Using Padlets in an ESOL class

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Using Padlets in an ESOL class

• Description of the group
• The following case study looks at an ESOL
  group based at a Childrens Centre in March. Due
  to time constraints, teacher contact time was
  limited to 1 hour and 30 minutes instead of 2
  hours a week. This was then viewed as the ideal
  opportunity to try to integrate some blended
  learning into the course.
• The group consists of nine learners at a
  beginners level. There are four people from
  Bangladesh, two from Portugal, one from Iran and
  two from Poland. There are eight ladies and one
  gentleman. All of the students have lived in
  England for a number of years, but do not have
  the opportunities to use their English regularly,
  due to lack of exposure and/or confidence. They
  are all motivated to learn by their variety of
  different needs some wish to gain employment or
  improve their current positions at work, most
  want to be able to help their children with
  school work and communicate with their childrens
  teachers, and all want to feel empowered and
  independent.
• Exposure is a large hurdle for most of the
  learners. Due to their limited language skills
  they may have become isolated or lack the
  confidence to use the skills they already
  possess, and therefore, are not able to expand
  upon their reservoir of knowledge. The aim of
  using blended learning was to allow students to
  have further access to material studied in the
  classroom and encourage them to practise and
  reinforce this material.
• When considering the element of blended
  learning in the course, we anticipated there may
  be a proportion of the students that would not
  have access to a computer and an internet
  connection, and students who may never have had
  the opportunity to use a computer. These issues
  were raised and discussed with the students in
  the first lesson and their willingness to take
  part was noted.
•  

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This is my Padlet dashboard. I added to this
weekly so learners could review the previous
lesson or use the links to gain further practice.
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We discussed the use of technology in the class,
the learners all had access to a computer (or
other device) and an internet connection, but
some had no experience of using a computer. These
learners said they would get help from their
children. They did and said their children were
happy to help teach their parents for a change.
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This was all new for me too, so I tried to start
simple. All handouts used in the class were
posted on the Padlet , which meant there was less
need to photocopy. I also wrote the vocabulary
that was used and any points that had been
discussed in class. I gave the learners the URL
address for them to access the Padlet, and they
eagerly went home and tried to use it. It wasnt
until one learner approached me in town to tell
me she couldnt find the site that I realised I
hadnt used the correct settings. I hadnt made
it public and pressed submit. In the
following class I learned that this mistake had
dented the learners motivation, and it took
quite some time to restore it.
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It was then I felt I had to up my game to stop
from losing the learners interest. This Padlet
was set up before the class and was required by
the learners, to be able to do their homework.
The learners would have to use the sentence stems
to write the necessary phrases for a spoken
timeline activity done in the session.
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Two of the areas in which I knew the use of
technology would be an advantage were to reduce
the need for photocopying, and time wasted on
taking notes in class time (which may not even be
accurate).
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But I hadnt realised what an impact it would
have. This was a very important Padlet for me and
the learners. The verb list was produced by the
learners, and the links had been requested by
learners to continue their study at home. I took
this opportunity to let the learners explore the
links as part of the class, believing that this
would be the final push for anyone who had been
wary and not joined in so far. This is the only
class where I have experienced any disruption. I
had to forcefully insist the learners stop doing
the activities and quiet their giggles and
laughter. It was amazing to see.
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Conclusion

• This term, I will be able to give this
  group the full two-hour sessions, which the
  learners are very pleased about. I will still be
  continuing to use Padlets because I feel they
  have been a great learning resource. I will also
  be developing its use in class and spending more
  time to encourage learners to use it themselves,
  to give feedback and post things they find
  interesting.
• From this experience, I have seen how
  learners who never work together, have come
  together and shared laughter and learning. I have
  had learners coming to me to show me the reams of
  work they have done at home. I have been stopped
  in the street to be asked when the Padlet will be
  updated. I believe that using technology has
  added an extra and very interesting element to
  this course that has motivated learners and kept
  learners motivated.
• I cannot recommend it enough. It has not
  taken a huge amount of extra time.
• I have not produced anything on top of
  what I have done for the classes.
• It has been an excellent way for the
  learners to stay connected to the learning.
• Please give it a go.
• (I have produced a PowerPoint
  presentation on how to get your Padlet started.
  If you want a copy, I am very happy to email it
  to you.)
• 
  
  shortbyname_at_gmail.com