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Hi Aoife. You make some good points in your post, especially regarding the debate around the opportunities AI tools can give us in the classroom versus the challenges and problems that come with the new technologies. I agree that AI can have many advantages when planning and creating resources for language learning, particularly for EAL pupils. One idea would be to use AI to create vocabulary games and simple listening tasks for Gaeilge or English. This will save valuable time for you as a teacher to focus on providing effective teaching and learning experiences for your class.
Hi Isobel. You have clearly highlighted why SDG 13 should be central to the primary curriculum. The link you make to SSE is also important because it forces us to think long term when planning programmes of work around development education and climate action. You could also involve the home in this planning for climate action. Maybe send home simple challenges like tracking energy use or trying to cut down on food waste. This will help to extend the impact of your programmes beyond the classroom.
Hi Louise, and welcome to the course. You have highlighted both the positives and negatives of using AI in schools. You have made a very important observation that the human connection that exists between teacher and pupil can never be replaced by AI. As you say, we must always look on AI as a support and never a substitute. One way AI can definitely help, especially in DEIS settings, is to provide differentiated materials for the many ability levels we have in DEIS classes.
Hi James. You’ve presented a nice plan for using technology that could make a big difference for the child in question. I like your combination of Immersive Reader for literacy and Maths Solver for numeracy. These digital tools will help to support the child both academically and emotionally and will also help build confidence.
One other thing you could try James is to use a speech-to-text programme for written work. For children who find spelling and writing a struggle, being able to just say their ideas can allow them to express themselves effectively. Over time this could make them more independent and help build their confidenceThanks for your post Aileen . You have given a clear picture of how Microsoft Forms and Microsoft Sway can help with both teaching and school self-evaluation. One other step you might find useful is getting the students involved in making their own quizzes or Sways. For example, after a topic in maths or SESE, small groups could design short quizzes for their classmates. This will help deepen their own understanding of the topic just covered.
Thanks for your post Kayleigh. You have suggested some solid, practical ideas for helping refugee children feel included. Linking it themes like ‘home and belonging’ from the Development Education programme is a nice touch. The buddy system and welcome board that you mention are good examples of simple things the children themselves can do to feel involved
One other idea you could try is to involve the parents. Invite newcomer families to a class or school event to share something from their culture, like food, music, etc. It’s a great way to build connections with the school community.
Hi Azora. Welcome to the course. You’ve really made the connection between the module, the Digital Framework, and the SETT model. I like the way you’ve highlighted that everyday things like pencil grips and visual schedules are valuable forms of AT, too.
If you want to have a consistent approach across the school, one idea would be creating a simple shared bank of visual supports. If all the teachers could access and adapt them, it would not only save time but also ensure pupils see the same approach from room to room and from teacher to teacher, which makes transitions so much smoother and really helps with inclusion. You could use something like Google Drive or OneDrive to share it.Hi Ailbhe. Thanks for your post on this. What you’re doing with the Dún Laoghaire Refugee Project is brilliant. Inviting the children to clubs and camps is a great way to help build friendships and make connections. One thing we’ve done in our own school that worked really well was a cultural exchange day. We’d have families from various cultures come in and share things from their various backgrounds, such as food, music, stories, or whatever they liked. It was a huge success and a lovely way to build community.
Hi Karen. Google Docs does not have a built-in Immersive Reader. However, you can use a workaround by installing the Helperbird extension for Google Docs. Helperbird allows you to access Immersive Reader features, including text-to-speech and translation, within Google Docs. Alternatively, you can publish your Google Doc to the web and then open it in a browser like Edge to use the Immersive Reader.
Hi Michelle, and welcome to the course. That sounds like a wonderful project. It’s always great to do a class digital book, and involving parents and other classes is an added bonus. A way to enhance your project would be to maybe record audio clips of themselves reading some of “The Adventures of George.” These can then be embedded into your Google Slides version of the book. This will make your digital book even more engaging for everyone.
Hi Rachel. Hope you are enjoying the course so far.You have highlighted a great range of tools in your post. All these tools can help teachers to address the many ranges of abilities and learning styles in today’s classroom. It’s important to remember to try out one or two tools at a time rather than trying to introduce too many at once. You could start with Immersive Reader and then gradually introduce Mathia X or Century. That way, you the teacher, and the pupils in your class will get enough time to explore each tool properly.
Hi Erika. Welcome to the course. You have made a good connection between Ehigie’s paper and classroom practice, especially looking at how development education can be integrated into many topics and subjects, especially as you point out, Geography and literacy. Try to build in some small, effective actions following a discussion. For example, after looking at the effects of climate change, you could decide as a class on a simple action, like reducing waste, that might help address the issue locally.
Hi Michael. That’s an excellent way of using the software. Focusing on what the child can do well and at the same time giving a scaffold and support for areas they might find more challenging. Great to hear that this approach boosted confidence and comprehension.
Hi Emily. Glad you enjoyed the module. Like you I am a big fan of Immersive Reader. I love the way it can make content more inclusive for users with visual impairments, specific learning difficulties, and users who find concentration and focus difficult. I worked in an all-boys school for years, and focus and concentration were big issues for lots of the students. Immersive Reader made a big difference to me, allowing me to differentiate for so many pupils.The Read Aloud function is also great for proofreading, allowing the child to audibly spot grammar and spelling mistakes.
Hi Mairin. You have highlighted very well how these gender stereotype patterns can be clearly seen across all age groups in the school. From toys in infants to film choices in senior classes. Tackling stereotypes is a whole-school approach that we need to include in lots of different contexts, rather than just having a one-off conversation about it. One suggestion would be to have a swap day where pupils have to try out toys, stories, games, movies, etc that they wouldn’t normally pick. Afterwards, you could have an informal chat about what they enjoyed, what surprised them, and how it felt to step outside their comfort zone.
