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After reading Redesigning Education: Meeting the Challenges of the 21st Century, I’ve been thinking a lot about how to better prepare my students for the world they’re stepping into. One of the key 21st-century skills that really stood out to me is critical thinking, the ability to think clearly, question ideas, solve problems, and make good decisions. It’s a skill that’s important no matter what career or life path they choose.
In my classroom, I’m going to focus more on real-world, problem-based learning. That means giving students open-ended tasks without one “right” answer like tackling local issues or exploring big topics such as artificial intelligence and climate change. I also want to include more class discussions where students respectfully challenge each other’s thinking and build confidence in sharing their own views. Through regular reflection and project work, I hope to help them grow into more thoughtful, independent learners who are ready for the future.
Totally get where you’re coming from! I’ve been using Google Workspace for ages too, but honestly, I wasn’t using half of what it can actually do. Like you, I thought I had Docs and Slides figured out, but this course really showed me some handy tricks. The idea of using templates is such a game changer, I used to just have the kids open a blank doc every time, but having something set up already makes everything so much easier. They know what to do, and it saves loads of time. I’ve started making simple templates with spaces for answers, instructions, all that and using the “make a copy for each student” in Classroom is just brilliant. I can’t believe I wasn’t doing that before! Definitely going to keep using that idea from now on, both for the kids and to keep myself organised too.
Over the last few years, I’ve found myself using Google Workspace more and more in my teaching, and honestly, I can’t imagine managing my classroom without it now. Tools like Google Slides, Classroom, Meet, and Groups have made it so much easier to connect with students, keep things organised, and make learning more engaging both in school and at home.
I’ve recently started creating short interactive stories using Google Slides. It’s a fun way to bring topics to life and gives students a chance to explore learning at their own pace. You can add links, videos, and even questions, so it’s not just a presentation it becomes part of the learning. It’s also really easy to share with the class through Google Classroom. Below I created a link to a digital story with interactive activities aimed at junior/senior infants.
https://docs.google.com/presentation/d/1ocBEu6VuFoTxnw1hltK2-fz-dZE9MPBIXuxD-9h69OM/edit?usp=sharing
Google Meet has been great for quick check-ins, group discussions, and even helping students who are out sick or need extra support. Using Groups has made it easier for small student teams to work together, especially when doing projects or peer feedback.
Looking back due to online learning during COVID, these tools have helped me move towards a more blended learning approach mixing face-to-face teaching with online resources. It gives students more flexibility, and I can tailor things a bit more to suit different needs. Going forward, I plan to keep using and improving how I use these tools. They’re user-friendly, and most importantly, they help keep students engaged and included no matter where they’re learning from.
Using a Google Forms survey to gather student voice on anti-bullying is a really smart approach, especially for tough topics like this. Being able to spot where students feel unsafe or unsure about reporting incidents gives you clear areas to focus on. It’s great how you’re using the data to support the Bí Cineálta policy making sure it’s based on real student experiences makes the policy more meaningful and effective.
I also like the idea of running surveys like this multiple times throughout the year. It’s a good way to track progress and keep students engaged in the conversation, which is so important for sensitive issues. This approach definitely helps create a safer, more open environment.
After reading Dylan Wiliam’s Formative Assessment and Self-Regulated Learning, I’ve realised I rely a bit too much on end-of-unit tests (Assessment of Learning). While they show whatfter reading Dylan Wiliam’s Formative Assessment and Self-Regulated Learning, I’ve realised I rely a bit too much on end-of-unit tests (Assessment of Learning). While they show what students know, they don’t always help them grow. Wiliam makes a strong case for using formative assessment (AfL) regularly to help students take more ownership of their learning. It’s about giving feedback that actually helps them improve, not just grades.
In September, I’m planning to use more AfL strategies, like quick quizzes, exit tickets, and student self-reflections. I also want to encourage peer feedback and goal-setting. I’ve created a short Google Form to check students’ reading skills and confidence levels at the start of term. It gives me a snapshot of where they’re at and helps them think about their own learning. I’ll reuse the same form later in the term to show progress and plan next steps.
Absolutely agree with you. Collaboration is such an essential skill for pupils to develop early on. I love your idea of using a real-life maths task like a bake sale to bring those skills to life. It’s hands-on, practical, and really makes the learning meaningful. The fact that they have to budget, make decisions as a team, and think about profit makes it so much more engaging than just solving textbook problems. Plus, they’re learning to listen to each other, share responsibilities, and work through any disagreements—which are all key skills they’ll use well beyond the classroom. I also like how they’ll present their work in a Google Doc with pictures that adds a nice tech and creativity element. Activities like this are such a great way to make maths feel relevant, and collaboration becomes a natural part of the process. Definitely something I’d like to try with my own class too!
Absolutely agree with you. Collaboration is such an essential skill for pupils to develop early on. I love your idea of using a real-life maths task like a bake sale to bring those skills to life. It’s hands-on, practical, and really makes the learning meaningful. The fact that they have to budget, make decisions as a team, and think about profit makes it so much more engaging than just solving textbook problems. Plus, they’re learning to listen to each other, share responsibilities, and work through any disagreements—which are all key skills they’ll use well beyond the classroom. I also like how they’ll present their work in a Google Doc with pictures that adds a nice tech and creativity element. Activities like this are such a great way to make maths feel relevant, and collaboration becomes a natural part of the process. Definitely something I’d like to try with my own class too!
That’s such a great point, Alex! I completely agree, Google Classroom has become so much more than just a place to post worksheets since the Covid days. It’s brilliant for keeping everything organised and helping students take more responsibility for their learning. I love how easy it is to post reminders, share resources, and give feedback quickly.
I teach in a DEIS Band 1 school, so not all of our students have access to devices at home. That’s why having Chromebooks available in school is such a big help. It means all students still get the chance to engage with digital learning during the school day. We also use them for differentiation, and like you said, it’s great because the kids are so used to using them that no one notices who’s doing what, they’re just getting on with their own tasks.
From an SSE point of view, it’s really useful for tracking engagement and helping us reflect on what supports are working best.Using tools like Google Classroom and Google Drive in the classroom has loads of potential, even with younger kids. While they might not be able to use everything on their own just yet, these tools are still really helpful for teachers. You can post assignments, share worksheets or videos, give feedback, and keep everything in one place which definitely makes things more organised and less stressful.
It also makes it much easier to work with SET and SNAs because you can share files, assessments, or student progress instantly without needing to print or chase people down. Everyone’s on the same page, which really helps when supporting pupils.
From a (SSE) point of view, using these tools means teachers can track how things are going more easily and reflect on what’s working. It also helps build more consistent teaching and assessment across the school, which is great for improving learning and sharing good practice.
https://classroom.google.com/c/NzcxMDQyMzM1MzQ0/a/NzcxMDQyNTg2Njk3/details
I totally agree with you Niamh, Google Sheets is such a handy tool, especially in a junior classroom where something like Google Classroom might be a bit too tricky for the kids to use on their own. Using Sheets to track progress in Literacy and Maths makes so much sense. It’s quick, clear, and helps you spot who’s flying ahead and who might need a bit of extra help.
I really like your point about sharing info with SET too. Being able to easily show reading or phonics progress can make planning support so much easier and saves loads of time. It also means everyone’s on the same page when it comes to helping the children.
From an SSE point of view, this kind of digital tool is great for improving teaching and making sure we’re working together as a team. It’s a simple change that can make a big difference in day-to-day teaching.Using digital technology in the classroom is a great way to make learning more fun, interactive, and meaningful for students. Tools like Google Classroom, Jamboard, and Google Slides help keep students engaged, especially when working together on group projects or presentations. I plan to use Google Slides next year to help students build digital stories, which not only improves their writing and storytelling skills but also gets them comfortable using technology creatively.
When thinking (SSE) Guidelines, I can use them to reflect on how effective my teaching is when using tech. It helps me look at student outcomes, how they experience learning, and how I teach. If I see students more engaged or improving their digital skills, then I know it’s working.A resource I plan to use from the Google for Education Teacher Centre is the “Build a Story with Google Slides” activity:
https://teachercenter.withgoogle.com/lessonplans/storyslidesI’d adapt this for my class by having students create stories based on local events or personal experiences. It’s a fun way to mix literacy with digital learning while building creativity and confidence.
