[Pat Brennan]

Hi Shirley,

Definetely not a broken record, you’re making very valid points and great to hear you’re finding this course useful and it’s great to see how you’re applying the course content in practical ways, for instance as you’ve outlined, using MagicSchool for differentiaion.

You also have higlighted important ethical and environmental considerations of AI  Couldnt agree more, these tools are most effective when guided by thoughtful practictioner, ‘The Human in the Loop’ as they say.

[Pat Brennan]

Hi James,

From what you’ve outlined her it’s  clear your school has developed a strong sense of empathy and practical support for refugee families. I particularly liked your point about welcoming not just the children, but also their parents and guardians, initiatives like the coffee morning are a great way to build trust and inclusion.

Your approach to easing the language barrier by connecting pupils with peers who speak the same language is also notable Another idea which I’ve mentioned previously on this forum is getting your pupils to collaboratively create a welcome wall or guide in multiple languages,  It could include key school phrases, routines, and would helps new pupils feel seen and supported from day one.

[Pat Brennan]

Hi Valerie,

You’ve clearly outlined how AI-powered tools like Immersive Reader and Minecraft Education can be used practically and meaningfully in your classroom. I completely agree with your point about the challenge of pupil motivation and tools like Minecraft Education really do have the potential to transform engagement by tapping into a child’s natural curiosity.

I also really liked your idea of using the interactive display for demonstrations. A nice extension of that could be encouraging pupils to collaboratively create and share short how-to videos for the digital tools they use in class. It’s a great way to build digital skills, promote peer learning, and give the pupils a sense of ownership in the process.

[Pat Brennan]

It’s clear from what you’ve shared that your school and wider community have responded with real compassion and a strong “boots on the ground” approach. The uncertainty these families face is indeed deeply concerning, and you’ve highlighted a very real gap in support.

One suggestion for next year, if your school hasn’t already developed one, might be to create a welcome pack for pupils arriving in similar circumstances. This could include key phrases, school routines, and visual supports to help children settle in quickly. It’s something that can be reused and adapted, and involving pupils in creating it could be a lovely way to build empathy and ownership across the school community.

[Pat Brennan]

Hi Orla,

I completely agree, Speaker Coach is such a powerful tool for building pupils’ confidence, and it really suits a learning support setting more than a mainstream class. One low-tech idea you might try next year is pairing SC sessions with a paper journal. After each practice, pupils could write down one thing they improved and one thing they’d like to work on. It’s a simple way to help them reflect and track progress alongside Speaker Coach’s AI feedback. Lastly. very much with you on Magic School, a tresure trove for teachers!

[Pat Brennan]

Hi Nicole,

Welcome to the course. Your plan to link global issues with subjects like geography and SPHE is a great way to integarte Development Education themes. I have taken a similar approach in the past using a world map circled by student printouts identifying local issues (like litter or access to green spaces) thatthen explore how similar challenges are faced in other parts of the world. I have found it a great way to build empathy and global awareness. I also agree that planning together makes DE feel more manageable, key message is, it’s not an extra, it’s embedded.

[Pat Brennan]

Hi Ciara,

Welcome to the course. I agree, Ehigie’s emphasis on self-reformation and shared responsibility fits so well with Development Education. One practical idea I’ve used in the past is sharing short stories from children around the world facing different challenges or successes, and use them to spark discussion on fairness, empathy, and action. It’s a simple way to build global citizenship. Also, like the idea of sharing ‘easy entry points’ with colleagues as sometimes teachers see DE as another thing to do in an already crowded curriculum where in reality it the themes can be integrated across the curriculum.

[Pat Brennan]

Hi Kayleigh,

Welcome to the course. Your story from Golden Time really highlights how early these ideas take root and as these biases are societal the reality is they arewell rooted by the time children get to 2nd class. Your mention of toys reminded me of a simple activity you could try next year for circle time. The gist of it is let children choose a toy and create a story around it. Then develop the conversation around  how all toys can be part of any story, for anyone. It’s a simple way to challenge stereotypes with this age group.

[Pat Brennan]

Hi Fiona,

Welcome to the course, You’ve raised an important point about the ethical considerations of AI in education. While tools like Immersive Reader and Google Forms clearly support inclusion and efficiency, it’s essential to remain mindful of how AI is implemented. For instance the example from China of student behaviour,  is a timely reminder of the need for balance.

[Pat Brennan]

Hi Clare,

As mooted, Diffit is definitely a standout tool for differentiation, especially when time is limited and learner needs are diverse. I agree that its potential for supporting EAL learners is particularly strong. Gamma too, with how it simplifies presentation design while keeping things visually engaging. Twee is another excellent tool, its ability to generate comprehension questions quickly is great for formative assessment. The range of tools in this module shows how AI can enhance teaching, learning and assessment and it certainly is exciting to think about how these can be adapted to suit different classroom contexts.

[Pat Brennan]

Hi Vikki,

It’s always wise to avoid working in isolation with AI tools. Consulting the school’s AUP and any AI-related policies ahould indeed be the first step, and checking in with senior management or the digital learning team can help ensure everything aligns with school protocols.

Using Teachable Machine is an excellent choice for introducing AI, especially with the curriculum links you’ve outlined, like in science. It’s a practical and engaging way to help pupils understand how machine learning works in a hands-on way.

[Pat Brennan]

Hi Megan,

Welcome to the course.  I agree that the SETT framework offers a valuable structure for selecting assistive technology based on a student’s individual needs. and as you’ve explained regarding your student in you ASD class this year it can strengthen the interventions already in place by providing a structure and wholistic approach. Using the SETT framework alongside the pupil’s School Support File provides an improved and more structuredto planning, ensuring that all aspects of the learner’s needs and environment are fully considered.

[Pat Brennan]

Hi Catherine,

Thank you for sharing the handwriting template it’s an excellent resource as you’ve outlined for supporting fine motor development.

On part 2, I completely agree, teachers are lifelong learners, and CPD is essential for staying responsive to evolving student needs.  Your example of ongoing CPD through Reading Recovery higlights this. Relevant, timely and ongoing CPD not only enhances our classroom skills but reenergises us as professionals.

[Pat Brennan]

Hi Claire,
I agree SDG 12 is highly relevant to children with the prominence of fast Fashion and with huge companies, likes of Shein and Temu. The “Where Do Our Things Come From?” project is a powerful way to help pupils connect their everyday choices to global sustainability issues. Exploring the journey of donated clothes and the impact on countries like Ghana (The Examiner article shared makes for grim reading) adds a strong global justice dimension. You might also consider linking this to your school’s SSE process by gathering pupil reflections or surveys on their consumption habits before and after the project this could inform future actions under the Wellbeing or Green Schools.

[Pat Brennan]

Hi Clare,

Great to hear you’ve got so much out of the course and thanks for sharing your European Flags lesson. Combining outputs from different AI tools is the most effective way to use GenAI in this instance Gamma and Copilot. As alluded to creativity use of these tools can be a gamechanger for teachers at the chalk face.

One possible follow-up, you might consider is getting your pupils to create collaboratively short presentations or quizzes on a different continent’s flags which would reinforce learning while giving them hands-on experience with the tools themselves.

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