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I really like the idea of using Google forms for a mornign check in with the children. It is much more subtle than the public check in you see on some socail media sites. I like the idea of choosing well being as a focus for SSE and using Google workspace to track and monitor its’ implementation.
After reflecting on my own practice, I have decided to focus my School Self-Evaluation on inclusion, specifically on ensuring that all students can access learning in ways that suit their individual needs and abilities. My aim is to review how effectively digital tools can support differentiated teaching and provide opportunities for every student to participate meaningfully in lessons.
To support this focus, I plan to use Google Workspace tools such as Google Classroom to organise and distribute differentiated learning materials, Google Docs for collaborative and scaffolded activities, and Google Forms to gather regular student feedback and monitor understanding. These tools will also allow me to provide timely feedback and adapt learning activities based on student progress.
My assessment approach will combine formative assessment with ongoing reflection. I intend to gather digital evidence including student work submitted through Google Classroom, responses from Google Forms, examples of collaborative work in shared documents, and student voice surveys. This evidence will help me evaluate whether the strategies I introduce are improving engagement, participation and learning outcomes for all students, particularly those who may require additional support. I hope this process would lead to a more inclusive classroom environment where every student feels valued, supported and able to succeed.
I think you were right to reject the sticky note idea, I would have too! The notes would have to be cut and I agree that it would cause more confusion than anything. It can be hard to come up with new ideas and Gem seems like it can really help here, alongside our own experience and professional judgement.
I currently don’t have access to Gems within my Google workspace but this is how I envisage using it, based on the content in this module. My class is mixed Autism class and for the purpose of this assessment, I am aiming it at Rang 2, English reading lesson, with a focus on developing vocabulary. The learning objective would be for pupils to identify key vocabulary from a familiar story and use simple sentences to describe characters using visual supports and oral language.
The Gem would be used for a limited task; to generate differentiated vocabulary lists, picture supported discussion prompts, and simple comprehension questions. I would check the outputs against the lesson objective, to see if they match my pupils’ individual communication and learning needs. I would also ensure the language was age appropriate and accessible. I would use the vocabulary prompts, adapt the comprehension questions by adding visuals and AAC supports where needed, and reject any suggestions that were too language heavy or unsuitable for my pupils.
A key professional boundary would be ensuring that no pupil names, personal information, or assessment data were entered into the Gem.
I think that the Gem could be very helpful in reducing planning time, while supporting differentiation. I am looking forward to having it enabled and seeing how it can enhance my teaching and pupil’s learning!
I really like how you’ve built accessibility into every stage of the lesson. Using Google Forms as an exit ticket is a great idea for gathering feedback and planning the next steps. Thanks for sharing!
For this module, I chose to create a Google Form after a lesson on Ancient Rome to check pupils’ understanding of key topics such as Roman life, the army and the importance of the Roman Empire. Google Forms is a simple but effective way to support inclusion; every pupil gets the chance to share what they know in a way that suits them. Using different question types or images would make the form more accessible, and features like voice typing could help pupils who need extra support. The instant feedback from Google Forms helps quickly identify who has understood the lesson and who might need more support. It also gives quieter pupils a chance to have their voice heard without having to speak up in class.
Google Workspace could be really useful for School Self-Evaluation (SSE). Schools could use Google Forms to gather feedback from staff, pupils and parents. The accessibility features and collaborative tools make it easier to include everyone’s voice and support continuous improvement across the school.
I really like your approach and example of how to use AI in generating ideas for Geography project.
You idea of using Google Slides is definitely a much better fit for scaffolding individual Chromebook and presentation skills in 5th Class. Keeping the brochure idea as a extension activity or group-work option for later down the line is a great way to differentiate the topic, too!
I put this prompt into Gemini. I teach in an Irish classroom, I teach special class for autistic children. All children are verbal. I want to teach a 30 minute lesson on strategies to deal with frustration. Align to the SPHE curriculum to suit 2nd class. Identify key vocabulary, a group discussion prompt, three suggested activities and an assessment method for the lesson.
Gemini Gave a great lesson prompt- a suggested story about a boy building a Lego tower that had just fallen for the third time. I asked Gemini to generate the image of the boy so that the children could describe what was happening in the boy’s body that showed he was frustrated.
I chose the suggested activity of using the remote control to pause and reflect. The remote control concept is one all children can identify with and understand its function of pausing. I liked the idea of modeling and role play and it would be very easy for me to execute this in the classroom.
Gemini offered to expand the lesson; to create a social story to support the lesson, which could be referred to later or sent home, either physically or digitally.
One concern I would have about this lesson, is that it can be difficult for the children to transfer the learning and apply it to real life situations. I think it would be important for the teacher to model the remote control analogy in real life so as to help bridge that gap. It would be important not to put any student information or specific scenarios about real life situations into the prompt.I think this is a great ideas for a lesson on 3rd class Data! I really like how you used Google Sheets templates; it’s a great way to bridge concrete tallying with digital literacy. Adding the visual infographic to your slides is also an excellent adjustment that will definitely help to foster more independent learning for the pupils
I teach in a special class for autistic children. The subject is English reading. My lesson is designed to be delivered in a one to one setting. The reading level is around senior infants/first class but the child is 12, so their digital literacy skills are sufficient for the lesson.
This reading lesson sequence blends shared reading with voice-to-text (VTT) technology to build literacy without requiring physical writing. Introduce the child to a highly visual short story, emphasizing two or three core vocabulary words. Next, introduce speech-to-text by speaking a target word into the microphone tool, showing the child how spoken words instantly transform into text on the screen. Then, ask a simple comprehension question, encouraging the child to respond verbally. Referring the child to the visual text can help constructing the answer to the comprehension question.
The learning could be reinforced by reading the screen-generated text aloud together, tracking the words with a finger, and pairing them with a matching picture for visual confirmation.
If I were to make an adjustment to the lesson, I would look at ways to generate movable/dragable images to support the text, so that the child can create their own visual prompt to answering the compression question.
This would tie in nicely to SSE if the focus was on assessment as there would be a live folder, showing student progress over time.
