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Hi Clodagh and welcome to the course.
The change in “culture attitudes” you cite from the Ehigie paper and you’ve attributed to increased levels of Development Education in our schools is really positive progress. I’ve already mentioned previously on this forum, as an island country there’s has been a historical disconnect from global goings on. Whilst as you reference we have many issues both locally and nationally that need to be considered we cannot let these be the entire focus, understanding the global picture is so important too. You school’s focus on Global goals as a learn together theme is a great approach as you can first explore the broader global issue and then drill down to impacts/effect locally.
Hi Fiona and welcome to the course.
I agree, developing student’s empathy is essential for meaningful development education and I think we can only achieve this through active and discussion based learning. Development Education is an important tool in making sense of the complex issues and needs to be active, reflective and interactive and exploring and interrogating topics like carbon footprints and fast fashion make the students cognisant of their role and impact and how they can address it. This builds empathy but also optimism and positivity on how we all can play role in a more just and sustainable world.
Hi Sarah,
Good to hear you found module one of the course of use and thanks for sharing a really practical example of how AI can be used to help with report writing. As you’ve mooted the potential use of AI powered tools in the classroom are endless but it is imperative that they are used ethically and safely. This starts with educating ourselves as teachers and then sharing this knowledge with colleagues so all staff or on the same page when it comes to the dos and don’ts of Generative AI tools. I also think that it’s imperative that schools develop policy/guidance for staff on AI use in teaching, learning and assessment . Interesting that you reference AI assisting so you have more time to focus on your teaching. This point I think is key, AI tools can help us be more productive and efficient and you will be introduced to a host of practical tools and examples over the coming modules…
Hi Selene and welcome to the course.
Unfortunately, I’m unable to access that link to the Sway due to sharing permissions but no worries as this part of the assignment is optional.
As for Forms, I agree, it’s an extremely powerful tool for data collection and insights. A quiz, poll or survey can be assigned so quickly and you can gather a huge amount of data in a short period. The analytics as you point out can be used to inform decision making as you can analyse particular students that may require intervention, or particular questions that may need to be revised with the whole class. I also agree that Form’s is hugely visual and can see how it could be of particular benefit to students with SEN.
Hi Christine,
I agree poverty and homelessness is a powerful theme as it is evident both locally and globally and that we need to be cognitive and sensitive when broaching the topic as some of our students will have real-life experience of same, which can as you outline be harrowing for them as they are caught in a poverty cycle that is so difficult to break.
Hi Laura,
I think the work done at local level is critical as it’s instigated and driven by people in the community, the same community that welcome, host and support refugees when they arrive and it’s great to read the genuine and practical efforts the local Resource Centre is providing to help refugees and asylum seekers, real compassion and solidarity in action. Your suggestion of working alongside the Resource Centre in your school is again practical and demonstrates real joined up thinking. Celebrating difference with a culture day is a powerful action and will provide an enriching experience for the whole school community.
Hi Shannon,
I too really like the idea of drawing up a contract with students prior to the arrival of refugees to your class and also contacting parents because as you’ve mooted there is a lot of negative noise and misinformation in the public arena currently and the best way to tackle this is with the facts about the plight of many of these families seeking refuge. As I have mentioned already on this forum, a key focus for schools has to be on the positives of migration and debunking commonly held societal suspicions. As you’ve alluded to, it’s all about developing empathy and respect. We should endeavor to celebrate difference.
Gender stereotypes can have a profound effect on children and the earlier we can start to challenge and debunk engrained societal misconceptions around gender roles the better. I agree too, when your teaching career has been exclusively in a single sex school it is difficult to fully assess how problematic the issue is. However, what you’ve outlined about your own experience on placement are real-life examples of engrained societal stereotyping around gender. The challenge irrespective of the stereotyping context is that many of the children sitting in front of us already identify certain characteristics and roles as belonging only to boys or girls and it takes time and perseverance to alter these.
Hi Seamus
Thanks for outlining your teaching experience with your class and team selection and while it is positive to hear such incidents are less prevalent in your classroom in recent years, there still appears to be some way to go. This is understandable as breaking down deeply engrained societal stereotypes is always going to take time. As you’ve mooted, highlighting the success of both woman and men is a powerful methodology and particularly in recent times with unparalleled success in athletics, you won’t be short of Irish women and men to praise.
The three actions you’ve outlined here are practical, achievable, promote active learning and will ensure the students are fully engaged. Combatting climate change is all about the locality and as you reference prioritising the way people travel to school is an important step and not just because of the impact on greenhouse emissions but also providing additional opportunities for exercise which is a really important part of children’s health and wellbeing. Developing the school garden is another important initiative and develops a strong sense of ownership among the students body whist improving the overall appearance of the schools grounds and enhancing biodiversity.
Hi Nicole,
I agree, that in Dublin there’s a lot of support available to refugees and asylum seekers but as the usual arrival point, the need is greater and has these organisations working at full capacity. Considering some of the recent experiences across the country, I think a key focus for all organisations and indeed schools has to be on the positives of migration, debunking from the start commonly held societal suspicions often attached to migrants, refugees and asylum seekers before the narrative has the chance to turn negative due to misinformation. As you outline schools have a important role in this ensuring access to education and supports are inclusive. Also continually, celebrating difference through school activities like cultural exchange events as you suggest. It all helps to build a sense of togetherness and community.
Hi Christine,
As you may be aware the TeachNet Project and Microsoft have had a long history of collaboration and since DreamSpace opened in 2018 we have worked closely with the Team providing blended learning courses to primary teachers, in fact we had two days out there last week on their STEM Starters course and will be back in August (12&13th) for a Game Based Learning Course and the hybrid Computational Thinking course. The SDG themed coding projects you’ve detailed are another example of the great work they’re and its culminating showcase event in DreamSpace is an event I try to attend annually. The ingenuity of the projects on show are always impressive.
Hi Miriam,
I agree exploring education opportunities and access would be an excellent topic for your 5th class to explore. Education like so many things can be taken for granted and highlighting some of the extreme disparities will certainly provide food for thought and maybe a degree of appreciation for how fortunate they are. Thanks too for sharing a comprehensive list of activities you plan to undertake with your class. Another poignant approach to explore educational inequality closer to home is to remind them of the two unprecedented lockdowns recently lived through which highlighted education inequality. Whilst learning continued remotely it was inhibitive and unsocial and once the initial novelty wore off the reality of the have access to face-to-face teaching and learning was evident to all.
Hi Alexine,
As an island country there’s has been a historical disconnect from global goings on. However, as you’ve mooted to embrace Development Education we need to highlight global issues and develop global citizenship. From what you’ve outlined here, your school is already very progressive with the underlying ethos, celebrating difference and getting the students involved in the locality with cleanups and recycling projects. All of these things help students become responsible and aware global citizens. The challenge is, to get them active in this role and interested in making the world a better place and that’s what Development Education is all about, developing understanding and empathy. Your school seems very much up to that challenge.
Hi Ciara,
It’s refreshing to hear the practical steps you’ve taken in your school to combat engrained societal stereotypes. Both the gender neutral toys and toilets in the junior end are both important changes that combat preconceived biases from an early age. More of the same practical steps I think is the way to go. I can also understand how not having a school uniform creates it’s own challenges here as there will always be huge pressure to conform among boys and girls.