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The biggest thing I have learned from this module is the amount of resources available that I never even knew existed. If I’d not chosen this course (as a limited tech user I chose it with trepidation) id never have heard of so many of these apps. Teachable machine, dreams pace, Minecraft education all look so accessible. As a multi grade teacher and one that enjoys station work I can see how these new apps can be adapted in different lessons. I think it will be an addition to the classroom but cannot beat human connection, human language, body language so while being useful there has to be a balance. The children already spend many hours outside of school on screen tike that their fine motor skills and gross motor skills are suffering.their attention span and communication skills are also suffering so I will be looking at ways to marry AI while teaching these other skills. I have not yet investigated if these apps are free thar have been mentioned in each module. We have some access to laptops/tablets but not for every child in each class so this will need monitored. I’m excited to see how the immersion reader with its different coloured backgrounds will help children with dyslexia.
I liked the prompt he gave to create the logo and as you say I can see the benefits of creating images with your class. As green school co ordinator it has also given me ideas to further our committee role and responsibilities using these images that can be generated.
I will be honest and was extremely nervous of doing this course but I’ve trusted teachnet every summer so decided to put my foot in here. I had plenty of worries and fears but for the moment looking at the positives. Being able to take the content and make into videos, using the prompts but watching the difference when pat entered enhanced prompts. The chat and Gemini and portal could all give a more precise answer the more data it got. By giving specific prompts including age of children etc I’m looking forward to the responses it will give me. As so many of the videos said as teachers we are time poor and with new curriculum and new time allocation etc even using it to help be creative with different topics. I can think of ideas but to prompt it to give me ideas I’d never even thought of. Gemini seemed very detailed responses and I think by experimenting between all three you get different ideas and I look forward this summer to using them. I believe young children spend enough time on screens outside class time that I try to limit screen time during the day but am aware it will, at times, enhance my teaching. As a multi grade teacher I’m also starting to think how it can be beneficial to all of the classes.
I agree the cost of fish can be difficult for some families and buying a fish productsuch as fish fingers they think are doing good but then looking at percentage of fish in the fish fingers they aren’t overall. I think as a school who is about to engage in hot lunches we should see what company offers fish once a week or fortnight.
I think this module has stayed with me as I did my own food shop the last few weeks. Normally we just grab the cheapest prawns and fish not checking labels as I was sure they would be local. However Vietnam isnt local. I know someone had mentioned before about the cost and as a single parent family not paid during the summer this is huge factor in buying suitable fish. I knew health benefits so wanted to buy fish but hadn’t realised it was coming from Vietnam and sure it would have the same standards if fishing as EU. I had been also buying crab sticks for my daughter but again after this module the label meant I had researched and they might not be as nutritious as I once thought and the source again not local. Taking supplements as an adult also has meant I am checking labels on my fish oil supplement to make sure the product is sustainable and where the fish liver is sourced etc so a great education for our family.
Having rewatched the external video explaining the gulf stream and how it works it’s a good personal reminder of how climate change and global warming can indeed make a difference to us here . Sometimes I’m guilty of thinking sure temperate climate here it won’t change much if the degrees warm us up and even guilty of wanting warmer climate. However seeing the video again for how if.the gulf stream stopped in effect our hot water pump the changes would be detrimental.
I agree and the children coming through our doors often don’t even know which county they live or where it can be found. To be able to find their area on the map and find how these businesses are near theirs or why their county is suitable not suitable for aquaculture or which parts of the county could be used. Teaching in a landlocked county they will have to work out how their county can be involved whether directly in fresh water lake or distribution from a coastal region..
Yes Sinead and with more restrictions EU wise on traditional fishing there are other scenarios ready for the fisherman to use. Great job opportunities at a difficult time for rural community. I can’t wait to see how it develops.
Ryan this is great to use the resources on your doorstep. Also a challenge for me is waste management and we do separate things but I am concerned that in the next couple of years we will have hot lunches in school and I’m worried about the impact on this in terms of waste, packaging, food waste, storage of food, cutlery and seeing which companies offer the best solutions for this as much as what menu they offer.
Children often copy what they see so from day one I turn off the lights when we leave the classroom and within a couple of weeks the children are volunteering to do this. This year was our first year with Litter Pickers Bunch and they provided all the equipment not only for our class but for the children to take home each weekend for their own street or house. It was amazing watching them as whose turn is it next. It’s the starfish story principle it made a difference to that one. We try as a school to encourage recycling, our last green school award was for water so children don’t leave taps running in school or at home. We are in middle of school transport so no idling campaign outside school was great talking to parents at the car as to why not to leave engines running. This year in my room we set up a garden and grew our own vegetables but of course many didn’t develop fully until children left for summer so I am investigating if I grow potatoes if they would be ready for Christmas dinner. This teaches my infants how they can grow from seed and eat what they can grow. If I teach from young age it will grow with them. The books I use for teaching stories such as Dear Greenpeace lends me opportunity to teach about whales, fishing and sustainability. I teach children fiction but also non fiction and showing them cans of tuna with dolphin friendly symbol so they can go home and check their tuna and where possible parents can replicate this and buy dolphin friendly tuna. We also buy fair trade chocolate when having treats or class parties and explain the frog symbol as my children call in and they look out for the frog when parents buy treats in the supermarket.
Oh yes sushi is a great idea and you could even demonstrate making it. Some of the bigger supermarkets have the nori and the mats and sell sushi rice. Now you are making me hungry. I think fish are definitely left out more than other proteins and sushi as visual aid will inspire them .
<p style=”text-align: left;”>I would use the video here of Salmon of Knowledge as my starting point to find out who has tasted salmon, where did they get it from? Then we can link it to the type of food and use the food pyramid. When we are talking about the proteins in food pyramid children are very quick to mention meat, chicken , beef ham but no to quick to mention fish and certainly shellfish far down the list. The nutrients in fish is incredible and it would be great for the children to try different fish. I also liked the label and bringing them in to see not only the source, check the label to see where they are fished from and then what macro and micro nutrients they contain as many children have only fish fingers as their experience. They would even enjoy making fish cakes or salmon cakes in particular. Children can also see how fish changes colour as it cooks eg prawns or if you ask what colour lobster is they will mostly say orange red not knowing the colour before cooked. It would be a good matching exercise to have pictures of both the cooked fish and raw to see if they could match prawns, scallops etc. bringing in the shells is also very exciting so they can see the scallop or mussel lived in here etc</p>
I agree totally that STEM is the one part I lack confidence in teaching and planning and so excited to see how this can all be incorporated into STEM education in my class and across the three classrooms.
I totally agree. To see even the cost of housing in cities and the living expenses let alone the over population and its consequences and then compare it to the job opportunities that can come to these communities and even the tourism it can attract will be amazing. I will be looking to book a tour and try some of these foods from aquaculture.
As a teacher in a landlocked county I agree the resources are so welcoming and child friendly that they will feel that they are there themselves pulling the mussels from the ropes and for them to be even see these real life examples and that food doesn’t just come from the supermarket in the town is great.
