Forum Replies Created
-
Posts
-
As an administrative principal I chose to review learner experiences of spelling through SSE. Following CPD in spelling recently it would be valuable to evaluate students use of visual skills when spelling so that it could inform frequency and emphasis on visual skills if purposeful.
I liked the way the google slide was set up in module 3 with vocabulary, image, sentence starters, I think this could be adapted to a type of choice board for students to identify the skills they use when spelling.
Simple multiple-choice quizzes can be made using google forms and slides again used to present quantitative data in tables following the quiz.
When analysing data and deciding next steps it might be worth looking into using Gemini or Gemini gems to bullet point or summarise current up to date Irish research on the teaching of spelling e.g., visual skills & phonics skills.
Although this course discusses learners’ experiences (presumably students) I think so much of what is presented can be useful for whole school administration I guess in terms of teachers experiences and from my perspective with commitment to clarity and purpose. The voice tool- although fantastic for inclusion could save time and heartache in minute taking or initial incident reporting. The Gemini gems were also something I found super interesting. I think for me it would be important to keep my focus of what I am trying to achieve in terms of administration to the core and to use it as a tool and support.
Sarah I completely agree that SESE is a great subject area to start with. I think using google forms, quizzes and exit tickets would not only give excellent data for AFL but I see them as incentive for learning and a motivating tool for pupils ownership.
I love the idea of using AI to check the curriculum. I thought about this during this model and wondered is it like an adaptation really? Could you after the intial prompt, prompt a fact check or upload school plan to see if it aligns. The real take for me from this module about fact checking or verification was the example of dyslexic friendly font- this is something I would never usually question in AI but I completely appreciate how important something like this would be!
I used the storybook gem to help create a social story for our students’ first day of school in our new autism class. I tried to be as specific as possible with the prompt listing four learning activities the children will engage in e.g. colour sorting, playing with dinosaurs, outdoor activity and listening to story. I initially entered the teacher and SNAs names but then realised later in the module not to use identifiable prompts (safeguarding boundary). I would adapt this to the class teacher and special needs assistants.
The social story was very impressive, laid out like an actual story with text and pictures, page turning and also an audio option. It was so interesting to see the bias straight away in terms of ethnicity and gender of the characters in the story. This is something I would adapt for my school setting. There were also good ideas in the story of how to illustrate sequence- “Now it is time to go outside”, “It is storytime….”, “The school day is finished” etc. This tool can definitely add value to my teaching by enabling students to anticipate the routine of their first day through reading the story with their parents. I think there is huge scope for using tools like this to support the wellbeing curriculum.As we are approaching our school’s centenary, my activity was for fifth class students to interview past staff members to get an idea of how the school has changed over the years. I loved the example of the flexible response template, and I adapted something similar in slides using key vocabulary and question starters. I really think using audio is such valuable tool for inclusion because it removes barriers for students with literacy difficulties. Students could use voice typing to transcribe interviews in google docs and I used the comments option to provide feedback and direct learning. I think this could be done in groups because docs allows for this and the students themselves would assign roles and clarify next steps. The google slide would provide the template for them to do this.
I have never used an exit ticket before, I thought this was super and a very simple but effective way of using assessment for learning. I would use an exit ticket for the likes of this activity because it would be one of the big SEE topics covered this year. When I was looking at it I did wonder from a time perspective how often you could use this level of data collection for AFL but I guess once you start using form templates this would become easier and more routine.I think the option of using audio recording or doing 3 pictures is really inclusive because it gets rid of a barrier enabling students top focus on drafting the first paragraph. Great idea!
I love the idea of scheduling posts in advance at the exact time the new step begins. This is super differentiation and it allows for students to progress at their own speed. I think your example also is a great example of how slidesw and classroom can be used to support purposeful learning of a novel and not just digital learning for the sake of it.
For my topic I chose music for second class, whereby the students learn to distinguish different orchestral instruments. Learning outcome =recognise, show and describe examples of timbre in different instruments. The aim was for pupils to listen carefully to a range of instruments, recognise that instruments have different sound qualities and begin to use simple vocabulary such as bright, soft, sharp, smooth, deep and warm to describe what they hear.
One design choice I made was to organise the lesson in a clear sequence. I would begin by sharing the learning intention and playing short examples of familiar instruments such as the violin, piano, drum, clarinet and saxophone using audio links on slides. Pupils would then listen to and try to identify each instrument. We would then discuss the different sounds before pupils in groups on tablets complete a simple listening activity matching instruments to words that describe their timbre using multiple choice on google forms. From an organisation point of view, I organised audio excerpts linked to docs in drive into their categories e.g. strings, wind etc.
One adjustment I would make after teaching the lesson would be to include more opportunities for pupils to play classroom instruments themselves (or invite staff/parents who play instruments in) and compare their timbres rather than relying mainly on recorded examples.
For reflection and SSE, I think it would be beneficial to share practice and lesson sequences created among cohorts and colleagues particularly in the arts. I could also reflect on whether pupils were able to independently use appropriate vocabulary to describe timbre and use this evidence to inform the next music lesson.I asked Gemini to suggest an engaging 10-minute warm up for choir rehearsal for female voices aged 9-12 in a ten-minute time frame. (I am an administrative principal, but I conduct our choir). The sequence of the warmup was brilliant because it started with physical before moving to breathing, pitch, articulation and resonance.
One adaptation I would make is that I would use sol-fa and the sol-fa hand signs instead of the suggested words because I feel like our choir are interested in and gaining experience in early music literacy so I think this would be more beneficial for them and might expand their musicality especially if using hand signs.
One boundary I used was not to identify the choir and not to specify their recent performances. I thought the section on safer anonymised prompt was very informative and made me reflect on my own practice using AI! Particularly the example of “a pupil in my class has difficulty reading…” I think that not entering behaviour details would definitely be something that needs to be amplified in terms of data protection.I love the context of the short sensory based activities for this search. When I think of using AI as a tool for teaching I’m more inclined to imagine it being useful in the senior end of the primary school but this is a super example of how you could make the lesson more engaging and active. The review and adaptation of activities to meet the needs of your speicific class is crucial.