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Hello John,
Similarly to yourself, I understand the importance of incorporating the effective and practical features of Google Workspace into my own teaching and learning to further support pupil engagement and collaboration. Luckily, in my school we have fantastic ICT resources including interactive whiteboards, a chromebook trolley and Ipad trolley as well as classroom chromebooks. This proves our students with excellent opportunities to use a number of Google Workspace features. With increasing numbers of students using assistive technology, these features are central components of our students’ digital skills being enhanced.
I find it interesting how you referenced the journey from using teacher-centred PowerPoints to the use of shared Slides which can be edited as learning continues to evolve. I think a lot of this comes down to CPD sharing opportunities within a staff. I feel teachers currently see the value of sharing ideas and teaching strategies which enhances teaching and learning nationwide.
Hi John,
I am also passionate about pupils taking greater ownership of their learning. I believe this enables them to develop a great interest in their learning as it ensures they see the ‘why’ and the reasons behind any tasks being completed. The use of digital checklists is a wonderful way of incorporating Google Workspace in their learning experiences. By providing our students with the digital tools necessary to develop essential life skills, they can also understand and track their own progress in formative assessments, thus ensuring effective assessment for learning is embedded in practice within the classroom.
Hi John,
The voice activity is an excellent method of using Google workspace. Our students on a daily basis see their older siblings/parents/role models using Voice messages as a method of communication with their family/colleagues/friends. This activity clearly equips our students with an alternative way in which to record and share information. The use of checklists on Google classroom could provide an excellent way of scaffolding students who require it while also providing a self-assessment method for students moving through tasks at a faster pace.
In supporting SSE, collating the information into charts provides an excellent opportunity to share information with the wider school community.
Hi John,
There are a lot of positive aspects to this post which I believe could be used in classrooms across the board. In supplying our students with the tools to enhance their digital learning skills, we cannot forget about the importance of regular peer learning and discussion. This will develop resilience and understanding that there is more than one set way to use digital technology. The link to SSE is excellent as it shows SSE is being embedded from the ground up in your classroom and school.
Hi Darragh,
I think your timeline idea is a very creative and worthwhile activity to do with your students. Recognising personal milestones throughout the year might be the only time some of our students receive positive feedback and affirmation – something we cannot overlook or take for granted. It also builds community spirit and a positive classroom culture while enhancing digital technology skills.
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
We have the benefit in Scoil Bhríde, Kilcullen of having access to an outdoor classroom. It is an absolutely fantastic resource that teachers make so much use of as the year progresses. Lessons are brought to life and the opportunity to then explore the outdoors is right in front of you. One topic that would work very well in our school is our regular Litter Pick which is on a rota basis for every class in collaboration with our Green Schools Committee and Tidy Towns Initiative in the village. I really like the idea of accessing the trailcam as we have had foxes make dens on our school grounds. To view the development of the dens, the movements of the animals would be fascinating for the children to see.
The following answer will explain how I would involve my pupils in an art, music drama and creative writing project based around my local natural heritage.
The topic I would choose would be revisiting the 1798 Rebellion which took place in Old Kilcullen. Our school has a long standing tradition of inviting our local Historian in to school to visit our 5th classes as they perform a reenactment of some of the scenes of the 1798 Rebellion. Children dress in old clothes of soldiers from both sides of the Battle and March with Pikes/Muskets in hand from the school to Old Kilcullen Round Tower. This is preceded by project work leading into the visit of our historian, who gives a much more detailed account of some of the events of the Rebellion. Students design artwork for the hall and complete a scavenger hunt and have a picnic at the Round Tower. It is a wonderful celebration of the Heritage, History and Art associated with Kilcullen.
In this post I will outline how I would integrate mathematical thinking and incorporate the maths skills appropriate to my class level. The bridge that I have selected to use is Kilcullen bridge. I am a teacher in Kilcullen, Co. Kildare.
One of the most rewarding activities we do in our school is a river study of he River Liffey which flows under Kilcullen bridge. By studying the engineering element of Kilcullen bridge, this river study could offer an excellent opportunity for cross-curricular integration. Children could conduct a project whereby they are given three famous bridges of the world to compare with Kilcullen bridge. This could focus on timelines being compared, materials used, purpose of the bridges etc.
There are a number of Mathematical activities that could be incorporated:
Measures:
1) Money: Find the cost of one block. Estimate the total cost of 2500 blocks.
2) Weight: What is the total weight capacity of the bridge. What skills do engineers need to work out this formula/figure?
3) Time: How long did it take to build the bridge? How many people were required to plan its building/ensure its safety?Making a model of the bridge: Using paper and sellotape how could you design a bridge in a group to support the weight of toy cars? This could be a hands-on challenge that a5th/6th class group could relish.
The lesson that I would like to make a plan for younger classes will be one on map making. In this post I will explain how I will incorporate some online tools such as Google maps and Geohive.
The class group I would target would be Junior Infants. After mid-term break, I would continue to call upon the Buddy system our school uses between 6th class and Junior Infants students. We have encouraged our 6th class students to work with a junior class to help build relationships, community spirit and foster the spirit of Meitheal in our school. The lesson would begin with infants only, discussing how we get from home to school, home to holidays, to the Church, to a different county etc. Children would then talk about what maps are and why we use them. At this point, 6th class students would have Ipads set up on Google maps. 6th class would scaffold children in Junior Infants as to why we use google maps. They would then ask the Junior Infants where they would like to go from school and then research how long it takes. By exposing Junior Infants to this type of technology, they will become more confident and competent learners in using useful technology and tools online.
STEM education in my classroom is one in which I have tried to incorporate a range of teaching strategies while using technology in as many ways as possible to support the nuts and bolts of topics that are being taught. An example of this is a Science lesson I taught about animals. Students selected an animal from Ireland and one from abroad to study. Using chromebooks, students conducted research into the habitat of the animal, the characteristics and traits of this animal, eating habits, position in the food chain as well as their ability to adapt to changing environment.
The lesson was supported by references to Planet Earth videos. I believe these are an invaluable educational resource that children are afforded the opportunity to learn so much from. This is an example of how the use of technology to support teaching and learning can be hugely beneficial. It also enables children to conduct research on super educational sites such as Brittanica online, Ducksters as well as National Geograhic.
Hi Shaun,
This is a fantastic idea and one I can identify clearly with as I am also teaching in an area that is not my own local area in Kildare. I like the idea of inviting a local scientist and historian in to the school to talk with the students. I feel an outside voice contributes to a new topic or activity really coming to life. It also ensures a new topic becomes realistic and has a human element to it. Children can ask direct questions in which an expert will have a deeper knowledge of than a teacher.
Hi Mary,
This is a fantastic idea. I really like your provocation at the beginning and the activity of looking at bridges from the past. Children love looking at older photographs and being able to compare then and now. Also, ensuring the children understand what the bridge actually needs is a great way to inspire critical thinking, teamwork and problem solving skills.
Hi Mary,
The aspect of your post that is most impressive is that you carry out this activity one/twice per month with your students. We have all had that Eureka moment to try an activity we have learned from a summer course but the difficulty is following it up by implementing it consistently. The idea of using a copy specifically for this outdoor activity is I feel a really great idea.
Hi Danielle,
I like the introduction to your topic. Straight away, you have related back to the personal and life experiences of the children. This captures and maintains the attention of the students straight away. The use of a key is a central part of developing their understanding. It also caters for visual learners in a much more time efficient and suitable way of showcasing their understanding. Asking the children questions such as ‘What was the hardest part?’ enabled them to self and peer assess also.
Hi Joan,
I like your cross-curricular focus in your teaching. I think it is easy to become overwhelmed by the sheer volume of the content that teachers have available to them. When we apply skills and concepts across our instruction in a range of teaching ideas we can improve our time management skills. The focus on developing critical thinking and problem solving skills is another focus of mine which I target each year.
