Forum Replies Created
-
Posts
-
This also struck me. And how they cannot be in the way of ship routes (obvious) was something I’d never considered. It would be interesting to have students identify areas which they think are suitable for farming particularly if the are based in coastal areas in the West.
Hi Orla,
That was a great experience for you as a child. I never had exposure and so, like you mentioned, the videos were crucial for me.
I loved seeing the different types of farming and how it helps strengthen communities.
Máire
I like the idea of inviting guest speakers from Coillte, Bord Bia etc.
The litter warden in our area has been wonderful for coming to the school, talking to the children and explaining why things such as litter matter. The students can explore, google, discuss these issues but having people who live/work it is much more effective.
I am based in Passage West, Co. Cork. There are several initiatives running locally to enhance sustainability. A major one is the redevelopment of our local greenway, they are widening it to increase accessibility. They will plant more native trees, flowers (pollinator friendly species) and even install bat boxes for biodiversity. Recently new lighting systems were installed- they are LED lights as a means to save energy. A craft shop in the town is gaining great traction- Passage West Creates, local artists sell their wares there, many of which are crafted using local resources such as drift wood, berries, shells etc. Tidy Towns is active and take pride in maintaining the community.
It could benefit students by doing biodiversity walks on the “line”, collect items, journal about them. We could invite artists from Passage West Creates to our school and create a partnership with them, learning how to do some basics of their works. We could inviter a speaker from Tidy Towns and create a mini Tidy Town committee/project.
I really believe some of the best way of teaching students is using hands on experiences. In schools with kitchens, it would be great to demonstrate the cooking of basic seafood dishes using fish that is accessible to children. This could be done using station teaching- so that the children could learn and taste 3/4 dishes.
Procedural writing could then reinforce the process and even let children bring in their own dish from home. We have a lot of multinational children in our school who would be only delighted to (as they have in the past) show us some local dishes to their respective countries using seafood.
Seafood is so important for nutrition particularly that of growing children. There are so many benefits. As part of SPHE and SESE, students are often introduced to the food pyramid. They may recreate this through drawing diagrams, using tech or a variety of materials during an art lesson. This resonates to a point, but rather than a cursory mention of why student require foods from different food groups, I think it should be the focus of it. If students could better understand that we eat to live but that the type of “fuel” we use for energy impacts successes, it make more sense.
I believe that nutritionists coming into sports clubs, TY students etc is very effective however, primary school children are starting life long habits and it would benefit them to understand the “why” they eat what they eat in more depth not just the “what” you should eat per day.
The documentary Supersize Me springs to mind, children would benefit from the impact on the mind and body that less nutritional foods have over time. We don’t want to scare our children but we do want to encourage healthy attitudes, healthy mindsets and healthier choices.
STEM creates an opportunity for our students to engage with hands-on, interactive experiences. The lessons provided by BIM in conjunction with ARC align with these methodologies. ARC is very proud of its classroom which is non-traditional, inclusive of IT experiences and incorporates a seating arrangement which can allow for a variety of ways to deliver/work with content.
I think that Mantle of the Expert would also be very useful in this context and it should be remembered the value of arts education in exploring the wider world around us. The possibilities are endless here and would afford those not traditionally “into” STEM to engage in a more meaningful way.
Máire
Hi Máire and Hannah,
I agree with you both, the benefits of inquiry based learning are phenomenal and a topic such as aquaculture has the potential to grow these skills, ensuring that our students walk away with a wide knowledge of aquaculture and the benefits it provides for citizens here in Ireland.
Engagement with the Blue Flag and setting up a committee across the different classes would create buy in. I think it could also be linked with our green schools committee.
Máire
Ireland, being an island is an ideal setting for aquaculture. Aquafarms are located primarily along the west coast (Atlantic) in counties like Donegal, Galway, Cork and Kerry. They have sheltered bays to support sustainable fish and shellfish farming. These farms have fish such as such as salmon, mussels, and oysters. They not only provide high-quality seafood but also generate significant socio-economic benefits for local coastal communities.
Aquaculture creates jobs. Rural areas where traditional industries such as fishing and agriculture have declined have lost a lot of young people to more populated areas. Aquaculture creates direct jobs in farming and processing, and indirect opportunities in logistics, equipment supply, and tourism. It offers opporunities to young people to stay in their local areas, generate wealth in their area and helps prevent depopulation.
Kinsale is local enough here to me and brings great tourism for events surrounding local produce such as the Chowder Festival, Lobster sales and has created a Good Food Circle which focuses largely on local seafood produce.
I can hand on my heart say that when I signed up for this course, I did not know the first thing about aquaculture, social license or even who BIM are. I wanted to engage with something completely new and I was honestly sucked right in!
I am teaching in Cork and so we have plenty of access to the coast here. I don’t know how many times I pass the mussel farm in Bantry Bay annually and never give it much thought.
Looking at ARC and the opportunities that it provides for students is very effective. VR headsets, hands-on learning experiences and dialogue with trained facilitators is a great way to engage students. It sounds like a great day coupled with the online lessons to prepare. The lessons come with quizzes using google forms which is great if it can be shared with google classroom for individual pupils digital portfolios.
Even though the lessons are geared towards the senior end of primary school, I think it would be amazing to incorporate it into Aistear and playful learning. The possibilities are endless.
The Google workspace tools which I have been learning about are a gamechanger. I did Microsoft course many many moons ago and so I never really gave Google a chance as I am quite competent at the aforementioned.
Our new principal is keen to introduce Google Classroom from September and I felt that this course would benefit me as I have a basic understanding of many of the tools and felt a Google Classroom course would be too limiting.
I am blown away by the support offered by Google and the way in which I can link so many apps to google classroom will be a great step forward for my class.
I feel that the students before me are great at swiping but often lack basic operations on ipads/chromebooks.
I intend to build a programme teaching the students various aspects on docs, slides and forms this year. I may use a flipped classroom approach so that it will also provide information for parents who may wish to upskill.
The fact that the programmes are cloudbased is a dream. Gone are the days of losing files, not saving things accurately to memory sticks, this is going to make life a lot easier in the classroom.
I do think some of the work will be tedious at first e.g. setting up all the forms for testing. If we collaborate as a staff, perhaps we will be able to share and edit tests to speed things up over time.
The resource that I worked on examines the holocaust, it has animated slides, photographs and key information.https://docs.google.com/presentation/d/1e-P5WaOIeM4io_vdtwP_PTsD1FjjffqJFugUO91Iz6M/edit?usp=sharing
I travel to Poland annually and 5th/6th took a particular interest in WW2, the girls were very keen to learn more about Auschwitz whereas the boys tend to take a shine to the actual battles. I focused on the social/historical aspect of WW2 here rather than individual war. I will visit Dachau in outside Munich in the near future and so expect to add to this.
The Google workspace tools which I have been learning about are a gamechanger. I did Microsoft course many many moons ago and so I never really gave Google a chance as I am quite competent at the aforementioned.
Our new principal is keen to introduce Google Classroom from September and I felt that this course would benefit me as I have a basic understanding of many of the tools and felt a Google Classroom course would be too limiting.
I am blown away by the support offered by Google and the way in which I can link so many apps to google classroom will be a great step forward for my class.
I feel that the students before me are great at swiping but often lack basic operations on ipads/chromebooks.
I intend to build a programme teaching the students various aspects on docs, slides and forms this year. I may use a flipped classroom approach so that it will also provide information for parents who may wish to upskill.
The fact that the programmes are cloudbased is a dream. Gone are the days of losing files, not saving things accurately to memory sticks, this is going to make life a lot easier in the classroom.
I do think some of the work will be tedious at first e.g. setting up all the forms for testing. If we collaborate as a staff, perhaps we will be able to share and edit tests to speed things up over time.
The resource that I worked on examines the holocaust, it has animated slides, photographs and key information.
https://docs.google.com/presentation/d/1e-P5WaOIeM4io_vdtwP_PTsD1FjjffqJFugUO91Iz6M/edit?usp=sharing
I travel to Poland annually and 5th/6th took a particular interest in WW2, the girls were very keen to learn more about Auschwitz whereas the boys tend to take a shine to the actual battles. I focused on the social/historical aspect of WW2 here rather than individual war. I will visit Dachau in outside Munich in the near future and so expect to add to this.https://docs.google.com/forms/d/1Pf190pYsFTsPEJv1fYaW7QaBAlm4dlTD3_b2j0YkYDs/edit
The assessment which I designed could be given during station teaching. This will afford the teacher an opportunity to observe students to see how they would approach the problem solving activity in small groups.
It will identify who is leading, who has the right ideas but needs additional scaffolding and who needs further work in this area.
The teacher will be able to conference with each child in the group individually to see how they viewed their own approach and see if it aligns with her observation. From this, they will be able to identify what learning objectives are next.
Good afternoon,
The skill which I chose to look at is developing good people skills. I chose this as it is something which is very often overlooked in the primary classroom.
I do think that students at this level find it difficult to work together in the middle classes as they simply can, in general, be quite ego centric.
Group work can often lead to fall out, I have discovered that assigning different students with different roles can help overcome this. These roles rotate as some students try to lead, others are happy to sit back and not contribute.I created a book report which could be done alongside a class novel. If it was a collaborative project, students would all get a chance to assume different roles within the project. Different abilities could present different slides.
Essentially what I want is students conversing, planning, working together without upset. Listening to one another, responding respectfully and guiding one another constructively.
Attached is a link to the book report slideshow.
https://classroom.google.com/c/NjE4NjYxODk1MTcy/a/NzAyMjk5NDA4MDAz/details
This could be used in a variety of ways.
Here is a link to my Google Classroom
https://classroom.google.com/u/1/c/NjE4NjYxODk1MTcy
Our school has undergone many positive changes in the last two years.
We have a new principal who is very progressive. He hopes to introduce Google Classroom to the school community in September. I expect the student body to embrace it, they will enjoy using new tools, collaborating, being creative etc. It is a great opportunity for our students to engage meaningfully with technology. Many students exposure has been centred around gaming, photo filters and digital video. They will now have an opportunity to learn how to use a range of tools, apps and extensions to enhance their learning.
I like how I will be able to use Kahoot, Epic, Padlet, IXL amongst other apps within google classroom.
I had trialled using Seesaw and Aladdin previously in an attempt to create digital portfolios. They are great but didn’t offer the freedom that I needed. All the photographing and uploading of work was time consuming.
Students having ownership of their own portfolio is perfect. I think this will work very well in my setting. I haven’t ever used Sites before and am very keen to get it up and running. I’ve been watching videos online and what was posted in module 2 and feel it will work perfectly.
I like how the school in the PDST video married the DLP with DEIS and SIP. This is something which I will bring to our management meetings in Sept.
