Forum Replies Created
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It was lovely to see the links between story and the STEM subjects such as Goldilocks and the three bears and the PDST STEM challenge to create a chair, Samson’s Titanic Journey and the STEM challenge to design a lifeboat and Actual Size and NRICH Maths – Butterfly Flowers. Also, I really enjoyed and would use the National Geographic Kid’s Space Page in the classroom.
Task 1: The Teabag Challenge:
Dry Teabag – Estimate: 10ft
– Actual: 14ftWet Teabag – Estimate: 15ft
– Actual: 19ftTask 2: Wizer.me – table/chair design attempted online. I found the Wizer.me quite challenging to use but made an attempt to use the tools.
Task 3: Boat Challenge:
Baking paper was used to make a paper boat model. Small pasta pieces were used to fill the boat. It took 187 pieces of pasta to sink the boat, this far exceeded the estimate of 50 pasta pieces!!
It was lovely to see the links between story and the STEM subjects such as Goldilocks and the three bears and the PDST STEM challenge to create a chair, Samson’s Titanic Journey and the STEM challenge to design a lifeboat and Actual Size and NRICH Maths – Butterfly Flowers. Also, I really enjoyed and would use the National Geographic Kid’s Space Page in the classroom.
Task 1: The Teabag Challenge:
Dry Teabag – Estimate: 10ft
– Actual: 14ftWet Teabag – Estimate: 15ft
– Actual: 19ftTask 2: Wizer.me – table/chair design attempted online. I found the Wizer.me quite challenging to use but made an attempt to use the tools.
Task 3: Boat Challenge:
Baking paper was used to make a paper boat model. Small pasta pieces were used to fill the boat. It took 187 pieces of pasta to sink the boat, this far exceeded the estimate of 50 pasta pieces!!
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</p>I feel that the principles of Universal Design for Learning (UDL) are central to optimal teaching and learning in an inclusive classroom setting. Universal Design for Learning facilitates inclusion for students and can benefit all learners. UDL as an approach to learning minimises barriers to maximise learning for all students. I have limited experience of adopting this approach, however, we touched on it in college. As a result of this, I am cognisant of providing teaching and learning opportunities through multiple means and appealing to different learning styles. When planning and implementing teaching and learning, I have endeavoured to include elements of this through exploratory/ topic/ theme-based learning stations. I have found that it important adjust the activities in the station at regular intervals to keep the students engaged and motivated. Following on from this course, I now feel more confident to adopt and progress this approach as part of my teaching in the year ahead.
Hi Kitty,
I think it’s a fantastic idea to create opportunities for engagement via multiple learning styles (VARK). While often pupils will have a preference for one or possibly two learning styles, it can be beneficial to all students to engage in tasks by strategically responding to learning styles through different means.
Thinking ahead, following on from this course I also hope to encourage focused tasks with choices to keep pupils engaged and giving them some autonomy over their learning.
Thanks for sharing this wonderful resource. I agree that there are multiple ways to integrate it across subjects. I have found this year that baking is one activity where all of the children are eager to get involved and beam with pride when showing what they have produced in class.
I feel that Seesaw is an excellent choice as a digital learning platform for pupils in the infant classes and indeed can be used across the school as a whole.
Pupils are invited to respond actively to tasks and activities by multiple means promoting inclusion, recognising effort and also encouraging children to demonstrate their learning while building new digital skills.
I have had the opportunity to view some wonderful resources based on the links provided and explored on both the NCSE and Mary Immaculate College websites.
I have selected a resource from Mary Immaculate College ICT tools. The SEN Teacher is a fantastic resource which is particularly useful for all students, however, I feel that this is pertinent for teaching and learning in a special setting. I really appreciate the features which allow you to differentiate for students and resources can be altered as students progress. Some of the sections include: Maths, Literacy, Social, Communication, Art, Certificates, Display, etc.
Google Drive
The digital learning platform I have selected is Google Drive as an e-Portfolio assessment tool. It provides an opportunity to record samples of pupils’ work/ skills/ activities/ progression and furthermore, to demonstrate evidence of teaching and learning aligning with the relevant curriculum.
Reflecting back on this year in a special class setting, I believe that this tool would have been a successful and yet accessible assessment tool where samples of pupils work in both literacy and numeracy could be stored and easily accessible to review teaching and learning outcomes, when required.
It was lovely to see the links between story and the STEM subjects such as Goldilocks and the three bears and the PDST STEM challenge to create a chair, Samson’s Titanic Journey and the STEM challenge to design a lifeboat and Actual Size and NRICH Maths – Butterfly Flowers. Also, I really enjoyed and would use the National Geographic Kid’s Space Page in the classroom.
Task 1: The Teabag Challenge:
Dry Teabag – Estimate: 10ft
– Actual: 14ftWet Teabag – Estimate: 15ft
– Actual: 19ftTask 2: Wizer.me – table/chair design completed online. I found the Wizer.me quite challenging to use but made an attempt to use the tools.
Task 3: Boat Challenge:
Baking paper was used to make a paper boat model. Small pasta pieces were used to fill the boat. It took 187 pieces of pasta to sink the boat, this far exceeded the estimate of 50 pasta pieces!!
My Storybook and Socrative are assessment tools which I feel could be beneficial and would utilise in the classroom. I also liked the suggestions for the PDST Measures Activity and Maths at the Circus using the soft toy on a tour around the school as a key part of the teaching and learning.
Task 1: Cube Creator
Task 2: Balance
I have to admit that I found this activity fun but challenging. I can imagine how enthusiastic and engaged students in the classroom will be when participating in this activity!
To perform the task with ease and improve my centre of gravity, I need to improve my strength and core muscles. I’ll have to improve my posture and integrate some squats and lunges during the holidays!
Task 3: Socrative quiz completed
The paper spinner activity provided lots of fun and engaging opportunities. I liked the fact that it can be differentiated to suit different students and class levels. In particular, Going Rogue was a lovely idea where students can think and respond creatively to the STEM challenge!
The PDST Odd One Out Activity was very effective as it is simple yet effective, particularly where concepts are developed using the items in the room and it provides opportunities for multiple responses and discussion.
Thank you for introducing us to Nearpod – I look forward to exploring it further and from only a brief encounter with it today I can see how it will enhance teaching and learning in the classroom.
Finally, thank you Colm for sharing the example where a teacher used the rainbow as a visual representation of the STEM activities completed during the year. I think this is a fantastic idea!
The use of the story Night Monkey, Day Monkey combined with the design and make opportunity to make sunglasses was a lovely activity which I would use again.
Speakpipe is a lovely inclusive resource and I feel it could be a useful tool during research projects.
I think that the tasks on Bebras could be a great addition to encourage problem solving and to communicate and demonstrate thinking. It would also be an ideal opportunity for early finishers to engage in.
