Forum Replies Created
-
Posts
-
Hi Carmel,
Welcome to the course. On Teams, this is most likely a permissions issue as that message usually means your school’s IT admin has restricted who can create new Teams. It’s worth checking in with your Digital Learning Coordinator, they should be able to grant you access or set the team up for you.
Good plan to adjust flipped learning to suit your pupils’ access needs. Giving them the time in school is a good workaround for the lack of access at home.
Agreed also, Teams is great forcollaboration, it’s a one-stop shop IMO and having everything in one place and being able to co-edit documents can make things much more streamlined
One idea to build on what you’ve outlined could be to explore Class Notebook (A favourite of mine) within Teams. It’s a great way to organise resources, support differentiation, and give pupils a space to reflect or respond.
Finally, your point about the necessity for relevant CPD is well made. I couldn’t agree with you more! If Teams (And indeed the 365 suite as a whole) is going to be used consistently and effectively, both staff and pupils need the chance to upskill on it.
Hi Aine,
Thanks for the detailed outline of how you’re planning to use Google Forms this academic year and for sharing the link The Boy in the Striped Pyjamas quiz, a favourite of mine for many years when teaching 5th and 6th. Using quizzes at the end of each chapter (or indeed every few chapters) is a great way to keep engagement high and check for understanding. Also, getting the your pupil’s to create their own quizzesis a powerful way to give them agency and deepen their comprehension.
One idea to build on this could be to pair the quizzes with a short reflective question using Google Forms’ paragraph response, it might prompt pupils to connect the novel to broader themes like empathy or justice, dovetailing nicely with Development Education themes.
Hi Ann,
Welcome to the course. You’ve certainly captured the heart of Development Education. I particularly like how you’ve emphasised the role we as teachers play in helping our pupils see themselves as part of a wider, interconnected world, and in nurturing empathy and a sense of global citizenship.
It’s also good to hear that your school is already involved in initiatives like Fair Trade. Such exoeriences make the learning more real and meaningful for pupils. One idea, which I’ve championed numerous times acroos these fora and builds on what you’re already doing, is to reach out and make global classroom connections, possibly a shared digital project or pen(email)-pal exchange with a school in another country. It can really help pupils see different perspectives and deepen their understanding of what it means to be a global citizen If this is a route you would like to take your school is already involved with Green Schools, a next step might be to apply to join their Connected Classrooms initiative for the next academic year.
Hi Kate,
Welcome to the course. Thanks for outlining the strengths of Google Classroom in a flipped classroom. I agree, the way it supports flexible access to content, self-paced learning, and private communication is a boon for students who might not always feel confident speaking up in class.
I also like how you’ve highlighted the inbuilt tracking features, as youve mentioned, being able to see who’s engaging with the material is particularly useful for planning follow-up.
One idea to build on what you’ve outlined could be to explore using Google Jamboard or Padlet alongside Google Classroom. Both tools are great for collaboration or reflection activities after students have engaged with the flipped content, and also helps keep the learning experience interactive.
Hi Aisling,
Welcome to the course. It’s great to hear how this module has opened up new possibilities for using Microsoft 365 tools in your SET classroom and as mooted, akin to the adage ‘Hiding in plain sight’ often overlook what’s already available to us, and it’s good that you’re now feeling more confident about embedding tools like Immersive Reader and Dictate in your teaching.
Your point about the limitations of dictation for students with speech clarity challenges is well made and it’s important to recognise that not every tool will suit every learner, we must always be guided by the needs and not the technology. One idea that might help here might be to explore using the Dictate feature alongside Read Aloud or Voice Notes in OneNote. This might give that pupil a bit more flexibility and reduce frustration, particulary if they can record thoughts in their own time and space.
Hi Maura,
You’ve cleraly higlighted how SDG 13: Climate Action affects children both here in Ireland and around the world. I particularly like how you’ve connected the global challenges to local experiences like flooding and weather changes that impact your pupil’s’ daily lives.
Your ideas for bringing climate action into the classroom are excellent, especially the cross-curricular approach, linking science, geography, and SPHE and hands-on projects like tree planting and energy audits. These approaches make the learning real and meaningful and linking up with schools in other countriesis a great way to build empathy and a sense of global citizenship.
One idea to build on what you’ve outlined could be to involve students in creating short climate action videos or digital stories. It’s a good way to let them use their voice and share what they’re learning. These in turn could be published on the school website (If this is an option open to you) to extend the reach and impact.
Hi Zoe,
Thanks for sharing a descriptor for your social story activity,what a great way to use PowerPoint with core board visuals and self-recorded audio cues to support understanding and routine for an infant pupil with autism. I particularly like the minimalistic approach to slide design, keeping them simple and focused to reduce sensory overload.
To build on this, it might be worth considering adding a few interactive elements, like clickable choices or simple animations, to give the pupil a sense of control and engagement as they move through the story.
Your reflection on Cosán is also well made, highlighting the importance of flexibility and teacher-led learning is mission critical..
Hi again Brid,
Just to flag the link shared is returning a ‘page not found’ error. You might want to double-check the sharing settings on the document to make sure it’s accessible to us. If it’s restricted, updating it to ‘Anyone with the link can view’ should do the trick. Let us know once it’s updated.
Thanks in advance.
Hi again Oonagh,
As you’ve outlined, the SETT model and the School Support File are closely connected and I like how you’ve positioned SETT as the starting point as it makes sense to use it to build a fuller picture of the student before putting supports in place and writing uo the SSP. Your focus on identifying strengths and needs first, then choosing tools and adapting the environment, is the way to go and I also like how you’re thinking about assessment as part of the process, not just at the end.
As I’ve already mooted on these fora, an idea worth considering is involving the pupil in parts of the SETT process, possibly, through a short interview or reflection activity. It can give valuable insight and help them feel more involved in their own learning journey.
Hi Helen,
Thanks for sharing these links. I really like how you’re translating the shared vision in ‘Redesigning Education: Meeting the Challenges of the 21st Century‘ into practical classroom strategies. The idea of socially rich, problem-based learning spaces is so important, and the renewable energy project you’ve outlined sounds like a great way achieve this.
Working in teams with defined roles will definitely help foster collaboration and pupil agency. Using digital tools like Workspace for real-time brainstorming and drafting is an excellent plan. You could further build on this by including opportunities for inter-group collaboration, where teams share findings and challenge each other’s ideas. This not only deepens understanding but also mirrors the realities of the modern-day workplace.
Hi Eugenia,
Your plan to use Google Forms with your senior class as both an assessment for learning and assessment of learning tool is a great example of how digital tools can enhance teaching and learning.
I particularly like how you’re using the initial quiz to build relationships and gain insights into your pupil interests which will certainly help you hone your approach to improve engagement.
Your plan to follow up with topic-based quizzes is also excellent. Using Forms in this way provides immediate feedback for pupils and a clear record of progress for you as a teacher.
To build on this another possibility would be to use Forms to support student reflection and goal setting. For instance, at the end of a unit of work or term, you could invite students to reflect on what they’ve learned, identify areas they found challenging, and set personal goals for the next stage.
Hi Aideen,
It’s great to see how you’re connecting the impacts of climate change in your local area with learning opportunities in the classroom. Starting with local observations like photographs, weather data, and news stories, as outlined is a powerful way to make global issues feel relevant for pupils.
Your plan to use project-based learning and collaborate with the Green Schools Committee is an excellent approach. Initiatives like waste reduction, walk/cycle to school, and a school garden not only promote sustainability but also give pupils a sense of agency and ownership.
To build on this, one idea you might consider is involving pupils in a community climate action project, possibly working with local groups to design posters, host a climate awareness day, or even contribute ideas to local planning. This could help them understand how their voices can influence change beyond the classroom.
Hi Eoghan,
Welcome to the course. Thanks for sharing the ‘Design a poster about you’ activity which sounds like a good fit to use with your 5th and 6th class ASD pupils in September. You’ve highlighted some important benefits, in particular how it supports self-expression for pupils who may find verbal communication challenging. I also like how you’ve connected the activity to the development of fine motor skills, sequencing, and organisation, as well as its potential to build self-awareness and social understanding. It’s a great example of how a simple task can support multiple areas of learning and development.
One idea you might also consider is turning the posters into a class gallery or digital slideshow. Pupils could choose whether to present their work themselves or have it shared on their behalf. This kind of sharing can help build confidence gradually and encourage appreciation of each other’s interests and strengths.
Hi Saoirse,
Welcome to the course, It’s great to hear that you enjoyed the module and found the breakdown of Assistive Technology into low, medium, and high-tech categories helpful. Like you, many of us often associate AT with more advanced tools, so it’s really valuable to recognise how everyday classroom resources, like magnetic letters and pencil grips etc. already play an important role in supporting learners in SET.
It’s also great to hear how the SETT model gave you a new perspective. Having that structured approach to consider student needs, environments, tasks, and tools can be a real help when planning supports and especially when writing School Support Plans, as you mentioned.
Your point about engagement and motivation is well made. I agree totally, AT is most effective when it connects with the learner and supports their sense of ownership. To build on this, one idea you might try is involving pupils in choosing or customising the AT tools they use. Even simple choices like selecting a preferred voice in a text-to-speech tool or deciding how they want to present their learning can make a big difference in motivation and confidence.