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Hi Emily
Yes, I also found in interesting your use of visual manipulatives and number lines in OneNote to support numeracy, and I must check this out. Also, colour coded steps in PPT sounds really useful. I use PPT in nearly every lesson, so will definitely have a play around with this also. Thanks!
I have experience teaching literacy classes across all year groups in Secondary School and there are many technology resources highlighted in this course that I will definitely use in the future to support literacy and numeracy in the curriculum. However, this particular module made me reflect on my experience of teaching the L2LP curriculum to third year students. One of the short courses in this programme is called Caring for Animals. I was really interested in the Microsoft Search Coach and Teaching Information Literacy and had a look through the basic lesson plans; the Choosing a Pet, writing unbiased queries would be very beneficial to use in this course as it promotes student reflection and deeper thinking.
I was also reflecting on the Junior Cycle CBAs and the Microsoft Speaker Coach would be an excellent resources to use when preparing the final presentation part of their projects, as this is an area that is often the most challenging for a student. It would also be an excellent tool to use in TY class groups as project and presentation work plays such a big part across all subjects.
In terms of numeracy, I think that the Math Assistant in Onenote is very accessible and easy to use and it would take away some of the initial fear some students have around Maths.
I believe that the School Development Planning section in the Inclusive Education Framework is key in ensuring that criteria is met to ensure an inclusive learning environment for all students. It should be a living document that is reviewed, amended and updated regularly to meet the changing learning needs of all students.
Hi Pat
Thanks for your comment. Yes, without a doubt, it would be great to have a standardized questionnaire for students and parents at the beginning of every school year asking for their input on the student’s strengths/weaknesses, areas they would like to focus on, what supports they might have at home etc.
Part 2: Create a SETT plan in MS Word or Google Docs for a sample student and post a link to it and reflection here (min 150 words) as a reply to this post.
https://docs.google.com/document/d/1lk4-iRUouyq1x5oZhqOR_r98IuwX2ZcfKHYBigBDqr8/edit?usp=sharing
Reflection: After reading about The SETT model and creating one for a sample dyslexic student in this task, I believe it really encourages us, as educators, to think strategically about a student’s strengths and weaknesses and how best to maximize their learning potential with the tools and environment available to us. By thoughtfully examining the student’s needs, learning environment, tasks and available tools, I was able to create a personalized plan for a 15-year-old dyslexic student in a mainstream classroom. By adding in free Microsoft tools, such as Immersive Reader and Dictation, this ensures the student has accessibility and it also promotes independence and therefore allowing the student to have autonomy over their own learning. These tools would also encourage the student to engage more confidently in any reading and writing tasks and, in addition, active participation in learning in a mainstream classroom with the use of a tablet. In conclusion, the SETT framework not only provides practical, student centered solutions but it also nurtures the student’s self-autonomy and confidence. In addition, it also provides a uniform and standardized model for all Teachers and Parents to work from.
Part 1: Participants will review the SETT model and outline how they would use it for in conjunction with a student’s School Support File, including identification of appropriate assessment approaches.
In my opinion, the SETT model and the Student’s School Support File would work in conjunction with one another. However, the SETT model would be the initial framework of investigation – information gathered from this would then go on to form the correct supports for the young person to be included in the Student’s Support File. Once a student’s strengths and weaknesses are identified, the appropriate tools can then be selected for them to be Active Learners and the Environment modified/adjusted as necessary. Appropriate tasks could then be identified for learning. Through carrying out these tasks, Teachers would then be able to adjust/modify lessons accordingly and to practice formative and summative assessments from the information gathered from these.
Hi Mary, I really liked the To-Do tag feature and also the fact that you audio recorded each question and answer option to provide extra support if needed. Great idea.
Yes, I also had not used Immersive Reader before now. I had heard of it but never actually experimented with it. I was pleasantly surprised as to how easy it is to use and it is something that I will definitely make use of in the future.
Hi Deirdre, I agree that it is very important that Teachers and Students feel comfortable using these tools, especially in a large school setting. There should be mandatory training for all staff in this area to introduce them to the tools that are available to them.
Part 1:
Activity for a 3rd Year Literacy Student who has dyslexia: (40 minute class)
The Teacher will choose a short article. The student will read it using Microsoft’s Immersive Reader tool and carry out relevant activities after.
Step-by-step instructions:
1. Reading using Immersive Reader
Student will use text-to-speech to hear each sentence
Student will use syllable breakdown and line focus
Student will use picture dictionary to understand new words, as required2. Spelling
Teacher will choose 5 key words from the text Student will Use syllable breakdown with Immersive Reader
Teacher will examine spelling “look, say, cover, write, check” for each word3. Writing
Student will write one sentence for each key word
Student will merge sentences into a small paragraphThis activity is relevant to a student with dyslexia as it supports decoding with visual and audio tools, builds spelling skills using step-by-step practice and develops writing skills by scaffolding from words to sentences to paragraph.
Part 2:
The Cosán framework is built on several key principles: professional autonomy, flexibility, relevance, quality, accessibility and impact. On reflection of these principles, I would wholeheartedly agree that Teachers are indeed lifelong learners. It is our responsibility and our duty to continue to grow in our knowledge and to pass our knowledge onto our peers and our students.
Therefore CPD is very important as it introduces us to latest research and studies in education and learning. It is important that we do not get stuck in old habits and thinking, that we continue to grow professionally in order to help our students achieve their absolute potential.
After experimenting with some of the tools available on Microsoft 360 and the Edge Browser, I am very impressed with what is available, and for free. I will definitely use the Immersive Reader in Literacy classes in the future, and also there are some students who use laptops in all classes as they have difficulty with reading and writing, who would benefit from this tool. The microphone option in the Immersive Reader would be very useful for Dyslexic and EAL students who struggle with English spelling.
The Dictate tool would also be excellent for students who have difficult in writing, in particular when completing their subject CBAs in Powerpoint.
We currently use microphones in EAL classes that translate into word (in native language) in Powerpoint, but this seems like an easier option.
The Immersive Reader would also be very useful for students when accessing and understanding documents across Sharepoint, Onenote and Teams.
I am now familiar with how to investigate and access the tools in settings and look forward to exploring on the desktop when I start back at school in end of August.Part 1: I appreciated the breakdown of the AT into low, medium and high as it made me reflect on what we already use in our school and what we could also potentially use in order to enhance the teaching and learning of the school. Many of the Low and Medium tools are already available to us, but it is important that all Teachers are made aware of these.
At a most basic level, all students should be able to access subject curriculum fully, regardless of their needs, and all Teachers should have knowledge of the tools available to them to assist students accessing the curriculum and achieving their full potential. It should be an item for inclusion in the school SE process, and there should be a Digital & SEN Champion from the school community present at review meetings.
I think all of the Standards in the Digital Learning Framework have their value, but in particular: Pupils demonstrate the knowledge, skills and understanding required by the primary curriculum at a most basic level and also: Pupils experience opportunities to develop the skills and attitudes necessary for lifelong learning.
In relation to Teachers the following Standards are of value: Teachers work
together to devise learning opportunities for pupils across and beyond the curriculum and Teachers contribute to building whole- staff capacity by sharing
their expertise.Part 2: The SETT model of Student, Education, Task, Tool would work very well in supporting the Student Support File. In assessing your student through this framework, it is working towards building the appropriate support network for them. It would also provide a uniform model of support and assessment in the school.
