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<span style=”font-weight: 400;”>I really related to your point about feeling that STEM sometimes has to involve devices in order to “count”. This module definitely challenged that idea for me too and reminded me that some of the most valuable learning can happen through practical, hands-on activities without technology.</span>
<span style=”font-weight: 400;”>One strength that really stood out in your reflection is the emphasis you place on collaborative problem-solving. It’s great that you’re already using those opportunities to gather assessment information, as that gives you a much richer picture of children’s understanding than simply looking at a finished piece of work.</span>
<span style=”font-weight: 400;”>I also think your plan to incorporate more computational thinking into subjects like Gaeilge and SESE is very achievable because it builds on what you’re already doing rather than adding something completely new. One thing I’d be interested to know is how you might encourage pupils to explain the thinking behind their solutions as they work. In my own role, I’ve found that those conversations often reveal much more than the final answer and can really help to identify the next steps in learning.</span>
For this reflection I have chosen the Teachers’ Individual Practice area of the Digital Learning Framework.
Working in an additional educational needs role means I am constantly adapting learning to meet the needs of different pupils and supporting them to become more confident learners. One strength in my practice is creating practical, collaborative learning experiences where pupils feel safe to contribute, make mistakes and work through problems together. I have found that children are often more willing to take risks in their learning when the emphasis is on the process rather than getting the right answer first time.
This module reminded me that computational thinking is not about coding or using devices for every lesson. I realised that many of the skills we already encourage such as sequencing, problem-solving, recognising patterns and reflecting on mistakes—are part of computational thinking. I would like to become more intentional about recognising and planning for these skills across the different areas I support, particularly in literacy and numeracy interventions.
My actions for the coming term are:
I will plan at least one unplugged computational thinking activity each month with the groups I support and use questioning to encourage pupils to explain their thinking.
I will make a conscious effort to identify and use computational thinking vocabulary such as sequencing, patterns and debugging during lessons where it naturally fits.
I will collect simple evidence of pupils’ thinking through observation notes and examples of their work to support reflection as part of our School Self-Evaluation process.
These are realistic goals within my role and will help me become more purposeful in making pupils’ thinking visible. They should also contribute to our school’s ongoing reflection on effective teaching and learning by focusing on how children learn, rather than simply on the digital tools they use.