[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.

[Pat Brennan]

Hi Patrick,

Thank you for sharing your ideas and possible classroom actions. Your suggestions for reducing consumption, using more renewable energy, and promoting biodiversity are really practical.

You’ve alluded to being a keen gardener, a classroom activity that might dovetail here, is getting your pupils to keep a simple climate log that tracks local weather patterns and its effect on plant growth in the school garden over time. This can help them connect climate change to their own environment and develop observation and recording skills in a meaningful way.

[Pat Brennan]

Hi Shane,

I’m a firm believer starting small as you’ve outlined and building from there. Thanks for highlighting the work of the Cork City of Sanctuary organisation which I recall previous participants mentioning on this course. Also, for sharing practical ways your school fosters inclusion. The activities you’ve outlined like story sessions, the Welcome Wall, and the buddy system are powerful approaches that help build empathy and understanding.

[Pat Brennan]

Hi Adrienne,

Thanks for sharing and I agree this is an excellent resource for 5th and 6th class pupils to build critical thinking and digital collaboration skills and certainly as you’ve mooted fits with the PCF and supporting students to become informed digital learners.

To develop on what you’ve already outlined you could get pupils to build research portfolios. They could

• Choose a topic from SESE or SPHE.
• Use Google Docs to compile 3–5 sources they believe are credible.
  Justify each source’s credibility using a checklist (e.g. author, date, domain, bias).
• Present their findings in small groups, comparing how each group evaluated the authenticity of each.

[Pat Brennan]

Hi Harriet,

Welcome to the course. Just to pick up on your point “I think it’s important that as educators we embed global citizenship into daily learning in the classroom and school.” I couldn’t agree more and one classroom idea, you could try is getting your pupils to make a “Global Goals in Action” wall. Each week, they could explore one of the UN Sustainable Development Goals through stories, examples, or class projects, and create artwork, reflections, or questions for inclusion on the wall. It’s a simple way to keep global citizenship visible and connected in your classroom.

[Pat Brennan]

Hi Áine,

Welcome to the course and good to hear hear how the module has introduced new ways to support both research and creativity in your classroom. The challenge of helping pupils find and reference reliable sources is a common one, and and AI tools with inbuilt referencing can certainly help. Getting the pupils not to use the first thing/source they find as per your Wikiipedia example, that’s another days work and not sure how a bot can help us address this age old issue🤔

[Pat Brennan]

Hi James,

Welcome to the course. Given the level of concern in the media when GenAI tools first emerged, it’s understandable that many teachers initially focused on risks like cheating, plagiarism, and so on. However, It’s interesting to see how your perspective has developed. The example of Khan Academy is a practical illustration of how AI can support differentiated learning while still promoting pupil understanding. The potential time savings in planning and assessment is also significant, allowing more space for direct teaching and targeted support.

Of course, it’s important to maintain a balanced view. While there are clear benefits, teacher oversight remains essential—what’s often referred to as “the human in the loop.”

• This reply was modified 2 months, 1 week ago by Pat Brennan.

[Pat Brennan]

Hi Rebecca,

Welcome to the course and it’s good to hear  how this module has introduced you to new tools and prompted you to consider on how existing equipment can be adapted to support learners. Immersive Reader’s picture dictionary and translation features are indeed well suited to younger pupils and EAL learners. Exploring voice typing and alternative input devices is a practical next step. As you’ve outlined Immersive Reader can be used in both Teams and Edge without needing a M365 login which you don’t use in your school.

For accessibility advice specific to Google tools, the Google for Education Accessibility page provides a comprehensive overview of built-in features across Google Workspace and Chromebooks, including screen readers, voice typing, and visual supports. Well worth checking out for anyone teaching in a Workspace school.

[Pat Brennan]

Hi Colm,

Welcome to the course. Your senior infants experience  shows just how early ideas about gender roles can influence children’s thinking. However, as you’ve mooted development education provides useful strategies to address such societal assumptions. As outlined both storybooks with diverse characters and role-play opportunities are practical ways to encourage more inclusive perspectives. It would be interesting to hear how others are approaching this in their classrooms.

[Pat Brennan]

Hi Colm,

That’s fine, you’re the first person to post to the DE course forum.

 

[Pat Brennan]

Hi Roisín,

Thanks for sharing your comprehensive Minecraft project plan. Minecraft is the perfect tool to explore sustainability hands on as they build their sustainable towns collaboratively. I’ve been fortunate to see first hand similar projects over the last two years at Microsoft’s annual Dream Space Showcase event (Usually held in June). The focus here is to develop sustainable solutions using technology. Initially this project started as a pilot n rural schools in Tipperary and Longford but I understand the plan is to extend its reach so it might be something your class could get involved with next year. More information is available at Dream Space Showcase

[Author]

Posts