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Once they have studied the story Scratch and Stop Motion Animation are used as modes of assessment. The senior pupils, in stations, facilitate this work amongst the younger pupils and, in doing so, develop their own oral language skills.
Her senior pupils translate music notation into Scratch code to play songs in the software. This tasks supports differentiation as all pupils can work to their own level.
While Scratch may not feature in every music class, it is a useful tool to include at various times throughout the year.
During procedural writing the senior pupils write up Unihoc skills that they have been practising. From this writing they create QR codes. During the PE lesson pupils use devices to scan the QR codes to find out what task is next.
This lesson supports integration and differentiation in a one teacher school. It also allows teacher Iseult Mangan to assess several aspects of the curriculum in an effective way.
Cloghans Hill NS is a one teacher school of 15 pupils. In this video teacher Iseult Mangan outlines how she uses ICT to best effect to support teaching and learning.
She gives an overview of her planning, the school's Bring Your Own Device policy, as well as explaining some of the ways ICT helps her to integrate, differentiate and assess in an efficient way.
In this video she is focused on the topics of tangrams and perimeter. The class is divided into three stations.
In the first station pupils are using the Osmo software and equipment to make tangrams with instant feedback. The next station uses Khan Academy, free software where individual tasks can be preset for each pupil to complete, with the teacher receiving feedback.
At the final station pupils are drawing tangrams and using these drawings to measure the perimeter of an irregular shape. The teacher makes use of these ICT tools to support differentiation and assessment.
Iseult recommends accessing online supports to help with using ICT tools for Maths teaching. By integrating with Visual Arts and English their teacher, Iseult Mangan, maximised her time during the busy school day.
Pupils used drawings, paintings and Lego to recreate the story. This task demonstrated pupils understanding of the Irish vocabulary.
Once completed the video was shown to the junior pupils and thus ensued a lively Oral Language lesson. Students use a combination of mobile phones and tablets to access an instructional video, and then use the app Videotagger to assess each other in the execution of an overhead shot in badminton.
The use of ICT in this way enables differentiation and effective self and peer assessment. Liz finishes the lesson with a short self assessment survey in Google Forms.
Garret describes how the use of ICT in orienteering results in high levels of engagement by students as well as the development of mathematical, map-reading, communication and problem-solving skills.
The i-Orienteering app is usually intended for outdoor use but due to weather conditions on the day of filming, Garret very seamlessly set up an indoor course!
Students use their own devices, either smartphone or tablet to engage in primary research for Output 1 design assignment. Teacher generated learning resources and YouTube clips are shared on a class blog so students can access them from home.
His fifth year students complete questions from student response system Socrative in their copies, and input answers using their phones or tablets.
Students can work at their own pace and Gareth can instantly see which questions are problematic and which students require additional support.
This feedback allows him to target his teaching to address common errors. Following class he creates a video using the ShowMe iPad app to provide additional support for challenging questions and shares this on his class blog so students can view it at home.
Gareth discusses how technology can increase student engagement and also save time for teachers. Students take photographs during experiments and then use Adobe Voice now known as Adobe Spark Video to create a video describing each stage of the experiment.
PicCollage is also used to make posters showing. Finally, students create a trigger image using Aurasma now known as HP Reveal , which will open their content.
By creating their own content, students develop their creativity, communication and collaboration skills. Maria Nelson from Scoil Mhuire, Buncrana demonstrates how she uses students own devices a range of smartphones and tablets to support active learning with her second year Geography class.
Students self and peer assess their oral fluency and Geography content knowledge by using their devices to record one other.
At the end of class students reflect on their learning using Padlet. Maria has also created a class website to share a range of differentiated resources including images, videos, notes, presentations, Thinglink, etc.
Students can access these from home for revision purposes. Geography teacher Seamus Baldrick, from Scoil Mhuire, Buncrana discusses how technology can be used to support revision.
He begins by facilitating student self-correction of cloze test homework using presentation software, e. He prepared a revision video in advance using the ShowMe iPad app, which is based on the Irish curriculum and targeted at the needs of his students.
After viewing the video, students complete a Socrative quiz in class, which provides them with immediate feedback after each question.
After class, Seamus shares the revision video, other resources and assignments using Google Classroom, a virtual learning environment, which enables to access class material at home.
The school has a laptop trolley to share among classes, with additional laptops dispersed among the classrooms and an IWB in each classroom.
The school has a strong ethos of sharing, using Google Apps to share between teachers and to create ePortfolios for pupils. In this way teachers, parents and pupils can view their progress as the year continues.
He creates writing resources which the pupils can access at school or at home. He supplies a variety of support documents including word banks for struggling pupils.
This digital writing process includes feedback from a peer and from the teacher. All work is saved to the pupil's Google Drive, as well as the teacher's own Google Drive, in this way creating a detailed ePortfolio.
Final drafts of writing are shared on the class blog. Colm has noted a dramatic improvement in pupils' writing since introducing this system.
Pupils create a group project based on a topic, eg A Famous Scientist. The group creates their project from information provided by the teacher.
Their project is then submitted to Google Classroom or Google Drive for approval by the teacher. Finally the group present their work to the class.
Each pupil has an ePortfolio of their work on Google Drive. She and her pupils create a digital rubric that is followed by pupils creating in Art.
In this way the pupils are focused on the artistic process rather than the finished product. The completed rubric, as well as photos of the artwork, is saved to each pupil's Google Drive to form an ePortfolio; to be viewed by pupils and their parents.
Pupils work in pairs to enable peer assessment. Using ICT in this way has enabled Teresa to become a more reflective teacher; emphasizing the learning objectives in her lessons.
Part of the Lockers Teaching Resource. Just For Fun addresses the topic of non-consensual image sharing.
Lockers is a new information and education resource. It assists schools in coping with and preventing the sharing of explicit self-generated images of minors.
Also included in Lockers is an information section for school leaders. This page section informs principals on the context for sexting among young people, the laws that can come into effect when underage sexting occurs and the implications for school policy.
Rowan Averill, from Malahide Community School demonstrates how he uses tablets to support active and experiential learning with a first year group.
Students learn about the different types of advertising persuasive, competitive, informative and generic not by being shown examples of each, but by creating their own stop-motion adverts for a product of their choice using the Lego Movie app, to develop their research and creativity skills.
Rowan discusses how the use of tablets supports research and collaborative learning with students. History teacher Frieda Crehan, from Malahide Community School discusses how technology can be used to support student research and active learning.
Students become creators of content using a range of tools such as PicCollage to create Match Attack cards to compare key personalities in History, iMovie to create video logs and Minecraft to create megalithic monuments.
Students develop their research, communication and presentation skills. Frieda creates rubrics to assess students and promotes student self-assessment.
She advises teachers to experiment, expand and embed the use of technology in learning, reflecting at each stage. Kahoot is a popular online quiz tool which many Irish teachers use for both formative and summative assessment.
In this Business Studies lesson with a third year group mixed ability group, Claire Fitzgerald from Malahide Community School demonstrates how Kahoot can be used to support active learning and collaborative revision.
She divides the class into groups and each group is given a topic to revise using tablets, textbooks and other resources.
Each group then creates an online quiz using Kahoot to demonstrate their knowledge of the topic and test the knowledge of the other groups.
Topics include trading account, profit and loss account, balance sheet, business documents and delivery systems.
Active learning and peer assessment is evident as groups create quizzes to test each other out, while developing their research and communication skills.
Claire also discusses how the use of technology supports differentiation and students taking ownership of their own learning.
Bairbre Kennedy, from Malahide Community School uses inquiry based learning and peer collaboration with her third year History students in examining the key figures in the Rising.
Her students research key personalities using a variety of trusted sources hosted on the Scoilnet site, such as Ask About Ireland and Britannica School, both of which are freely available to all students in Ireland, whether at school or at home.
Britannica School provides a range of differentiated resources. Bairbre creates Learning Paths to guide her students through resources from Scoilnet.
Students present their findings through Google Docs and Padlet and engage in peer assessment. Some things last forever It can also be a criminal offence.
The students working in groups are provided with 7 pieces of information corresponding to life processes. Leona talks about how this task helps students develop their problem solving and communication skills.
Each group creates a presentation of their findings using either the Pic Collage app, a mind map or a Powerpoint presentation.
Peer assessment is evident where the students share the results of their investigations, reflect on what they have learned and provide feedback to other groups.
Anthony shows how he has created a simple instructional video, using a visualiser, on how to draw a tangent to an ellipse. This video is viewed by students at home in advance of the class on this topic, allowing in-class time to be spent applying what they have learned, and enabling Anthony to spend more time working with individual students and assessing their understanding of the topic.
Working in groups they use Google Maps to retrace the journeys and measure the distances travelled by Mary and Joseph.
They present their findings to their peers in Keynote presentations. Eoin talks about how using these tools in Religious Education class supports skills development across a number of other areas and subjects including Geography, History, Literacy and Numeracy.
Niall has created several instructional videos using the app Explain Everything. These are accessed online by students as homework in advance of a class.
In-class time is spent by students applying what they have learned in the video by completing exercises on the topic. Peer and self assessment are evident in this lesson as students listen back to their recordings and correct any mistakes of their own as well as providing feedback on the inputs of other group members.
Students share the final videos with the whole class and feedback is provided by the teacher and fellow students. Snapchat is a mobile messaging application used to share photos, videos, text, and drawings.
It's free to download the app and free to send messages using it. It has become hugely popular in a very short space of time, especially with young people.
There is one feature that makes Snapchat different from other forms of texting and photo sharing: the messages disappear from the recipient's phone after a few seconds.
She believes it leads to more engaged learners and enables her to use new means of assessing pupils, allowing for differentiation. ICT, she says, should never be the main focus of a lesson, but a tool to enhance learning.
In her English classes students use Animoto to create videos; Voki to create avatars; Prezi to create cloud- based presentations and Fakebook to create character profiles.
Ciara's students create profiles for characters from the class novel using Fakebook. All pupils' work is saved to ePortfolios using Mahara.
EPortfolios facilitate differentiation and assessment. Pupils are digital natives, they find these tools easy to use and enjoy using them as part of their English classes.
Chris Forde of Athlone community college speaks here about how to introduce ePortfolios as part of the EU Folio project.
Since introducing ePortfolios he has noted a move from individual learning to collaborative learning. Assessment of the ePortfolios includes self-assessment, peer- assessment and active assessment from the teacher.
The teacher takes on the role of facilitator. To overcome lack of resources pupils can share devices or bring their own devices to school. English teacher Hazel Cooney, of Athlone Community college outlines how to use Edmodo as an online community for pupils.
She can assign tasks such as EDpuzzles, give feedback and grade pupils' work. Pupils' work can be submitted as soon as it is completed and corrected immediately.
The one to one feedback enables teachers to provide immediate, targeted support. Pupils' work is saved and compiled as an ePortfolio allowing them to keep track of their progress throughout the year.
Edmodo is a safe community as it is teacher monitored and password protected. It is an initiative to implement the use of ePortfolios in schools around Europe.
The school used Mahara as their chosen ePortfolio software. The project was introduced in a phased way, starting with one class and increasing this as teachers grew more confident.
They found that ePortfolios enable continuous, formative assessment throughout the year. The teachers advise on how to set up ePortfolios.
Some Athy College students also give their opinion on the system. Hazel Cooney looks at how an ePortfolio enables pupils to assemble and manage their work.
She also notes how it facilitates a teacher support network. Chris Forde noted the ability to assess work continuously using the ePortfolio.
He also commented on how teachers shared reszources and ideas with each other. In one example pupils use Movie Maker to create a movie of their set song.
The pupils also used audicity to record and compile instrumental and vocal parts of a song. All ICT work is compiled into a shared resource folder that students can access for future study.
In this video, German teacher Tina Killackey from Presentation Secondary School, Wexford describes some of the apps she uses to support language learning with her 1st year class.
These apps can be used in any area and support independent and collaborative learning and many forms of assessment.
In this video, teacher Sandrine Pac-Kenny from Presentation Secondary School, Wexford describes some of the apps she uses to support language learning with her 1st year class.
A learning path is a collection of online resources that share a specific topic e. The teacher compiles the learning path, which pupils can access at school or at home.
She discusses the relevent policies, who should be involved in the process and ideas around best practice.
The benefits of social media must be balanced with the potential challenges. These challenges can be minimised by taking certain precautions including consultation with school management, reference to relevent school policies and obtaining parental consent.
Some methods include the use of virtual learning environments VLEs , email, and through the use of video. He discusses the benefits of these medias, as well as best practice which should be considered.
Simon Grehan, Webwise, sets out how to ensure safety when using the internet. He outlines pointers on using online resources in class, and using technology to communicate with pupils.
The video discusses some factors such as school policy, supervision, layout of classroom and record keeping. Emily Lynch, Webwise, advises teachers on best practice with regard to their personal online presence.
She recommends making all profiles private and to check the terms and conditions of apps and websites. Teachers should consider the fact that most content posted under their name is searchable through online search engines.
Emily Lynch, Webwise, outlines how default privacy settings differ between open and closed social networks. It is important for teachers to take the time to review privacy settings on their social media accounts.
Students and parents may often look teachers up online or try adding them to their social networks. Emily Lynch of Webwise reminds teachers that their online content should not undermine their professional integrity.
While privacy settings on social networks offer some protection, they are not completely private. Simon Grehan, Webwise, outlines the main actions to take if you feel you are being harassed online by students or parents.
Simon Grehan, Webwise, outlines how to deal with online attacks on teachers. The first port of call is to use the website's own reporting procedures.
Websites are required to investigate all reports and respond to them in a timely manner, usually within 24 hours.
Terms and conditions regarding appropriate content can vary between service providers. Online access can blur the lines between personal and professional lives.
Simon Grehan, Webwise, looks at how to use social media while still upholding the professional values of integrity, trust, respect and care.
Through the use of ICT, the positive mental heath message can reach a greater percentage of the school population. In this video she demonstrates how pupils use Google Drive and the GeoGebra app when working on functions.
When planning, all teachers in the department share a Google Docs file to create lesson plans. From the beginning the school wanted to incorporate ICT in teaching and learning, with a projector and computer in each room.
This has now grown to include the use of tablets across the school. Donncha outlines the process his school followed in order to ensure a successful integration of tablets.
Pupils use the iTunes U app to create ePortfolios, containing work they carry out during the school year. Other apps used include Pages, Keynote and Showbie.
In this video her 5th year Chemistry class use Explain Everything to revise work done on the topic of titration. Ciara explains how ICT has improved both teaching and learning in her classroom.
It uses animation and activities to give 5th and 6th class children opportunities to empathise with those effected, to understand the emotions behind it and to empower them to take a stand.
This is an international database that supports the Probability and Statistics section of Project Maths. Pupils can input their own data, making statistics relevant to themselves.
There are many teachings resources available on the census at school website, and on the Project Maths website. She uses a visualiser to demonstrate and record work.
Apps such as Pinterest and Instagram can be used to compile secondary sources and research. Niamh has found that using apps that pupils are already familiar with enables her to get the most from technology.
ICT also supports peer assessment in her classes. Teachers are supported with formal and informal CPD. Some of the resources, apps and software used in the school include visualisers, Instagram, stop motion animation, ePortfolios, Google Drive, Edmodo, Ubersense and Padlet.
Part of the Myselfie Teaching Resource. They will examine the characteristics of digital photographs; focusing on what makes them different from traditional photographs.
In this video 5th and 6th class are working on the final draft of a procedural writing piece using Scratch and other tools. The work demonstrates how Scratch can facilitate integration between different subjects, in this case English and Science.
In this video, Elaine Lyons, a teacher in Christ the Saviour National School, Ballingarry, talks about the use of Scratch to support literacy and numeracy.
She describes how using Scratch across the curriculum helps develop pupils' skills in many areas, including problem solving, and also how it supports assessment, in particular self and peer assessment.
In this video, 5th and 6th class children from Christ the Saviour NS are using Scratch as part of a literacy lesson.
Scratch supports their comprehension skills while studying the novel Carrie's War. For more information, see our Privacy Statement. We use essential cookies to perform essential website functions, e.
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