Collaboration
Digital Collaboration with Peers Through Video Response and Virtual Bulletin Board Platforms
Jamaica Plain Adult Learning Program
TAGS: #InstructionalRoutine #Collaborative #Flip #Padlet #JPALP
WHAT | Digital Collaboration: Learners will engage in routine digital collaboration in the classroom by using online video response and virtual bulletin board tools such as Flip and Padlet.
WHY | Learner Engagement: This routine is effective because it leads to real-time feedback/collaboration, which increases learner engagement. The more engaged learners are, the more likely they are to complete assignments. Also, because our curriculum includes both problem-based and project-based learning, this enables learners to use multiple platforms to showcase their work and collaborate with peers.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
Authentic Audiences and Purposes–Learners connect with their peers and others to communicate about ideas, solve problems, and exchange learning.
Building Empathy–Learners increase their capacity for empathy by considering viewpoints and experiences that differ from their own.
Case Studies/Case-based Learning–Learners will complete problem-based and project-based tasks that are centered in real-world expectations and experiences.
HOW | Flip or Padlet: Depending on the task, learners will use Flip and/or Padlet to complete project-based and problem-based learning assignments as part of thematic curriculum units (e.g., nutrition, civic engagement). Learners will use the assignment function in Google Classroom to access direct links to Flip and/or Padlet. They will follow the links to leave their own responses and respond to the submissions of their peers.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.1: Communicating Effectively: Learners will use technologies to adapt their communication for the appropriate task/purpose/audience. They will also follow set criteria for digital etiquette and citizenship.
Learners Share Ideas and Opinions in Writing Using an Online Whiteboard
YMCA International Learning Center
TAGS: #InstructionalRoutine #Collaborative #Jamboard #YMCA
WHAT: Learners practice sharing an opinion or idea in writing and work collaboratively with peers and teachers.
WHY: Students will be able to practice writing sentences and phrases in English. Jamboard can be used for class activities like whole class work, small group work, as well as independent work. Students will be able to work independently and collaboratively, and will have easy access to content and any information displayed.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Jamboard:
Create Jamboard in Google Drive, and name it appropriately.
Insert pictures, text boxes or sticky notes to present information and/or instructions to students.
Configure sharing settings (editor or viewer).
Share Jamboard link with students and ask students to join the Jamboard.
Teach students how to use the writing tools within the Jamboard (sticky note and text box).
If the Jamboard contains multiple pages, teach students how to move from page to page within the same Jamboard.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.2: Collaborate with Technology: Students are working together in the Jamboard at the same time. They need to be careful not to interfere with each other’s work. They can read and check their work and the work of their peers.
EF.4: Use the Mouse: Students use the mouse to move through the different pages of the Jamboard and to insert sticky notes, text boxes, images, etc.
EF.6: Save & Find Documents: Students can access the Jamboard later in Google Classroom or Google Drive. They need to know where the Jamboard is saved and how to access it.
LL.2: Adapt to New Technology: This is a relatively new tool that students need to learn how to use, especially for online classes and when using Google Suite tools.
Organize Digital Information To Present Ideas Using An Online Board
Boston Public Schools
TAGS: #InstructionalRoutine #Collaborative #Jamboard #BPS
WHAT: Based on the reading in the unit, learners will collaborate and answer the main ideas from a text others haven't read on an online board.
WHY: Learners utilize summarizing skills to create clear, detailed information to share with classmates. Finding key details, paraphrasing, and presenting are important skills to have in speaking, listening, reading, writing, and the workplace. Using Jamboard for summarizing skills provides an interactive and collaborative platform for learners to develop their abilities in speaking, listening, reading, and writing. It also promotes important workplace readiness skills, preparing learners for future academic and professional endeavors.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Jamboard
Create a Jamboard Template: Design a Jamboard template that includes sections or frames where learners can input their summaries. Each section can represent a specific topic or reading passage that requires summarization.
Assign Topics or Readings: Assign learners specific topics or readings that they need to summarize. Provide clear guidelines on the length and level of detail expected in their summaries.
Provide Guidance on Key Details: Offer guidance on identifying key details within the topics or readings. Teach learners strategies to identify important information, such as highlighting main ideas, supporting evidence, or significant examples.
Paraphrasing Practice: Emphasize the importance of paraphrasing to promote understanding and avoid plagiarism. Encourage learners to rephrase the original text in their own words while maintaining the core meaning and key details.
Collaborative Sharing: Instruct learners to input their summaries onto the assigned sections of the Jamboard. You can set it up so that each learner has their designated section to prevent accidental overwriting. Alternatively, you can assign groups of learners to collaborate on a shared section.
Peer Feedback and Discussion: Encourage learners to provide feedback on their classmates' summaries. They can use Jamboard's commenting or sticky note features to offer suggestions, ask questions, or highlight areas of strength. Facilitate a class discussion where learners can discuss the different summaries, compare approaches, and clarify any points of confusion.
Reflect and Revise: Encourage learners to reflect on the feedback received and revise their summaries accordingly. They can make revisions directly on the Jamboard or provide a revised version in a separate section.
Showcase and Present: Allocate time for learners to present their summaries to the class. They can share their screens or present their sections of the Jamboard while providing a brief overview of their summaries. This exercise promotes speaking and listening skills as learners practice articulating their ideas and actively engage in the presentations of their peers.
Workplace Readiness Integration: Connect the skills developed through this activity to workplace readiness. Discuss how summarizing, finding key details, paraphrasing, and presenting information are valuable skills in professional settings. Explore examples of how these skills are utilized in various workplace contexts.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.2: Collaborate with Technology
CO.7: Share Information with Others
Plan Essay Topics Using a Digital Whiteboard
Julie's Family Learning Program
TAGS: #InstructionalRoutine #Collaborative #Jamboard #JFLP
WHAT |The learners type and post topic sentences on the bulletin board in response to different prompts for synchronous class work in a hybrid learning environment. Learners, both in-person and at home, are simultaneously learning about essay writing. They can see and edit each other’s work on the bulletin board. For example, students are given a prompt and asked to create topic sentences in response and post them publicly. Then, the class can synchronously review the topic sentences to see if they effectively introduce the topic and preview three main points.
WHY: Working with a digital whiteboard fosters familiarity and comfort with technology as learners navigate the online platform, interact with the interface, and utilize its features to contribute their topic sentences. This experience prepares learners for future digital collaborations. Additionally, this activity requires students to produce small pieces of written work (which are less intimidating).
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Jamboard
Open a new Jamboard. Post the LINK to the Jamboard in your Google Classroom with editing enabled.
PREP- Create a few Jamboard slides that explain what a topic sentence is and its function (i.e. to introduce the topic and preview 3 main points). Create several copies of the practice slide and add an essay prompt to each one.
PRACTICE- Use the first few slides with the essay prompts to model using the Jamboard sticky notes to type up a topic sentence. Demonstrate how to turn the question into a statement and brainstorm (think aloud) 3 main points to preview. Also, show students how they can edit their sticky notes as they proofread their writing and change the color. Students should write their names on their stickies for feedback. After modeling this procedure, the next couple of slides can be used for guided practice, independent practice and assessment. Students can try writing a topic sentence on a sticky note. Then we can read over each one and edit them together.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.2: Collaborate with Technology: Through Jamboard, students can share their ideas with one another. This allows for creativity and student choice as they explore a new topic or engage with a prompt in new ways. They can build upon their classmates’ ideas. This strengthens confidence for students who might be shy, adding to an in-person group discussion off the cuff.
LL.2: Adapt to New Technology: Jamboard requires very little onboarding. Students with a wide range of digital literacy skills (and language skills) can use Jamboard after only a few minutes of instruction. Mastering Jamboard can help students build confidence for mastering more difficult digital skills down the road. It is a beginner-friendly foray into sharing information and collaboration.
Reflect on Learning Points as a Class Using an Online Bulletin Board
Jackson Mann Community Center
TAGS: #InstructionalRoutine #Collaborative #Padlet #JMCC
WHAT: Students collectively summarize and review all the content they have learned during a unit or module in a classroom Padlet.
WHY: Having a moment to collectively summarize content learned gives learners an opportunity to gain more awareness of their learning process. Using Padlet as a tool ensures all learners in the group have a “voice” and can actively participate. Unlike a teacher eliciting from students what they learned and writing it on the board, the Padlet will allow students to add topics themselves directly to the final work. Also, this creates an opportunity to conduct self-assessments, which makes learners more aware of their strengths and areas for growth. Self-assessments also support the development of critical thinking and problem solving skills. By utilizing the Padlet, students will have the opportunity to reflect on their learning, as well as assess their own progress.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Padlet: At the end of a unit or module, create a Padlet and share it with the class. Insert prompts to the Padlet that students can add to. Prompts can be around topics covered, such as grammar points or vocabulary words, and prompts focused on the student experience, such as “the hardest part” or “the easiest part,” “what I need to practice more.” “when/where I’m going to use this,” etc.
(If you are new to Padlet, check out this 10-minute tutorial for teachers.)
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.2: Collaborate with Technology: The entire class will be able to collaborate on a single document.
IS.1: Use & Apply Information: Students will synthesize the knowledge acquired through the unit/module.
IS.4: Self-assess Your Skills: Learners reflect on their own progress, identifying strengths and gaps.
Schedule and Update Appointments via an Online Calendar
Mujeres Unidas Avanzando
TAGS: #ProgramPractice #Collaborative #Calendly #MUA
WHAT | Schedule and update appointments via an online calendar: Learners use a digital calendar to see staff availability and schedule appointments for advising sessions, intake interviews, pre/post-assessments, and more. Learners can also go back to the calendar to change or cancel existing appointments.
WHY | Learner Ownership: Learners take ownership of their schedules by selecting appointments on the agency’s digital calendar. In doing so, they not only build digital literacy skills but also goal-setting and time management skills necessary for the workplace. The ability to cancel or reschedule appointments, as needed, encourages self-monitoring (keeping track of their appointments, their availability, their priorities), as well as learner choice (providing them with as many options for appointment dates, times, and formats as we are able).
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
Goal-setting and monitoring: The first step for our students in reaching their goals is choosing to show up! This routine helps them take those first steps in terms of scheduling an intake appointment, meeting with a coach, scheduling an exam, and so on.
Learner choice: Learners select the appointment date, time, and format.
Self-monitoring: Learners evaluate their own schedule when choosing an appointment, ensure the appointment is fulfilled, and take the steps necessary to reschedule, if needed.
HOW | Calendly: Instructors and advisors provide students with a link to a specific calendar where they can view all appointment options and schedule appointments such as pre-/post-assessments, advisor meetings, or technology tutorials. Staff provide assistance to students as needed. The calendar generates confirmations and reminders for students via email and text. It syncs to Zoom, our preferred meeting platform, and a Zoom link will automatically be created and sent to all parties for virtual meetings. Students can add a message to the host of the appointment and change or cancel appointments. The webpage is clean and easy to navigate.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skills:
EF.9* Send & Receive Email - Sending and receiving an email including using attachments
Students will practice with receiving confirmation and reminder emails after booking an appointment for a number of important tasks they must complete while enrolled in their adult education program. They will also practice with locating the Zoom link, address, and other key information in the body of those emails.
IS.5 Use Search Strategies - Info search strategies [including search and browse skills]
Students will navigate the calendar to find available appointments on a given day.
WO.9 Manage Professional Networks - Using professional online networks and communities
By practicing navigating the digital calendars, evaluating their own schedules, and keeping appointments, learners will be better prepared to collaborate with their networks in a professional setting.
Use Online Bulletin Boards to Support Student Exploration of New Topics
Boston Chinatown Neighborhood Center
TAGS: #InstructionalRoutine #Collaborative #Padlet #BCNC
WHAT | Learners respond to instructor prompts and peer responses on an online bulletin board in order to explore new topics and connect class content to their lives: Teachers introduce a new topic by posing a prompt or question on the online bulletin board. Learners respond with their name and a personal example using text, pictures, video, and/or audio. To follow up, learners view their classmates’ responses and comment on or react to their posts.
WHY: Using Padlet to explore new topics and draw connections gives students time to prepare their responses, and, depending on the assignment, students can choose the modality they use to respond. This lowers the affective filter that sometimes prevents students from contributing to in-person class discussions. What’s more, our students come in with various digital literacy levels. Padlet is easy for students to use to explore new topics regardless of current digital literacy level or language level. Because this routine requires little onboarding, it is a good step to build confidence and readiness to use new, more challenging tech tools.
Sharing on Padlet is collaborative, helping students to learn from each other and participate in class community, even while remote. Online bulletin boards are effective because students can post asynchronously from a variety of devices. Students usually know how to take pictures and record audio/video on their phones. Padlet makes it easy for students to share personal, multimodal responses with their classmates digitally instead of, for example, bringing in a printed photo for an in-person show-and-tell.
Online bulletin boards like Padlet increase student engagement with the class content and help to build class community. Students have the freedom to share their life experiences and personalize their learning when sharing on Padlet. Engaging with their classmates’ responses opens their perspectives to their classmates’ viewpoints as well.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Padlet:
Log into BCNC’s Padlet account.
Create a Padlet with the “shelf” layout. Assign a column to each student by typing their name on the top box of each shelf. Use the first column for yourself.
Help students sign up with their emails and their passwords.
Note: Anyone can post on Padlet without an account. But accounts are useful because the poster’s name appears on all their posts.
Share the link/QR code to the Padlet on the class website/LMS.
Post a question or a prompt for students to respond to.
Put an example post on the Padlet or show some student work from a previous year to scaffold understanding of the assignment.
At a later date, students can like/comment on their classmates’ responses, or the Padlet can be viewed as a virtual gallery walk.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.2: Collaborate with Technology: Through Padlet, students can share their ideas with one another in a variety of modalities (photos, text, audio, video). This allows for creativity and student choice as they explore a new topic or engage with a prompt in new ways. They can build upon their classmates’ ideas asynchronously, taking their time to present their contribution to the group. This strengthens confidence for students who might be shy adding to an in-person group discussion off the cuff.
LL.2: Adapt to New Technology: Padlet requires very little onboarding. It is even possible to post on a Padlet without an email address. Students with a wide range of digital literacy skills (and language skills) can use Padlet after only a few minutes of instruction. Mastering Padlet can help students build confidence for mastering more difficult digital skills down the road. Padlet is also relatively private. The Padlet creator can modify the settings so that one must have the specific link to be able to post on a page. Padlets can even be password-protected. It is a beginner-friendly foray into social media and sharing information on the internet, setting the foundations for future discussions of online privacy and safety.
Utilize a Collaborative Whiteboard for Writing and Discussion
Project Hope Boston/ESOL Program
TAGS: #ProgramPractice #Collaborative #Jamboard #ProjectHope
WHAT | Learners will share their answers on an online whiteboard to a writing prompt about a reading/article or a topic that we have been discussing in class. They will read their responses and discuss them together in breakout rooms.
WHY | This will give students an opportunity to reflect on and write about a prompt. It will bring more awareness and reflection about a topic because students will be able to see each others responses and discuss them in breakout rooms. Students will use all four language skills: writing, reading, speaking, and listening during this routine.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
Peer Feedback/Peer Review: Students will be able to read their classmates’ writing responses and give feedback.
Handouts/Online Guides/Visual Reading Aids: Students will initially read an article and then be given a handout with a writing prompt to respond to.
HOW | Jamboard:
Do a short demo on Jamboard with class.
Try a short practice exercise with all of the students together.
Try another practice activity if necessary.
Give students 5-10 minutes to practice individually and write an answer to a writing prompt.
Put students in breakout rooms where they can share their responses in small groups and reflect.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.2: Collaborate with technology: Learners will have to work together to use a collaborative whiteboard (Google Jamboard) to generate responses. They will also have to use the product in a collaborative way to have further discussion in break out rooms.
CO.7: Share information with others: Learners will be using a new application to write and share ideas. This will help them to communicate effectively in all four language areas: speaking, writing, reading and listening. It will also help improve typing and digital literacy skills.