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Having taught pupils with SEN for a number of years the constant frustration was that there was a limited supply of appropriate resources to support learning. Most of the pupils were visual learners with a short concentration span who needed access to various stimuli to support learning. Teachers inevitably made their own resources and with advances in technology attempted to support learning with the use of the internet, Youtube videos etc.. However it was still difficult to meet the needs of individual pupils and their various learning styles. Constant repetition of the same concept was required which meant making new resources but at the same level. In addition older pupils in our school with SEN completed portfolios for certification and there was a requirement to produce some assignments using technology. The pupils did enjoy using technology but it was quite time consuming and a lot of the work had to be completed 1:1 with individual pupils.
This frustration definitely has eased with the use of Google Workspace for Education. Last year I began to use Google Classroom in a limited way and saw the benefits of it instantly. Being able to assign work individually to pupils was an advantage. Group work previously was something that was not enjoyed by all pupils but the use of shared Google Docs and Jamboard has proved to be more popular with pupils and they are definitely more willing to share their final product. The sharing of teacher prepared resources using Google Workspace has also been beneficial for staff as well as the option to reuse these resources.
These young people have been born into a technological world and are surrounded by devices constantly. The role of the teacher now is to know how students learn and to be a “learner” alongside them. I am grateful for such technologies as Google Workspace to support them in their learning and at the same time making them aware of their Digital Citizenship and the need for vigilance online. I look forward to making more use of the various Google Workspace apps in the future.
https://docs.google.com/presentation/d/1kzIA12lpUmn8IK9PWKKy1SIPlCVUwvKRt-Yyw-8CfTw/edit#slide=id.p
The form I have created will be part of a beginning of year Assessment for a class of pupils with additional needs in a Special School. As the retention of facts and information is a challenge for these pupils repetition of facts is presented in many different formats. They particularly enjoy activities on the iPad and seeing a visual of their success.
Before the pupils complete the form there would be revision of all facts taught in the previous school year. This revision would be facilitated through discussion, question and answer sessions, the use of matching activities and displays around the classroom. An explanation of vocabulary such as “leap year” and “fortnight” would also take place with examples of leap year/non leap year discussed.
The inclusion of images and the video of the calendar rhyme with sound and visuals provide scaffolding for the assessment. The points awarded for each question are graded.
The paper Redesigning Education: Meeting the Challenges of the 21st Century contains some interesting ideas around preparing students for a 21st century world. Reform of the curriculum at second level and the development of key skills for students has gone some way to addressing the need for a different approach. At 2nd level collaborative project work and the application of key skills across curricular areas is evident.
The new Primary Curriculum Framework for Primary Schools has adopted a similar approach of developing key skills that will be embedded across all curricular areas. On the surface this appears to be a positive development for primary schools. However I read with interest in the report of the varying approaches in many other countries where there is a balance between providing schools with ICT hardware while also supporting it with professional learning for teachers to extend ICT competence as well as the allocation of time for teachers to collaborate. A similar approach will be required here in order for teachers to truly engage their students in 21st century skills in the classroom.
21st Century Skills in the Classroom
I have chosen the skill of “Skilled Communication” to focus on as I feel it is most appropriate in my school setting where pupils because of various challenges use many forms of communication.
Background Info: Senior pupils will work on a project based on the Phoenix Park. On completion of the project they will use ICT to communicate their learning from the project and promote the park as an area of interest for all other classes in the school.
Learning Outcome: Pupils will promote the Phoenix Park as an educational resource suitable for all age groups within the school.
Workspace apps to be used:
• Google Slides to document and share information
• Google Chrome for researching factual information
• Jamboard to collate and share ideas for each slide
• Google Earth and Google Maps
Pupils will work in groups to produce an individual slide for a final slideshow. They will collaborate to agree on the information to be documented in the slide.
Big Ideas which will be addressed
Extended Communication, Multi – Modal, Fact based supporting evidence
• Pupils will design a separate slide promoting each of the following aspects of the Phoenix Park
- Slide 1 – Dublin Zoo – suitable as a venue for School tours. Pupils will use iPads to research Dublin Zoo. In the slide they will include images of Dublin Zoo and share links to the Dublin Zoo website for class teachers and pupils. A link to Google Earth can be included.
- Slide 2 – Areas of interest in the Phoenix Park for older pupils – Papal Cross. Pupils will use iPads to research the history of this structure. They will include images of the structure, and links to Youtube videos of the cross.
- Slide 3 – Phoenix Park as an area of Biodiversity suitable for the Green Schools Committee. The slide will contain links to the OPW contact details, images of the various aspects of biodiversity in the park etc..
- Slide 4 – Buildings of interest – Aras an Uachtarain, American Embassy, Farmleigh etc.. Pupils will research each of the buildings, visit the park and use iPads to take photos of the buildings which can be uploaded to the slide. A link to Google Maps can be included.
Big Idea to be addressed
Design and communication for a particular audience
Audience: Each class in the school community
The final slideshow will be shared with each class in the school through an online school Assembly. The information contained in each slide will be appropriate to the pupils in various classes and the use of pictures, videos, audio recordings etc.. will hold the attention of all pupils.
The use of Google Classroom and the various tools prepares students to operate in the real world and also to be part of a connected world. It enables teachers to operate in a more efficient classroom. It promotes collaboration between students and also among colleagues.
Using the various tools enables classroom teachers to address Dimension 1 of SSE Teaching and Learning through Learner Outcomes and Learner Experiences. Pupils can demonstrate their knowledge and skills of the curriculum by engaging with Assignments created by the classroom teacher. They learn the skills of collaboration and teamwork through the use of Jamboard, Google Slides and shared Google Docs. They are given the opportunities to develop skills for lifelong learning by applying their digital competence in new situations. If the situation arises pupils can still attend to school work remotely by using Google Classroom.
For teachers Google classroom enables easier ways to differentiate for pupils by assigning work to particular students or assigning additional work to specific students. Assignments for students can be reused from year to year and through collaboration with colleagues on Google Classroom assignments can be shared across year groups.
All pupils work saved to Google Drive can be used to create ePortfolios and embedded into a Google Site which can track their progress and also can be shared with parents.
From my own perspective in a Special School setting the use of Digital Storytelling and creating a picture book though the use of Google Slides is something I definitely will be trying.
Module 1 – Digital Learning and SSE
As a teacher in a special school the benefits of using digital technology in teaching are immense. It provides opportunities for greater engagement particularly where pupils may struggle to express themselves through oral or written communication. The needs of pupils within the class are very diverse and digital technology provides the chance to differentiate without it being apparent to their peers. It also allows pupils to work together on projects and provides them with a space to get creative on how they present materials.
With regards to SSE the use of digital technology in our school setting where are pupils are at increased risk of vulnerability online allows us time to explore with the pupils the potential risks and threats in the digital environment.
I have chosen the use of the Jamboard app as an example of one of the teaching resources and can envisage how this could be shared with my colleagues to promote the use of digital technology in other classrooms. Our pupils follow a Music Appreciation module for certification and are required to listen and respond to various genres. The Jamboard app could be used by pupils to listen to cover versions of the same song and respond using text boxes, emojis, images etc. This could be shared on the class whiteboard and also printed as evidence of their engagement and collaboration with their peers.
https://edu.google.com/for-educators/product-guides/jamboard/?modal_active=video-modal
