Module 3 – Inclusive practice and assessment for learning using Google Workspace

[Pat Brennan]

*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.

[Carol Smith]

My chosen activity for this module was ‘athinsint’ in sixth class. Having worked on recount writing in English already this year, the class are aware of the features of recount – past tense verb, orientation, time connectives. We have completed a lot of work on the aimsir caite and irregular verbs. To begin this lesson we will look at a picture on out school website of a tour the children went on recently. Together we will explore the verbs and vocabulary needed, writing these on the board.  We will discuss opening lines for the first paragraph. Children will think, pair, share to begin their recount. Day one will be to plan and draft the first paragraph. Children who struggle with writing will be encourages to use an audio recording, or draw three pictures for beginning, middle and end of the recount, label the pictures and list some verbs that they may need to use.

Pupil feed back will be obtained via an exit ticket. Using the pupil feedback, I can plan for the next steps as we write the middle section of our recount.

Google shared drive will be a great addition to our SSE next year. We have only recently begun to use a shared drive and now have email addresses linked to the school. To have the lessons and feedback in one place will be very informative on hoe children learn best and what the enjoy about learning, guiding future lessons.

[Nicola Healy]

I also think that Google forms would be useful to investigate how the children enjoy learning and where the learning can go next and to investigate the children’s confidence in different areas.

It would be useful to have this data and to be able to see if there is a change over the year.

We conduct bullying surveys once a term as part of Wellbeing.  It may be useful to consider doing these in future rather than on paper as they would could analyse the data collected more easily.

[Carol Smith]

Great idea about the wellbeing survey Nicola, what a practical use, and huge timesaver.

[Keara Sweeney]

I agree,

Forms for data collection in all areas of the curriculum would be a huge help, being able to see clear progress and records in the one place too and time saving.

I have used Mentometer in the past but I found the information even hard to analyse and even found responses difficult to print off.  I can’t say that it guided me where to go next with my teaching as much as Forms has the potential to do.

[Tim Behan]

Hi Nicola, I agree that Google forms is a great way to gather and analyse data. I really like your idea of using Google forms to conduct surveys as part of wellbeing. I think this is a really good way of gathering student feedback as they can express their opinions in a less public manner and the data is much easier to store and analyse compared to paper surveys. This could also be a great way to obtain parent feedback on various topics.

[Helen Ryan]

Great reflection Carol! Your lesson structure provides an excellent cross-curricular link between English and Irish recount features, made highly engaging for 6th Class through the use of a real school tour photo.
Your approach to inclusion is strong; utilising audio recordings and labelled storyboards is a terrific way to reduce writing barriers and maintain high pupil engagement and of course these opportunities are the underpinning of the UDL.

Your use of exit tickets ensures that your feedback loop is immediate and that your next steps remain entirely data-driven.

[Sarah Bredin]

Using a recent school tour is a great idea because it gives every child something meaningful to write about. I also thought your adaptations for pupils who find writing difficult were excellent. Allowing them to use an audio recording or pictures makes the lesson more inclusive and gives everyone the opportunity to show their understanding. I like your idea of using an exit ticket to gather pupil feedback before moving on to the next stage of writing. It is a simple way to check understanding and identify any areas that may need revisiting.

I also agree that using a shared Google Drive will make it much easier to organise resources and keep evidence of pupils’ work in one place.

• This reply was modified 3 months, 4 weeks ago by Sarah Bredin.
• This reply was modified 3 months, 4 weeks ago by Sarah Bredin.

[Laura Wickham]

I think the option of using audio recording or doing 3 pictures is really inclusive because it gets rid of a barrier enabling students top focus on drafting the first paragraph. Great idea!

[Nicola Healy]

My activity is a digital Artefact diary activity – ‘Be a Stone Age Archaeologist!’ using Google docs.  The children will pretend they have just discovered a stone object.  There will be a photo of the object.  The children will write 3 short sentences about the object that they have found.  They can use voice typing to help them to write their entry.  There will be a space on the Google doc to fill in for the diary.  I will include a word bank and sentence starters.  This will make the activity inclusive as children who find writing difficult will have some supports and can also use voice to text.

Being an archaeologist will help the pupils’ engagement.

I will use the add comment feature to give feedback to the pupils.

I will have a space for the pupils’ to add a question they would ask the owner of the ‘stone object?’.  I can use their questions to inform the next steps for learning.

[Carol Smith]

Love this idea Nicola. The children would love trying to decipher what the object was used for – a tool, a bowl, a toy……so many options!

Would you include some hints as to where it was found? Near a dwelling? Or a river? This may help guide discussion on what the object might be for.

Another idea could be to allow one child decide what it is and have them in the hot seat answering questions about it.

 

[Helen Ryan]

Hi Nicola, thanks for your engagement with Module 3 and for this wonderfully creative reply.

Your Stone Age archaeologist activity is an example of a great way to boost pupil engagement through imaginative roleplay. Using Google Docs to embed scaffolding like word banks, sentence starters and the voice-typing tool shows a brilliant understanding of how inbuilt accessibility features foster true classroom inclusion.

I really like the idea of using the pupils’ own inquiry questions to shape your next steps.

[Alan O’Connor]

I like the idea of the word bank as it helps children who feel unconfident with using/spelling topic specific vocab. I think some children find tasks like this challenging because they find it hard to retain new vocabularythat they don’t see everyday. Having the word bank will be helpful for those student and you could also reuse that for future activities too.

[Sinead Boylan]

This is a great idea for a lesson – I might borrow it myself!  By embedding Google Docs voice typing alongside structured supports like word banks and sentence starters, you are seamlessly implementing Universal Design for Learning, ensuring every child can participate meaningfully regardless of their writing ability.  I look forward to doing the same!

[Lorna Hehir]

This is a great activity and I really like how you have made it inclusive by using voice typing , sentence starters and a word bank. The idea of pupils becoming archaeologists should also make the activity very engaging. One suggestion might be to allow pupils to add an audio recording explaining their stone object. This would give children another way to demonstrate their learning especially those who find written work more difficult.

[Sarah Bredin]

We already use Google Workspace in our school and I particularly like to use Google Classroom with my class. I use it to assign projects and classwork. I find it very useful as I can check in on pupils’ work as they are completing it rather than waiting until it has been submitted. Giving the pupils a quick comment or piece of feedback during the task helps keep them focused and lets them know I am monitoring their progress. It also provides opportunities for timely assessment and support.
Following this module, I plan to make greater use of other Google Workspace features, particularly Google Forms, to gather pupil voice as part of our School Self-Evaluation process. I also like the idea of using Google Forms as exit tickets at the end of a topic or lesson. This would give pupils an opportunity to reflect on their learning identify anything they are still unsure about and provide me with immediate feedback to help plan the next steps in teaching.
The built-in accessibility features, such as voice typing, read aloud and closed captions also help make learning more inclusive by supporting pupils with different learning needs.

[Helen Ryan]

Hi Sarah,

Thanks for engaging with Module 3. As Google Workspace is embedded in your school and Google Classroom is a routine part of your practice for monitoring work and providing live formative feedback it makes great sense to expand into using Google Forms for pupil voice and exit tickets.
Furthermore, voice typing and text-to-speech perfectly demonstrates how universal digital tools can organically create a more inclusive learning environment for everyone.

[Keara Sweeney]

Hi Sarah,

we are similar to you, we have Google Workspace but definitely are not utilising it to its full potential.

Next year, I already feel much more confident to use Classrooms and Form will feature alot more in my teaching and reflections and future planning for the class.

It ‘s wonderful to have such a link between the drive, docs, slides, forms and classroom.

[Victoria Murphy]

Sarah, yes I think similarly, the use of Google Forms is something that I plan to use more in the future. It’s a very flexible tool to gauge pupils learning, participation, voice feedback and individuality. Pupils may have engaged in a group project but individual responses can be used to inform next steps and to provide timely support, scaffolding and feedback to pupils who are struggling or who need challenge.

[Alan O’Connor]

Google workspace would be great for organising student ideas for presentations. If I wanted 5th class children to demonstrate their understanding of key moments that defined World War 2 after learning about it in previous lessons, Google Slides would be a great tool to help all students on their way. I could create a template slide (posted to Google Classroom) that gives children 3-4 text boxes to identify and explain their chosen events. Limited text boxes ensure that pupils’ would not be overwhelmed with choice. This slide would also include suggestions and sentence starters in each text box to support those who are finding the task challenging. Pupils with an extensive knowledge on the topic can omit these starters and lead with their own ideas if they wish. An additional slide that has links to appropriate websites and previous learning may also be helpful.

Following this activity, I could share a Google Form that asks the children to assess their understanding of the topic and the accessibility of the task. This form would have questions such as (e.g. how did you find creating your presentation? tick which of these options were important events during World War 2, any suggestions on how you could be more supported in learning this topic etc.)

I would use this form alongside the presentation that the children produced to see what aspects of this topic may need revision to challenge misconceptions, which aspects they enjoyed and were the most popular choices when it came to choosing their key events, and consider their suggestions for support in future history modules.

[Eoghan O’Neill]

Hi Alan,

Thanks for sharing your thoughts here. I agree that a template deck can be a really god starting point and teaching tool. Whilst allowing children free reign to design and create their own presentation may be useful, it can often be overwhelming for some who may struggle to get started, or others who become overly focused on the aesthetics over content. Your suggestion would also make assessment of the piece of work much more manageable. Having a space where a selected image would go/a small text box for a certain theme can allow you to ascertain at a glance whether the children have achieved the learning goals of the lesson/unit and allow you to plan next steps accordingly.

[Keara Sweeney]

Using Google Workspace – keep with my topic of Tranpsort for 3rd Class

I learnt in this module to always start with  the topic or what you want to teach and not the tool.

I liked the voice tool in Docs as I thought this would be great for inclusion for reluctant to write students, for various reasons, maybe poor fine motor skills, literacy issues or even just confidence.  I understand, that there may be issues with this as regards noise levels and understanding accents etc.  But it is a tool that I will try to use next year.

In slides, I found it interesting about clear and consise layout.  I would of always put text over pictures before.

I’m in love with Forms now, the many uses is unreal.  Even just using those four questions, can tell you so much about the learning and guide where to go next.

Thank you!

[Helen Ryan]

Hi Keara,
Basing your digital activity on your 3rd Class transport theme is a fantastic way to ensure technology enhances real learning rather than “driving” it.
Your practical reflection on using Google Docs voice typing highlights inclusion, especially for pupils building writing confidence or fine motor skills. Embracing Google Forms to gauge learning and guide next steps is super. Also, using inbuilt accessibility features and Forms data offers transparent, ongoing evidence for your SSE focus on inclusive teaching.

[Sinead Boylan]

Google Slides is a great tool for the children to use. Previously I have let 3rd class design their own slides and some weren’t laid out that well – so learning from my experiences I think giving them a template to work from would be better, even giving each slide a title to work off.

I have used voice-to-text before with some students and it has worked well for some, but others struggled with pronunciation of words and also having to read it back so that it makes sense. It’s a shame that Slides doesn’t allow for the voice-to-text option; so I have used a Doc for a child who couldn’t type and then transferred his written work from the Doc to a Slide. It took some extra time but the child was delighted that he made a Slide like his classmates! These tools are great to help create a more inclusive classroom giving the children with needs the supports they need to succeed.

I would like to use a Google Form to gather pupil voice as part of our School Self-Evaluation process. It gets the children more involved in their learning and assessment and it gives teachers meaningful feedback based off the right questions being asked.

[Angela McGahern]

I too find that the voice-to-text feature works well with children who struggle with literacy.  However it does need practice to fine tune it.   I agree that it would be very beneficial for Slides to feature this option directly rather than copying and pasting.  As you state these tools are great to help create a more inclusive classroom .

We currently use Google Forms to gather information as part of our School Self-Evaluation process. I agree that once the questions posed are explicit and clear it gives teachers meaningful feedback based to work from.

[Robbie McHugh]

I can see myself trying voice to text next year as it looks like a very useful tool. We also use forms as part of staff SSE and I used it myself during school safer internet day to help gather some information about the habits and uses of technology in 4th class.

[Tim Behan]

For this activity, I used Google Classroom to help with a writing genre lesson. The lesson is a report writing activity for 6^th class. I created an assignment in Google Classroom and attached a Google doc with a template to help the children to format their ideas. The writing genre is report writing so the Google doc would have a template with headings such as title, description etc. This would help guide the children to structure their writing in the report writing format. Before beginning the activity I would show the children the template and demonstrate the tools available in Google docs such as spell checker and voice to text. I find these tools are a great way to make the activity more inclusive for those who may struggle with spelling and writing.  I can then monitor the children’s progress in real time, providing structured feedback both orally and through the live editing features in Google Classroom. This also links in to the writing process as the children can draft and edit their work. I think that activities such as this could really encourage reluctant writers or those who may have difficulties with writing to enjoy writing in an engaging and inclusive way through using the tools available in Google Classroom to remove the barriers that some experience when attempting a writing task with pen and paper. Once the children have finished their work using the template, the next steps would be to write their final piece on a blank Google doc which would be added to the assignment in Google Classroom.

[Paul Munroe]

This sounds like a practical use of Google Classroom, Tim. I like the idea of giving 6th class a report-writing template, as it gives them enough structure to get started without doing the thinking for them. The headings would be a good support too, especially for anyone who finds it hard to organise their ideas on the page. Tools like spell check and voice-to-text will give great help to some children as well. Using the digital template takes pressure off things like handwriting and spelling and lets the pupil focus on what they want to say. The live feedback in Google Docs is handy because you can step in while they are still drafting, rather than waiting until the piece is finished.

[Angela McGahern]

For 5th class I would use Google Classroom to organise students ideas and prior knowledge and to show key moments during the famine for their presentations on google slides. Before beginning the activity, I would show the children the template and revise the tools available in Google docs such as spell checker and voice to text. This tool would be more inclusive for those who may struggle with spelling, reading and writing and therefore help make learning more inclusive by supporting pupils with different learning needs. A pre-formatted text boxes to guide lower-attaining pupils would be available in Google Classroom with boxes to identify and explain their events during the famine. The more able students can progress independently and display their knowledge and previous learning. I can monitor the children’s progress in real time, providing structured feedback both orally and through the live editing features in Google Classroom.
Following this activity, for my formative Assessment to monitor progress in real time via Google Classroom, offering immediate oral feedback and direct digital edits/comments to guide pupils. I could share a Google Form that asks the children to assess their understanding of the topic and the accessibility of the task. Using google Form Exit Ticket a short Google Form featuring a confidence checklist on historical understanding would be used this form alongside the presentation that the children produced to see what aspects of this topic may need revision to challenge misconceptions, which aspects they enjoyed and were the most popular choices when it came to choosing their key events, and consider their suggestions for support in future SESE modules and to investigate the children’s confidence in different areas. This data will be useful to have to see any changes over the year.

[Deirdre Ui Bhroin]

I really like how you’ve built accessibility into every stage of the lesson. Using Google Forms as an exit ticket is a great idea for gathering feedback and planning the next steps. Thanks for sharing!

[Helen Ryan]

Hi Angela, thank you for your reply to Module 3.

Using Google Classroom and Google Slides to guide 5th Class through their Famine project demonstrates a fantastic approach to the UDL.

Scaffolding tasks with pre-formatted text boxes while encouraging tools like spellcheck and voice typing ensures all pupils can express their historical understanding. Your use of live feedback alongside a Google Form exit ticket provides real-time assessment to address misconceptions.

[Dee Duignan]

My chosen topic is animal adaptations with 5th class as this is something I did this year. I refelected on how I could improve it to incorporate forms and support inclusion more effectively after this module.

The main body of the lesson is an Investigation Task in groups. teams answer questions about their animals on google slides. There was also a creative challenge at the end each pupil was to sketch a “Super-Adapted Creature” designed to live on a fictional alien planet that is completely covered in deep mud and freezing winds. pupil engagement was really high in these activities as they liked the creative and independent element of the activities.

To ensure all learners are included in these activities, I can include a word bank, sentence starters and sentences where only words or pictures need to be inserted. One struggling writer could record his answers orally.

At the end of the lesson I could include a quiz on forms and an exit ticket to assess and plan my next steps.  the read aloud software which we use with some learners in our school could be use to support learners to answer the forms.

 

[Kevin Byrne]

Your reflection really shows how strong the pupil engagement was — the investigation task and the “Super‑Adapted Creature” challenge clearly hit that sweet spot where kids feel free to explore, create and take ownership of their learning. I love the creativity in the lesson and how naturally it lets different learners shine, especially those who think visually or prefer hands‑on work. The way you’re now building in word banks, sentence starters, oral recording and Forms quizzes feels like a genuine evolution of the lesson rather than bolted‑on supports. It keeps everything that made the activity fun and independent, while making sure every pupil has a way into the task and a way to show what they know.

[Helen Ryan]

Hi Dee, thank you for your engagement in Module 3!

Combining an investigation on animal adaptations with a “Super-Adapted Creature” design challenge for 5th Class is a brilliant way to harness pupil engagement.

Your inclusive adjustments like offering sentence starters, word banks, voice recording options and read-aloud support for Google Forms, makes sure that every learner can demonstrate their scientific understanding.

[Sandra Dunne]

Thank you Dee for sharing such a creative reflection! The “Super-Adapted Creature” challenge for an alien planet covered in mud and freezing winds is a fantastic hook for 5th Class. It takes the concept of animal adaptations and applies it in a fun, high-interest way that naturally boosts student engagement.

Your inclusive adaptations—such as word banks, visual sentence completion, and oral recording for reluctant writers—demonstrate how Google Workspace can make complex science topics accessible to all learning profiles. Incorporating Google Forms for the exit ticket and leveraging read-aloud tools is a great way to capture reliable assessment data without reading barriers getting in the way.

In terms of School Self-Evaluation (SSE), using Google Forms exit tickets across year groups offers a brilliant mechanism for gathering baseline data on student self-assessment and learning retention. Analyzing these response sheets in Google Drive provides clear evidence of teaching impact when monitoring targets in your school’s Digital Learning Plan.

[Deirdre Ui Bhroin]

For this module, I chose to create a Google Form after a lesson on Ancient Rome to check pupils’ understanding of key topics such as Roman life, the army and the importance of the Roman Empire. Google Forms is a simple but effective way to support inclusion; every pupil gets the chance to share what they know in a way that suits them. Using different question types or images would make the form more accessible, and features like voice typing could help pupils who need extra support. The instant feedback from Google Forms helps quickly identify who has understood the lesson and who might need more support. It also gives quieter pupils a chance to have their voice heard without having to speak up in class.

Google Workspace could be really useful for School Self-Evaluation (SSE). Schools could use Google Forms to gather feedback from staff, pupils and parents. The accessibility features and collaborative tools make it easier to include everyone’s voice and support continuous improvement across the school.

[Paul Munroe]

This is a nice practical use of Google Forms, Deirdre. Ancient Rome is a fair-sized topic, so a short form after the lesson is a handy way to see what’s actually stuck with the children. Your point about the quieter pupils is a good one too. Some of them know far more than they’d ever put their hand up and say, so a form gives them a way to show what they understand without the pressure of speaking out in front of everyone. Images or a mix of question types would suit this topic well: the Roman soldiers, the houses, the roads, daily life. It lifts the quiz a bit and takes the pressure off any child who finds a page full of text hard going. The SSE link makes sense as well. Google Forms is such a straightforward way to gather views from pupils, parents or staff, and it hands you information you can actually put to use when you’re planning the next steps.

[Sean Geraghty]

I really like your idea of using Google Forms following a lesson on Ancient Rome. It provides a quick and straightforward way of assessing pupils’ understanding while also giving every child an opportunity to demonstrate what they have learned. I particularly agree with your point about quieter pupils, as digital assessment can allow children who may be reluctant to contribute during whole-class discussions to have their voice heard.

The variety of question types available in Google Forms is also useful for differentiation and inclusion. Images, multiple-choice questions and shorter responses could be used alongside more challenging questions to ensure that pupils of different abilities can engage with the assessment.

I also think your link to School Self-Evaluation (SSE) is very relevant. Google Forms could be particularly useful during the evidence-gathering stage of the SSE process. Surveys could collect the views of pupils, parents and staff on an identified area for improvement. This information could then help the school identify strengths and areas for development, establish clear targets and actions, and later review whether these actions have resulted in meaningful improvement.

• This reply was modified 2 months, 3 weeks ago by Sean Geraghty.

[Tommy Hayes]

This reply to the forum is useful for me as I will try and incorporate the voice typing.  I think I will try and do it as a whole class at the start of the year though.  Last year I had an intelligent student who could not read or write very well and while this was the resource I tried to use he refused to out of embarrassment.  If I had used it as a whole class methodology at the start of the year I am sure that I would have had more success with it and him.

[Cathal Scarry]

Hi Deirdre,

I enjoyed reading your reflection on using Google Forms for your Ancient Rome lesson. Your point about digital tools giving quieter pupils a low-pressure way to demonstrate their knowledge is so accurate and crucial for an inclusive classroom. Incorporating images alongside voice typing ensures the assessment measures their historical understanding rather than reading or writing stamina. I also completely agree with your link to SSE; using Forms to collect anonymous, accessible feedback across the school community makes data collection much more efficient.

 

[Cathal Scarry]

Hi Deirdre,

I enjoyed reading your reflection on using Google Forms for your Ancient Rome lesson. Your point about digital tools giving quieter pupils a low-pressure way to demonstrate their knowledge is so accurate and crucial for an inclusive classroom. Incorporating images alongside voice typing ensures the assessment measures their historical understanding rather than reading or writing stamina. I also completely agree with your link to SSE; using Forms to collect anonymous, accessible feedback across the school community makes data collection much more efficient.

[Victoria Murphy]

This was a very interesting module on inclusive digital practice to facilitate accessibility, inclusion and assessment for learning. I like the reference to UDL and learner variability. In my current role as autism classroom teacher, the Voice typing and Alt text were two features not previously familiar to me and I will aim to integrate these in my work in the classroom.
As a general tool I like the use of a Google Form to inform feedback and plan next steps. Because images etc can be used in the form I created a sample form to assess learning, confidence, feelings etc. When used with a specific questions to answer it will be great tool for my classroom. I like that I can send the responses to a spreadsheet so in my google drive I have records of assessment and feedback.
Pupils in all classrooms respond well to digital resources as they have grown up in a digital world. Less reliance on repeated teacher instruction can be helpful to some pupils.

[Sandra Dunne]

It sounds like this module gave you some brilliant, practical takeaways to bring straight into your autism classroom!

Learner variability is such an important focus, and it’s great to hear how tools like Voice Typing and Alt Text stood out to you. Features like those are real game-changers for lowering the barrier to entry and giving pupils alternative pathways to demonstrate their understanding without feeling overwhelmed by mechanical barriers like writing or typing mechanics.

Your use of Google Forms is a fantastic example of inclusive digital practice in action. Combining visual prompts with immediate response tracking—and having all that assessment data automatically exported to a spreadsheet—is an incredible time-saver for tracking progress over time.

I especially resonated with your point about reducing reliance on repeated teacher instruction. Digital resources give pupils that valuable sense of autonomy, allowing them to process information at their own pace and build independence in a way that feels safe and structured.

Great job putting the course ideas into immediate practice—your students are going to benefit so much from these additions!

[Robbie McHugh]

For this module I continued on from module 1 and created a differentiated google slide based on ancient greece which i would use to assess the pupils at the end of the lesson. I really liked the template on school life in the past and used this as a guide. I used gemini to generate an image and imported it to slides.I think I would add a section called quiz questions, I like to challenge the children to come up with 3 questions they would ask other pupils to show they have understood the topic area. I can definitely see myself using the google form more as this is a great way to assess the children. I can see how all of this gcan be integrated across the google suite and am already more confident I will make more use of its features next school year.

[Niall Hickey]

I completely agree with what you said. I particularly like your idea of adding a “Quiz Questions” section, as it encourages pupils to think about the topic in more depth and demonstrate their understanding in their own way. I also agree that Google Forms is a really useful assessment tool, as it gives you quick feedback on pupils’ learning. It is great to see how the different Google Workspace tools can be used together to create engaging and differentiated lessons. I have also found that using these tools makes planning and assessment more manageable, and I can see myself making much more use of them in the classroom next school year.

[Kevin Byrne]

I work in a special school that has a link to Apple who supplied us with TY iPads. This meant we had access to an iPads and ability to cast them to our interactive whiteboard and sound through an apple TV over Wifi.

I had a class of 12 students in optional TY. Monday morning first class in our school is usually a news class.

LI – To effectively communicate with the class.

Each student slowly in some cases learned the skills to present their news in the manner of their choosing. Photos emailed to their school account backed up with text and images searched online. If the student wished they could record their voice. If they preferred they could voice to text. If they preferred they could draw…

Early finishers could edit, animate, design. Other students would get assistance from SNAs and teacher.

They could share and present in the manner of their choosing (just show it on screen, stand and deliver, press play and we could hear their voice).

A lot of the barriers that each student had were overcome by themselves as their own intrinsic skills took them in their preferred directions. My role was to ensure that they continued to expand skills and build confidence. Also ensuring the bare minimum was not always the go to for particular students.

After a few weeks the class was self operating! I just said grab an iPad and 40 mins later everyone was presenting.

The same flexible, student‑led news routine can be recreated using Google for Education tools. Each student can open a Google Slides or Google Docs template in Google Classroom and add photos, text, drawings or voice recordings using built‑in accessibility tools like voice typing. Images can be searched safely through the integrated Google Search, and pupils can upload photos directly from their iPad or Chromebook. Students who prefer drawing can use Google Drawings, while those who need support can work collaboratively with an SNA in real time through shared documents.
When ready to present, pupils can cast their work wirelessly to the interactive whiteboard using Chromecast or present directly from their device. Early finishers can animate slides, add transitions, or design layouts, while others continue at their own pace. Over time, the class becomes self‑running: pupils simply open their device, access the assignment in Classroom, and create their news piece in the format that suits their communication strengths.
By giving students voice through accessibility features Google tools can enhance whole school assessment in the SSE.

[Niall Hickey]

For a 6th Class group project, I would use Google Workspace to make the activity more inclusive for all pupils. The activity would involve researching a topic and creating a group presentation using Google Slides. A barrier I would like to reduce is the difficulty some pupils have with reading, writing, organising their ideas, or speaking in front of the class. These difficulties can sometimes prevent pupils from fully participating in group work. Google Docs could be used to provide shared planning templates, allowing pupils to contribute ideas in different ways. Google Slides would allow pupils to add text, images, videos and audio, giving them different ways to demonstrate their learning. I could use Google Classroom to provide instructions and resources in advance, helping pupils who need extra processing time. Pupils could also use speech-to-text and accessibility features when completing written work.
This approach would give every pupil a meaningful role and allow them to demonstrate their learning using their individual strengths.

• This reply was modified 2 months, 4 weeks ago by Niall Hickey.

[Dee Duignan]

That sounds like a really inculsive lesson idea! To build on this even further, you could have the pupils create their own Kahoot quizzes based on their group projects.

We tried it last year and the class loved it. Once they’ve completed their Google Slides presentations, each group could design a short Kahoot using the key facts from their research. Then, the class can play each other’s games!

[Sean Geraghty]

For this module, I based my activity on the topic of **Farming: Past and Present**. The main activity involved presenting pupils with two contrasting images, one showing farming in the past and the other showing modern farming. I used **Google Docs** to structure the activity, providing clear instructions and key vocabulary to support pupils when comparing the two images.

I felt that using images made the activity more inclusive and accessible, as pupils could identify differences visually before having to express their ideas in writing. Providing key vocabulary also supported pupils who may find it more difficult to put their observations into words. The comparison element encouraged pupil engagement and discussion, as children could share what they noticed and explain their thinking.

At the end of the activity, I used a **Google Form as an exit ticket**. This provided pupils with an opportunity to reflect on what they had learned while also giving me immediate feedback on their understanding. I could then use the responses as an assessment tool to identify any misconceptions or gaps in learning.

The information gathered from the exit ticket would help inform my **next steps and future lesson planning**. For example, if several pupils struggled with a particular concept or piece of vocabulary, I could revisit this in the following lesson or provide additional support where needed.

[Helen Ryan]

Hi Sean, thank you for your reply to Module 3.

Using contrasting visual images on Google Docs to explore “Farming: Past and Present” is a fantastic way to make history accessible before requiring written expression. It could also be wonderful on slides or video too!

Scaffolding the comparison task with key vocabulary directly supports pupil discussion and confidence. Tying the activity together with a Google Form exit ticket gives you immediate diagnostic feedback to identify gaps and misconceptions!

[Maria Santos Blanco]

I really like how you used contrasting images and key vocabulary to make the activity accessible for all pupils. The Google Form exit ticket is also a useful way to check understanding. Would you use the same approach with another history topic?

[Maria Santos Blanco]

For my activity, I chose an Autumn topic for Junior Infants. I created a simple Google Form using pictures and multiple-choice questions to check pupils’ understanding of autumn vocabulary, colours and objects.
I think this activity supports inclusion because pupils do not need to rely on reading or writing to show what they know. The use of clear pictures and simple choices makes the activity more accessible for pupils with different learning and communication needs. It also supports engagement as the questions are short, visual and familiar to the children.

The responses would give me immediate feedback about which autumn concepts the pupils understand and where they may need more support. I could then use this information to plan my next lesson, for example revisiting vocabulary or concepts that pupils found difficult.

I would also include a simple happy, neutral or sad face question so pupils can show how they felt about the activity.

• This reply was modified 2 months, 3 weeks ago by Maria Santos Blanco.

[Orla Holm]

The children in Junior Infants would love this activity.  It is so important and difficult to keep children engaged and I think your suggestion would be the perfect balance of using traditional teaching methods and technology to achieve our objective.

[Orla Holm]

This is how I see that Google Forms could work as an exit ticket after a 5th class maths lesson on Shape and Space (classifying 2D polygons, symmetry, and angles).

In a mixed-ability class, paper slips often frustrate pupils who struggle with literacy, while fast finishers rush through. Switching to a 4-question Form could boost inclusion and engagement:
Inclusion: I could embed short GIFs of shape rotations and audio recordings of questions. Pupils struggling with reading could use screen readers or voice typing, proving their maths ability without literacy barriers.
Engagement: Using image choices for identifying acute or obtuse angles could feel like a fun quiz rather than a test. Every child could participate independently.
Feedback & Next Steps: The automatic response summary could show real-time class data. I could instantly spot if half the class mixed up reflex and obtuse angles, using the visual pie charts the next morning to target that exact gap before setting guided maths groups.
Google Workspace & Accessibility in School Self-Evaluation (SSE)
Google Workspace could streamline our school’s SSE cycle by making data collection fully accessible:
Inclusive Pupil Voice: I could use Google Forms paired with Voice Typing or Select-to-Speak so pupils with learning needs could share feedback on their learning experience. Google Translate could allow EAL parents to complete surveys in their native language.
Collaborative Action Planning: Survey data could auto-populate into Google Sheets to generate visual graphs for staff reviews. Teachers could then co-author the School Improvement Plan in Google Docs in real time.

[Eoghan O’Neill]

Hi Orla,

Thank you for your post here, particularly around how the Google Workspace tools can be used to boost inclusion in the classroom. So often, assessment is often dressed up as paper tests that are designed to see if a child can showcase their knowledge in one particular way. Getting a question wrong on a test does not always mean a child is deficient in that area – the use of a visual/multiple choice, etc. can often allow a child to decipher the purpose of the question and fully showcase the extent of their knowledge on a given topic.

[Tommy Hayes]

Within our school we have google embedded in the school with all children having a school email account etc.  Due to resources the children only have access to a computer for about 1-2 hours a week depending on timetabling. Elements of this module that I will use to improve my practice will be using Google forms for AFL. I generally use KWLs but I think Forms will be more inclusive and give me a better insight into children’s knowledge before and after teaching.

I will also use the Responsive Slide Template.  I think this is a great opener for a lesson/unit of work.  I would use this as a whole class presentation and as the impetus for their own project work.  I often let the children work in groups to complete tasks where they work on the same presentation simultaneously using a jigsaw approach.  As we can be short for time this works great for getting projects completed but also for peer learning, peer teaching and differentiation.  When the children are finished they share their work via google classroom and can present their work to the class.

 

• This reply was modified 2 months, 3 weeks ago by Tommy Hayes.

[Eoghan O’Neill]

Hi Tommy,

Thanks for the post and for sharing some of the excellent ways in which you are using the Google Workspace tools in your classroom already. I think the feeling of being short on time transcends all subjects and approaches that many of us engage with on a daily basis. Using time wisely sounds like something that is easy, but it is often hard to achieve. Being able to pursue curriculum development, as well as the development of digital skills, collaboration and peer tutoring in just a couple of hours a week sounds like a brilliant use of time, and speaks to the benefit of digital technology use as a methodological approach.

[Laura Wickham]

As we are approaching our school’s centenary, my activity was for fifth class students to interview past staff members to get an idea of how the school has changed over the years. I loved the example of the flexible response template, and I adapted something similar in slides using key vocabulary and question starters. I really think using audio is such valuable tool for inclusion because it removes barriers for students with literacy difficulties. Students could use voice typing to transcribe interviews in google docs and I used the comments option to provide feedback and direct learning. I think this could be done in groups because docs allows for this and the students themselves would assign roles and clarify next steps. The google slide would provide the template for them to do this.
I have never used an exit ticket before, I thought this was super and a very simple but effective way of using assessment for learning. I would use an exit ticket for the likes of this activity because it would be one of the big SEE topics covered this year. When I was looking at it I did wonder from a time perspective how often you could use this level of data collection for AFL but I guess once you start using form templates this would become easier and more routine.

[Eva Ryan]

Great idea for the centenary project—interviewing past staff is brilliant for local history. I  agree with you on the voice typing in Docs. Taking away that barrier of handwriting makes such a difference for pupils with literacy needs, letting them actually concentrate on their questions. Assigning group roles on Slides is really handy for keeping them on track too. On the exit tickets, I had the exact same reservation about the time commitment! What works for me is keeping the Forms down to two or three quick questions max. The charts auto-generate on Forms anyway, so you get your AfL and SSE data in about two minutes without doing any actual correcting. Once you save a basic template to tweak, it takes no time at all.

• This reply was modified 2 months, 3 weeks ago by Eva Ryan.

[Eva Ryan]

I continued on with my topic of Script writing for this forum response. I created a pupil-facing slide deck to guide my 6th class through scripting, recording, and reviewing a 2-minute podcast episode. Instead of doing a standard draft in their copybooks, pupils follow the step-by-step slides to co-write a 3-part script on Google Docs, record their audio, and submit everything with a quick Google Form exit ticket.
Having the task sequence laid out visually on the slides stops students from rushing ahead to record before they’ve actually planned their script. The format itself taps right into their interest in podcasts and streaming. For inclusion, I linked a color-coded Google Doc template with optional sentence starters directly on the slide. This takes away that “blank page” panic for SEN and EAL pupils, and gives students who struggle with heavy handwriting a chance to show off their literacy skills through oral language.For feedback, the final slide links to a Google Form using simple Two Stars and a Wish prompts. On my end, scanning those quick form responses and listening to a short 2-minute recording gives instant AfL on whether they actually understood how to adapt their writing tone for an audience. Pupils can use the feedback to change and re-record.
On a side note, I found this module so informative again, particularly the tips around using the voice-to-text feature and adding ALT text to images. They are such simple, practical tools for making daily digital resources far more accessible in the classroom!

[Cathal Scarry]

My chosen activity for this module focuses on a 4th Class History lesson exploring the Famine using Google Slides. In respect of what I already referred to earlier, this would be used with a core group of children I withdraw for pre-teaching of the Famine. In SET we tend to be time poor so a ‘ready to go’ lesson laden with imagery and interactive teaching is perfect. With the google form ‘exit’ test I can assess instantly and with record what the children know before engaging in the class proper. The class teacher also has a record of the level of understanding these children have as she seeks to differentiate in class. Plus we have a recorded assessment which we can add to the other forms of assessment we perform in Literacy and Numeracy. To remove reliance on writing, pupils will use a pre-structured template provided via Google Classroom. The template includes distinct text boxes with built-in sentence starters, word banks, and embedded image prompts. Pupils who experience literacy or fine motor difficulties can use Voice Typing in Google Docs (pasting their content into Slides) or record audio explanations. This approach ensures all children engage deeply with historical concepts regardless of writing ability.

To evaluate understanding and gather evidence for learning, pupils will complete a short Google Form featuring visual prompts. Live feedback provided during the activity allows for immediate guidance, while form responses highlight common misconceptions to inform next steps for revision.

Looking towards School Self-Evaluation (SSE), Google Workspace can transform how our school gathers evidence:

* Google Forms: Streamlines feedback collection from staff, pupils, and parents, instantly generating analytical charts that save administrative time compared to paper surveys.


* Inbuilt Accessibility Features: Features such as voice typing, alt-text, and screen readers ensure pupil voice is genuinely inclusive during the SSE evidence-gathering stage.




* Shared Drive: Centralises digital portfolios and assessment data across year groups, allowing for ongoing collaborative review of teaching and learning goals.

[Eoghan O’Neill]

Hi Cathal,

Thank you for this post here. I particularly like how you have attempted to incorporate active assessment modes into it, which allows both you and the class teacher to be reactive to how the children have grasped the presented content. The idea of an ‘exit ticket’ can be transformative when used to inform where we go next. Without that aspect however, it is simply another task that we need to prepare for and takes up another few precious minutes without being able to extract some value at the other side.

[Sandra Dunne]

Topic: Scientific Inquiry / Environmental Science

Class Level: 5th Class

For this module, I designed a collaborative lesson using Google Slides where pupils worked in small groups to research local habitats and present their findings.

To support inclusion, I incorporated inbuilt accessibility tools like Google Voice Typing and screen readers (Read&Write for Google Chrome). This allowed reluctant writers and EAL pupils to draft text verbally, removing literacy barriers and ensuring equitable participation.

To drive pupil engagement, students embedded multimedia elements—such as recorded audio captions and YouTube clips—directly into their shared presentation slides.

For feedback and next steps, I utilized the inline comment feature in Google Slides during the activity. Leaving real-time, constructive prompts (“Can you add a visual example here?”) provided immediate formative assessment. Pupils acted on these suggestions right away and used a short self-assessment rubric in Google Forms to determine their next steps for revision.

Regarding School Self-Evaluation (SSE), inbuilt accessibility features offer significant potential. Google Forms with voice-typing enabled allows all pupils—including those with SEN—to share authentic feedback during SSE data collection. Furthermore, aggregated data on how widely pupils utilize accessibility features can inform our Digital Learning Plan, ensuring our target interventions genuinely foster an inclusive learning environment across all year groups.

[Lorna Hehir]

In my EAL setting with 1st/2nd class pupils, I chose to use Book Creator alongside Google classroom to support an oral language activity on the topic of my family. I would use Google classroom to share instructions, visual supports and a link to the the Book Creator activity. In Book Creator pupils could add pictures simple text and voice recordings using sentence starters such as “ This is my…. and I have….” This supports inclusion as pupils can demonstrate their learning in different ways at their own level. The activity encourages engagement as pupils can create their own page. I would use the comment feature in Google classroom to provide simple individual feedback. I would use pupils’ completed work and voice recordings to inform future planning. I would then provide additional vocabulary or sentence supports before gradually encouraging pupils to speak and write more independently.

[Sandra Dunne]

For this module, I designed a Google Form to review a lesson on St. Brigid, focusing on her life, the traditions surrounding her feast day, and making the St. Brigid’s cross.

This approach promotes inclusion by giving all pupils an equal, pressure-free platform to demonstrate their learning. Including visual options—like diagrams of rushes or historical pictures—helps scaffold the task, while tools like Voice Typing assist children who struggle with written expression. The automated response summaries immediately show me which concepts resonated and where extra guidance is required, giving every child a clear voice in their own assessment.

For School Self-Evaluation (SSE), Google Workspace provides a streamlined way to collect digital evidence. Using Forms allows schools to gather genuine input from pupils, parents, and teachers. Analyzing these responses in Google Sheets makes tracking educational trends straightforward, helping us support diverse learning needs and drive ongoing improvement under the Looking At Our School framework.

[Kevin Mullins]

This is a brilliant use of Google Forms! Using visual options and Voice Typing is a fantastic way to support inclusion for pupils who struggle with written task formats. Connecting your Form data directly to SSE and the Looking At Our School framework is also a great touch. Have you considered adding a 1–5 confidence rating at the end so pupils can self-assess how they felt about the lesson?

 

[Kevin Mullins]

Reflection: Using Gemini for Inclusive Reading

• Chosen Activity: Using Gemini to generate tiered reading passages on the same topic for different reading abilities.
• Inclusion: Adapts vocabulary and sentence structure instantly for SEN/EAL pupils, allowing everyone to access the core lesson content together.
• Pupil Engagement: Hook pupils by customizing passages around their interests (e.g., local sports), making reading materials feel personal and relevant.
• Feedback: Provides instant differentiated questions and self-assessment rubrics so pupils can track their progress and highlight areas needing support.
• Next Steps: Explicitly teach pupils how to prompt Gemini themselves for help when stuck on complex vocabulary.

Peer Response

“Love this approach! Tiering text with Gemini saves so much prep time while keeping learning inclusive. Have you considered using Gemini to generate quick extension questions for fast finishers as a next step?”

[Author]

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