[Shannon Wilson]

Hi Katie,

Welcome to the course and thanks for sharing your reflection on Liston’s paper. It is very honest and useful to recognise that STEM is often taught as separate subjects, as this is something many teachers will relate to.

I like that you have identified real-world contexts and collaborative problem-solving as possible ways forward. It might be interesting to think about what this could look like in the specific context of your own classroom. For example, are there topics, interests, local features or everyday problems that your pupils already engage with that could become a starting point for integrated STEM learning?

Even small changes, such as adding a measuring, designing, predicting or digital recording element to an existing science lesson, can help pupils begin to make stronger connections between Science, Technology, Engineering and Maths. I look forward to hearing how you develop this in practice.

[Shannon Wilson]

Hi Michaela,

Welcome to the course. I really like the idea of pupils comparing aerial maps from Google Maps or Geohive with what they observe during a local walk, as this would help them connect digital information with their own lived experience of the school environment.

Exploring land use, green spaces, roads, rivers and buildings would create great opportunities for inquiry questions such as: Where are the greenest areas around our school? How much space is used by buildings or roads? Where might we find the most biodiversity? How does the weather affect what we notice outdoors?

The link with Met Éireann data is also very strong, especially for integrating Mathematics through recording temperatures, rainfall and creating graphs. Pupils could also create their own layered maps afterwards, allowing for a strong engineering design element, showing habitats, built features, weather observations and possible areas for biodiversity improvement.

I hope that you enjoy the rest of the modules.

[Shannon Wilson]

Hi Carrie,

That sounds like a fantastic start to using the National Biodiversity Data Centre! I agree that giving the children the title of “citizen scientists” is an instant hook, from my own experience it is so exciting for them to feel that they are an important part of real world science – it gives real purpose and importance to their observations. Wildlife and plant bingo sounds like a very engaging way to begin, as it gamifies the experience.

Setting aside some ICT time to upload class records is a great way to involve technology and keep the project manageable and consistent. You could also encourage pupils to keep a simple nature journal or seasonal class chart to notice changes over time.

I hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Lisa,

That sounds like a lovely and meaningful way to use Birr Castle as an outdoor classroom. The link between art, science and history is very strong here. Pupils could explore biodiversity through leaves, flowers, trees and habitats, while also looking at the castle architecture and landscape design as part of their local heritage. Your differentiation for younger and older pupils works really well too, and I would encourage all ages to take rubbings as a way of exploring and documenting the material elements of the world around them.

You could also consider adding a short reflection or display element where pupils share what they noticed and explain the natural or heritage feature that inspired their artwork.

Hope you enjoyed the course.

[Shannon Wilson]

Hi Elaine,

Thanks for sharing your idea for a teacher resource using the Globe at Night citizen science programme. The inclusion of weather, nearby lighting and whether the sky appears rural or urban is also very useful, as it encourages pupils to think about the factors that affect what they can observe.

Presenting their findings through a map, poster or digital slide would help them strengthen their technology and communication skills. You could even take it a step further and include an engineering design element by getting them to design solutions that could be suggested to the wider school.

Hope you enjoy the course.

[Shannon Wilson]

Hi Steven,

I really like your idea of beginning with a walk around the school grounds to identify where lighting is needed and where it may not be necessary. This would give the children a practical way to observe their own environment and think critically about how light can affect species such as bats, hedgehogs, moths and owls.

It is also great that you would involve the children in suggesting solutions.  This sounds like a lovely student-led approach that would help students see how small actions can make a real difference for local nature. Things like creating a dark-corridor map of the school grounds could be very effective.

Thanks for sharing and hope you enjoy the course.

[Shannon Wilson]

Hi Aidan,

Thank you for sharing such a thoughtful response to Module 1.

I really like your reflection on Liston’s paper, and how it relates to the new school curriculum. Your examples of links with History, Art, Music and the design-and-make strand show how integrated STEM can happen in very meaningful ways.

You also make a strong point about the Weather vs Climate resource being accessible for younger classes, while older pupils may need opportunities to explore the topic in greater depth. Your suggestion of creating a weather station on the school campus and adapting the data to create weather reports via greenscreen (like you did with your Gaeilge project) is excellent. It would allow pupils to engage in real inquiry-based learning.

I hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Sinead,

Welcome to the course.

I really like your point about beginning with weather before moving on to climate. This gives pupils a concrete starting point and helps them build understanding gradually. You also make a very good point about funding. Using low-cost or recycled materials for homemade instruments could be a practical way to support STEM learning while keeping costs manageable.

Your idea of 5th class pupils teaching younger classes how to make and use the instruments is lovely, as it would build confidence, communication and peer learning.

It would also be great to hear your thoughts on Liston’s paper, particularly how the activities connect with inquiry, collaboration and integrated STEM learning.

[Shannon Wilson]

Hi Amanda,

I really like how you have considered the needs of your 9-year-olds with dyslexia. The Paxi video sounds like a great resource for your class and an accessible way to introduce greenhouse gases, build vocabulary and spark discussion before moving into practical ideas for reducing emissions in school and everyday life.

Your links to the Green Schools Committee, Book Creator, audio posters and the school garden are excellent. These would give pupils creative ways to show their understanding while connecting the learning to real action in the school.

You also make a very good point about TEAL being challenging for some pupils. I really like how you have considered adapting it for use as a cross-age learning opportunity with senior classes, encouraging teamwork, communication and peer support while making the data more accessible.

Thanks for sharing and hope you enjoy the rest of the course!

[Shannon Wilson]

Hi Padraig,

Thank you for sharing your thoughts on Activity 3.

I agree that the Paxi video is very suitable for primary pupils, as it explains greenhouse gases in a clear and engaging way while introducing useful new vocabulary. You make a good point, however, that the solutions can feel somewhat simplified, so teacher guidance and follow-up discussion would be important.

Your observation that Activity 3 is pitched at a higher level than the previous activities is very valid. It does seem best suited to senior classes, particularly if pupils are using the TEAL tool and interpreting climate data. Beginning with vocabulary, a KWL discussion and a teacher demonstration would provide helpful scaffolding.

I also like your cross-curricular suggestions, especially linking with History, Geography and Maths through climate events, trend graphs and pupil-chosen visual representations.

I hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Yvonne,

Welcome to the course, and thank you for sharing such a thoughtful reflection on Module 1.

I really like how you have responded to Liston’s idea of STEM as an integrated, real-world approach rather than four separate subject areas. Your description of a positive STEM classroom is very vivid, especially the idea of “productive and positive noise,” where children are sharing ideas, debating, collaborating and learning from one another. That kind of active engagement is often where the richest STEM learning happens.

You have also hit the nail on the head with your point about modelling roles. A question that is often raised by teachers is how best to encourage inquiry-based learning, and as you say, children need practice in these roles so that collaboration becomes meaningful rather than simply group work.

Your feedback on Activities 1 and 2 is very strong. Overall, your reflection captures the spirit of authentic STEM learning very well, with the teacher acting as a guide and the pupils taking an active role as curious investigators.

I hope you enjoy the rest of the modules.

[Shannon Wilson]

Hi Michaela,

Welcome to the course. This sounds like a really engaging and hands-on activity that prioritises inquiry-based learning. I really like how you would begin with a video of astronauts walking on the Moon, as this would immediately capture the children’s curiosity and encourage them to start asking questions. Testing the Earth Tube alongside another planet tube would then give them the opportunity to observe, compare and draw conclusions for themselves. This makes the learning much more meaningful than simply explaining the concept to them.

I also like the creative element of decorating the tubes to represent different planets, giving pupils ownership over the activity while allowing for art integration. Your reflection on Liston (2018) is very relevant here, as the activity encourages collaboration, curiosity, questioning and learning through doing.

Hope you enjoy the course.

[Shannon Wilson]

Hi Michelle,

Welcome to the course. Thanks for sharing such a thoughtful reflection on STEM learning. I really like your point that children learn best when they are actively involved in investigating, questioning and working things out for themselves. STEM definitely works best when it is focused on meaningful, connected learning experiences.

Your plan to observe and record the position of the Sun throughout the school day sounds very practical and engaging. Beginning with predictions is a great way to encourage curiosity and discussion before the children move outside to test their ideas. Using a metre stick in the same location each time will help make the investigation clear and fair.

I also like how you have included measuring, drawing, recording and using iPads to take photographs. This brings together science, maths and digital learning in a very natural way. Looking back over the observations at the end of the week would give children a valuable opportunity to identify patterns and develop their understanding of the Earth’s rotation. Thanks for sharing.

[Shannon Wilson]

Hi Sarah,

Welcome to the course.

This is a great hands-on activity for helping children observe how the Sun appears to move across the sky and how this affects the direction and length of shadows throughout the day. I really like how clear and structured your steps are, as this would make the investigation easy for children to follow.

I also like the way you have included discussion questions at the end. Asking children to identify the longest and shortest shadows, notice their direction, and suggest reasons for the changes encourages prediction, observation and scientific thinking. This activity would also provide nice opportunities for maths links through measuring, recording times and comparing shadow lengths.

Thanks for sharing, and hope you enjoy the rest of the modules.

[Shannon Wilson]

Hi Aine,

Welcome to the course. This is a really thoughtful and inclusive adaptation of the constellation activity for your ASD class. I really like how you have considered the needs of your learners by using short stories, picture cards and visual prompts rather than relying too heavily on verbal explanation.

The creative follow-up activity, where children paint or cut and stick their own Orion picture, is a lovely way to consolidate the learning through art. Displaying the work on a star wall would also celebrate each child’s response and create a shared classroom resource. Sending home a simple picture card is a great way to extend the learning and involve families.

Thanks for sharing and hope you enjoy the course.

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