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https://docs.google.com/presentation/d/1ztGALgXoiySMwFx8RUSXzeHyCdwi6oGD9fMdvWLukRY/edit?usp=sharing
Digital technological platforms have significantly enhanced my pedagogical strategies and instructional methodologies across both academic and professional domains. Google Drive and collaborative digital repositories serve as primary platforms for resource sharing and interdisciplinary collaboration within institutional frameworks.
Google Slides provides sophisticated multimedia presentation capabilities, enabling the development of interactive and engaging instructional materials that facilitate student learning and cognitive engagement.
Virtual communication platforms like Google Meetings offer a more personalised and interactive approach to professional communication, supplementing traditional communication methods such as telephonic interactions. These digital interfaces provide enhanced interpersonal connectivity and communication efficiency.
Google Docs represents a transformative collaborative document creation platform, facilitating seamless multi-user document development and real-time collaborative editing within educational environments.
Initially uncertain about the implementation of Google Classroom within my institutional context, professional development has provided comprehensive insights into its strategic integration and pedagogical potential.
Advanced technological extensions such as Loom and Brisk have demonstrated remarkable utility in professional workflow optimisation and content creation.
Future professional development strategies will encompass engagement with international educational technology communities, including participation in Irish Google Classroom networks and comprehensive exploration of global educational technology discourse through platforms like YouTube. Additionally, I anticipate collaborative resource development with professional colleagues to enhance instructional methodologies.
Google continues to demonstrate technological innovation while maintaining a fundamental commitment to student-centred learning paradigms, representing a progressive approach to educational technology integration.
I have found that there is so much more to google workspace than I had known about.
I am looking forward to working on google classroom next year
Thank you for the summary. It is a very interesting read of near history document. It shows bench marks of where we should be at this time.
When reviewing the paper ‘Redesigning Education: Meeting the Challenges of the 21st Century‘ (Hallissy, Butler, Marshall, Hurley, 2013) I decided to focus on the best practice and predictions for the future. I looked at the International Comparison Korea / Japan where they were and contrasted them to where we are now. It is unfortunate that in many areas no change has been made in the intervening 8 years
Teacher Working Conditions: International Comparison
📊 Comparative Model (Korea/Japan/Singapore):– Teachers spend only 35% of time directly teaching: This has not been achieved in Ireland
– Shared office spaces encourage: Time allocation has not improved for this.
Resource sharing : This has improved with the use of Instagram to promote teachers sights, TPT, Twinkle
Collaborative planning: Very much dependent on the school. In some schools teachers are actively encouraged to plan together, Unfortunately this is not the mindset in other schools. This results in teachers working by themselves with no possibility for shared learning or planning.
Supporting new educators: Droichead is now in nearly every school. Again the format can change from school to school. Some schools will have students sign off after the minimum required days while other schools require a full year.
Challenges in Modern Education
⚠️ Critical Observations:– Rapidly changing societal contexts
– Increasingly diverse classrooms: Yes
– Limited teacher support and reflection time
– Need for systemic educational redesign: Has happened with the new Primary maths and language curriculum
Student Learning Goals
🎯 21st Century Learner Expectations:– Self-directed learning: There are some improvements in this area
– Technology integration: I believe covid lockdown had a positive effect in expediting the integration of technology in education
– Multilingual capabilities: Work currently in progress in this area
– Cultural adaptability: yes, Immigration has encouraged adaptability
– Proactive learning approach: Yes, but resources must be put in place for educators
I have used google slides in my special education class. I have created a choice board which can be adapted from 2 to 6 choices for students to decide the order of the songs we will sing for a particular activity.
The template I created is quite simple and I can have a days lessons available for myself or a sub teacher at short notice
Google classroom seems as it is a resource that is used a lot within the mainstream classroom. I am now looking forward to using it now within the special school setting
Unfortunately I do not have my access to a personal google classroom. The system in our school is that the class that you teach has its own email and associate google links to it.
Having worked with this system for a number of years it is a bit of a disaster as you do not have access to the doc, form or files etc that you create when you move classroom. On a positive it ensures that your drive is cleared annually. My students would not be able to access google classroom but having completed this section I have found a very positive use for it in our special school. Students who participate in Horseriding, Swimming etc can come from multiple classrooms. While notices are sent out by email, with lots of emails into the inbox some can get overlooked. By setting up a google classroom for each activity then only those who are involved will get notice and all relevant links are provided.
As a teacher in a special school, I’ve discovered two google digital tools that can transform classroom learning: Google extension Brisk IT and Canva. These platforms offer innovative approaches to student engagement and collaborative learning.
Brisk IT provides exceptional access to a suite of tools to develop student resources that will meet the needs of all student abilities. Any resource can be adapted to meet the array of differentiated learning required.
Canva, meanwhile, offers remarkable potential for creative learning experiences. Students could use this platform to design infographics, presentation materials, and visual summaries across multiple subjects. For instance, in a history class, learners might create visual timelines or comparative posters demonstrating historical understanding.
By integrating these technologies into my class preparation I can enhance digital competencies,
support differentiated learning, encourage creative expression
1. Introduce tools with clear learning intentions
2. Provide structured guidance and scaffolding
3. Allow student-led exploration
4 Reflect on technological impact. Crosscurricular activities are
– History: Visual storytelling
– Science: Data visualisation
– Languages: Multimedia presentation
– Mathematics: Graphical representation
By thoughtfully integrating digital technologies, I can create a dynamic, engaging learning environment.
I just went in to look at the Explain Everything Blog. It is really good, seems like a wide variety of resources available to use for each subject. With curriculum changes happening so quickly it is great to have resources like this.
Thank you for sharing. The Bi Cinealta form is very clear and easy to use.
It is a great way to review how the children feel as the school year progresses. It would also be easy to extract data regrading results from senior end of school and compare that to the junior end.
https://forms.gle/GYtoNoytN5UEmJPr6
I created this form for gathering information on pupils in a severe or profound classroom setting.
The information could be used as a very simple communication passport for pupils. I could also use this information for completing their care plan.
I have trialled it and can display the information on google sheets. If anyone could help me that would be great. I would like to take all the responses ( for one student) and display in an A4 document.
Formative Assessment, is an approach to assessment that helps improve learning processes. It involves collecting evidence about student learning to adjust instructional strategies. There are three key components, Firstly, evidence collection about student learning. Secondly, using evidence to make decisions about instruction, thirdly focusing on improving learning processes. Formative Assessment can be conducted by teachers, students and peers.
The Five Key Strategies of Formative Assessment discussed are
1. Clarifying and sharing learning intentions2. Engineering effective classroom discussions to gather learning evidence
3. Providing feedback that moves learning forward
4. Activating students as learning resources
5. Making students as owners of their own learning
Self-Regulated Learning SRL is a style of learning where students set the goals for knowledge improvement then choose the strategies that will be used while finally monitoring their learning progress. There are four important principles in assessment that should be embedded in teaching and learning, involve sharing learning goals, help students understand their progress, encourage self assessment
My classroom improvements for AFL and AOL – Assessment Evidence Collection Strategies
Observation-based assessment,Individualised progress tracking
– Sensory response monitoring
Personalised Approach for Each Student
– Individual goal-setting using:– Picture communication systems
– Symbol-based learning intentions
I hope these action songs are not on the lists already.
WOW! Said the Owl by Tim Hopgood
Night’s Nice by Barbara and Ed Emberley
Forest Bright, Forest Night by Jennifer Ward
Good Night, Sleep Tight by Mem FoxWings Across the Moon by Linda Hargrove
Starry Night, Sleep Tight: a Bedtime Book of Lullabies by Gail YerrillA Tiny Little Star
There’s a tiny little star
Way up in the sky,
(raise fist high)
A tiny little star,
Up so very high.
(raise fist even higher)
She twinkles brightly
Through the night,
(open fist and wiggle fingers)
But during the day
She’s out of sight.
(hide hands behind back)
Sun, Moon, and Stars
Here is the sun; it’s big and bright.
(arms over head to make sun)
And here is the moon, with its glowing light
(use hands to make a circle)
Here are the stars up in the sky,
(point upward)
Twinkling brightly way up high.
(flutter fingers)
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
As part of the school biodiversity plans I would incorporate the following elements to engage students.
Who’s awake when we are asleep
Nighttime is full of life! 🌙
Can you think of an animal that likes the night?
Some animals love the dark. They are called nocturnal animals. 🦉🦇
Install sensor nighttime camera in the school grounds
Create homes for nocturnal wildlife: Install bird boxes and bat boxes, with water feature
Now we need to give our nocturnal animals some food : plant wildflowers and edible plants including fruit trees.
A place to drink with a bird bath.
Plant some trees to give the birds and bats a place to play.
Create a butterfly garden. Raise butterflies and moths in class and release into the garden
We can help them by turning off lights in our classrooms.
Pull down blinds to ensure no light pollution at night.
Install sensors on all lights outside. 💡➡️🌟
Continue recording throughout the year compare and contrast nocturnal activityI can see the enthusiasm when the children would see all the nocturnal animals active in their own playground / forest area.
