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I forgot to include the link for my plan for this assignment, apologies.
https://docs.google.com/document/d/1NaEURRCwL6ewuDsUHGx0ukmSUho80jDhOO1m0jLYpNM/edit?usp=sharing
That’s a great point about embedding the rubric right into the word document for writing genres Colm. It’s such a clear method of displaying your W.I.L.F. and helping pupils stay on track.
Over the past number of years, my teaching practice has been greatly enhanced through the use of Google Workspace tools. Tools such as Docs, Drive, Sheets and particularly Slides have helped create a more interactive, collaborative, and flexible learning experience for my pupils, while also streamlining my planning and communication with colleagues.
I’ve always been a little disappointed with the limited themes available on Slides which is why I sought out alternatives on TPT. My Classroom Procedures Slides are not my own design but one that I edited. However, I also downloaded some free weather themed images from TPT to create a set of slides for Gaeilge.
Google Slides has become a central focus in many of my lessons. It allows for visually engaging presentations that can be easily adapted to different learning needs and styles. Beyond its use for direct instruction, I’ve found Slides especially valuable for creating games and interactive activities—such as digital flash cards for phonics and vocabulary practice or matching and sorting tasks for Gaeilge. I create the slides and then print 4 per page on card (or sometimes 6 or 9 for older classes). I also print full-page slides, cut them out and stick some magnetic tape on the back to use them on my whiteboard. I also use these for Cluiche Kim. I print a few sets of a smaller version on white card and give these to the children to play matching games. It’s a nice small group activity for reinforcing foclóir at the end of a lesson as well as a quick revision tool for every now and then.
Looking ahead, I see even more potential for a more collaborative approach, using Workspace tools to foster collaboration with parents and staff. The ability to share Slides and other resources instantly with colleagues will save valuable time and promote consistency across classes. Overall, Google Workspace offers a suite of tools that support effective, modern teaching and learning practices that are sustainable and scalable in a range of contexts.You’ve given me a good idea for practising use of vocabulary. Google Forms could be used to create sentences with a blank that would need to be filled with one of four possible words. As new vocabulary is learned, new questions/sentences could be added to the form. Sometimes, as the word wall starts getting too cluttered, it’s necessary to take down some of the older words but there’s always the danger of “out of sight, out of mind”. I like the idea of adding them into Google Forms to keep them relevant. This could be used as a mini lesson or an Early Finisher Task.
https://docs.google.com/forms/d/1Ns939B77iSTh4aaJF_x7R4zQKuI1J-I9fTIoGyZI9no/edit
In his paper Formative Assessment and Self-Regulated Learning, Dylan Wiliam highlights the importance of formative assessment (AfL) as an active process that empowers learners to understand their learning journey, set goals, and take ownership of progress. He argues that effective formative assessment not only guides teaching but also promotes metacognition and self-regulation in pupils.
Reflecting on my current practice, I recognise the need to make assessment more responsive and student-centred. To support this, I have created a basic Google Form that matches pictures to words in Irish to assess pupils’ vocabulary. This visual format makes it accessible from Junior Infants upwards, supporting early language acquisition in a fun and engaging way. The use of images alongside text supports pupils at different reading levels and caters to visual learners, helping to reinforce word recognition and comprehension.
This Form can be used in the classroom as a quick formative assessment tool (AfL), allowing teachers to identify which vocabulary pupils have grasped and which need further reinforcement. It can be reused at different points in the year to track progress or adapted easily to suit new themes or vocabulary sets (e.g., bia, éadaí, an aimsir).
School-wide, this tool offers consistency in assessment across classes, supports the spiralling of vocabulary, and builds digital literacy. The automatic collation of responses enables teachers to provide timely feedback and adjust instruction accordingly. It also allows pupils to work independently, at their own pace, boosting confidence and ownership of learning. As Gaeilge continues to grow across the curriculum, this type of interactive, digital assessment supports both teaching and learning in an efficient and pupil-friendly way.
I also like the idea of placing the focus (occasionally) on the mode of communication, given the importance of this skill. Children should be allowed to explore various methods of getting their ideas across – be that in illustrated/graph format or live speaking/recorded message and critically evaluate the pros and cons of each method for themselves.
he paper Redesigning Education: Meeting the Challenges of the 21st Century (Hallissy, Butler, Marshall, Hurley, 2013) advocates for learning that equips pupils with skills to solve real-world problems creatively and collaboratively. A key 21st-century skill is problem-solving—the ability to analyse needs, develop solutions, and evaluate outcomes.
To foster this, 6th class pupils are tasked with redesigning the school play space to meet the diverse needs of all pupils. Working in teams, they gather input from each class using age-appropriate methods such as drawings, surveys, or short interviews. They must consider factors such as inclusivity, aesthetics (as the area is in a public village setting), existing natural elements, and opportunities for new planting—including trees, flower beds, or sensory gardens.
Pupils use Google Sheets to track costs and manage a simple project budget. They explore AI tools to generate visualisations of their proposed play spaces. Finally, they present their ideas to the principal and Board of Management (after some feedback on initital draft presented to teachers) using Google Slides, advocating for solutions that reflect the collective voice of the student body.
This integrated project empowers pupils to engage in meaningful, authentic problem-solving—developing their capacity to think critically, plan effectively, and propose thoughtful, creative solutions for the real world.
I agree with the idea of the Class Portfolio. I have worked in schools where each child is provided with a hardback notebook in Junior Infants and the teacher glues in some of their best work during the year with some comments and also some pictures of the class engaged in some of the more memorable activities. The notebook travels through the school with the pupils and is passed on from teacher to teacher who all undertake to add some of the children’s best work throughout the year. The children are then presented with this notebook at their 6th Class Graduation and it serves as a meaningful reminder of their time in Primary School. While Google Classroom could provide a platform to create a digital platform at the same time with video and sound recordings. Precious memories!
Google Classroom can be an effective tool for a flipped classroom approach, where students engage with instructional content at home and use class time for deeper learning activities. The platform allows teachers to share videos, readings, and quizzes in a structured and accessible way, supporting student autonomy and flexible learning. Its integration with Google tools also helps students develop key digital literacy skills, such as navigating online resources, creating presentations using Google Slides and collaborating through shared documents.
However, some students may struggle with self-motivation outside the classroom. Teachers also need time and skills to create quality digital content, and Google Classroom alone doesn’t ensure active engagement without well-planned tasks.
Compared to traditional methods, which rely on in-class teaching and printed materials, Google Classroom can offer greater flexibility but can lack the personal interaction and structured environment some learners need. Overall, a blended approach-combining digital tools with traditional strategies—can provide a more inclusive and effective learning experience. While Google Classroom enhances digital learning opportunities, it should be thoughtfully integrated to support all learners in a flipped classroom setting.I agree with this. Google Classroom probably suits the older classes better but you can still use Google Classroom for assessment. You can import activities from other tools such as http://www.wordwall.net. I use this to create a picture of all the foclóir I use in Gaeilge with four possible answers. For instance if I was giving a lesson on Caitheamh Aimsire, I might have a picture of two children playing hurling with four possible choices – “ag imirt peile”, “ag léamh”, “ag iománaíocht” or “ag damhsa”. The child would be expected to choose “ag iománaíocht”. I can do this as a whole class activity for Revision but then I can ask children to complete it independently on Google classroom which serves as a useful assessment tool and lets me know how well the children know their vocabulary.
https://edu.exceedlms.com/student/path/1607056/activity/3187402
This activity is a beginner’s introduction to using Google Slides for presentations. I think this is an excellent resource to teach children the basics of using digital skills to both display and enhance what they have learned. I would begin by introducing my pupils to Google Slides, teaching them how to create a simple presentation. This would include changing the theme for visual appeal, adding and deleting slides, modifying fonts, inserting and formatting images, and animating text or objects to enhance engagement. Pupils could use these skills to create short presentations on SESE topics, book reports, or personal projects—developing both digital literacy and communication skills.
To complement this, I would use Google Forms for formative assessment, such as quizzes based on the presentations or class topics. Forms can include text, images, and video to support a range of learners. Together, Slides and Forms promote creativity, critical thinking, and independent learning while giving pupils opportunities to present their knowledge in dynamic, meaningful ways.