# data[].attributes.body
Tara will go to university, but she won’t study to be an architect.

2.      She will live in Paris, but she won’t live in Rooftops.

3        She won’t drive a big car, but she will ride a yellow bicycle.

4        Dex and Ben won’t live in Paris, but they will visit Tara twice a year.

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building something

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Collobirate division with students

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Imagine a world without kinetic energy. What would be different?

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Hola

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Two classmates, Sara and Ali, both want to be the leader of a group project, but they can’t agree on who should take the role.

Question: How can they use discussion and negotiation to make a fair decision?

What would happen if they refused to compromise?

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it is a good tool to be used as a sticky note.

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fuAGSUHJ

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something beautiful

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test post as Benevolent Trout

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Health and Safety legislation within clinical practice

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health and safety within clinical practice

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3 reasons why market research is important

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3 reasons why market research is important

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1) in order to study market trends, this is important as it helps identify opportunities for the business to get a step ahead of the competition.

2) to study the competition, this is beneficial as they can see how there competitors operate as well as how successful they are. this can also be used to identify gaps in the market

3) to find out who the target market is, this helps the business adapt its product in order to meet there target markets needs and requirements

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Tässä on jotain kirjoitusta

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You will create posters to list behaviours you've noticed that disrupt learning. Include examples like being rude to peers or teachers, not listening to instructions, using inappropriate language, and any other inappropriate behaviours in the classroom.

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Das ist ein schöner Beruf. Man kümmert sich um die Patienten und helfen dabei, ihren Zustand oder ihre Gesundheit zu verbessern. Leider ist die Arbeit zu anstrengeng, da man keine feste Arbeitszeit hat und oft Nachtschicht arbeiten muss. Ich kann mir gar nicht vorstellen, wie es ohne diesen Beruf wäre

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Write as many sentences as you can by using second conditional. You have 3 minutes-

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Please write in your House an example for applying one of the learnt teaching strategies in your field.

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How are you going to apply either flipped classroom, Jigsaw, Feedback Sandwich, Gaming, Gamification or student by-in for a certain topic?

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jhjh

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Sesi Pengenalan & Perkongsian Pengalaman

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Sesi Pengenalan & Perkongsian Pengalaman

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Consuming and producing too much leads to global problems.

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Test

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What did you enjoy about today's lesson? 

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What did you enjoy about today's lesson? 

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Can you reflect together about what makes a good friend? 

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Can you reflect together about what makes a good friend? 

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Great source to collaborate with others even students are able to see what others would need help on possible homework with pictures.

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It is an essential tool in order students work in a cooperative way.

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It is an essential tool in order students work in a cooperative way.

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Carlos Vera, Perú

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How do activist artist successfully communicate their message/ social issue with imagery?

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fuck she gon do im sanging a song so don't take this wrong

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fuck she gon do im sanging a song so don't take this wrong

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Application of Critical Literary Lenses and Analysis
Instructions: Read the story of Rashomon by Rýunosuke Akugatawa. Then make a critical analysis paper employing one of the critical literary lenses you have learned. The paper must consists of a minimum of two pages and a maximum of five pages.

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It was a chilly evening. A servant of a samurai stood under the Rashōmon, waiting for a break in the rain.

No one else was under the wide gate. On the thick column, its crimson lacquer rubbed off here and there, perched a cricket. Since the Rashōmon stands on Sujaku Avenue, a few other people at least, in sedge hat or nobleman's headgear, might have been expected to be waiting there for a break in the rain storm. But no one was near except this man.

For the past few years the city of Kyoto had been visited by a series of calamities, earthquakes, whirlwinds, and fires, and Kyoto had been greatly devastated. Old chronicles say that broken pieces of Buddhist images and other Buddhist objects, with their lacquer, gold, or silver leaf worn off, were heaped up on roadsides to be sold as firewood. Such being the state of affairs in Kyoto, the repair of the Rashōmon was out of the question. Taking advantage of the devastation, foxes and other wild animals made their dens in the ruins of the gate, and thieves and robbers found a home there too. Eventually it became customary to bring unclaimed corpses to this gate and abandon them. After dark it was so ghostly that no one dared approach.

Flocks of crows flew in from somewhere. During the daytime these cawing birds circled round the ridgepole of the gate. When the sky overhead turned red in the afterlight of the departed sun, they looked like so many grains of sesame flung across the gate. But on that day not a crow was to be seen, perhaps because of the lateness of the hour. Here and there the stone steps, beginning to crumble, and with rank grass growing in their crevices, were dotted with the white droppings of crows. The servant, in a worn blue kimono, sat on the seventh and highest step, vacantly watching the rain. His attention was drawn to a large pimple irritating his right cheek.

As has been said, the servant was waiting for a break in the rain. But he had no particular idea of what to do after the rain stopped. Ordinarily, of course, he would have returned to his master's house, but he had been discharged just before. The prosperity of the city of Kyoto had been rapidly declining, and he had been dismissed by his master, whom he had served many years, because of the effects of this decline. Thus, confined by the rain, he was at a loss to know where to go. And the weather had not a little to do with his depressed mood. The rain seemed unlikely to stop. He was lost in thoughts of how to make his living tomorrow, helpless incoherent thoughts protesting an inexorable fate. Aimlessly he had been listening to the pattering of the rain on the Sujaku Avenue.

The rain, enveloping the Rashōmon, gathered strength and came down with a pelting sound that could be heard far away. Looking up, he saw a fat black cloud impale itself on the tips of the tiles jutting out from the roof of the gate.

He had little choice of means, whether fair or foul, because of his helpless circumstances. If he chose honest means, he would undoubtedly starve to death beside the wall or in the Sujaku gutter. He would be brought to this gate and thrown away like a stray dog. If he decided to steal... His mind, after making the same detour time and again, came finally to the conclusion that he would be a thief.

But doubts returned many times. Though determined that he had no choice, he was still unable to muster enough courage to justify the conclusion that he must become a thief.

After a loud fit of sneezing he got up slowly. The evening chill of Kyoto made him long for the warmth of a brazier. The wind in the evening dusk howled through the columns of the gate. The cricket which had been perched on the crimson lacquered column was already gone.

Ducking his neck, he looked around the gate, and drew up the shoulders of the blue kimono which he wore over his thin underwear. He decided to spend the night there, if he could find a secluded corner sheltered from wind and rain. He found a broad lacquered stairway leading to the tower over the gate. No one would be there, except the dead, if there were any. So, taking care that the sword at his side did not slip out of the scabbard, he set foot on the lowest step of the stairs.

A few seconds later, halfway up the stairs, he saw a movement above. Holding his breath and huddling cat-like in the middle of the broad stairs leading to the tower, he watched and waited. A light coming from the upper part of the tower shone faintly upon his right cheek. It was the cheek with the red, festering pimple visible under his stubbly whiskers. He had expected only dead people inside the tower, but he had only gone up a few steps before he noticed a fire above, about which someone was moving. He saw a dull, yellow, flickering light which made the cobwebs hanging from the ceiling glow in a ghostly way. What sort of person would be making a light in the Rashōmon... and in a storm? The unknown, the evil terrified him.

As quietly as a lizard, the servant crept up to the top of the steep stairs. Crouching on all fours, and stretching his neck as far as possible, he timidly peeped into the tower.

As rumor had said, he found several corpses strewn carelessly about the floor. Since the glow of the light was feeble, he could not count the number. He could only see that some were naked and others clothed. Some of them were women, and all were lolling on the floor with their mouths open or their arms outstretched showing no more signs of life than so many clay dolls. One would doubt that they had ever been alive, so eternally silent they were. Their shoulders, breasts, and torsos stood out in the dim light; other parts vanished in shadow. The offensive smell of these decomposed corpses brought his hand to his nose.

The next moment his hand dropped and he stared. He caught sight of a ghoulish form bent over a corpse. It seemed to be an old woman, gaunt, gray-haired, and nunnish in appearance. With a pine torch in her right hand, she was peeping into the face of a corpse which had long black hair.

Seized more with horror than curiosity, he even forgot to breathe for a time. He felt the hair of his head and body stand on end. As he watched, terrified, she wedged the torch between two floor boards and, laying hands on the head of the corpse, began to pull out the long hairs one by one, as a monkey kills the lice of her young.

The hair came out smoothly with the movement of her hands.

As the hair came out, fear faded from his heart, and his hatred toward the old woman mounted. It grew beyond hatred, becoming a consuming antipathy against all evil. At this instant if anyone had brought up the question of whether he would starve to death or become a thief - the question which had occurred to him a little while ago - he would not have hesitated to choose death. His hatred toward evil flared up like the piece of pine wood which the old woman had stuck in the floor.

He did not know why she pulled out the hair of the dead. Accordingly, he did not know whether her case was to be put down as good or bad. But in his eyes, pulling out the hair of the dead in the Rashōmon on this stormy night was an unpardonable crime. Of course it never entered his mind that a little while ago he had thought of becoming a thief.

Then, summoning strength into his legs, he rose from the stairs and strode, hand on sword, right in front of the old creature. The hag turned, terror in her eyes, and sprang up from the floor, trembling. For a small moment she paused, poised there, then lunged for the stairs with a shriek.

"Wretch! Where are you going?" he shouted, barring the way of the trembling hag who tried to scurry past him. Still she attempted to claw her way by. He pushed her back to prevent her... they struggled, fell among the corpses, and grappled there. The issue was never in doubt. In a moment he had her by the arm, twisted it, and forced her down to the floor. Her arms were all skin and bones, and there was no more flesh on them than on the shanks of a chicken. No sooner was she on the floor than he drew his sword and thrust the silver-white blade before her very nose. She was silent. She trembled as if in a fit, and her eyes were open so wide that they were almost out of their sockets, and her breath come in hoarse gasps. The life of this wretch was his now. This thought cooled his boiling anger and brought a calm pride and satisfaction. He looked down at her, and said in a somewhat calmer voice:

"Look here, I'm not an officer of the High Police Commissioner. I'm a stranger who happened to pass by this gate. I won't bind you or do anything against you, but you must tell me what you're doing up here".

Then the old woman opened her eyes still wider, and gazed at his face intently with the sharp red eyes of a bird of prey. She moved her lips, which were wrinkled into her nose, as though she were chewing something.

Her pointed Adam's apple moved in her thin throat. Then a panting sound like the cawing of a crow came from her throat:

"I pull the hair... I pull out the hair... to make a wig".

Her answer banished all unknown from their encounter and brought disappointment. Suddenly she was only a trembling old woman there at his feet. A ghoul no longer: only a hag who makes wigs from the hair of the dead to sell, for scraps of food. A cold contempt seized him. Fear left his heart, and his former hatred entered. These feelings must have been sensed by the other. The old creature, still clutching the hair she had pulled off the corpse, mumbled out these words in her harsh broken voice:

"Indeed, making wigs out of the hair of the dead may seem a great evil to you, but these that are here deserve no better. This woman, whose beautiful black hair I was pulling, used to sell cut and dried snake flesh at the guard barracks, saying that it was dried fish. If she hadn't died of the plague, she'd be selling it now. The guards liked to buy from her, and used to say her fish was tasty. What she did couldn't be wrong, because if she hadn't, she would have starved to death. There was no other choice. If she knew I had to do this in order to live, she probably wouldn't care".

He sheathed his sword, and, with his left hand on its hilt, he listened to her meditatively. His right hand touched the big pimple on his cheek. As he listened, a certain courage was born in his heart - the courage which he had not had when he sat under the gate a little while ago. A strange power was driving him in the opposite direction of the courage which he had had when he seized the old woman. No longer did he wonder whether he should starve to death or become a thief. Starvation was so far from his mind that it was the last thing that would have entered it.

"Are you sure?" he asked in a mocking tone, when she finished talking. He took his right hand from his pimple, and, bending forward, seized her by the neck and said sharply:

"Then it's right if I rob you. I'd starve if I didn't".

He tore her clothes from her body and kicked her roughly down on the corpses as she struggled and tried to clutch his leg. Five steps, and he was at the top of the stairs. The yellow clothes he had wrested off were under his arm, and in a twinkling he had rushed down the steep stairs into the abyss of night. The thunder of his descending steps pounded in the hollow tower, and then it was quiet.

Shortly after that the hag raised up her body from the corpses. Grumbling and groaning, she crawled to the top stair by the still flickering torchlight, and through the gray hair which hung over her face, she peered down to the last stair in the torch light.

Beyond this was only darkness... unknowing and unknown.

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Rashōmon - Ryūnosuke Akutagawa | The Short Story Project

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It was a chilly evening. A servant of a samurai stood under the Rashōmon, waiting for a break in the rain. No one else was under the wide gate. On the thick column, its crimson lacquer rubbed off here and there, perched a cricket.

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I have used it to brainstorm opinion writing topics.

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I have seen it  used in teacher classrooms as a way to introduce a new unit where students make predictions about the learning target and the unit theme. I have used it as a discussion board for teachers to share ideas on classroom management strategies and techniques. 

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I have seen it  used in teacher classrooms as a way to introduce a new unit where students make predictions about the learning target and the unit theme. I have used it as a discussion board for teachers to share ideas on classroom management strategies and techniques. 

# data[].attributes.headline
I have used it for students to provide each other feedback on their work. ...Much like sticky notes in the old days!

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I have used it for students to provide each other feedback on their work. ...Much like sticky notes in the old days!

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See all the wonderful things Monica Arce [Parson ES] has made

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I like unicorns

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Collaborative dialogues

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test

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I like using social media more than shopping.

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I like using social media more than shopping.

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I like dancing less than reading. I like playing as much as watching TV.
Myeong

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What is your preferred reading environment?

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What is your preferred reading environment?

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Mensajes de la clase con motivo del 8 de marzo día internacional de la mujer 

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Mensajes de la clase con motivo del 8 de marzo día internacional de la mujer 

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Bajs

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Anonymous
1yr
Learning Reflection
Students have reflected on their day's learning and teachers have wrapped up instruction by discussing take aways and class consensus, whole group comprehension monitoring tool as well. Will discuss  parent involvement options with teachers. 

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Sharing Projects
Avatar of Suzanne Swanigan
Suzanne Swanigan
1yr
Sharing Projects
Students often work on group or individual projects.  Rather than standing up in front of the class, Padlet would let them share their projects in another way.  

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What is the life lesson taught in this clip?
Avatar of Jane Beagen
Jane Beagen
1yr
What is the life lesson taught in this clip?
1 comment
Avatar of 
Anonymous 2mo
Test post
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Staff PD Intros
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Koreen Corbett
2yr
Staff PD Intros

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Student feedback
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Anonymous
4mo
Student feedback
Getting feedback from students about classroom activities
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📎 Sign up for Padlet
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dasysprj
6mo
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Thesis Statement
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Anonymous
1yr
Thesis Statement 
Students share out and comment on thesis statement in writing task
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Explore Gallapagos
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William Heinen
1yr
Explore Gallapagos 
  

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Rosie
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Anonymous
1yr
Rosie
I've taken the most challenging reading comprehension question from the current story and posted it on Padlet.  5th graders love looking at other student's writing, often giving praise as well as noticing errors:)
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Brainstorming for persuasive essays
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Carissa Shaw
1yr
Brainstorming for persuasive essays
Have them talk about the main pieces of evidence and analysis about a topic. They help each other add depth and impact.
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Kosie
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Kossie Sapara-Grant
1yr
Kosie
I would love to introduce it to teachers to use it in their classroom and also have online student showcases. 
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I've used it as at a PD to break down boring material
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Anonymous
1yr
I've used it as at a PD to break down boring material
In the classroom all the time for everything!!! Lol

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PD
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MEquihua
1yr
PD
Used it during a staff meeting at work. Posted a question and teachers commented on Padlet.

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Self-Reflection and Exit Tickets
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Anonymous
1yr
Self-Reflection and Exit Tickets
After assignments or assessments, I have students post a self-reflection on challenges, something they learned,  what they found simple, etc.  When I see mentions of the same challenge, I know where I need to reteach.

Exit tickets without the mess.
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Learning Reflection
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Anonymous
1yr
Learning Reflection
Students have reflected on their day's learning and teachers have wrapped up instruction by discussing take aways and class consensus, whole group comprehension monitoring tool as well. Will discuss  parent involvement options with teachers. 

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Add comment
Sharing Projects
Avatar of Suzanne Swanigan
Suzanne Swanigan
1yr
Sharing Projects
Students often work on group or individual projects.  Rather than standing up in front of the class, Padlet would let them share their projects in another way.  

Your avatar

Add comment
What is the life lesson taught in this clip?
Avatar of Jane Beagen
Jane Beagen
1yr
What is the life lesson taught in this clip?
1 comment
Avatar of 
Anonymous 2mo
Test post
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Staff PD Intros
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Koreen Corbett
2yr
Staff PD Intros
As an introduction during a staff PD.  Instead of going around the room and stating who you are, where you teach, grade level, subject, and one interesting thing about ________, I have teachers/participants enter the information on a Padlet.
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Warm-up or Exit Ticket
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Koreen Corbett
2yr
Warm-up or Exit Ticket
Padlets are great for warm-ups and/or exit tickets.  I like the exit tickets because I can look at them after school and use the responses to inform instruction and/or class discussion for the next day.
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Take a Stand
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Koreen Corbett
2yr
Take a Stand
As a e-version of Take a Stand (where students pick which side of the line they are on or where on the continuum they are regarding a particular issue), but in the Padlet they can "pick a side" and express their reasons.
1 comment
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kay 2yr
I love this idea! So quick and easy to implement, but such a powerful way to collaborate and share opinions!
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Collaborate with an Expert
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kay
2yr
Collaborate with an Expert
Students could write questions they have on a topic, then share the Padlet with an expert who could help answer their questions. 
1 comment
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JDT Miller 2yr
Great idea!
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KWL Chart
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Sandy
2yr
KWL Chart
Teachers can create a Padlet for K, one for W, and one for L to share what students know, want to know, and learned about a specific topic. 
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Unit evaluation
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MissR
2yr
Unit evaluation
The whole cohort (4 classes) logged in at the same time to share their learning from the unit of work. Kids were really engaged and excited to learn what others knew
1 comment
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Sandy 2yr
Love this idea! Thanks for sharing!
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Research Notes
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Anonymous
2yr
Research Notes
Students/student groups can use a Padlet to organize their research notes and ideas (Adina - SMUSD)
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Portfolio
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Anonymous
2yr
Portfolio
I haven't done this yet but thought it might be a good way to create a portfolio for students. They can upload their best content to their wall and use the QR code to get people to their products. It would always be updated so you wouldn't have to change the QR code. Could use it out in the hallway.
2 comments
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kay 2yr
What a GREAT idea! I love this. Thanks for sharing!
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laura spencer 2yr
Awesome idea!
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Feedback and Sharing Projects
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Bethany
2yr
Feedback and Sharing Projects
I have seen it as a place to collect links for a project (such as an animoto, powtoons, google doc). Students can access each others projects from the Padlet and give feedback. 
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Shared Brain Power
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laura spencer
2yr
Shared Brain Power
I just used it last week with Superintendents and Directors to share how tech laws are impacting our districts. It was a great way to see everyone's thoughts and then frame a discussion.

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Inquiry Questions
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Anonymous
2yr
Inquiry Questions
Teachers present a guiding/essential questions and then students contribute the questions they have. The teacher then projects the Padlet and together they organize the questions into bigger ideas or categories. (Adina - SMUSD)

# data[].attributes.body
Getting feedback from students about classroom activities

# data[].attributes.body
Students share out and comment on thesis statement in writing task

# data[].attributes.body
I've taken the most challenging reading comprehension question from the current story and posted it on Padlet. 5th graders love looking at other student's writing, often giving praise as well as noticing errors:)

# data[].attributes.body
Have them talk about the main pieces of evidence and analysis about a topic. They help each other add depth and impact.

# data[].attributes.body
I would love to introduce it to teachers to use it in their classroom and also have online student showcases.

# data[].attributes.headline
I've used it as at a PD to break down boring material

# data[].attributes.subject
I've used it as at a PD to break down boring material

# data[].attributes.body
In the classroom all the time for everything!!! Lol

# data[].attributes.body
Used it during a staff meeting at work. Posted a question and teachers commented on Padlet.

# data[].attributes.body
After assignments or assessments, I have students post a self-reflection on challenges, something they learned,  what they found simple, etc.  When I see mentions of the same challenge, I know where I need to reteach.

Exit tickets without the mess.

# data[].attributes.body
Students have reflected on their day's learning and teachers have wrapped up instruction by discussing take aways and class consensus, whole group comprehension monitoring tool as well. Will discuss  parent involvement options with teachers.

# data[].attributes.body
Students often work on group or individual projects.  Rather than standing up in front of the class, Padlet would let them share their projects in another way.

# data[].attributes.headline
What is the life lesson taught in this clip?

# data[].attributes.subject
What is the life lesson taught in this clip?

# data[].attributes.body
As a e-version of Take a Stand (where students pick which side of the line they are on or where on the continuum they are regarding a particular issue), but in the Padlet they can "pick a side" and express their reasons.

# data[].attributes.body
Padlets are great for warm-ups and/or exit tickets. I like the exit tickets because I can look at them after school and use the responses to inform instruction and/or class discussion for the next day.

# data[].attributes.body
As an introduction during a staff PD.  Instead of going around the room and stating who you are, where you teach, grade level, subject, and one interesting thing about ________, I have teachers/participants enter the information on a Padlet.

# data[].attributes.body
In my 1st grade classroom we use Padlet to post information while doing scavenger hunts around our school building, which are generally QR code hunts.  We take selfie scavenger hunts also and post video and pictures - this was a fun way to review classroom rules after returning from winter break.  I have sent home the link for parents to add photos or comments over weekends also.

# data[].attributes.headline
We LOVE customizing the background to Padlet walls to help organize the post-its (without comments): Read all about it here: http://www.thetechieteacher.net/2016/10/how-to-customize-padlet-walls-plus-free_12.html

# data[].attributes.subject
We LOVE customizing the background to Padlet walls to help organize the post-its (without comments): Read all about it here: http://www.thetechieteacher.net/2016/10/how-to-customize-padlet-walls-plus-free_12.html

# data[].attributes.headline
As a tech TOSA, I've used padlet for professional development with teachers. For example, we made one about our favorite Google Forms add-ons

# data[].attributes.subject
As a tech TOSA, I've used padlet for professional development with teachers. For example, we made one about our favorite Google Forms add-ons

# data[].attributes.body
Some of our K-2 students read into the microphone and post to their own padlet. The Padlet URL is shared with the teacher and students' parents so they can track growth over time. Parents can pull up their child's padlet and listen to them read, hopefully showing improvement as the year goes on.

# data[].attributes.headline
I've used Padlet in inquiry lessons as a way to share research findings (it's hard to use for the questioning phase because the  notes can't be purposefully grouped)-Laura SMUSD

# data[].attributes.subject
I've used Padlet in inquiry lessons as a way to share research findings (it's hard to use for the questioning phase because the  notes can't be purposefully grouped)-Laura SMUSD

# data[].attributes.body
During advisory lessons classes would discuss behavior, digital citizenship issues, etc and collaboratively answer key questions. Those key questions would be shared to a padlet so other advisory classes can see what was discussed.

# data[].attributes.body
I have seen it as a place to collect links for a project (such as an animoto, powtoons, google doc). Students can access each others projects from the Padlet and give feedback.

# data[].attributes.body
Students/student groups can use a Padlet to organize their research notes and ideas (Adina - SMUSD)

# data[].attributes.body
I just used it last week with Superintendents and Directors to share how tech laws are impacting our districts. It was a great way to see everyone's thoughts and then frame a discussion.

# data[].attributes.body
Teachers present a guiding/essential questions and then students contribute the questions they have. The teacher then projects the Padlet and together they organize the questions into bigger ideas or categories. (Adina - SMUSD)