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Reflect on literacy and numeracy through the lens of the School Self Evaluation (SSE)
Reflect on how you as a teacher incorporate Literacy & Numeracy strategies in your lessons. Share your advice and tips with your fellow teachers.
How will your implementation of technology enhanced learning change as a result of completing this course? Post your response (150 words minimum) as a reply to this post. on the forum.
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<p dir=”ltr” style=”line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 12pt; font-family: ‘Comic Sans MS’; color: #333333; background-color: #ffffff; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;”> As a teacher with over 30 years experience, my literacy and numeracy strategies have changed over the years. When I started teaching, it was more teacher led, but as any teacher knows nowadays, education has to be pupil led, and we assess our teaching, and their learning, on where the child has started and how much he or she has progressed at his/her own level. The emphasis on assessment has also changed. Now we realise that we need to to assess to improve our own teaching rather than just assess what the child has learned. The model of school self evaluation is helpful here, as it allows each school to look at their own children and set their own relevant targets. These targets are much more meaningful, and can lead to teachers taking more ownership of teaching and assessment. </span></p>
<p dir=”ltr” style=”line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 12pt; font-family: ‘Comic Sans MS’; color: #333333; background-color: #ffffff; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;”> AS a SEN teacher I am in the lucky position that I have been able to adapt my strategies to incorporate much more active learning. I am so pleased that we have moved away from the ‘workbook approach’ that was so dominant in Ireland for so long. Getting children involved in their own learning, and engaging them with games, practical activities etc , engages them and makes for much more meaningful learning. As there is only 1 teacher in the class, it’s vital that they learn from each other, and I like to focus on that in my teaching.</span></p>
<p dir=”ltr” style=”line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 12pt; font-family: ‘Comic Sans MS’; color: #333333; background-color: #ffffff; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;”> One of the challenges of teaching is differentiation, This is where technology enhanced learning is a very useful tool. It allows the teacher to set different tasks, there is often inbuilt assessment, and children can work at their own pace much more naturally. So for example an app like maths duel, allows children to participate at their own level, and spurs them on to achieve more each time. </span></p>
<p dir=”ltr” style=”line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 12pt; font-family: ‘Comic Sans MS’; color: #333333; background-color: #ffffff; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;”>I will save all the information in this course, and when I am setting up my school support plans, I’ll be planning to incorporate much more technology enhanced learning opportunities in my teaching.</span></p>-
Hi Kathleen,
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Firstly in relation to SSE… we have carried out alot of work in relation to evaluating our work on literacy and numeracy. This has involved surveying school stakeholders, parents, children, staff etc on elements of literacy and numeracy they enjoy/find beneficial/do not like etc..
We have analysed the effectiveness of various interventions like Ready Set Go Maths/Power Hour/Literacy Lift Off etc, looked at assessment results etc to evaluate a starting point for where we are heading in the area of literacy and numeracy and what our goals are.
The biggest thing for us was not focusing on the completion of text books and work books and the use of a wide variety of teaching methods and materials. It is lovely to see some of the apps we use mentioned here. In particular Kahn Academy, Reading Rockets and Starfall. Hit the button is also a favourite of the children.
It is interesting also that the government are now seeing digital literacy as an element of general literacy which I myself had not factored in and must do so.
Moving forward, especially in the area of SET… I see that there are many more uses I can make of both hardware and software (apps etc) in achieving my lesson targets.
Use of Microsoft Classroom’s AT apps is to the firefront. Immersive Reader, Maths Duel, and NRich Maths are all new to me and fantastic sites I hadn’t been aware of before that I will bring back to the classroom.
Articulation Station and Learning Alley also look interesting for pupils with Dyslexia and I look forward to exploring these further in SET.
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Hi Catherine,
I am particularly interested with your comment regarding the completion of workbooks and textbooks. Like most other schools I’m sure, we have the exact same problem. It is very easy to become slaves to textbooks. However, this does deprive children of a range of rich learning experiences that they could have.
In terms of Gaeilge, I have made a concerted effort to try to move our school away from a specific textbook or programme towards a more bespoke plan, that focuses on specific vocabulary, sentences, questions for each class level, as well as the use of levelled readers and a PDST-designed grammar plan. While this all sounds great, it is very difficult to get many to part with ‘Bua na Cainte’, ‘Abair Liom’, etc.
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Reflecting on literacy and numeracy in terms of a school self evaluation poses many questions on us as a teaching staff with regard to enabling accessibility for children with SEN in our school.
In Aiatear our various different role plays encourage the development of oral language. Our Friday ‘Bring and tell’ has proven to be a fantastic motivation encouraing children that would be shy to speak about whatever they wish for the few minutes.
We always strive to make writing inviting enticing, creating a writing corner with attractive writing material and a choice of markers, pens, pencils. This motivates children to engage in self-directed witing experiences.
In numeracy, concrete materials provise tremendous support in the grasping the concepts of number, time, money, weight and length. Fundamental regaular solving of everyday problems will remove the abstract nature of many of the concepts, with regular repitition being essential.
I am excited about using the tool of the Immersive Reader or Dictate on microsoft word. These will be amazing to support and allow struggling readers to access the work being taught in class. Sky fish phonics looks really helpful combining solving of logical problems and multiple choice of basic reading skills questions.
I will research and perhaps look into Sensory Speak up as a means to support a child that I will have with mutism.
I would love to introduce the use of the Khan Academy to support the learning of maths in my class.
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Our school focus for our SSE has been on the PLC with an additional focus on oral language and vocabulary across our classes. While our focus in Maths has been having a consistent rubric for problem solving that we use across every class.
Literacy and Numeracy strategies
I have been in SET for a number of years, I try to structure my lessons with as much active learning for the children as possible, whether that takes the from of ‘go fish’ for phonics sounds and trick words in infants or Boom with the children’s spelling sound for the given week in 5th class. For vocabulary I have found “guess what” an engaging game for the children. I have used iPads for research, specific spellings apps e.g. Squeebles spellings to reinforce HFW, and phonics play with the infants. The technology I have used has been more for the purpose of engagement and digital literacy as opposed to AT purposes.In Numeracy, I use a lot of hands of resources and manipulatives with the children. Similar to literacy, the apps and technology I use for math are more engagement purposes, I’ve uses a lot of the ixl links, squeebles times tables, rocket math.
Technology Enhanced Learning
I am excited about using the TEL the course has exposed me to with the children I support as a SET. I can see clear ways of supporting children’s independence in accessing the class level curriculum they are at and no longer feeling like they are “lost”, and most importantly that they will be able to access this support (once initially taught) independently. One of the tools I envisage being a game changer for the children is OfficeLens with Immersive reader and the picture dictionary.
A lot of the apps presented in this module provide great ideas for station teaching, The Write About This App provides the opportunity to work on the SSE are of Oral Language while also supporting many element of syntax for the children. While ABC mouse and ABC Kids Tracing would be a fantastic app for our younger classes. We have a number of children in our school supported for speech and language also, the Sensory Speak Up and Articulation Station apps will give great additional guidance and ideas to the SET working with these children.
I support a lot of children with Dyslexia diagnosis and I am excited about trialling the Learning Alley Audio book with them.
I already use LEGOWeDo2 and Scratch with children with ASD and they engage really well with these technology enhanced learning activities, the other app that I intend to incorporate into my support with this group is the Kloog App, which I feel will allow me to support the children’s social skills in a more engaging for the children.-
Hi Claremarie,
Both improvement plan topics mentioned are of a great importance. I’m sure they have made a significant impact around your school. The use of technology as an SET can take many forms and will be very much dictated by the needs of the individual child/group. In some cases, this will take the form of digital literacy, while in other cases the focus will be on how AT can be used to support this particular child. Part of their SEN time could be spent training them how to use their AT to support their learning within the mainstream setting. The mainstream class teacher could also be involved to ensure everyone is on the same page. Lego WeDo and Scratch are excellent apps for both the mainstream class and SEN setting. I am not familiar with the Kloog App but will be sure to look into it for September.
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As an autism class teacher, I feel that the School Self Evaluation process helps to keep me focussed on having high expectations for my pupils with regards to numeracy and literacy. It would be easy to underestimate many of the children who pass through my class, as some of them have exceptionally high needs. I have taught pupils who are completely non-verbal and some of whom struggle to communicate at all. Some of the statements of very effective practice in the SSE framework seem outlandish when it comes to these pupils, but if I actually reflect on them, I almost always can find a way that they do in fact apply to all pupils. Something that I have learned is that one should *never* underestimate any pupil, and there is often a lot more going on under the surface than you might initially believe.
I usually teach numeracy and literacy one-on-one, due to the unique needs and different abilities of my pupils.
Some of my strategies and approaches for literacy are Brendan Culligan’s corewords approach to spelling, Building Bridges of Understanding for comprehension, The Writer’s Workshop and Shared Writing for writing (particularly good for following the children’s own interests, something very important for autistic children) and Colourful Semantics for oral language (for non-verbal children). I highly recommend the website/online game Teach Your Monster to Read. It’s brilliantly designed, very appealing to children, and completely free.
When it comes to numeracy, I am a proponent of the Concrete-Pictorial-Abstract approach. In this approach, pupils are introduced to new mathematical concepts through the use of physical objects (concrete resources such as dienes blocks, counters, cubes, everyday items etc.). When they have become comfortable solving problems with concrete aids, they then move on to solving problems with pictures – usually pictorial representations of the objects they were using. Finally, they move on to abstract problems, where they only have the numbers or symbols to work with. i have found this approach to be very effective, as it really helps pupils to understand the relationship between numbers and the real world. For many pupils, many mathematical concepts can be completely meaningless without an object or picture to go along with it.
As a result of this course, I am certainly going to attempt to integrate Microsoft Office’s dictate and immersive reader functions into my teaching. I already make a lot of use of computers and tablets in the classroom, and I feel that these tools have the potential to increase the independence of many pupils. I will install some of the recommended apps on our iPads, and see how my pupils respond to them. I have already purchased Starfall for my 3-year-old at home, and he loves it! I will ask my principal about getting a subscription for the school.
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<p id=”docs-internal-guid-8611d2f2-7fff-0759-6dd8-fbb15207c250″ dir=”ltr” style=”line-height: 1.38; margin-top: 0.0pt; margin-bottom: 0.0pt;”><span style=”font-size: 11pt; font-family: Arial; color: #000000; background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;”>Our school is constantly evaluating literacy and numeracy initiatives and interventions which have been introduced, such as literacy lift off, Ready Set Go etc..in order to increase the effectiveness of our teaching strategies and make changes where necessary.</span></p>
<p dir=”ltr” style=”line-height: 1.38; margin-top: 0.0pt; margin-bottom: 0.0pt;”><span style=”background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; white-space: pre-wrap;”>As a person who was reluctant to embrace technology in the past I am a recent convert to the use of assistive technology. AT can help the child become a more independent learner and allows for more differentiation and self assessment in the classroom. The various apps available allow and encouage a child to take part in whole class lessons,however, at their own pace. This is essential for real learning to take place.We experienced in the past where completion of textbooks and workbooks was not inclusive for children with learning difficulties or indeed for the higher achievers in a class. It also denied the richer learning experience and the creativity of the child. AT allows children of all abilities to work at their own pace and boosts confidence and self esteem. I look forward to using Immersive reader,Dictate and other apps which I have become familiar with through this course in my teaching this year.</span></p>
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Hi Orla,
It’s great that your school is engaged in that consistent self-reflection, and is willing to try new initiatives to support students in the classroom. With regard to AT, it certainly is about finding that tool that will support the needs of the child in your class. There are so many options out there, and what often turns teachers off is the fact that the wrong tool being used for that child. When the right tool is stumbled upon it can be truly transformative. Highlighting common tools and their key features for all teachers would be beneficial as it would allow them to make more informed decisions when planning interventions for those with SEN.
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As a teacher in a primary special class for pupils with autism I really like how the focus of school self evaluation makes us look at areas like literacy and numeracy on a whole- school basis. This is really helpful for bringing attention to mainstream integration issues. It also helps for planning with mainstream teachers to allow for more beneficial integration for all. Our school only opened our first special class three years ago and the self evaluation process has helped to develop how we teach in these classes e.g. an audit on resources and programmes we already have in the school, teacher cpd, a whole school approach to oral language in both literacy and numeracy.
I really liked the look of some of the apps etc discussed in this module. I liked how some were focussed on younger pupils e.g abcmouse and others were more suitable for older pupils as my classroom needs to cater for both. I was particularly interested in the kloog app and having looked at it will definitely be using it in my class. Social skills are a very important part of our routine. I have really neglected technology in my class so far and this is one of the reasons I have taken this course. I have been daunted by where to start in the past but I think I know now that a little goes a long way and to start small.
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Hi Aine,
When starting digital learning integration into teaching, learning and assessment it’s so important to start small and build from there, evolution instead of revolution. Key too is to start with your learning outcomes and then choose the technology that can best support their realisation. Sometimes we put the cart before the horse, focusing on the technology and then trying to shoehorn the curricular objectives around. The focus should never be only on the technology in itself but instead how we can embed into into our practice/pedagogy…
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<p class=”MsoNormal”>As a mainstream teacher moving into the role of SET. Our school through the SSE process identified that problem solving was an area that the children found very challenging in our school. With the research of standardised test results, teacher and pupil assessments, surveys and pupil input our school decided that on a Wednesday the whole school for numeracy would solely focus on word problems. The school adapted the RUDE approach in each classroom. The focus on the mathematical language for each lesson was a starting point. This course has certainly helped me to identify how the AT technology can play a vital role in ensuring that all pupils reach their targets and can work independently on problem solving.</p>
In my mainstream teaching for numeracy and literacy, the use of concrete material in Maths is vital. I enjoyed the Ready Set Go Maths programme in the junior end and at the senior end I found Mata sa rang 1 and 2 excellent for my class. The approaches and games really enhanced my teaching of Maths. In English, the use of Building Bridges has be adapted throughout the school and is incorporated into our lesssons. Power Hour in the junior end has also worked very well.The use of Assistive Technology will be implemented into my lessons in various ways. First of all, it will assist with differentiation. Immersive reader will support children of all levels with their reading and ensure they are taking part in classwork. This will give confidence and support to children.
AT will encourage pupils to become independent and I want to be able to give pupils the skills and support to become independent learners. Pupils will, with support and guidance become familiar and be able to choose from a wide range of AT tools that will best suit their needs. In September, I will enjoy reviewing the notes and identifying the ways in which I can change the iPads to suit the needs of each pupil. I will enjoy working and trying all the different apps and tools suggested in this module. One note shows endless possibilities and will be excellent as an AT tool.
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As a new teacher in Ireland, I am not familiar with the SSE. Focusing on the statement on the 7th slide of this module, I reflected on 2 parts from it. The first part states for the students to understand and critically appreciate various forms of communication including broadcast and digital media. I would like to expand literacy this school year by incorporating my ebooks, forms of social media, blogs, podcasts and vlogs in my SET room. It is essential to provide different ways for students to present their work. I feel something I will target in numeracy this year will be helping students to think and communicate quantitatively and help them to recognise situations where mathematical reasoning can be applied to solve problems. I will try to bring math into their words and help them make those connections to make it more relevant to them.
Stategies
Literacy
I use differentiated reading material that the students are interested in is key. I also use bright colored notecards to guide their reading helping them to focus on particular words or sentences. I use sentence starters for my upper primary students that struggle to get words on the page.
Numeracy
As I reflect on the strategies I use in numeracy, I do feel like I need to improve in this area the most. I will use more manipulatives this year especially to those students that need the most support. I particularly liked learning about alternate ways to access students with Math.
I am exicted to use many tools that have been presented. Some of my favourites are: Articulation station, Light Sail, write about this, powerpoint live live and Khan Academy.
I can use Articulation station for dyslexic students. I can use Light Sail in reading groups especially in team teaching in upper primary grades. There are so many students this year that struggled to find a topic to write about. Write about this gives a different and interesting approach to get them generate ideas for their writing. I can also use this during Literacy lift off as an alternative to writing on paper and pen. I will use PowerPoint live to present topics to my ELL students. The translate option will be helpful with language barriers. The Khan academy will be useful to present math topics in a different way. I also loved how it gave them follow up questions to access their learning.
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In relation to our schools SSE in literacy we have been focusing on the Primary Language Curriculum, assessment in line with this, handwriting and a structured reading and writing target program. We have invested in the Over the Moon program which takes us from Junior Infants to 6th class and is target based using the PLC. In relation to maths we have introduced the use of RUCSAC from 1st to 6th classes when teaching and learning problem solving while introducing specific problem solving activities for the infant classes.
Literacy strategies: We have hardback notebooks that travel with the children for their structured writing activities where the children draft, edit and publish their writing allowing to us to see progress and use these a form of assessment. Having been teaching in infants for the past few years I would use lots of games such as roll say keep, popcorn, write the room, idea tree and purpose made boardgames for sight words and phonics. I would also often have a literacy station in Aistear where the children would free write using the Aistear topic as inspiration. I would also use phonics iPad games such as the Jolly Phonics app or Starfall.
Numeracy Strategies: I use lots of manipulatives and games for maths lessons. We have invested in Mata sa Rang which is proving to be very effective. We also use Ready Set Go maths resources. I also do a lot of oral maths activities such as around the world and high five hands. I also have connecting number floor maths that I make into the number line to show the children how to add using this tool, the visual and activity allow the idea that we start to count from the number we land on to be more tangible for the children.
As a result of completing this module I now have more apps at my disposal that I will be using in the coming school year for numeracy, literacy and also for social skills. The apps and programs I feel that I would be trying first are Maths Duel, ABCmouse, Nrich and ir primary games. I also look forward to using Lens, Immersive reader and dictate with my groups this year. I had not heard of the Kloog program but having looked at it during this course I will be using it and recommending it to my colleagues.
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Hi Orla,
I’m delighted to hear you have learned a lot from this course. And also that you will be sharing your knowledge with your colleagues.
I like your idea of the children having a note book for structured writing activities. As teachers we should make writing inviting and enticing. This motivates children to engage in self-directed writing experiences.
In numeracy, concrete materials provide tremendous support in the grasping the concepts of number, time, money, weight and length. Regular repetition being essential.
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Our schools focus during the SSE had been literacy and communication. We have focused a lot on literacy and the Primary Language Curriculum.
Our students struggle with numeracy, due to the nature of their learning disability; they could be still in their teens and not fully understand number and the quantity of number. We use a lot of concrete materials and teach concepts in several different ways, but sometimes struggle as they older to be creative in teaching this concept.
Looking at one note and the way it can be used, as the IT post holder in the school I think this will open more opportunities in numeracy for our students. The students could also use immersive reader in reading their questions and also dictation software to answer/solve problems.
Also, by demonstrating to the teachers how it can be used opens a whole new conversation to numeracy and IT in our school.
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Hi Suzann,
While we obviously teach in different contexts, our school also places a significant focus on literacy, particularly from a support teaching point of view. This is at the detriment of numeracy and we have very little (if any) support offered in numeracy throughout the school. It is clear that a balance is so important in the provision of SET support.
The use of the Immersive Reader function to make word problems more accessible is a great idea and it shows how you can incorporate digital technologies into support for both literacy and numeracy.
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Literacy and numeracy in the lens of school self evaluation- As a school this year our SSE focus was in the area of literacy. It is vital as a school to come together and evaluate, assess and plan in particular subject areas. Especially the core subjects such as literacy and numeracy. SSE involves collaboration on a whole school level in order to come to a concluded collaborative approach to a specific area of the curriculum. Teachers and students will work together in a collaborative manor to achieve or improve curricular goals in the specific area of focus e.g. literacy or numeracy. This is essential for whole school development.
Incorporating fresh and new Literacy and numeracy strategies into my lessons is always a goal but sometimes falls short admittedly. Although I am becoming better at this. I love to use websites such as the IXL math’s website, matasaranga website, national geographic for kids, storyweaver etc. in my numeracy and literacy lessons to aid in engagement and also consolidation and learning
My implementation of technology enhanced learning will certainly change as a result of completing this course as i have been made aware of many many websites, apps, tools and methodologies to enhance or aid learning both in the mainstream classroom and in a SEN environment. I think that when I am more aware and familiar with these resources, the more likely i am to implement them. As often teachers, including myself can get stuck in routine of resources being used.
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<p style=”box-sizing: inherit; border: 0px; font-size: 12px; margin: 0px 0px 1em; outline: 0px; padding: 0px; vertical-align: baseline; color: #163c42; font-family: ‘Hind Madurai’, sans-serif;”>Reflect on literacy and numeracy through the lens of the School Self Evaluation (SSE)</p>
<p style=”box-sizing: inherit; border: 0px; font-size: 12px; margin: 0px 0px 1em; outline: 0px; padding: 0px; vertical-align: baseline; color: #163c42; font-family: ‘Hind Madurai’, sans-serif;”>Reflect on how you as a teacher incorporate Literacy & Numeracy strategies in your lessons. Share your advice and tips with your fellow teachers.</p>
<p style=”box-sizing: inherit; border: 0px; font-size: 12px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline; color: #163c42; font-family: ‘Hind Madurai’, sans-serif;”>How will your implementation of technology enhanced learning change as a result of completing this course?</p>
I read an article recently on the act of reflective practice. The idea that we need to look back in order to move forward has rung true so many times, non more so than when completing this course. It has really pushed me to think about HOW I teach, the notion of ‘Flipped learning’ has pushed my notion of how I teach in a class more than usual. Am I preparing my pupils for the workforce they will soon enter. One of the video links suggested no one size fits all education plan works anymore. During covid our ability to work collaboratively and creatively in groups and pairs was stifled. Only 6 months ago my pupils were wearing masks and I couldn’t see what they were saying. Now, to flip it on its head, I want to go back to school this year, thinking of them as IT smart, collaborative, problem solvers who I no longer require to sit still and 2metres away. This has far reaching consequence for the way I think about teaching or rather facilitating development in numeracy and literacy. This requires a change in mindset and a push away from what has become the normal.After pods were loosened this year I did a lot of in class team teaching for math. We engaged in games and tasks in ability groupings to facilitate small group discussions and questioning. This worked really well.
In literacy, we worked on the narrative writing genre in ability groups with sets to learn about effective writing and tried to apply this in our drafting and publishing of our Write a Book project.
These literacy and numeracy groupings from last year could be improved upon by using the ipads to do games on Nrich.org or by using wakelet.
The Write with me story writing app could also have been invaluable when writing our write a books especially for the more struggling writers who found it difficult to come up with a topic.
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Currently our SSE focus is on the area of spelling and more broadly looking at how a Word Study Approach might benefit spelling, vocabulary development and comprehension simultaneously. Within Immersive Reader, the ability to break words into syllables would be helpful in this regard. Other strategies which I use within the classroom context is to just get children to find the vowel within each syllable of a word and to indicate whether that vowel is long or short. Multi-syllabic words can often cause difficulty for children as they do not spell through the whole word, they can tend to guess as they proceed. Encouraging children to identify the vowel in each syllable teaches them to be more accurate when working through a word. Explicit teaching around word parts – prefixes, suffixes and base or root words also gets children to see words as the sum of a number of parts.
With regard to how I will implement and use AT going forward, I’m really excited about bringing ideas from what I’ve learned over this past week into my SET classroom next year. In this specific module, I’ve seen lots of new apps which could be very useful as tools to engage my learners with literacy difficulties; I’m teaching 1st class students and really like the look of Literactive and Learning Alley Audiobooks. I need more time to look further at the list of literacy and numeracy apps.
With regard to older learners, I will definitely be recommending some of these apps to my colleagues, and after watching the 60 minutes video, the Khan Academy could be a really helpful AT tool for some of our older children who are struggling with maths.
From Day 1 of this course, Immersive Reader and Dictate seem like game changers and I am excited at the opportunity to try these out.
Finally, for my children with autism and social difficulties, I am excited to try the Kloog App recommended at the start of the app section.
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This module has been very useful and I have learned lots about the supports available for Literacy & Numeracy. The School Self Evaluation (SSE) is a great tool to use as an aid when planning lessons and teaching. The Literacy & Numeracy strategies are very informative and I will use these in my future lesson planning and in setting pupils targets for the school support plan.
I incorporate Literacy & Numeracy strategies in my daily lessons. I use concrete resources. I use a lot of online resources which I received from doing an SET course. The course shared a huge variety of resources for teaching Literacy & Numeracy in a fantastic padlet bank of resources. I also incorporate Music into my Literacy & Numeracy lessons-songs, nursery rhymes, rhythm, composing etc.
My implementation of technology enhanced learning will change how I plan lessons this year. I will now be able to incorporate more technologies and Assistive Technologies into my lessons. This will also be useful when I plan lessons and assign online digital homework on google classroom.
Thanks, Shona Muldowney
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