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Hi Colin , I thought your focus on improving assessment practices using Co-pilot and learning acelators was very relevant. It is a significant time-saver, allowing teachers to generate high-quality resources quickly, which can then be adapted and refined to meet the specific needs of their pupils . It will be interesting to see how schools continue to incorporate AI tools like Copilot into the SSE process. I think this has the potential to improve consistency across schools.
For my School Self-Evaluation (SSE), I have chosen to focus on Numeracy, specifically reviewing how we are implementing the new Primary Mathematics Curriculum to ensure that new materials, planning approaches and assessment practices are being embedded consistently across the school. As the curriculum continues to be introduced, I think it is important to evaluate not only what we are teaching, but also how effectively our planning and assessment align with the curriculum’s emphasis on mathematical understanding, problem-solving and pupil engagement.
To support this review, I will use a range of evidence from my own practice and from whole-school data. My planning, developed using Teach & Create, will provide evidence of how I have incorporated the new curriculum objectives, learning outcomes and differentiated learning experiences into my maths lessons. Copilot will be a valuable tool for reviewing lesson plans, generating ideas for differientated mathematical tasks and ensuring that assessment opportunities are embedded throughout each unit. It will be a time saver to adapt activities so that they promote reasoning, discussion and real-life application of mathematical concepts.
Another key source of evidence will be our pupils’ digital learning profiles. By analyzing assessment information across classes, to identify trends in attainment, highlight areas of strength and pinpoint concepts where pupils require additional support. Looking at data from a whole-school perspective will help make informed decisions about future planning, targeted interventions and professional learning needs. Using assessment data in this way will also allow us to measure the impact of any changes we introduce as part of the SSE process.
Hi Mark I agree ron your emphasis on adapting the AI-generated resource rather than using it exactly as it was produced. Your point about checking the content carefully before using it in class really resonated with me, as I think this is one of the most important aspects of using AI responsibly. It shows that AI works best as a support for teachers rather than a replacement for our professional expertise.
I used the Canva agent to create a teaching resource for Fifth Class Maths lesson on adding and subtracting fractions. The aim was to produce a clear, visually engaging fraction rule template that pupils could use a during lessons and independent work tasks. The initial output from Canva was attractive and well presented, but I quickly realised that the mathematical content needed to be checked carefully. It suggested finding the lowest common multiple (LCM) for all questions, whereas my lesson was focused on teaching pupils to only add or subtract fractions when they have a common denominator. At this stage of learning, I wanted pupils to recognise when denominators already matched and apply the rule correctly before moving on to finding equivalent fractions using the LCM. As a result, I adapted the resource to better match the learning objective. It is impotant to carefully check all the examples and calculations to ensure they were mathematically accurate and age appropriate. I also simplified some of the language, increased the font size, and added colour to highlight the numerator and denominator. Overall, I found that Canva added time savers to generating resources. It significantly reduced the time needed to create an attractive classroom resource and gave me ideas for layouts and visual presentation that I could easily adapt. Rather than starting from a blank page, I was able to refine an existing design to meet the needs of my class.
In terms of School Self-Evaluation, Copilot’s prebuilt agents can support schools by helping staff create surveys, summarise feedback from parents, pupils, and teachers, and draft improvement plans linked to school priorities. They could also assist in analysing assessment data and identifying trends in areas such as literacy, numeracy, attendance, or wellbeing.
Pupils with a diagnosis of dyslexia are entitled to free digital PDF versions of their school textbooks. I have downloaded these e-books for my pupils and currently use the Read Aloud feature to support their access to the text. While this has been helpful, I believe Immersive Reader would offer much greater benefits, as it includes additional accessibility features such as line focus, syllable breakdown, adjustable spacing, and other supports that can significantly enhance reading comprehension and independence.
I am wondering if anyone has found an effective way to convert a PDF e-book so that it can be used with Immersive Reader. I would really appreciate any suggestions or advice from those who have successfully done this, as I think it would make a significant difference for pupils who benefit from these accessibility tools.
Reflecting on this module I seen a particularly positive impact is in reducing barriers to learning through the use of Immersive Reader and Dictate the practical classroom tasks I created using the Microsoft 365 Copilot tools, I found them to be a valuable support for planning engaging and inclusive learning experiences. The tools generated a range of activities that could be adapted for different ability levels and learning styles, providing a strong starting point for classroom practice. As with all AI-generated content, however, teacher judgement remains essential to ensure activities are appropriate for the needs of individual pupils.
One area where I found very useful was Immersive Reader and Dictate. I have used both tools successfully with pupils who have dyslexia and Developmental Coordination Disorder (DCD). These accessibility features help to level the playing field, allowing pupils to access the curriculum more independently and experience success in the classroom. One pupil with severe dyslexia and DCD, who previously struggled to complete written tasks, has been able to use speech-to-text to express their ideas confidently and finish classroom work alongside their peers. This has had a significant impact on both their achievement and their self-confidence.
The practical tasks also promoted pupil engagement because they could be easily differentiated. Copilot helped generate activities at different levels of complexity, while accessibility features such as Immersive Reader, Read Aloud, Dictate, and adjustable text settings ensured that pupils with additional learning needs could participate fully. This flexibility allows teachers to make meaningful adjustments to practice without significantly increasing preparation time.
One concern I have is what happens when pupils transition to secondary school and eventually sit the Junior Cycle and Leaving Certificate examinations. While speech-to-text technology can transform learning and allow pupils to demonstrate their knowledge in everyday classroom settings, access to this support in the State examinations remains limited. At present, if a student can type more than 11 words per minute, they may not qualify for speech-to-text accommodations. I believe this criterion should be reviewed, as it does not always reflect the barriers experienced by pupils with dyslexia, DCD, or other specific learning difficulties. As a result, many capable students may underachieve in high-stakes examinations because they cannot demonstrate their true understanding in a way that reflects how they learn best.
From a School Self-Evaluation (SSE) perspective, Learning Accelerators and the built-in accessibility features within Microsoft 365 could provide valuable evidence of inclusive practice. Schools could evaluate how effectively these tools improve pupil engagement, independence, literacy outcomes, and overall participation. They could also gather feedback from pupils, teachers, and parents to inform future targets for inclusion and digital learning. Embedding these technologies within the SSE process would support schools in creating inclusive ,equal learning
I think you’re absolutely right that the quality of the prompts has a big impact on the final product, and refining prompts is definitely a skill that improves with practice. Your point about adjusting the vocabulary definitions until they were suitable for your pupils highlights the importance of teacher judgement when using teach .
I also thought the idea of including a poster was excellent. Visual resources can make topics like World War Two much more engaging and help pupils to better understand events and concepts I see Co-Pilot Teach as a valuable planning tool that provides a strong starting point, but it still requires teachers to adapt and personalise the content to meet the needs of their own class. I think that balance between use of learnig agents and professional expertise is what makes it most effective
My lesson plan was on the American Revolution for Fifth Class. Overall, I thought the AI-generated lesson was well structured and provided a clear sequence of learning activities. It included engaging discussion prompts, suggested classroom activities, and useful assessment ideas. The content was historically accurate and gave a good starting point for planning.
However, I felt the lesson needed some adjustment before using it with my class. I would simplify the reading level and include a vocabulary glossary for key terms such as colonies, taxation, independence, and revolution. This would make the content more accessible for all learners, especially those who need additional language support.
One specific adjustment I would make is to include more opportunities for collaborative learning, such engage more actively with different perspectives from the period.
I also liked the suggestion of using more visual supports to help explain historical events. Images, maps, and timelines make history much more meaningful and easier for pupils to understand.
Looking at School Self-Evaluation (SSE), I think Copilot Teach could be a valuable tool in my school. It could support teachers in analyzing pupil outcomes, generating improvement targets, and create plans linked to literacy, numeracy, or wellbeing. It could also help draft surveys, summarise feedback from staff or parents, and suggest evidence-base strategies for school improvement. While teachers would still use their professional judgement, Copilot Teach could save time and support School Self -Evaluation
I agree Pol that AI can support differentiation. A practical safeguard might be asking pupils to submit planning notes or reflections showing how their thinking developed. How might we assess the learning process, not just the final product?
Use of Copilot could support my teaching by helping me create differentiated lesson plans, quizzes, rubrics and accessible resources. One clear benefit is time saved: I can adapt materials for different reading levels, learning needs or languages, leaving more time for direct pupil support. A key limitation is that AI can produce inaccurate, biased or unsuitable content, so I must review everything and follow school data-protection policies.
To ensure pupils remain the ones doing the thinking, I would use Copilot for scaffolding rather than providing finished answers. Pupils could critique an AI response, identify errors, compare it with reliable sources and explain their own reasoning. In School Self-Evaluation, Copilot could help summarise survey feedback, identify themes and draft improvement actions, while staff retain responsibility for interpretation and decisions.
Part 1 :Story prompt: Noah’s Ark – there is a flood and the students must create and design a plasticene boat to save the animals without sinking. Students are placed in groups of 3 and given a equal amount of plasticene and a basin of water . – their Learning Objective is to turn the plasticene into a floating boat that will hold the animals ( peas / plastic pegs ) , the boat that can hold /rescue the most animals / peas will succeed. Pupils observe and discuss each others techniques giving effective ,constructive peer feedback .
Part 2 :
Computational Thinking (CT) skills are essential to thriving in today’s academic and professional world. There has been a growing focus globally on fostering CT skills as well as on introducing computer programming concepts and languages beginning as early as Junior Infants and pre-primary school. Tools, curriculum, and frameworks to promote CT in the early years must be designed and implemented in ways that engage children who cannot yet read and write, who learn through play, and who have a short attention span and limited working memory but also strong natural curiosity. This paper summarises on the state of the field of CT as it relates to early learning and development, a time when young children are being introduced to foundational skills, such as literacy and numeracy, which can carefully be complemented by an exploration of CT. There is growing interest in integrating CT into early learning environments. Educators recognize its potential to enhance problem-solving skills and creativity. Various pedagogical approaches are used to introduce CT concepts, including playful activities, unplugged exercises, and programming tools designed for young learners. Teacher training is essential for successful CT implementation. Teachers need support to integrate CT effectively into their teaching practices. Assessing CT skills in young children remains a challenge. Researchers are exploring innovative methods to evaluate CT competencies. Ensuring equitable access to CT education is crucial. Efforts to address disparities and promote inclusivity
The story of Three Little Pigs.In this STEAM lesson, students will work in three teams to build houses that will (hopefully) withstand the huff and the puff of the big bad wolf. This lesson will take approximately one 45-60 minute class period to complete.
Materials Needed
1 copy of The Three Little Pigs
50 popsicle sticks for Team 1
50 small (hot drink) straws for Team 2
50 index cards for Team 3
1 thick piece of cardboard to serve as the foundation for each team’s house
1 poster board roof for each team
One roll of masking tape for each team
Small desk fan to serve as the big, bad wolf (preferably decorated appropriately).
paper and pencils
ProcedureRead The Three Little Pigs out loud to your class.
After reading, ask students what they think is needed to build a strong house. Consider linking this to different weather conditions–what would you need if you live in a windy climate? A hot climate? A snowy and cold climate?
Divide your class into three groups and Introduce the Three Little Pigs Design Challenge: Can your team design and build a house that the big, bad wolf can’t blow down? Requirements:
Your house must be built on the provided foundation (must be at the bottom of the house) and using the roof (must be at the top of the house) provided.
You can only use the materials provided to your team.
Everyone must work together and all ideas need to be considered.
You only have 20 minutes to build your house and have it tested.
Show students the “Big, Bad Wolf” so they know the force of the wind (huffing and puffing). Note: You can extend this challenge by using a fan with different levels (high, medium, low) and students that pass the “low” fan can move to medium and then high, etc. You can also move the fan to pre-determined locations measuring from further to closer to the house.
Hand out each team’s assigned material to use. (Note: If you have larger classes, you can divide the students into more than three groups and add additional building materials such as different straw sizes, different popsicle stick sizes, and different paper stock weight sizes. But every team needs to use the same foundation and the same room.)
Encourage students to draw or sketch their ideas before building.
After 20 minutes, students must bring their house to the “testing zone.” Note: their house can face any direction, but the wind must always come from the same place. If the house is still standing after 20 seconds, success!
DiscussionGive students time to discuss their answers individually and then discuss as a class:
What material worked the best?
Why do you think some materials were more effective than others?
Was your house able to withstand the huffing and puffing of the big bad wolf?
How could you improve your design?
Extension: What are all of the different jobs that are needed in order to build a house (make a list on the whiteboard)? How many of these jobs require an understanding of science, technology, engineering, and/or math (place a star next to these jobs)?
After discussing the strongest materials and discussing about the most stable shapes = have students retest but this time using all the same materials to ensure fair testing – to make the most stable house- using another fan.Digital tools let students collaborate in new ways, question the world around them, connect their work with the world, create products that demonstrate their understanding, and wonder about new topics they encounter. These strategies can help you integrate technology into a lesson as you design learning activities.
The vision of the Digital Strategy is to “realise the potential of digital technologies to enhance teaching, learning and assessment so that Ireland’s young people become engaged thinkers, active learners, knowledge constructors and global citizens to participate fully in society and the economy”. The strategy promotes the embedding of digital technologies in all classroom and school activity so that the use of digital technology becomes a seamless part of the whole education experience. It underpins the development of 21st Century skills in our young people; skills such as communication and collaboration, critical thinking and analytic reasoning, research skills, creativity, problem solving and team work
Developing my use of digital technology can have a profound impact on a school in several ways:
For example :Technology can make lessons more engaging and interactive.
Technology facilitates better communication and collaboration among students and teachers.
Teachers can continuously improve their skills through online courses, webinars, and professional learning communities. Digital tools can streamline administrative tasks, such as grading, attendance tracking, and communication with parents.
Ensuring all students have access to digital tools can help close the achievement gap.
Overall, integrating digital technology in teaching not only enhances the learning experience but also supports teachers in their professional growth and improves the overall efficiency of school operations.
