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I like this very comprehensive and progressive approach to wellbeing, providing a real time monitor of pupil welfare. It probably takes key personnel to drive an initiative like this and to setup the digital infrastructure needed to support it, but the benefits and outcomes must be very positive.
The area of Digital Learning Framework that I would like to explore through SSE is Domain 2, Pupils engage purposefully in meaningful learning activities. While we have technology in our school, the range of uses of it varies, often a reflection of individual teachers relationship with technology. As a starting point a reflective discussion amongst staff, followed by evidence gathering from pupils via adapted google forms survey to seek information on pupils experiences of using technology at school. Using the range of google sheets and slides areas of improvement will be identified and presented. This will be used to decide next steps and to drive action. This can be part of a school improvement plan. We need to be sure that technology is helping learning. It cannot always be assumed. Each annual cycle brings pupils with greater exposure to technology in our ever changing world. So too does our teacher use of technology need to move with the times.
This Module introduced the use of Gems as a support tool for teachers – again with teacher making the final decision in relation to the use of content. Unfortunately I do not have Gems access on my Gemini tool so I was unable to create any queries myself. However I engaged with the examples in the tutorial.
The use of a Gem adds value in that it provides a focus from step 1 – whether that be brainstorming or other. But the foremost focus needs still to be in relation to the aspect of practice that you are trying to support, always starting with the intended learning. The teacher still needs to be mindful of accuracy, tone and language, age suitability, classroom aligned, bias and representation.
The use of an existing Gem saves perhaps one step in the process. 1 Select a Gem. 2 Enter a focus prompt. 3 Review the output. 4 Make a professional decision. Teacher needs to be mindful not to describe a pupil but to describe the support needed.
I think the real benefit of the Gem feature will be in the development of a school or class based Gem that aligns with particular curriculum or specification and maybe a three step process can be achieved. But I can see the potential for this.
SSE practice can also benefit from brainstorming ideas in relation to pupil engagement or pedagogy.
This is an interesting example. I think I can echo the appeal of Using Gemini and Gems in relation to generating ideas quickly. If the use goes no further than that it has been a useful tool.
This was a very interesting module on inclusive digital practice to facilitate accessibility, inclusion and assessment for learning. I like the reference to UDL and learner variability. In my current role as autism classroom teacher, the Voice typing and Alt text were two features not previously familiar to me and I will aim to integrate these in my work in the classroom.
As a general tool I like the use of a Google Form to inform feedback and plan next steps. Because images etc can be used in the form I created a sample form to assess learning, confidence, feelings etc. When used with a specific questions to answer it will be great tool for my classroom. I like that I can send the responses to a spreadsheet so in my google drive I have records of assessment and feedback.
Pupils in all classrooms respond well to digital resources as they have grown up in a digital world. Less reliance on repeated teacher instruction can be helpful to some pupils.Sarah, yes I think similarly, the use of Google Forms is something that I plan to use more in the future. It’s a very flexible tool to gauge pupils learning, participation, voice feedback and individuality. Pupils may have engaged in a group project but individual responses can be used to inform next steps and to provide timely support, scaffolding and feedback to pupils who are struggling or who need challenge.
This is a very interesting use of the Google Suite to support time, which has become one of the more difficult topics in Maths for children in our modern era. Visual sequenced consistent information will enhance the quality of learning in the classroom.
This was an interesting module – I’m familiar with the google suite of tools but linking them to google classroom was new and useful information.
Currently teaching in a junior autism classroom I found the ‘Teacher Planning Template’ a really useful document to support the sequence of learning activities. Our learning tasks need very small specific steps over a long period of time and this type of planning and using AI to support it will improve the quality of learning in the classroom. The use of Docs for defining the plan for example Group 1 Jolly Phonics learning. I also liked the link with Headings that will make it easier to use. I used Google Slides to create a series of lesson intro embedding video and images etc. The use of a generated doc like Task3 will also be useful for creating a consistent assessment strategy that can be used for all JP Groups as learning progresses.
Using an organised Drive structure enables teacher reflections to be recorded and available to support continuous improvement. Documents can be shared for comment/review by others. Digital systems will enhance my teacher practice and support improved quality of learning for my pupils.It is nice to hear the experience of other teachers in special classroom or special school. The volume of available lesson planning supports is not as vast as for mainstream so the use of AI will be very helpful to me. I also feel that the critical review is most important for us in special class as the individual needs of each pupil are so so specific.
For this Module assignment I used the Habitat theme and generated ideas for a junior autism class lesson. I used the ROLE-TASK-CONTEXT-FORMAT idea generation sequence for a first round of ideas. I found this structure really helpful as a novice AI user. This yielded a thought provoking array of options and I selected one useful activity from the list. I used the structure ‘I like… please rewrite…’ to refine the task, a subsequently instructed again to turn it into practical teacher instruction. For my specific classroom needs, this is the stage where I then needed to take the content and review it critically for the lesson. But I have achieved a lot from AI at this point.
One useful Gemini suggestion: Generative AI needs purposeful instruction to generate ideas – role, task, context, format – to produce safe useful content.
One adaptation or concern: My class group requires critical review for the individual and nuanced needs and interpretations of the pupils
One boundary for responsible AI use: Always mindful of: Ethics, Safeguarding, Data Protection, Bias.