Thanks for sharing this, Emma. A fascinating listen.

Ah ok. I figured that given that the current role plays have run since 2021, then 'early' release wouldn't be an issue. Thanks for responding, Ciara.

Leaving Cert. Sorry, should have specified Irish MFL teachers.

I can't speak for those in more specialist provision, but for those in mainstream looking to improve their instruction to support all learners, I think Rosenshine's Principles of Instruction is a good place to start.

Absolutely agree. I think it's especially important to look at whole-class instruction if intervention would take a student away from other areas of the curriculum. #edchatie

Apologies if I've missed an article of yours where you have been clearer - I appreciate it's not always easy to get full message across on limited characters. If it would better answer my query, would you mind linking an article of yours where you have been able to explain this more clearly?

That's my question - "understand AI"...with a view to, what? Understanding AI so as to maybe use it as a T&L tool is different to understanding AI so as to better deliver a 'stay safe' module in SPHE. Thus, training for each of those would be different. Why mandate without specificity?

Regarding no. 2, I don't think it's clear exactly for what reason the advisory council (& previously yourself, Patrick) recommend mandatory AI training. Is it to enhance T&L? To better safeguard students? To deliver AI Literacy as a curriculum component? Would be helpful if this were clarified.

It got me thinking about how it's not the listening track or task itself that is the issue, but rather the issue is how we, as teachers, respond to student answers. Similar to Dylan Wiliam's view that an assessment is not formative/summative until we decide what to do with it.

And this one, I'd argue, demonstrates that using generative AI for lesson planning may well harm teachers' development of their practice.

#edchatie

I think we need to seek ways of maintaining the PD up to the point of seeing change in the classroom, rather than up to the end of the PD session itself. Unfortunately, too much PD is evaluated through feedback forms rather than through impact on teaching (and learning).

Thanks Dara.

Yeah, I agree, I think a context-specific debate, or even just a discussion, is sorely needed.

Sounds great, can I be added please.

I think so. I wonder to what extent 'speaking truth to power' gets interpreted only as 'relaying disagreement'. I think the person who speaks their truth can give their truth more credence (and make their disagreement less confrontational) if they also share when they agree with the person in power.