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Kidspiration is a new one for me but sounds like a lovely way for collating ideas, much like Padlet etc. I will give it a try with my next group of students for sure.
I will focus on dyslexia as the need of the students, where the younger students have difficulty decoding and deciphering words when reading. There are several resources we have covered that could support a group of students with these needs. Resources such as ABC Kids Tracing and Phonics could be used to reinforce letter sounds and blends. For reading, the students could use the learning Alley Audiobook reader, or utilize Immersive Reader to work on the same texts as others within the class. Features within Immersive Reader such as picture dictionary could also be used. ABC Phonics and Starfall would be a nice fun element to again reinforce these skills.
With regards to the School Development Planning section in the Inclusive Education Framework, the staff could look at incorporating these practices across a wider group of students. Perhaps one set of students could be a focus group, where a teacher reflects on what worked well/ how improvements could be made, and this could be fed back to other staff in training sessions to ensure the whole school community are using the most inclusive practices for their students.
Hi Yvonne,
I also found so many useful resources for phonics and word decoding in Module 4 that could be used with the younger kids next year.
Part 1: The SETT model provides educators with a structured approach that targets students’ needs across the areas of student’s strengths and weaknesses, environment, task and assistive tools. The Student section would be used to inform the SSF by providing information about the student’s strengths, needs, learning behaviours and interests. Once the educator is informed of these and how they align with the SSF, they can evaluate the best supports for the student by identifying whether low, medium or high support tech may be beneficial to them. By using some teacher designed tasks, the teacher can observe how best to support the student by understanding how their needs can be met.
Part 2:
Student:
Student in 4th Class who has dyscalculia and struggles with keeping track when counting, memorizing math facts and times tables. Often becomes frustrated in math lessons, will present as sick and ask to be excused often. Very sociable and enjoys working in small groups but does not enjoy competitive math games.
Environment:
Environment has been designed for success with access to time tales chart stuck to the table along with hundred squares printed in large size and number boxes for simple arithmetic sums. White board, markers and tablet available and seated close to the teacher/ SNA. Concrete materials for new topics.Tasks:
Simple examples should be used for new concepts and concepts should always be introduced at the concrete level with materials before going to maths problems in number, symbol and word form.Tools:
Use of Khan Academy videos and games to consolidate learning. Mathigon app for more abstract topics.Hi Ciara,
I love the idea of having the students highlight individual words and hearing it/seeing it/ breaking it down. It really gives the learner every tool they may need to decode and is also so beneficial to the teacher as it is fostering independence in learners from a younger age.
Part 1: This comprehension activity has been made using Microsoft Forms, as an assessment tool. It is designed for a 4th Class student who is dyslexic and requires a read aloud/ immersive reader function. In this way, the student is receiving the same assessment as those around them, but with assistive features that allow them to access the text and utilize their comprehension skills. They could use Office Lens to read the text/ read with a partner/ read with the teacher, depending on the need. The multi-choice option is also a useful feature for students who struggle with writing/typing. However, if the teacher did wish to include one question where the student is required to type an answer, they could form their answer in a OneNote, applying predictive text/ text to speech, then have Microsoft Forms read aloud their answer so they can check it before submitting.
Link: https://forms.cloud.microsoft/r/yE64NdCg64
Part 2: The Cosán Framework outlines the importance of upskilling for teachers, remaining lifelong learners and viewing our teaching career as a pathway. With the advancements in technology taking place all of the time, it is evident that we as teachers must ensure we are engaging with training and CPD in order to ensure we are bringing the best to our students.
Just to build on your point, I think for slightly older students who might benefit from using immersive reader but don’t necessarily want to feel like they are standing out because they are using AT, the fact that they can change the background colour/ font size etc. independently, gives them a certain level of ownership over their learning and might entice them to be more on board with the process of using AT as a result.
Module 2 was helpful in exploring the many high tech assistive technology options available for learners with needs. I particularly found it helpful that the module outlined specific assistive technologies for various learning needs such as neurodiversity, visual, audio, dyspraxia and dysgraphia, as teachers face varying needs within their classrooms every year. In a SET classroom, Immersive Reader could be used in many ways to assist learners. Having worked for many years with EAL learners, I particularly liked the translation options, which I think would be very useful. The picture dictionary would also be useful for students who are visual learners and for English language learners. The Dictate feature is another new one for me and would be particularly helpful for students with dysgraphia. Office Lens would also be helpful for students who are struggling to read a text.
Sharepoint is a feature that I feel I could use to adapt my current practice to be more accessible for my students, particularly EAL learners. It ensures that although all of your students are receiving the same content, targeting the same objectives, you are ensuring that the information is made available in a way that targets a range of learning styles. It is certainly one I will be making use of in future schemes.
Hi Oonagh, I agree that the SETT model would be a useful tool for planning and implementing a student support plan and would give a SET/ classroom teacher a great framework to follow.
This module served as an introduction to the range of assistive technologies available in education, many that we use every day without even considering them as adaptive practices. Low and medium tech options such as use of the whiteboard, HWT, audiobooks and adapted seating are small and achievable practices that can impact student learning, regardless of needs. As well as that, high tech options can have a truly profound impact on the outcomes for students with specific learning needs. Having explored the case study that showed how the SETT Framework could be implemented in the classroom, addressing the pupils strengths and needs and working on looking at the environment you have, the tasks they need assistance with and the tools available really breaks down what can often feel like a daunting task for a teacher/ school.
Using the Digital Learning Framework can help school’s take ownership of the practices they have in place and provide meaningful reflection to ensure they are providing the best learning opportunities for their students. In my current role, I would focus on the standard which encourages the use of digital technologies to support learning. Having previously implemented elements of the SAMR model in my classroom, I feel this framework aligns closely with the steps of the Digital Learning Framework and could help educators to focus on making small steps to modify or substitute some practices that could be of benefit to students.
Hi Robyn,
I love your idea of growing plants in the classroom and showing the students the real-life effect of drought and flooding on crops. What a lovely, engaging idea to make real-life connections so that younger students can access more complicated topics.
Research Question:
As my school run a WOW day and a cycle to school initiative, I would focus my research question around transport use and emissions affect on the environment. This would hopefully encourage the students to make meaningful links to the research question and more engaged with the outcome. A question such as “How does travelling to school by car everyday affect the air we breath and the world around us?”. To engage with the research phase, the students could complete a whole school survey on transport and travel to school. They could analyse the results and go into greater detail such as by asking, who travelling by bus, is your car electric, do you ever carpool etc. Students would then collate this information in a way that it is easily presented and analysed, such as using the digital chart or graph maker, incorporating STEM activities. Students would then begin research into the effects of CO2 emissions on the environment, calculating the footprint for their school based on the collected data. This gives them a goal at the end, for when they share their findings with students and parents, and begin an initiative to lower emissions, they can track their progress and compare their new school footprint at the end of the project.
Hi Sinead,
I love your idea of using the EO browser as a comparison tool for students. It really links it to their own environment and would definitely help to keep them engaged, when they have links to the image.
The Nose High Up in the Sky activity is a lovely way to introduce satellites to students. Using the resource, I would get the students prior knowledge by asking them to draw or write what they think Earth would look like from space. Younger students may have studied perspective and birds eye view, so a conversation around this language and creating real life links would be an engaging introduction, as well as linking any magazine/ TV/ book and movie images that the students may have seen of space.
To add to this activity, the students could study extracts about life onboard the ISS and get them to create their own satellite images either as an art project or using a device, based on what they have learned. In this way, the resource could be used with younger students or extended for older students.