[Pat Brennan]

Hi Siobhan,

Your lesson outline is clearly thought out and well-structured, it promises to be an engaging experience for your Senior Infants class. Using Gamma for the visual presentation should provide a strong hook to capture your pupils’ attention. Integrating it with tools like Canva and Quizizz is a great way to support different learning styles and make the most of the AI toolkit available to you.

You’ve also struck a good balance between direct instruction, group activity, and assessment. Also, the focus on vocabulary development and the inclusion of differentiated art activities will help ensure all learners are supported.

[Pat Brennan]

Great to hear you found the module useful. Diffit should be a real asset when working with a diverse ability range in your next class. As you mentioned, it’s a great tool for differentiation and helps ensure all learners can access the same content at a level that suits them.

Gamma’s ease of use and time-saving features also make it a solid choice for creating engaging presentations, particularly when time is tight. That said, if and when you return to PowerPoint, maybe for a particularly bespoke or nuananced slideshow, it’s worth exploring some of its newer AI features like PowerPoint Designer, which can handle much of the layout and design work for you.

[Pat Brennan]

Hi Jacqueline,

It’s clear you’ve already identified how tools like MagicSchool and Diffit can support you in practical, time-saving ways in your SET context. As you’ve explained, using MagicSchool to draft and adapt IEPs or behaviour support plans is the way to go, particularly when those plans need regular updates. Diffit is also a great support for generating differentiated materials and follow-up activities when catering for diverse learners.

You mentioned that tools like Twee and Gamma will also be useful for both SET and class teachers. With that whole-school perspective in mind, you and your colleagues should consider setting up a shared folder or resource bank to store and adapt AI-generated materials. This could help promote collaboration, reduce duplication, and support consistency across the school.

[Pat Brennan]

Hi Elaine,

Thanks for outlining how you would apply the SETT model in your classroom. Using tools like Dictate and Immersive Reader to support Liam’s strengths while addressing his learning needs is a good example of matching supports to both the student and the task. It’s also good to see how you’ve considered the classroom environment and broken the activity into manageable steps.

Your reflection on Cosán is well made. The emphasis on personalised learning and professional growth aligns with the kind of planning you’ve described. You’ve also highlighted how important CPD is and how it needs to be flexible, reflective and responsive to ever-evolving classroom needs.

[Pat Brennan]

Hi Natasha,

The “Ask the Bot!” activity is a creative and age-appropriate way to introduce junior classes to AI while encouraging curiosity and critical thinking. Your follow-up idea around analysing tone and fairness would work well in SPHE or SESE, as you suggested.

Linking this to the draft Wellbeing Framework is timely. Encouraging empathy, agency and independent thinking through digital tools lays a strong foundation for responsible use which can be built on as your younger pupils progress through the school. To further enhance  what you’ve outlined, you could include simple reflection prompts after each activity. This would help pupils process what they’ve learned and how they felt using GenAI, supporting both digital literacy and emotional awareness.

[Pat Brennan]

Hi again Melissa,

Thanks for such a comprehensive reply outlining how you would apply the SETT model in your context. Like other participants, using it alongside the School Support Plan is the best approach and helps ensure that tools are selected based on actual needs and context.

Unfortunately, I wasn’t able to access the example you shared via Google Docs, likely due to permissions but from your outline, the example of supporting a student with dyslexia and possible dyscalculia is practical and well thought out. The range of tools you’re exploring with this fictional pupil show how digital supports can be matched to specific tasks. As you noted, creating your own SETT plan really highlights how the model encourages thoughtful decision-making rather than defaulting to what’s available.

One suggestion going forward is to include pupil feedback as part of the review process. This can help ensure the supports remain relevant and effective, while also giving the pupil a sense of ownership of their learning.

[Pat Brennan]

No worries Fiona.

[Pat Brennan]

Hi Kate,

Welcome to the course. You’ve captured the potential of AI tools like Microsoft Copilot, ChatGPT and Gemini to support teaching, learning and assessment clearly, and it’s great that you’re already thinking about their practical use for planning, assessment and resource creation.

Your point about the importance of critical and ethical use is really important. As you mentioned, addressing misconceptions like the idea that AI can’t be trusted or will replace teachers is essential. You also mooted AI embracing school environment, one practical suggestion here is that the school (Led by the Digital Learning Team) develop shared guidelines or a charter for GenAI use. This could help ensure consistency and support a culture of critical and ethical use across the whole school.

[Pat Brennan]

Hi Laura,

It’s great to hear how you’re already applying tools like Diffit and MagicSchool in practical ways to support differentiation. Using Diffit to adapt reading materials for mixed-ability groups is a strong example of how GenAI can save time while improving access for all learners.

I also like your idea of using MagicSchool to generate Gaeilge vocabulary quizzes but I agree we need to be mindful of the potential limitations of AI when it comes  to minority languages. Possibly, trialling a few outputs and reviewing them for accuracy is the way to go and maybe, depending on their level,  getting your pupils involved spotting errors, could turn a limitation into a learning opportunity.

To finish, your thoughts on the role of AI in gemeral leading towards more responsive and inclusive teaching ring true.  As you and other participants have noted, the key is balance, using these tools to enhance creativity and efficiency, while continuing to guide pupils in using them critically and ethically.

[Pat Brennan]

Hi Caroline,

Welcome to the course. Great to have the reflections of a second-level teacher on the course as the vast majority of participants are naturally viewing DE thtough the lens of primary teaching, learning and assessment. I wasn’t aware of Personalised Programmes for  Junior Cycle, but DE themes are certainly well suited to a short course structure.

Your focus on encouraging collaboration with other L2LP and class-level teachers is also commendable. Sharing the purpose and potential of the course will help build a more inclusive and consistent approach across your school.

[Pat Brennan]

Hi Michelle,

Welcome to the course. You’ve clearly outlined how assistive technologies can support inclusive teaching, not just for pupils with additional needs but for all learners. Tools like voice-to-text, screen readers, timers and digital organisers, as you mentioned, can make a real difference in how children access and engage with learning.

Your links to the SSE process and the Digital Learning Framework are well made. It’s encouraging to see how AT can support engagement, independence and more accurate assessment, while also reflecting your school’s commitment to inclusion and digital learning.

Like many other contributors on the forum, you’ve identified how the SETT framework can be integrated with the SSP. I also like how you plan to involve your pupils in the process. Having, and listening to, pupil voice is really important as the meaningful implementation of AT should be responsive and pupil-centred.

[Pat Brennan]

Hi again Grainne,

Your lesson plan on Irish landforms is a great example of how GenAI can be used to enhance a Geography lesson. The combination of visual generation, discussion, and formative assessment through Kahoot makes for a well-rounded and engaging lesson. It’s also great to see the emphasis on critical thinking, comparing AI-generated images with real ones and discussing trust in AI outputs. It’s so important that pupils begin to question the reliability of AI-generated content from an early age. One suggestion to build on this would be to introduce activities where pupils compare AI outputs with trusted sources or real-world examples. This could help develop their critical thinking and digital literacy more broadly.

Another suggestion as you continue exploring these tools, is to involve pupils in creating guidelines for using AI responsibly in the classroom. This can help reinforce the idea that while AI is a helpful assistant, it’s not always accurate and that human judgement still plays a key role.

[Pat Brennan]

Hi Rina,

Welcome to the course! It’s good to hear that this module helped clarify some of the uncertainties around AI. I completely agree that the safety of staff and pupils is paramount, and including clear guidance in the school’s AUP from the outset is an importaant step toward that.

Your experience using ChatGPT for planning and research shows how practical GenAI tools can be when used purposefully. Exploring platforms like Copilot and Gemini will definitely broaden your toolkit for creating lesson content. As a rule of thumb, I try to run any prompt through at least two tools to compare and contrast.

I also agree, the future is bright with the potential for continual advancements in these tools. But as you rightly pointed out, it’s about getting the balance right. AI can certainly enhance learning, but the human must always stay in the loop.

[Pat Brennan]

Hi Fiona,

Welcome to the course. You’ve clearly outlined how Immersive Reader can make digital text more accessible for pupils with a range of learning and physical needs, through features like read-aloud, line focus, image dictionary and text spacing. Using Teams assignments is a practical way to integrate these features, alongside other Windows accessibility tools like speech recognition.

To build on this, you could try designing a short digital task where pupils use voice control or speech-to-text to respond to a piece of text. This could support learners who find writing or fine motor tasks challenging, while also encouraging oral language development and confidence in using assistive tools.

You’ve also highlighted the importance of adapting input devices. Simple changes like using larger touchscreens or alternatives to standard mice can make a big difference. Assistive technology is often about small, thoughtful adjustments that help make learning more inclusive and accessible.

[Pat Brennan]

Personally, I think Class Notebook is one of the best 365 tools to use in a classroom but if you’re student’s don’t have access, its appeal/benefits are diminished.

[Author]

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