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Some of the suggestions for the songs here are brilliant. They can be used in loads of ways across the curriculum aswell. English lessons can be incorporated through having the children change the lyrics in the verses to describe their areas for example. These song titles could also be used to inspire group projects or art themes.
I think the idea of working hand in hand with the local council to create a project that monitors these things is a great idea. The children get to learn more about governmental organisations whilst carrying out national objectives around their school. The provision of an end of year report to management, councils and parents is also a great way to incorporate home school/community links to these types of projects.
I like the idea of the children drawing their own maps of the school grounds. This empowers the children. I also love the idea of using canvas to create the posters outlining the levels of noise pollutions around the school.
I love the way you are providing an immediate active element to this topic by just having the children observe the moon and draw what they see. This will give you a broad range in interpretations of how children see the physical world around them.
I love the way you will tie in this lesson with the theme of civilisations. I also like how you can link it to the history of sundials in Ireland and the present examples. The active element to your ideas also provides for a more authentic experiences for the children
Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
introduction
I would have the children research, in pairs, a few prompt phrases like ‘dark sky park’ and record the five main attractions/elements of this park in pictures and words. The children would then identify a comparable place around the homes/area
Main
The children would create an advertisement poster for a series of events at the dark sky park. they would name it and include four events that are on based on a theme. These could be telescope activities, stars and stones, animals of the night, well being, night time noise. The children would then present these events in a role play fashion in the class undertaking roles of tour guide, animals, experts etc.
Extension
The children could hold a workshop in the school hall with twelve or so stations and the other classes could view the Dark Sky Parks and take part in the events\roleplays. the children could also undertake a school trip to dark sky park in the sperrins as it is fairly accessible to the school.
How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.Introduction
I would first have the children work in pairs to create a profile on four of the main species that can be affected by light pollution (owls, bats, birds, invertebrate). They include details such as navigation, sight, communication etc.
Main
I would then have the children create a biodiversity garden map of their own areas and this would be then incorporated into a larger biodiversity map of the surrounding school area. The children would then create a biodiversity garden map of the school which would also be included into the map. As Glenveagh National Park is adjacent to the school I would arrange a field trip to investigate these issues specifically.
conclusion
In pairs, The children would create a PpT presentation showing their findings and their experiences at Glenveagh National Park in respect of same. these would then be presented to the other classes to spread awareness of these issues.
Detail how light pollution is impacting your local area and how you would engage your learners to explore this
Introduction
as a class project we would first come up with a form to record the various levels of light pollution in the area they live in. the metric would be based on 1 to , with five being total pollution. We would then collate this information into a map of the local area that the children would make in class as a group. this 3D map would show the various levels of pollution in the area. This could remain on display in the school hall
Main
The children would produce a folder as a class , including pictures , on line information and recommendations displaying their research in producing the 3D map. The children would work in pairs to draft a letter with these light pollution recommendations and send it off to the planning and environmental departments of the local council with the class folder showing their map and research and ask for a response
conclusion
children would hold a workshop for other classes displaying their map, research and county council response
Create an observing plan for autumn that shows which planets are visible in the evening sky:
introduction
We would first investigate and navigate stellarium, heavens-above and other on line resources in pairs to identify and record the different constellations that can be seen at different times of the year. We would then draw out these constellations as art work in preparation for the main task
main
we would create a universe-in-a box using portable TV sized boxes, where three constellations for each season would be drawn on one side of the box. A wheel on the floor of the box would then represent the tagged seasons. we would focus on autumn first and have the children try and identify any of the constellations during autumn and tick them off on the box. The equipment such as binoculars etc could be stored in the box along with profiles on planets etc. There would be no time limit as such and could be used as a term or year long project
extension
the Children could continue this throughout the year to try and identify the other constellations for the remaining seasons and record any further information they find.
Gravity/Weight – Assemble an Earth Tube and one other planet tube – decorate in a suitable manner.
Introduction – I would first have the children find out the basic profile of each planet in the solar system through on line research (distance, size, properties). We would then first focus on creating a tube of one (mars). I would show the children specific clips from the movie The Martian that focuses on the characteristics of the planet. the children would then gather their resources for the constructive/creative element.Main- The children would acquire materials that reflect the surface of each planet to lay on to their Pringle tubes etc. For earth, lush soft materials such as strips of green and blue sponge for the oceans/land and slightly raised such as sand paper for the mountains. These are easily attached to the surface of tubes. For mars they could use old red coloured carpet to reflect the dry, gouged nature mars. the children would then weigh materials such as Marla to create the weight of each planet(x10 for earth) The children would then use the ratio of 1cm:1 million miles to place the tubes the correct distance apart around the room.
conclusion- The children would present their constructions to the class explaining why they used certain materials/designs etc to reflect the specific planet. This lesson could be expanded into group work where the children work in pairs to create another planet in the solar system. The above activities would ideally be done over a few lessons.
<p class=”MsoNormal”><b><span style=”font-family: ‘Times New Roman’,serif;”>After using the SETT framework to develop the plan for a group of children with challenges in completing independent writing tasks, the Kahoots platform is an excellent AT tool to use, especially for assessment purposes. This platform has also been incorporated with MS teams which broadens its scope for use. Examples of its inclusive nature is the multiple-choice section for answers. This allows the learner to choose from different answers, without the need for writing or speaking. You can also replace the text with a picture, so child can select the picture rather that the text. Kahoots also allows for paired or group activity. It also allows teacher access to other quizzes from the other teachers. This allows the teacher to select the level they want to pitch towards those with challenges. The assessment element to kahoots also provides the teacher with instantaneous results of the assessment. This frees up more time for the teacher to spend with those with SEN but also providing real time feedback to the teacher so the teacher can assess for learning as well as asses of learning. </span></b></p>
<b><span style=”font-size: 11.0pt; line-height: 107%; font-family: ‘Times New Roman’,serif; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-ansi-language: EN-IE; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;”>All of the initiatives a teacher incorporates for SEN should be guides by the inclusive educational framework. This framework facilitates reflection of practice on an ongoing basis. The consistent reflection in a whole school approach will inevitably promote more inclusive practices. This also formulates a co-ordinated response among staff in a school. This is essential in creating a SETT framework with in a school</span></b>Part 1
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>Identifying The needs of a child using SETT is essential in creating the ideal learning environment. The ideal scenario is to have the child with SEN integrated as much as possible into the classs. Power Point live is a great platform to provide this integration. The (S) students challenges can be varied. If a child has visual challenges the PPT live allows the child to enhance the image, if the chil is EAL, PPT live has a subtitle function so that the child can follow in real time in one of 60 languages. The (E) environment is easy to provide as the majority of schools have access to individual IPADS. The children can follow live on their IPADS and those with challenges SEN can adapt their IPAD to their specific needs. This also provide many opportunities to create adopted tasks specific to the learner. An example task could be the children having to comment live that they understand the slide, the children can put a thumb up on the comments section instead of speaking or writing. PPT live provides a survey tool (T) that the children can use to assess their own learning and a summative assessment that does not require writing or speaking. This allows all learners to be assessed together. Platforms such as PPT live are excellent tools in covering the SETT framework.</span></p>
Part 2
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>Student</span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>‘Chris’ is a pupil with dyslexia and dyscalculia. After reading his IEP he struggles with completing written and reading tasks in mathematics in particular. He also struggles to work independently. However he has very good ability in mathematics.</span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”> </span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>Environment</span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>Chris is completing his work in a classroom environment. He sits near the teachers teask iun a group of four children. He has access to an IPAD and a SNA for 30 minute pers day. He also has access to a laptp.</span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”> </span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>Task</span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>Chris must complete three quarters of the multiplication math problems that the class as a whole are expected to complete. He must do this on an individual basis as much as possible, although he can use support from the SNA or his partner sitting beside him. He could not complete this without the use of AT.</span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>Tools</span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>Chris will use One Note to type out the equation. The SNA or partner will help him after the predictive process. He will then click on immersive reader function to have the math problem read back to him. This will then allow him to complete the problem.</span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”> </span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>This is an excellent platform for a student with one or more than one challenge. It can address visual, oral, reading or writing impairments.</span></p>
<p class=”MsoNormal”>Powerpoint is an extremely effective tool for learning for children with challenges in completing the standard written, reading, or oral language work. An example of an activity for a child in the senior classes would be to create a powerpoint presentation on the topic the class is covering in history (i.e., WW2).<span style=”mso-spacerun: yes;”> </span>The child could first plan/research/ the information for presentation on their IPAD. <span style=”mso-spacerun: yes;”> </span>They could then use it for their first draft. The typing feedback function reads the children typing back to them. The voice over feature allows the child to listen to their presentation before the presentation itself. <span style=”mso-spacerun: yes;”> </span>These features would be useful for a child with dyslexia for example and would also prepare the children for the oral aspect of the presentation. The IPAD provides calendars where the child can organise their dates, times, and schedule for their presentation. This is particularly useful for children that particular require order to their day/week. <span style=”mso-spacerun: yes;”> </span>The visual requirement of the presentation allows the children to present the image they see in their mind and provide them scope to describe their perceptions of the topic that would not be possible with writing or reading tasks. The stage manager aspect allows the learner to toggle between windows easily. This is very useful in research gathering for their presentation. <span style=”mso-spacerun: yes;”> </span>The child would then practice presenting their project before a friend they are comfortable with before presenting infonr of the class or teacher (if they so wish)</p>
<p class=”MsoNormal”>When implementing any assistive technologies, there must be a whole school approach where there is connection, development, and reflective processes throughout the child’s time at the school. In conjunction with this approach, assistive technologies only works when it is a needs-based approach. The ‘hardware’ must also be available before the ‘software’ can be used as children may have dual needs, for example, switches for feet or sip/puff must be available along with the software such as immersive reader. Immersive reader has the potential to be a game-changer in a SET setting. It provided the scope to change documents to suit the need of the learner through colours, structure and adaptation., for example, a child with visual impairments can use the picture dictionary functions or a ESOL child can use the translate function. Other applications such as word also has the ability to alternate child’s writing impairment using the dictation function. <span style=”mso-spacerun: yes;”> </span>Furthermore, the office lens can allow learners to hear any text dictated to them using the picture function. It is important to remember that a child may have more than one need and so will require a holistic approach in the context of these technologies.</p>
<span style=”font-size: 11.0pt; line-height: 107%; font-family: ‘Calibri’,sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: ‘Times New Roman’; mso-bidi-theme-font: minor-bidi; mso-ansi-language: EN-IE; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;”>As schools interact with the everchanging face of technology-based learning initiatives such as the Digital Learning Framework (DLF) provides an essential reference point for schools to connect to. This readies the school for the inevitable shift to a technology based in the curriculum. It also provides a spark for internal discussion in schools of what shape this shift will take. A good starting point would be by measuring the school currently against metrics such as the standards of effective highly effective practice within the DLF. Resources to assist the school in meeting these standards, such as the Digital Learning Planning website should be utilized. It provides tools for practical, user-friendly implementation of digital learning. Theses frameworks also provide for school-based planning support. This is key in linking the school with the expertise in DLP and assistive technology.<b><u> </u></b>Assistive technology has recently become mainstream across all class levels over the past decade. However, practitioners must be aware of its effectiveness prior to deciding on implementation. This can be drawn out through analysing the children’s needs through the SETT model. This approach will allow practitioners to identify the standard of assistive technologies that can be selected from the low, middle or high-tech collection of resources. For example, a practitioner must understand children with additional needs in handwriting would benefit from the implementation of a tech resource such as ‘handwriting without tears’, where as a child with additional needs in the area of reading would benefit from a tech resource such as audio books. These resources can be included in a student support plan which will allow guardians to understand the standard of technology the children will require at home. The implementation of such technologies can only come to fruition through a whole school approach which needs to be underpinned by a school self-evaluation process. Cross curricular technological programmes such as ‘Dreamspace’ is a highly effective approach which schools can avail of. It allows children tom to engage in the curriculum on their terms through creative thinking and adaptive participation in the majority of subject. Although the traditional model of delivering the curriculum is highly effective, opportunities such as ‘Dreamspace’ can illuminate the curriculum even further and provide the children the tools necessary for entering an A.I. dominated future</span>
