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This is a really practical approach to using digital assessment in SESE. I like how you plan to use the results to identify gaps in understanding and to inform future teaching. One suggestion might to be include a simple pupil self-assessment question at the end of each google form , such as ‘How confident do you feel about this topic’ This could give you additional pupil feedback and help identify children who may need further support.
My SSE focus is to improve the oral language skills and confidence of EAL pupils in 1st and 2nd class. I will focus particularly on developing vocabulary and encouraging pupils to use complete sentences when speaking.
I will use Google slides with pictures, key vocabulary and sentence starters to support pupils during oral language activities. Pupils will have opportunities to practice the language through partner talk, games and small group discussions.
To assess learning, I will use a simple Google Form alongside teacher observation, speaking checklists and occasional audio recordings. This will allow me to gather evidence of pupils understanding and identify areas where further support is needed.
I will use this evidence to plan going forward. I will revise vocabulary where necessary, provide additional modelling and gradually reduce sentence supports as pupils become more confident. I will reflect on the evidence gathered and adapt my teaching to support continued progress.I really like how you have highlighted the importance of teacher judgement when using AI. I agree that AI can provide useful ideas, but the teacher knows the pupils and their individual needs best. Your suggestion of developing the Mystery Box activity through pair work or group discussion is also a great way to encourage active participation. One practical suggestion might be to use a simple exit ticket at the end of the lesson where pupils record one new fact they learned and one question they still have. This could help you assess understanding and inform future planning.
In my EAL setting I used the Brainstormer gem to support planning for 1st/2nd class oral language lesson on ‘My Home’. I used the gem to generate simple and engaging activities to develop pupils vocabulary and oral language skills.
The Brainstormer suggested activities such as matching pictures and words, describing rooms in a house and using sentence starters such as “In my kitchen I can see…..” It also suggested a voice recording activity, where pupils can record themselves using the new vocabulary and sentence starters. This gives pupils an opportunity to practice speaking, listen back to their own sentences and also improve pronunciation.
I checked the suggestions to make sure they were suitable for the pupils age, language level and learning needs. I selected some ideas, simplified the language and added visual supports. I rejected suggestions that were too difficult for my group.
As a safeguard, I did not enter any pupil names, personal information or assessment data into the gem. Any voice recordings would be completed using the schools approved digital platform and not uploaded to the gem.
The Brainstormer gem added value by helping me generate a range of ideas quickly, while I remained responsible for selecting and adapting the activities to meet the needs of my EAL pupils.This is a great activity and I really like how you have made it inclusive by using voice typing , sentence starters and a word bank. The idea of pupils becoming archaeologists should also make the activity very engaging. One suggestion might be to allow pupils to add an audio recording explaining their stone object. This would give children another way to demonstrate their learning especially those who find written work more difficult.
In my EAL setting with 1st/2nd class pupils, I chose to use Book Creator alongside Google classroom to support an oral language activity on the topic of my family. I would use Google classroom to share instructions, visual supports and a link to the the Book Creator activity. In Book Creator pupils could add pictures simple text and voice recordings using sentence starters such as “ This is my…. and I have….” This supports inclusion as pupils can demonstrate their learning in different ways at their own level. The activity encourages engagement as pupils can create their own page. I would use the comment feature in Google classroom to provide simple individual feedback. I would use pupils’ completed work and voice recordings to inform future planning. I would then provide additional vocabulary or sentence supports before gradually encouraging pupils to speak and write more independently.
I really like how you have used simple google slides with large images and little text. This is a great way to keep the lesson clear and suitable for junior infants. I also like that you have included a short reflection at the end.
One suggestion would be to add simple audio instructions to some of the slides. This could support pupils who find it difficult to follow written instructions and would be inclusive.As I am working in EAL , I adapted this activity for a small group of 3rd/4th Class EAL pupils. The topic I chose was Geography-rivers, with a focus on developing key vocabulary such as river, source, mouth, bank, tributary etc
One design choice I made was to use pictures, labelled diagrams and repeated oral language practice. Pupils would first match words to pictures before using the vocabulary in simple sentences. This provides a clear learning sequence and supports pupils in developing English and subject knowledge.
An adjustment that I would make is to give the pupils sentence starters and a word bank that need more language support.
This could link to SSE by reflecting on how well visual supports and sentence starters help pupils participate, understand and use new vocabulary independently.I would also use pupil feedback and my own observations to make changes to the activity and ensure that the learning remains suitable for the needs of all pupils in the group.
I really like your idea of using interactive maths stations. It is a good way to make revision more active and enjoyable for pupils. I also agree that Gemini’s ideas would need to be adapted to suit the different needs and abilities in the class. One practical suggestion could be to have different levels of challenge at each station. You could also make the rotation times more flexible so that pupils do not feel rushed.
As I am working in EAL this year, I chose to focus on oral language and weather vocabulary with 1st/2nd class EAL pupils. I asked Gemini to create a practical activity and it developed a weather reporter activity. One useful suggestion was using progressive sentence frames to support pupils at different levels. Beginners could say “Today is rainy” while pupils with more English could extend this to “ Today is windy and cold. Please wear your coat” I also liked the idea of using weather visuals, modelling the language first and allowing beginners to work with a peer.
I would adapt the activity by keeping it short and focusing on a small number of new words at a time. I would use pictures, repetition and teacher modelling before introducing the weather reporter.
Gemini provides useful ideas but I would use my professional judgement to adapt them to the individual language needs of my pupils.