Forum Replies Created
-
Posts
-
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.
Hi Orla,
Welcome to the course. Your approach to integrating Development Education through inquiry-based projects and global perspectives is a great example of how we can make learning more relevant for pupils. Linking geography topics to real-world issues like climate change and encouraging practical local actions, really helps students see themselves as active participants in their communities.
I also liked your ideas for encouraging colleagues. The cross-curricular projects, resource sharing, and whole-school initiatives you mentioned are excellent ways to embed global citizenship across the school. To build on this, you might also consider getting your pupils, or even the whole school, involved in a global classroom exchange. This could be something simple like a digital pen-pal projectwith a school in another country. These kinds of exchanges are a great way for pupils to explore global issues through the eyes of their peers and build meaningful, real-world connections.
Hi Louise,
Great to hear about the work being done by South Dublin County Council’s Community Response Forum and the Local Authority Integration Team (LAIT) in supporting a holistic approach for asylum seekers and refugees. As you’ve outlined, organisations like JRS Ireland, the Irish Refugee Council, and the Crosscare Migrant Project are also key parts of the support network that schools can connect with.
I wasn’t aware of the Schools of Sanctuary initiative, it sounds like a fantastic way to build awareness and empathy among pupils. I also really liked your suggestions for creating digital welcome messages, hosting guest speakers, running awareness campaigns, and even starting an inclusive garden project. What you’ve outlined is a great example of how schools can take meaningful action to promote inclusion and understanding.
Hi Aiden,
It’s good to hear how this module has given you lots of practical ideas for using GenAI to simplify and extend teaching, learning and assessment in your classroom.
Agreed, NotebookLM is a particularly powerful and while as mooted, it’s probably best suited for use with older students. pupils at the senior end of primary could certainly benifit from it’s introduction for summarising websites, videos, and PDFs, as outlined, in child-friendly language You also mentioned mind maps and podcasts, two great uses. I’d argue that the podcast-style feature is one of NotebookLM’s most powerful features. It has real potential to transform how certain learners engage with content, especially those who benefit from auditory learning or have visual impairments. By converting written material into audio summaries, it supports differentiation and accessibility in a very practical way.
That said, it’s worth noting that the current audio output is limited to American-accented English, with no option (yet) to select regional voices. Hopefully, this is something Google will expand on soon, as broader accent support would make the tool even more adaptable.
Hi Anne Marie,
Welcome to the course. It’s good to hear how the module has provided ideas for enhancing your teaching with GenAI. As you’ve outlined, using particular GenAI tools can support differentiaon and personalise the learner experience in the classroom.
Regarding Immersive Reader, there are a wealth of guides and video walkthroughs available online, especially from the Microsoft Education team. While there are too many to list here, here are three excellent starting points:
📄 Immersive Reader Quick Guide, A handy visual reference for getting started.
📘 How to Enhance Reading Instruction: A Guide to Immersive Reader for Educators , A detailed blog post with classroom examples.
🎥 Mike Tholfsen’s YouTube Tutorial: How to Use Immersive Reader, A clear and practical walkthrough from a Microsoft Education expert.Hi again Arlene,
This kesson outline for 6th class facilitating yourt pupils to perform and devise a range of steps involving transformations.is a great example of how this area of the new Maths Curriuculum can be brought to life in a practical and engaging way. I particularly like how you’ve structured the lesson to build understanding step by step and your use of differentiation and multiple learning styles is ensures all pupils are catered for.
I also like the inclusion of self-assessment reflection sheets, encouraging pupils to take ownership of their learning and engage in self-regulated practices.