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Topic:

Active Learning methodologies & Digital Technologies that you will use:

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Topic: Management
Active learning methodologies could be use KWL to link to past learning from Unit 2 for example finding the similarities between enterprise/entrepreneur and management/manager. Padlet could be use for students to display what similarities and difference they identified and then share them. Using this student work they can fill in the gaps in their knowledge.
Cornell note-taking could also be use to identify links/keywords in the cue column. Digital technology use to build on this understand could be mentimeter so a group we can assessment what are the main keywords students are identifying.
To identify gaps in knowledge 3-2-1 could be use or 2 stars and a wish with peer to peer support to bridge the gaps in their knowledge - with teacher intervention if need after

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Bisection of a line segment.
Use padlet as a KWL to check students prior knowledge of the construction.
Divide the class into groups and
using a previously created video of the construction embedded in a google slide , they can create a poster as a guide for the steps involved in the construction. The class can create images of their work using their phones and use them on their posters.

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Topic: Energy conservation
I have used the Diamond 9 method to engage students in active group discussions around steps to take to conserve energy in our everyday lives. This lead on to class discussions and debates.
Sinead Furlong

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Cornell Method of Note Taking
I use this method with my classes to revise the mandatory activities.
This could be extended into the flipped classroom model where students create the notes before the lesson based on a video clip provided to them
Sinead Furlong

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I use Teams to facilitate 'Photo Friday' where a student uploads a photo from their farming week prior to the class. The student is then expected to explain to the class the relevance behind the photo- this is part of the process and set out in expectations at the start. For example at calving time the photo could be of a newly born calf. The student would then be asked to explain the importance of colostrum for newly born calves.
Sinead Furlong

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Benchmarking prior knowledge: Students complete kwl on algebraic expressions. The teacher provides students with sample equations so that they can reflect on what they currently know. Teacher asks probing questions to encourage students to verbally articulate the problems also.
Active learning - Students watch video on substitution method with questions built in to ensure regular check ins with the lesson success criteria. Students then work in groups on placemat activity and use the learning from the video to complete this.
Success criteria assessment - quizziz mcq based on the class learning. This quiz tool provides a very helpful overview on the success level for each question.

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Upload clip prior to class on Enterprise introducing the concept and key terms like Entrepreneur, Gap in the market, risk, Profit etc. even an interview with an Entrepreneur I sometimes use. Use Padlet to create a  KWL to activate prior knowledge on entry to class. Engage in activities in class relating to skills and characteristics of Entrepreneur using a Case Study and Edpuzzle. Students then have to choose an Entrepreneur and research 10 interesting pieces of information about the business/ Entrepreneur. Students can present in form of Podcast, Video, Infographic on Canva, Power Point in Office 365  and share with teacher

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Topic: Some Families of Organic Compounds- Alcohols
Active Learning: Create a sort video on alcohols- a family of organic compounds. The video will be no longer than 5 minutes. This will be used be as part of a flipped classroom tool. Students will watch the video and create their own notes using the Cornell note taking method.

In the class the next day, students will have a retrieval grid (on PowerPoint) of 9 questions and questions will be awarded points based on complexity. The students will have 3 minutes on the clock to answer as many questions to achieve as many points as they can.  These questions will then be reviewed and the students will provide the answers through peer teaching.

After the retrieval grid questions have been answered, the students will then review their notes from the Cornell method and make amendments to identify any gaps in their learning from the retrieval task.

Student choice Select to either (1) use the same video with Edpuzzle and answer embedded key questions or (2)Quizlet could then be used to create flashcards for the key terms/concepts and this could be built upon for with the other families of organic compounds.
Annette Gildea

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JC 3rd yr. Business (Ratios): Deborah Hogan

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JC 3rd yr. Business (Ratios): Deborah Hogan

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Technologies:
www.classroomscreen.com

Questions-Pick names/TPS/poll (321/emojis)

PowerPoint, EBook, E-Solutions using data projector.

MS Teams: Assignments, quiz, MS Excel.

YouTube video: take notes and ask questions,

Kahoot! MS Forms Quiz

Methodologies: Questioning, Peer teach and assess and self-assess.

Word search, crossword, worksheet/Activity book, Questions end of chapter.

End of chapter definition test, peer assessed.

Think, pair, share (TPS)

321/poll in www.classroomscreen.com (QR code)

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Topic - Kit Hygiene/Safety
Part 1 Group Work - Arrange Kitchen H+S Rules using Diamond 9
Upload each groups Diamond in to One Note Collaboration Space - groups explain why they positioned rules in order of their preferences
Part 2 - Using Canva or PowerPoint or Word create a poster that can be hung up in kitchen with 5 key safety/hygiene tips(rules)

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JC Science - Cells BW1
Active Learning:
After walking through the different parts of a cell’s anatomy,

•Break students into small groups and have them collaborate an interactive “drag and drop” that provides a diagram of a cell with blank labels and requires students to “drag and drop” the proper labels in place.

•(Collaboration Space – One Note or alternative online “Drag n drop”).

•Have each member of the group choose a part of the cell to research & personify and have them record each other explaining who they are (or which part they are) and why they are important for the cell.

•Finally, have them upload their videos or voice recordings onto the collaboration space on One Note  - Classnotebook so your students can watch / listen to each other’s videos / voice recordings on their own time.

Activity Extension:

•Students compare the functions of the parts between animal and plant cells and make conclusions regarding the differences they find.

•Groups then construct an artifact of their research by creating a written one-page brief, a flowchart comparison, or a video explanation. This can be turned in via an assignment box.

Joanne Hanratty

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Active Learning methodology could be a walking debate to discuss the most powerful characters in the play followed by a diamond rank to rank the characters in order of diminishing .

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Active learning methodology could be that students are given a practical math problem and the students act as the elements of the sets. They must work as a team and figure out who goes where i.e. who is in the intersection part etc.
Teacher asks probing questions when students are struggling with the task.
Students could then watch a video which explains where each element should be positioned-students move to the correct area if they are wrong but the class must be able to explain the reason for the move (video would pause at this moment).
Cornell note-taking could be used to help the students revise the new terminology in the Sets chapter e.g. intersection/union/complement etc.
Sinéad Barron
1st Year Maths class

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Active Learning Strategy: Walking Debate

Students will use a walking debate to show if they would be on the Pro-Treaty or Anti-Treaty side. They have to explain why they have chosen the side they are on.

Digital Technology: The students have to create a Pro-Treaty or Anti-Treaty propaganda poster or leaflet using Canva/PowerPoint explaining the reasons why people should support or reject the Treaty

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2nd Year Music: Sarah Fitzpatrick. "Eras of Classical Music".

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2nd Year Music: Sarah Fitzpatrick. "Eras of Classical Music".

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Groupwork - to research one era of their choice through a variety of online platforms and create a Power point presentation on Office 356, which they will later submit online through MS Teams. Online collaboration in researching and creating the Powerpoint.
Each team member is given a clear task to complete - history of era, composers of the time, society at the time and its impact on the arts, listening examples.
The group will then present their findings to the class, nurturing the student voice and their communication/presentation skills. "Reduce" from Magenta Principles will be encouraged to break material down for students to engage with.
Active listening - students engage in SQUILT to complete a listening worksheet created by each group based on their listening examples.
Students watch and listen to a variety of YOUTUBE clips to build their knowledge of instruments and features of chose era.
Playlists to be created using online streaming services and shared to our class Teams page for teacher and students to access.
Self reflection and feedback activity using MS FORMS.
Further development of ideas using EDPuzzle, Soundtrap and Flat.io or Musescore.

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Topic: Animal Welfare, Health & Diseases
Part 1 - I will create a short video outlining the the 5 freedoms of animal welfare and some keyterms such as notifiable diseases, etc. This video will be accessed via Google Classroom. Students will have to answer a few questions on the video and make their own notes using the Cornell method of note taking in preparation for class.

In class, students will be asked to highlight any questions they have from their note taking, and will be given a Go for Gold retrieval grid, followed by a 9 question grid.

Students will then be put into their groups and given placemats to identify common diseases on animals - cattle, pigs, sheep.

After the lesson, students will be asked to display their placemats and create flashcards and/or infographics to highlight the notifiable diseases. They will also have a short quiz to complete based on their learning.

Evin Devenney

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Priscilla McKenna: JC B.Studies Marketing

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Priscilla McKenna: JC B.Studies Marketing

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Google Classroom:

Upload PowerPoint and Podcast/Video to introduce the topic.
Use google forms for entry & exit tickets on the topic

Classroom Methodologies: Diamond 9 and peer teaching will be used in class for students to discuss and draw up the key points on this topic.

Assessment: Using Choice Boards students will have their choice of assessment e.g. make a podcast, create a revision quiz etc. on one particular area of their choice in this topic.

These will be shared on a Padlet for students to access as a revision tool.

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2nd Yr : Woodturning on the Lathe

Use padlet to complete KWL on prior knowledge of machine safety. Class discussion on what they feel is appropriate safety considerations for the lathe. With answers provided in groups students will place them in order of significance and create a poster reflecting their findings.

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KWL could be used at the beginning of the lesson to ascertain prior knowledge of techniques. A walking debate where students decide what technique is used in a given piece pf poetry. Students could choose assessment method from a Choice Board.

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Active Learning Methodology:
Asses Prior knowledge with the Project Maths KWL placemat on functions. This could be done in pairs.
We discuss this as a class then and teacher collates all of the information volunteered by the students on to a placemat on the board.
Digital: An overview of what different functions look like is given through video and then again the project maths matching lesson can be given as a group activity.

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English. Poetry using Poem First Day of School by Roger McGough as a prompt  

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English. Poetry using Poem First Day of School by Roger McGough as a prompt  

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After engaging with the themes of the poem, students complete one of the following tasks from a choice board:

You are the parent of this child, write a letter to your friend telling them how you feel about your child starting school.

Record yourself reading out the poem(include any associated sounds which may add to the atmosphere of the poem)

Draw a comic -book page describing what happens in this poem

Research the poet and put together a poster displaying this information

Write a poem about your first day of school (secondary or primary)