Collaboration

Digital Ready

WHAT | Participants use Slack as an interactive learning platform to deepen their understanding of course content and build academic rigor. Instead of relying on traditional tools like Quizlet or Kahoot, instructors use dedicated Slack channels for structured discussions where participants respond to prompts, react to peers’ insights, provide constructive feedback, and identify collective trends in understanding. This approach not only strengthens critical thinking and collaboration skills but also exposes students to industry-standard communication tools they are likely to use in professional environments.

WHY | This routine is effective because it explicitly teaches synchronous and asynchronous digital communication norms that are essential in academic and workplace settings. During live sessions, participants practice writing clear, concise responses, engaging in threaded discussions, tagging peers appropriately, and providing structured, constructive feedback. Asynchronously, participants complete pre-work and exit tickets that reinforce key concepts and support retention.

Because contributions are written and visible, learners must organize their thinking, consider tone, and build on others’ ideas. The format allows time to reflect before responding, supporting deeper collaboration and more equitable participation, particularly for students who may hesitate to speak in live discussions. The communication behaviors practiced in Slack, such as threaded dialogue, @mentions, tone awareness, and concise writing, are transferable to platforms like Microsoft Teams and other workplace collaboration tools.

Discussion trends are primarily reviewed by the instructor to identify themes, misconceptions, and participation patterns that inform instruction. When appropriate, key insights are shared with students to support collective reflection and continuous improvement.

HOW | Slack

• Purpose: Reinforce learning, build professional communication skills, and identify class trends.

• Overview: This routine takes place after class and is designed so any instructor can facilitate it consistently. It reinforces course content while helping students practice structured, professional written communication using Slack.

• Timing: The instructor posts the discussion prompt immediately after class in the designated Slack channel (e.g., #greentechWBLII).

1. Instructor Creates the Discussion Post

   1. Post a discussion prompt that ends in a clear question.

   2. Include response expectations.

   3. Include the structured feedback template in the original post.

   4. A discussion post must always end in a question. A statement alone does not reliably prompt engagement.

2. Student Participation Expectations

   1. Each student must post one original response in the thread, tag at least one peer, react to at least two classmates’ posts, and provide structured feedback to at least one classmate using the required template. (NOTE: This step focuses on peer feedback for participants, not instructor evaluation.)

3. Instructor Role After Students Post

   1. After students submit their responses, the instructor monitors the discussion to ensure tone and professionalism are maintained. The instructor engages selectively to deepen the conversation where appropriate, asking clarifying questions or prompting further analysis if needed. They also review the thread to identify emerging themes, areas of alignment, or potential misconceptions. Additionally, the instructor notes participation patterns to track engagement and ensure equitable contribution across the group.

Example Facilitator Post

Channel: #greentechWBLII

“Today we explored air sealing strategies and blower door testing.”

Discussion Prompt: “Which concept from today’s lesson do you believe will be most important in the field, and why?”

Instructions:

1. Reply in thread with your response (minimum 3–5 sentences).

2. Tag one classmate whose insight connects to yours.

3. Use emoji reactions to highlight posts you strongly agree with.

4. Respond to at least one classmate using the feedback framework below.

Structured Feedback Framework for Students:

When responding to a peer, use:

• I like… (Identify something strong or clear in their response.)

• I wish… (Offer a suggestion or ask for clarification.)

• What if… (Extend the idea or apply it to a real-world scenario.)

• All responses should demonstrate professional tone and complete sentences.

DIGITAL SKILLS | Implementing this routine connects to the following digital skill(s):

• CO.1 Communicate Effectively | Using Slack, participants develop written clarity, professional tone, audience awareness, and constructive feedback skills. They practice writing concise responses, tagging peers to direct communication, using reactions appropriately, and applying structured feedback (“I like…”, “I wish…” “What if…”) to strengthen solution-oriented communication.

• CO.2 Collaborate with Technology | This routine builds collaboration and accountability by engaging students in threaded discussions, encouraging them to build on peers’ ideas, and acknowledge contributions. These behaviors mirror workplace communication norms and reinforce consistent digital participation expectations.

EMPLOYABILITY SKILLS | Implementing this routine connects to the following employability skill(s):

• Communication Skills: Conveys information in writing | Using Slack mirrors real-world professional tools (e.g., Microsoft Teams). Students practice tagging peers, responding professionally in threads, using reactions appropriately, and writing concise, audience-aware messages. Students also engage in threaded discussions, provide structured feedback, and acknowledge peers’ contributions, reinforcing shared responsibility for group learning.

• Critical Thinking Skills: Thinks critically | When the instructor synthesizes discussion trends and prompts students to reflect on patterns in responses, students analyze areas of alignment or divergence and consider how peer input informs their thinking. This strengthens applied reasoning and workplace-style decision-making.

• Personal Qualities: Takes responsibility for professional growth | Students identify learning goals and revisit discussion threads to assess progress. By intentionally engaging students in trend analysis and goal reflection, the connection to accountability and ownership of learning becomes explicit and measurable. Ask: Why is tracking your progress toward your learning goals important? What trends do you notice in the discussion?

• Technology Use: Understands and uses technology: Students develop fluency using digital collaboration tools to complete structured tasks, a transferable skill in modern hybrid and remote work environments.

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WHAT | At the start of each session, participants will be asked to answer an icebreaker question in Padlet, which will serve as a warm-up activity.

WHY | This routine enables learners to exercise their communication skills as they navigate an application to complete an activity (in this case, answering an icebreaker question).

HOW | Padlet

1. Instruct learners that every day at the start of the session, they will have to answer an icebreaker question in Padlet and react to each other’s responses. 

2. Have participants create an account in Padlet.

3. At the start of each session, display the QR code and the link to the icebreaker question in Padlet. Be sure to update the question and the QR code for each session.

4. Give learners 10 minutes to answer and react to each other’s responses in Padlet.

5. After 10 minutes, ask participants to volunteer to share their answers.

6. Try to use what participants share out to make connections to the content you will be presenting that day. Instructors can also use the daily icebreaker as a way to track participant attendance.

DIGITAL SKILLS | Implementing this routine connects to the following digital skill(s):

• WO.9 Manage Professional Networks | Learners will utilize Padlet not only as a way to sign in to class and answer icebreaker questions, but also to engage with each other. Navigating Padlet gives learners more insight into utilizing similar types of platforms. Learners will also exhibit professional decorum when interacting with fellow participants responses by using respectful language, keeping an encouraging tone, etc., which is a skill that is essential to managing professional networks and can be translated to utilizing professional networking platforms such as LinkedIn. Ask: What are professional practices when reacting to someone else’s post?

EMPLOYABILITY SKILLS | Implementing this routine connects to the following employability skill(s):

• Communication Skills: Conveys information in writing | Learners respond to the icebreaker question as well as each others’ responses.