# data[].attributes.headline
EXAMPLE: “What are two ways you have used [object] at home or with your friends?”

# data[].attributes.subject
EXAMPLE: “What are two ways you have used [object] at home or with your friends?”

# data[].attributes.body
This prompt effectively elicits students’ prior knowledge because it specifies the knowledge you want them to share (ways you have used an object) and offers a context (home, with friends) for them to consider this knowledge.

# data[].attributes.body
This digital tool effectively supports students to share ideas with each other because students can communicate asynchronously providing them time to prepare, practice and listen to ideas and information. Also, the teacher can add discussion supports like frames, resources, and feedback or encouragement. Learn more about Building an Equitable Assessment Practice with Video-Based Academic Discussion.

# data[].attributes.body
This participation structure effectively fosters academic discussion because it is “a particularly powerful way of making students accountable for listening to their peers” by making it explicit who’s talking and who’s listening.

Learn more in Getting the Think-Pair-Share Technique Right

# data[].attributes.headline
EXAMPLE: A/B Prior Knowledge Partner Share Flipgrid Style

# data[].attributes.subject
EXAMPLE: A/B Prior Knowledge Partner Share Flipgrid Style

# data[].attributes.headline
"What are some of the traits of a poor presentation?"

# data[].attributes.subject
"What are some of the traits of a poor presentation?"

# data[].attributes.body
I've used this prompt to encourage students to contribute when trying to co-create the characteristics of a good presentation. Students originally feel more comfortable sharing what they find boring - then from that list, they were able to problem solve a create ways to avoid falling into these traps.

# data[].attributes.body
I have a number of students who don't feel comfortable sharing their ideas in class; discussions often become dominated by one or two louder students. Using padlet not only gives everyone a voice, but allows student to share ideas using images, gifs, links to other sites as well as text. So many great ideas come from visual comments and the follow up discussions that come from these.

# data[].attributes.body
Figure 2: Frequently used e-Learning tools. Source: Key Informant Interviews, ICTC - Distance Learning Study

# data[].attributes.body
When tackling a new topic for the first time, I like creating a posting board where students create a class What Do We Think We Know, What Do We Want to Know, What Have We Learned. Students add to the first two columns. Then pairs of students are assigned one of the "Want to Know" questions - their job is to research the response and share it in the "What Have We Learned" section.