Using Padlet in lesson planningThere are a number of ways in which Padlet can be utilised in your lesson planning. As well as using Padlet as a tool for a collaborative learner activity, you can also use it as a brainstorming tool to develop your own lesson plan ideas, inviting other teachers to collaborate and share thoughts and resources. It can also be used as a secondary tool by incorporating into another web-based learner task to use as a space for research collection (see my WebQuest activity).
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Lesson Planning ToolLesson Plan |
Click here to link to my Padlet brainstorming lesson plan ideas. It is a useful way of saving resources and inspiration for personal use, and it's a great method of visually tracking your thought process. You can also make your Padlet public and invite input / feedback from other teachers.
Click here to view and download my lesson plan on using the future tense, including the Padlet activity "My Dream Job". The Padlet elements of the lesson are highlighted in green.
Lesson adapted from textbook: Clare, A. & Wilson, JJ. (2015) Speakout Intermediate 2nd Edition Students Book. London: Pearson Longman p35. |
Learner Aims |
To write about future aspirations in the future tense, including the use of modal verbs "I would" and "I could".
Following on from teacher input on the future tense, the Padlet exercise allows free practice of this in a topic that learners have a personal, authentic interest in. Visuals assist in maintaining learner engagement, and peer feedback is required for inter-learner support and inspiration, as well as peer correction for further practice. This task can be followed up with speaking practice, as per the lesson plan. As noted by Stanley (2015, p25), social networking, which is demonstrated through the collaborative use of an online tool such as Padlet, "can strengthen social relationships, and there appear to be positive psychological benefits, including enhanced well-being and self-esteem". All of these factors contribute towards a more motivated and engaged learner. References: Stanley, G. (2015), Language Learning with Technology, Cambridge: Cambridge University Press |