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ASSIGNMENT
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.
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Part 1:
As a SET teacher, I would use Microsoft 365 to support a pupil in Fourth Class with dyslexia during a literacy lesson.
Using Microsoft Word, I would provide a short reading passage and encourage the pupil to access it through Immersive Reader. The pupil could have the text read aloud, change the text spacing and background colour, and use the syllable and picture dictionary features to support decoding and vocabulary. This would help reduce the barriers they experience when reading independently.
After reading, I would ask the pupil to complete a short written response using Dictate in Word. This would allow them to focus on expressing their ideas rather than worrying about spelling or handwriting. Finally, the completed work would be saved and shared through Microsoft Teams/SharePoint, allowing the pupil and parents to revisit the activity at home if needed.
I chose this activity because it promotes independence and confidence while allowing the pupil to access the same curriculum as their peers. Rather than simplifying the learning, the technology removes barriers so the pupil can demonstrate their understanding. As a SET teacher, I want pupils to become confident in using these tools themselves so that they rely less on adult support and develop skills they can continue to use throughout their education.
https://1drv.ms/w/c/4b86ca8e7a786def/IQCtVyEmd1WBQ4RLBZxluoreAcZBzLviz0ci6cfmRFD4Wl4?e=isCyMT
https://1drv.ms/w/c/4b86ca8e7a786def/IQCMn3vpCnTgQawci4w-qj7FARUnDOzkBFa45G_DeD7HDtU?e=4vcEvH
Part 2:
I think the Cosán Framework is a great reminder that learning doesn’t stop once we become qualified teachers. Every year we meet different pupils with different strengths and needs, so it’s important that we continue to develop our knowledge and skills. Education is always changing, especially with the increasing use of digital technology, so I think keeping up to date is essential.
As a SET teacher, I enjoy taking part in CPD because I usually come away with practical ideas that I can use straight away in school. This module has definitely done that. Although I had used Immersive Reader before, I hadn’t explored all of its features. I also hadn’t realised how useful tools like Dictate and SharePoint could be in helping pupils become more independent and confident in their learning.
Another part of professional learning that I really value is hearing about other teachers’ experiences. Reading discussion posts and seeing how colleagues use different strategies has given me ideas that I can adapt for my own pupils. Sometimes the simplest ideas are the ones that have the biggest impact.
For me, professional learning isn’t about completing courses just to tick a box. It’s about reflecting on my own practice, trying new approaches and continually looking for ways to make learning more accessible and inclusive for the children I support. This course has certainly given me plenty to think about for the new school year.
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Hi Sabrina, as a lifelong learner myself, I admit to enjoying upskilling, and doing this kind of course helps so much. I had the opportunity to explore Microsoft365 with new eyes, and have a good look at Cosán which provided many interesting pathways to using AT in the coming year. Your example of its use is spot on.
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I really liked your activity Sabrina.. it had everything including self assessment. Well done.
I agree it is hugely important to keep upskilling in our work. Education is ever changing through curriculum, technology and the changing needs of our students. Updating our knowledge and reflecting on our practice helps develop inclusive approaches for students with additional needs.
I agree that some of the best learning sometimes can be from the experiences of the participants/ teachers on a course rather than the facilitator.
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Hi Sabrina, I really enjoyed reading your reflection. I think your activity is a great example of how Microsoft 365 tools can be used to support inclusion without lowering expectations for pupils. I particularly like your point that technology should remove barriers rather than simplify the learning. Using Immersive Reader and Dictate together gives pupils the opportunity to access the curriculum, develop independence, and focus on demonstrating their understanding.
I also agree with your reflections on the Cosán Framework and the importance of teachers being lifelong learners. As technology continues to develop, ongoing CPD is essential so that we are aware of the tools available and can use them effectively with our pupils. Like you, I have found that sharing ideas and experiences with other teachers is one of the most valuable parts of professional learning. Small changes and practical strategies can make a significant difference to pupils’ confidence, engagement, and success.
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I really agree with your point about using the technology to remove barriers rather than simplifying the learning for the child. I also liked what you said about pupils becoming confident enough to use the tools themselves, as that independence is really important. Like you, I had used Immersive Reader before but had never really explored all of its features. This module has made me realise how much is already available to us within Microsoft 365 without needing anything extra. I also agree that some of the best CPD is the practical kind where you come away with something you can actually use with pupils straight away.
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Part one: I would design a Microsoft PowerPoint activity called Visual Sentence Builder for a 5th Class pupil with severe dyslexia who is currently performing at approximately the 1st percentile in reading. The purpose of the activity is to develop basic sentence construction and reading confidence while reducing the amount of text the pupil has to process independently. The presentation uses large, clear print, simple language, pictures and colour coded words to support understanding. Each slide focuses on one small step, allowing the pupil to work at an appropriate pace without becoming overwhelmed.The activity begins with a picture and introduces a small number of words associated with it. The pupil then matches words to pictures before arranging the words into a simple sentence. Audio narration can also be added to the PowerPoint so that instructions and key vocabulary can be heard as well as seen. This is particularly relevant for a pupil with severe dyslexia because it reduces dependence on decoding written instructions and provides an additional auditory pathway for learning. The activity is differentiated to the pupil’s individual needs by limiting the amount of text, using repetition, providing visual cues and giving immediate opportunities for success. The overall aim is to build vocabulary, sentence structure, reading confidence and independence in a supportive, low-pressure way.
Part two: As a special school teacher, I believe that I am a lifelong learner because every pupil I work with has different strengths, needs, abilities and ways of learning. My experience has shown me that there is no single approach that works for every child. This is why the principles of Cosán, the National Framework for Teachers’ Learning, are particularly relevant to my role. Cosán encourages teachers to engage in ongoing professional learning, reflection, collaboration and development throughout their careers.Working in a special school has made me more aware of the importance of reflecting on my own practice. I regularly need to consider what is working well for an individual pupil and what I could adapt or improve. Professional development helps me to develop my knowledge of areas such as autism, dyslexia, communication difficulties, sensory needs, assistive technology and differentiated teaching. CPD gives me opportunities to learn new strategies and bring them directly into my classroom.I also recognise that CPD is not only about attending formal courses. I learn through working alongside colleagues, sharing ideas, observing others, discussing individual pupils and reflecting on my own experiences. These informal learning opportunities are extremely valuable in a special school environment.For me, CPD is important because it ultimately benefits the pupils I teach. When I develop my own knowledge and skills, I am better equipped to create an inclusive, supportive and engaging learning environment. Cosán has reinforced for me that professional learning is an ongoing journey. As a special school teacher, I need to remain open to learning, adapting and improving so that I can respond effectively to the changing and individual needs of every pupil.
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I really liked your idea of having the pupil write about something they enjoy. It makes the activity much more engaging and meaningful for them. Using Dictate alongside Immersive Reader is a great way to support both writing and editing skills, and I like how you extended the activity into PowerPoint. I also agree with your reflection on CPD. Every year brings new challenges and opportunities to learn, and I think that’s one of the things that makes teaching such a rewarding profession.
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I would provide a pupil with a mild general learning difficulty in second class with a record of some planting done in our school garden. I would take some photos of the pupil taking part in the different steps of planting carrots which I could save to microsoft word. I would then ask the pupil to use dictate to write the steps of the planting process to accompany each photo. The child could then use immersive reader to read each step of the process back to himself. The child would have a valuable personal account of his involvement in the school garden. This is in keeping with the universal design for learning framework explored in this module. Work is differentiated to the particular needs of the child and ICT is used to help the child engage with the curriculum and to provide a real, personal response to show his learning. It’s also a valuable means of assessment as well as a highly motivating means of engaging a child with special education needs.
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Hi Marie,
What you’ve outlined here is a great example of how effective digital storytelling can be when it’s rooted in the child’s lived experience in school, an approach that is both meaningful and engaging.
Using Dictate and Immersive Reader as mooted helps scaffold this child’s learning and independence. This is a great example of technology being used to remove barriers and help a child demonstrate their learning in a bespoke and personalised way.
To further build on this, you could use as portfolio tool like OneNote or similar compile a collection of these digital stories over time. Which would give you a comprehensive learning record helping to build confidence and self-esteem and also easy to share with home..
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I love that Maria.using a topic the pupil is interested in.I too do gardening with some of my pupils in Special Ed.I like the idea of using microsoft word,followed by Dictate and Immersive reader.this would be highly motivating for my pupils and build their confidence and self esteem.Speak Coach could be used to present their planting experience to their class.
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The Cosan framework recognises teachers as autonomous resonsible life long learners. CPD is an important aspect of our job. As a teacher I am reflecting on my practice on a daily basis. I am always wondering if I can try approaching material in a different way or if I can engage puils learning by trying different means. In particular in the area of SET I find that I need pupils to be actively involved in their own learning using concrete materials where possible. So CPD also provides an opportunity for me to look at my own teaching and to see what is working and what areas do I need to improve on. I chose this course because ICT is a weak area for me which I felt I needed to develop.
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I really enjoyed reading your reflection. I agree that the Cosán framework encourages us to see ourselves as lifelong learners, and I think your point about reflecting on your teaching every day is so important. In SET, being willing to adapt our approach and use concrete, hands-on materials can make a real difference to pupil engagement and understanding. I also relate to your reason for choosing this course. ICT is an area that many of us are still developing, but exploring digital tools and assistive technologies can have a huge impact on supporting pupils with diverse learning needs. It’s encouraging to see how CPD helps us build our confidence while ultimately improving learning experiences for our pupils.
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Part 1:
I would design a literacy activity for an 8-year-old pupil I teach who has a keen interest in Sonic the Hedgehog using Microsoft PowerPoint. The presentation includes colourful visuals, simple animations, and short reading passages featuring Sonic and his friends. Pupils complete sequencing, vocabulary, and comprehension tasks by clicking on interactive buttons throughout the presentation. The activity also incorporates Immersive Reader, allowing the pupil to have text read aloud, adjust text size and spacing, and use the picture dictionary to support understanding. This is particularly beneficial for a pupil who experiences reading difficulties and benefits from visual and auditory supports.Using a topic that reflects the pupil’s interests helps to increase motivation, engagement, and sustained attention. The interactive format encourages active participation while allowing the pupil to work independently at their own pace. The activity can also be adapted easily to target different literacy skills or reading levels, making it a flexible and inclusive resource to have.
Part 2:
The principles of Cosán, the National Framework for Teachers’ Learning, recognise that teachers are lifelong learners who continually develop their knowledge, skills, and professional practice throughout their careers. Ongoing professional learning is essential because education, technology, and the needs of pupils are constantly evolving. Continuous Professional Development enables teachers to stay informed about current research, adopt effective teaching strategies, and create more inclusive learning environments. It also encourages reflection, collaboration, and innovation in practice. Ultimately, engaging in CPD benefits not only teachers’ professional growth but also improves learning outcomes and educational experiences for all pupils.-
Hi Kevin, I really enjoyed reading your reflection. I think your choice of using Sonic the Hedgehog as the theme for your literacy activity is a great example of how important it is to connect learning with pupils’ interests. By incorporating something the pupil is already motivated by, you are creating a more meaningful and engaging learning experience while still targeting important literacy skills.
I also like how you have used a range of Microsoft PowerPoint features alongside Immersive Reader to provide different ways for the pupil to access the activity. The combination of visual, auditory, and interactive supports can really help pupils who experience literacy difficulties to participate more confidently and independently
Your reflection on Cosán also highlights an important point about teachers being lifelong learners. CPD allows us to discover new tools and approaches that can make our teaching more inclusive. Sharing ideas and examples like yours helps us all reflect on how we can adapt our practice to better support our pupils.
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I like how this activity stemmed from what the child is interested in. From my experience in an autism class, a child’s special interests can change over time. I fill in the Getting to Know Me Relate document with the child at the start of the year and compile a list of a child’s special interests and place it beside the their special area. This can help provide focus for the starting point of a lesson and how curriculum outcomes can be achieved through the special interests of the child.
I also agree that the principles of Cosan recognise that we, as teachers are on a journey of learning. Engaging in this course has highlighted that, as I have learnt so much that will enhance my teaching and make learning more enjoyable and inclusive for my students.
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Such a great idea to use the child’s particular interest to support them with their engagement and learning. The use of the of the immersive reader allows the child to work independently and at their own pace. This is a great way to show the importance of meeting all the needs of each individual child, which also allows them to take ownership of their own learning.
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I really like the idea of using Sonic to make the literacy lessons more engaging for the pupil. I agree with your point about Cosán and the importance of continuous professional development. This course has shown me how quickly technology changes and how important it is for teachers to continue learning about the resources available.
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Part 1:
I designed a descriptive storytelling activity using Microsoft OneNote for an eleven-year-old boy who has a massive interest in space exploration and science fiction narratives. The activity is set up as a digital ‘Captain’s Log’ where the student takes on the role of an astronaut exploring a newly discovered planet. The OneNote page is broken down into structured sections with colourful visual prompts of galaxies and planets, a vocabulary bank of descriptive words, and clear, step-by-step writing prompts.
This activity is perfectly tailored to the student’s specific learning needs. This particular student finds large classroom environments draining and often needs quiet withdrawal time to recharge, this independent, self-paced digital workspace provides a calm environment. Due to his keen interest in space, engagement and focus remain incredibly high.
Finally, the activity utilises OneNote’s built-in Dictate (speech-to-text) tool. This allows the student to capture their highly imaginative descriptive ideas verbally without getting blocked or frustrated by handwriting or spelling difficulties. They can then use the Immersive Reader tool to listen back to their work independently, which builds his self-editing skills and boosts his confidence as a writer.
Part 2:
The core principles of Cosán (Pathway), our National Framework for Teachers’ Learning, really highlight the reality that teachers are lifelong learners. In a primary school setting, no two years and no two children are ever the same. We have to constantly adapt because education, technology, and the diverse needs we are experiencing of our pupils walking through our school doors are always changing.
Continuous Professional Development is so vital because it gives us the time and space to step back and reflect on our practice. It prevents us from getting stuck in old routines and ensures we are equipped with the best, most up-to-date strategies to support every learner. Whether it’s learning how to use new inclusive technologies or understanding modern well being frameworks, CPD keeps our teaching fresh, innovative, and effective. We know that when we commit to growing and learning as professionals, our students are the ones who reap the rewards in the form of a much more inclusive school experience.
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Michael I think One Note is a great way of storing all the information that the pupil has gathered in a digital scrapbook. Some children enjoy labelling and organising work into chapters and folders so as to make a readable book that would include videos, website links, drawings , art ideas and Space News. I could see many of my pupils being excited by your lesson suggestion.
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Part 1: For this activity, I created a reading comprehension task on dogs, with a focus on greyhounds as they are his favourite, for a pupil I work with in SET who has dyslexia and difficulties with reading fluency and comprehension. I used Microsoft PowerPoint and one note with the support of Immersive Reader. The presentation includes a short, high-interest story, facts and information about dogs supported by images and simple vocabulary. After each section, the pupil completes a matching or multiple-choice comprehension activity using images and key vocabulary rather than large amounts of text. There is also a self assessment part at the end for the student to fill in.
The pupil can use Immersive Reader to have the text read aloud, adjust the text size and spacing, use line focus, and access the picture dictionary where needed. These features reduce the difficulties he has with decoding text and allow the pupil to focus on understanding the content rather than struggling to read every word.
Part 2: The principles of Cosán remind us that professional learning is an ongoing part of being a teacher rather than something that only happens through formal courses. I believe teachers are lifelong learners because education is constantly evolving. New research, technology, teaching approaches, and the changing needs of pupils mean that we are always learning and adapting our practice.CPD is especially important in a primary SET setting, where pupils have a wide range of strengths and additional needs. Through CPD, teachers gain new strategies, learn about assistive technologies through courses like this one and share ideas with colleagues that can improve outcomes for pupils. It also encourages us to reflect on our own practice and consider what is working well and what could be improved. Cosán reinforces the idea that learning is a shared responsibility and that by continuing to develop our own knowledge and skills, we are better equipped to meet the needs of every child in our classroom. -
I have a student who is visually impaired. We get large-print textbooks and other nice supports from them, but I would like to use Narrator in Windows for her. She likes ‘Diary of a Wimpy Kid’, so I would design an activity where we deep-dive into one of the books, using Narrator to explore the content. she could take her favourite scene from the book, and using OneNote, illustrate and summarise what is happening in the scene. I would like her to give some background info and short character bios, explaining why she chose the scene and why she chose it. The teacher’s guide is very good for DOAWK, using Narrator, she will be able to navigate freely through many activities to help with this task.
https://wimpykid.com/wp-content/uploads/2022/11/DWK1TeachingGuide.pdf
I really like that quote
“How do we prepare our students for a world we cannot imagine?”
Of course the teacher is a lifelong learner. The world has changed so much since I started teaching over 25 years ago, and some of the tech advances were certainly not things I could have imagined back then. e.g. Interactive Whiteboards. Upskilling has been required many many times in my career, and has been invaluable. CPD is a necessary part of our profession, for sure.
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I really enjoyed reading your reflection. Your idea of using Narrator alongside a text your student already loves is both creative and meaningful. I also agree with your thoughts on lifelong learning—continuing to develop our skills through CPD is essential as technology continues to transform teaching and learning.
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Monita, I loved reading your reflection and found your idea to use the narrator tool inspiring as it is something that I could use in my own practice. While I don’t currently teach any children with a visual impairment, I am teaching in an Autism Class where a number of our children are minimally speaking or not yet speaking. The narrator tool is one that I can see myself using in my own classroom too.
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Hi Monita, I completely agree. Teaching has changed dramatically, especially with technology, and continuing to learn is essential if we are to prepare children for an ever-changing world. CPD gives us opportunities to develop new skills, reflect on our practice and stay relevant. After 25 years, your experience really highlights the value of lifelong learning
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I really like this, using Narrator to let her independently explore Wimpy Kid in OneNote is a great idea. I agree about that quote and CPD too. When we look back at how much classroom technology has changed over 25 years, staying a lifelong learner is the only way we can prepare them for whatever comes next.
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Part 1: For this activity I am focusing on a child with ASD in third class but with the educational ability of a senior infant. In an effort to be inclusive, the child will take part in an Oral language lesson with the full class based on sea lions. I will then take the comprehension activity from the third class activity book and alter it using Immersive Reader. I will take three or four main points from the text, spacing the words and sentences in a clear way so the child can read them or follow along to a recording of my voice reading the text. The text will also be on a coloured background. Some pictures will supplement the text in order to spark interest and broader understanding. Key words will be highlighted in the text. The children will answer questions based on the text in two ways. There will be two tick the box questions to be answered where the child will have to use their computer mouse skills to select the correct answer and there will be two higher order questions that the child will answer orally using the audio. I will also use Share Point to reinforce learning at home. I will give a homework based activity on sea lions and use it as a platform to share information between the child and home as well as with their peers in their class.
Part 2: Cosán: The principles of Cosán highlight to us as teachers the importance of continued professional development. Someone once said to me “everyday is a school day”. I was young at the time and perhaps did not fully grasp what this adult meant. Now that I am older, and teaching a number of years, I can safely say I know exactly what that person meant. The world is forever changing and education must change with it. Unlike some other professions, perhaps, teachers (the humans!) are education. Our knowledge and experience shape the next generation. We have a responsibility to equip the nest generation with everything they need to live a fulfilled life and function in the society they are living in. As teachers, it is hard to keep up with the changes and developments that are out there, all we can do is our best to upskill, but we owe it to our students, and to the teachers who went before us and paved the way for us. It is also quite exciting and empowering to upskill and keep up to date with developments in our profession.-
Hi Ciara,
Thank you for sharing some of your thoughts around adapting the content and presentation of the 3rd class lesson for your selected pupil. Assistive technology can be so powerful in making learning more accessible and allowing children the opportunity to show what they know through a different medium. We can often speak about the ‘class level’ a certain child is operating at, but truth be told our curriculum is so broad that there are aspects that all children are performing above/below the class level on. For instance, this child might have strong listening comprehension skills but poor decoding which inhibits them accessing reading comprehension. The use of a tool like Immersive Reader can be so beneficial for children in similar instances.
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I enjoyed reading this posting and the reply from Eoghan. One of the things that came up for me in this module is just how teaching is changing and how the purpose of teaching is changing. As I enter my twenty-something year teaching I can safely say teaching has changed but then again so has the world that we teach in. I do wonder if in years to come we will be teaching “class levels” based on age. Advancements in technology are changing the how and what we teach. Maybe they are changing the why and who we teach as well…..
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I really liked how you focused on including the pupil in the full-class oral language lesson while still adapting the follow-up activity to meet their individual level and needs. The use of Immersive Reader, visuals, highlighted key words and audio gives the pupil different ways to access and understand the same topic as their peers. I particularly liked the idea of allowing the pupil to answer some questions orally, as this removes the barrier of writing while still allowing them to demonstrate their understanding. I also agree with your reflection on Cosán and the idea that “every day is a school day”. As teachers, there is always something new to learn, particularly with the development of technology and the changing needs of our pupils.
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Part 1: Office 365 Activity Design Reflection
For this activity, I designed a literacy support activity using Microsoft OneNote and Immersive Reader from the Office 365 suite for a pupil who experiences difficulty accessing written text independently. The aim of the activity was to support the pupil’s reading comprehension, confidence, and independence by providing alternative ways to engage with written material.
The activity involved presenting a short piece of age-appropriate text in OneNote, with the pupil using Immersive Reader features such as text-to-speech, adjustable text size, line focus, and picture dictionary support. These tools allow the pupil to access the same learning content as their peers while reducing barriers associated with reading difficulties. The pupil can listen to the text, follow along visually, and use the built-in supports to develop vocabulary and understanding.
This activity is relevant to the pupil’s individual learning needs as it promotes inclusion and allows them to work at their own pace. It also encourages greater independence, as the pupil can use these tools without relying solely on adult support. The use of Office 365 tools supports a Universal Design for Learning approach by providing multiple ways for pupils to access information and demonstrate their learning.
Part 2: Reflection on Cosán – The National Framework for Teachers’ Learning
Reflecting on Cosán, the National Framework for Teachers’ Learning, it is clear that teachers are lifelong learners who must continually develop their knowledge, skills, and understanding throughout their careers. Teaching is a profession that is constantly evolving, with new research, technologies, methodologies, and approaches emerging all the time. In order to provide the best possible learning experiences for pupils, teachers need to engage in ongoing reflection and professional learning.
Continuous Professional Development (CPD) is extremely important as it allows teachers to stay informed about current educational practices and develop the skills needed to meet the changing needs of their pupils. This is particularly relevant when considering digital learning and assistive technologies. Professional learning opportunities allow teachers to build confidence in using new tools effectively and ensure that technology is used purposefully to support inclusion and improve learning outcomes.
Cosán also emphasises the importance of teachers taking ownership of their professional learning and recognising the value of collaboration and sharing good practice. Learning from colleagues, attending courses, participating in workshops, and engaging in professional discussions all contribute to teacher growth and development.As teachers, we are constantly learning alongside our pupils. Being open to new ideas and willing to reflect on our practice enables us to adapt and improve. Lifelong learning allows us to provide more engaging, inclusive, and effective learning experiences for all pupils. Ultimately, CPD is not only beneficial for teachers’ professional development but also has a direct positive impact on pupil learning and achievement.
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Hi Dolores. Your OneNote and Immersive Reader design is a brilliant example of Universal Design for Learning in practice. Removing reading barriers to boost independence and confidence makes a massive difference for pupils who struggle with traditional text. Your reflection on Cosán is equally spot on. Teaching really is a moving target, and continuous professional learning, especially with evolving digital and assistive tools is vital for keeping our practice inclusive. You’ve highlighted perfectly how staying curious as educators directly enriches our pupils’ learning journeys.
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Part 1:
I have chosen a 3rd Class pupil with dyslexia who has a keen interest in Whales and also finds reading lengthy passages challenging.
Using Immersive Reader in Microsoft Word, I will provide the student with a short reading passage on Whales. The student will use the Read Aloud feature to listen to the text while following the highlighted words on screen. They can adjust the text size, spacing, and background colour to suit their preferences and use the Picture Dictionary to explore unfamiliar vocabulary. After reading, the student will answer a small number of comprehension questions orally independently. This activity is designed to meet the pupil’s individual learning needs by providing an inclusive approach that allows them to complete the task at a pace that suits them. It also supports the development of independence, as the pupil can use built-in accessibility features to access learning with less reliance on adult support.Part 2:
CPD is important because it helps teachers stay informed about new approaches and developments in education while supporting them in meeting the changing needs of their pupils. It allows teachers to develop confidence in areas such as inclusive teaching, digital learning, and new educational strategies. CPD also promotes collaboration and professional discussion, helping to create a supportive learning environment within schools. I believe that teachers are lifelong learners. The role of a teacher is constantly developing, with changes in educational research, technology, curriculum approaches, and the diverse needs of pupils. To continue providing meaningful and effective learning experiences, teachers must engage in ongoing professional growth and reflection.
Cosán highlights that teacher learning is a continuous journey that extends beyond initial teacher education. It encourages teachers to reflect on their practice, collaborate with others, share knowledge, and take part in professional learning opportunities that enhance their skills and understanding.
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I liked how your activity assists with developing independence through using AT, Shelley. Giving pupils the space to figure things out with these tools builds so much confidence over time. It really helps them move away from constantly asking for teacher help so they can just get stuck into their own reading with a lot more independence
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Part 1:
I designed an interactive reading comprehension activity on dinosaurs—specifically focusing on T-Rex and Triceratops—using Microsoft OneNote and Immersive Reader from the Office 365 suite. The activity was designed with a second class pupil with ASD in mind and features a short text divided into clear and manageable sections. Each section is paired with high-interest dinosaur images.
To accommodate the pupil’s reading fluency, each section is followed by simple multiple-choice comprehension questions, reducing heavy text demands. Using Immersive Reader, the pupil can access the many helpful support tools including the built-in Picture Dictionary and text- to- speech to assist with understanding.
This activity is suited to a second class pupil with ASD and reading difficulties. Through the use of Immersive Reader the child can focus on understanding the passage rather than struggling to read each word. It allows the child to learn at his or her own pace helping to build confidence and independence.Part 2:
Cosán reminds us that learning doesn’t end once we qualify. Each year pupils with different needs enter our classroom, so it is important to keep up to date with new strategies and digital technology.
For me, CPD is about reflecting on my teaching, trying new methods, and gaining in confidence. Developing as a teacher directly improves the daily school experience for the children I support.-
Lovely activity, Michelle. Dinosaurs never fail as a hook, and breaking the reading into short sections with the images alongside would make it so much more manageable for the pupil. Immersive Reader really earns its place here. A child who finds reading tiring or a bit frustrating can have the text read out to them, dip into the picture dictionary whenever they get stuck, and just work through it at their own speed. The multiple-choice questions are a smart call as well. You’re still checking if they’ve understood without asking them to create a big written answer. That last point about confidence and independence is the one that resonates with me. Often, it’s just a matter of giving a child a bit of breathing room, and then they can show you what they knew all along.
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I agree with the idea/problem that many teachers feel the learning stops when we get the job. The real elephant in the in the room is how to get teachers to engage with CPD meaningfully. This needs reflection on access/availability/cost/motivation and other barriers to CPD being meaningfully engaged with in may schools.
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https://docs.google.com/document/d/1s2Wyc_-1DDr7ttMrRLf7B_aIZsbMXyT0/edit
I was unable to copy my submission over from MS Word .
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Part 1: The activity I designed is for a 3rd class student who struggles with all aspects of literacy. His struggles have impacted on his confidence and his willingness to participate in class.
I used Microsoft PowerPoint, Microsoft OneNote, Microsoft Word and Kahoot to create a literacy lesson around Messi- my student’s favourite soccer player.
I created a short PowerPoint with three or four sentences on each slide as well as a picture of Messi in full action! I recorded my own voice reading the text. I used the accessibility button to check that everything looked good.
I then used the text from the PowerPoint slides to create a document in OneNote so that my student can read the text himself. Using Immersive Reader, the pupil can use
• the line focus tool to minimise the amount of text that he sees at any one time.
• The syllable function to help decode words such as Argentina and Miami.
• The text to speech function as needed.
In this way the pupil will be use Immersive Reader to scaffold his own reading and engagement.
With reading done the pupil will open a word document and use the dictate function to create his own sentences about Messi. We will use this for reading in our next lesson.
To finish the student will engage with a Kahoot quiz based on the information we covered in our reading. This is a fun way to check for understanding.Part 2:
Cosán is the Irish word for pathway and reflects the fact that learning is a lifelong journey. As we move to implement the New Curriculum Framework, work with new methodologies and introduce a foreign modern language in an age of incredible technological advancement and globalisation there can be no doubt but that teaching is evolving and so is the teacher.
It is incumbent on us teachers, as professionals, to stay abreast of changes in the world that we are preparing the children for. It follows therefore that we must continue to learn so that we can teach!
Cosán enables us to identify and pursue learning opportunities that are relevant to our own particular circumstances. In my case, I recognised that I needed to learn about digital technology within SEN teaching so I opted to do this course with TeachNet. Through organisations like TeachNet and the courses that they offer I feel that teachers have access to rich and varied learning opportunities. This too is key to Cosán.
CPD, whether in the form of Summer Courses, webinars or live meet-ups provides teachers with opportunities to reflect on their own practice, collaborate with others and engage in professional learning that they can take back to their own classroom. In this way CPD not only benefits me as teacher it ultimately benefits the children. -
I teach an 8 year old boy going into 3rd class diagnosed with severe dyslexia who has a deep passion for fishing, but experiences high anxiety and low confidence with written literacy tasks. I would use Microsoft OneNote (Class Notebook) with Immersive Reader, Dictate, and Lens Integration. Using a dedicated “Fisherman’s Log” notebook in Microsoft OneNote, he could create and maintains his own fishing journal. The template would include visual fishing fact cards, fish species guides, and tackle tips. Using Immersive Reader, he could listen to text read aloud at a comfortable speed, use the Picture Dictionary to click on unfamiliar words to see visual representations, and use Line Focus to reduce visual crowding. To log his own real or fictional fishing trips (describing the weather, gear used, and catches), he could use Dictate (Speech-to-Text). and freely express detailed, enthusiastic stories and descriptions verbally without getting stuck on spelling or handwriting mechanics. For a child with severe dyslexia, the physical demand of writing often blocks their ability to demonstrate knowledge. Dictation bypasses this barrier, allowing his rich vocabulary and interest in fishing to shine through.
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Part 2 –
As teachers, we quickly realise that qualifying is only the starting line, not the finish. Dylan Wiliam was so right when he said that teaching is so complex a craft that one lifetime isn’t enough to master it. Every year, we step into classrooms with new cohorts of students, evolving technology, updated curricula, and diverse learning needs. If our teaching strategies stay static, our pupils miss out.
Cosán captures this reality perfectly. Learning to teach is an ongoing journey of steady progress. We learn every single day through trial and error, by chatting with colleagues in the staffroom, trying out new digital tools, or reflecting after a lesson that didn’t go quite to plan.
CPD isn’t just about ticking boxes, attending mandatory webinars, or counting up hours to satisfy requirements. Meaningful CPD is about impact, how what we learn changes what happens in our classrooms and improves outcomes for our pupils.
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Well said Julie! We need to be mindful of how every school year is going to be different with diverse learning needs in our classroom, challenges along the way and this is where CPD and expertise in a given area comes into play and equips us with the necessary tools and strategies to deal with certain situations.
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Part 1
Hi Julie, I love your activity. It is very student-centred, giving the student the chance to develop their own learning targets.
My designed activity is for a 5th class student with dyslexia. This student struggles when reading aloud but has an inquisitive nature and wants to read to satisfy this passion.
To support this student withher reading, I would assign a weekly reading plan for six weeks on Reading Coach. This AI tool aims to help learners practise reading fluency. Through this tool, my 5th class student will read aloud one passage per day and then receive personalised feedback on her reading. The feedback includes pronunciation, accuracy, pace, and words she needs to practise again. This tool also allows the learner to work at her own pace.
Like Immersive Reader, Reading Coach offers adjustable features such as text preferences, text size, font, spacing, and themes to meet the student’s needs. There is also line focus, grammar options, and a picture dictionary. A key feature of the picture dictionary is that it provides the correct pronunciation when you click on any word. This is extremely helpful in building the student’s fluency, pronunciation, and vocabulary. Over time, my 5th class student will have the confidence to read in public.
Part 2
I agree with Cosán views that teachers are lifelong learners and should recognise that professional learning should have a positive impact on both teaching practice and students’ learning. It encourages teachers to engage in meaningful learning opportunities throughout their careers so they can continue to grow and respond to the needs of their students. In fact I believe CPD is crucial. Whether it is a workshop, a course, a peer support or a personal reflection, they are all essential to the growth of a teacher.Why? Every teacher is a learner. So it should be our responsibility and joy to develop our skills and reflect on our practice as often as possible. This will enable us to better support the students in our care and help them reach their full potential. Most importantly, it helps us hone our skills as teachers.
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I created a switch-adapted PowerPoint activity for a pupil with severe and profound disabilities and complex medical needs who is developing cause-and-effect skills, attention, and early communication. The pupil accesses technology using a single switch connected to a computer interface and benefits from highly motivating, familiar content.
The PowerPoint tells the story of a typical school day using real photographs of the pupil, classmates, and familiar classroom environments. Each slide contains a simple sentence, a photograph, and a recorded narration. The presentation is set to advance using a switch, allowing the pupil to independently move through the story at their own pace. Predictable repeated phrases and consistent layouts support engagement and anticipation.
This activity supports early literacy by exposing the pupil to print, spoken language, and meaningful visual supports. It also promotes independence, communication, choice-making, and switch-use skills. Using familiar experiences increases motivation and understanding, while the switch access ensures the pupil is an active participant rather than a passive observer.
The activity aligns with the principles of the SETT Framework by matching the tool (switch-adapted PowerPoint) to the student’s physical, communication, and learning needs. It allows the pupil to access age-appropriate literacy experiences in a way that is meaningful, accessible, and motivating.-
The activity I designed is geared towards at a fifth-class pupil who has dyslexia and finds answering comprehension questions difficult. Her difficulties with reading and comprehension can affect her confidence and willingness to engage in literacy activities in the classroom and the SEN setting. To support her engagement and comprehension skills, I designed a literacy activity based on Taylor Swift, who is her favourite singer.
I created text about Taylor Swift, followed by a series of comprehension questions based on the information presented. The activity was created to allow the pupil to practise identifying key information in the text, recalling details, and developing her understanding of what she had read.
To make the activity more engaging and motivating, I used Blooket to create an interactive quiz. The questions were based on the text and included a variety of comprehension skills. Using Blooket provides a fun and interactive way for the pupil to demonstrate her understanding without feeling that she is completing a traditional comprehension worksheet.
As the pupil has dyslexia, the activity was designed with accessibility and appropriate scaffolding in mind. The text can be presented in manageable sections, allowing her to focus on one piece of information at a time. The questions can also be read aloud or revisited when necessary, giving her additional processing time and reducing the pressure associated with answering comprehension questions.
Overall, the activity aims to develop the pupil’s comprehension skills in an engaging and supportive way. By combining an area of personal interest with digital technology and appropriate scaffolding, the activity gives the pupil an opportunity to experience success while developing her ability to understand and respond to questions about a text.
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This is a lovely way of tapping into a pupil’s interests, Máire. If she’s a Taylor Swift fan, she’s far more likely to want to read the text and stick with the questions, especially if comprehension is something she usually finds hard going. Blooket is a nice choice. It takes away that feeling of it being just another worksheet and gives her a different way to show what she’s understood. Breaking the text into smaller chunks and giving her the bit of extra time should take the pressure out of it as well.
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The principles of Cosán, the National Framework for Teachers’ Learning, emphasise that teachers are lifelong learners who continuously develop their knowledge, skills, and professional practice throughout their careers. Cosán recognises that professional learning can take many forms, including formal courses, collaboration with colleagues, professional reading, mentoring, reflection, and engagement in school-based initiatives. Central to the framework is the belief that teacher learning should have a positive impact on teaching practice and ultimately on student learning.
I strongly believe that teachers are lifelong learners. Education is constantly evolving, with new research, technologies, and teaching approaches emerging regularly. To meet the diverse needs of pupils, including those with additional educational needs, teachers must continue to learn and adapt. Continuing Professional Development (CPD) is therefore essential. It allows teachers to refine their practice, remain up to date with educational developments, and improve learning outcomes for their pupils. CPD also encourages reflection, collaboration, and professional growth, ensuring that teachers remain confident, effective, and responsive to the changing needs of their learners.
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Part 2
Cosán is a framework developed by the Teaching Council of Ireland to support teachers in their ongoing professional learning. Cosán inspires teachers to reflect on their experiences, learn new skills and continue developing throughout their teaching careers. Cosán is very flexible and aids teachers to engage in their own personal professional learning in a way that suits them. As a teacher of more than 20 years CPD is extremely important. As educators, we need to continually upskill and develop our knowledge and skills so that we can provide the best possible education for all pupils. Education is constantly changing and evolving, so it is important that we continue to learn, adapt and grow as teachers.
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Part 1
I designed this activity for a 5-year-old girl with autism and dyslexia who has a keen interest in dogs. The activity was created in Microsoft PowerPoint and uses Microsoft Immersive Reader to make reading more accessible and engaging. By incorporating a topic that the pupil enjoys, the activity aims to increase motivation, attention, and participation while supporting her individual literacy needs.The presentation contains simple, predictable slides featuring colourful images of dogs alongside short, repetitive sentences such as, “This is Bella. Bella likes to play.” Using Immersive Reader, the pupil can listen to each sentence being read aloud while the words are highlighted. Features such as increased text spacing, larger font, Line Focus, and syllable breakdown reduce visual overload and support decoding skills. The Picture Dictionary also helps the pupil understand unfamiliar words through visual supports.
To meet the pupil’s autism-related needs, the activity follows a consistent layout with minimal distractions, clear instructions, and visual supports on every slide. The predictable structure helps reduce anxiety and allows the pupil to focus on the learning task. Interactive activities include matching dogs to their names, identifying colours, counting puppies, and answering simple comprehension questions by pointing, choosing from picture options, or using the Dictate feature if verbal responses are preferred.
This activity supports the development of early reading, vocabulary, listening, and comprehension skills while promoting independence through accessible technology. It also reflects the principles of Universal Design for Learning (UDL), ensuring the pupil can access learning in a way that suits her strengths and needs. By combining assistive technology with a high
Part 2
Cosán encourages teachers to reflect on their practice, collaborate with colleagues, engage in professional learning, and continually develop their knowledge and skills throughout their careers. Rather than viewing professional development as something that only occurs through formal courses, Cosán values everyday learning through reflection, research, mentoring, and shared practice.I believe teachers are lifelong learners because education is constantly evolving. New research, teaching methodologies, technologies, and educational policies require teachers to continually adapt their practice to meet the changing needs of their pupils.
The Cosán Framework highlights the importance of professional values, relationships, and collective responsibility. Working collaboratively with colleagues allows teachers to share expertise, reflect on practice, and develop innovative approaches to meet the needs of pupils. This collaborative culture is particularly valuable in my setting (special school), where teamwork is central to supporting pupils’ educational, social, emotional, and communication needs.
Overall, the Cosán Framework reinforces the idea that effective teaching requires continuous learning and reflection. I work in a special school, where pupils’ needs are varied and often complex, CPD is not simply beneficial—it is essential. By engaging in lifelong professional learning, teachers remain responsive, reflective, and confident practitioners who can provide high-quality, inclusive education and help every pupil reach their full potential.
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This is a lovely example of matching the activity to the child Lisa, rather than starting with the tool first. The dog theme is a great idea, especially if it’s something she already loves, as that interest could really help with attention and motivation. I like the simple, repeated sentences too. For a young child with autism and dyslexia, this type of predictable structure can make the task easier to access. The fact that the words are being read aloud and highlighted at the same time within Immersive Reader would be a huge support to your target pupil. The consistent slide layout is a good choice as well. Too much going on visually can be overwhelming, so keeping it clear and familiar from slide to slide should help her focus on the reading. I also liked the mix of activities, especially matching, counting, and choosing from picture options. It gives her different ways to respond without everything depending on spoken or written answers.
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I really enjoyed reading your reflection Lisa particularly the way you have designed the activity around the pupil’s interest in dogs. I think this is a great example of how assistive technology can be most effective whether it is combined with something that is meaningful and motivating for the individual child. The predictable structure and visual supports also seem particularly appropriate for supporting the pupil’s autism while the Immersive Reader features provide opportunities to address her literacy and decoding needs.
I also like the reference to Universal Design for Learning. Providing different ways for the pupils to access information and demonstrate their understanding such as listening, pointing, selecting pictures or using Dictate allows the technology to support the pupil rather than the pupil having to adapt to one method of learning. This is something I think is particularly important when considering assistive technology.
I also agree with your comments about Cosán and teachers being lifelong learners. Your point that professional learning happens through collaboration reflection and shared practice as well as through formal courses really resonated with me. In my own practice working with pupils who are deaf or hard of hearing means continually developing my knowledge of technology and considering how it could be adapted to improve access to communication and learning. This module has reminded me that CPD is most valuable when we can take what we learn and apply directly to the needs of individual pupils.
I think your final point is particularly important CPD is not simply beneficial when working with pupils with diverse and complex needs, it is essential to ensure that our own practice remains responsive inclusive and learner centered.
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I really liked how you used the pupil’s interest in dogs to make the activity engaging and meaningful for her. I think the predictable layout and repeated sentence structure are particularly helpful for supporting her autism and reducing distractions. The use of Immersive Reader is also a great way of making the reading more accessible while still encouraging independence. I also liked that you included different ways for her to respond, such as pointing, choosing pictures or using Dictate. This links really well with UDL, as the pupil is given different ways to access the learning and show her understanding. Your reflection on CPD also highlights how important collaboration and ongoing learning are in a special school setting.
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<p class=”isSelectedEnd”>I agree, particularly when working with pupils with additional needs. There is more and more being shared by the neurodivergent community about their experiences, and I think it is really important that we are open to learning from this and continually striving to improve our practice based on what we learn.</p>
<p class=”isSelectedEnd”>Being responsive and reflective is so important because our understanding is always developing. I also think teaching in this area is very much a team environment. As the teacher is leading the team, it is important that they keep their own learning up to date and share this learning with the whole team. This helps everyone to develop their understanding and work towards providing the highest quality support and learning opportunities for the pupils.</p>
For me, this links closely with the idea of lifelong learning. We cannot assume that what we have always done is necessarily what is best. We need to remain open to new knowledge, listen to different perspectives and reflect on our practice so that we can continue to improve the experience and outcomes for our students.
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Part 1:
I have chosen a Twinkl Comprehension for 5th class pupils in SEN with Dyslexia but are keen footballers and love all things World Cup related.
‘Exploring the 2026 Men’s World Cup Through Reading’.
Learning Objectives:
To develop reading comprehension skills by identifying key information from a text.
To answer questions using evidence from a written source.</span>
To use digital tools to support independent reading and understanding.
Begin by discussing what pupils already know about the World Cup and introduce key vocabulary such as tournament, host country, and competition.
Pupils access the reading comprehension text digitally and use Immersive Reader to support their understanding. They can use features such as read aloud, text spacing, line focus, and changing background colour to make the text easier to access. Pupils then complete the comprehension questions, using the text to locate and explain their answers.
Discuss the answers in the small group setting and encourage pupils to share how different features helped them understand the text. Reflect on how technology can remove barriers and support different learning needs.
Assessment through pupil responses, class discussion, and observation of how effectively pupils use strategies and digital supports to access the text.
Link to Twinkl Resource:
https://www.twinkl.ie/resource/the-mens-world-cup-2026-reading-comprehension-ca-en-1763125105
Part 2:
The Teaching Council recognises that high-quality teaching depends on teachers engaging in continuous professional learning. Teachers develop their knowledge and skills through activities such as courses, conferences, collaboration with colleagues, and professional reading. To support and recognise this lifelong learning, the Teaching Council introduced ‘Cosán’, a national framework for teachers’ learning. It reflects the idea that professional development is an ongoing journey of growth rather than a final goal. CPD is important as it helps teachers stay informed about changes in education. It supports the development of skills in areas such as inclusive practice, digital learning, and new teaching approaches while encouraging collaboration and reflection. In my twenty years of teaching I have seen teachers are lifelong learners with the profession constantly changing through new research, technology, and curriculum development. This ongoing professional growth enables teachers to adapt their practice and provide meaningful learning experiences for all pupils.
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I really liked the idea of using the World Cup to support reading comprehension, especially as it is based around something the pupils are already interested in. I think this would help to keep them motivated and engaged with the reading task. The use of Immersive Reader is also a great support for pupils with dyslexia, as they can choose the features that work best for them. I particularly liked the idea of discussing which features helped each pupil, as this encourages them to become more independent in choosing strategies that support their learning. The link to UDL is clear, as pupils have different ways to access and understand the text.
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Part One:
I’m designing an upcoming SESE lesson on early transport with one of my pupils in mind who has expressive language difficulties. He usually understands the concepts really well, but when it comes to writing things down or speaking up in front of the class, he gets overwhelmed trying to find the right words and just freezes up. For this task, I’m planning to have him use Microsoft Dictate in Word on an iPad with a headset. Instead of struggling with handwriting or feeling put on the spot, he can just talk through his thoughts in short, manageable chunks at his own pace. The speech-to-text will capture his ideas on the screen as he speaks, and then he can use the read-aloud feature to listen back to what he said and tweak it if he wants to.
It’s a simple way to build in Universal Design for Learning (UDL) by giving him another way to show what he knows. Removing the stress of writing should help him work much more independently and share his knowledge without feeling singled out.Part 2:
Looking at Cosán, it really reinforces the idea that we never stop learning as teachers. Education is constantly shifting—whether that’s new curriculum developments, emerging tech like AI and assistive tools, or finding better ways to make mainstream classrooms genuinely inclusive. If we want to keep up and give our pupils the best support possible, we have to stay curious and open to fresh ideas. Being a lifelong learner isn’t about collecting certificates or ticking boxes; it’s about reflecting on what’s actually happening in our classrooms day-to-day. When we try out new strategies, tweak how we use tools, or chat through ideas with colleagues, we’re constantly refining our practice. CPD gives us the space and confidence to do that, making sure our teaching stays relevant, practical, and meaningful for every child we work with. -
<u>Part 1 – Designing an Activity Using Microsoft 365</u>
For this activity, I would use Microsoft PowerPoint to support a pupil without moderate sensorineural hearing loss who also experiences difficulties with literacy and vocabulary development. The aim would be for the pupil to create a simple e-book based on the topic or story of their choice. That music will contain a small amount of text on each page supported by pictures and carefully selected vocabulary.
Once the e-book has been created the pupil could use Immersive Reader to support them in leading their own text features such as Read Aloud, the Picture Dictionary and text spacing could help the pupils access unfamiliar vocabulary and develop their understanding of new words. The visual supports would also be particularly beneficial as the pupil’s hearing loss may make it more difficult to access information presented primarily through listening.
The activity is designed to give the pupil an opportunity to experience successful reading while also developing vocabulary and confidence. By creating their own e-book, the pupil has ownership of the content and can work on an appropriate level. The use of technology therefore provides additional support without lowering the learning expectation.
<u>Part 2 – Cosán and Lifelong Learning</u>
The principles of Cosán have made me reflect on the importance of teachers being lifelong learners. Education is continually changing particularly with the development of digital technologies and assistive technology, so teachers need to continually develop their knowledge and skills. CPD is therefore important to ensure that teachers can provide appropriate and effective learning opportunities for all pupils.
This module has been a good example of the value of CPD for me I was now previously aware of some of the accessibility features available within Office 365 particularly the Picture Dictionary and Dictate functions in Immersive Reader. Exploring these tools has encouraged me to think about how they could be applied within my own practice to support individual pupils and remove barriers to learning.
I believe effective CPD should be ongoing relevant and connected to the needs of both teachers and learners. It should encourage teachers to reflect on their existing practice, explore new approaches and then apply their learning in meaningful ways. As technology continues to develop teachers need to remain open to learning and adapting their practice. For me being a lifelong learner is an important part of ensuring that the needs of individual pupils continue to be recognised and supported.
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Module 3
We looked at ipad accessibility features to help include a diverse range of learners. We examined the barriers to learning and how to choose specific AT to overcome these barriers. We looked at the UDL framework which is set of principles that creates a blueprint for goals, making materials, assessment on an individual basis.It allows choice and variety for engagement , it promotes inclusion and equal opportunities. We looked at the Inclusive Ed pyramid and AHEAD to access tools for inclusion.We looked at Cosán pathway and how teachers are active in their learning journey and have autonomy in their choice of EPV and professional growth. Teacher courses and workshops are available in individual or collaborative learning. We looked at schools that use ipads and other tools to promote a blended learning classroom. The use of station teaching gives the children an independent learning opportunity and the teacher the flexibility to work with different groups or individuals.We looked at recording voice memos, subtitles, readerview, guided access, closed captions , mono audio, siri dictate, auto correct, speak screen and voice over features. I am looking forward to exploring Apple Teacher Education Community and the Microsoft Educator Platform to get the most from ipads and AT in SET.
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I would use Microsoft Word & Dictate function to create a sequencing activity for a young learner (7-10) years.
I would pre teach language of sequencing (first, next, then, finally) and provide these prompt words.
We would also practice stretching our sentences (to include adjectives, etc).
Student would then use dictate function to record sentences and share via teams with teacher.
https://docs.google.com/document/d/1k0Bbjwy-AOVPVHNu1IfAx0BJBZMDz1SLmDFBfWvpMhk/edit?usp=drivesdk
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I would use Microsoft Word & Dictate function to create a sequencing activity for a young learner (7-10) years experiencing significant fine motor difficulties.
The activity could be used to demonstrate the learner’s understanding and use of langue of sequencing in context.
Repeating the exercise at the beginning and end of a short module would be useful in terms of assessment and for purposes of a digital portfolio to share with home.
The activity could also be differentiated to remove the cue/key words as visual prompts to assess if the child can recall and use the word in chronological order.
In tandem with language of sequencing the activity could also be used to teach vocabulary. The dictate feature would allow the student to produce ‘stretchier’ sentences (for example, he has seeds can be stretched to become the little boy is planting some sunflower seeds).
Providing this opportunity to respond to text and demonstrate learning speaks to UDL principals. It acknowledges both the learners challenges and capabilities and tweaks an exercise to adapt to both.
It also makes assessment, recording and feeding back to parents much more straightforward from a teacher perspective.
I would pre teach language of sequencing (first, next, then, finally) and provide these prompt words.
We would also practice stretching our sentences (to include more complex adjectives and richer sentence structure, etc). The student can listen back to own recordings and self assess. Are there other words which might be a better fit here? It gives opportunity or student to edit and re record own work,
Student can also share via teams with teacher.
https://docs.google.com/document/d/1k0Bbjwy-AOVPVHNu1IfAx0BJBZMDz1SLmDFBfWvpMhk/edit?usp=drivesdk
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Part II Cosán
Cosán primarily promotes the idea that teachers are lifelong learners. It encourages teachers to keep their skills and knowledge current and in line with developments in education. It also points out the importance of continuous assent and reflection on our own practice.
I think CPD it’s important to embrace because it diminishes the fear many teachers fear of change and new ideas and tools. Education is changing rapidly. Particularly in relation to SEN – current thinking, best practice, terminology changes all the time. It can daunting and without engagement in CPD teachers can be left to feel incompetent and open to cynicism and quiet quitting.
This is especially felt with regard to AT and digital literacy, which has become a requirement of teachers without really having been given adequate training.
CPD is a way to quieten those doubts and negative noise and embrace both experience and learning.
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The activity that I chose is a visual storyboard and voice journal to document a baking lesson – making cookies. The target student is an autistic and dyslexic student who is in 3<sup>rd</sup> class. He is a visual learner and benefits from visual structure, reduced text fatigue, and alternative expressive outlets.
The Microsoft 365 Tool I will use is Microsoft PowerPoint (integrated with audio recording and accessibility features). I will ensure that there is a structured visual layout. I will provide a pre-formatted PowerPoint template featuring predictable, comic-strip style grids (3 to 4 boxes per slide) to support autistic routines and clarity. It will outline the utensils needed and the ingredients required to make the cookies. I will use soft, low-contrast background colours to minimize visual stress and help prevent text distortion for dyslexic learners.
Instead of relying on text paragraphs, the student uses PowerPoint’s built-in Icon and Stock Image library to sequence the baking lesson (measuring, weighing, baking eggs, sieving flour, mixing, pouring, making cookie balls and placing them in the oven).
I will use the audio recording feature whereby the student records short verbal explanations or thoughts directly onto each slide. The student can also use Dictate (Speech-to-Text) if he prefers to add short keyword captions without spelling anxiety.
In the past, the children have engaged in this lesson using a paper tick sheet and pencil. I would like to extend it this year by using AT. It is an example of a low-pressure, visually structured PowerPoint activity that empowers autistic and dyslexic students to demonstrate knowledge and share narratives using icons, images, and voice recordings. It bypasses traditional writing barriers while maintaining clear, predictable routines.
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I really like this idea especially using the photos and voice recording instead of relying on written work. I think it would work really well with some of my pupils too as a lot of them respond much better to visual activities and familiar routines. I also like that the child is still working on literacy but without the pressure of having to write everything down. I hadn’t really thought about using PowerPoint in this way before. The voice recording and Dictate features could be a great way of giving some of our pupils more independence and letting them show what they actually know.
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I designed this activity for a junior infant pupil who has some difficulties with early literacy and benefits from visual supports and repetition. I created the activity using Microsoft PowerPoint and Immersive Reader. I chose a familiar topic, animals, as I think using something that children are interested in can help keep them engaged and motivated. The activity includes simple sentences about different animals, with pictures to support the meaning of the words. Immersive Reader can be used to read the sentences aloud, allowing the pupil to hear the words while also seeing them highlighted on the screen. The pupil can also use features such as Picture Dictionary, Line Focus, larger text and increased spacing if these are helpful. I included simple activities such as matching animals to their names, identifying sounds and answering basic questions about the pictures and sentences. The activity is designed to be straightforward and predictable so that the pupil can work through it at their own pace. I think this activity would help support the pupil’s early reading, vocabulary and comprehension while also giving them more independence. It also shows how tools that are already available in Microsoft 365 can be adapted to support individual learning needs.
Part 2:
I think teachers are definitely lifelong learners because there is always something new to learn. Children have different needs, abilities and interests, so we cannot expect the same teaching approaches to work for every pupil. As teachers, we need to continue developing our knowledge and skills so that we can provide the best possible support for our pupils. I found the Cosán framework interesting as it highlights the importance of reflecting on our own practice and continuing to develop throughout our teaching career. Professional learning does not only have to come from completing formal courses. It can also happen through talking to colleagues, sharing ideas, reflecting on lessons, trying new approaches and learning from our own experiences in the classroom. I think CPD is particularly important as education is constantly changing. New technology, teaching strategies, research and approaches to inclusion mean that teachers need to keep up to date. For example, through this course I have learned about different assistive technology tools that I was not very familiar with before. Overall, I think CPD helps teachers to become more confident and reflective in their practice. It also benefits pupils because the more we learn as teachers, the better we can adapt our teaching to meet their individual needs.-
Hi Niamh,
Thank you for your post and your engagement throughout the module – I think you have made a really interesting and important point around professional learning. Cosán recognises the centrality of professional learning for us – however, it is often not formal courses that provide the deepest or most transformational learning. The discussions with our colleagues around challenges in our classroom and brainstorming solutions can promote the kind of reflection that leads to changes in our practice and improved learning experiences for our children.
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Part 1 – Digital Activity
I would use Microsoft PowerPoint to create a simple phonics activity for a Junior Infant who is finding early literacy difficult, particularly recognising letters and sounds and writing words independently.
The activity would be based on a familiar topic such as animals. Each slide would have a picture, the animal’s name and an audio recording of the word. The child could listen to the word, identify the first sound and then have a go at recording the word.
I would use pictures, audio and clear instructions to support the child. They could also use features such as speech-to-text or predictive text if they found writing difficult. This would allow them to show what they know without writing becoming a barrier.
This links to UDL, as it gives the child different ways to access and take part in the activity.
Part 2 – Cosán, Lifelong Learning and CPD
I think teachers are lifelong learners because there is always something new to learn. Every class and every child is different, so teachers need to keep developing their skills and trying new ways of supporting their pupils.
CPD is important because it gives teachers the opportunity to learn about new ideas, resources and approaches that can be used in the classroom. This is particularly important when supporting children with SEN, as their needs can be very different.
I think CPD is most useful when teachers can take what they have learned and use it in their everyday teaching.
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Part 1:
For this activity I would use Microsoft Word and Immersive Reader with one of my school leavers who has mild general learning difficulties and finds reading and decoding challenging. I have students who can understand and talk about a topic really well when it is discussed with them, but when they are faced with written instructions, they can become frustrated or lose confidence.
I would create a simple, practical activity based on something they might need to do in everyday life after leaving school. For example, I could create a shopping list with pictures and simple written instructions. The student could use Immersive Reader to listen to the words being read aloud and use the picture dictionary if they come across a word they don’t recognise.
The main aim would be to help the student access the information independently rather than relying on an adult to read everything for them. I could also gradually encourage them to recognise some of the words themselves while knowing that the technology is there if they need it.
I think this type of activity is very relevant to my students because we are preparing them for life after school. Being able to access information, follow instructions and complete everyday tasks is really important. For me, technology is a way of helping students work around their literacy difficulties and become more confident and independent, rather than allowing their reading difficulties to prevent them from taking part.
Part 2:
I think Cosán is a good reminder that teaching is not something where we ever really stop learning. As teachers, we are constantly learning from our students, our colleagues and our own experiences in the classroom. This is especially true for me as a SEN teacher working with school leavers, as the needs of my students can be very different and I am always looking for new ways to support them.
I definitely think teachers are lifelong learners. Things are constantly changing in education, particularly with technology, new approaches to teaching and the different needs of students. What worked well a few years ago might not always be the best approach now.
I think CPD is important because it gives us the opportunity to learn new skills and ideas and bring them back into our classrooms. For me, CPD is most useful when it is practical and something I can actually use with my students. The recent focus on assistive technology is a good example of this. Learning about tools such as Immersive Reader has made me think more about how technology can help my students access information and become more independent.
CPD can also support SSE because it helps us identify areas where staff need to develop and can link directly to our school priorities. I think creating a culture where staff feel comfortable learning, sharing ideas and trying new things can only benefit both teachers and students.
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Part 2 “Teaching is such a complex craft that 1 lifetime is not enough to master it”.I totally agree with this quote,as a teacher since 1990.The principles of cosan the national framework for teacher’s learning affirm the value of teacher’s learning and acknowledge finally the full range of learning activities that teachers upskill in for their own benefit and for their students.In my personal journey CPD has played a yearly role over my 35 years in the profession.It’s reassuring to see the principles acknowledge teachers as autonomous and responsible learning professionals and recognising the importance of teacher’s having access to rich & varied learning opportunities.It’s refreshing to see that it’s a flexible framework and also facilitates teachers in identifying and pursuing relevant learning opportunities.On a personal note I think that there are so many courses available now for CPD that it can be hard to distinguish the quality and how research based the information is.CPD courses are also done during teachers personal time and at their own cost.It can be expensive and it’s rare that a school subsidizes these courses.Teachers goodwill can only go so far I feel,as someone who has spent years and years upskilling, enriching my knowledge to support the pupils on my caseload.I can remember in 1990 receiving my first CPD in introducing computers to the classroom.We received the books and did the course without there being any computers in the school at the time!!Funding CPD s needs to be looked at and perhaps a school deciding what CPD upskilling may be needed for the whole school for a particular year, separate to an individual teacher’s personal interests.
Part 1
Microsoft 365 tools offer a range of features that can make learning more accessible for pupils with dyslexia.I’m looking forward to using the Immersive Reader when I get back into school in September with a pupil with dyslexia who loves baking.Making Chocolate chip Cookies will be the recipe. I’ll open the recipe in Immersive Reader by clicking the Read aloud button.We’ll read it together encouraging her to follow along.Using features like highlighting key words & measurements we’ll customize it ie. increase font size,change font to comic sans as it’s easier for pupils with dyslexia to read, increase spacing,add visuals.I’ll pause and ask comprehension questions ex what ingredients do we need? How long do we need to bake the cookies?We’ll then gather the ingredients and begin baking together following the steps from the reader.The activity combines reading skills with practical skills so it’s enjoyable and educational and highly motivational.this will show her understand the relevance of reading in daily life.This activity will broaden her vocab,improve her comprehension and ultimately make reading fun.
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For my activity I created a simple reading activity in Word to use with Immersive Reader. I teach children with autism and Moderate Learning Difficulties (MLD), and some of our pupils are only starting to read or are just beginning to show an interest in written words and text. The activity uses very short and familiar sentences . The pupil can use Immersive Reader to listen to each sentence while following the words on the screen. I would also add simple pictures or symbols beside each sentence to help the pupil understand what the words mean. For some of our pupils, even looking at a page of writing can be difficult, so I think keeping it simple and using pictures alongside the text would work well. I would hope that over time the pupil might start recognising some of the familiar words themselves. It also gives them another way of accessing text without always needing an adult to read it for them.
Part 2
I definitely think teachers are lifelong learners. I know from working in special education that I am learning all the time. Every child is different and what works for one child might not work for another. CPD is important because it gives us new ideas and makes us think about how we are doing things in our own classrooms. This course is a good example because I have learned about features that were already available to me, but I didn’t really know how to use them. For me, this is what Cosán is about. We learn through courses and training, but we also learn every day from other teachers, SNAs, therapists and the children themselves. I think especially in special education, you are always adapting and learning as the needs of the children change.
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Hi Catherine,
Thank you for this post and for sharing your intended use of Immersive Reader to allow children in your class to engage with simple sentences. I really like your suggestion around including images that are linked to this – as emerging readers, it is so important that children in a special class notice the different forms of communication we have, and how the written word is merely an extension of the visual world they may be quite comfortable with. It can be a really nice ‘bridge’ for these children and reduce the cognitive overload that may come with just the written words.
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*Activity: 2D Shape Hunt and Sorting
Office 365 Tool: Microsoft PowerPointI chose a maths activity that will focus on “Space and Shape” and is designed for a non-verbal junior pupil. The activity will be created using PowerPoint and will use large, colourful pictures of basic 2D shapes, such as circles, squares, triangles and rectangles.
The pupil will complete simple activities such as matching the same shapes, choosing a particular shape from two or three options, and sorting shapes into groups. Pictures of familiar objects can also be included, for example, a clock for a circle or a window for a rectangle. This helps the pupil understand how shapes are used in everyday life.
As the pupil is non-verbal, they can respond by pointing, touching the screen, using eye gaze, a switch, or their usual communication devise AAC. Instructions will be short, clear and supported by pictures. The activity can be repeated regularly to help the pupil build confidence and remember the different shapes.
This activity is relevant to the pupil’s learning needs because it allows them to take part in maths without needing to speak. It develops their ability to recognise, match, sort and compare shapes while also supporting communication and independence. The activity can be easily adapted by making the tasks easier or more challenging depending on the pupil’s progress.
Part 2
Cosán, the National Framework for Teachers’ Learning, highlights the importance of teachers continuing to learn and develop throughout their careers. Teachers are lifelong learners because education is always changing. New technology, teaching methods, curriculum changes and different student needs mean that teachers need to keep improving their knowledge and skills.Continuous Professional Development (CPD) is important because it helps teachers stay up to date and improve their teaching. It gives opportunities to learn new ideas, reflect on their practice and share experiences with other teachers. CPD can also help teachers feel more confident and motivated in their work.
Cosán encourages teachers to take responsibility for my own professional learning. It is not just about attending courses or gaining certificates. It is about thinking about what I can learn and how I can use it to improve our teaching and support students.
Overall, I believe teachers are lifelong learners because there is always something new to learn. CPD helps develop professionally, respond to changes in education and provide the best possible learning experience for my students.
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What a brilliant, practical idea for a non-verbal pupil. I think PowerPoint is so underused for basic AAC integration, and using clear, everyday objects like clocks and windows makes abstract shapes so much more concrete for a junior child.
Allowing them to respond through whatever communication mode works best for them—whether that’s eye gaze, tap, or switch—really honors where they’re at and keeps them independent in their maths work.
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Part 1
Microsoft Word Activity: Duck Facts Page using Immersive Reader, Picture Dictionary, and Read Aloud.
Activity Link: https://holywell01-my.sharepoint.com/:w:/g/personal/fiona_holywelletns_ie/IQBKtNsRY-XsRo2rgvuGJO01AaSE1cZojGHZM-lC191Z2kI?e=KjynYqDescriptor:
I designed a simple “Duck Facts” activity in Microsoft Word for a 7-year-old autistic pupil in my class. He can blend and decode basic words, but experiences significant frustration and fatigue with manual handwriting.
Instead of writing with a pencil, he could type duck words into Word and use Immersive Reader’s Picture Dictionary. This would connect directly to how we use TD Snap, where he types a word and looks for the matching symbol. Finding the right duck image could really motivate him.
He could then use the Read Aloud tool to hear his sentences tracked with text highlighting, which would give him immediate reading feedback without feeling self-conscious. Building on his success with Edmark’s errorless multi-sensory approach, this tool could remove handwriting friction and use his passion for ducks to build sentence-building and reading confidence.This would be a guided activity led by an adult. I have included step-by-step instructions below and in the Word document’s Comments panel so SNAs or other adults would know exactly how to guide him through selecting pictures, using Immersive Reader, and writing sentences about his favorite images.
Instructions for Supporting Adult / SNA:
(Note: Instructions are also placed in the Word document’s Comments panel [Insert > Comment] so Immersive Reader only reads the student’s duck text aloud).
• Step 1: Open the document in Microsoft Word on the interactive whiteboard or laptop.
• Step 2: Read through the simple duck sentences together with the student.
• Step 3: Have the student select a target word from the text or choose their favorite word/sentence.
• Step 4: Guide the student to search for and insert pictures: Click Insert > Pictures > Online Pictures / Stock Images. Type the word into the search box, let him pick his favorite picture, and click Insert.
• Step 5: Launch accessibility tools by clicking View > Immersive Reader.
• Step 6: Click Reading Preferences (the book icon at the top right) and toggle Picture Dictionary to ON.
• Step 7: Encourage the student to click on individual words to view the TD Snap-style visual symbols, or press Play to hear the sentences read aloud with text tracking.
• Step 8: Prompt the student verbally, via typing, or using speech-to-text (Dictate) to write a sentence about his chosen picture.
• Step 9 (Extension): Repeat Steps 4–8 if the student wants to search for other duck pictures and write additional sentences about them. -
Part 1:
Using Immersive reader in Microsoft word I would compile a reading comprehension for a child in my class who has a specific interest in farms. This reading comprehension would relate to farm animals and their young babies. The use of immersive reader features would support the child with reading through the use of read aloud and picture dictionary to make connections. After reading the comprehension, there would be a number of questions related to the comprehension, multiple choice. The use of the line focus feature would be benefit here to help the child read one question at a time. Progressing on from this child’s learning, the use of a Kahoot quiz would further give an understanding of what the child already knows, and further support the direction of their learning.Part 2:
We are all lifelong learners and it is important to continue upskilling and sharing our ideas with each other which will only benefit the children in our classroom. The Cosán framework has fuelled and given structure to this belief. This structure encourages us as educators to collaborate with other educators, support new teaching strategies and most importantly reflect on what works for each of our students. I can only agree that CPD is important for me as a teacher so that I can share and gather new ideas for my own classroom. It allows me time to reflect on the best and most useful resources I can put into practice.-
Hi Orla,
Thank you for this post, particularly around outlining how Immersive Reader can enable children to engage with comprehension activities at an appropriate level. Often, a child might be considered to be struggling with comprehension, when decoding/fluency might actually be the root of the problem. Such tools can enable children to progress in other areas of literacy without having one deficiency preventing them from accessing other aspects of provision.
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assignment.docx
The activity I created uses Immersive Reader to make written content more accessible and engaging for a child with dyslexia. It helps with the student’s specific needs with decoding words, reading fluency and understanding written information. Immersive Reader provides helpful features such as Read Aloud, Syllable Separation, line focus and highlighting different parts of speech. This allows the dyslexic child to concentrate on meaning rather than using most of their effort to recognise individual words. The Read Aloud function supports connection between the written and spoken word and the line focus function enables the child to maintain their place and avoid becoming overwhelmed by a full page of text. By allowing settings to be adjusted the activity can be personalised to the child’s individual strengths and needs. This in turn leads to greater independence, confidence and participation.
Cosán recognises professional development as a continuous journey throughout a teacher’s career. I believe teachers must be lifelong learners because education is constantly evolving through new research, technologies, new curriculum and increasing pupil diversity. CPD enables teachers to update their knowledge, reflect on their current practice and develop inclusive approaches for students with additional needs.
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I agree teachers are lifelong learners which is quite evident on completing this training. The need to continoulsy learn and upskill is evident in the world we will live in with the evoloving world of technology. The tools that can make education more accesible for everyone and the resources that are available is great.
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## Part 1
### Microsoft Word Activity: Duck Facts Page using Immersive Reader, Picture Dictionary and Read Aloud
**Activity Link:** [Microsoft Word Duck Facts Activity](https://holywell01-my.sharepoint.com/:w:/g/personal/fiona_holywelletns_ie/IQBKtNsRY-XsRo2rgvuGJO01AaSE1cZojGHZM-lC191Z2kI?e=KjynYq)
### Descriptor
I designed a simple **“Duck Facts”** activity in Microsoft Word for a 7-year-old autistic pupil in my class. He can blend and decode basic words but experiences significant frustration and fatigue with manual handwriting.
Instead of writing with a pencil, he could type duck-related words into Word and use **Immersive Reader’s Picture Dictionary**. This would connect directly to how we use TD Snap, where he types a word and looks for the matching symbol. Finding the right duck image could really motivate him.
He could then use the **Read Aloud** tool to hear his sentences while the text is highlighted. This would give him immediate reading feedback without making him feel self-conscious. Building on his success with Edmark’s errorless, multisensory approach, this tool could remove the frustration of handwriting and use his passion for ducks to build sentence-building and reading confidence.
This would be a guided activity led by an adult. I have included step-by-step instructions below and in the Word document’s Comments panel so that SNAs or other adults would know exactly how to guide him through selecting pictures, using Immersive Reader and writing sentences about his favourite images.
### Instructions for Supporting Adult / SNA
*Note: Instructions are also placed in the Word document’s Comments panel (Insert > Comment) so that Immersive Reader only reads the student’s duck text aloud.*
1. **Open the document** in Microsoft Word on the interactive whiteboard or laptop.
2. **Read through the simple duck sentences** together with the student.
3. Have the student **select a target word** from the text or choose their favourite word or sentence.
4. Guide the student to **search for and insert pictures**: Click **Insert > Pictures > Online Pictures / Stock Images**. Type the word into the search box, allow him to pick his favourite picture and click **Insert**.
5. Launch the accessibility tools by clicking **View > Immersive Reader**.
6. Click **Reading Preferences** (the book icon at the top right) and toggle **Picture Dictionary** to ON.
7. Encourage the student to click on individual words to view the **TD Snap-style visual symbols**, or press **Play** to hear the sentences read aloud with text tracking.
8. Prompt the student verbally, via typing or using **speech-to-text (Dictate)** to write a sentence about his chosen picture.
9. **Extension:** Repeat Steps 4–8 if the student wants to search for other duck pictures and write additional sentences about them.—
## Part 2
### Reflection on the Principles of Cosán
Cosán is the Teaching Council’s framework for teachers’ learning and development. I think one of its important principles is **Professional Autonomy and Ownership**. Teachers know their own class best and can decide what to teach and how to teach it based on their knowledge of their students. We know our students’ needs, strengths and interests and can plan with these in mind. Having this ownership and autonomy, along with the responsibility that comes with it, can help a teacher to feel in control, responsible and motivated in their own learning.
Another important principle is **Flexible Learning**. Cosán recognises that teachers learn in different ways and that learning is not just about sitting and listening to someone. Teachers can learn through collaboration, reading articles, observing other teachers, trying things out and reflecting on their own practice.
Cosán also focuses on **Reflection-Driven Learning**, where learning is seen as a continuous cycle of planning, action and reflection. I think the reflection part is particularly important because it is through reflecting on what we have done and what we have learned that we can improve our teaching.
I do believe that teachers are lifelong learners. This is why reflection and continuous learning are so important. New research is constantly emerging, the world is changing and different students come into our classrooms with different needs. No two children are the same, so we are always learning and adapting.
Even after years of working in an autism class, I am still constantly learning with each new student. Every child is different, so I need to be open to learning how that particular child learns best and adapting my approach to meet their needs. This means I have to remain open to the fact that I will always have more to learn.
I also find that every course I do gives me a new spark. Sometimes it refreshes something I have learned before, and sometimes it gives me a completely new idea or a different point of view. I always think that even one new idea from a course can be valuable if it can make a positive difference in the classroom.
CPD is therefore very important because it gives teachers opportunities to continue learning and to bring new ideas into their practice. Even during this course, before I saw the assignment, I was thinking about how learning about simple tools such as **Immersive Reader, Picture Dictionary and looking up stock images online** has shown me that there are already tools available that I did not know about which can improve what I do.
For example, I have often put a poem or rhyme on the interactive whiteboard using PowerPoint and added my own images. Next year, I will be able to use some of the tools I have learned about to promote engagement in a different way. Even something as simple as asking a student to pick their favourite words using the Picture Dictionary means that they are hearing the word, seeing the image and engaging with it. This can help to reinforce the learning and can be much more engaging than simply listening to the poem or rhyme being read.
For me, this is what makes CPD so valuable. It does not always have to be about learning something completely new or complicated. Sometimes learning about a simple tool that is already available can make a real difference to what happens in my classroom.
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Hi Fiona,
Thank you for your post here. It is clear that the specific child you have chosen is one that you know very well. Understanding the child’s difficulties, such as that of fatigue when handwriting is so important when planning for the learning. Being able to find an alternative that allows them to engage in the activity, whilst maintaining focus and engagement can have benefits for this learning (And subsequent learning) as regulation levels may be optimal.
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I agree, particularly when working with pupils with additional needs. There is more and more being shared by the neurodivergent community about their experiences, and I think it is really important that we are open to learning from this and continually striving to improve our practice based on what we learn.
Being responsive and reflective is so important because our understanding is always developing. I also think teaching in this area is very much a team environment. As the teacher is leading the team, it is important that they keep their own learning up to date and share this learning with the whole team. This helps everyone to develop their understanding and work towards providing the highest quality support and learning opportunities for the pupils.
For me, this links closely with the idea of lifelong learning. We cannot assume that what we have always done is necessarily what is best. We need to remain open to new knowledge, listen to different perspectives and reflect on our practice so that we can continue to improve the experience and outcomes for our students.
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Part 1:
The below activity was designed for a pupil with dyslexia who has good oral language skills and can understand a text when it is read aloud, but finds decoding and producing written answers more difficult. The aim would be to allow the pupil to demonstrate their understanding of a reading comprehension text without their literacy difficulties becoming a barrier.For said pupil, I would create a short English reading comprehension activity in Microsoft Word. The pupil would first access the text using Immersive Reader, using the read-aloud function to listen to the passage rather than having to decode every word independently. I would encourage the pupil to use features such as line focus and text spacing where helpful, as these can make the text easier to follow.
After listening to the text, the pupil would answer five comprehension questions. Instead of having to write their answers, the pupil could use Dictate in Word to speak their responses. This would allow me to assess their understanding of the text rather than primarily assessing their spelling and handwriting, reflecting the UDL principle of providing flexible ways for pupils to access information and demonstrate their learning.I think this activity would be particularly useful because the technology is not changing the learning objective, but instead it is removing an unnecessary barrier to achieving it. It would hopefully help the pupil become more independent and confident while still working towards the same learning outcome as their classmates.
Part 2:
I definitely believe that teachers are lifelong learners. Teaching is constantly changing, whether through new curriculum developments, technology, research or the changing needs of the pupils in our classrooms. This module has reinforced for me that CPD is not simply about completing courses or collecting certificates; it should ultimately lead to improvements in our everyday practice.
I particularly agree with the idea from the module that teaching is such a complex profession that one lifetime is not enough to master it. I have found this myself through moving between different class levels and SET and mainstream settings. What works well for one pupil or class may not work for another, so continuing to learn and reflect is essential.The Cosán framework has made me think about professional learning as something that can happen through formal courses, but also through collaboration with colleagues, reflection on my own teaching and learning from experience. I think CPD is particularly important in SEN because new approaches and technologies can provide us with more ways to support pupils effectively. Ultimately, professional learning should have a positive impact on pupils’ experiences and outcomes, rather than being something we do simply to fulfil a requirement.
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Part 1 :
For one of my SET literacy lessons with a 3rd class student with dyslexia (poor decoding skills and reading fluency) , writing pace is slow, poor dexterity and low self –esteem, I would first of all establish what he is interested in learning more about. As he has such a keen interest in Athletics, I would show him a reading passage based on Famous Irish Athletes.
I would initially use Microsoft 365 with Immersive Reader, providing a short , dyslexia-friendly text about a few chosen athletes. In Immersive Reader, the student would learn how to increase text spacing, adjust text size, change the background colour, break words into syllables and use picture dictionary for unfamiliar words. He would then use Read Aloud to hear the text back for clarification.
The accessibility features on this platform are easy to navigate and offer choice also , allowing for greater independence and self-correction too leading to a boost of confidence.
I would prompt 5 quick fire questions for my student to focus on when listening to the read aloud and they would highlight the answers within the text as opposed to writing.
1. Where was the athlete born?
2. What sport do they compete in?
3. What is one achievement that they accomplished?
4. Did they face any challenges along the way?
5. What quality helped them succeed and reach their ultimate goal?
For the next part of the lesson, I would ask the student to click on Dictate in Powerpoint and say their answers aloud. The main focus is on expressing ideas , not looking for spelling errors!
As an extension to this lesson and to consolidate what they had learned , my student would create a simple Power point on My Irish Sporting Hero using Dictate to enter their answers .
Name:
Sport:
Biggest achievement :
Medals won:
Challenges they overcame throughout their sporting career:
Quality I admire:
Finally as a plenary to the lesson, I would add a short 10 min interactive Kahoot quiz to help summarise what they had learned. This would be based on simple multiple choice questions where my student would have the choice to read the questions aloud .Part 2: Cosán is the national framework for teachers learning in Ireland and it was developed to support teachers in their continuing professional learning throughout their teaching career. We have an important role to play in children’s educational journey which is why it is of paramount importance that we continue to up-skill and engage in meaningful CPD training that equip us with the tools needed to cater for our diverse classrooms, with different learning needs and to ensure that our school adopts an all inclusive environment.
We have the responsibility to continually develop our knowledge , skills and professional practice so that the students in our care get the best education and supports available.
It’s true to say that professional learning is an ongoing process throughout a teacher’s career especially now with new technological advancements , re-developed curriculum , more emphasis on STEM, SEN, digital learning and well-being initiatives. CPD is vital because effective teachers need to keep learning, reflecting and adapting to the changing needs of our students .
We as teachers are required to reflect on our daily practice and consider how we can improve our ways of teaching so that the learning is relevant , fun and engaging, allowing for better experiences and most importantly better outcomes for students. -
Part 1
i looked at a traditional daily use actity. For this activity I chose a second class pupil who has good oral language and lots of ideas but finds it difficult to organise and record these ideas in writing. I created a simple “My News” activity in Microsoft Word with prompts such as Who? Where? What happened? and How did you feel? to help the pupil organise their thoughts.The pupil could first talk through their news and then use Dictate in Word to record their ideas rather than having handwriting and spelling getting in the way. Once the piece was completed, we could use Immersive Reader to listen back to it together. Features such as line focus, text spacing and read aloud could help the pupil follow the text and notice anything that does not sound right.I think this would allow the pupil to concentrate more on sequencing, vocabulary and sentence structure while also helping them to become more independent. Over time I would gradually reduce the prompts as their confidence improved. I also like that the finished piece would still be the pupil’s own ideas and words, with the technology simply helping to remove some of the barriers to getting them onto the page.
Link to activity:
https://1drv.ms/w/c/71bbe056a93a2377/IQBa2eDzELWYTIv2xmmYHyu6AVaYL8yHiyrLU8Wg6gqj8_k?e=XnEdnWPart 2
I definitely think teachers are lifelong learners. Teaching changes all the time, whether through new curriculum approaches, technology, different pupil needs or simply through reflecting on what works and what does not work in our own classrooms.
I liked the idea in the Cosán framework that professional learning is a journey rather than something that is ever really finished. It also made me think about how much teacher learning happens informally. It is not always about attending a course. We learn through working with colleagues, trying something new with a pupil, sharing ideas and reflecting on our own practice.This course itself is a good example for me. I had used technology in SET before, but I had not realised how many accessibility features were already available within programmes such as Microsoft 365. CPD gives us the opportunity to explore these things properly and then decide what could genuinely improve learning for the children we teach. I think this is especially important in SET, where the needs of pupils can be so individual and we need to keep adapting what we do.
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Part 1:
I have designed a task for a 10 year old child in an Autism Class who loves to read but finds large bodies of text with no illustrations difficult to manage. He wants to read age appropriate texts but would benefit from larger font size, less text on a page and illustrations to support meaning.
The activity would be created using Microsoft PowerPoint and would present a story ofinterest to him in small, manageable sections. Rather than showing a whole paragraph on one slide, each slide would contain only one or two short sentences, with a relevant picture or visual symbol to support understanding. The student can move through the story at their own pace by clicking to the next slide. Each slide would use a consistent layout, large easy-to-read font, plenty of white space and minimal distractions. Key words could be highlighted to support comprehension and the narrator tool could also be used here to support the child in reading the text and to aid comprehension.
This activity is relevant to the student’s learning needs because it reduces the amount of text presented at one time while still encouraging independent reading. The predictable structure and visual supports can make the task feel more manageable and less overwhelming. It also allows the student to experience success with reading, which may increase confidence and motivation. As the student becomes more comfortable, the amount of text could gradually be increased.
Part 2:
I fully believe that teachers are lifelong learners. We need to keep up to speed with an ever-changing landscape within our schools – from advances in technology, changes in school dynamics, nurturing a more inclusive society, policy and curriculum changes, the list of changes happening on a frequent basis are endless.
One of the key principles of Cosán is that professional learning should be meaningful, relevant and connected to teachers’ everyday practice. Teachers need to constantly reflect on their own practice to ensure that we are constantly supporting the children in our schools, our school staff and communities and the changes happening in the education system and beyond. One of my favourite sayings is “when we know better, we do better” and I think this is very closely linked to the key principles of Cosán and of being a teacher.
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Ellen,
I love the idea of the pupil creating their own Power Point for their learning, they can be as creative as they want and it is individual to them, I give them a choice of topics in different areas to explore with a range of digital technologies. This can be done at different times throughout the day over a time span and they can then present to the class if they choose too or share to Microsoft class teams.
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I designed a literacy activity using Microsoft PowerPoint, Microsoft Word and Immersive Reader for an 11-year-old pupil in a special class for autistic pupils. The pupil benefits from visual supports, short structured activities, repetition and opportunities to use technology. He experiences difficulties with reading unfamiliar words, understanding longer instructions and independently producing written sentences.
The PowerPoint activity presents a familiar topic, the pupil’s school day, using short sentences and a simple word bank. The pupil works through different parts of the day, such as arriving at school, morning work and break. This familiar context is intended to make the activity meaningful and easier to understand.
The pupil can use Immersive Reader to listen to the sentences being read aloud while following the text. This reduces the barrier created by decoding unfamiliar words and allows the pupil to focus more on understanding the information. The pupil then uses Microsoft Word Dictate to say their own sentence rather than having handwriting or spelling difficulties prevent them from demonstrating what they know. Finally, they can listen back to their sentence using Read Aloud and complete a short comprehension check.
This activity supports the pupil’s individual needs by combining visual, auditory and verbal learning. It also promotes independence because the pupil can access many of the supports themselves rather than relying completely on an adult.
Part 2-
Cosán, meaning “pathway”, reflects the idea that teaching is a lifelong learning journey. I believe teachers are lifelong learners because education is constantly changing. New research, technology, teaching approaches, curriculum developments and the changing needs of pupils mean that teachers need to continually develop their knowledge and skills.
CPD is particularly important in Special Education because every pupil has individual strengths, needs and ways of learning. Continuing to develop professionally allows teachers to explore new approaches and find more effective ways of supporting pupils. This course has been a good example for me, as it has increased my knowledge of digital technologies and how they can be used to support pupils with SEN.
Cosán also highlights the importance of reflection, collaboration and taking responsibility for our own professional learning. CPD gives teachers opportunities to reflect on their existing practice, share ideas with colleagues and bring new strategies back into the classroom.
I think CPD ultimately benefits both teachers and pupils. When teachers continue to learn and develop, they become more confident and better equipped to remove barriers to learning. In my own practice, learning more about assistive technology has encouraged me to think more carefully about how digital tools can promote communication, independence, engagement and access to the curriculum for my pupils
file:///C:/Users/Mardi/Downloads/Office_365_Literacy_Activity_Student_A.pdf
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This activity is designed for a 2nd class child who experiences difficulties with literacy, particularly reading and spelling. They also have difficulty organising their ideas and remembering multi – step instructions. The child responds well to visual supports, short instructions, sentence starters and opportunities to use technology. She is more confident when she can demonstrate her knowledge verbally or through pictures rather than relying solely on written words.
Breaking the activity into small steps reduces the cognitive load and slows the child to experience success which will feed into her confidence. The use of visual prompts and sentence starters support language development, while speech to text and images provide the child with an alternative way of demonstrating their knowledge.
Activity:
1. the child will create a short PowerPoint presentation called My Amazing Animal. She will choose an animal they like and create 3/4 slides about this animal. The first slide will include the animal’s name and a picture. The following slide will contain simple facts such as where the animal lives, what it eats, how it moves, and one other fact that the child finds interesting.
2. To support this child, the teacher can provide a simple template with headings and sentences starts such as … My animal lives in…. It eats…. It can…. And an interesting fact is….. The child can use pictures or speech to text rather than having to type everything independently. The teacher can also provide the child with a word bank of associated vocabulary.
3. The child can finish by presenting their slides to the class or recording themselves speaking about their animal. This provides the child with an opportunity to develop oral language, communication confidence and presentation skills.https://drive.google.com/file/d/1Z8tgatsFFmLq4G1tVWSGChnBYyaUemAR/view?usp=drive_link
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Hi Julianne,
This is a great activity that targets any student who has difficulties with reading and spelling. I really like that you have considered what works well for your student and have included different techniques to support her learning. This activity does not confine her to writing only but instead gives her opportunities to show her knowledge verbally and through pictures. This is a thoughtful way to build her confidence while allowing her to demonstrate what she knows in a way that suits her strengths.
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Part 2: I believe teachers are lifelong learners because there is always something new to learn, improve or reflect on. From reading about Cosán during the course, it has helped me understand that professional learning is not just about completing courses, but about developing as a teacher through reflection, collaboration and experience. CPD is important because it keeps teachers up to date with new approaches, technology and the changing needs of children. Personally, I see CPD as an opportunity to build my confidence, learn from others and improve my teaching practice. Continuing to learn allows me to become a more effective and reflective teacher.
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Julianne,
I totally agree with you that CPD is all about becoming a more effective and reflective teacher. I like how you highlighted that professional learning is not just about completing courses, but also about reflection, collaboration and experience. CPD gives teachers the opportunity to keep improving their practice, respond to the students’ changing needs, and build confidence through their own ongoing learning.
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