Padlet Start-Up

Overview

In this lesson students are introduced to Padlet and learn how to post, respond, and collaborate respectfully online. They will complete a short group task by creating and organising Padlet posts using clear instructions and safe commenting.

Learning intentions

• Students will learn how to log in, access a Padlet wall, and understand Padlet’s purpose.
• Students will create a new post with appropriate text (and optional image) following a model.
• Students will practise responding to peers’ posts using respectful, constructive language.
• Students will follow digital safety and appropriate communication practices while collaborating.

Success criteria

• I can join the correct Padlet wall and locate the task prompt.
• I can add one post that matches the instructions (clear, relevant, and readable).
• I can comment on at least one peer post using respectful language and helpful feedback.
• I can explain one strategy for staying safe and positive when using online tools.

Curriculum links

• EN3-OLC-01: Students communicate with social and cultural awareness by interacting and presenting, and by listening for understanding.
• EN3-HANDW-02: Students select digital technologies to suit audience and purpose to create texts (using Padlet appropriately).
• EN3-CWT-01: Students plan and create short written contributions for multiple purposes and audiences using suitable text features and word-level language.
• Collaborative oral and written communication: students interact, listen, and contribute to shared meaning.

Lesson structure (60 minutes)

1. 0–8 min · Hook + model. Teacher shows Padlet introduction slides and asks: “What’s the best way to collect class ideas—on paper, in a shared document, or in one online space?” Students share quick thoughts and the teacher links this to Padlet being a shared noticeboard where everyone can add ideas.
2. 8–18 min · Direct teach: what Padlet is and how it works. Teacher walks through the Padlet wall shown in Padlet introduction slides (no student login yet), explaining: “wall”, “post”, “comment”, “author”, and “refreshing to see updates”. Students follow along on paper/whiteboards with the teacher’s steps: join → read prompt → post → check for others’ posts → comment.
3. 18–28 min · Safety and respectful commenting. Teacher uses Padlet introduction slides to introduce class rules for online interaction: be kind, be specific, don’t share personal information, and use appropriate language. Students complete a quick “sentence sort” discussion: which comment is helpful vs unhelpful (teacher reads examples aloud; students hold up “helpful” or “not helpful”).
4. 28–40 min · Guided practice: create a post. Teacher demonstrates making one example post on the projector using Padlet introduction slides (for example: “One thing I’m curious about in our topic is…”). Students then practise by writing their post text on Padlet post-writing worksheet, including a short title line and 1–2 sentences that match the prompt.
5. 40–52 min · Collaborative Padlet task (in groups). Teacher distributes Padlet post-writing worksheet if not already collected from step 4, then directs groups to add their prepared posts to the class Padlet wall from the instructions displayed in Padlet introduction slides. Each group contributes: 1 post, then 1 supportive comment on a different group’s post. Students work in pairs within groups: one posts and one checks placement, wording, and safety.
6. 52–58 min · Share and check for understanding. Teacher prompts using Padlet introduction slides: “What makes a post easy to understand?” and “How did our comments help others?” Students do a brief whole-class share (volunteers point to a post conceptually; teacher summarises common strengths).
7. 58–60 min · Exit ticket (quick oral or written). Teacher uses the final slide in Padlet introduction slides to ask: “Name one thing you will remember when you use Padlet next time.” Students respond on Padlet post-writing worksheet or verbally to the teacher.

Resources

• Padlet introduction slides
• Padlet post-writing worksheet
• Teacher device with projector/smartboard access
• Student tablets/laptops (or one shared device per group)
• Padlet wall pre-created by teacher with the correct prompt
• Headphones (optional for reduced distraction during independent work)
• Timer for each section

Assessment

• Formative: teacher circulates during guided practice and collaborative posting, checking that posts match instructions and language is respectful (not personal).
• Formative: teacher listens for correct use of Padlet terms (wall, post, comment) and safety rules during discussion.
• Exit check: students name one safety/communication strategy for using Padlet.

Differentiation

• Provide sentence starters on Padlet post-writing worksheet (e.g., “I think…”, “I noticed…”, “Can you explain…”) for students needing scaffolding.
• Offer a “choose-your-text” option: some students post only a short sentence; others add a second sentence.
• Extension: students add a second comment that includes one question and one improvement suggestion.
• EAL/SEN supports: allow oral rehearsal before typing; display key rules on Padlet introduction slides; use paired roles (poster/comment checker) to reduce cognitive load.
• Privacy support: remind students to avoid names, addresses, schools, or photos with identifying details.