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CPD Courses for Irish Primary and Post Primary Teachers Ireland

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Education Support Centres Ireland Find Teacher CPD courses for all centres nationally. Information about Education Centre regions and listings for all centres

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This is  a link to a useful AI tool and some info about how it can be used.

Diffit for Teachers

It can be used to prepare teaching resources for all subjects incorporating differentiation/inclusion /literacy etc! You can use existing texts/pdfs/videos/ transcripts etc.

Particularly good for English/languages but could be used in all subject areas.

Can be differentiated according to age/level/ability etc and nice activities available also.

https://theteachingfactor.wordpress.com/2023/08/29/obsessed-with-this-ai-tool-diffit/

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The National Induction Programme for Teachers (NIPT) is a State-funded service that supports the induction of newly qualified teachers (NQTs), both primary and post-primary, into the teaching profession in Ireland. The main objective of induction is towards promoting the professional development of NQTs by way of systematic support in their first year of teaching, thus laying the foundations for subsequent professional growth and development. The NIPT co-ordinates the provision of a multi-faceted induction programme for teachers called Droichead . The NIPT Full-time team members and Regional Development Officers (RDOs), are supported in their work by a team of associates.

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Continuing Professional Development (CPD) for teachers

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The National Induction Programme for Teachers (NIPT) is a State-funded service that supports the induction of newly qualified teachers (NQTs), both primary and post-primary, into the teaching profession in Ireland. The main objective of induction is towards promoting the professional development of NQTs by way of systematic support in their first year of teaching, thus laying the foundations for subsequent professional growth and development.

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Inclusive Classroom- All about Adaptive teaching and using a UDL framework to meet all students needs in your classroom- one page document - What is good for few is good for all- Continuum of support

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Inclusive Classroom- All about Adaptive teaching and using a UDL framework to meet all students needs in your classroom- one page document - What is good for few is good for all- Continuum of support

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Professional development [of teachers] is most

effective in improving teachers’ instructional

practice and contributing to student learning when

it is continuous and sustained , closely connected to

the work of teachers in the school, and when it

fosters teacher professional collaboration. "The Teaching Council 2014"

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Since the report on the review of Relationships and Sexuality Education (RSE) was published (Jan 2019), what actions have been taken?
Arising from the publication of the Report on the Review of Relationships and Sexuality Education (RSE) in primary and post-primary schools, two Development Groups, one primary and one post-primary, were formed. The immediate focus of these groups was to develop and publish guidance for teaching SPHE/RSE to support teachers in their engagement with the current curriculum in a confident and holistic manner.

This guidance is available in SPHE online toolkits:

The Report on the Review of Relationships and Sexuality Education (RSE) in primary and post-primary schools also recommended the development of a single, integrated curriculum for RSE and SPHE spanning both primary and post-primary education, with adequate time to teach it.

For more detail on curriculum developments see:
What is currently being taught in Irish primary and post-primary schools in SPHE/RSE?
For more than 25 years the curriculum has included Social, Personal and Health Education (SPHE), with Relationships and Sexuality Education (RSE) as a key part of this.

To view the current SPHE curricula click on the relevant link:
At what stage are SPHE curriculum developments?
The work in redeveloping the SPHE curriculum began with junior cycle. An updated Junior Cycle SPHE course has been developed and will be available for first year students entering post-primary education in September 2023.

Work on Primary and Senior Cycle SPHE commenced in late 2022. A draft senior cycle curriculum document will be available for public consultation in late 2023. At primary, developments in SPHE are part of wider curriculum redevelopments. Learning and teaching related to SPHE will be part of the curriculum area of Wellbeing. A draft Wellbeing specification will be available for public consultation in 2024.

As the curriculum work develops there will be opportunities for engagement with all the key stakeholders, as well as further public consultation processes, before new curriculum specifications for Primary and Senior Cycle SPHE are finalised.
In SPHE what topics will be taught and at what age will these be taught?
The list of topics and when they are taught are agreed through the NCCA structures. NCCA structures include primary, junior cycle and senior cycle Development Groups. These Development Groups are made up of teachers, Department of Education inspectors and other stakeholder representatives. The Development Groups develop the curriculum and decide on the topics to be included. These decisions are informed by consultations, research and international best practice. Amongst the guiding principles for all Development Group discussions is an awareness that topics should be taught in an age-appropriate, sensitive and incremental manner.
Who has a say in the SPHE curriculum developments?
The NCCA adopts a partnership approach to curriculum development, with work carried out on behalf of Council by Boards and Development Groups. To provide a strong, representative and responsive basis for its curriculum development work, NCCA establishes Development Groups to undertake specific tasks in curriculum areas or subjects. Members of Development Groups are nominated by the partners in education and include representatives of teachers, school management, parents and other stakeholders in education.

For information on the groups involved in curriculum development click on the link below:

The NCCA advises the Minister for Education on curriculum and assessment and this advice is shaped by research, best practice and deliberation, as well as extensive consultation with the public, schools, education stakeholders and others. Consultation, including online surveys and focus groups, is a key part of the work of the NCCA.

During the development of an updated curriculum, consultations are publicised via www.ncca.ie and NCCA social media channels (Twitter @NCCAie, Instagram @NCCA_irl and Facebook @NCCA).
How can parents/guardians or interested individuals and groups get involved in SPHE curriculum developments?
Parents are the primary educators of their children and important partners in the school-based education process. The NCCA involves parents in conversations and public consultations so that they can share their views on developments.

This sharing of views is facilitated in a variety of ways - through working with representative groups, and through public consultation, including online surveys and focus groups. Public consultations are publicised via www.ncca.ieand NCCA social media channels (Twitter @NCCAie, Instagram @NCCA_irl and Facebook @NCCA).

Where can I find out up-to-date information on curriculum developments in SPHE and other areas?

Up-to-date information on curriculum developments in SPHE and other areas is available on www.ncca.ieand NCCA social media channels (Twitter @NCCAie, Instagram @NCCA_irl and Facebook @NCCA). You can also sign up to our newsletter here.

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Senior Cycle Social, Personal and Health Education (SPH…

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Development of a new Senior Cycle Social Personal and Health Education curriculum has commenced.

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Patrician Secondary - SEN Support Padlet

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Quality PD is not ‘training’ . It needs to engage teachers as thinking professionals, as intellectual workers rather than treating them as technicians who merely need to be taught what to do and carry them out on others’ behalf ( Timperley et al., 2007)

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Microsoft Introduction to Everything - Wakelet

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We built Wakelet using the latest technologies to make it faster and easier to use. Unfortunately, your browser doesn't support those technologies.

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Oide - Supporting the Professional Learning of School Leaders and Teachers in Ireland

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This section provides support, professional learning materials and information on post-primary subjects, programme support (including Junior Cycle, Transition Year, Senior Cycle, Leaving Certificate Applied and Leaving Certificate Vocational Programme) and supports for areas such as Inclusive Education, DEIS planning, Wellbeing Curriculum planning and Creativity in Education.

You will find information on professional learning events in these areas and be able to register for our various mailing lists. You will also find links to official documentation relating to post-primary education in Ireland, such as subject specifications, assessment guidelines, and recent Department of Education circular letters.

We hope you find these supports helpful and we look forward to working with you in the future.

- Post-Primary Division Subject Areas -

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Welcome to the section of our website dedicated to supporting post-primary teachers and schools. Discover More This section provides support, professional lear

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I've written about retrieval practice several times in other posts but here I just want to make it easy to lay out various alternative methods for the process of reviewing your students' knowledge and understanding. Before doing that, I would suggest that there are some key principles:

1. Involve everyone: Good techniques involve all students checking their knowledge, not just a few and not just one at a time as you might do when questioning.

2. Make checking accurate and easy: it should be possible for all students to find out what they got right and wrong, what they know well and where they have gaps. Every technique involves students testing their knowledge and then checking their work for accuracy and completeness. (This is not the same as giving students extended mark schemes to mark longer assessments which, for me goes beyond a simple retrieval practice activity)

3. Specify the knowledge: Where appropriate, it's better if students know the set of knowledge any retrieval will be based on, so they can study, prepare and self-check. It must be possible for students to check their own answers which has implications for the way the knowledge requirements are laid out.

4. Keep it generative: students need to explore their memory to check what they know and understand; this means removing cue-cards, prompts, scaffolds and cheat-sheets; it means closing the books and thinking for themselves.

5. Make it time efficient: The idea of each technique is that they can be used repeatedly in an efficient manner without dominating whole lessons.

6. Make it workload efficient: None of these methods involve the teacher checking the students' answers, creating unsustainable workload. A teacher might choose to check the occasional test but that's no use for routine practice.

1. Quick Fire Quiz
Everyone know this one but it can still be done well or badly: Teacher reads out the question or presents them via slides or an audio tape (eg in MFL). The questions can be spontaneously generated or prepared. Questions can be simple factual recall, mental maths or multiple choice;

All students write down their answers. Teacher reveals the answers, one by one or all at once. Students check which they got right. Swapping answers to check is an option but it can be a faff and takes away from the message that students need to be evaluating the depth of their own learning. If you've prepared this in advance, it is much more time efficient if students can see the answers all at once to check rather than wait for each to be read out.

It's important that the teacher discusses common wrong answers - which is one of the main functions. If you can do lots of confidence-building questions quickly (rather than deliberately hard ones) - you can get a great buzz of enjoyment. Knowing things is fun!
2. Paper Quiz
Everyone gets a copy of the questions and writes down answers at their own pace within a time limit. This is much less teacher-directed. It frees the teacher up to circulate and spot common errors as they emerge. It allows for a wider range of question types and makes it easier to engage in with worded questions that can be hard to read from a slide.

The checking process is much better done with pre-prepared answers rather than reading out answers one by one. Why? Because it is quicker, allows for more detail in the answers, it allows students to focus on things they got wrong and helps to build their capacity for self-assessment.
3. Silent Self-Quiz
Try this. Which ones do you know? (Answer provided)

How well can you learn these labels? (Test and then check)

In a test like this, students can generate answers and then check if they were right, silently and privately. They can repeat this multiple times. Any number of resources can be used - blanked diagrams, cue cards with answers on the back, maths questions with answers kept separately. This process keeps the outcome of the assessment with the student - the most important place! They learn what they know and don't know. You can then discuss common errors and problems. It saves a lot of time with asking questions and marking them - all of that is done mentally by the students.
4. Paired Quiz.
Here, we start using Dylan Wiliam's excellent strategy: Activating students as resources for one another. In order to maximise the extent of retrieval practice that goes on, it is fantastic to get students to quiz each other in pairs. One student has the material - questions, answers, cue cards, knowledge organiser, text - and asks the other student questions. "Test me" - it's a well-used technique and can be harnessed in lessons. Give a time limit and then get them to swap around. You get a room full of students checking their knowledge. I've seen this done in superbly well in languages where the teacher circulated to check for accent issues and common errors listening in to the multiple paired quizzing dialogues.
5. Self-Explanation
Beyond simple recall, ask students to explain something to themselves. You simply give students a few silent moments to complete a mental task. They have to generate a version of what they understand that they can either then self-check or write down or use to respond to further question. However the process of mental rehearsal is important.. making this explicit helps to train those who don't do it spontaneously.

What is the story of Henry VIII's Six Wives? Run through it... then check.
6. Demonstration and Performance
Of course LOTS of knowledge isn't simply quiz-able declarative knowledge. You can ask students to show what they know: a procedure; a technique; a routine. Have you learned it? Show me... Of course as a student shows what they can do to a teacher, they are showing themselves what they can do. This is important. Again, the intensity and frequency can be amplified by getting students to show each other in pairs rather than one-by-one with the teacher, as long as they have the tools to evaluate success. This is common in practical areas and performance areas - sport, music, art - but it also has a role in science, maths, English where the modelling process could be framed as 'teaching'. eg teaching the class how to answer a maths problem.
7. Paired or individual elaborative-interrogation
A form of quizzing that can be done in pairs or as a silent private process, is elaborative interrogation. This is where students explore their schema by answering How and Why questions.

Why does this happen? How does it work? Why does it work? Why did she say that? Why do you use that structure? Why is that the most important reason? How do you know?

If you train students to use some of these question stems and give them resources that help them to verify the answers, this makes for a deep retrieval practice exercise
8: Tell the story; rehearse the explanation
Lots of knowledge forms a narrative structure - a series of events, a process, cause and effect. So, the retrieval practice can be formed as 'telling the story' to someone else who can play the role of verifier. Any explanation can then be improved and rehearsed. You can get better at telling a story in more detail.

Here are some examples. Tell the story of a water molecule as if follows the water cycle: (with or without key words provided)

Why does the sun rise in the East?.... How good was your friend's answer? Now you have a go...

Of course this material can be used for self-explanation in the first instance.
9: Summarising
This is a useful recall process although it is less precise in terms of checking - because every summary can be different. A retrieval process can be something like:

Last week we looked at renewable energy. Summarise the main advantages and disadvantages of a wind farm: Go! .

Then show your definitive response for checking:
10. Map and Compare
This method is where you want to check students' capacity to make links. Ask them to make a memory map of the key aspects of a topic... eg: Reactions of Metals OR Themes in Hamlet OR Generating Electricity. These things can be much tighter sections of knowledge too: Types of radiation; the key events and figures in the Cuban Missile Crisis.

Students then make mind-maps in a quick, memory -dump style before checking against a good resource - their knowledge organiser, exercise book or a teacher-completed version: What did you get right? What did you miss out completely?

Trial by Ordeal? What can you remember? Go.....

Further reading: Check out these documents. The summaries by @olicav are superb but also read the original papers they relate to.

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Image Credit: https://emptechgroup.com/the-internet-of-things/ I've written about retrieval practice several times in other posts but here I just want to make it easy to lay out various alternative methods for the process of reviewing your students' knowledge and understanding. Before doing that, I would suggest that there are some key principles: Involve everyone: Good techniques involve...

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Retrieval Practice Research and Resources

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Retrieval Practice Research and Resources

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As the author of a book solely dedicated to retrieval practice I often get asked questions by teachers, students and parents about this teaching and learning strategy. People are also keen to discuss retrieval practice with me and share classroom resources that they have used for recall, whether that be one of my original ideas or they have created their own. I am obviously very interested in this area of cognitive psychology and as part of the writing process for my book I carried out a significant amount of reading and research. During these conversations about retrieval practice I often reference and share the works of others so I have decided to put all those suggestions and recommendations in one place, here on my blog!

Below I have curated various resources connected to retrieval practice that can be useful for teachers as part of their professional learning and classroom practice in addition to sharing materials aimed at supporting students and parents too (as it is very important they are also well informed about the science of learning).

I've included links to academic research, websites, blogs, classroom resources, videos, podcasts and online courses all linked to developing further knowledge, understanding, and implementation of retrieval practice. If there is anything that I have not included but you think I should add then please do let me know as I can continually update this retrieval practice collection. I hope people find this useful!

Research ...

Retrievalpractice.org - If you're keen to learn more about retrieval practice then I would suggest exploring this site. This website was created by cognitive scientist, author, and educator Dr. Pooja K Agarwal.

The Learning Scientists are incredible. Their aim is to promote the science of learning. They have six study strategies that they focus on, retrieval practice being just one of the six - click here for retrieval practice materials by the learning scientists.

Strengthening the Student Toolbox: Study Strategies to boost learning by Professor John Dunlosky et al (2013) is the research summary that I have referred to the most and shared widely both online and within my school community. Do check it out, if you haven't already.

When reading academic research about retrieval practice one of the main researchers and cognitive scientists I kept coming across was Jeffrey D Karpicke. I have selected links to just some of his work about retrieval practice/the testing effect - there is much more I could include!
Test-Enhanced Learning Taking Memory Tests Improves Long-Term Retention Henry L. Roediger, III, and Jeffrey D. Karpicke. 2006. Retrieval-Based Learning: Active Retrieval Promotes Meaningful Learning. Jeffrey D Karpicke. 2012. A powerful way to improve learning and memory. Jeffrey D Karpicke. 2016. Retrieval-Based Learning: Positive Effects of Retrieval Practice in Elementary School Children J.Karpicke, J. Blunt, and M.Smith 2016. Reflections on the Resurgence of Interest in the Testing Effect Henry L. Roediger, III1, and Jeffrey D. Karpicke. 2018 Ten benefits of testing and their application to educational practice.
Daniel T Willingham:
Ask the Cognitive Scientist: What will improve a student's memory? Ask the Cognitive Scientist: Should Teachers Know the Basic Science of How Children Learn? Why Don't Students Like School? Because the Mind Is Not Designed for Thinking.
The work of Rosenshine isn't restricted to retrieval practice but regular review and recall is an important aspect of the key principles. Rosenshine - Principles of Instruction.

How much do college students with ADHD benefit from retrieval practice when learning key-term definitions?
Putting Students on the Path to Learning: The case for fully guided instruction UCLA Bjork Learning and forgetting lab The Benefits of Retrieval Practice Depend on Item Difficulty and Intelligence.
The Chartered College of Teaching has also curated lots of research and articles about retrieval practice for members and you can find it in the CCT - Retrieval Practice CPD pack.

Resources for the classroom ...

All of the links to templates I have shared below are free. The majority of the resources below are taken from my book but are very self-explanatory and can be adapted and used across all subjects and age ranges.

Retrieval Practice Challenge Grids - you can read my blog post here, explaining how to use this resource with lots of examples and you can download the template here.
Cops and Robbers Retrieval relay race Retrieval Practice Placemat Keyword Spotlight - vocabulary retrieval task Vocabulary 6×6 grid Retrieval revision bookmark
Quizizz - my recent blog post explaining why I think this is the best digital tool for online retrieval practice.

Plickers and a useful video explanation about how to use Plickers in the classroom.
Mentimeter
Flashcards - another blog post from my site, explaining how flashcards can be used for effective retrieval and spaced practice.
Retrieval revision clock
Retrieval Roulette by Adam Boxer and the new website to assist this strategy in the classroom Carousel Learn ,although I have yet to try this website.
Retrieval practice templates Retrieval starters Retrieval practice ideas Powerful Teaching resources and downloads
Effective strategies study guide - a booklet I created for students and parents about different study strategies including retrieval practice. I have removed school branding so feel free to share and distribute at your school freely.

Blog posts

I love reading educational blogs - they are often quick and easy to access plus so many authors (myself included) are blogging too. Blogs are free to read and my favourite type of blogs are from the teachers reflecting and sharing classroom practice.
Retrieval practice: The myths versus reality Online learning and retrieval practice ...
Tom Sherrington - 10 Techniques for Retrieval Practice

Efrat Furst has a great website Teaching with learning in mind.

Blake Harvard is an American educator that has written a series of blogs about evidence-informed learning. His retrieval posts can be found here.

Class Teaching - Find the bright spots is a superb blog by Durrington School in the UK. All the retrieval practice posts written by teachers on this blog can be found here.

David Rodger Goodwin - Retrieval practice and the art of schema building and Retrieval practice for higher-order thinking.

Adam Boxer - How to not screw up retrieval practice and Retrieval, workload and pedagogical content knowledge.

Dawn Cox - Why a third of every lesson is retrieval practice and How to learn keywords & quotations - weekly retrieval

Shotton Research School - Getting the detail right: the case of retrieval practice

Mark Enser - Retrieval practice: five new tips to make learning stick.

Damian Benney - Optimal time for spacing gaps and Retrieval practice, retrieval roulette, schema, spacing, and even a nod to Rosenshine.
Don't Reread, Retrieve: The Benefits of Retrieval Practice
English teacher Tom Needham has a series of very good blog posts about retrieval practice:
Low stakes quizzing and Retrieval Practice Part 1 Low stakes quizzing and Retrieval Practice Part 2 Low stakes quizzing and Retrieval Practice Part 3 Low stakes quizzing and Retrieval Practice Part 4 Low stakes quizzing and Retrieval Practice Part 5: Extended Quizzing
Ben Newmark - Nothing new, it's a review on why I killed my starters

Tom Johnson science teacher and senior leader ( he also featured in my retrieval practice book as a case study) -
20 ideas for student-led retrieval practice 10 ways to embed retrieval practice into your lessons Mid topic retrieval quizzes to aid metacognition 10 strategies to involve parents in retrieval practice
TES Tod Brennan - The fine art of the multiple-choice question

Professor Rob Coe - Does research on retrieval practice translate into classroom practice?
Impact. Assessment as learning: The role of retrieval practice in the classroom.
A series of posts about retrieval practice from the Teach Like a Champion blog can be found here.
3 Star Learning Experiences - An evidence-informed blog for learning professionals Science of Learning: Research into practice - Retrieval Practice. The five things you need to know. Teacher Toolkit - Cognitive skills grow rusty over time
Inner drive - This website is absolutely fantastic as there are free infographics you can download as well as lots of useful blogs for teachers to read. I have included links to the retrieval practice blogs below:
What you need to know about retrieval practice How to actually use retrieval practice Improving metacognition with retrieval practice The impact of retrieval practice on cognitive load
Useful videos for teachers ...

Useful videos for students and parents ...

Podcast episodes ...

Jennifer Gonzalez - The cult of pedagogy:
Retrieval Practice: The Most Powerful Learning Strategy You're Not Using Interview with Make It Stick author Peter Brown 6 Powerful Learning Strategies You MUST Share with Students
The Ripple tank by Mark Cheney - Retrieval Practice proving you really know it

Teaching in HigherEd:
Robert Bjork on using cognitive psychology to enhance learning Retrieval Practice with Pooja Agarwal
The Learning Scientists podcast:
Retrieval Practice Bite-sized research on spaced retrieval The application of research with Dr. Pooja Agarwal Bite-sized research on attention and retrieval practice Bite-sized research on retrieval practice formats
Teacher Toolkit Podcast: Unlocking the benefits of retrieval practice

Naylor's Natters Podcast - Powerful Teaching with Patrice Bain

From page to practice podcast - Retrieval Practice ( a review of my book from readers around the world)

My podcast isn't entirely dedicated to retrieval practice but there are episodes I have spoken about this - Love To Teach podcast.

I have also been interviewed on podcasts to discuss retrieval practice you can listen to my latest interview with Inside the Classroom - Retrieval Practice with Kate Jones.

Online courses & webinars

Seneca Learn has a free online course about retrieval practice based on my book. You can sign up to complete this course and find out more here.

Inner drive online academy have a range of courses for teachers based on the science of learning. This is not free but it is cheap at £7 (your school should certainly be willing to pay that for such a high quality course!). I have completed several courses and it is very good. The retrieval practice online course can be accessed here.

Future Learn - Optimising learning using retrieval practice. I haven't compelted this course but it was recommended to me.

Finally, of course, if you want to read a book specifically about retrieval practice then you can read my book published with John Catt. Do let me know if you would like me to add your blog, podcast, resource or video about retrieval practice as I am happy to do so. Kate

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A collection of retrieval practice research and resources ...

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As the author of a book solely dedicated to retrieval practice I often get asked questions by teachers, students and parents about this teaching and learning strategy. People are also keen t...

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What is Microsoft Forms for Education?

Note: The information in this topic is specific to EDU customers.

Use Microsoft Forms to assess your students, collect feedback from parents, and collaborate with other educators.

Create surveys, quizzes, and polls, and easily see results as they come in.

Share quizzes with your students using any web browser, even on mobile devices.

Create formative assessments using branching.

Use built-in analytics to evaluate your students' quiz results.

Create assessments as a team by sharing a quiz draft with other educators.

Export data, such as quiz results, to Excel for additional analysis or grading.

Start creating forms and quizzes today with the Microsoft Forms Quick Start Guide.

Curious how it works in schools?

See the full life cycle of a quiz created using Microsoft Forms or get ideas about how to use Microsoft Forms to flip your classroom and create formative assessments with branching.

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Note: The information in this topic is specific to EDU customers. Use Microsoft Forms to assess your students, collect feedback from parents, and collaborate with other educators. Create surveys, quizzes, and polls, and easily see results as they come in. Share quizzes with your students using any web browser, even on mobile devices.

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Using technology in the classroom may seem daunting and also challenging, particularly using digital tools that may be unfamiliar and especially within a live teaching session. So, how do you start, what tools are available and how can you use them?
This post is the second case study in the series focussing on the use of digital tools in the classroom.
Summary

Miles Smith, Lecturer saw the potential of Mentimeter whilst attending a conference and was impressed with the audience enthusiasm and feedback on the use of the tool. Following on from this, he decided to use the tool, including Padlet with his students to aid reflection, discussion and as a method to test the students' knowledge during the session. Students have enjoyed the use of the tools to aid collaboration and as a resource that's available as a reflective document after the session.

What is Mentimeter?

Mentimeter is an easy to use online platform for voting and collaborating, primarily used to support engaging presentations. It's also used in an educational setting and can easily be introduced during a session to quiz students via a range of different question methods. These include a word cloud, multiple choice, scales, matrix, open-ended and many more question types.
Watch the below film to find out more. (this video will have captions enabled in due course)
Activities

During the session, Miles started by engaging the students in discussion around a topic to get the students thinking. He then used the open-ended question type in Mentimeter to open up a dialogue around the topic area that had been discussed. Students then used the simple code to open their browser and access the question to answer the question, including using their smartphones. Students then posted their views on the question related to the topic discussion. Miles then opened up the session for further discussion around the responses made in groups.

Later on in the session Mentimeter was used to quiz the students about a certain factor that they felt was most influencing relating to the main question posted. This used a different question type with set answers that the students could choose from.

Challenges

Miles couldn't see many challenges in terms of using the software, it's ease of use is a very positive factor in terms of setting up presentations and quizzes that can be used during a session.

One of the potential challenges or restrictions of a free Mentimeter account is that you are restricted to using just two slides in any given presentation. Miles didn't feel that this was a hindrance as it did mean that the tool could only be used sparingly as there could be a temptation to overuse its use in the classroom.

In terms of Padlet, Miles is still developing his use of the tool. Some aspects felt a little clunky, which made it slightly challenging for the students in terms of posting content, which could be posted off-screen or needed to be moved into a better position in the Padlet. You can select different types of template, which have different settings for example a single thread down the page, or templates that work in blocks, so this may alleviate some of these challenges.

Benefits & Outcomes

In terms of the session, the use of Mentimeter and Padlet aided communication and provided students with a more engaging and interesting experience. Feedback on using the tool was instant and Miles was able to very quickly gauge his students' understanding on a specific topic.

The students all seemed to enjoy the session and they could access Mentimeter from their browser through their laptop computer or their smart device easily.

None of the students had any difficultly accessing the tools and they were all actively involved in shaping the session in a positive way.

I think they liked to see their posts going up anonymously and then for those to be used and engaged with the tutor, Miles Smith

An important consideration is how the tools are used with the students, so if Padlet is used what is the nature of the task? How do you setup purposeful, collaborative tasks that are meaningful to ensure that they are communicative and not something that is about the students working independently and doing it themselves?

The session therefore was complimented by having that group interaction, with groups of two students collaborating on different topics and questions. The technology and use of Mentimeter helped to reinforce learning and the Padlet board is also available to the students as a downloadable PDF in their LearningSpace. This means that they can go back and review content.

It was interesting because it got them to really deliberate and consider different options to develop those critical thinking skills

More details

Head over to Mentimeter and setup a free account to get started: https://www.mentimeter.com

You can also find further digital tools available to try from our TELkit

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Mentimeter: Using Mentimeter in the classroom

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Using technology in the classroom may seem daunting and also challenging, particularly using digital tools that may be unfamiliar and especially within a live teaching session. So, how do you start, what tools are available and how can you use them?

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How to upload a private youtube video- for teachers

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Dylan William on Formative Feedback

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Embedded Formative Assessment - Dylan Wiliam

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Link here: https://www.instagram.com/thehomeecroom/?hl=en

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Summary Sheet on Osmosis

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Electricity Placemat

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Algebra Revision Game

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Assessment at junior cycle places the student at the centre of the learning process allowing for new ways of learning and a broader range of skills to be ass...

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October 2019 Teaching and Learning Workshop

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October 2019 Teaching and Learning Workshop

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Avoiding the feedback trap -thermometer vs thermostat

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Avoiding the feedback trap -thermometer vs thermostat

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https://www.tes.com/news/how-avoid-feedback-trap?amp&__twitter_impression=true

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From Kate Jones

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Masc é do thoil é

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Qualified Outside of Ireland (Induction not Completed)

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https://www.retrievalpractice.org/strategies/2018/think-pair-share

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Think-pair-share is a fantastic way to facilitate student engagement. But how can we ensure that students are learning during think-pair-share, instead of thinking about and sharing their favorite Netflix shows and plans for the weekend?

During think-pair-share, it's possible (or likely) that:

Or at least they're not always thinking and sharing course content. Here's where strategies based on cognitive science come in:

Retrieval: Engage every student by having them write down their response, rather than simply thinking about it. Here are additional retrieval recommendations:

Our Two Things strategy is an effective think-pair-share prompt.

Have students write down their response, switch papers to add so another student's paper, and then discuss. Students will have a richer discussion after receiving feedback in writing from another student first.

Have two pairs get together for think-pair-square in groups of four. This recommendation from Jennifer Gonzalez (more below) offers an additional opportunity for feedback. Be careful - students may start having side conversations, so it's important that the discussion prompt be very specific and action-oriented. For example, "discuss 3 ways in which X affected Y," rather than "how did X affect Y?"

Spacing: Ask students to think-pair-share about a previous course topic, not a prompt about what they're learning today. Here are additional spacing recommendations:

Ask about topics from the day before, the week before, or even from a different unitof material from the one you're covering now.

Challenge students to use spacing: ask them to think about a prior lesson and then discuss their reflection in pairs, followed by sharing (without you specifying the lesson for them). In this way, multiple topics from the past will be discussed and spaced, while providing ownership for students to think back and retrieve.

Interleaving: Mix it up by giving pairs two related topics to promote discrimination, rather than the providing one prompt about the same topic. Here are additional interleaving recommendations:

The key to interleaving is encouraging students to discriminate or choose between related topics, not simply mixing everything up. Provide a prompt for students to think-pair-share two related concepts and then discuss their similarities and differences. In other words, have them come up with the two related topics on their own, an added challenge from the instructor modeling it for them.

With each of these think-pair-share recommendations, you not only incorporate retrieval, spacing, and interleaving into the prompts you provide; you are creating opportunities for students to drive their own retrieval, spacing, and interleaving.

Let's make think-pair-share more powerful by integrating think-pair-share with strategies based on cognitive science. How are you incorporating retrieval, spacing, and interleaving with think-pair-share? Share your strategies in our comments below!

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Think-Pair-Share? Think again! - Retrieval Practice

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Whether you teach at an elementary school or a medical school, you've probably heard of the instructional strategy, think-pair-share. But wait! Does think-pair-share always boost learning? Read on for research-based tips on incorporating retrieval , spacing , and interleaving to make think-pai

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Sheep production Retrieval Practice @msrreid twitter

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@msrreid twitter

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https://drive.google.com/file/d/1lSvzssFkNAMKW0dS8vX8z5JUskbpekCe/view?usp=drivesdk

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Macbeth Character Connections - @SPryke2

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Recently, on twitter, a kindergarten teacher asked some questions about retrieval practice. She seemed to have a misunderstanding of exactly what it is. She commented that she didn't understand why her kindergarten students should do something that was 'brain drain' and didn't know how her students could do something that was 'writing stuff down', her kinders cannot do that.

The wonderful Patrice Bain jumped in the conversation to discuss just what retrieval practice is and, in a very kind manner, tried to tell this particular kindergarten teacher that she was probably already using retrieval practice with her students. Kudos to Patrice. It appeared to me that there was no changing this teacher's mind. She'd made her mind up about what retrieval practice is and that it was not something she was interested in learning more about.

That's a real shame.

The kindergarten teacher above hits on some major misconceptions about just what retrieval practice is, who can learn using it, why it should be used in any learning environment, and how it is different from what they've been doing in the classroom. I'd like to discuss and hopefully clear up some of these misunderstandings below.
What is retrieval practice?
Retrieval practice is a mental action. It is not a specific type of activity that students do in class. It is all about students retrieving information from their memory. There are many ways this can be done; simply answering questions on a worksheet, discussion in class with peers/teacher...really anything that tasks the student with either recognizing or recalling information from their brain. So, the kindergarten teacher above commenting that it was just 'writing stuff down' isn't quite correct.
Who can use retrieval practice?
Anyone can use retrieval practice and benefit from its impact. There is no age limit. There is evidence of its effectiveness with elementary aged students, college students, and beyond. Don't get me wrong, there are certain activities you can use with middle and high school students (essay writing, for example) that will be developmentally inappropriate for kindergarten students. However, many of these more developmentally advanced activities can be modified for elementary students.
Why should I use retrieval practice?
Because there is a growing body of evidence going back a century that it is more effective for long-term retention of material than many other methods. I highly recommend looking at some, or all, of the articles mentioned at this link. Also, discussing and modeling retrieval practices' positive impact on learning will help to develop healthier study habits amongst students. Student intuition about what works when studying is often incorrect. They need to hear and see how to study more efficiently and effectively. I've recently written an article ( Studying 101) that covers some of the basics to get them going on the right track.
How is retrieval practice different from what is already done in the classroom?
As Ms. Bain pointed out to the kindergarten teacher on twitter, you're probably already doing this in class. I mean, who doesn't have their students think about and use the information they're learning in some constructive way? It isn't altogether different, but there are some ways to possibly do it better: considering whether to provide recognition or recall questions, contemplating when and how many retrieval cues to use, assessing how long to wait between the presentation of material and retrieval (this is called spaced or distributed practice), pondering what to retrieve with your students, et cetera. There are many different ways to use retrieval practice in the classroom, so saying you've always done it may be true...but have you been doing it as effectively as possible?

There is one last point I'd like to address that the kindergarten teacher made on twitter. Retrieval practice is certainly not 'brain drain'. It is quite literally the opposite. It works to fill your brain...with information and knowledge that can be applied and used to learn more complex concepts or create or invent. While just knowing stuff isn't the end game of education, it is most certainly a necessary step in the process.

So, I hope I've cleared up any misconceptions that may be lingering out there about retrieval practice. What other fallacies have you seen/heard? What other questions do you have about retrieval practice Please feel free to comment below and let's get a conversation going.

Also, a few teachers and researchers to follow on twitter if you're really interested in knowing more about retrieval practice:

Retrieval Practice and Dr. Pooja Agarwal
Ms. Patrice Bain Ace That Test Ms. Kate Jones
Feature image by Brett Jordan on Unsplash.

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Misunderstanding Retrieval Practice - The Effortful Educator

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Recently, on twitter, a kindergarten teacher asked some questions about retrieval practice. She seemed to have a misunderstanding of exactly what it is. She commented that she didn't understand why her kindergarten students should do something that was 'brain drain' and didn't know how her students could do something that was 'writing stuff down', her kinders cannot do that.

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Template for 36 question retrieval task

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Templates that can be used for all subjects

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Blank, printable graphic organizers and activity templates, courtesy of Martina Harrahill- Thanks!

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@olsp_tlc

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Use the Flipgrid app to engage with students by recording short videos

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In the world language classroom, students learn far more than grammar, spelling, and pronunciation. They focus on interpersonal, interpretive, and presentational communication, relating cultural practices to perspectives, making connections, language and cultural comparisons, and global communities. Flipgrid is a perfect place for your students to practice their speaking skills and share their ideas, while providing you a simple way to hear from all of your learners. Here are just a few ways that Flipgrid can ignite engagement and capture your students' learning process:

⭐️ Understand, interpret, and analyze what is heard, read, or viewed.
⭐️ Use language to investigate, explain, and reflect on practices and perspectives of culture.
⭐️ Access and evaluate information and diverse perspectives.
⭐️ Set goals and reflect on progress in using languages for enjoyment, enrichment, and advancement.
⭐️ Present information, concepts, and ideas to inform, explain, and narrate.
⭐️ Use language to develop critical thinking, investigate, explain, and reflect.

Once you're ready to create your first discussion Topic, you can dive right in from your Educator Admin or head to the Discovery Library for inspiration. Here is a sampling of World Language Topics currently available in the Disco Library, all created by your peers and ready to be used with your learners!

🚀 Discovery Library: Elementary (Ages 3-10)

ACCESS Speaking Practice by Meghan Love: A Topic where students complete the story.

Que ropa llevan Mark y Ruby? by Alberto Peris: A Topic for students to learn and recite the names for clothing. Can be edited to any language!

TELPAS Speaking: Comparing Dogs by Rachel Bouknight: A Topic to help young students practice rhyming words.

🚀 Discovery Library: Middle School (Ages 11-13)

TED Talk - Nouvelle Langue by Valerie Barland: A Topic for students to review and reflect on a TED Talk.

Bonjour! Comment t'appelles tu? by Robert Proffit: A Topic in which students respond to prompts discussing themselves.

Mi Escuela by Shannan Cloud: A Topic to practice using vocabulary words.

🚀 Discovery Library: High School (Ages 14-18)

Celebrities Panel Collaboration by Patricia Flores: A Topic for interpersonal speaking skills, collaboration, and conversation practice

La belleza en el Renacimiento by Ivette Torres: A Topic for developing critical thinking, art interpretation, and representational speaking.

Make Your Own Commercials by Claudio Zavala: A Topic for creatively creating a commercial in a different language.

Death in Our Cultures by Robert Hill: A Topic for discussing customs, traditions, and rituals in other cultures.

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Integration Doc: Flipgrid in World Languages

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In the world language classroom, students learn far more than grammar, spelling, and pronunciation. They focus on interpersonal, interpretive, and presentational communication, relating cultural practices to perspectives, making connections, language and cultural comparisons, and global communities.

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https://edu.rsc.org/feature/revisiting-knowledge-to-improve-recall/3010133.article

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#edshareie

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Putting together a thread of online and paper resources for Junior cycle science, to help with keeping a track of what to use for the next few weeks. If anyone has suggestions they would be greatly appreciated!

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Putting together a thread of online and paper resources for Junior cycle science, to help with keeping a track of what to use for the next few weeks. If anyone has suggestions they would be greatly appreciated!

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Putting together a thread of online and paper resources for Junior cycle science, to help with keeping a track of what to use for the next few weeks. If anyone has suggestions they would be greatly appreciated!
— ClodaghWheeler (@ClodaghWheeler) January 7, 2021

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Putting together a thread of online and paper resources for Junior cycle science, to help with keeping a track of what to use for the next few weeks. If anyone has suggestions they would be greatly appreciated!

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Putting together a thread of online and paper resources for Junior cycle science, to help with keeping a track of what to use for the next few weeks. If anyone has suggestions they would be greatly appreciated!

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Putting together a thread of online and paper resources for Junior cycle science, to help with keeping a track of what to use for the next few weeks. If anyone has suggestions they would be greatly appreciated!

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Interactive curriculum plans

Teaching resourcesTeaching resources

Curriculum plansCurriculum plans

AI ExperimentsAI Experiments

Join over 100k teachers and get free resources and other helpful content by email. Unsubscribe at any time. Read our privacy policy.

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Explore thousands of high-quality resources for lesson planning and curriculum design. All optional, adaptable and free.

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In The Spotlight

Irish Newspaper Archives

Access to primary source documents through national and local newspapers covering hundreds of years of Irish history.

Scoilnet Maps

OSi's large scale maps, aerial photography, historic maps and Discovery series maps for the Republic of Ireland.

Dictionary of Irish Biography

A biographical reference work for Ireland. Free to access Spring 2020. Sample activities inside.

Packed full of amazing resources, great for teachers, parents and students at any time of the year. There are hundreds of videos, activity sheets and ideas for lesson plans and more in Irish and in English.

Find out what's coming up in the school calendar

Create more stimulating lessons with interactive and engaging tools.

TV programmes with a learning focus
this week

Check out Scoilnets' Featured
Learning Paths

Good Practice

Short videos illustrating ways in which digital technologies can be integrated into teaching, learning and assessment.
Read more

Digital Learning Framework

DLplanning.ie provides a lens for how digital technologies can be used to support teaching, learning and assessment.
Read more

Online Courses

Free online courses for teachers with a focus on integrating digital technology in teaching, learning and assessment.
Read more

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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PDST Maths - Effective Maths Teaching In The Current Context

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PDST Maths - Effective Maths Teaching In The Current Context

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We hope these resources may be of some use to you and your students. An overview of many of these resources was described in detail during our recent webinar. We've selected materials which we think are most useful and have added in some videos and materials which may help you when planning for supporting your students in their learning. As teachers, you're in the best place to judge which materials are most useful for your students and the design of activities around these resources.

If you have any questions about the best use of these resources or if you would like to arrange for an advisor to speak to you please email us at postprimarymaths@pdst.ie.

Key Messages

Blended learning can help with the current Covid-19 related challenges in teaching maths in our schools. In the longer term we should develop sustainable good practice in this area of our teaching.

Blended learning facilitates the use of rich tasks to support and extend all our students.

We've picked materials from projectmaths.ie which we think are most useful and have added in some videos and materials from other sites which may help you when planning for supporting your students in their learning. As teachers you're in the best place to judge which materials are most useful for your students and the design of activities around these resources.

If you have any questions email us at postprimarymaths@pdst.ie.

You may also be interested in...

Distance Learning Unit: A unit of learning for introducing calculus to students. This page is designed to explore approaches for distance learning in mathematics. The content is not intended to be prescriptive - rather it is presented as a series of suggestions for teachers to take and adapt... Read more

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To register for a Scoilnet Account you will need to have a Teaching Council number and a roll number for your school in Ireland.

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A Scoilnet account will allow you to upload your resources or weblinks to Scoilnet as well as enabling you to share and add resources to a favourites listing. Users who have a Scoilnet Account will also be able to fully access Scoilnet Maps and Census@School from home.

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Effective Maths Teaching In The Current Context

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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From Impact Wales

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Example of a Biology lesson including slides as well as quiz questions.

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Find and create gamified quizzes, lessons, presentations, and flashcards for students, employees, and everyone else. Get started for free!

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Padlet with well- being resources for Well-Being

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Padlet with well- being resources for Well-Being

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https://cdetb.padlet.org/gillkeogh/95jy6pdexdf6

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PE resources but applicable to all subjects

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Mike Tholfsen: UPDATED! The "Periodic Table of Microsoft Learning Tools" has been updated with our newest Translate, Dictation and Math features. Full PPT deck is here: https://t.co/5H3moiFjVp #edtech #ELL #ESL #accessibility #edchat #FlipgridFever #SPED #cpchat #mieexpert #MicrosoftEDU https://t.co/nQpJae1EGl

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Quickfire Lite - ask a question, students type answers on their own individual whiteboard, teacher can choose to show/hide answers/names, give feedback, improve on work etc.

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Silver Spring, Md. (Tuesday, July 21, 2020) Discovery Education -the global leader in standards-aligned digital curriculum resources, engaging content, and professional learning for K-12 classrooms-today announced the acquisition of Spiral. Based in the United Kingdom, Spiral provides educators a multiuse platform that supports collaborative learning and formative assessment both in the classroom and the remote environment. Terms were not disclosed.

Discovery Education's acquisition of Spiral supports the company's efforts to keep students connected to learning wherever it is taking place. Spiral's product features compliment Discovery Education Experience's curated high-quality content and existing assessment and student collaboration tools. The addition of Spiral's features to the company's flexible K-12 learning platform will give educators even more ways to facilitate instruction, deepen student engagement, and create high-impact student learning experiences.

"Discovery Education is focused on providing school systems outstanding digital services that connect students to learning in and out of the classroom," said Discovery Education Vice President of Corporate Development and Strategy Philip Nanney. "The acquisition of Spiral aligns with our strategy of adding features to our digital services that save educators time and increase student engagement. We look forward to welcoming Spiral to the Discovery Education team."

Spiral is a past winner of the prestigious Common Sense Education Best EdTech Award. Recognized for empowering teachers to create interactive learning experiences either in advance or on the fly, Spiral also enables teachers to probe class understanding in real time through digital multimedia content.

Spiral is the latest acquisition by Discovery Education. In August of 2019, Discovery Education announced the purchase of Inspyro, a provider of leading virtual reality and augmented reality content also based in the United Kingdom.

"Spiral's team is incredibly excited to join Discovery Education," said Hamish Kennedy, Spiral's Founder and CEO. "Discovery Education shares our commitment to connecting students to learning no matter where they are, and we look forward to working closely on that mission with our new colleagues."

For more information about Discovery Education's digital resources and professional learning services, visit www.discoveryeducation.com, and stay connected with Discovery Education on social media through Facebook, follow us on Twitter at @DiscoveryEd, or find us on Instagram and Pinterest.

###
About Discovery Education
Discovery Education is the global leader in standards-aligned digital curriculum resources, engaging content, and professional learning for K-12 classrooms. Through its award-winning digital textbooks, multimedia resources, and the largest professional learning network of its kind, Discovery Education is transforming teaching and learning, creating immersive STEM experiences, and improving academic achievement around the globe. Discovery Education currently serves approximately 4.5 million educators and 45 million students worldwide, and its resources are accessed in over 140 countries and territories. Inspired by the global media company Discovery, Inc., Discovery Education partners with districts, states, and like-minded organizations to empower teachers with customized solutions that support the success of all learners. Explore the future of education at www.discoveryeducation.com.
Contact:
Discovery Education
Stephen Wakefield
Email: swakefield@discoveryed.com
Phone: (202) 316-6615

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Discovery Education Acquires Award-Winning Interactive Learning Platform Spiral

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Discovery Education Acquires Award-Winning Interactive Learning Platform Spiral

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Graphic revision

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Quickfire Revision of a given text, analyzing key scenes

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Studied Text Key Moments Outline- King Lear

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Utilization and samples of interpretation for modern media presentations

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English Review/ History relation to Troubles

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English Review/ History relation to Troubles

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Reinforce and Re-engage

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Inclusive Classroom - engaging all students

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Inclusive Classroom - engaging all students

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Learning Intentions and Success Criteria

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Learning Intentions and Success Criteria

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Presentation by Elaine O' Leary

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Home Ec

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School Evaluation Planning Day- Resources

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School Evaluation Planning Day- Resources

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COVID 19 Compliant Methodologies - No technology required

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COVID 19 Compliant Methodologies - No technology required

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Workshop on Questiioning and understanding

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Learning Outcomes and Learning Intentions 

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Learning Outcomes and Learning Intentions 

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Kevin's and Jack's Presentation on Peer Observation 

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Kevin's and Jack's Presentation on Peer Observation 

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Factsheets for second level school Wn McCormack

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Scaffolding