Forum Replies Created
-
Posts
-
Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be?
Firstly, I would introduce the phases of the moon by using the video of Paxi and Our Moon: Phases and Eclipses.
The best moon phase for Morning Observation (9-10am) is the Waning Crescent. The Waning Crescent phase is the best for observing the Moon in the morning. During this phase, the Moon rises in the early morning hours and is visible in the sky after sunrise.
Dates for Waning Crescent Moon in Ireland (2024-2025):
Here are the key dates when the Waning Crescent Moon will be visible in the morning from 9-10 AM in Ireland:October 1-3, 2024
October 31 – November 2, 2024
November 29 – December 1, 2024
December 29-31, 2024
January 28-30, 2025
February 26-28, 2025
March 27-29, 2025
April 25-27, 2025Observation Plan Outline:
Morning Setup: Begin the observation session around 9 AM.
Locate the Moon: Guide students to find the Waning Crescent Moon in the sky.
Observation Activity: Have students describe the shape and brightness of the Moon. Discuss why the Moon is visible during the day and what they observe about its position.Post-Observation Activity:
Drawing and Describing: Ask students to draw the Moon as they saw it and write a few sentences about their observation.
Discussion: Talk about how the Moon will continue to change over the next few days and how its visibility will shift.
Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed.
I would complete this activity with my class.
I would begin by discussing the differences between day and night, light and shade and explore how shadows are formed. The children could predict and then investigate how shadows change depending on the position of the sun by going outside and working in pairs, tracing over each other’s shadow.
Once children have gained an understanding of shadows, they can being their sundial activity.
The children could start by exploring ways in which people can tell the time. How did they tell the time before watches were invented? I would explain that 600 years ago nobody had a watch. How did they tell the time? They used the sun.
I would then explore sundials. Have children ever seen a sun dial? I would explain that a sundial has a pointer that makes a shadow – this is called the gnomon. In order for the sundial to work, the gnomon needs to point North in the Northern hemisphere. The earth turns on its axis and therefore the position of the sun in relation to the earth is always changing, this is how the sundial works.
Next the children would investigate in groups an area in the school grounds that would be appropriate for the placement of a sundial.
Each group would present their idea for the placement of the dial, justifying their choice. Once a consensus had been made, the children would construct their sundial.
First, using a compass, they will mark the direction of north. Next, using a large protractor, they will stick a stick into the ground at the correct angle, facing north. Every hour, the children will place a stone on the ground where the shadow of the stick falls. The number of the hour can be written on the stone with a marker.
Children can then explore the accuracy of the sun dial following its construction.
https://docs.google.com/document/d/16ug8sBblMDbbNzK7wLfALeR9JrYmjwzgtnqY380WumY/edit
This is the link to part one of the assignment.
The SETT framework is a framework that facilitates critical thinking in order to select the most appropriate ATT for a student.
In my opinion, the SETT framework aligns very well to the SSP. In both plans, the teacher or SET must first consider the student. The students strengths and weaknesses are recorded. In the SSP, the students previous standardised test results, including relevant information such as reports from outside agencies are also noted. This part of the SSP could be used to inform the SETT framework when considering the student. The environment section of the SETT framework also aligns with the SSP, particularly when creating a classroom intervention plan. The following link provides learning environment checkists from the nbss. https://www.nbss.ie/sites/default/files/publications/nbss_learning_behaviour_checklist_lec.pdf
A learning environment checklist is also provided on page 9 of the Special Educational Needs Continuum of Support Resource Pack.
https://assets.gov.ie/40645/20f442fa414940f894506ed717d7f635.pdf
The task section aligns with the SSP, as the teacher or SET must identify priority learning needs and set measurable targets based on these. The SSP must list ways in which it is envisaged that the student will reach the target. A set of interventions and programmes will be listed in this section.
Using the SSP and the SETT framework, the teacher and SET will chose the most appropriate ATT to aid the specific learning needs of the student as outlined in both documents.
https://docs.google.com/document/d/16ug8sBblMDbbNzK7wLfALeR9JrYmjwzgtnqY380WumY/edit
The SETT framework is a framework that facilitates critical thinking in order to select the most appropriate ATT for a student.
In my opinion, the SETT framework aligns very well to the SSP. In both plans, the teacher or SET must first consider the student. The students strengths and weaknesses are recorded. In the SSP, the students previous standardised test results, including relevant information such as reports from outside agencies are also noted. This part of the SSP could be used to inform the SETT framework when considering the student. The environment section of the SETT framework also aligns with the SSP, particularly when creating a classroom intervention plan. The following link provides learning environment checkists from the nbss. https://www.nbss.ie/sites/default/files/publications/nbss_learning_behaviour_checklist_lec.pdf
A learning environment checklist is also provided on page 9 of the Special Educational Needs Continuum of Support Resource Pack.
https://assets.gov.ie/40645/20f442fa414940f894506ed717d7f635.pdf
The task section aligns with the SSP, as the teacher or SET must identify priority learning needs and set measurable targets based on these. The SSP must list ways in which it is envisaged that the student will reach the target. A set of interventions and programmes will be listed in this section.
Using the SSP and the SETT framework, the teacher and SET will chose the most appropriate ATT to aid the specific learning needs of the student as outlined in both documents.
https://docs.google.com/document/d/16ug8sBblMDbbNzK7wLfALeR9JrYmjwzgtnqY380WumY/edit?usp=sharing
The SETT model is a very practical framework that together with the SSP, enables the teacher or SET teacher to critically assess the priority learning needs of the child and to choose the most appropriate AT to enable the child to access the curriculum.
The model uses the very simple acronym SETT in order to focus on the students strengths and weaknesses. Similar to the SSP, the students strengths and weakness are noted and priority learning needs are identified.
The environment in which the child is expected to work in is also considered. How appropriate or accessible is a particular AT in the environment the child is in? When compiling a SSP, the environment of the child is also taken under consideration. It is often recommended that the child sit near the teacher to allow for explicit instructions to be repeated, away from distractions and near an area where devices are readily available.
The demands of the task dictate the level of support needed. If a child struggles with decoding and is expected to complete a reading task, then it is clear that the child will need extra support in this area.
Finally, the AT will be chosen based on the priority learning needs of the child. The child’s SSP will also inform the selection of the AT as previous interventions that were not successful will be taken into consideration. Furthermore, it is important that all targets are measurable, allowing critical assessment of the success of the AT used.
The most commonly occurring learning difficulty in my school is dyslexia. Therefore I am going to focus on learning resources that will support students with dyslexia.
Students with dyslexia tend to have difficulty with decoding. I would develop phonemic awareness using the fast phonic app and Nessy reading and spelling programme.
I would work on building a bank of sight words using the Bits Board app.
I would use microsoft lens and the immersive reader to develop reading fluency, word attack skills and aid comprehension skills.
I would develop the children’s typing skills using a programme such as BBC Dancemat.
I would use the picture dictionary in the immersive reader to aid with retention of new words.
I would use mind-mapping programmes such as coggle to aid visual learners to draw connections, plan and revise topics.
I would use the Spellings for Me programme to improve spellings.
The Inclusive Education Framework engages the whole school community in reflective practice. It promotes the shared understanding of genuine inclusion of children with special needs into all aspects of school life. This can only be achieved by whole-school ownership of the process. Autonomy is granted to schools to decide on how best to include students with special needs.
Part 1
This is a reading lesson in SET, designed to allow my student to access the class novel by using AT to remove barriers to his engagement with the novel. Using Microsoft Lens, I will take a picture of the section of the novel that we are studying. I will then export it to Immersive Reader to create an editable text for my student to read. I will adjust the text size and spacing to make the text easier to read. I will also select line focus, to allow my student to follow the text flow more easily. The immersive reader will read the text aloud for my student initially. Afterwards I will highlight specific words to check word recognition. I will use the syllable function to aid with decoding the word coupled with the picture dictionary function to illustrate the meaning of the word visually when needed.
Part 2
I agree that students’ learning cannot exceed teachers’ learning. Education provision is constantly evolving and teachers are called on to adapt to a continuously changing landscape by learning new skills, methodology and terminology.
Our experience of teaching remotely is testament to the fact that teachers can respond with agility to rapid changes in education delivery.
Communities of practice are essential to allow teachers to engage with and share new ideas and practices. Informal COP’s communicate with each other via Whats app, Instagram, Youtube and Twitter. This allows for innovative ideas and best practice to be shared easily and quickly.
In Ireland, we are lucky to have a stream of free online courses readily available to us via the Education Centres. This allows for teacher autonomy, to professionally assess and reflect on their area of need. Furthermore, this flexibility allows teachers, many of whom are caring for children, or parents, to fit their professional learning around their personal lives. Notwithstanding the increasing workload that teachers find themselves dealing with, it is my experience that teachers seek our professional development opportunities.
However, I would caution against making Cosán mandatory as I believe this would only serve to disincentivise teachers and undermine their identity as professionals.
<span style=”color: #163c42; font-family: ‘Hind Madurai’, sans-serif; font-size: 12px;”>The immersive reader is an invaluable part of the AT toolkit for the a SET. The many functions of the immersive reader allows one to tailor the support provided to the student based on their particular needs. I particularly like the built-in picture dictionary and I used this a lot with a student with severe expressive language deficits. Adjusting the text size and spacing has helped me to make the reading more accessible to my students with visual impairments such as my students with DS. Breaking the words into syllables and talk-to-text features has really helped students with reading difficulties. The translate option is perfect for ESOL children and their parents. I have also used: Open Dyslexic for Chrome, Talk and Comment, and Google Lens in Google Workspace. However, I prefer Microsoft Lens as it automatically connects to the Immersive Reader. As previously mentioned, these tools support Universal Design for Learning (UDL), the goal of which is to use a variety of teaching methods to remove barriers and make learning accessible to all, which is very important in SET. UDL acknowledges that children learn differently and encourages flexibility in our teaching methods. </span>
AT has been an invaluable addition to make learning more accessible for all students. However, as others have already expressed, I have often found it disheartening to see Educational Psychologists repeatedly recommend the same ATT for students with wildly different learning needs. I agree that support and guidance on the selection of AT should be provided by a centralised support service as much trial and error of particular ATs can delay the potential progress that a student could make.
The SETT model provides a framework for teachers and special education teachers to critically assess the students’ needs before selecting the appropriate AT for that student.
When compiling the students’ SSP, the SET must consider the cognitive strengths and weaknesses of the student. Reviewing the students SSP, the SET will examine interventions that have proved successful and those that have not yielded satisfactory results. The SET should then select priority learning needs – this is mirrored in the first phase of the SETT model, in which the students’ needs are assessed.
The second phase of the SETT model – the environment also aligns with the SSP. Common additional learning needs such as ADHD, DCD, Dyslexia, Autism and DS often impact on a student’s processing speed, working memory, planning and organisational skills, receptive or expressive language ability, concentration, number skills. Therefore it is important to consider how to best adapt the environment to support the needs of the student – for instance, the student should sit close to the teacher to allow for extra explicit instruction, beside the whiteboard, away from the window or door to avoid distractions, near power outlets to allow for the use of AT. If the child has mobility or sight issues, it is important to ensure that physical obstacles are removed for safety.
The third phase of the SETT model – task – encourages the teacher to consider the learning objectives of the lesson. To refer back to the SSP, in this instance the teacher will narrow down the learning outcomes to ensure that progress is measurable. What are the specific targets and what are the specific skills being targeted? How will this be measured? This will then allow the teacher to choose the most appropriate AT based on the needs of the student as if used correctly, the AT will assist the student in reaching the prescribed target. If the student fails to make measurable progress, then the SET should review the specific AT chosen for that child and seek to use a different AT.
