Parking lot

Also known as: anonymous feedback

Parking lot can be used by students to post questions or comments at any time during a focussed content activity which the teacher addresses at the end of the lesson with the whole group. It:

  • reduces the number of disruptions during the lesson and enables educators to filter questions that don't directly relate to the session
  • allows students to work more effectively as they can record their ideas and questions as they think of them
  • can help to inform future lessons, especially if there are any unanswered questions.

Parking lot

ICT templates

Learning activity templates

Office 365

Google G Suite

Make sure you are logged into your Microsoft account or Google account before accessing these templates. For more support refer to Getting started with technology

How to use with ICT

Assign a shared document or digital whiteboard as the ‘parking lot’, directing students to add their ideas and questions. Refer to this document at set points during lessons to clarify understanding. 

 

Single computer

Use a form titled, ‘Parking lot’ where students can ask questions and access during lessons. Set the form to, Show link to submit another response, so each student can submit a new form. Set this form up on a computer when the projector is not being used. Refer to this document at set times to clarify understanding.

External resources

Find out more resources
Title Link Description
Paved paradise…and put up a virtual parking lot by Casey Daleman Paved paradise…and put up a virtual parking lot A digital solution to a parking lot for questions and comments during a lesson.
Parking Lot: LEARN strategy (video) published by the K20 Center Parking Lot: LEARN Strategy The K20 Center explores Parking Lot, an instructional strategy that uses a special area in the classroom where students can write down their questions about a lesson to be answered later.
30 creative ways to use Padlet for teachers and students by Lucie Renard 30 creative ways to use Padlet A post-it board to support student ideas, including as a parking lot.
Creating a classroom parking lot by Courtney Belolan Creating a classroom parking lot Creating a parking lot supports internal student dialogue and makes it transparent.
Put up a parking lot! by Michael King and Jane Kovacs  Put up a parking lot! Describes the thinking and procedure for using parking lot as a quality learning tool so that teachers don’t take things for granted or miss opportunities – but in a very different way.
Parking lot by Hyper Island, on the Session Lab website Parking lot Describes the procedure for using this as a classic business tool to keep meetings and workshops on track.

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Personalised learning

Disability, Learning and Support

When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.

Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.

 

For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.

 

High potential and gifted learning and support

When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development.  These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.

 

Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.

 

Recognising the diversity of high potential and gifted students represented in classrooms across 4 domains of potential can be explored further by accessing illustrations of practice.

 

For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.