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Hi again Emer,
You’ve highlighted the importance of collaboration not only in the classroom but across the wider school community. Granted, as a walking principal you may not be directly teaching pupils, however, you’ve outlined clearly how you model good collaborative practice through your work with staff, pupils, parents, the BOM and external professionals. As with all changes to approaches/work practices it’s essential that the senior leadership team lead by example to ensure buy in from all staff. Your emphasis on shared ownership and decision-making is particularly valuable and indeed refreshing. Anecdotally, whilst there’s quite a lot made of distributed leadership, in reality this isn’t always reflected on the ground, from my experience so it’s great to see your commitment to making it meaningful.
Hi Eileen,
I agree, climate action is something pupils should be aware of from an early age. As you mentioned, early awareness helps build lifelong responsibility for the planet. In fairness, this is something we already do quite well in primary schools in Ireland. Activities such as recycling, composting, water conservation and gardening are widely promoted and supported by An Taisce’s excellent Green Flag initiative. These efforts also align with SD to 2030 Priority Action Area 5, benefiting both the local community and local authorities.
To finish, I hadn’t come across Picker Pals before, but I’ll be bookmarking it. It looks like a great way to educate children and families about litter, while improving local environments through pupil-led action.
Hi Clodagh,
It looks like your response may have been generated with the help of an AI tool. While AI can be helpful for drafting ideas or exploring different ways to express your thinking, it is important that your forum post reflects your own understanding and engagement with the course content.
We would appreciate if you could take a moment to revisit your post and revise as needed.Hi Alex,
Thanks for sharing your Google Form. Unfortunately, I wasn’t able to access it which is most likely due to permissions but from your description, it sounds like a good practical example of how Forms can be used for assessment, specifically to capture pupils’ water usage and broader awareness. I’ve always been an admirer of an Taisce’s Green-Schools initiative, as it promotes sustainability in such a practical way while fostering pupil agency and leadership skills.
More broadly, you’ve highlighted some great strategies for strengthening AfL, such as clarifying success criteria and providing feedback that supports next steps. As you mentioned, introducing peer and self-assessment could further enhance agency and reflection. I also agree that Two Stars and a Wish is a great template for peer feedback that works equally well for teacher–pupil feedback.
Hi Grace,
It looks like your response may have been generated with the help of an AI tool. While AI can be helpful for drafting ideas or exploring different ways to express your thinking, it is important that your forum post reflects your own understanding and engagement with the course content.
We would appreciate if you could take a moment to revisit your post and revise as needed.Hi Robin,
Your point about visual timetables and the broader definition of low-tech AT is a valid one and must admit I had similar reservations myself. That said, these classifications were first outlined in an earlier version of the course by Ann Jackson, who was Principal at the CRC and widely regarded as an authority in this area. So I’ve pretty much deferred to her expertise on that but very much accept it remains an ongoing debate.
Separately, your link to Standard 3.3 of the DLF is well made. Embedding AT into our teaching supports inclusive and differentiated approaches. As you and others have noted here, combining the SETT Framework with School Support Plans also promotes consistency and aligns closely with NEPS and NCSE guidance.
Hi Emma,
Good to hear you found this module informative, with plenty of practical ideas to take forward. I agree Reading Coach (indeed, the entire suite of Learning Accelerators) is a really useful tool to support and personalise learning, Particularly, as mooted, its ability to assess fluency and highlight tricky words, which can be hard to manage consistently in a hectic classroom.
Gamma too, promises real time-saving when it comes to creating lesson materials. Indeed anything that helps reduce planning time and allows us to focus more on pupils learning is definitely worth exploring. I agree too that the potential of GenAI is huge in education but we need to be mindful too of some of the negative impacts, it’s all about getting the balance right in your classroom and in the school as a whole
Hi Moira,
It’s good to hear that the course has helped shift your perspective and build confidence in using GenAI in the classroom. That initial uncertainty is completely understandable and common, and it’s great to hear how you’ve moved towards a more exploratory and practical mindset.
Your plan to introduce AI in small, manageable steps is the way to go, particularly when rolling out new technologies. From my experience, A gradual, systematic approach tends to be more sustainable and effective than diving in all at once.
I really like how you plan to use Teachable Machine to explore AI. As you’ve mooted, giving pupils the opportunity to train and interact with their own models brings abstract concepts like pattern recognition and machine learning to life in a hands-on way.
I believe, fostering curiosity and critical thinking should be central to all learning. These skills not only help pupils understand how GenAI works, but also encourage enquiry and support lifelong learning, what we should be all about in the 21st century classroom.
Hi Aoife,
Setting up an AI folder to bookmark tools sounds like a plan and will definitely help you stay organised as you explore and experiment. It’s also an idea worth revisiting in September when you’re back in school, maybe this time, a shared folder for staff across the school instead. A GenAI shared space could be a great way for teachers to exchange tools, examples, and ideas.
Regarding the tools you mentioned, Copilot Image Creator is a great example of how a small tweak, like using more descriptive language can enhance creativity. YouTube’s subtitle translation feature is particularly useful in your context, and combining YouTube with tools like Twee and Diffit is a good way to generate differentiated materials. Tapping into the multimodal capabilities of AI tools, particularly in combination, highlights how useful AI can be in the classroom.
Hi Fidelma,
Welcome to the course and thanks for outlining in detail how you believe GenAI can support both teaching and administration.
Your example of using Google Forms for event planning shows how digital tools can streamline communication and data collection. Similarly, Immersive Reader is a practical support for learners with reading difficulties, and Minecraft offers strong engagement potential, particularly when paired with collaborative learning strategies you’ve outlined..
Like many others here on this forum, you’ve raised valid concerns about data privacy and monitoring, particularly in light of the video from China. It’s a reminder that while AI offers powerful tools, its use in education must be guided by clear policies and ethical standards. Teachers need structured CPD to build confidence and understanding around GenAI and this kind of knowledge doesn’t develop in a vacuum. it needs to be actively supported and shared across the school community.
Hi Blaithín,
You’ve clearly outlined the local and global impact of poverty on children, and the approach as detailed of raising awareness and encouraging action through education is spot on.
Using case studies, documentaries, and guest speakers is a powerful way to make the issue real and relatable for pupils whilst encouraging direct involvement with local organisations not only builds empathy but also helps pupils see how they can contribute meaningfully to their communities.
Your plan aligns well with the goals of the SDGs, particularly in fostering active citizenship and social responsibility.
Hi Gerard,
Your plan to use the Maths section of Khan Academy as a reinforcement tool in class and at home is a really practical way to support differentiated learning. The flexibility it offers for early finishers or homework tasks is a great use of the platform, and the built-in assessment features as mooted will give you useful insights into how your pupils are getting on.
I also really like the idea of using it for whole-class activities at the end of a topic on Fridays. Supporting this with station teaching and targeted interventions using mini whiteboards is an excellent example of combining digital tools with effective classroom strategies.
Hi Roisín,
Welcome to the course. You’ve outlined in detail here how GenAI can support teachers by reducing time spent on planning and preparation, allowing more focus on areas teaching, learning and assessment and personal interaction.
Your point about using AI-generated lesson plans as a starting point is spot on, the human in the loop is mission critical. In fact any kind of AI output shouldn’t be used without review. Almost like a health warning, we need to always be mindful that AI can produce inaccurate, misleading and/or biased content, so it’s essential that teachers apply their own expertise to check and adapt what’s generated.
As alluded to many times across these fora, GenAI should support, not replace, the skills and experience that teachers bring to the classroom.
Hi Treasa,
Welcome to the course. You’ve clearly outlined both the strengths and limitations of using Google Classroom. I agree that a flipped classroom approach may not suit all learners, particularly younger students who may need more structure and support. In many cases, it tends to work better with older, more self-regulated students.
That said, as you pointed out, Google Classroom does support flexible learning by allowing teachers to share content in a structured way and helps students build digital literacy through tools like Google Slides and Docs. Another valid concern you raised is the time required to create high-quality digital content, something that can be a barrier for many teachers.
Hi Christina,
Welcome to the course. Thanks for outlining in detail how GenAI can support your work across planning, assessment, SET, and administration. For instance, using Copilot to write SMART targets is a good example of how AI can reduce workload and support planning. Also, free tools like Immersive Reader and Reading Coach are indeed valuable for SET as they are intuitive and customisable as you’ve noted.
You’ve also raised important points around teacher CPD and policy. Schools do need to be mindful of age restrictions, GDPR, and AI bias. Whole-school guidance on safe and ethical AI use is essential, along with regular opportunities for staff to upskill in a supportive environment. Sharing the EU AI guidelines with your school community is a good first step which should help initiate those wider conversations.