Module 3 – The Inclusive Curriculum & The UDL Framework

[Pat Brennan]

Part 1: Participants will design an activity for a specific student using a a tool from the office 365 tools shown and post a short descriptor (150 words minimum) and a link to the presentation/activity and its relevance to the specific learning needs of the student.

Part 2: Reflect on the principles of Cosan the National Framework for teachers Learning. Are teachers’ lifelong learners? Why is CPD so important?

Post both parts 1 & 2 as a reply to this post.

[Sinead Fahy]

Microsoft accessibility tools – 

Emperor Penguin (nationalgeographic.com)

Using Microsoft Edge I found this reading comprehension on Emperor Penguins. I opened the webpage in Immersive Reader and made some adaptations to the text which would help any struggling reader/reader with dyslexia. Using Immersion Reader I changed the font, background color, spacing. Students can use the ‘read aloud’ option and ‘picture dictionary’ available on this site. It will enable the student to access the material along with their classmates.

Cosan Framework: 

CPD and professional development is essential as an educator. It is our responsibility to keep up to date with recent studies, policies, learning methodologies and so on. Education is always evolving and by engaging in meaningful professional development, teachers will be able to support their students effectively. Cosan is important in order to foster a culture of professional learning and ensuring teachers have access to it and engage in it.

[Eoghan O’Neill]

Hi Sinéad,

The Immersive Reader is a fantastic accessibility tool for Windows devices. Alternatives such as Helperbird and Use Immersive Reader on Websites can be found on the Chrome Web Store if you are using Google tools. The translate feature is great for students joining from other country, and the picture dictionary can help them to acquire target language.

Using Microsoft Lens to take pictures of textbooks or novels and importing them directly into the Immersive Reader is a great tool to further accessibility.

[Arlene Mccrudden]

Part 1 :I have designed an activity for an 7 year old child with visual impairment using Immersive Reader in PowerPoint . The activity is about learning the names and sounds of different animals. The child can listen to the text and audio on each slide, and then answer a quiz question at the end. He can also use the Immersive Reader settings to customize his reading experience.

 

This activity is relevant to the childs  learning needs because it can help him improve his listening comprehension, vocabulary, and phonics skills. It can also make learning more fun and engaging for him.

Part 2 :

Cosán has survived in the Irish education system for a long time now and it aims to make all teachers lifelong learners. In  my own opinion , it is not effective to be a good teacher without always being a learner yourself so you can adapt lessons and resources to suit an ever changing learning enviroment for students. You need to continually engage in self reflection and courses like this one in order to be fair on the learners in your care

• This reply was modified 2 years, 6 months ago by Arlene Mccrudden.

[Eoghan O’Neill]

Hi Arlene,

Thanks for your post. You are very correct to point out that professional development is essential to improve as a teacher. Cosán allow us the freedom to reflect on our own practice and identify areas for improvement, specific to our own practice. Being reflective allows us to identify these deficits, meaning that both reflection-in-practice and reflection-on-practice is key. As the saying goes ‘if you do the same things; you will get the same results’. We are duty-bound to do our best to provide the best learning experience possible for our students, and the Cosán principles allow us the space to do this.

[Rachel Wall]

I agree teachers need to be able to constantly adapt and so  a teacher needs to be a learner too.

[Emma Finnegan]

I think coming from a special school where the children have a diagnoses of autism and mild/moderate GLD the idea behind the Microsoft lens is fantastic. I wasn’t aware of it until I began this course and after doing some research and playing around with it myself I really think it is something I could use in my classroom. Children with Autism tend to find it difficult to focus and narrow down their thoughts but using Microsoft lens allows you to control what they are seeing and indeed what they are focusing on so they won’t get distracted by what ordinarily would be on a page or reader. I could make it personal to the child and zoom in and draw attention to what I would like them to focus on. Personal books of themselves or what they are interested would be ideal focus I think.

Part 2:

I only read something the other day on the teaching council website about cosan and how they are trying to promote even futhur learning for teacher esp. in the areas of digital learning  and ICT. I really feel as teachers we have to move with the times and up skill as we go, we are very lucky to have so many CPD opportunities in this country and I personally felt like I needed a lot of work in the area of digital learning and ICT. That is why I am taking part in this course and also took part in a workshop run by the NCCA which  meant lots of online zoom workshops and 2 day courses where we got to meet other schools and talk about our experiences and what we needed to develop etc. It was so beneficial and I feel like ill be returning to work so much more prepared in September. CPD is vital to all teachers for the development of all children we teach.

[Maria Kealy]

<p id=”docs-internal-guid-7b285655-de9d-7dee-2389-758bcabac761″ dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 9pt; font-family: Arial, sans-serif; color: #163c42; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;”>Part 1</span></p>
<p dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 9pt; font-family: Arial, sans-serif; color: #163c42; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;”>I have designed an activity for a student in my class with ASD and severe dyslexia and dysgraphia. He is good at reading however he finds it very difficult to transfer what is in his mind into the written medium. He finds writing debilitating, he has a great imagination and especially loves to create stories but finds it extremely frustrating to try and write them down. The Dictate tool is frustrating also as he has speech and language difficulties but it is an area that is worth practising and perusing.</span></p>
<p dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 9pt; font-family: Arial, sans-serif; color: #1155cc; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; text-decoration: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;”>https://1drv.ms/w/s!ABw4GTh1Jan8h28?e=gnQlfa</span&gt;</p>
<p dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 9pt; font-family: Arial, sans-serif; color: #163c42; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;”>This is the first draft of chapter 1 of a story “Captain Conor and the Evil Merchant’ that this student wrote in a word document. The activity designed for this student is to edit his draft using Microsoft 365 tools, he will use the editor tool  for grammar and spelling. He will then select the View tab and use the immersive reader tool to proofread his writing as he can hear for intakes as well as read for mistakes. He can set his text preferences and reading preferences in Immersive reader. He can also use the Share tool to collaborate and share the document with his teacher or others.</span></p>
<p dir=”ltr”></p>
<p dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 9pt; font-family: Arial, sans-serif; color: #163c42; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;”>Part 2</span></p>
<p dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 9pt; font-family: Arial, sans-serif; color: #163c42; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;”>Williams (2011) advocates that teaching should be a learning profession. Cosan the National Framework for teacher’s learning, has this principle as its core. The word ‘Çosan’ is the Irish word for pathway, highlighting that teaching is a journey, it is about steady and ongoing progress.</span></p>
<p dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 9pt; font-family: Arial, sans-serif; color: #163c42; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;”>CPD is essential for teachers as we need to constantly adapt and extend our learning in order to meet the diverse needs of students in our classrooms. </span></p>
<p dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 9pt; font-family: Arial, sans-serif; color: #163c42; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;”>Conan recognizes effective learning is active rather than passive. It realises the importance of  teachers taking ownership of their own professional development. Teachers reflect on their own practice and identify and engage in professional development that would benefit them and their own students most.</span></p>
<p dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 9pt; font-family: Arial, sans-serif; color: #163c42; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;”>Cosan values teacher learning through a range of learning processes such as reading a relevant article or attending a professional development course.</span></p>
<p dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 9pt; font-family: Arial, sans-serif; color: #163c42; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;”>Cosan is a flexible framework, it takes into consideration the various stages of career, individual circumstances and school context. It takes into account that teachers all learn in different ways, it recognizes that effective learning is active rather than passive. Costner facilitates relevant learning opportunities, quality learning and innovative approaches.'</span></p>
 

[Gina Patterson]

<p class=”MsoNormal”>Using the dictate tool in Microsoft Word to write a creative story. The child I have in mind has been diagnosed with dyslexia and dysgraphia. The child has a great imagination but can never get a story onto paper. The dictate tool would enable her to dictate her imaginative story. She could then use the editor tool to edit her document checking for spelling and grammar errors. The settings in dictate tool will allow her to have. auto punctuation enabled, although this takes some practise. She could then use immersive reader to listen to her story and make sure that it is as she wanted it to sound. With Immersive Reader she will be able to select colour contrasts that work for her. She can also change the spacing of the text and how many lines are displayed at a time thus, removing unnecessary distractions for her. She will finally be able to complete a story without compromising due to spellings.</p>
<p class=”MsoNormal”></p>
<p class=”MsoNormal”>Cosán recognises teachers as responsible learning professionals. Its view is that teachers’ learning should have an impact on their practice and on the learning of their students. Therefore, as a responsible learning professional I have a responsibility to myself and the children in my care to keep up to date with current best practice and evidence-based learning theory. I also need to ensure that my learning is relevant and appropriate. CPD gives me this opportunity. It offers a range of courses during which it encourages me to reflect on my own practices whilst enabling me to learn new techniques and strategies for the classroom. In my opinion, it is an essential part of teaching.</p>
 

[Eoghan O’Neill]

Hi Gina,

As you have said, Cosán recognises teachers as responsible learning professionals. The beauty of Cosán is that it allows teachers the autonomy to select their own priority learning needs and to pursue them with relevant professional development. In choosing to do this course, you have engaged in the reflective practice which underpins the Cosán framework. Hopefully, it will provide you with a number of ideas for enhancing your practice for the coming year.

[Jennifer Boylan]

Universal design for learning picture

A Picture paints a 1000 words. This clearly shows that one size does not fit all. We all need to look at the papers as individuals and how they learn differentiation  is always the Key to success

[Martina Payne]

Absolutely, Jennifer. This picture makes it very clear that we are all so different and we all have our own individual strengths and weaknesses. One size most certainly does not fit all and teachers need to be acutely aware of this. We need to be aware of the necessity to adapt our teaching style so that the needs of our students are met. This is crucial if we are to help each and every child to reach their full potential.

[Siobhan O’Toole]

Office Lens is a fantastic tool to support EAL learners in the classroom. It makes translation of a textbook page or worksheet instantly available to students by simply scanning an images and translating it. It has the added feature of Immersive Reader, which allows the selected text to be read back to the student in his/her home language.

In language support class, I would use this tool to develop students’ syntactical awareness of both English and their home language, as well as developing knowledge of key subject words. Students would be provided with a set of key subject words in English, and using the dual translation available to them, be tasked with finding the equivalent in their home language. To make it challenging, students would be given a set time in which to complete the task. Additionally, students could be asked to pick out verbs, nouns and adjectives in the English text, using their translated text to guide them.

Part 2

The importance of continuous professional development cannot be underestimated. As pointed out by Cosán, the National Framework for Teachers Learning, “The quality of students’ learning cannot exceed the quality of their teachers’ learning”. It is our responsibility as educators not to limit our students’ potential learning opportunities. We must respond to the everchanging needs of our students, by continuing to update our skills and knowledge throughout our professional career as a teacher.

[Jennifer Boylan]

<p class=”p1″ style=”margin: 0px 0px 3px; font-stretch: normal; font-size: 28px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s1″ style=”font-family: UICTFontTextStyleBody; font-weight: bold;”>See do learn </span></p>
<p class=”p2″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s2″ style=”font-family: UICTFontTextStyleBody;”>Learning target</span></p>
<p class=”p2″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s2″ style=”font-family: UICTFontTextStyleBody;”>Individual lesson in resource for pupil with moderate general learning disability</span></p>
<p class=”p3″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; min-height: 22px; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”></p>
<p class=”p2″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s2″ style=”font-family: UICTFontTextStyleBody;”>Understanding phrases – to show that the pupil understand the phrases that they can read by matching phrases with the corresponding pictures</span></p>
<p class=”p2″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s2″ style=”font-family: UICTFontTextStyleBody;”>Step 1 using the tangible materials_phrase books to identify the following</span></p>
<p class=”p2″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s2″ style=”font-family: UICTFontTextStyleBody;”>bear is sleeping, baby is sleeping, cat is sleeping, dog is sleeping.</span></p>
<p class=”p3″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; min-height: 22px; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”></p>
<p class=”p2″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s2″ style=”font-family: UICTFontTextStyleBody;”>Step 2 pupils using immersive reader tool pupils read each sentence on the screen separated with a large font, coloured background </span></p>
<p class=”p2″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s2″ style=”font-family: UICTFontTextStyleBody;”>Step 3 pupils click on picture dictionary for nouns bear, baby, cat , dog and then repeat the phrase to consolidate knowledge of nouns and generalisation.</span></p>
<p class=”p2″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s2″ style=”font-family: UICTFontTextStyleBody;”>Immersive reader is then used as a follow on activity.</span></p>

[Jennifer Boylan]

Cosan – life long learners

Yes I agree we are all life long learners . I think the framework is so important to encourage and validate CPD as an important tool in a teachers skill domain . Teachers as with any other profession can lose their enthusiasm for learning in addition to their daily work. We are always learning from the pupils, new ideas from new colleagues , new information on what tools and skills we can acquire to support the teaching and learning of our pupils. We rely heavily on our multi disciplinary team for support with speech and language difficulties , sensory regulation, adaptations , behaviour support and we learn from them. However it is vital that we acquire as much knowledge and skills ourselves to meet our pupils needs and remove as many barriers to learning as we can.

[Eoghan O’Neill]

Hi Jennifer,

I think it’s very clear that the vast majority of our profession buy-in to being ‘lifelong learners’. The fact we have such large number engaging in summer courses and voluntary CPD through local education centres during the year is a testament to this. Cosán underpins this desire in teachers to upskill and develop professionally. It gives us the autonomy to select our own priority needs and undertake professional development in these areas. Building knowledge, skills and understanding can only benefit our pupils, as we return to the classroom with these new attributes.

[Ellen ODonnell]

I have a number of students with Dyslexia in my Learning support class. I have taken one of their English Readers and copied the text into Microsoft Office. Then using the text-to-speech feature I highlighted the text and allowed the text to be read aloud as speech. This feature opens up the world of reading to students with Dyslexia. They are no longer reliant on their teacher or parent to help them read a piece of text. By using this great feature of Microsoft they are now independent learners and can work at their own pace and chose what they want to read themselves making them more self sufficient with their own learning.

From the picture – One size does not fit all when it comes to assessment. Students learn by many different means. Our methods of assessments needs to reflect that students learn in different ways.

Cosan Framework has been developed by the Teaching Council which recognises teachers professional learning and reflection on learning as part of the teaching profession. It encourages and supports life long learning and follows on from the Droichead process with the 2 underpinning standards of quality teaching and learning and continued professional growth for enhanced professional practice.

 

[Eoghan O’Neill]

Hi Ellen,

Thank you for sharing your practice with us – of all the learning difficulties, dyslexia is the one with the greatest suite of assistive resources available. There are a myriad of apps and tools that can assist children with these difficulties. Microsoft and Google Lens are a perfect example of this. In terms of Google Lens (and I’m sure Microsoft Lens is the same) you can simply take a picture of the textbook/novel and have it read aloud/translated. This saves the work of copying the text onto a Word document.

[Helen McKiernan]

I have a student with ASD, severe dyslexia and dysgraphia. Last year in the SET setting I scaffolded the child to create his own book; gathering ideas using a graphic organiser, writing simple sentences with teacher support, editing and then illustrating. In the coming year, having completed this course I am excited go a step further to guide the child in creating a digital book/project using the  Microsoft 365 tools explored.  The Dictate feature in Word will be a real game changer for him. He has great oral skills and a really impressive imagination. Allowing him to dictate his ideas and transform these into a completed project (using editing tools to check spellings and grammar which would otherwise cause so much stress for him) will give him such a sense of achievement. Using Immersive reader and adapting the features to his own preferences, he can then listen to, present and enjoy his completed work!

[Call Scotland also has an excellent resource called ‘MyStudyBar’. This is a free downloadable tool bar with lots of excellent features.  One of these is X Mind which is a mind mapping graphic organiser and is a fantastic tool to help children to plan out pieces of creative writing, etc. It also has a read-aloud and dictate feature as well as a built-in typing training program]

Cosán is an important framework in that it recognises professional development as ‘part and parcel of a teacher’s working life’.  Teachers are indeed life long learners. The profession is all the time evolving and adapting and we too must adapt in order to continue on this ‘pathway’ or journey, affording our students the best opportunities for growth and learning. The framework affords teachers with autonomy, allowing for individual identification of areas for further development.

[Hilary Ann Long]

http://www.helperbird.com
This site was a fantastic tool we discovered this year in school. It is so user friendly and adaptable to all learners, EAL, additional needs, struggling readers etc. I once did a course and they said that when we plan our lessons we need to plan like everyone in the class is dyslexic as each student learns in different ways. Specifically with helperbird in the class (inclass) we used to use it for our Ukrainine students who have been with us for a few years now, and who are well able . They used the spelling and grammar check, dictionary, word prediction and voice typing to name a few. With withdrawal , specifically for a group with dyslexia and dysgraphia we taught the chn all about the different tools withing helperbird and each child used to use it to best help themselves. The most popular tools were overlays and tints, customising fonts, summarising pages and of course the dyslexia friendly PDF reader. I will continue to use it next year too.

Cosan Framework
Cosan is about steady and on going progress, rather than elusive perfections. It also promotes autonomy for teachers to guide their own learning experiences. This framework links in largely with CPD and teachers being life long learners. I feel each teacher brings a new angle to teaching and this is reflected in ones own interests. By doing this course I feel like I can bring more ideas to our SET team next year. Like technology the pace is fast, same with teaching, new teaching ideas, apps, curriculum changes etc make it is impossible to keep up without continued learning on behalf of the teacher. Learning from peers, aswell as taking new courses all year make the learning easier and not so daunting. Teachers have got to be life long learners, no teacher I know doesn’t want to learn or isn’t open to learning . That is part of the DNA of a teacher.

[Pat Brennan]

Hi Hilary,

Thanks for sharing  Helperbird and your experience using it, an app I wasn’t aware of . From first impressions online, it’s looks an extremely powerful literacy tool with a myriad of uses in the SET classroom.

[Jacqueline Kelly]

Hedgehog.docx

 

• This reply was modified 2 years, 6 months ago by Jacqueline Kelly.

[Jacqueline Kelly]

Part 1

Hedgehog.docx

The child I have in mind has a great interest in animals and has a laptop provided through assistive technology.  Using the worksheet linked, the child can read the text in the web browser using the immersive reader function to learn about hedgehogs.  Once the child has read the information, they can use the dictate function in word to record 3 facts about hedgehogs.  This activity could be used in the classroom. The student could use the functions provided by Microsoft to aid them to complete the task, easily allowing the child to participate alongside their classmates.

 

The picture shown in Module 3 shows the diverseness of students and how only giving one way to respond to a task will affect the ability of how students can respond.  Some students will even be greatly disadvantaged and not be able to show how capable they are if another option was open to them. Teachers have so much at their disposal today to show students’ learning in different medians.  The devises and apps accessible to students can allow them to respond to a task in creative ways which showcase their knowledge and skills in various subjects.

Part 2

The world is changing especially in technologies and as teachers we need to continue to learn, to help our students as these technologies will affect their futures. Improving our knowledge improves our practice.  Teaching is such a multidiscipline area particularly in special needs.  Day to day we deal in so many areas of a child’s development.  Embarking on courses to continue our professional development is vital to our practise to learn new skills and learn about our students’ needs.  The Cosan Framework  recognises the  importance of continued learning and gives teachers the freedom to developing in areas of interest and importance to their individual requirements.

 

• This reply was modified 2 years, 6 months ago by Jacqueline Kelly.

[Tara Chambers]

I am currently working in SET role. I have a number of students who have recently diagnosed with Dyslexia. They struggle with decoding unknown words and recognising sight vocabulary which affects their reading fluency. As a result of working so hard to try to read a text the meaning is often lost. I will make use of Microsoft Lens next year when completing novel work. I will download the app onto the I Pads and students than then take a picture of the page with office lens and have it read back to them in Immersive reader. This will help promote independence and give the children greater confidence when completing tasks that involve a lot of reading. It also allows the children to access the curriculum like their peers.

I also plan to introduce the dictate feature in word also to allow children to respond to the novel using a blended approach of both writing and using the dictate feature. This will allow me as teacher to see what the child is really capable of as written tasks don’t always show this child’s full potential.

 

Cosan framework

‘The quality of students’ learning cannot exceed the quality of their teachers’. I fully agree with this statement. If we want to promote a love of life long learning in our students, we as teachers need to continually upskill and be willing to try new ideas and methods to best meet the varying needs of our pupils. As the name ‘Cosan; suggests teaching is a pathway that is always changing and evolving, we too must evolve and change our teaching methods. I believe teacher CPD is very important. I think flexibility is a key principal, some teacher learning is individual, some is done collaboratively, some is down at home informally, some with in school and some online in your own time.

 

[Lisa Cummins]

Cosán, is a proposed framework for teachers’ learning. I have not previously heard of this document. This document allows teachers the autonomy to address what they feel will help them to be better teachers, what is important for me to address as a teacher in a special school would not have the same relevance for a teacher in a mainstream setting. The teaching profession is a journey of life long learning and we owe it to ours students to engage in CPD throughout our Career

[Eamonn O’Connell]

Many of the tools mentioned so far offer wonderful opportunities for pupils to access the  material needed in an easier fashion.

Using Microsoft Lens to capture an image of text that relates to a relevant topic for a child in a senior class to explore will stimulate the child’s interest greatly. They will be able to take ownership of the content and gain access to tools that will help them understand the text. The use of Immersive reader will enable the pupil to have the content read to them. As SET, I will be able to support the child gather information on a topic of their choice or a topic that is being explored by the class.

They will then be able to use the dictate function in word to respond to the text, summarise its content and create a project of their own based on the information that they have gathered. Children gain wonderful confidence from presenting their finding to the rest of the class.

 

COSAN FRAMEWORK: 

Teachers are indeed lifelong learners. They must adapt constantly to the ever changing needs that are faced in the classroom. Firstly we must learn from each other and the school culture of collaboration and support is vital for this to happen.

Along with this, teachers want to explore and discover new approaches and resources. Teachers are constantly engaging with local Education centres to introduce new initiatives to their school. COSAN can allow this to be structured and promoted in a positive manner and recognise the need for constant upskilling and learning.

[Eoghan O’Neill]

Hi Eamonn,

The Microsoft Lens and integrated Immersive Reader can be a real game-changer for children with literacy difficulties. The ability to use the translate tool in either the Google or Microsoft Lens also means that it is a tool that could greatly support EAL learners. Speech to text is a wonderful feature that allows children who are competent orally in transferring this to the ‘written’ word. I have seen it do wonders for the confidence of a child, who was previously demoralised with writing difficulties.

[Deirdre Kehily]

Part 1:
I can most certainly see myself using Immersive reader within the classroom during independent reading stations. In this example/activity, I would take an English reader and copy the text into Microsoft where they have access to  Immersive reader. This activity organised in this manner will assist student(s) & their access to learning in the following ways:

LAYOUT – distractions can be removed with Immersive reader.
Text size can be changed to a size that is comfortable for the reader.
Visual crowding is common for a child with dyslexia where texts become confusing hence spacing changes where spacing can be increased between letters, words and lines will help the child. Font colours can also be changed.

READING – if the child gets stuck when reading independently they can have parts of the text or the entire text read to them. The highlighting of text and voice are in perfect synch which simulates the idea of words being pointed to when being read. Voice text pace can also be altered to one that is appropriate for the child.
If a child is struggling with an individual word, they can have these words read to them. Immersive reader imitates the concept of chunking, where words are broken down into their parts. Parts of speech can also be identified.

Turning on line focus will reduce distraction even further. It would imitate what a teacher does with 2 pieces of paper to reduce line focus for children.
Picture dictionary would help a student’s comprehension of text.

The Tell me what you want to do function is also a great tool that we can direct the student to to help them with the features. Help children understand to only turn on what they need.
Children will be empowered with their learning during this activity.

• This reply was modified 2 years, 6 months ago by Deirdre Kehily.

[Catherine O’Hara]

Firstly, huge thanks to Hillary and Helen for sharing their knowledge of Helperbird and the tool from Call Scotland X Mind, these really are game changers for a number of the pupils I teach. I am excited to be able to present these to the children and open up a whole new suite of experiences for them in terms of accessing information independently, decoding it themselves, organising their work and creating their own presentations to a level of ability that will equal if not exceed that of their peers. I really am blown away by what is actually available to use on a day to day basis in the SET classroom. The opportunities for using the Lens function are also far reaching, I have in mind one particular young man who joined us recently in a senior class, his knowledge of English is incredibly limited and communication with teachers and peers is limited. To be able to use Lens to translate text, will be life changing

The image of the creatures sitting in line and being asked to climb a tree really strikes a note with me, I find it very difficult to justify presenting children with standardised tests each May, having built up their confidence throughout the year, embracing their differences in terms of their learning and ability and then we crush them with Drumcondras etc

The value of Cosan is immeasurable, as pointed out by many participants in various ways.. the quality of learning experiences is affected more by the quality of teaching, than by any other factor. In a world of constantly evolving means of communicating, presenting information and interacting we as teachers must keep up with the pace in order to adequately prepare our pupils for the world in which they live. Through involvement in the Droichead process I have become increasingly aware of the value of collaborative learning, the value of observation both of and for the NQT’s, Cosan not only promotes CPD through courses etc but it also rightly values the learning we all receive day in day through collaboration and cooperative planning etc with colleagues both experienced and inexperienced

[Eoghan O’Neill]

Hi Catherine,

Yes, it was great to see Helperbird being highlighted an effective learning tool and I’m delighted you have had the chance to experiment with it. It’s availability as a Chrome extension also allows you to use it with any Google Workspace tools or on any website within a Chrome browser. This, as well as the Microsoft/Google Lens are powerful tools in both SET and mainstream settings. Communicating with the class teacher may allow for opportunities to allow for them to be used in activities that would complement work being done in both rooms.

[CHRISTY]

<p class=”MsoNormal”>Powerpoint is an extremely effective tool for learning for children with challenges in completing the standard written, reading, or oral language work. An example of an activity for a child in the senior classes would be to create a powerpoint presentation on the topic the class is covering in history (i.e., WW2).<span style=”mso-spacerun: yes;”>  </span>The child could first plan/research/ the information for presentation on their IPAD. <span style=”mso-spacerun: yes;”> </span>They could then use it for their first draft. The typing feedback function reads the children typing back to them. The voice over feature allows the child to listen to their presentation before the presentation itself. <span style=”mso-spacerun: yes;”> </span>These features would be useful for a child with dyslexia for example and would also prepare the children for the oral aspect of the presentation. The IPAD provides calendars where the child can organise their dates, times, and schedule for their presentation. This is particularly useful for children that particular require order to their day/week. <span style=”mso-spacerun: yes;”> </span>The visual requirement of the presentation allows the children to present the image they see in their mind and provide them scope to describe their perceptions of the topic that would not be possible with writing or reading tasks. The stage manager aspect allows the learner to toggle between windows easily. This is very useful in research gathering for their presentation. <span style=”mso-spacerun: yes;”> </span>The child would then practice presenting their project before a friend they are comfortable with before presenting infonr of the class or teacher (if they so wish)</p>

[Deirdre Kehily]

Part 2:

The Cosan framework
‘The quality of students’ learning cannot exceed the quality of their teachers’. Research has consistently shown that the quality of teaching is the most critical factor in enhancing pupils’ learning and educational experiences. Cosan recognises teacher professional learning and reflection on learning as a key part of our profession. It also places emphasis on the importance of teacher learning on our students.

Teachers must be lifelong learners because both educational needs and the wider world are changing all the time which means that teachers need to keep pace with the current standards, best practices and approaches to teaching. CPD is a critical means to do this. Teachers need to continuously develop their professional practice & Cosan recognises that this can happen in many ways (eg: formally, informally)

[Aoife Downes]

I have designed an activity for a child in 3rd class with reading and writing difficulties. Using immersive reader, they will choose the read aloud function and listen to a text about the life of King Tut in Ancient Egypt. The student will then use the dictate feature in Word to summarise some key points and facts from the text to then share with their group. If the student struggles with reading out their information aloud to the group, they could again choose to use the read aloud function in word.  To extend this activity, the student could also use the editor tool to check for any spelling/grammar/punctuation mistakes. This will allow the student to access the lesson content in a way that is suited to their individual needs while also participating in group activities with their peers.

 

Lifelong learning is a fundamental principle for teachers. Education is an ever-evolving field, and to be effective educators, teachers must be open to learning new approaches, strategies, and technologies that can enhance their teaching practices. Lifelong learning allows teachers to stay relevant, adaptable, and better equipped to address the changing needs of their students. The Cosán framework supports schools in fostering a culture of continued professional development and highlights the importance of CPD for all teachers. CPD is not only beneficial for individual teachers but also for the entire school. When teachers continuously improve their skills and knowledge, the overall quality of education improves.

 

[Eoghan O’Neill]

Hi Aoife,

Thanks for providing this sample lesson activity for your pupil with reading and writing difficulties. There are so many tools out there to help children with literacy difficulties (in particular). The ability to have the text read aloud and to have text transcribed from speech really offers children the opportunity to have themselves represented on paper. We often hear about children who are very strong and competent orally, and how this doesn’t translate to their written work. This can lead to self-doubt and create a stigma around the writing process. Having access to some of the tools you have included in your post as an aid could really be transformative for these pupils.

[aoife keogh]

Part 1

As I work as with EAL students I decided to choose this area of my work for this task. When I started working with EAL students years ago the use of ICT was limited. The work we did was resource-heavy with lots of printing involved. Coming from a ‘Greens Schools’ point of view this was not ideal but we did our best. Nowadays, with the advancements in digital resources available to us the benefits are very clear. So if the student had very limited English knowledge the Microsoft 365 would be a very valuable resource to enable the student to access the curriculum being taught. For immediate translation the teacher could install Microsoft Lens tool to scan print and translate into the student’s home language. Immersive reader is an excellent tool to enable the student to have the document read aloud to them, elements of grammar explained, size adjusted amd the option of the picture dictionary to illustate meaning. Students would be given a fact sheet on Rivers, Lakes and rivers of Ireland. The task would be to use the pre-taught elements listed above and illustrate the meaning of the highlighted key words within the text using the picture dictionary. They would also be asked to answer some simple questions using the speech to text or dictate function.

Part 2

Cosán meaning ‘pathway’ recognises that teaching is a continuous learning journey and that the journey itself is more important than the destination. We now live in an ever-changing environment. It stands to reasons that teachers have to adapt and learn new material to keep up and that it should be a ‘steady and ongoing’ process. The beauty of Cosán is that it helps individual teachers identify their key areas for further learning.  For example, some teachers may recognise that Covid has created a need for teachers to upskill in social and emotional related areas as some children found it so difficult. It was emphasised in the reading material that SEL is as important as literacy and numeracy and I think teachers are wonderful at instilling social skills but some professional development in this area may be invaluable.

 

[Aoife Lavelle]

The child I have in mind for using this assistive technology, has dyslexia, dysgraphia and is in fourth class. This child has particular difficulty with word problems in maths. I propose to use Microsoft lens taking a picture of the particular word problem and using the immersive reader tool to change the font, and using it as a guided reading aid. As this particular child is quite good at maths, I would also propose using the dictate feature for the child to talk through the procedure. This could all be completed (once taught) in a whole class setting. This would enable the child to work independently and give the child confidence in their ability and giving them motivation. Dyslexia can really impact on children’s numeracy development as they move up through the curriculum, and with the use of assistive technology, children could really benefit and be encouraged.

I am hopeful that with every year will come further developments in assistive technology that will aid children and adults alike with literacy, numeracy and writing.  To this end, the importance of continuous professional development cannot be underestimated. As Cosán recognises us teachers as responsible learning professionals. It is my responsibility, to respond to my students needs which are vast and dynamic. I must update my skills and knowledge and this will benefit each child in my care.

 

[Eoghan O’Neill]

Hi Aoife,

Thank you for your post. Your suggested outline for using the Microsoft Lens is excellent, and really showcases how technologies can help bridge the gap between pupils that has been created by a learning difficulty. As you have said, dyslexia can impact on a child’s numeracy development. as well as literacy when they reach the senior classes. So much of senior maths requires pupils to decipher word problems, and a literacy difficulty can really impede them. Once they know how to use the assistive technologies outlined, they could really work to their strengths and continue to make progress, in line with that of their peers.

[Jennifer Boylan]

<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”>See do learn</p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”>Learning target</p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”>Individual lesson in resource for pupil with moderate general learning disability</p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”></p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”>Understanding phrases – to show that the pupil understand the phrases that they can read by matching phrases with the corresponding pictures</p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”>Step 1 using the tangible materials_phrase books to identify the following</p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”>bear is sleeping, baby is sleeping, cat is sleeping, dog is sleeping.</p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”></p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”>Step 2 pupils using immersive reader tool pupils read each sentence on the screen separated with a large font, coloured background</p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”>Step 3 pupils click on picture dictionary for nouns bear, baby, cat , dog and then repeat the phrase to consolidate knowledge of nouns and generalisation.</p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”>Immersive reader is then used as a follow on activity.</p>

[Jennifer Boylan]

[Jennifer Boylan]

[Jennifer Boylan]

 

See Do Learn based reading activity for an individual during time with Moderate intellectual disability and Autism

Understanding phrases to demonstrate the the pupil can identify the phrases that they can read by matching the phrases with the corresponding pictures.

Step 1 using the tangible materials phrase book  to identify the following nouns and verbs the bear is sleeping, baby is sleeping, cat is sleeping, dog is sleeping

Step 2 using the immersive reader tool pupil reads each sentence on the screen separated with a large font and coloured background

Step 3 pupils click on picture dictionary for nouns bear, cat, baby ,dog and then repeat the phrase to consolidate knowledge of nouns and generalisation

immersive reader is used as a follow on activity.

 

[Eoin o’briain]

As the majority of my students are visual learners and like to interact, Powerpoint is often my tool of choice. As one of students was struggling with the concept of strangers, there was a need to make it very clear for him. I created a presentation using pictures of his family and strangers; The child then had to find people who were not strangers i.e.  their family members which came quite easily and engaged their attention. Then they came up and pointed at the strangers. This helped this student immensely and he was also able to use a interactive pen to pick his answers by drawing a circle. This lesson also lead to a lesson on safe strangers such as police; firemen etc.

<span style=”box-sizing: inherit; font-weight: bold; color: #163c42; font-family: ‘Hind Madurai’, sans-serif; font-size: 12px;”>Part 2:</span><span style=”color: #163c42; font-family: ‘Hind Madurai’, sans-serif; font-size: 12px;”> Reflect on the principles of Cosan the National Framework for teachers Learning. Are teachers’ lifelong learners? Why is CPD so important?</span>

There is a necessity for teacher’s to be lifelong learners as each year we receive a new class with new students with their own unique personalities along with strengths and weaknesses; Yes, teacher’s are lifelong learners, as every year we need to adapt to the changing needs of our class and the fast paced environment that they live in.

The Cosan framework is an excellent document as it displays the teaching council’s commitment to education while giving teacher’s a framework for pursuing this devlopment.

 

CPD is important as its ensures that teacher’s maintain high standards and deliver the best possible education to the adults of tomorrow. It ensures that we meet the educational needs of our students in a efficient and effective way.

[Eoghan O’Neill]

Hi Eoin,

I think you have highlighted a really excellent and important point around the principles of Cosán. The new class that most teachers will get each September have different needs, interests and personalities. What worked well in the previous year may not work well with the new group of children you will receive. Therefore, we must be reactive to this, and identify the professional development needs that will meet these interests. Ensuring we maintain high standards in the profession is essential to meeting the evolving needs of the education system.

[Sharon Murphy]

Part 1
In Microsoft PowerPoint I created a short story with 10 slides relating to a girl’s birthday (with a plan to edit throughout the year, relevant for each student in the class. The story can be shortened or lengthened relating to each child’s ability to read and insert images and sounds relating to their personal interests). The story incorporated words relating to Happy Birthday, age, presents (relating to child’s interests), party, treats (relating to child’s favourite choices), music and dancing. I inserted sound onto a couple of slides to engage the student’s interests such as happy birthday song on one slide and party whistle sounds on another to engage their interest. I work in a special school and birthdays are big celebrations in our school.
Using Microsoft Office 365 tools, I plan to enable the student to use the Immersive Reader tool to listen to the story read aloud. In Immersive Reader the student can edit the line spacing, change the background colour and decide how many lines they want to view at any one time. The students with verbal skills could be assisted to use the dictate tool to create their own birthday story based upon their personal interests using these phrases as prompts. Each student in the class can create a personal account of their birthday celebration with their friends in school which could be re-read during individual literacy time or as a group during circle time.

Part 2
I believe the Cosán Framework is a very useful tool that clearly sets the standard expected and promotes lifelong learning. I agree with all other participants on the course that CPD is essential to keep up with the rapid changes that are occurring in the world around us and the need for professional growth. I recognise the value of individual and collaborative reflection for teachers and believe that teachers can learn so much when they engage in personal and collaborative reflection.

• This reply was modified 2 years, 6 months ago by Sharon Murphy.

[Fionnuala Hogan]

One area that I spend a lot of time supporting children in-class with is word problems and multi-step problems in Maths lessons. Be it an information overload, a lack of difference in how the content is presented or a difficulty with text and comprehension I find that the Maths itself isn’t beyond the children but accessing the information overwhelms them. Microsoft Lens and Immersive reader paired together would be an incredible tool for me moving forward. We could isolate text, slow the reading down – processing the information aurally rather than it being written and either draw pictures to help us or jot down notes. Teaching the children to be able to use this tool would promote learner autonomy and take from their need and dependence on adult intervention and as a result boost their confidence.

I believe that most teachers are lifelong learners. They must be to remain effective in delivering lessons. How children play, develop and interact with information for learning and for leisure is changing every few years. In order to meet the children in our classrooms where they are we must diversify how we teach, present, assess and connect with the students. Cosán states that it supports innovative approaches to learning within teaching. Having online courses such as this which provide clear access and tutorials in vital tools for our most vulnerable students embodies that principle for me.

[Maria Kealy]

Part 1

I have designed an activity for a student in my class with ASD and severe dyslexia and dysgraphia. He is good at reading however he finds it very difficult to transfer what is in his mind into the written medium. He finds writing debilitating, he has a great imagination and especially loves to create stories but finds it extremely frustrating to try and write them down. The Dictate tool is frustrating also as he has speech and language difficulties but it is an area that is worth practising and perusing.

https://1drv.ms/w/s!ABw4GTh1Jan8h28?e=gnQlfa

This is the first draft of chapter 1 of a story “Captain Conor and the Evil Merchant’ that this student wrote in a word document. The activity designed for this student is to edit his draft using Microsoft 365 tools, he will use the editor tool for grammar and spelling. He will then select the View tab and use the immersive reader tool to proofread his writing as he can hear for intakes as well as read for mistakes. He can set his text preferences and reading preferences in Immersive reader. He can also use the Share tool to collaborate and share the document with his teacher or others.

Part 2

Williams (2011) advocates that teaching should be a learning profession. Cosan the National Framework for teacher’s learning, has this principle as its core. The word ‘Çosan’ is the Irish word for pathway, highlighting that teaching is a journey, it is about steady and ongoing progress.
CPD is essential for teachers as we need to constantly adapt and extend our learning in order to meet the diverse needs of students in our classrooms.
Conan recognizes effective learning is active rather than passive. It realises the importance of teachers taking ownership of their own professional development. Teachers reflect on their own practice and identify and engage in professional development that would benefit them and their own students most.
Cosan values teacher learning through a range of learning processes such as reading a relevant article or attending a professional development course.
Cosan is a flexible framework, it takes into consideration the various stages of career, individual circumstances and school context. It takes into account that teachers all learn in different ways, it recognizes that effective learning is active rather than passive. Costner facilitates relevant learning opportunities, quality learning and innovative approaches.’

[noirin lucey]

Module 3 :

Activity Title: “Numeracy Word Problems with Immersive Reader”

Activity Description:  In the “Numeracy Word Problems with Immersive Reader” activity, my SEN seven-year-old pupil with severe dyslexia will embark on a journey to solve written math problems using the Immersive Reader tool within Microsoft 365. This activity aims to enable her to access the 2nd class Numeracy Irish primary school curriculum, specifically focusing on reading written math problems during regular class time in the classroom environment, with my “in class” support (as SET).

Activity Steps:
1. Introduce my student to Immersive Reader in a 1:1 setting : Begin with a brief introduction to the Immersive Reader tool on an iPad i.e. show how it can read text aloud, highlight specific parts, adjust text size and background colour to suit my pupil’s requirements to make reading easier.

2. Preparation: Before math class, I will “screen shot” the relevant pages from the pupil textbook onto pupil’s iPad.

3. Engagement with Math Problems: During math class, the pupil will use the Immersive Reader to read the written math problems independently and SET will be available to provide any necessary support or clarifications.

4. Interactive Problem Solving: After reading the problem, the pupil can use discuss it with the SET and also use the Immersive Reader to re-read specific parts of the problem if needed.

Relevance to Student’s Needs:  This activity is tailored to address the specific learning needs of the pupil with severe dyslexia. Here’s how it is relevant:

1. Accessibility: The Immersive Reader tool provides features such as text-to-speech and focus modes, which help the student with dyslexia access written content more easily, making the math problems less daunting.

2. Independence: The activity promotes independent reading and problem-solving, building the student’s confidence in handling written math problems on their own.

3. Classroom Inclusion: The activity takes place in the regular classroom setting, fostering a sense of belonging and ensuring the student is not singled out while receiving valuable support from the SET.

4. Curriculum Alignment: By focusing on math problems aligned with the Irish primary school curriculum, the activity ensures the student can actively participate in class activities and keep up with the curriculum.  Overall, “Numeracy Word Problems with Immersive Reader” is a creative and inclusive approach that leverages technology to empower our pupil with dyslexia to thrive in the math classroom, supported by both technology and the dedicated assistance of the SET.

Cosán Framework
The Cosán Framework for Teachers’ Learning is based on the principles of reflective practice, professional competence, and lifelong learning.

One of the key strengths of the Cosán Framework is its focus on reflective practice. The framework encourages teachers to reflect on their practice and to identify areas for improvement. This reflective process is essential for teachers to develop their skills and knowledge and to improve their teaching practice.

The framework also emphasizes the importance of ongoing professional development and lifelong learning. This is critical for teachers to keep up-to-date with the latest research and best practices in their field.

Another strength of the Cosán Framework is its flexibility. The framework is designed to be adaptable to individual and school contexts. This means that teachers can use the framework to develop their skills and knowledge in a way that is relevant to their own teaching practice. The framework also allows for different approaches to be developed, which is important for promoting innovation and creativity in teaching.

Are teachers lifelong learners?
Yes, teachers are lifelong learners. The concept of lifelong learning is central to the teaching profession. Teachers are expected to continuously develop their skills and knowledge throughout their careers to keep up with the latest research and best practices in their field. This is essential for teachers to provide the best possible learning experience for their students.

Why is CPD so important?
Continuing Professional Development (CPD) is important for teachers because it helps them to keep up-to-date with the latest research and best practices in their field. CPD provides teachers with opportunities to develop their skills and knowledge, which is essential for improving their teaching practice and providing the best possible learning experience for their students. CPD also helps teachers to stay motivated and engaged in their profession, which is important for their overall
well-being and job satisfaction.

[Eoghan O’Neill]

Hi Noirin,

Thank you for your post and for your comprehensive overview of using the Immersive Reader to assist a child with maths word problems. When we think of the Immersive Reader, we automatically think it is best suited to a reading or SESE lesson. However, you have clearly outlined its usefulness in attacking word problems. Often, children who may struggle with literacy (but are quite competent in numeracy), start to find maths difficult in senior classes. The inclusion of particularly ‘wordy’ problems can cause anxiety and cause a loss of confidence on the subject area. An assistive tool like this could be transformative in maintaining positive dispositions towards the subject.

[Grace Mac Sweeney]

<p class=”MsoNormal”>Part 1 – Lesson Plan: Exploring Stories through the use of Balaboka</p>
<p class=”MsoNormal”>I have chosen Balaboka for a 2^nd Class dyslexic pupil as I plan to use this activity with her next term. The lesson includes an introduction to the Balaboka software as it is new to both of us.</p>
<p class=”MsoNormal”>Learning objective: To develop reading and comprehension skills using Balaboka, a text-to-speech software.</p>
<p class=”MsoNormal”><b style=”mso-bidi-font-weight: normal;”>Resources needed: </b>iPads with Balaboka software installed, headphones, a selection of short stories or passages.</p>
<p class=”MsoListParagraphCxSpFirst” style=”text-indent: -18.0pt; mso-list: l0 level1 lfo1;”><!– [if !supportLists]–><span style=”mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;”><span style=”mso-list: Ignore;”>1.<span style=”font: 7.0pt ‘Times New Roman’;”>      </span></span></span><!–[endif]–><b style=”mso-bidi-font-weight: normal;”>Introduction</b>: Explain to the pupil that she will be using a special tool called Balaboka to help her read a story. Emphasise that Balaboka can read aloud the text and help her understand the story better.</p>
<p class=”MsoListParagraphCxSpMiddle” style=”text-indent: -18.0pt; mso-list: l0 level1 lfo1;”><!– [if !supportLists]–><span style=”mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;”><span style=”mso-list: Ignore;”>2.<span style=”font: 7.0pt ‘Times New Roman’;”>      </span></span></span><!–[endif]–><b style=”mso-bidi-font-weight: normal;”>Choosing a Story: </b>Provide a few options of short stories or paggages at different reading levels. Allow pupil to choose the story that interests her the most. This choice promotes engagement and motivation.</p>
<p class=”MsoListParagraphCxSpMiddle” style=”text-indent: -18.0pt; mso-list: l0 level1 lfo1;”><!– [if !supportLists]–><span style=”mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;”><span style=”mso-list: Ignore;”>3.<span style=”font: 7.0pt ‘Times New Roman’;”>      </span></span></span><!–[endif]–><b style=”mso-bidi-font-weight: normal;”>Balaboka Introduction: </b>Demonstrate how to use Balaboka: open the software, paste the chosen text and play the audio. Show<span style=”mso-spacerun: yes;”>  </span>pupil how to adjust the reading speed and volume. Guide her to follow along visually as the software reads aloud in order to promote visual and auditory learning simultaneously.</p>
<p class=”MsoListParagraphCxSpMiddle” style=”text-indent: -18.0pt; mso-list: l0 level1 lfo1;”><!– [if !supportLists]–><span style=”mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;”><span style=”mso-list: Ignore;”>4.<span style=”font: 7.0pt ‘Times New Roman’;”>      </span></span></span><!–[endif]–><b style=”mso-bidi-font-weight: normal;”>Reading and listening: </b>Have the pupil use Balaboka to read her selected story. Encourage her to listen while following along with the text. This dual approach helps reinforce word recognition and comprehension.</p>
<p class=”MsoListParagraphCxSpMiddle” style=”text-indent: -18.0pt; mso-list: l0 level1 lfo1;”><!– [if !supportLists]–><span style=”mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;”><span style=”mso-list: Ignore;”>5.<span style=”font: 7.0pt ‘Times New Roman’;”>      </span></span></span><!–[endif]–><b style=”mso-bidi-font-weight: normal;”>Discussion & Comprehension:</b> After listening to the story, engage the pupil in a brief discussion. Ask questions about the characters, setting and main events. This helps to ensure she understood the story and can recall key details.</p>
<p class=”MsoListParagraphCxSpMiddle” style=”text-indent: -18.0pt; mso-list: l0 level1 lfo1;”><!– [if !supportLists]–><b style=”mso-bidi-font-weight: normal;”><span style=”mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;”><span style=”mso-list: Ignore;”>6.<span style=”font: 7.0pt ‘Times New Roman’;”>      </span></span></span></b><!–[endif]–><b style=”mso-bidi-font-weight: normal;”>Creative Expression: </b>Give the pupil a creative task related to the story, such as drawing a scene, writing a short summary or imagining an alternative ending. This encourages her to think critically about the story and express her understanding in different ways. <b style=”mso-bidi-font-weight: normal;”></b></p>
<p class=”MsoListParagraphCxSpMiddle” style=”text-indent: -18.0pt; mso-list: l0 level1 lfo1;”><!– [if !supportLists]–><b style=”mso-bidi-font-weight: normal;”><span style=”mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;”><span style=”mso-list: Ignore;”>7.<span style=”font: 7.0pt ‘Times New Roman’;”>      </span></span></span></b><!–[endif]–><b style=”mso-bidi-font-weight: normal;”>Sharing and Reflection: </b>Invite pupil to share her creative work and thoughts about the story. This fosters a supportive and inclusive learning environment, helps the pupil take ownership of her learning and consolidates the learning intention.<b style=”mso-bidi-font-weight: normal;”></b></p>
<p class=”MsoListParagraphCxSpLast” style=”text-indent: -18.0pt; mso-list: l0 level1 lfo1;”><!– [if !supportLists]–><b style=”mso-bidi-font-weight: normal;”><span style=”mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;”><span style=”mso-list: Ignore;”>8.<span style=”font: 7.0pt ‘Times New Roman’;”>      </span></span></span></b><!–[endif]–><b style=”mso-bidi-font-weight: normal;”>Closure: </b>Wrap up the activity by praising the pupil’s efforts and highlighting their accomplishments. Reinforce the idea that tools like Balaboka are here to help and support her in her reading journey. <b style=”mso-bidi-font-weight: normal;”></b></p>
<p class=”MsoNormal”>By using Balaboka, this activity provides the dyslexic pupil with a multisensory approach to reading, enhancing her reading skills and boosting her confidence in understanding & enjoying stories. It is especially helpful in encouraging participation in a pupil who is very often reluctant to read or engage in story-time for pleasure.</p>

[Grace Mac Sweeney]

<p class=”MsoNormal”><b style=”mso-bidi-font-weight: normal;”>Part 2: Cosán Principles/Importance of CPD</b></p>
<p class=”MsoNormal”>Cosán, the National Framework for teacher’ learning, is based on four key principles: Leadership, Professional Learning, Collaboration and Learning Environment. These principles capture the importance of CPD, reflective teaching & learning and collaborative growth in the classroom. I find Cosán helpful as it underpins the continuously evolving nature of education and the importance of CPD outlining the need for teachers to adapt and grow. By emphasising collaboration and fostering a positive learning environment, it supports teachers in enhancing their skills and effectively catering to a range of diverse learning needs. Overall, Cosán’s principles align with modern educational demands and promote a culture of lifelong learning among teachers, recognising that no teacher reaches a learning limit and should commit to a career-long stretch of continuous improvement in teaching and learning. In my opinion, the best teachers recognise the learning they gain from their own pupils and I think the Cosán framework embodies this ideology.</p>

[Leanne Murphy-Bishop]

<p style=”box-sizing: inherit; border: 0px; font-size: 12px; margin: 0px 0px 1.6em; outline: 0px; padding: 0px; vertical-align: baseline; color: #163c42; font-family: ‘Hind Madurai’, sans-serif;”>I work in an ASD class setting and as I have mentioned in previous forums, I find the immersive reader will be an absolute game changer in my classroom this year. I am teaching senior classes. An area where some children struggled this year is with creative writing, that is, they would have all the information and amazing ideas but writing or typing was a massive barrier to success for a number of reasons.</p>
<p style=”box-sizing: inherit; border: 0px; font-size: 12px; margin: 0px 0px 1.6em; outline: 0px; padding: 0px; vertical-align: baseline; color: #163c42; font-family: ‘Hind Madurai’, sans-serif;”>Keeping one particular student in mind, I thought of an activity for him due to some writing difficulties. Using immersive reader and the read aloud functionality he will read a chapter of a text from one of his favourite library books. Using the dictate function he could summarise the main ideas and concepts from the chapter. Following this, he would create a spider diagram of ideas that would help him to create his own piece of creative writing inspired by the text he has read (ensuring is fine motor skills aren’t completely omitted). Again using the dictate functionality he would create his own piece of writing. In the drafting phases editor would assist him to ensure correct spellings and grammar rules were followed. Once completed the child could illustrate the text (this is something he loves and is very good at) and then the text could be kept in the main school library for other children to access giving him a great sense of achievement.</p>
<p style=”box-sizing: inherit; border: 0px; font-size: 12px; margin: 0px 0px 1.6em; outline: 0px; padding: 0px; vertical-align: baseline; color: #163c42; font-family: ‘Hind Madurai’, sans-serif;”>CPD and lifelong learning is essential for all professionals including teachers. While I am relatively new to teaching, since I started my teacher training and embarked on my career the nature of teaching and the content etc. has changed and evolved in that short space of time. Without CPD and research teachers would never be able to keep up with best practice and expand their knowledge and skills to the detriment of the child. The Cosán framework supports schools in adopting a culture of continued professional development and outlines that is is imperative that all teachers engage in CPD. CPD benefits the whole school community and overall quality of learning experiences for each child.</p>

[Sinead Doyle]

I have been working on using the class English skills book and have used Immersive Reader in Office Lens to take a picture of the text and it can be read out to the pupil.  The pupils I am thinking of is a struggling reader so this is going to make such a huge difference to them. The picture dictionary is fantastic for any words they come across that they don’t understand.  It further broadens the independence the pupil will have.  At the moment, the skills book comprehension texts are beyond them from a reading point of view, but if done orally, they can answer the questions.  Using Immersive Reader, means they can work alongside the class on the same piece of text, and can use the dictation tool to answer the questions.  They will be fully included in the lesson as opposed to completing differentiated work previously.  This will have a huge effect not only on their education but also on their confidence and self esteem.

I absolutely agree that teachers need to be lifelong learners.  There is no way a teacher can teach effectively without continuing professional development throughout their career.  Some teachers are now heading into the 3rd curriculum of their teaching career so how could they teach effectively without upskilling through all those changes.  I think that the area of technology is the most fast moving and changing area that teachers really need to keep up to date with as it can make such a huge difference to pupils education as we have seen throughout this course.  This doesn’t mean that all teachers need to complete all the courses but I think it’s important that one staff member has responsibility for ICT and then they can pass on the information and upskill other staff members during Croke Park hours training and staff meetings.

[Deirdre Flming]

Teachers upskilling is so important. learning new ways of imparting information and supporting childrens learning stops us becoming stale in our practice. Cosan recognises the need for CPD and recognises the need for both propessional and personal development, individual and collaborative learning , formal and informal and school based and external extention of professional practice. Allowing teachers to identify their own needs, seek to upskill in required areas  and to evaluate their results is a really useful concept

PUPIL A- 6th class

DYSLEXIA, DYSPRAXIA

Issues with attention, concentration, sequencing events, spelling reading and comprehension.

History lesson on the 1916 rising- working on comprehending a passage, study skills.

• Provide the child with a piece of text online detailing the series of events that occurred before the 1916 rising .

• Have the child open the word document in immersive reader and utilise the read to me function. Rehearse reading the passage selecting background colour and font that works best.

• Open split screen in keeping the passage on one side and one note on the other. Have the child write out the key words/ events in the passage as they re read the piece. Use typing feedback to reinforce the learning and correct mistakes.

• Using one of the many talk to text options available, have the child summarise the learning and save this to file to assist with revision work.

• Have the child re tell what he has learned to another student to consolidate what he has learned.

 

• This reply was modified 2 years, 5 months ago by TeachNet Support.

[Deirdre Maye]

Hi Deirdre,

Thank you for your response.

Building knowledge, skills and understanding can only benefit our pupils, as we return to the classroom with these new attributes.

Immersive Reader takes the stress out of reading for these students.

[Caroline Mc Connell]

Part 1: Within my current setting genre writing is often an area where the children in my class lack confidence due comparing their work with others in their class. This is where I feel that I would use the Microsoft Word dictate function. This allows the child to focus on important skills linked to the genre of writing instead of their motor skills (handwriting) and spelling errors getting in the way. I would also make sure that I had the zoom function activated so that the child can review their work without any issues. I would also encourage children to select a user-friendly font (e.g. Arial or Verdana) as well as ensuring that font spacing is set up correctly, adapting to the student’s preference. Editing and checking for errors has always been a difficulty for my students. To support students with this I would ask them to select review and read aloud function so that they could listen back to their written composition and make changes where necessary.
Part 2: The principles of Cosan reflects thy we are lifelong learns simply by the way they are divided up; Personal-professional, Individual- professional, Formal- Informal and School- based- External. These are all intertwined within our day to day working in our settings. When I think about the reason why I have enrolled in this course, the main reason is for the children that I currently teach. In order to meet their needs and to ensure that real inclusion is happening in my classroom I must educate and up skill myself. This question has made me reflect further about the article included in this course by Dylan Wiliam called “How do we prepare students for a world we cannot imagine?” William describes teaching as a “a complex craft that one lifetime is not enough to master it.” This is a statement I agree with, and I believe that an ongoing commitment of completing CPD is the best way to ensure we are supporting the students within our care.

• This reply was modified 2 years, 5 months ago by Caroline Mc Connell.

[Aisling Kelly]

<p dir=”ltr” style=”line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 11pt; font-family: Arial,sans-serif; color: #000000; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;”>My activity is focused on an EAL student who has emerging English language skills.</span></p>
<p dir=”ltr” style=”line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 11pt; font-family: Arial,sans-serif; color: #000000; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;”>Using Microsoft Edge I located a document on the Ancient Egyptians (</span><span style=”font-size: 11pt; font-family: Arial,sans-serif; color: #1155cc; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: underline; -webkit-text-decoration-skip: none; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;”>https://www.ducksters.com/history/ancient_egyptian_food_daily_life.php</span&gt;<span style=”font-size: 11pt; font-family: Arial,sans-serif; color: #000000; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;”>) as the whole class was studying them for SESE. The class were using ipads to navigate to the website and read the information. I asked this particular student to screenshot the page and open the microsoft lens app which then allowed him to open the text in immersive reader. I then asked them to use the text to speech option to read the document to them in their native language which would allow them to understand and comprehend the information in the document.The pupil was then asked to answer 5 simple questions in English. I informed them that the picture dictionary may assist them with any unfamiliar words. </span></p>
<b id=”docs-internal-guid-2b11729f-7fff-b3a0-ee53-69318126e419″ style=”font-weight: normal;”> </b>
<p dir=”ltr” style=”line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 11pt; font-family: Arial,sans-serif; color: #000000; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;”>Cosán</span></p>
 
<p dir=”ltr” style=”line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 11pt; font-family: Arial,sans-serif; color: #000000; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;”>Cosán should be viewed by all teachers as an integral and vital aspect of the profession. We as teachers are lifelong learners and should aim to improve and develop our pedagogical skills and knowledge year on year. As the Cosán  frame work states ‘As teachers, learning is as fundamental to their practice as teaching.’ CPD is so important and especially in the area of this course with the developments in IT and AT, teachers need to develop their skills in order to provide the best possible opportunities for learning to their pupils. </span></p>
<span style=”font-size: 11pt; font-family: Arial,sans-serif; color: #000000; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;”> </span>

[Deirdre Judge]

Part 1: The student is a 6th class girl with strengths and interests in horse riding, fashion and art. She has a dyslexia and dysgraphia diagnosis and has been granted the support of assistive technology last year. The student has good comprehension skills, however, struggles with reading pace and fluency and sight word recognition. With the help of the Immersive Reader, the student will have the support to read a piece of comprehension, highlighting key words and completing the same task as the rest of the class. I will download the Office Lens app and this will be a great resource for the student going forward, as she will be able to take pictures of any document and use the Immersive reader function to support her reading, of area of interest to her e.g. horses. The Dictate in word will also be a very useful application to support her writing and answering of questions based on the comprehension. Both applications could be used with the class novel. The Share point will be another beneficial support for the student, by condensing lengthy texts from SESE chapters into small chunks, highlighting key words, drawing in diagrams, inserting questions and attaching audio and u-tube links etc
Part 2:“Teaching is such a complex craft that one lifetime is not
enough to master it…”Cosán is the Irish word for “pathway”, reflects the idea that teachers’ learning is essentially a journey, and one in which the act of travelling on that journey is more important than the
destination. In other words, Cosán is about steady and ongoing progress, rather than elusive perfection. It is about lifelong learning and shows that teachers’ learning can be formal/informal, personal/professional, collaborative/individual, and school-based/external to the school or workplace. It is proposed that teachers would chose a combination of learning processes in a range of areas
including inclusion, ICT, literacy and numeracy, leading learning, well-being and supporting other teachers’ learning. Continuous learning and CPD is very important for teachers as it keeps their thinking fresh, their skills relevant and their motivation high.

[Deirdre Maye]

Hi Deirdre,

Thank you for your response.

The Immersive Reader and the Dictate tools have the ability to help improve reading, writing and comprehension in all classrooms. They are motivational tools that are easy to use.

Cosan Framework has been developed by the Teaching Council which recognises teachers professional learning and reflection on learning as part of the teaching profession.

[Anna Miller]

<p style=”box-sizing: inherit; border: 0px; font-size: 12px; margin: 0px 0px 1.6em; outline: 0px; padding: 0px; vertical-align: baseline; color: #163c42; font-family: ‘Hind Madurai’, sans-serif;”><span style=”box-sizing: inherit; font-weight: bold;”>Part 1:</span> Participants will design an activity for a specific student using a a tool from the office 365 tools shown and post a short descriptor (150 words minimum) and a link to the presentation/activity and its relevance to the specific learning needs of the student.</p>
<p style=”box-sizing: inherit; border: 0px; font-size: 12px; margin: 0px 0px 1.6em; outline: 0px; padding: 0px; vertical-align: baseline; color: #163c42; font-family: ‘Hind Madurai’, sans-serif;”><span style=”box-sizing: inherit; font-weight: bold;”>Part 2:</span> Reflect on the principles of Cosan the National Framework for teachers Learning. Are teachers’ lifelong learners? Why is CPD so important?</p>
<p style=”box-sizing: inherit; border: 0px; font-size: 12px; margin: 0px 0px 1.6em; outline: 0px; padding: 0px; vertical-align: baseline; color: #163c42; font-family: ‘Hind Madurai’, sans-serif;”>Post both parts 1 & 2 as a reply to this post.</p>
 

Part 1:

In my school we run a guided reading programme. Quite often, the lowest ability groups struggle with motivation and independence.

I would use Microsoft Lens to make their books more accessible for them. I would take pictures of the book and then use immersive reader to change the spacing and the use the read by line feature. I would also use the picture dictionary feature to allow the children to self-correct as they read.

I believe this would also be a helpful tool for parents to assist their children with homework.

 

Part 2:

I believe life long learning is central to the teaching philosophy. As teachers, we’re passionate about learning. It would be slightly hypocritical of us to try to inspire our students to learn continuously if we’re not doing the same thing.

I think it’s also critical that we remain life long learners in terms of developing teaching practices. The learning environment has changed so much over the past years, It’s constantly evolving. If we don’t continue to up-skill, we risk becoming stale and out of touch with current effective practices.

[Ruth Murphy]

PART 1

https://docs.google.com/document/d/1dxF45ERizgbjPSN9fujWu6nJSgVFzvnL006MBVovMcw/edit?usp=sharing

I used this story of the three little pigs and turned on immersive reader in word, I was also able to get it on my ipad and taking a screenshot of the story and using Microsoft lens had the same result. This is something that I would use with a specific student that struggles with reading. It would be used in a small group reading session. This student also has a visual impairment, so I changed the background to black and the writing to white, this is what was recommended to use by a specialist. I also changed it so that only one line would show up at a time as this will help to stay focused on the text. It is great that it can be used on laptop, computer or ipad/phone.
PART 2
Cpd is very important for teachers, they are most definitely life long learners. It is essential for teachers to keep up to date on new studies, theories, resources etc as things change so quickly. Also when teaching you will never have two that are the same. Each child is so different and has different needs that it is vital for teachers to enhance their own knowledge and learning to be able to cater for the needs of their students each year.

• This reply was modified 2 years, 5 months ago by Ruth Murphy.

[Claire Forde]

Part 1

This is a reading lesson in SET, designed to allow my student to access the class novel by using AT to remove barriers to his engagement with the novel. Using Microsoft Lens, I will take a picture of the section of the novel that we are studying.  I will then export it to Immersive Reader to create an editable text for my student to read. I will adjust the text size and spacing to make the text easier to read. I will also select line focus, to allow my student to follow the text flow more easily. The immersive reader will read the text aloud for my student initially. Afterwards I will highlight specific words to check word recognition. I will use the syllable function to aid with decoding the word coupled with the picture dictionary function to illustrate the meaning of the word visually when needed.

Part 2

I agree that students’ learning cannot exceed teachers’ learning. Education provision is constantly evolving and teachers are called on to adapt to a continuously changing landscape by learning new skills, methodology and terminology.

Our experience of teaching remotely is testament to the fact that teachers can respond with agility to rapid changes in education delivery.

Communities of practice are essential to allow teachers to engage with and share new ideas and practices. Informal COP’s communicate with each other via Whats app, Instagram, Youtube and Twitter. This allows for innovative ideas and best practice to be shared easily and quickly.

In Ireland, we are lucky to have a stream of free online courses readily available to us via the Education Centres. This allows for teacher autonomy, to professionally assess and reflect on their area of need. Furthermore, this flexibility allows teachers, many of whom are caring for children, or parents, to fit their professional learning around their personal lives. Notwithstanding the increasing workload that teachers find themselves dealing with, it is my experience that teachers seek our professional development opportunities.

However, I would caution against making Cosán mandatory as I believe this would only serve to disincentivise teachers and undermine their identity as professionals.

 

[Deirdre Judge]

Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone–not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

[Rachel Wall]

Part 1
I have designed an activity for a 4th class student to illustrate and present a story on their summer holidays using Microsoft 365 power point. Working with the child they will type a short sentence using vocab familiar to them for each power point picture. The student will discuss the events of the summer holidays and will be required as part of the task to sequence them. The student will also discuss which events to leave out and which events are more important to include in their powe rpoint presentation. The student will enjoy choosing the pictures to accompany each sentence they have written. Finally with support the student will present the story to their class with support.
Part 2
Cosan is an essential part of education and CPD for teachers. The curriculum is constantly changing and so students needs are constantly changing and as educators we are expected to keep up with these changes and equip ourselves with the tools required to deliver the curriculum to our students to the best of our ability.

 

[Kim Doran]

Part One:

I have decided to use the fifth class English comprehension book which includes short comprehensions, new vocabulary and grammar activities. I have chosen this with a specific child in mind who is visually impaired. She is blind in one eye and does not have excellent vision in the other working eye. I have used the tool Immersive Reader in Office Lens to take a picture of the comprehension and it can be read out to the pupil. I have given the child headphones though as she is self-conscious when using her AT in front of her classmates. She likes to read and has good fluency, but she has working memory problems which can be a struggle for her when trying to understand new vocabulary. The picture dictionary is fantastic for any words she may come across in the list of new vocabulary that they may not understand or remember. It further broadens the independence the pupil will have. It is important for this individual child to be seen as doing the same work as her classmates. This is important for her self-esteem. Using Immersive Reader, means she can work alongside the class on the same piece of text, and can use the dictation tool to answer the questions too if she would like.

Part Two:

Honestly, there isn’t a day that goes by when I am teaching that I don’t learn something new, whether that be from a colleague, a student or through my own discovery. Teachers should be lifelong learners. We are in a profession that is ever changing and without taking personal responsibility to keep up with these changes, it would be very easy to fall behind. I do think that the area of IT is changing so vastly and that can become overwhelming for teachers who have bene teaching a long time. It is even overwhelming for me and I am relatively new to the career.

CPD is so important because it gives us a chance to learn new things in areas that interest us and then teachers should have the chance to share what they have learned in croke park meetings in order to spread the knowledge even further.

 

 

[James Ryan]

I have been working with 1st class in SET so I have picked a numeracy word problem activity. I have found that there were lots of words I had to read aloud for them as we had to focus on decoding with them this year. The feature of immersive reading allows them to complete the word problem without having me to read the problem. Here they are focused on the objective of numeracy rather than literacy, empowering them to read. It is so useful for them to have this feature with Microsoft.
Are teachers’ lifelong learners? Why is CPD so important?
In my opinion, everyone should be a lifelong learner. It is not just teacher but society. If we are never open to change and to learn new things, we will remain stagnant in our lives. Therefore teachers must be lifelong learners. Yes there are things that work well, and if they work, continue to use them, but it is vital to continue with CPD, trial the new things you learn and if it benefits the child, continue to use it. I think technology in itself will always be improving and it is crucial to continue to improve as teachers and to pass this trait onto the learners.

[Michael Coughlan]

The feature of immersive reading in Microsoft tools sounds very useful, especially for younger students who might struggle with reading. By allowing them to focus on numeracy without getting bogged down by literacy challenges, it empowers them to learn more effectively. We encourage children to use this feature in 5th and 6th class in my school and upon review children have responded well with positive feedback!

[Michael Coughlan]

The feature of immersive reading in Microsoft tools sounds very useful, especially for younger students who might struggle with reading. By allowing them to focus on numeracy without getting bogged down by literacy challenges, it empowers them to learn more effectively. We encourage children to use this feature in 5th and 6th class in my school and upon review children have responded well with positive feedback!

[Michael Coughlan]

The feature of immersive reading in Microsoft tools sounds very useful, especially for younger students who might struggle with reading. By allowing them to focus on numeracy without getting bogged down by literacy challenges, it empowers them to learn more effectively. We encourage children to use this feature in 5th and 6th class in my school and upon review children have responded well with positive feedback!

[Martina Payne]

Part 1: My lesson is appropriate for a pupil who I teach who has difficulties in the areas of expressive and receptive language. Using the dictate function to produce a piece of writing in a Literacy lesson would greatly help this child as it would allow him to focus solely on the content of his written piece. He could then use Immersive Reader to read his text back to him, but could use the function that allows him to listen to it being read at a slower speed. This would allow him the extra time needed to process the information and would, consequently, allow him better opportunity for self-assessment. In One Note, the ‘reading view’ would further eliminate distractions and would also make it easier for the student to focus solely on the task at hand. These AT supports would undoubtedly be hugely beneficial to this child in helping him to produce a piece of writing and, additionally, would most definitely have a positive effect on his overall self-confidence, which is so important for children with Special Educational Needs.

Part 2: ‘Cosán’ highlights the need for teachers to be on a continuous pathway or journey of personal self-development. It identifies that there are various means by which teachers can learn: by both formal and informal means, personal or professional, individual or collaborative, internal or external to the school. Conferences, seminars and webinars, reading articles, mentoring other teachers and attending evening courses are some examples of the CPD carried out by teachers.

It is essential that teachers are lifelong learners as new research is being done all of the time, discovering new and improved teaching methods in all areas of the curriculum. New technologies are constantly being developed, many of which would greatly enhance the quality of teaching and learning in our schools. For these reasons, CPD for teachers is essential.

[Michael Coughlan]

Cosán focuses on the importance of continuous professional development (CPD) for teachers through various means like seminars, mentoring, and courses. I agree that CPD is essential for learning new teaching methods and technologies, enhancing the quality of education. We as teachers must stay updated to provide the best learning experience for their students.

[Saoirse Fitzgibbon]

Part 1:

I currently work with a boy who is going into second class. He has Dyslexia, DLD and ASD. He is exceptionally able in Maths but lacks confidence and proficiency in reading, which makes accessing Maths challenging for him at times. Maths is a highly regulating activity for him and gives him a great sense of achievement but it is disempowering and frustrating for him when the literacy aspect of problem-solving components create a barrier to accessing the content. We have previously used a variety of strategies from reading the material for him to creating personal Maths sight vocabulary books but I can see how using Immersive Reader will offer him renewed independence in respect to this, particularly as he has recently gotten an AT Microsoft laptop. My plan is to use the screenshot feature alongside immersive reader to enable him to independently access his Maths problems. We will also use this tool when working on his independent reading. He dislikes using his reader pen and his parents find it challenging to get him to read at home therefore I will pass on the information regarding immersive reader to them in order to encourage him to listen to the content at home before reading with me the next day during his SET time.

Part 2:

The Cosán Framework was established with the concept of life-long learning in mind. It promotes continued professional development opportunities for teachers whilst recognising and trusting that teachers are best equipped to ascertain their own areas of need and how best to address up-skilling and development and are committed to doing so. As someone who likes to feel empowered and ready to meet the priority needs of my pupils I feel that this flexibility is key to the success of such an initiative.

As a teacher I definitely consider myself to be a lifelong learner and feel that if I’m not learning I’m not growing and expanding personally or professionally. I work in a SET capacity and each year I meet new pupils with unique learning profiles and always feel a desire and a need to learn more in order to meet their needs to the best of my ability. I learn from my pupils and in order to make myself a better educator. During the last academic year, I worked with a pupil with Down Syndrome for the first time. I found this to be a very rewarding learning curve. I learned so much from this pupil, his family and his support team. I visited a special school for Mild GLD to get guidance, which was inspiring and informative. However, I also undertook a CPD course to equip me with more in-depth understanding of DS and how best to support this child’s learning and well-being in our school context and in my role as his SET teacher. I found the CPD aspect of my learning to be hugely beneficial and my teaching practices were honed as a result of this new learning. The course in question also inspired me to undertake further training in Lamh and in the Sensory Experience, all of which are building blocks towards making me a more attuned and effective teacher.

[Michael Coughlan]

It sounds like you’re doing an amazing job supporting that boy in second class. Making use of the Immersive Reader to help him with his Maths problems and reading sounds like a great idea, especially since he has his own AT Microsoft laptop now. I also really like to hear that you’re also passing on this information to his parents to encourage more independent reading at home.

[Helen Connaughton]

Section 1

Link to form.

I created a simple quiz using Microsoft Forms to answer questions based on the Giant Panda. The children with additional learning needs could be encouraged to copy and paste the text from the quiz into Microsoft Word or One note to make use of Immersive reader option. The children could also right click on the passage and use the read aloud function. This will allow them to fully understand the text before they engage with the questions. There are so many options in Microsoft forms and different types of questions that can be used that allow for various assessment and check for comprehension. There’s also options to allow the children to input their own answers, which again will allow for some assessment by the teacher. Children with additional learning needs could use Microsoft Edge with Immersive Reader to research another animal and use the dictate option to pick out their three most important facts about that animal.

Section 2

The An Cosán Framework highlights the ways that teachers can engage in CPD and the importance of them remaining lifelong learners. It has long been an opinion of mine that I think teachers should be moved around within their school every few years so as to encourage teachers to upskill in their new class level/new role in SET/new role in an autism class etc. It is neither good for the children nor the teacher to remain in the same class level for years on end as it’s less of an incentive to upskill when they feel like they’ve been doing it right for so long. I was moved from Junior Infants to 6th class and while it freaked me out at the beginning, it gave me a fantastic opportunity to upskill and become familiar with various areas of the curriculum I had become unfamiliar with over my years in the junior side of the school. A few years later I was moved into SET and again, this gave me an opportunity to upskill in various programs and now ICT for use in the SET setting.

• This reply was modified 1 year, 6 months ago by Helen Connaughton.

[Helen Connaughton]

Link to form

[Helen Connaughton]

https://forms.office.com/Pages/ResponsePage.aspx?id=DQSIkWdsW0yxEjajBLZtrQAAAAAAAAAAAAN__khIKItUODFZN0E3N1BWTVc1VE44SUJET1hORzZTRy4u

[Sinead Courell Ryan]

Part 1: To follow as I am a little unsure about the task.

Part 2:

Cosan – the principles of Cosan the National Framework for teachers Learning…

Yes, teachers like most people and a lot of professions are life long learners.  Most careers now a days continued success and progress relies on regular upskilling of the professionals concerned.  I see it as scaffolding and building on previous knowledge.  Sometimes expanding the boundaries of our thoughts.  That is why CPD is so important.  Without it our education system will become stagnant.  It is essential for growth.  We all want what’s best for the kids in our classrooms and what’s best is for us to continue to hone our crafts and to continue to celebrate our newly attained skills with our fellow staff members.  We can all maintain our autonomy while also contributing to our team efforts as they all combine to benefit the whole school community.

[Eoghan O’Neill]

Hi Sinead,

With regards to part 1, simply creating a Forms quiz, designing a PowerPoint, using Edge as a web browser are all perfectly acceptable. The description can then focus on how a children with SEN could benefit from using this for accessing content. You have highlighted some interesting insights into your reading of the Cosán Framework. As you have pointed out, many professions and jobs gave built-in training and upskilling programmes – unfortunately in teaching, much of this is on the individual teacher’s own terms and there can be huge disparity in the levels of proficiency between teachers in different areas.

[Sinead Courell Ryan]

Hi Eoghan, Thanks for the guidance.  I don’t know how to do any of your suggestions unfortunately.  I have learned that I need to do a basic computer skills course next year before looking at other technology courses! eek! I have chosen to complete a text on the Olympics using Immersive reader tools.  How do I attach it? Thank you.

[Eoghan O’Neill]

Hi Sinéad,

Absolutely no problem at all. It’s likely that a Word document or website would be used to enable the Immersive Reader technology. There’s no need to attach it  – a couple of sentences explaining how it could be used for pupils with SEN is more than sufficient given the detail you have out into part 2 of the response.

[Sinead Courell Ryan]

Thanks for your understanding.

Office 365 tools in use in the classroom:

I have used Office 365 tools to complete an article of text on Kellie Harrington’s recent gold medal win at the 2024 Paris, Olympics.  I am hoping to use this in the new school year as a topic of discussion so think it will be useful.

I have done the accessibility checks on it so it accessible to all.  However in this case I am targeting a 4th child with dyslexia.  I have increased the spacing and used a light coloured background colour to aid with reading.  I have included two photographs as he is a visual learner.  I will guide him to use the Immersive Reader tool to have it read aloud to him if required.    I am hoping that by taking away some of the additional obstacles to him in his learning journey that he may enjoy reading a bit more too. This should benefit him and his style of learning hugely.

[Brendan Mulligan]

Part One

I have designed a task for a child in Senior Infants who has ADHD and is EAL. Reading text is a big challenge as he struggles with focus. This leads to disappointment and frustration when he is unable to complete the task. I have used Office Lens to photograph the pages of his reader and would have this prepared before the day starts. This is accessed through the device Gallery when needed. In Office Lens, I have set Immersive Reader to focus on one line at a time. This will help him focus on what is currently being read. Additionally the picture dictionary and the translation features will help him understand the text and give him greater autonomy over his own learning. Based on the SAMR model, I feel that this would be a modification to the task, as it allows learning to occur that previously was not possible.

 

Part Two

I believe that teachers are lifelong learners. Like many careers, professional development is important to maintain over the course of the career. Every year, teachers are engaging with new children, new classes, new parents and new situations. It is not possible to have all the answers but by engaging proactively in professional development, I feel I at least have more tools to help me deal with different situations. I like that Cosán gives autonomy to teachers in choosing areas to upskill. For all the talk of UDL and every child having different strengths, the same is true of teachers. On top of this, education is always evolving. School now is very different to when I was a pupil. This leads to the idea that if you are not moving forwards, you are moving backwards. Therefore, I feel that Cosán is important for teachers and is a valuable framework.

[Eoghan O’Neill]

Hi Brendan,

Thank you for your post. I think the frustration you have explained for a child who is struggling to read content at a similar level to his/her peers is something we all have experienced. You can feel the frustration, and wish there was more you could do to remove these barriers. I like the way you have suggested using Office Lens and Immersive Reader to focus on one line at a time. Often, large swathes of text can be off-putting for a child with literacy difficulties and breaking it down into smaller chunks can make it much more accessible in itself.

[Mary Kelly]

Part 1:

For the upcoming school year I will be working with a sixth class child who has dyslexia and hearing impairments due to chemotherapy treatment .Her class teacher would like me to work on the class novel with her . Using the lens function I can take a photo of each page . I can then upload this to immersive reader and allow the child to use the read aloud function . I will also be showing her how to use these functions herself  as they will  be very useful as she transitions to post primary school next year .

 

Part 2

If a teacher is not willing to be a lifelong learner they should not be in the profession .The best teaching comes from continuous CPD. Children’s needs and teaching styles are continuously changing so in order to keep up with these and maintain standards it’s essential that a teacher is continuing to learn new methodologies and willing to change their styles accordingly. Courses like this and informal meetings with other teachers all great ways for us to improve as teachers

[Eoghan O’Neill]

Hi Mary,

Thank you for sharing your thoughts here. You have raised a variety of interesting points in relation to Cosán. I fully agree with you regarding the commitment to lifelong learning that is required within the profession. Teaching is a profession which very much mirrors societal changes, and as such is constantly undergoing change and reform to respond to societal needs. As such, it’s really important that we are agile and willing to engage in professional development that will allow us to adapt our practice.

[James O Donnell]

Part 1

I have used Microsoft powerpoint to make personalised social stories to help with children in my class and their travel to and from the classroom to swimming. I have a number of children in my class who have obstacles to speech, English as a second language and moderate learning difficulties which requires to use of picture prompts and lamh sign language. In assisting them I have used social stories in the past and found these to be very beneficial in reassuring a child in the process we are undertaking, where they can expect support and the expectation on them to wait or be patient at various points in the day’s activities. Using powerpoint to create the stories has also meant that the stories can be personal and more interesting, while increasing their engagement with the activity by having clearer expectations.

Can I share the link to this presentation through email as I am having difficulties getting it to attach here.

Part 2

I believe that good teaching comes from focusing on your own learning and personal development on a regular basis. Regular up skilling fosters a mentality of striving for better and a mindset and realisation that we live in a constant learning environment for children and adults. Self reflection allows for more honest assessment of your own work and its impact on those in our care as teachers.

[Eoghan O’Neill]

Hi James,

Thanks for your post here. I have also used PowerPoint in the past to create social stories for children. I have found it useful to have a master PowerPoint and make a copy each time deleting the slides not necessary for that child. I have found that over a number of years social stories around similar topics are required, with only minor changes needed for my ‘master’ copy, e.g. adding a particular child’s picture, etc. There’s no need to attach your presentation via email, as you have given a detailed description here and exceeded the required word count.

[Karen Wisely]

Part 1: I work with so many children with Dyslexia and is one of the reasons I chose to do this course. As a teacher it can often be overwhelming trying to find the right tools to support a child’s specific needs. In order to support the children I work with, I would copy the reading we do, e.g. short novels into Microsoft Office. This will support both their independence and confidence as readers and allow them to work at their own pace.
Part 2: I think it is natural in any job to have to upskill and move with the times, which is why the cosán framework for teachers learning is very important. The problem is, in teaching it can be difficult to get teachers to get on board with this concept of lifelong learning. In ways I can understand it – people want to be able to do their jobs without constantly feeling like they should know more. We should be allowed to work and feel at the end of each day like we’ve done enough. But there needs to be a balance between what we know we are doing well, and continue to do, but also what the gaps are that we need to work on. I think ICT and IT itself is underdeveloped in a lot of schools because people see it as something of an option. i.e. if you like IT you’ll bring it into your classroom, if you don’t like it then you won’t. But times have changed and SEN needs are such a huge priority that IT support can no longer be an option. Each school needs a plan that considers the UDL and DLF, that corresponds with the school’s SSE and individual plans for SEN children. Continued CPD needs to happen in order for teachers to not only have training in this, but to also realise its importance.

[Ryan Gallagher]

Part 1) In an interactive classroom my designed activity for a specific group of students is as follows. As a recap activity on new learning, I will create a section on OneNote for the topic. I will then create subsections for the students to contribute towards. The main aim is for students to distribute their new knowledge in an online space. This exercise gives students an option to either make a poster by hand and post it through Office lens or design one digitally on an online platform. All the students work is shared among each other as they all have access. At the end of this exercise students have a bank of information and also have received a variety in their different learning needs.

Part 2) The Cosán: National Framework for Teachers’ Learning is based on ideas that support teachers’ cooperation, reflective practice, and ongoing professional development. It highlights a learner-centred approach and encourages educators to match their professional growth to the changing requirements of their students. The key is reflective practice, which promotes continuous self-evaluation. As it recognises the power of shared experiences and collective knowledge across professional communities, the framework values collaborative learning. Other priorities are equity and inclusivity, which help teachers meet the demands of students from various backgrounds and create inclusive environments. In addition to encouraging teachers to immediately apply new knowledge in their work, Cosán encourages integrated and sustainable professional learning and respects their freedom in selecting their own CPD courses. Overall, these guidelines are meant to improve the standard of instruction and learning by guaranteeing that teachers continue to be adaptable, efficient, and dedicated to lifelong learning.

[Betty Hedderman]

Many students in my classes over the years have no diagnosis of dyslexia but struggle with literacy and for those who have a diagnosis, The Immersive Reader, Read Aloud feature in Microsoft could encourage pupils to access information that is beyond their reading level. Using the text-to-speech feature allows the text to be read aloud as speech. This transforms the way children learn and enjoy reading, especially those with Dyslexia. This fabulous feature in Microsoft now allows pupils not to be reliant on their teacher or parent to help them to read, it allows them to be involved and interested in their own learning. By using this great feature, they are now independent learners and can work at their own pace and choose what they want to read.
The picture that is shown in Module 3 shows the diverseness of students and how only exposed to one way to respond to a task will affect the ability of how students actually respond. Students learn in so many different ways, the tools now available as methods of assessment need to reflect that many students learn in different ways.The tools that are accessible to students allow them to respond to a task in creative ways which display their knowledge and skills to the best of their ability.
Cosan Framework has been developed by the Teaching Council which recognises teachers professional learning and reflection on learning as part of the teaching profession. If we want to promote life-long learning in our students, teachers need to continually upskill and be willing to try new ideas and methods and look beyond our comfort zone so as to meet the varying needs of our pupils. As the name ‘Cosan; suggests teaching is a pathway that is always changing and evolving, we too must evolve and change our teaching methods CPD for teachers is so important. Being flexible is important but as with the student, ‘I hear and I forget, I see, I remember, I do and I understand’. Some teacher learning is individual, some is done collaboratively, some is done at home, but in person and hands on learning for teachers is one of the better ways to make change and enhance our professional practice.

[James Turley]

 

Several of the mentioned tools provide great chances for students to easily access the necessary material.

Utilizing Microsoft Lens to take a picture of text on a subject of interest for a senior class student can greatly pique the child’s curiosity. They will have the opportunity to assume responsibility for the content and utilize tools to comprehend the text. The utilization of Immersive Reader will allow the student to listen to the content being read aloud. In my role as a SET, I can assist the child in gathering information on a topic they choose or one being studied by the class.

Afterwards, they can utilize the dictation feature in Word to reply to the text, sum up its contents, and develop their own project using the information they have collected. Children boost their confidence by sharing their discoveries with the rest of the class.

In addition, teachers desire to explore and uncover novel methods and materials. Teachers collaborate regularly with nearby education centers to bring innovative programs to their school. COSAN has the ability to help organize and support this in a positive way, while also acknowledging the importance of ongoing training and education.

• This reply was modified 1 year, 5 months ago by James Turley.

[David Erskine]

https://uk.tobiidynavox.com/pages/td-snap?tab=1

Using TD snap symbol to speech software in conjunction with immersive reader and lens I aim for a pre-verbal student to order something from a menu independently.
The student is now comfortable in the cafe and the staff know him well. He has been using a symbolised menu, which we created, in order to order his food. He has his own communication device and we have been working on creating a symbolised sentence like ‘Teacher I want apple.’ He is able to do this independently, selecting different symbol banks to find the thing he wants.
His next step will be to take a photo of the physical menu from the cafe (text), using lens and immersive reader to see the things on offer. Then use his existing skills to communicate this to the cafe staff. This likely will take some time and need further breaking down once we have a baseline established. By the end of the year I would hope for him to be able to do this with his family so he can order them a simple meal together.

As for part 2 – I think CPD is as much a mindset as attending courses etc. I think a good course can be one where you take away a couple of things which are useful. It’s about making small steps of progress and not, as the presentations says, about perfection. In my experience most teachers worst critics are themselves.

[Carmel Dockery]

The pupil I have in mind that would benefit from an AT activity is 12 with Autism, Dyspraxia and ADHD. The child in question finds it incredibly difficulty to work on comprehension pieces as he finds it so hard to read texts as he loses focus midway through a sentence and finds large pages of text overwhelming. He also struggles to produce a lot of handwriting.

In order to build his confidence and literacy skills, I will take photographs using Microsoft Lens, of text based around his special interest (Minecraft). I will show him how to use Immersive Reader so that he can have the text read aloud to him. I would alter the text spacing for clarity and also using the line spacing feature to reduce distraction.

I would then use the dictate function in Microsoft 365 to allow the child to answer the questions. This would reduce the burden on the child in terms of concentration and physical demand and therefore allow the child to focus on sentence building, vocabulary and comprehension strategies.

CPD is of crucial importance for teachers. There are so many innovative ideas and technologies available to us that can be utilised quite simply. However if teachers are not open to engaging with CPD, then students will miss out and may find it difficult to reach their true potential. An environment of learning and collaboration and sharing of ideas is fantastic for teachers to work within and is a wonderful example to give to children. I like that the Cosán framework promotes teachers engaging in lifelong learning but also recognises and trust that they are best placed to choose areas in which to upskill.

[Ciara Finnan]

Part 1: I have chosen an 8 year old boy with autism and dyslexia. He will create and read his own short story using Microsoft Word, with the support of Immersive Reader. I will begin by asking the student to brainstorm a simple story idea, such as “A Day at the Park” or “My Favourite Animal.” He can then dictate his story using the voice typing feature in Word, which helps overcome writing barriers.

Once the story is written, he will use Immersive Reader to read the text aloud. This tool will help them hear the story while following along with the highlighted text, reinforcing word recognition and comprehension. Immersive Reader’s picture dictionary will provide visual support for challenging words, aiding vocabulary development.

The student can customise the text appearance by adjusting font size, background colour, and spacing to suit his reading comfort.

This activity would help the student practice his reading and writing skills but also build his confidence in a supportive, tailored environment.

Part 2: Yes teachers are inherently lifelong learners. Cosan is built on the belief that CPD is essential for teachers to remain effective and responsive to the ever changing needs of their students. Teaching is a career that requires ongoing growth, reflection and adaptation. By continuously learning, teachers can implement the most effective strategies and tools in their class, which leads to their students success.

 

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