ICT for Teaching, Learning & Assessment

Misneach 2016

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www.pdst.ie

Module Objectives
To develop strategies for planning and sharing
resources and ideas in the classroom and the wider
world.
To explore some online teaching resources which
incorporate safe, interactive educational features and
materials.
To explore new online resources which can be used to
develop cross-curricular working through the use of ICT.

misneach.weebly.com

Activity: Sample Action Plan

ICT in the curriculum
PRIORITIES:

Students experience e- learning activities regularly as part of our oral language SSE action plan
Target (What do we want to achieve?):

TASK

TIMEFRAME

REMITS

RESOURCES

(What needs to be done?)

(When is it to be done by?)

(Who is to do it?)

(What resources are needed?)

Online audio
tools will be used
as part of the
learning and
assessment
process in
language
development

Sept Dec 2015

Each class
teacher in
conjunction with
assigned learning
support teacher

SUCCESS
CRITERIA
(What are the desired outcomes?)

Laptop, pc,
presentation
software, tablet
technologies,
online audio
recording
resources.

Creation of
digital portfolios
by children
Language
resources
created for use
in class, shared
with parents

Agreed Monitoring Procedures:

Agreed Evaluation Procedures:

Staff meetings; individual teachers; elearning team.

Peer evaluation among teachers and children;

The Writing Process

Developing Writing Genres

See http://www.pdst.ie/node/314 for schools

Seven steps to teaching a writing genre
Guidance on initiating Free Writing
Overview of FS Writing Plan
Punctuation & Grammar Guidelines
Writing Genre Frameworks
CPD Workshops for Staff http://www.pdst.ie/node/5889

Read, Write & Think

Student Interactives
www.readwritethink.org provides free
interactive tools that allow pupils to

Learn about language in order to

summarise and organise their
ideas.
Write various forms of poetry such
as acrostic, haiku and diamante.
Structure their writing in line with
the characteristics of various writing
genres e.g. persuasive or
procedural writing.
Write, draft and publish pieces of
independent classroom writing.

Persuasive Writing Genre

Read, Write & Think

http://www.pdst.ie/node/588

Group Task One: Select a topic from this list to write a

piece of persuasive writing about.
Reflection & Extension: How did the online persuasion
map structure your writing piece?

Report Writing Genre

Britannica & Cube Creator

Group Task One: Using Britannica School and Cube Creator can you create
a Biography Cube on the life of Nelson Mandela?
In this task we are asking you to

Research, investigate and summarise information on Britannica

Use your information to create a written piece in Cube Creator
Cross reference your report piece with frameworks available at http://www.
pdst.ie/node/590

MyStoryBook
Creating a Story

MyStoryBook
Classroom Application
Children could create
a narrative or recount
piece of writing
The teacher could
create a class reader
Share and publish
stories on the school
website
Are there any other
suggested uses of
MyStoryBook?

Storybird
Classroom Application
Create online picture books using art
Children choose the work of artists and create a picture
book or poem based on it
The books can be published into an online flip book and
shared with a wider community
The teacher can create an online classroom where they
can manage and view all of the class books
Sample Storybird created by a Sixth Class student: http:
//storybird.com/books/my-big-day-12/?token=gufsb7yyug

Storybird
Creating a Storybird

Oxford Owl for Reading

Key Features

Oxford Owl is a complete eBook collection that can

be searched by age, series, book type or book
brand.
Task: Register for a free teacher account at http:
//www.oxfordowl.co.uk/

Oxford Owl &

Comprehension Strategies

How could you use Oxford Owl to develop some of

these literal, inferential and evaluative reading skills
outlined above?

Comprehension Strategies
Into the Book

Teacher Page Task: Investigate the teacher resource

page. Could you apply these resources to your own
teaching of comprehension strategies in Irish primary
classrooms at present?

Developing Comprehension Strategies

Summarising
Visualising
Questioning
Evaluating
Prior Knowledge
Synthesising
Making Connections
Inferring

Comprehension strategies can be defined as the mental

processes that good readers use to understand text
(Pardo: 2004)

Accessibility & SEN Resource Sites

Extending the use of ICT
Classroom Based Reflection
How would you incorporate the use of these
accessibility features in your own classrooms to support
SEN learners?
Which specific SEN resource sites or directories do you
currently use to support your pupils learning needs? A
small selection of SEN resource sites will now follow.

Create Visuals Supports

http://connectability.ca/visuals-engine/

Structured Choice Boards

Personalised Schedules
Personal Stories & Recounts

Creating Reading Resources for SEN Learners

www.sightwords.com

Navigate to http://www.sightwords.com/
Use the menu to create flashcards, games and
interactives based on Dolch and Fry list words
Generate custom flashcards or sight words interactives
aligned to learners needs or current focus in literacy.

Special Education Support Services

ICT Resources

SESS iPad Apps

Assistive Technologies

Irish SEN Materials

Sample SSE Actions

Using ICT to Support Literacy
Learning Experiences, Learning Environment: Pupils have
access to necessary and relevant resources during lessons.
e.g. We intend to use www.oxfordowl.co.uk/ to access
differentiated reading materials for each pupil so as to provide
them with appropriately-challenging online reading material.
Learning Experiences, Learning to Learn: Pupils are enabled
to use ICT to present and illustrate their work.
e.g. We aim to use online resources such as www.
readwritethink.org so as to provide pupils opportunites to
publish and share their writing genres work in a safe online
envrionment.

Problem Solving Process

CPD Workshops

See http://www.pdst.ie/ProblemSolving for schools

Skills, methodologies and content of problem solving
Developing mathematical language
Mental math and estimation strategies
Assessing and differentiating problem solving
Resource packs for problem solving at all class levels
Evaluating problem solving as part of SSE practices

A Guide to Nrich Maths

Problem Solving Resources

Nrich Maths
Key Features for the Classroom
Student Guide
School Maths Topics
Be a Mathematician
Games and Interactives
Live Solutions
Teacher Guide
Curriculum Collections
Featured Resources
Developing Problem-Solving Skills
Developing Teamwork

Nrich Primary Posters Pack

How could you use these in your own classroom? What class
levels are they appropriate for? All of these posters can be used
to support math tasks, puzzles and investigations across various
class levels.

NZ Maths Problem Solving

Word Problems, Puzzles & Investigations

Allow participants to navigate to www.nzmaths.co.nz

Select the problem solving tab
Navigate to Level One Problems: Select Number Cars
in the Garage. Discuss, Solve and Share.
Navigate to Level Two Problems: Select Number Pigs
and Ducks. Discuss, Solve and Share.
Navigate to Level Three Problems: Number Make
4.253.Discuss, Solve and Share.

NZ Maths Material Masters

A collections of printables, worksheets and games to

support the teaching of numeracy.
Items include number lines, number frames and
hundred squares.
Task: Browse the collection for some suitable resources
that you could use with your class.

Ready Set Go Maths

Skills-Based Early Mathematical Learning

http://www.pdst.ie/node/2853

Early Understanding in Number

Sorting
Counting and Number Recognition
Relationships and Operations
Understanding Number

Interactive Math Manipulatives

Creating the Problem Solving Task

Features & Functions

Workmats
Manipulatives
Interactive Tools
Can be used in the classroom to create your own
problem-solving tasks
Can complement the Ready Set Go Maths
program at http://www.pdst.ie/node/2853

Ready Set Go & Glencoe Manipulatives

Task One: Using interactive attribute blocks from the manipulatives tab
can you sort two property sets in two different ways and talk about their
arrangements?
Task Two: Using two color counters from the manipulatives tab can you
copy, create and continue a pattern? Can you extend this activity to
compare two sets and talk about more than, less than or equal?

Glencoe Manipulatives Activities

Task One: Using Base Ten Blocks and Hundred Chart manipulatives
can you think of three possible ways you could use each of these
interactive manipulatives to teach aspects of place value and number?
Task Two: Using Geoboard Bands manipulatives can you can you create
make three different 2-D shapes? Can you combine two triangles to make a
different shape? Create three further extension activities using this
resource.

Math Directories
Problem Solving Across Strands & Strand Units

Navigate to http://www.classmaths.com/
Each strand of the primary math curriculum is included. Each strand
unit is then broken down with further resources for teaching and
learning. This resource can be used for one on one, small group,
station or whole class teaching.
Task: Identify three resources that you will use with your class next year

Sample SSE Actions

Using ICT to Support Numeracy
Teachers Practice, Teaching Approaches: Pupils are
enabled to use relevant and necessary resources including
ICT to support their learning.
e.g. We intend to include online interactive resources from
www.nrich.maths.org/ alongside print resources in the
classroom so as to afford opportunites for the pupils engage in a
wide range of problem solving activities in numeracy.
Teachers Practice, Assessment: Assessment information is
analysed and used to inform setting of learning targets
e.g. We aim to use the online resource www.getkahoot.com to
capture, store and assess pupils mathematical language.

School Self Evaluation Guidelines

The Teaching and Learning Quality Framework

http://schoolself-evaluation.ie/primary/

Monitoring & Review Curriculum Plans

The Role of ICT
Section 4: Children with different needs

ICT is used regularly to support teaching and learning for children with

special needs.

The school will provide a range of strategies to provide challenges for

children of exceptional ability such as the use of ICT to support their work
Section 8: Resources and ICT

The internet is used by teachers regularly and useful websites are listed in
the computer room where staff can list new websites that have age
appropriate activities. The school has an internet usage policy which is
adhered to by pupils and teachers.

Section 10: Staff Development?

Sections 11 & 12: Parental involvement & Community Links?

Kahoot for Assessment

http://getkahoot.com/ - Teacher
http://kahoot.it - Student

Webwise for Teachers

Teacher Resources
Advice sheets for teachers
How to guides to using
online resources
School planning in relation
to ICT and internet safety
Teaching resources related
to developing and
supporting internet safety
Resources related to all
strands of SPHE curriculum

Primary Modules: MySelfie

Lesson 1: My online world
Lesson 2: What is cyberbullying?
Lesson 3: How bullying feels for those involved?
Lesson 4: Youve been framed: responsible digital photo
sharing
Lesson 5: #UP2US: Agree an online code
Download the resource at http://www.webwise.
ie/teachers/myselfie/

Is your content ready to share?

Share content only if it is appropriate and
respectful
Have permission to post photos of everyone
pictured
Avoid photos of individuals and linking names to
photos
Respect copyright and give credit for work that is
not your own
Everyone involved needs to be happy with the
content before it is shared

Webwise AUP Guidelines

Acceptable Usage Guidelines

See http://www.webwise.ie/teachers/sample-acceptable-use-policies-2/ for

a complete guide from Webwise on developing internet usage policy in your
school. Key areas covered include

Developing an AUP
Components of an AUP
Permission Form Templates
AUP Review Checklist

Sample Action Plan

ICT in the curriculum
PRIORITIES:

Students experience e- learning activities regularly as part of our oral language SSE action plan
Target (What do we want to achieve?):

TASK

TIMEFRAME

REMITS

RESOURCES

(What needs to be done?)

(When is it to be done by?)

(Who is to do it?)

(What resources are needed?)

Online audio
tools will be used
as part of the
learning and
assessment
process in
language
development

Sept Dec 2015

Each class
teacher in
conjunction with
assigned learning
support teacher

SUCCESS
CRITERIA
(What are the desired outcomes?)

Laptop, pc,
presentation
software, tablet
technologies,
online audio
recording
resources.

Creation of
digital portfolios
by children
Language
resources
created for use
in class, shared
with parents

Agreed Monitoring Procedures:

Agreed Evaluation Procedures:

Staff meetings; individual teachers; elearning team.

Peer evaluation among teachers and children;

Group Discussion
e-Learning Plan
How do you think the eLearning Action plan:
will help your school to plan to integrate ICT more
effectively into the classroom?
evaluate the effectiveness of e-Learning?
improve learning and teaching of literacy in your
school?
Further guidance can be seen on http://www.
digitalschools.ie/
Share your ideas with the other participants on your course.

Which resource are you most likely to recommend to your staff?