaced headings to sections of the notes, for example. It's even better if the students suggest strategies for organizing and chunking information.

Communicate expectations: Teachers know their students. Some classes will be able to responsibly share editing rights for the note-taking document in real time. Clear expectations can set the stage for success during shared editing. Guidelines might look like: include appropriate information only, try not to type over each other's text, and no one should worry about spelling errors. Some classes will need to receive the notes in a view-only format and make verbal suggestions throughout class to create the shared notes.

The key is that this is a living document that's created, edited, and revised using student ideas, direction, and voices.

Plan ahead and be purposeful: In addition to planning for the format of the notes, the teacher can identify the essential content they wish to add to the notes. Then, they can craft questions that will encourage students to provide this information as the class explores the content. These questions may vary based on the desired responses. A range of question types may best engage students, including open-ended inquiries whenever possible. Question stems aligned to Bloom's Taxonomy can help elicit critical thinking and discussion. Bloom's Taxonomy offers teachers the chance to craft questions that invite critical thinking, elaboration, and inferential reasoning.

The idea is to invite student-to-student discussion about the material. After the students chew on the content together for a bit, the main question is "What should we include in our notes?" This allows for student-led synthesis and increases the likelihood of retention.

Share and revisit: Once the class has polished the final product, the teacher makes sure the notes are shared with all students. The teacher can credit the class with helping to create the notes and revisit the notes often as everyone makes their way through the content together. As students become masters of cocreated notes as a classroom routine, they can divide into smaller groups to create shared notes with greater independence. The groups submit their notes to the teacher, who pulls them together into master notes for the class to study. The intent is that the teacher and the students create the notes in a collaborative format with a focus on student voices, not the sole voice of the teacher.

Encourage simultaneous note-taking: Some students may elect to take their own notes, and this can be a positive. For these students, the cocreated notes become a backup resource to bolster their own collection of information. It's crucial to encourage student autonomy in note-taking so that the teacher doesn't own the knowledge. The teacher and students delve into the material together and harvest the main nuggets together. Whether this means the students rely on the cocreated document or they create their own using another medium, all participants have a shared interest in finding the key points embedded in the body of content.

Sharing ownership in the classroom involves a bit of risk. Teachers must let go of the expert role and understand that students do best when they have the opportunity to take part in meaning-making. Strategies such as cocreated notes offer a structured approach to collaborative learning in the classroom, inviting students to work with their teacher to construct meaning from content knowledge.

When students understand that their background knowledge, perspective, and critical lens are welcome in the classroom, there's a much greater likelihood that they'll stay engaged at a high level.

# data[].attributes.attachment_link.title
How Collaborating on Note-Taking Boosts Student Engagement

# data[].attributes.attachment_link.description
Working together on their notes empowers middle and high school students to see how they contribute to constructing meaning in the classroom.