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I agree Arlene, that the comparison of two texts is a very simple idea, but it could lead to great discussion with senior classes. It’s the kind of activity that would get children to slow down a bit and actually question what they are reading, rather than just accepting the first version they see. I can see it working really well in history too, especially where there are different viewpoints or accounts of the same event. I also liked what you said about AI supporting the teacher rather than replacing them. That feels like one of the most useful takeaways from the course. If AI can save a bit of planning time and help us create better discussion prompts or resources, then that’s a real help in a busy classroom. Paul
You’ve made a lovely point Rachel about how development education doesn’t have to be something very complicated, especially with Senior Infants. It can start with very simple things like kindness, sharing, noticing differences, caring for plants, recycling, and thinking about how we treat people around us. I liked how you highlighted stories and play in particular. At that age, children often take so much from a good picture book or from a simple discussion afterwards, sometimes more than we realise. The gardening or recycling ideas would work really well too, as they give the children something practical to do rather than just talk about. Paul
Thanks, Eimear. It’s great to hear what’s happening in Cork City.
The ideas you mentioned, like using a buddy system and celebrating different cultures through stories, art and projects, are simple but could make a huge difference to a child who is new to Ireland and trying to settle into school life. I also like how you linked this to the local community in Knocknaheeny and Hollyhill. Bringing in organisations like NASC, (Migrant & Refugee Rights Centre) helps children see that support for refugees is not just something happening far away, but something that is part of their own city and local community.
<div>Your point about Development Education is very important Eimear. Children can learn so much through discussions around fairness and empathy and why people might have to leave their homes. If these class conversations are handled in an age-appropriate way, they can really help pupils become more understanding and welcoming.
Paul
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Thanks for your post, Michelle, and your reflection on the possibilities for how Google tools can make the teaching and learning process more engaging. I love your idea of the gert to know me slideshow at the beginning of the year. It’s a lovely way of getting to know your class and building good relationships. The children could even build their own slides, adding things like hobbies, fun facts, and a goal they have for the academic year.
Thanks for your post on this, Jamie. You have highlighted some of the pros and cons associated with Microsoft 365. It’s always good to have a central place for storage, but communication on the platform can sometimes be challenging. One thing you could try to sort that out is to maybe use Teams Chat is for quick, day-to-day messages, and email is for longer updates. That can cut down on the confusion and make everything a lot cleaner.
Thanks for sharing your plan for using Diffit Padraig. A major problem for teachers in today’s classrooms is to be able to provide differentiated materials and texts for the range of abilities in their classes. It’s so tough to keep up with every child’s different learning needs, but this is where Diffit can be such a valuable tool. I like your paired task activity where the students compare the original and simplified text. It’s a great example of how AI can add value to the teaching and learning process
Here’s a small suggestion. You could also have the children use Diffit in reverse. For example, give them a simple story and have them use the tool to make it more complex or formal. This would challenge the more able students and get them thinking about vocabulary and sentence structure, not just reading comprehension.
Hi Shaun. Thanks for your contributions to the forum and your reflection on the potential of AI in education. As you say, some of these tools can take pressure off teachers, especially when it comes to planning and dealing with so many individual needs in the classroom. I fully agree that Immersive Reader is a simple but powerful digital tool that can really support struggling readers. It’s full of effective and efficient features. Make sure you take lots of time to make the children aware of all the possible supports that are available through this tool. That way, they will be able to tweak the various options to suit their needs best.
Hi Orla. I’m glad you are seeing the positives of using Google Classroom. It’s great for allowing students to show their learning and understanding in a variety of ways. As you point out, the opportunities Google Classroom gives for managing assessment and feedback are fantastic. Try to use the rubric feature also, if you get a chance, Orla. It allows you to create clear criteria for assignments, and this will allow the children to fully understand what is expected of them before they start the task. It also allows you to clearly structure your feedback to pupils
Hi Catherine. Thanks for your post. You have presented an effective example of how tailored support can meet the needs of pupils with specific learning difficulties. Your use of font, highlighting, and spacing in Immersive Reader allows the child to access text in a meaningful way that will help understanding and comprehension. You could also try building in a visual element in conjunction with the text. Maybe have the child create a simple mindmap or storyboard of the key points they have researched. This could help them to sort their notes visually and make it easier for them to recall information when answering questions.
Hi Lisa. Thanks for your post. You have done a good job of highlighting the positives and the difficulties with the new emerging AI technologies. While they might be a great help and support to teachers around planning and preparing differentiated materials, there are many potential problems emerging from the use of AI in the school setting. You have also highlighted the concerns around too much screen time for pupils. One idea teachers could try is setting limits to on-screen AI tasks by pairing them with unplugged or off-screen hands-on tasks. So after using Immersive Reader or Minecraft in a lesson, the pupils could work in small groups creating posters or written activities that build on their learning. This will help to consolidate their understanding of a topic while also keeping a balance between digital and offline learning.
Hi Rafe. Thanks for your post. You have described the strengths of Teams really well. In particular, when it comes to resource sharing and planning. Having everything in one place makes everything more efficient and, of course, saves time. If you are getting students to use Teams to share and collaborate, then I would definitely have agreed rules and protocols around this. This can be agreed upon when you are demonstrating how the tools work. This will allow the children to build their digital literacy skills and also learn how to use these tools respectfully and safely.
Hi Roisin. Thanks for your post. You make a great point regarding the importance of continued professional development and learning in the teaching profession. I agree that the sheer pace of change in education is staggering, especially when it comes to technology and digital tools for learning. Teachers must upskill if they want to be effective teachers. One thing you could try in school is to set up a small professional learning group. You could meet once a term to share strategies, educational tools, and tips, and pass on knowledge that you picked up from CPD courses completed. It’s a simple way to keep learning fresh and build a sharing culture amongst staff.
Hi Derbhla. Thanks for your post and reflection on the use of AI in education. You have highlighted both the benefits and challenges this new technology presents to schools, and you have done it in a very balanced way. You point out one great benefit of AI, the planning of personalised learning materials for a wide range of abilities and levels. This is where AI can be a real time-saver for the teacher and, as you say, can feed into the development of the child’s SSP, especially when it comes to creating Smart Targets. Consider including the child’s voice when setting their targets. For example, after using Century or Squirrel to help you identify an area of difficulty, you could encourage the child to help decide on a short-term goal or target they’d like to work on.
Hi Kieran. Thanks for your post and reflection on coding with Robo Garden. Robo Garden is an application that I haven’t used before, but it sounds like a fun way to introduce coding to your class. I like the way that you link it back to everyday examples, and I like how you allow the pupils to engage with it in pairs. Working this way encourages problem-solving and peer support. One thing you could try is to have a short feedback and reflection activity at the end of each coding session. You could let the children write or draw one thing they learned and one difficulty or challenge they faced. This is a great way for the children to consolidate their understanding, and it gives the teacher feedback on where support might be needed for the next lesson.
Hi James. Thanks for your post and reflection on AT. I love how you highlight the importance and relevance of simple low-tech solutions. It’s often easy to forget how effective these can be. The idea of carrying out a whole school audit is a great idea. One suggestion you might find useful is to run a short staff session where each teacher brings along one assistive technology resource or strategy they already use, even if it’s something small. Collecting those ideas in a shared folder could quickly build the resource bank you mentioned. It would also help raise awareness among colleagues of what’s already working well in different classrooms.
