- This topic has 55 replies, 28 voices, and was last updated 2 months, 2 weeks ago by
.
-
Posts
-
-
*Please Note: Participants who use Word (Or equivalent) to write their assignments and then copy and paste these into the forum may find that additional extraneous formatting is brought across. To avoid this, either right click in the post window and choose ‘Paste as Plain Text’ or use the keyboard shortcut cmd+shift+v. Alternatively, you can first paste the content into Notepad (Or similar) and then copy it from here to the topic window.
ASSIGNMENT
Write a forum post (150 words min) as a Reply to this post, reflecting on your chosen activity for this module supports inclusion, pupil engagement, feedback and next steps.
Please also comment on at least one other participant’s post offering a supportive comment, question or suggestion.
Then, consider how Google Workspace and inbuilt accessibility features could be used in School Self-Evaluation (SSE) at your school.
-
I chose a 3rd Class Science activity on plant growth. I feel that it could be made more accessible using the built-in accessibility features in Google Workspace. Students could record observations in Google Docs using Voice Typing if they find writing challenging, while screen reader support, zoom, and high-contrast browser settings can help students with visual or reading difficulties. Images of plants could include alt text, and clear headings and checklists in Google Classroom would help students follow the activity independently. These features allow students with a range of learning needs to participate and demonstrate their understanding in different ways.
In a general sense, Google Workspace can also support SSE by making it easier to gather and analyse feedback from students, parents, and staff through Google Forms. I know in my own school we have recently done this in terms of student/parent attitude to the teaching of Maths. Responses can be automatically organised into charts, helping schools identify strengths, areas for improvement, and monitor progress over time. Shared Google Drive folders also allow staff to collaborate on SSE documentation efficiently and consistently.-
Hi John,
The voice activity is an excellent method of using Google workspace. Our students on a daily basis see their older siblings/parents/role models using Voice messages as a method of communication with their family/colleagues/friends. This activity clearly equips our students with an alternative way in which to record and share information. The use of checklists on Google classroom could provide an excellent way of scaffolding students who require it while also providing a self-assessment method for students moving through tasks at a faster pace.
In supporting SSE, collating the information into charts provides an excellent opportunity to share information with the wider school community.
-
-
-
Google Workspace can reduce barriers by offering pupils different ways to access information, participate in learning and demonstrate understanding. Docs can provide structure and scaffolding, Slides can support visual and flexible responses, Forms can gather evidence and pupil voice, and Classroom can provide routine and consistent access. The module also reinforced the importance of responding to individual learning needs and using assessment evidence to decide appropriate next steps.
I chose to look at how children could be encouraged to p<span style=”font-weight: 400;”>ractice different forms of quiet reflection, prayer, and mindfulness to help them find inner peace and spiritual strength during busy times.</span>
For children who find physical stillness or closing their eyes challenging, I plan to provide a sensory anchor (like watching a slow visual graphic on the projector screen or holding a small comforting object).
In considering the time needed to process information I will give children thinking time before asking for volunteers to speak in front of the large assembly group.A brief Form could be used after rhw assembly to identify what pupils understood, what they applied and what support they need next.
This learning supports SSE and the Digital Learning Plan by providing practical ways to evaluate access, engagement, pupil voice, feedback and progression. The evidence collected can inform targeted actions rather than simply measuring activity.
-
-
-
-
John, I like your idea of using shared Google Drive folders to work collaboratively on school data/school self evaluation. Like your school, two of us in school devised a Google Forms to use with 3rd to 6th class to see how children found the new Maths My Way programme this year as they negotiated the new Primary Maths curriculum. Classes could collect their own data by copying the file and distributing the form to their own group. We will analyse the pupils thoughts on the programme on return to school and see if we can improve or celebrate the work done.
-
-
I used Forms last year just before the summer term, to gauge how pupils felt they were getting on (vs where I had them), areas they found easy/difficult, discussions about homework. The simplicity and anonymity of it meant that I had a very high participation rate for the Form, but also pupils shared their ‘true’ thoughts instead of what they thought I wanted to hear
-
I stayed with my local area project for 3rd/4th class, but looked at it through an inclusive practice lens, using Google Workspace (Classroom, Docs/Slides, Forms).
Inclusion
The activity supports inclusion by using a shared Google Slides template with simple headings and visuals. This helps pupils who need structure or language support. Children can work in pairs or small groups, so those with weaker literacy can still contribute ideas, images or oral explanations. I can also give differentiated versions (e.g. word banks, sentence starters) quietly through Classroom.Pupil engagement
Using Slides about our own town/village makes the task meaningful. Pupils enjoy choosing photos, colours and layouts. Working online in small groups also helps quieter children take part without the pressure of speaking in front of the whole class straight away.I use comments in Slides for quick, specific feedback (e.g. “Can you add one more fact here?”). A short Google Form at the end asks pupils how confident they feel and what they found difficult.
Next steps
Based on the Forms responses and the quality of their Slides, my next steps might be:revisiting key digital skills (e.g. inserting images, using headings) with a small group
giving extra vocabulary support to pupils who struggled with the written part
planning a follow‑up task where they record short voice‑overs for their Slides, to support oral language and give another inclusive option for showing learning.
-
Hi Marie, thank you for engaging in Module 3.
Approaching your 3rd/4th Class local area project through an inclusive digital lens demonstrates brilliant instructional insight.
Using shared Google Slides templates alongside discrete differentiation via Google Classroom ensures that all pupils, regardless of literacy levels, can actively contribute. Your use of live comments for targeted feedback, combined with a Google Form confidence check, provides dynamic assessment to guide immediate next steps.
Incorporating voice-over recordings in future lessons is a fantastic way to further boost oral language and inclusion. The Google Video function could be great here also! -
Hi John, thank you for engaging in Module 3.
Adapting a 3rd Class Science lesson on plant growth using Google Workspace accessibility features such as Voice Typing, Alt Text, and high-contrast setting is a super example of the Universal Design for Learning in practice.
Providing clear headings and checklists in Google Classroom ensures all learners can navigate tasks independently and demonstrate their understanding in diverse and collaborative ways.
Your points regarding SSE are spot on. Using Google Forms to aggregate parent and pupil feedback, as seen in your school’s recent Maths survey, provides visual, actionable data to guide continuous improvement and collaborative whole school planning.
-
-
-
As someone working with children in the SET the option of voice typing is a game changer. So many of the children have issues with spellings and with processing speeds. Voice typing allows them to engage actively and independently which is a massive positive for the childs self esteem and sence of achievement. It is also a plus for the teacher.
-
Google Workspace and its accessibility features could support School Self-Evaluation by helping schools gather information, identify areas for improvement and ensure all pupils can participate in learning. Google Forms could be used to collect feedback from pupils, staff and parents, while the results could be organised and analysed using Google Sheets. Accessibility features, such as voice typing, screen readers and adjustable text settings, can help reduce barriers for pupils with additional needs. As part of SSE, my school could evaluate how effectively these digital tools are being used and identify ways to improve inclusive practice across the school.
The activity I chose was for children to write about their hopes for the year ahead in sixth class this activity supports inclusion and pupil engagement by giving all children the opportunity to reflect on and share their aspirations for 6th class. I decided to offer voice typing as an option on docs as it provides an alternative for pupils who may find written expression challenging, reducing barriers to participation. The activity also gives me valuable insight into each child’s interests, goals and expectations. This can inform future planning, allow me to provide individual feedback and help identify appropriate next steps for each pupil.
-
-
For this module, I focused on the Local History Interview activity, adapted for my 4th class. Using Google Docs, I gave pupils clear, step-by-step instructions so they could work through the task independently. For those who find writing challenging, Voice Typing meant they could still record detailed interview responses without handwriting or typing slowing them down. Alt text on images and screen reader or high-contrast options meant pupils with visual or reading difficulties could access the same material as everyone else.
Pupils were motivated by choice — some typed, some used voice input — which kept things inclusive without singling anyone out. For feedback, I used comments directly in the Doc for specific guidance, letting pupils respond in place so next steps were clear. Looking ahead, I’d like to add a Google Forms exit ticket to quickly check understanding and identify who needs more support.
Replying to Robert and John — I really like the checklist idea for scaffolding and self-assessment; that would work well for my 4th class too. Did pupils need much modelling before using Voice Typing independently?
For SSE, Forms could gather quick pupil voice on inclusion in lessons, with responses charted automatically to spot patterns across classes.
-
Hi Darragh, I found your adaptation of the Local History Interview activity very practical and inclusive. The use of clear, step-by-step instructions in Google Docs should help pupils work more independently, while Voice Typing offers an important alternative for children whose ideas may be stronger than their handwriting or typing skills. I also like that pupils can choose how to respond, as this supports inclusion without drawing attention to individual differences.
Your use of comments within the document is also effective because feedback is linked directly to the pupil’s work and can guide an immediate next step. The planned Google Forms exit ticket would complement this well by giving you a quick overview of understanding across the class and helping you decide who may need further teaching, support or challenge.
It might also be useful to include audio instructions or sentence starters for pupils who need additional scaffolding but you may have this already covered.
-
-
Hi Darragh, thank you for engaging in Module 3.
Adapting a Local History Interview for 4th Class by offering choice through Voice Typing and screen reader accessibility is a brilliant way to empower struggling writers without singling them out. It also embeds the principles of the UDL.
Your use of live Google Doc comments gives clear, actionable feedback right where pupils need it most. Adding a Google Form exit ticket will be a fantastic next step to quickly gauge understanding and inform future planning.
Leveraging Google Forms to gather pupil voice on classroom inclusion offers valuable, automatically charted data for SSE, helping your school identify trends and strengthen inclusive digital practices across all year groups.
-
-
The use of Google Forms is an extremely invaluable resource in the effective and timely moments of generating honest and direct feedback to a topic being taught or a communication being shared with parents/staff. The generation of stored data ensures material/content does not go missing while also providing administrators/teachers and students with opportunities to reflect on results of a survey/google form.
Google forms was used by my school on three notable occasions this year:
Staff vote on school holidays 2026-2027. Two different forms were used deciding on return and finish dates as well as school holidays for the upcoming year.The second extremely important communication with parents focused on the Hot Meals Programme. Parental feedback was extremely high and positive when given the opportunity to complete a google form. It was easily accessible and efficient.
The final element focused on student feedback of our wellbeing surveys. This was also shared with staff and parents. It provided our wellbeing committee, ISLM and staff with a clear visual of where wellbeing was truly at in our school. SSE is directly informed through the results and process of collaboration and analysis of results involving key stakeholders.
-
Hi Robert,
This is a very interesting way of using Google forms. It also seems quite practical when making a variety of essential decisions for a school over the course of the year. Anything that cuts down on time being wasted at meetings is always a plus. I’ll definitely share some of these ideas when I return to school in September with my own staff.
-
Hi Robert, you have given great examples of how Google Forms has been used in your school this year. Similarly, in my own school we have used Google Forms for capturing survey data from parents, pupils and staff. I found it particularly useful when reviewing the Bí Cineálta Policy this year. I also used Mentimeter for capturing pupil data.
It was great to see how Google Forms can be used in the classroom context in this module.
-
Hi Robert,
I think it is very important that you used Google Forms as a means of collecting data on Wellbeing at your school and I’m assuming you can action specific plans based off your results. It’s an increasingly important area and the anonymity element that Google Forms can provide also aids in getting honest feedback.
-
Hi Robert,
Thank you for sharing how you have used Google Forms in your school in a very practical and meaningful way. Google Forms provide a great way for schools to receive feedback from all members of the school community. I hope to use Google Forms for a parent survey this year, I think it is easier and less time consuming than printing, sending and following up the retrieval of a paper survey.
-
-
Hi Robert, these are great real-world examples of Forms being used well beyond the classroom. The Hot Meals Programme one stood out to me particularly – it shows how a simple Form can make it much easier for parents to give quick, honest feedback compared to a paper survey or waiting for a parent-teacher meeting. I can see this working for my own school’s communications too, not just for pupil assessment. The wellbeing survey point is also useful, as it shows Forms data feeding directly into SSE priorities at whole-school level, not just individual class reflection.
-
I am new to all this but this is how I imagine I would like to do it !
For this module, I would choose a collaborative storytelling activity where 6<sup>th</sup> class pupils would work with my Senior Infants to co-create a digital story using Google Slides. This approach would support inclusion by allowing every pupil to contribute in a way that suited their strengths—some would write text, others would design visuals, and some would record audio narration. Pupils with additional learning needs would benefit from built-in accessibility tools such as voice typing, screen readers, and adjustable text sizes, ensuring participation for all. The senior pupils would certainly come into their own here.
Engagement would be high because the task is creative, interactive, and would give pupils ownership of the final product. Real-time collaboration in Google Slides would encourage peer-to-peer support and would foster a real sense of shared achievement.
Feedback: I would use Google Comments to provide suggestions, while pupils would also give each other feedback.
Next Steps: I would plan to integrate Google Workspace tools into evaluation and SSE by using Forms for pupil voice surveys, Docs for collaborative action plans, and accessibility features to ensure all the children could contribute to the process.
-
For this module, I chose a collaborative 6th class Geography activity using Google Slides. Pupils worked in pairs to research an Irish county before creating a presentation to share with the class. The activity supported pupil engagement by giving children ownership of their learning while encouraging collaboration and discussion.
To support inclusion, I would provide a template with clear instructions and allow pupils to use Google Workspace accessibility features such as Voice Typing, captions and screen reader support where appropriate. This ensures that all pupils can participate and demonstrate their learning in a way that suits their needs.
Feedback would be provided through teacher comments on the Slides and class discussion after each presentation. As a next step, I would use a short Google Forms quiz to assess understanding and identify any areas that may need further revision.
Google Workspace could also support School Self-Evaluation (SSE) by collecting pupil voice through Google Forms, tracking progress over time and helping teachers evaluate the impact of digital learning across the school. -
I used a history lesson suitable for 3rd/4th class comparing modes of transport between the 19th and 21st centuries using a visual from google images: an old photo of College Green where trams and horse drawn vehicles are seen using. This was uploaded to Google Slides. Alt text was used for those using visual readers.
I would invite children to make their own slide in a group based on modern modes of transport using the same format for the 21st century in Dublin. This would invite pupil engagement and allow creativity in the selection of images to show the historical contrast. To enable text description, I would allow students to use Voice Typing to describe the differences they observe between the early and modern modes of transport. Thirdly, the group would be invited to ask questions about what interests them with regard to the movement of people and goods in the two periods of time. For feedback on group work, I would use Google comments on submitted slides documents to give information on how the task was completed.
As an exit strategy, I would use Google Forms for students to complete making use of 1 naming question 2 a Likert scale rating knowledge competence question 3 a misconception question using mcq 4 a What question for further information and 5 A what helped you most checklist question. We have used the Google Forms this year to assess what our students from 3rd to 6th thought of the New Maths Curriculum using a range of questions. This data will be used on return to school for further work on SSE.
In terms of inclusion, I used Alt text with the visual picture and also
-
Hi Aine, I really enjoyed reading your post. I liked how you combined history with digital tools to make learning engaging and inclusive. Using Alt Text and Voice Typing is a great way to ensure all pupils can participate, while your Google Forms exit ticket provides valuable feedback to support future planning and SSE. Thanks for sharing your ideas.
-
-
For this module, I chose a Google Slides activity on “Recognising Feelings” for my primary autism class. The activity begins with a daily battery check-in, where pupils identify how full their battery is using simple visuals (a scale of 1-10 ) before selecting an emotion that best describes how they are feeling. This helps pupils develop emotional awareness while giving them a safe and accessible way to communicate their needs
Many of my pupils have autism, communication differences and varying literacy levels, so reducing barriers to learning is essential. I used simple language, visual symbols, colour coding and photographs to support understanding.
Pupils were given different ways to respond, including dragging and dropping emotion symbols, selecting visual choices, using Voice Typing or sharing their responses verbally with an adult. Providing multiple ways to participate ensures every pupil can engage in a way that suits their individual strengths and communication style.
I also used a short Google Form with visual choices as an exit ticket to check pupils’ understanding and gather pupil voice. This allows me to identify who may need additional emotional support or further teaching.
is immediate and specific, using teacher comments and positive reinforcement linked to the learning intention. pupils are supported to identify one strategy that could help “recharge their battery”, encouraging self-regulation and independence.
This activity also supports School Self-Evaluation by providing valuable evidence of pupil engagement, participation and wellbeing. Information gathered through Google Forms and Google Classroom can help teachers reflect on the effectiveness of inclusive teaching practices, monitor pupil wellbeing over time and inform future planning. In our autism class, these digital tools help ensure every pupil has a voice and can participate in learning in a way that meets their individual needs. -
Supporting inclusion is something I am extremely passionate about as an educator. We are seeing such a range of needs presenting in our classrooms now and it is vital we tailor our lessons to support our students as much as possible. The activity I have chosen to support inclusion is the use of voice typing. I think this is an incredible resource that needs to be utilised as much as possible. It fosters conversation – something that with the incorrect use of digital technology can have a detrimental affect on the communication skills of our students as well as creating barrier to oral language development. Children would love the idea of sending a voice message and listening to their peers.
A school should be a hive of conversation and collaboration. The yard, the classroom and the school hall are places of social interaction where communication skills need to be encouraged and celebrated. Children are not confident in speaking to a group or in front of a classroom would benefit from using voice typing, hearing what they and their peers say and thus engaging in self-assessment. In terms of the SSE process, this is something that can be targeted at whole school level – Using Digital Technology practically and efficiently to foster conversation as well as developing confidence and oral language skills.-
That is such a good point about the skill of conversation Niamh. I totally agree with you that it is something that needs to be facilitated and nurtured for children in school. You’ve made a very valid point that incorrect use of digital technology can have detrimental affects on conversation and oral language but that there are ways to use digital technology to actually improve this skill for children. The voice typing is a great way to do this as well as making the learning more accessible and engaging for all learners. It’s definitely something I’m going to use this year.
-
-
Having used Google Forms in the past, primarily for capturing survey data from parents, pupils and staff, it was great to learn about using Google Forms in a more productive way in the classroom.
With Universal Design for Learning in mind, I see Google Forms as a brilliant tool for supporting inclusion. The scaffolded approach for responses is useful for all learners. Pupils generally enjoy using digital technologies to demonstrate learning and in my own school, pupils are usually competent at using Chrome books and iPads from an early age – I feel that Google Forms would be very well received by pupils. The Google accessibility features would also assist pupils in accessing the lesson. Google Forms provides a platform for capturing responses in a quick and easy manner. In terms of moving forward, the option for including a pupil voice element in the form is a fantastic idea. This would facilitate the teacher in exploring the next steps with individual pupils and the class as a whole. It would also allow the teacher to provide further support to pupils who are seeking further clarity on aspects of the lesson.
-
This is a useful way to think about Google Forms, Michael. A lot of us probably see it first as a survey tool, so it’s nice to look at how it can be used more directly in lessons too. I like your point about UDL and inclusion. Forms can make it easier for pupils to show what they know without everyone having to respond in the exact same way. The pupil voice element is a great idea. Even one question like “What helped you today?” or “What are you still unsure about?” could give the teacher really useful information for the next lesson.
-
-
-
For this module, I stuck with the theme of ‘My Family’ for First Class. I created a single Google Slide based on the excellent example provided in the module. I felt more confident creating this slide and feel that it is far more student friendly than my first attempt in the last module. Focusing on being inclusive and thinking of the varying abilities and needs within my class ensured the task would support access, encourage engagement and ensure that the voice of all pupils could be heard. Providing sentence starters and key vocabulary on the slide is essential for many pupils at this level. I love the idea of having flexible responses on Google Slides – this is something I need to familiarise myself more with and definitely intend to use to support engagement of all pupils. Voice typing and recording stand out as options I would really like to try with my class.
I have used Google Forms with my staff for SSE data gathering but have never actually used them with my class. I see now how they would provide excellent opportunities to assess pupil understanding, to give the children a chance to share their views and have their voice heard. The information gathered would help inform future learning and next steps.
As I become more familiar with Google Workspace I see the many ways it could support SSE. There are tools to support data gathering and analysis from the whole school community. The accessibility features would ensure that all voices and opinions could be represented and heard.
-
-
I chose a written response task to a novel for 5th class for this task. The children could use a template on Google Docs to respond to the novel using a structured template with clear headings, guided questions and sentence starters. This would support inclusion by providing scaffolding as well as providing opportunity for children to extend their thinking. Children could use the voice typing tool to help them write their response. The children could add images or drawings to show their understanding as well. I could use the comment feature to provide specific, individualised feedback to the children. This feature could also be used for peer feedback using a simple success criteria checklist. I’d use a quick Google form as an exit ticket to ask the children what part of their response are they most proud of, what was the most important thing they included in their response, how well they understood the chapter we read that day. Based on the children’s responses, I could reread the chapter aloud to further understanding, do a vocabulary focus task or adapt the next novel lesson to enhance learning based on the children’s feedback.
-
I am very inspired by the idea of using Google Slides to allow flexible responses from students about their learning. This gives them agency to decide how to represent their own understanding and removes the barriers of heavy text responses, responding in one way, recalling facts and having the correct vocabulary to express themselves fully. If the children have the freedom to use images, drawings, audio narrations voice to text, mind maps etc they will feel more ownership over their learning, more creativity, more confidence in their own ability and perhaps more willingness to share their work proudly with their peers. It can be difficult to find time to give each child positive and constructive feedback on their work so I do feel that using Google Forms will help with this as well as being helping students to express their own opinions and facilitating student voice. I look forward to using more of the workspace in-built features this year to help students access learning, participate meaningfully and show what they have learnt.
-
Reflection
I would use Google classrooms for a literacy activity in a special education setting.Students could share their work and individual real time feedback can be given.This helps each student work at their own pace meaning they are more engaged creating more accessibility and inclusion.
The feedback is great as it includes the pupil voice such as needing help with sentence structure.The many resources such as voice typing, screen reader etc help make the work something that most students can access.
This will help to fulfill the School Self-Evaluation by creating a pupil portfolio record and can clearly youtube progress and engagement.
-
For this task, I used a 5th/6th Class-suitable learning activity on investigating renewable energy.
To support inclusion, pupils could use the built-in accessibility tools in Google Docs. For example, reluctant writers or students with specific needs in this area can use Voice Typing to record observations and scientific definitions without the barrier of spelling issues, while the screen reader feature enables pupils with reading difficulties to independently review their written drafts
Pupil engagement can be enabled by using a collaborative learning approach. The students work in groups to collect and compile research, before inputting their findings into Google Docs, and subsequently, Google Slides. Empowering the students to add their own preferences in what they think would make a slide engaging would support this goal, as well as providing valuable feedback on the students themselves and what they perceive an engaging slide looks like.
Feedback can be embedded at each stage using Formative Assessment, but using a quick Google Forms exit ticket to assess their understanding of key concepts would gain key insights into how well the students learned post-task.
The above could all be used in a School Self-Evaluation (SSE) at my school, in particular the exit ticket on Google Forms, which can also be used to acquire a deeper understanding in how students are engaging and interacting with the digital learning.
-
-
In my 5th Class History and Geography activity—where the children create a poster for Glendalough—using Google Classroom makes a huge difference for inclusion and engagement. By giving everyone a set Doc with pre-loaded links to Discover Ireland, all pupils have a solid starting point, and letting them choose between Docs or Slides gives them the freedom to show their learning in whatever way suits them best.
Features like Voice Typing are brilliant here, as pupils who struggle with typing or spelling can simply speak their thoughts to get their ideas onto the page without getting stuck. It also makes giving real-time feedback easy, as I can leave live comments on their Docs while they work, with the next step being a quick Google Form for self-reflection before they submit. When it comes to SSE, tools like Voice Typing show how we are actively removing barriers to learning through Universal Design for Learning (UDL), while Google Forms and shared Drive folders make it easy to gather pupil voice and collect work samples to track our digital targets as a school.
-
-
For this module, I chose to use Google Forms with my 2nd class. I think this activity could support inclusion as it gives all children an opportunity to answer questions in their own time and at their own level. I could adapt the questions to suit different abilities and include pictures to support children who may need extra help. I think pupils would be engaged as they are using technology in a way that is different from traditional written work. Google Forms would also allow me to get a quick overview of what the children understand and where they might need more support. The feedback from the activity would help me identify any areas that need to be revisited. I could use the results to plan my next lesson and provide extra support or extension activities where needed. I also think it would be useful for the children to see their own progress and understand what they need to work on next.
-
Hi Kelly,
Thank you for your post and for sharing some really useful and beneficial ways to utilise Google Forms in an inclusive classroom. I really like the incorporation of pictures and allowing children to work at their own pace. Shuffling the questions can also be really useful to ensure you are getting a clear picture of the child’s current level of attainment in a particular area, as you can be assured that no copying ahs taken place.
-
-
For this module, I would use Google Slides for a 6th Class Geography activity focused on exploring the pupils’ local area. Working in small groups, pupils would investigate different aspects of their local community, such as landmarks, transport, land use, services and physical features. Each group would create a collaborative Google Slides presentation containing images, maps and short descriptions before presenting their findings to the class.
To support inclusion, I would provide differentiated templates and allow pupils to use accessibility features such as Voice Typing, captions and screen reader support. This would give all pupils opportunities to contribute according to their individual strengths and needs.
I would provide feedback through comments on the shared Slides and class discussion. Pupils could then complete a short Google Forms quiz or reflection to identify what they learned.
This activity would also support SSE by providing evidence of pupil engagement, collaboration and progress while demonstrating how digital technology can enhance learning.
-
One topic I would like to make more inclusive is creative writing. I have found over the years that even very able students can have in expressing themselves in writing and when it came to finding their voice in their writing. An activity I would like to try is a collaborative writing task where pupils could work together to create a short story based on a picture or other stimulus.
I would Google Docs, particularly voice typing function as a way to provide different options for pupils to engage with. Voice typing could support pupils who find handwriting or spelling a barrier, allowing them to focus more on generating and developing ideas. Shared documents would also allow pupils to contribute at different levels so they can all engage in the activity without changing the learning intention.
Importantly, I would use the activity to develop pupil voice by allowing pupils to choose elements of their story and explain why they made particular decisions. I could review their contributions and use this evidence to inform feedback and next steps, such as modelling story structure, revisiting vocabulary etc.
-
Hi Kevin,
Thanks for your post – certainly something I would have found also. People often talk about the impact of school closures on children’s reading levels – while true, I feel the impact on writing went under the radar and was more profound and extreme in many ways. Your ideas around creating stories around a stimulus image is something I have tried – in a pre-AI time, Pobble 365 and Once Upon a Picture were a great repository for these.
-
-
Module 3 Submission – Forum post
In this module, I focused on adapting a History lesson on School Life in the Past by creating a flexible Google Slides response template combined with accessibility tools.
To support inclusion, I could integrate sentence starters, key vocabulary banks, and alt-text for historical images so screen readers can easily navigate the content. Could also encourage pupils to use Google Docs Voice Typing for initial oral rehearsal. This would remove writing friction, allowing reluctant writers or pupils with fine motor challenges to express their ideas freely without compromising on depth.
Pupil engagement may increase through the flexible structure of Google Slides. Pupils would have autonomy over how they demonstrated their learning—whether by typing, inserting visual clips, or recording oral explanations.
For feedback and next steps, I designed a short Google Form exit ticket focusing on pupil confidence, key takeaways, and lingering questions. Using private comments in Google Classroom alongside targeted Form feedback allows me to give actionable next steps directly linked to our learning intentions. This would ensure every learner understands what they have achieved and where to go next, hopefully!
Regarding SSE & Google at school I looked at this from the perspective of Inclusive Data Gathering for Pupil Voice:
• Accessible Google Forms: When gathering pupil voice data for SSE (e.g., investigating wellbeing, digital learning, or literacy engagement), Google Forms could be embedded with image choices, simplified text structures, and screen-reader support.
• Voice-to-Text Responses: Allowing pupils to use Voice Typing or audio recordings within evaluation forms ensures that early years pupils, EAL learners, and pupils with SEN can contribute genuinely to school evaluation without language or literacy barriers ensuring a ‘whole-school voice’. -
Assignment module three
I’ve chose a Science lesson on sound for Third/Fourth Class.
Strand: Energy and Forces
The children would act as sound detectives How Can We Change a Sound?
Class: Third/Fourth Class
Curriculum area: STEM – Science
Strand: Energy and Forces
Topic: Sound
Resources: Google Docs, Google Slides and Google Forms
Learning intention: We are learning how sounds are made and how we can change the volume of a sound by changing the way an object vibrates.
Firstly the children would be given clear instructions in a Google Doc. I would use limited amount of text, images to support the information before them to aid visual learners like myself and links to other webpages or sites to support the info.
Then using Google slides they would show what they know by chosing from a range range of options such as by drawing, writing, adding text or labels to a diagram, by using audio or in fact by using a combination of these.
Finally they would complete a short Google Form with flexible options for answering such as multiple choice, short answers, yes no and grading difficulty levels one to 5.
This would give me both assessment evidence and pupil voice and help me decide the course of the next lesson.
-
In module 3, I created a Google Forms exit ticket as outlined in activity 3 of this module. There was a clear video outlining the process of creating an exit ticket which I found very informative.
My exit ticket was centred on a lesson about Alexander Graham Bell. I was able to use Google Forms to create an exit ticket that asked what the students had learned and understood about Alexander Graham Bell and his invention. The exit ticket asked what helped them understand the facts presented about Alexander Graham Bell and how confident they felt about their learning. Finally, I added a question to help inform the next steps in learning, what invention would they like to research and learn about.
I was able to use Google Forms to make some of the questions multiple choice. I think this makes the exit ticket more accessible and less intimidating for younger students.
I can see how Google Forms can help schools gather feedback easily and quickly for the School Self-Evaluation process.
-
- You must be logged in to reply to this topic.