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working in small group, brainstorm about metaphors. choose one to explain in details. use principles and elements of communication.

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Give students a list f key terms and ask them to write a definition using the Glossary tool.
variation:

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using news story, indicate how people meet different needs through communication.

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You can use A6 size Cards for any number of responses, including: agree/disagree, true/false, yes/no (red & Green), multiple choice (A, B, C & D, and emotions.

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Ask Students to produce a 30 second video production (mix of images, maps, photos, scans and audio) and post to Flipgrid. You can do the same in Padlet if you have the Pro account.

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At the beginning of a course, ask students to take a selfie, write their name and something interesting to share with classmates and post to Padlet

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Adult learners may bring valuable life or industry experiences and prior knowledge to the classroom. ask them to share their experiences

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sort of a Business cards jar! Set up a padlet (preferably on week 2) for anyone to add a visual contact card for an industry contact or a company - related to topic of study. It allows everyone easy access to important contacts to get more information when needed.

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for groups or individual. Build a digital scrapbook to record learning milestones. It can be personalized with group images and videos to show those special moments.

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Ask students to take a selfie in front of a window - what you see out when you are not looking at computer! ask them to post the photos and describe the "world in their eyes!"

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for example; at the beginning of a course, as students' introduction activity, we could use padlet for the two truths and a lie activity. students post a photo and 3 statements about themselves.

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Focusing on content, learners can reflect on a field trip, topic, case study. they are ask to writ/post 3 statement about new knowledge, depending on content and order,

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at the beginning of the course, ask students to post a profile photo (their faces), name brief intro about themselves

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Have students post a greeting in their own language and image of how it's written.

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Upload class notes and files for students to download them any time.

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Upload class notes and files for students to download them any time.

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Divide class in half and ask the first half to explain or review session and post only text while the other half can only post images. Ask students to review content and start matching up content to images

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As a cultural bonding activity, each students post a short Mihi in their own language,  with a flag or a map image. for example:
"kumusta, ako po si Vicky na taga Pilipinas"

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Divide class into groups to fit academic year and let students gather articles, notes and information on topic or students campus life and present it in a newsletter style.

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Start a story event and ask students to type their ideas of where it should go next.

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embracing events such as

Māori Language Week or Sustainability week. Students post 100 words in Te reo Māori, the word or phrase, meaning with an audio attempt. See Awareness Week

https://education.govt.nz/early-childhood/teaching-and-learning/learning-tools-and-resources/awareness-days/

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Ask students to create an interactive biography featuring text, images and videos.
Students could use it to collect and share life stories whether it's about an important figure related to the topic or them selves, or their group! - a group biography?

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treat this as a bucket list and break the course modules into goals and destinations. ask students to keep all their destination of interest on a padlet and stay focused. they can post an photo, image, 3d model.

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Ask students to post a visual inspiration goal to help support them in reaching personal, academic, group work,or project goals. Use Wall

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as a way for students to know about other students, divide students in groups based on culture. Ask groups to post a photo or video and a few paragraphs introducing their  culture.

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Live in class, bring a guest speaker without an introduction and ask to post their guesses/knowledge about the guest.
Variation: could be a historical personality (with voice over), an event - improve listening skills and a different way to present historical facts.

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Use a background with six columns and sic hats. effective technique that helps students become more productive and understanding of each other. You could also use as a review session (specially for Psychology and social sciences)

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best with lager classes- groups of 20 to 30. Create or let students create and name a few Padlets as online cafes with suitable background for them to meet and discuss.

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Use padlet to celebrate success among classmates! ask students to comment on a personal or group project that won! this is an opportunity to comment and check for clarification.

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following on form sustainability week, ask students to post personal commitment.
variation, any commitment to fit content.

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As you proceed through content, stop and let students post their prediction of what will happen next

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Use Canvas and let start an organisational chart of the topic.

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Let students work collaboratively to construct success criteria for an assessment event.if may take only 5 minutes, but it has a great value of what is required of them to do

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Break down the course or program important date with your students and let them add element of concerns, assessment requirements, link events, field trips and other learning events.

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Set up some categories and let your students ask questions. You could use this live and pause the session to answer those question r open the board after the session and and provide answers later. This could be helpful in setting up quizzes.

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good for any physical activity whether science, engineering or sports. Post a video of a learning demonstration/experiment and ask students to analyse, comment and question different aspects of the video.

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set up a wall for collaborative content curation for an upcoming project or a major learning event. Students are encouraged to attached URL, images, videos. This could work as a group competition by using shelf.

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By week, or by tasks to tick off all your professional to-do's with padlet. use shelf or wall.

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A deep learning activity that give an extra level of interaction and explanation. .Create three headings representing KWL; K - know, W - want to learn, L - what they learned.
Ask them to post what they know ("K") and what they want to learn ("L"). at the end of a session, let them post what they've learned.

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Students post their ideas and share their views live individually or in Think-Pair-Share concepts.

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After explaining a concept, ask students to post what information/content were time-sensitive?
You could do the same as location, chiropractors, species, etc.

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Padlet is great for a brainstorming a topic, a project, a statement or a quote! use Canvas

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Ask students to analyse a definition. for example; a common annotation in architectural drawings:
"100x50 H.2 Interior Framing Timber Stud @600crs." this is = (1)100x50 (2) H.2 (3) Interior (4) Framing (5)Timber (6) Stud (7)@600crs. use shelf.

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ask students to post their ideas about upcoming department events or course activities.

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ask students to post their work here and let others review and comment -good for visual work/assignments in a min art gallery exhibition.

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Use Padlet for students to post their feedback as an anonymous forum

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because posting on Padlet is anonymous, students who do not share their thoughts in classroom -specially with large classes find posting to a padlet encouraging

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Ask your students to create various concept maps or mind maps. You can upload a custom background to help. Use Canvas to connect ideas

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Let students post anything they want, a photo gallery (snap pictures of student work) , as a blog, use an interactive white board,

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Use shelf. upload images from content and have students post notes and comments.

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Set up a padlet as a review tool before an exam or a test. Students can post their questions before a big exam. Useful for any subject. can be set as synchronous (a night or two before the exam) or asynchronous activity (opened a week ahead of exam)

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Students practice their analysis and argumentative writing on a Padlet by gathering quotes as evidence. link to 4th dimension.

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Students practice their analysis and argumentative writing on a Padlet by gathering quotes as evidence. link to 4th dimension.

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Students complete a design or artistic rendition and then submit it virtually - use Wall

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In the fishbowl activity, a group of students are discuss and post their views to padlet. The rest of the class watches, listens, or reads the posts of the discussion. A secondary discussion occurs concerning the outcomes and process of the first.

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Set a few review sessions linked to content. include reviewing facts, concepts, practice, knowledge gained, etc.

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as a way to response to learners needs, ask students to post how they are doing in the course or after a session.

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Just after teaching a new topic and before ending a session, Let your students answer an exit questions like “what did you learn today?”, or “What questions do you still have?” or "How is connected to previous topic?"

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Ask students to record what they learned, areas they liked best and ones they struggled with - weekly Journal

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Ask them to post responses a question or review a demonstration/experiment and compare responses.

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Post a few questions and ask students to respond to and answer. Good activity for knowledge check- use shelf; one column per question

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Use Padlet for students to post questions about topic or upcoming exam and encourage other students to respond and answer. I have used this approach and assigned students to groups; those who ask questions and those who answer - this will force students to work collaboratively within their group

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Ask students to post a picture and a short paragraph from a field trip, school events, class experiment.

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use shelf or a preset background (Ask Me!) and ask students to review the concepts discussed in groups. so each group will discuss and post a summary and questions on one item.

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Ask students to summaries key ideas or useful information learn in lecture and questions to follow up on next session. this could happen at the end of a session or immediate after.

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Let your students ask questions during the session and It’s very handy when students don’t understand something or need a better explanation. Stop your lesson 10 minutes early and go over the questions.

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Post head-shots of your students or class photo on the Padlet and ask everyone to write at least one compliment as a comment beneath everybody's photo

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Time: second half to 3rd quarter of course. Use Canvas, with a per-set tree background. ask students to post a "Thank you for my learning" notes, could be to you, a previous lecturer or fellow student

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One week ahead of the session, have students read the whole text for a topic and a prepare a guiding question for one part of the text for other students to respond to. make sure to divide the topic to involve all students or groups.

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Briefly present the next topic to students and get them into groups. Ask each group to create a tutorial for one part of topic and post online. use shelf and divide the board into several topics

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Briefly present the next topic to students and get them into groups. Ask each group to create a tutorial for one part of topic and post online. use shelf and divide the board into several topics

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Students attend an online live demonstration (Zoom or Adobe connect) of an experiment before the session. Post recording to padlet and ask for reviews and feedback to discuss in the  upcoming session. you could, intentionally embed some hazards for them to investigate.

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Ask students to post all their research investigations on a topic to a padlet under specific columns/ Summarise and discuss in class.

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Stimulating a timeline, use Shelf to build a functional and chronological presentation with text, dates, images and even videos.

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Create four to six video - could be Echo clips from last year, you tube, 3 to 4 minutes long each. Make a note of two phrases you hear in the clips and add a “distract or”, a phrase that isn’t in the clip but that could be. Students have to watch the clip and identify the distractor, discuss in groups and post online under headings representing clips.

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Find one or more news site and choose four to five news stories that you related to your topic. Give the list of news stories and URLs to the students. They must “follow” the news story for a week. At the end of the week, they summarise their findings and post it online.

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at the end of your session. introduce the topic for next session.  Find a web site on the topic. Choose one that has several links on the page. Tell the students they must start at this site, begin reading and move to a new related link (from  the original page) but the. However, they are only allowed five clicks. they need then to stop browsing, take screen shots and post a review/reflection of topic and prepare a description of the end page they reached the steps they took to get there.

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or Time-constrained presentations. Ask students in small groups to review  one part of a topic, article or course notes. Let them know that in the following session, you'll set a timer to 2 minutes and each group has to present their summary in 2 minutes -in order so students can understand content and construct knowledge.

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Suitable for topics where multiple  professions take action in a process. Ask students in groups to review a topic a week ahead and each person represent one profession and post a paragraph about their role in this project.

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Students are provided a list of journal articles to read. Each student is assigned an article to critique. Students then post their review on that article and comment on other students' critiques.

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The goal is to show case students' work. All Students should be able to view, critique and learn from each other and develop the students artistic skills.

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divide class into two groups and ask them to investigate a topic in the news or check on the web in opposite views to each other. post their comments and start a debate next session.

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A way to excite students about content is to track one or more famous people in the field. Let them work in groups in larger classes and track more then one character.

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Each student to post a QR code related to the topic discussed or to be discussed. Students to scan at least one QR code and share a review via a post. could be set in groups, so each group is allocated to post a review on one or two QR codes.

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before the session, post a cognitive or inquisitive quiz to get students thinking about the topic. this is more to prepare them for the knowledge transfer.

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Students attend an online live demonstration (Zoom or Adobe connect) of an experiment before the session. Post recording and ask for reviews and feedback to discuss in the  upcoming session. you could, intentionally embed some hazards for them to investigate.

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Students to find information on topic before a session and post news in a TV news format, with videos, interviews..etc.

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students to meet (virtually) with an expert and discuss ideas and views before class commence.

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A great way to hone student Web searching ability and problem solving. At the end of a session, highlight and briefly explain the topic for next week ask students to explore website as individuals or groups each and post information about the site and how s related to the topic. next week's session, students to defend their finding.

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Post a topic, article, idea, news and let students comment during that week. block or change each week.

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A great way for students to work collaboratively in groups on a research, ask questions during the research process, post snip-it from literature. .

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At the end of a demonstration, class or an experiment, ask students to review something -the practice, a chapter of a book, an article and let them post their reviews for next session discussion -make sure you set Attribution: display author name above each post.

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Ask students while walking or taking bus from Uni to their place, to record their observation  of something/task/behavior related to topic discussed and post a picture and short paragraph.

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with a right background or just a horizontal line, students can construct a timeline of event, process, or learning content. best to do it as groups, so they do some research first.

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for a seminar or departmental event, ask staff or postgraduates to post the title of their presentation and an abstract as an attachment.

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use Canvas format ans ask students to co-create a project critical path or process. connect phases and tasks

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with a right background or just a horizontal line, students can construct a timeline of event, process, or learning content. best to do it as groups, so they do some research first.

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If you notice that students are losing attention for one of these reasons, it is time to think about an energizer.

It is the last hour of the day

It’s Friday afternoon

Students get tired after lunch

It’s Monday morning

The content is boring

The content is not relevant

long time without interaction

Students are tired

The room is too hot or too cold

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6. Lie to me

This energizer is a fun way to get to know your students better. Not just the basics, like where they live or if they have a brother, but real stories and anecdotes.

The students have to tell 3 facts about their life. Something that happened to them. Two of them should be true, and one should be a lie. The other students have to find out which one is the lie. You’ll be surprised what kind of crazy things can actually happen! (Or how good your students can lie!)

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8. Get on that chair

For this classroom game, students need to be flexible and balanced. For every student, the teacher places a chair. All the chairs should be lined up in a single line. Every student has to stand on a chair. Then, the teacher asks them to go stand in a certain order. For example: “I want you to organize yourselves from young to old.” The students now have to change places without touching the ground.