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ASSIGNMENT
Write a forum post (150 words min) as a Reply to this post, reflecting on the practical classroom tasks you used M365 Copilot tools to create. Consider:
- Barriers to learning
- Pupil engagement
- Differentiation
- Adjustments to practice.
Then, consider how Learning Accelerators and inbuilt accessibility features could be used in School Self-Evaluation (SSE) at your school.
Please also comment on at least one other participant’s post offering a supportive comment, question or suggestion.
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Learning accelerators and accessibility tools can help identify and reduce barriers – literacy difficulties, language needs,additional learning needs. Immersive Reader can be used to support students with dyslexia, EAL kids, or anyone who needs text-to-speech, translation, or visual supports.
The Reading Progress and Reading Coach can provide info on reading fluency, accuracy, and pace. These tools can also increase motivation through interactive, personalised learning. For differentiation, teachers can assign reading passages at different levels in Reading Progress and the Immersive Reader allows individual adjustments like font size, spacing, and language.These tools provide instant feedback, allowing pupils to work at their own pace.You could use this in SSE by collecting evidence on how many pupils experience literacy or access barriers and then use the tool data to inform targeted interventions and whether the accessibility features are consistently available and used.
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Hi Mark. I really like how these tools not only support accessibility but also provide useful data to inform teaching. I agree that using Reading Progress and Immersive Reader as part of SSE could help identify literacy needs early and track progress over time. I think this will make sure interventions are evidence-based while giving pupils more independence in their learning.
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Hi Mark, thank you for engaging in this module.
The ability you have noted of Learning Accelerators like Reading Progress and Reading Coach to target specific barriers—such as dyslexia and EAL needs—highlights a brilliant blend of technology and inclusive pedagogy.
I agree, Immersive Reader is fantastic and allows for individual adjustments to font and language giving us a dignified, discrete differentiation.
Linking these tools directly to your SSE is an interesting insight; using the automated diagnostics from Reading Progress provides highly objective, baseline evidence allowing you as a school to accurately guide targeted literacy interventions and measure the impact of the same.
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Pupils with a diagnosis of dyslexia are entitled to free digital PDF versions of their school textbooks. I have downloaded these e-books for my pupils and currently use the Read Aloud feature to support their access to the text. While this has been helpful, I believe Immersive Reader would offer much greater benefits, as it includes additional accessibility features such as line focus, syllable breakdown, adjustable spacing, and other supports that can significantly enhance reading comprehension and independence.
I am wondering if anyone has found an effective way to convert a PDF e-book so that it can be used with Immersive Reader. I would really appreciate any suggestions or advice from those who have successfully done this, as I think it would make a significant difference for pupils who benefit from these accessibility tools.
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I agree that the Learning Accelerators have real potential to make learning more inclusive. The immediate feedback from Reading Progress and Reading Coach is particularly useful because it helps teachers identify specific areas where pupils need support without creating additional assessment tasks. I also like your point about pupils working at their own pace, as this can help build confidence for less able readers while still challenging stronger readers. Your link to SSE is an important one too. Having evidence from these tools can help schools make informed decisions about literacy interventions and monitor whether changes are having a positive impact. As always, the data should complement our own observations and professional judgement rather than replace them.
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Using Microsoft 365 Copilot to create practical classroom tasks has highlighted for me how AI can support me in being more inclusive and efficient in my approach to teaching. One of the biggest benefits I found was the ability to quickly adapt resources to get past barriers to learning. Copilot helped me make instructions simpler, create scaffolded activities and also produce differentiated resources that can support children with different levels of literacy and language. This can definitely reduce the time spent creating multiple versions of the same task to make sure all pupils have access to appropriate learning opportunities.
Another strength was pupil engagement. Copilot made discussion prompts, real-world scenarios as well as interactive activities that were interesting for children. I think having a variety of tasks can help cater to different learning preferences. This would help with greater participation across the class.
Looking ahead, I feel Learning Accelerators and the inbuilt accessibility features within Microsoft 365 have the potential to support our School Self-Evaluation (SSE) process. Inn particular tools such as Reading Progress, Reading Coach, Search Coach, and Speaker Progress could provide valuable data on pupil progress while promoting independent learning. Accessibility features such as Immersive Reader, live captions, dictation, translation, and text-to-speech can help remove barriers for pupils with additional learning needs, English as an Additional Language (EAL) learners, and those with literacy challenges.
As part of SSE, these tools could help the school monitor learner outcomes as well as evaluate the impact of teaching strategies, and identify areas where additional support is needed.-
Thank you for such a thoughtful post! I completely agree with your insights on how Copilot can tackle barriers to learning. It also supports embedding the concept of the UDL.
The ability to instantly generate scaffolded activities and simpler instructions is a massive win for differentiation and as you rightly pointed out, it saves us so much time when trying to cater to diverse literacy levels.
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I agree that the Learning Accelerators have the potential to be a good support to learning outcomes. In a classroom where demands on teachers are huge and getting around to hear children read or give directed individual feedback can be tough. I do think these changes need to be inputted slowly or be a support to practice in school. We want to go down the route of the tools being an added support to teachers classwork.
Otherwise, I can see the newpaper headlines already where Reading Coach is listening to children read, Speaker Progress is helping oral language and Dictate is providing their written work, the teacher is becoming obsolete!!
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Marguerite highlights many of the practical benefits of M365 Copilot in supporting inclusive teaching. One of its main strengths for me is its ability to quickly adapt and differentiate resources which helps ensure that all pupils can access learning at a level appropriate to their needs. Copilot is a powerful tool for any teacher which allows them more time to focus on pupils learning. In particular, the use of learning accelerators can greatly reduce the barriers to learning for some children while also providing the teacher with up to date formative assessment data for the teacher to work with going forward. A win win situation.
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I spent a bit of time with Reading Coach. I used it myself and got my son to trial it too. The novelty of reading into a computer was a nice start to it but it did get frustrating for him too. It did have the unintended consequence of getting him to speak up when reading and to be more concise in his pronunciation which was a bonus (it was a bonus for me too!)
Barriers to this learning in my classroom would be the availability of technology to use it. It would need a quiet space for the child to read, and it would be dependent on our poor wifi in school.
Pupil engagement in this learning using IT in my experience has always been positive to start off with and then has suffered a decline going forward. We used times tables rockstars in our school and class and after a honeymoon period, the level of engagement dropped.
Differentiation would be useful. Getting children to read the same passage is always useful so you can do a comparison on a class level. Aside from this, reading at a child’s own level is very beneficial to fluency and confidence so this tool would be useful for this.
Adjustments needed? Perhaps I need to be more open minded to the possibilities of Reading Coach. I think maybe it might be a nice tool for parents at home with their children as it provides a good record of what their reading and keeps a nice log of work done.I also spent a bit of time with immersive reader and admit I only thought it was a reading support tool just to read something aloud. I wasn’t aware of the line focus or page colour. I’ve used dictation with children who have writing struggles too this year. While of course children do need to write, the confidence and engagement in project work and writing tasks with children really benefited from this.
With regards to SSE, I think Learning Accelerators need further development on a whole school level. We seem to be having a huge increase in Assistive Technology being approved for children. My class a couple of years ago had 4 pupils each with laptops approved and paid for by the department. While tasks were completed with Word and PowerPoint etc., increased use of these Learning Accelerators could further boost learning and the effectiveness of their technology.-
Hi Cormac, thank you for engaging with the third Module of this Copilot course.
Your insight into Reading Coach unintentionally improving speech clarity and pronunciation is a super observation. It is also great to see how tools like Dictation and Immersive Reader’s line focus are already boosting pupil confidence in your classroom.
It goes without saying, your realistic points regarding Wi-Fi issues and maintaining long-term pupil engagement are spot on.
Regarding SSE, your suggestion around Assistive Technology is particularly sharp, as embedding Learning Accelerators will certainly ensure pupils maximise the potential of Department-funded devices. -
Hi Cormac, thank you for engaging with the third Module of this Copilot course.
Your insight into Reading Coach unintentionally improving speech clarity and pronunciation is a super observation. It is also great to see how tools like Dictation and Immersive Reader’s line focus are already boosting pupil confidence in your classroom.
It goes without saying, your realistic points regarding Wi-Fi issues and maintaining long-term pupil engagement are spot on.
Regarding SSE, your suggestion around Assistive Technology is particularly sharp, as embedding Learning Accelerators will certainly ensure pupils maximise the potential of Department-funded devices.
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Using Learning Accelerators and accessibility tools has reinforced the importance of designing learning experiences that are inclusive from the beginning rather than making adjustments afterwards. I particularly liked how Immersive Reader and Read Aloud reduce barriers for pupils with literacy difficulties while also benefiting pupils learning English as an additional language.
The Microsoft Forms quiz provided immediate feedback and highlighted misconceptions quickly. This allowed me to identify pupils who required additional support before moving on to new learning. Rather than relying solely on written work, I was able to gather evidence from digital assessments and classroom observations.
These tools support Universal Design for Learning by offering multiple ways for pupils to access information and demonstrate understanding. Going forward I intend to incorporate Learning Accelerators more regularly so that assessment and differentiation become a natural part of everyday classroom.
This module has encouraged me to reflect more closely on how digital tools can support inclusion. By reviewing pupil engagement during lessons using Microsoft Forms and accessibility tools, I can gather evidence that informs future planning. I have found that pupils are more willing to participate when learning is interactive and differentiated.
The next step for my practice is to embed Learning Accelerators into weekly literacy activities so that pupils receive regular personalised support while I continue to monitor progress through School Self-Evaluation.
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I like the point you make here, Colin, about building inclusion in from the start, rather than trying to fix things afterwards. That’s probably the best way to look at tools like Immersive Reader and Read Aloud. They might be aimed at supporting certain pupils, but in reality lots of children can benefit from them. Building learning accelerators into weekly literacy works well. It would let the children get used to the tools properly, and it would give you regular information to feed into planning and SSE.
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The accessibility tools and learning accelerators in M365 CoPilot that I have explored as part of this module include Immersive reader and Reading Progress and Reading Coach. While I was somewhat familiar with Immersive Reader, I was not familiar Reading Coach. By utilising these learning accelerators from the beginning, you are reducing the barriers to learning to not alone the children who may experience difficulty in their reading but you are also ensuring that the different learning styles of other children in the class are being met.
From my experience of using Immersive Reader in the mainstream classroom with a child with dyslexia, I have found it to be very beneficial but this module has highlighted to me that I have not been using it to its potential. I have adapted text and background colour using Immersive Reader and adjusted spacing etc but I wasn’t aware of the visual dictionary or on the fly translation.
The use of Learning accelerators would greatly increase pupil engagement in the mainstream classroom. M365 Copilot has the ability to create interactive activities and resources that appeal to the interests of the children and by incorporating the use of some of the learning accelerators outlined in this module, I am certain pupil engagement will be improved.
In relation to SSE, you could use Reading Coach to identify pupils facing literacy or accessibility barriers and use the data to guide targeted interventions very simply and effectively.
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Like David, while I was aware of Immersive Reader, I had only been familiar with some of its basic features. This module highlighted many additional tools that I was unaware of, including the Visual Dictionary and on-the-fly translation. I now also realise the wider potential of Immersive Reader to support children’s learning, understanding and independence. It has encouraged me to learn more about the range of features available and to consider how they can be used to make learning more accessible and inclusive for all children.
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Hi David, thank you for engaging in Module 3.
It is brilliant to see how exploring features like the picture dictionary and translation in Immersive Reader has expanded your toolkit for supporting children with dyslexia and diverse learning needs. Your point regarding pupil engagement is spot on as interactive elements naturally motivate learners while breaking down reading barriers.
Leveraging Reading Coach data for SSE is an insightful recommendation, it would provide clear, evidence based foundation to target literacy interventions effectively across the school.
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Reflecting on this module I seen a particularly positive impact is in reducing barriers to learning through the use of Immersive Reader and Dictate the practical classroom tasks I created using the Microsoft 365 Copilot tools, I found them to be a valuable support for planning engaging and inclusive learning experiences. The tools generated a range of activities that could be adapted for different ability levels and learning styles, providing a strong starting point for classroom practice. As with all AI-generated content, however, teacher judgement remains essential to ensure activities are appropriate for the needs of individual pupils.
One area where I found very useful was Immersive Reader and Dictate. I have used both tools successfully with pupils who have dyslexia and Developmental Coordination Disorder (DCD). These accessibility features help to level the playing field, allowing pupils to access the curriculum more independently and experience success in the classroom. One pupil with severe dyslexia and DCD, who previously struggled to complete written tasks, has been able to use speech-to-text to express their ideas confidently and finish classroom work alongside their peers. This has had a significant impact on both their achievement and their self-confidence.
The practical tasks also promoted pupil engagement because they could be easily differentiated. Copilot helped generate activities at different levels of complexity, while accessibility features such as Immersive Reader, Read Aloud, Dictate, and adjustable text settings ensured that pupils with additional learning needs could participate fully. This flexibility allows teachers to make meaningful adjustments to practice without significantly increasing preparation time.
One concern I have is what happens when pupils transition to secondary school and eventually sit the Junior Cycle and Leaving Certificate examinations. While speech-to-text technology can transform learning and allow pupils to demonstrate their knowledge in everyday classroom settings, access to this support in the State examinations remains limited. At present, if a student can type more than 11 words per minute, they may not qualify for speech-to-text accommodations. I believe this criterion should be reviewed, as it does not always reflect the barriers experienced by pupils with dyslexia, DCD, or other specific learning difficulties. As a result, many capable students may underachieve in high-stakes examinations because they cannot demonstrate their true understanding in a way that reflects how they learn best.
From a School Self-Evaluation (SSE) perspective, Learning Accelerators and the built-in accessibility features within Microsoft 365 could provide valuable evidence of inclusive practice. Schools could evaluate how effectively these tools improve pupil engagement, independence, literacy outcomes, and overall participation. They could also gather feedback from pupils, teachers, and parents to inform future targets for inclusion and digital learning. Embedding these technologies within the SSE process would support schools in creating inclusive ,equal learning
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Hi Lisa, thank you for engaging in Module 3 of this Copilot course.
I have to say, this is a powerful reply, particularly as you have reflected on the transformational power of accessibility tools. Your example of supporting a pupil with dyslexia and DCD using Dictate, highlights how speech-to-text restores confidence and independence in everyday writing tasks.
You raise a valid point regarding State Examination criteria, where rigid typing speed thresholds can unfairly restrict access to essential supports for capable students… -
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<div>This reflection offers a compelling and practical insight into digital inclusion. The highlight is your balanced approach: leveraging <b data-path-to-node=”0″ data-index-in-node=”134″>Microsoft 365 Copilot</b> to streamline differentiation while maintaining essential <b data-path-to-node=”0″ data-index-in-node=”214″>teacher judgment</b> to tailor activities appropriately.</div>
<div>Your classroom example regarding pupils with dyslexia and DCD demonstrates the transformative power of <b data-path-to-node=”1″ data-index-in-node=”103″>Dictate</b> and <b data-path-to-node=”1″ data-index-in-node=”115″>Immersive Reader</b>. Elevating pupil independence and confidence is the ultimate goal of inclusive practice, and your observations clearly illustrate that technology can dismantle traditional learning barriers.</div>
<div>Furthermore, your critique of the <b data-path-to-node=”2″ data-index-in-node=”34″>11 wpm typing threshold for State examinations (RACE)</b> is crucial. There is a glaring disconnect between flexible, modern classroom accommodations and rigid high-stakes assessment criteria, which risks disadvantaging capable students. Finally, linking these tools to <b data-path-to-node=”2″ data-index-in-node=”300″>School Self-Evaluation (SSE)</b> offers a strategic blueprint for embedding inclusion policy school-wide. This is an excellent, forward-thinking piece of professional practice.</div>
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As a SET teacher in a DEIS junior school, I found exploring Microsoft Reflect particularly worthwhile. Our school already uses daily check-ins and morning meetings, so Reflect would fit naturally into practices we already have in place. I liked how the questions can be customised to suit younger children and how the visual format makes it accessible for all pupils. This would be especially helpful for our EAL learners, as the symbols and characters support children in identifying and communicating their feelings, even when they may not have the language to express them.
I was also impressed by the movement and body break activities included within Reflect. We use movement regularly as part of a UDL approach, and these short activities can help pupils regulate, refocus and re-engage with learning. The tool also provides videos and supports to help children manage big feelings and develop emotional literacy. Teaching these skills explicitly can support self-regulation, wellbeing and more positive behaviour in the classroom.
The built-in accessibility features in Microsoft 365 would also be very useful in the SET setting. Reading Coach, Immersive Reader, Read Aloud and text-to-speech can help reduce barriers to learning for pupils with literacy difficulties, additional needs and EAL learners. These tools support independence and allow pupils to access learning in a way that meets their individual needs and in an engaging, fun manner.
From an SSE and DEIS planning perspective, Reflect could also support our school’s wellbeing, inclusion and pupil voice targets. The information gathered through regular check-ins could help staff identify trends, monitor pupil wellbeing and evaluate the effectiveness of interventions and supports. Overall, I can see real potential for these tools to support inclusion, engagement and wellbeing across our school and I look forward to sharing them at our next staff meeting.
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Hi Sinead, thank you for engaging in Module 3.
Your point about Microsoft Reflect and its visual format supporting EAL learners in identifying emotions without language barriers is a brilliant example of the UDL in action.
Integrating movement breaks and emotional regulation tools into existing morning routines will undoubtedly foster a strong sense of wellbeing and readiness for learning, particularly important in your DEIS/SET setting. Leveraging Reflects’ check-in data for your DEIS Action Plan is a smart way to track wellbeing trends and ensure targets are driven by true pupil voice. -
Sinead,
I agree with your reflection, particularly your focus on wellbeing and emotional literacy. I agree that Microsoft Reflect could fit seamlessly into existing classroom routines such as morning meetings and daily check-ins. The movement and body break activities are a valuable feature, especially in busy classrooms where pupils may struggle with concentration, regulation or transitions between tasks.
Regular movement breaks can have a positive impact on wellbeing by giving children opportunities to reset, reduce stress and return to learning with improved focus. This is particularly beneficial for pupils with additional learning needs, attention difficulties or sensory needs. I also like how Reflect combines wellbeing supports with practical strategies for managing emotions, helping children develop self-awareness and resilience.
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I really enjoyed reading your reflection, particularly how naturally Microsoft Reflect could fit into practices that are already part of your school day. Using it alongside daily check-ins and morning meetings seems like a very practical approach rather than introducing something completely new. I also think your point about EAL pupils is important. The visual supports could give children another way to communicate how they are feeling when finding the right words may be difficult.
The movement and body break activities sound particularly useful too, especially as they complement the UDL approaches you are already using. Short opportunities to regulate and refocus can make a real difference to pupils’ readiness to learn.
I also like your link to SSE and DEIS planning. Using information from regular check-ins to identify patterns and evaluate existing supports could provide useful evidence for school improvement, while also ensuring that pupil voice remains an important part of the process.
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Tool: Microsoft Forms
Topic: Number Bonds to 10 (Senior Infants)
Quiz Title: Find the Missing Friend to Make 10!
- Question 1 (Multiple Choice):
Look at the ten frame. There are 7 dots. How many empty spaces are left to make 10?
Options: A) 2 | B) 3 (Correct) | C) 4
Feedback for correct answer: Great job! .
- Question 2 (Visual / Image Match):
Teddy has 6 counters. How many more counters does Teddy need to fill a 10-frame?
Options: A) 4 (Correct) | B) 5 | C) 6
- Question 3 (Audio-Assisted Choice):
(Imbedded audio snippet reading question aloud): “Which two numbers add together to make 10?”
Options: A) | B) | C) 2 + 8 (Correct)
- Accessibility Feature Enabled: Immersive Reader turned on across the quiz so young learners can listen to text read aloud with syllable breakdown and picture dictionary support.
Task 2: Inclusive Learning Activity Design
Tools: Microsoft OneNote Class Notebook + Copilot Teach
Topic: Interactive Number Bond Treasure Hunt (Inclusive & Differentiated)
Activity Overview & Inclusive Setup
Students search the classroom for hidden “Number Cards” to form pairs that add up to 10. Every student wears a wristband showing a single number ( through ).
<table>
<thead>
<tr>
<td>Learner Needs</td>
<td>Universal Design / Adaptation</td>
<td>Microsoft 365 Support</td>
</tr>
</thead>
<tbody>
<tr>
<td>Visual Learners & SEN</td>
<td>Color-coded number pairs (e.g., number 7 cards and number 3 cards share a blue border). Real concrete objects (teddy counters) attached to cards.</td>
<td>OneNote Page: Visual task schedule with embedded video demonstration created using Loom/Stream.</td>
</tr>
<tr>
<td>EAL / Literacy Needs</td>
<td>Large visual icons alongside written numbers; tactile raised dot patterns on cards matching quantities.</td>
<td>Immersive Reader in OneNote: Picture dictionary and audio translation for instructions.</td>
</tr>
<tr>
<td>Extension / Advanced</td>
<td>Challenge cards requiring children to find three numbers that sum to 10 (e.g., ).</td>
<td>Teams Assignment: Digital extension badge granted upon scanning a QR code with an iPad.</td>
</tr>
</tbody>
</table>
Activity Flow- Instruction: Teacher projects the OneNote page on the interactive whiteboard with audio-visual cues.
- Exploration: Pupils hunt for matching partners in pairs. When a match is found, they place physical counters onto a physical 10-frame board to verify ().
- Capture & Record: Using Class Notebook on classroom tablets, pupils take a photo of their completed 10-frame match and upload it to their individual portfolio page.
Here is a structured, reflective response examining how Microsoft 365 tools support inclusion, aligned with your classroom experience and primary teaching practice:
Reflection on Microsoft 365 Tools for Inclusive Practice
- Overcoming Barriers to Learning
Digital tools play a transformative role in removing traditional barriers for pupils with Special Educational Needs (SEN) and English as an Additional Language (EAL).
- Reading & Language: Features like Immersive Reader across Microsoft Forms, OneNote, and Word eliminate decoding friction. Pupils who struggle with literacy or English can hear instructions read aloud, break down syllables, or use the visual Picture Dictionary to independently comprehend tasks.
- Fine Motor & Working Memory: Dictation tools (speech-to-text) enable pupils with dyspraxia or fine motor difficulties to share mathematical thinking without the physical barrier of handwriting, while audio-visual cues reduce cognitive load.
- Enhancing Pupil Engagement
In early years classrooms (like Senior Infants), abstract concepts become meaningful through active, multimodal learning.
- Interactive & Collaborative Learning: Combining digital tools with concrete materials—such as using Class Notebook to record a physical “Number Bond Treasure Hunt”—keeps engagement high.
- Immediate Feedback: Interactive tools like Microsoft Forms provide instant visual or auditory feedback, keeping young learners motivated and giving them immediate clarity on their progress.
[ Accessibility Barrier ]
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▼
┌─────────────────────────────────┐
│ M365 Accessibility Features │
│ • Immersive Reader (Audio/Pics)│
│ • Dictation (Speech-to-Text) │
│ • Visual Scaffolding & Media │
└─────────────────────────────────┘
│
▼
[ Universal Classroom Access ]
- Streamlining Differentiation
Rather than creating entirely separate lessons, M365 allows for seamless Universal Design for Learning (UDL):
- Tailored Scaffolding: Within OneNote Class Notebook, tasks can be subtly differentiated for varying ability groups—attaching color-coded visual cues for pupils who need concrete support while providing embedded QR codes with extension challenges for advanced learners.
- AI-Assisted Adaptations: Prompting tools like Copilot Teach allows teachers to generate multiple tiers of an activity in seconds, ensuring every child accesses the same core learning objective at an appropriate challenge level.
- Meaningful Adjustments to Practice
Reflecting on the AI “12-box ten frame” error, integrating technology requires a shift toward critical digital pedagogy:
- Vetting Content: Tech is a co-planner, not a replacement for teacher judgment. Adjusting practice means building in time to carefully verify AI-generated visual aids before classroom use.
- Formative Insights: Using real-time data from M365 assessments helps identify misconceptions early, allowing for immediate, targeted teacher interventions.
Here is a structured reflection connecting your learning to the School Self-Evaluation (SSE) process and the Inspectorate’s Looking at Our School 2022 (LAOS): A Quality Framework for Primary Schools, followed by clear, realistic next steps for your practice.
Reflection: Alignment with Looking at Our School 2022 & SSE
┌──────────────────────────────────────────────────────────┐
│ Dimension: Teaching and Learning (LAOS 2022) │
└────────────────────────────┬─────────────────────────────┘
│
┌──────────────────────────────────┴──────────────────────────────────┐
▼ ▼
┌─────────────────────────────────┐ ┌─────────────────────────────────┐
│ Domain 1: Learner Experiences │ │ Domain 3: Teacher Individual │
│ │ │ Practice │
│ • Active, playful engagement │ │ • Effective differentiation │
│ • Universal access & inclusion │ │ • Critical evaluation of AI │
└─────────────────────────────────┘ └─────────────────────────────────┘
- Learner Experiences (Domain 1)
- Active & Playful Engagement: Transforming a standard maths draft into a “Number Bond Treasure Hunt” aligns directly with the standard where pupils “engage purposefully, actively, and productively in learning activities.” In early years education, playful, cooperative learning develops mathematical thinking while building social competencies.
- Inclusive Access: Embedding Microsoft 365 accessibility features (like Immersive Reader and visual supports) ensures that pupils with SEN or language needs can access the curriculum alongside their peers, directly supporting universal design for learning.
- Teachers’ Individual Practice (Domain 3)
- Meaningful Differentiation & Planning: Utilizing tools like Copilot Teach accelerates preparation, allowing more time to design differentiated tasks. Prompting for specific tactile and visual adaptations supports the LAOS standard where the teacher “selects and uses planning and preparation strategies that respond to the individual needs of pupils.”
- Critical Evaluation & Professional Judgment: Catching the AI “12-box ten frame” visual error highlights professional vigilance. Highly effective practice requires teachers to critically evaluate resources before classroom deployment, ensuring visual models correctly represent foundational concepts like one-to-one correspondence.
- School Self-Evaluation (SSE) Impact
In the context of the 6-step SSE cycle, M365 tools and AI co-planning serve as powerful enablers:
- Evidence Gathering & Assessment: Microsoft Forms and digital portfolios in OneNote streamline formative assessment data collection, helping staff evaluate progress against SSE numeracy targets.
- Collaborative Planning: Sharing AI-generated, teacher-vetted resources across teams promotes consistent, high-quality practice aligned with whole-school improvement plans.
Action Plan: Realistic Next Steps for Teaching Practice
- Step 1: Build a Verified AI Prompt Repository (Immediate)
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<li style=”list-style-type: none;”>
- Action: Create a dedicated OneNote section containing refined, field-tested prompts specifically tailored for SEN adaptations, EAL scaffolding, and early years active learning tasks.
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<li style=”list-style-type: none;”>
- Focus: Ensure every AI-generated prompt explicitly requests multi-sensory materials and built-in differentiation.
- Step 2: Establish a 5-Point Resource Verification Checklist (Short-Term)
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<li style=”list-style-type: none;”>
- Action: Apply a strict verification habit before printing or projecting AI-generated visuals (checking quantity accuracy, contrast, visual clutter, age-appropriateness, and conceptual alignment).
- Step 3: Embed M365 Accessibility Features Daily (Medium-Term)
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<li style=”list-style-type: none;”>
- Action: Routinely integrate Immersive Reader, picture dictionaries, and audio instructions into digital task cards and Microsoft Forms quizzes to foster independent learning across all learner profiles.
- Step 4: Share Practice for Whole-School SSE (Long-Term)
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<li style=”list-style-type: none;”>
- Action: Present a short demo during a staff meeting or Croke Park hour showing colleagues how to safely use Copilot Teach to generate inclusive maths activities while maintaining strict teacher oversight.
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Hi Pól.,
Thank you for your post here and for your engagement throughout the module. You have identified a number of barriers around language and children learning English as a second language. For senior infants, much of the content of this Form may provide a literacy challenge. Asking Copilot to recreate the content of the quiz using visual of Ten Frames might be more accessible and allow children demonstrate their knowledge of bonds to 10 – this would be specifically useful for those learning EAL or with reading difficulties.
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I found the practical classroom tasks using Microsoft 365 Copilot tools very beneficial and relevant to my everyday teaching practice. One tool that stood out for me was Reading Coach. Reading Coach provides pupils with opportunities to practise reading independently while receiving personalised feedback. This can help reduce some of the barriers to learning experienced by pupils with literacy difficulties, dyslexia, or those who lack confidence in reading aloud. It also allows teachers to monitor progress without needing to provide one-to-one support at all times.
In terms of pupil engagement, I feel Reading Coach encourages active participation as pupils can work at their own pace and receive immediate feedback. The interactive nature of the tool can increase motivation and help pupils develop greater independence in their learning.
The tool also supports differentiation by allowing pupils to access reading materials appropriate to their individual ability levels. Features such as text-to-speech, customised reading practice, and progress tracking help meet a wide range of learner needs within one classroom.
Using Microsoft 365 tools will encourage me to make adjustments to my practice by considering how technology can provide more inclusive and accessible learning opportunities. Rather than relying solely on whole-class instruction, I can use digital tools to offer tailored support and gather information about pupil progress more efficiently.
Learning Accelerators and built-in accessibility features could also play an important role in our School Self-Evaluation (SSE) process. Tools such as Reading Coach, Reading Progress, Immersive Reader, Dictate, and Live Captions can provide valuable data on pupil engagement, literacy development, and access to learning. These features support the creation of a more inclusive learning environment and could help schools identify strengths, areas for improvement, and the impact of interventions on pupil outcomes. As part of SSE, they could contribute evidence to support school improvement planning and help ensure that all learners have equitable access to learning opportunities.
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I am a special education teacher and often we lean on student interests and strengths to increase engagement. I like the gamification and assessment elements of the tools. It is very valuable to be able to adapt the language, level of challenge, structure and presentation to suit different students and their range of needs. For example, the same source material could become a simplified reading passage, a scaffolded activity with sentence starters, a visual checklist, or a more open-ended extension task. This helped me think about differentiation as part of the planning process rather than something added afterwards. However, I would still need to review Copilot’s suggestions carefully to ensure that the content is accurate, age-appropriate and genuinely matched to the individual pupil. In practice, I would use it as a starting point that helps me create options more efficiently, rather than allowing it to make decisions about pupils’ needs. Learning Accelerators and inbuilt accessibility features could also support School Self-Evaluation by providing evidence about how pupils engage with reading, search, speaking and other learning tasks. Used alongside teacher observation and pupil voice, this information could help identify common barriers and guide whole-school targets. Features such as Immersive Reader, dictation, captions and translation could then be reviewed as practical supports, with the school evaluating whether they are improving access, independence and participation for pupils over time.
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Hi Eileen,
Thank you for your post here and for sharing some of the strategies and approaches that you have had experience and success with in an SET setting. I think increasing engagement is essential, as without this it is going to be so much more challenging to make progress. Using an AI tool like Copilot as a starting point centred on idea generation is a fantastic idea, and certainly one of the better uses we may have for this. I think, as teachers, we should be leading with our own judgement and knowledge of the kids/curriculum for making decisions around the direction of their future learning. However, the idea generation stage is often one which can be challenging, particularly in subjects where we may be less comfortable teaching.
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I found that using M365 Copilot to create practical classroom tasks was useful, particularly when trying to make lessons more engaging for pupils. One of the main barriers to learning is that pupils have different levels of ability, confidence and prior knowledge. Copilot helped me to create activities that could be adapted more easily for different groups within the class. I also found that using games and problem-solving activities helped to increase pupil engagement and gave pupils a different way of approaching the learning.
However, I found that the AI-generated resources still needed to be checked and adjusted before using them in the classroom. Some activities were too difficult for certain pupils, while others did not provide enough challenge. I would therefore use Copilot as a starting point rather than relying on the resources without modification.
I also think Learning Accelerators and the accessibility features within M365 could have a useful role in SSE. They could help us identify barriers to learning, monitor pupil progress and support more inclusive teaching practices across the school. This could provide useful evidence when evaluating how effectively we are meeting the needs of all pupils.
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