Module 5: Future of AI in Education

[Pat Brennan]

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ASSIGNMENT

Develop a lesson plan incorporating AI concepts and write about how you plan to use it and other AI tools in your teaching. Post a reflective piece (150 words min) to this Module forum as a Reply to this post.

[Orla Ahern]

I would incorporate AI into the classroom using the following strategies

AI Projects: Introduce simple AI projects such as creating chatbots using platforms like Scratch or MIT App Inventor. These projects can teach basic coding and logical thinking to my 4th class children.
Storytelling with AI: Use AI tools like Storybird or tools that generate story ideas to help students create their own stories, fostering creativity and literacy.

AI-Assisted Reading Comprehension Exercises

Tools Needed: AI reading comprehension tool such as Reading Progress in Microsoft Teams or AI-powered educational apps like Epic! or ReadTheory.

Steps:

Introduction to AI: Explain how AI can help improve reading skills by providing personalized feedback and suggestions.
Reading Assignment: Select a grade-appropriate story or article from an AI-powered reading platform.
Guided Reading: Have the students read the story on their tablets or computers. The AI tool will track their progress and highlight difficult words.
Comprehension Questions: After reading, the AI tool will generate comprehension questions tailored to each student’s reading level. Students will answer these questions individually.
Instant Feedback: The AI tool provides instant feedback on their answers, explaining why their answers were correct or incorrect.
Discussion: Bring the class together to discuss the story and the questions. Highlight how the AI helped them understand the story better.
Extension Activity: Ask students to write a summary of the story or a continuation using AI writing assistance to help them with structure and grammar.
Learning Outcomes:

Students improve their reading comprehension skills through personalized AI feedback.
They become familiar with how AI can support their learning process.
The activity encourages critical thinking and discussion based on their reading.
By integrating these AI tools and activities, you can make literacy learning more interactive, personalized, and engaging for 10-year-olds, while also introducing them to the practical applications of AI in education.

[Shane Dempsey]

There are many ways that I am thinking about integrating AI into my teaching. I have already used Gamma since the start of this course to design a PowerPoint presentation on a topic that I plan to teach in the coming year and I was impressed by the results. I have lots of ideas for Google Teachable Machine too. I think it could be used in a fun way to teach Gaeilge vocabulary; to incorporate into an SPHE lesson on feelings and recognising feelings of others through visual clues; practicing and checking letter and number formation.I definitely see myself using Microsoft Reading Coach also. I love the idea of generating stories and having the children choose pathways to take the various chapters in. I feel that once I start using AI, it will have a snowball effect and one idea will lead to another. I read a story where a teacher in England was teaching her students about the plague and she used AI to conjure up a 13 year old girl from plague times for the children to interview. I’d like to try something like this as I think it would be very stimulating and engaging.

• This reply was modified 1 year, 7 months ago by Shane Dempsey.

[Eoghan O’Neill]

Hi Shane,

Thank you for your post and congratulations for reaching the final module. From your post, it is clear that the content has enabled you to build on a strong existing foundation related to the use of AI in education. I love how you have recognised the ‘snowball’ nature of how we can use AI in education. Your example of using AI to generate an interview with a girl from the plague is an example of just how much potential it has and how real it can make the learning for the children in our classes.

[Shane Dempsey]

<span style=”text-decoration: underline;”>Part 2: Lesson Plan incorporating AI concepts:</span>

Lesson Title: “Fun with Teachable Machine”

Learning Objectives:
Introduction to AI: Understand the concept of artificial intelligence.
Hands-On Exploration: Explore Teachable Machine and its basic functionalities.
Creativity: Create a simple project using images, sounds, or poses.
Materials Needed:
Computer or Tablet: Ensure each student has access to a device.
Teachable Machine: Open the Teachable Machine website.
Props (Optional): Fun props like stuffed animals, toy instruments, or silly poses.
Lesson Steps:
Introduction (10 minutes):

Discussion: Start by asking students if they know what AI is. Explain that AI helps computers learn and make decisions.
Show and Tell: Share a brief video or image related to AI (e.g., a robot, talking smart speaker, or self-driving car).
Explore Teachable Machine (15 minutes):

Demo: Show students how to open Teachable Machine on their devices.
Gather Examples:Explain that we’ll teach the computer to recognize different things.
Gather examples (images, sounds, or poses) together as a class. For example:Images: Show pictures of animals (dog, cat, bird).
Sounds: Make animal sounds (barking, meowing, tweeting).
Poses: Stand up, sit down, wave, etc.
Create a Simple Project (20 minutes):

Choose a Category:Divide students into small groups.
Each group selects a category (e.g., animals, colors, or actions).
Train the Model:Use Teachable Machine to train the model:Upload images, record sounds, or demonstrate poses.
Train the computer to recognize the chosen category.
Test It Out:Test the model with new examples (e.g., show a picture of a dog and see if it recognizes it).
(10 minutes):

Group Presentations:Each group shares their project with the class.
Show how the computer recognizes their chosen category.

Conclusion:
Encourage students to explore Teachable Machine at home.
Ask them to create a mini-project (e.g., teach the computer to recognize their favorite toy or a family member’s voice).

[Chris Hickson]

PART 1

As an educator, I see AI as a transformative tool, but not a replacement for good pedagogy. Here’s how I plan  integrating it into my teaching.

Personalised Learning: AI can analyse student data to tailor exercises and provide targeted feedback, ensuring everyone progresses at their own pace.
Engaged Learners: Interactive AI tutors can explain concepts in different ways, catering to diverse learning styles and keeping students motivated.
Empowered Teaching: AI can automate tasks like grading quizzes, freeing up valuable time for more creative and interactive lessons, and the administrative aspects of education.
However, it’s crucial to remember, AI is a means, not an end and it does have its limitations. The human aspects of education – empathy, critical thinking, and fostering a love of learning – will always be irreplaceable, and indeed they will be required to get maximum benefit from the use of AI, and there will always be a place for the special connection between teacher and pupil.

 

PART 2

Subject: History

Learning Objectives:

Students will be able to identify key features of ancient Egyptian civilization.
Students will be able to analyse the role of the Nile River in shaping Egyptian life.
Students will be able to create a multimedia presentation showcasing their understanding.
AI Tools:

Research Assistant: Monica AI
Interactive Quiz Maker: Quizizz
Virtual Reality Experience: Google Expeditions
Lesson Procedure:

Introduction:

Briefly discuss what students already know about ancient Egypt.
Introduce the lesson objectives and highlight the use of AI tools.
Activity 1: AI-Powered Research:

Divide students into small groups and assign each group a specific topic related to ancient Egypt (e.g., pyramids, pharaohs, hieroglyphics).
Introduce Monica AI as a research assistant. Guide students on how to use it to find credible sources and gather information on their assigned topics.
Students work collaboratively to research, taking notes and creating outlines for their presentations.
Activity 2: Interactive Quiz and Review:

Use Quizizz to create a short, interactive quiz based on key facts about ancient Egypt. This can be done before or after the research activity, depending on your preference.
Students participate in the quiz individually, using their phones or tablets.
Review the quiz results together, using them to address any misconceptions and reinforce key learning points.
Activity 3: Immerse Yourself in Egypt :

Introduce Google Expeditions, a VR experience that allows students to virtually explore ancient Egyptian landmarks.
Provide students with VR headsets and guide them through a curated expedition focused on their research topics.
Encourage students to take notes and observations during the VR experience.
Activity 4: Create and Share:  Follow up Lesson

Students return to their groups and use their research, quiz results, and VR experience notes to create a multimedia presentation on their assigned topic.
Presentations can include text, images, videos, and incorporate creative elements inspired by the VR experience.
Assessment:

Participation in research and group activities.
Accuracy and depth of information presented in the multimedia presentations.
Use of visuals and creative elements to enhance the presentation.
Differentiation:

Provide additional scaffolding and support for students who struggle with research.
Offer students with advanced research skills the opportunity to delve deeper into specific areas of interest.
Allow students to choose the format of their presentation (e.g., slide deck, video narration, infographic) to cater to different learning styles.

[Michael Coughlan]

The use of AI tools like Monica AI for research, Quizizz for interactive quizzes, and Google Expeditions for immersive experiences shows a practical approach to making learning fun and interactive. I especially like the particular focus on multimedia presentations, which can cater to different learning styles and encourage students to be creative.

[Aoife Coffey]

For this assignment I chose to write a creative literacy plan for children aged 11 with severe dyslexia, I used Chatgpt to help to create this plan. I asked them to use Copilot and Magicschool as AI tools. I asked them to include creating illustrations for the story as part of the lesson. I found the time it took to create this lesson extremely efficient. They set up clear headings for the lesson and even provided extension work. I can certainly see myself using AI for planning in the future. With practice I will get better at promting the AI tool for more accurate results. This will hopefully ease the hours of planning and paper work going forward.

Creative Writing Lesson Plan
Age Group: 11 Years Old
Special Needs: Severe Dyslexia
Tools: AI Copilot, MagicSchool
Duration: 1.5 hours

Lesson Objectives:
Engage Students in creative writing using AI support.
Develop Storytelling Skills through structured writing prompts.
Enhance Typing Skills by encouraging typing out stories.
Incorporate Visuals to complement written stories, supporting comprehension and expression.

Materials Needed:
Computers/Tablets with AI Copilot and MagicSchool installed
Projector/Interactive Whiteboard
Example story and illustrations
Writing Prompt Cards
Graphic organizers
Digital drawing tools or pre-made images

Lesson Outline:
1. Introduction (10 minutes)
Greeting and Settling In: Welcome students, ensure everyone is logged into their computers and ready to use AI Copilot and MagicSchool.
Overview of Objectives: Explain that they will be creating their own stories with the help of AI and illustrating them.
Story Example: Show a simple, short story with illustrations. Discuss the elements of the story (characters, setting, problem, solution).
2. Warm-Up Activity (10 minutes)
Brainstorming Session: Use the interactive whiteboard to brainstorm story ideas. Encourage students to think about:Characters (Who is in the story?)
Setting (Where does the story take place?)
Plot (What happens in the story?)
3. Introduction to AI Tools (10 minutes)
Demonstration: Show how to use AI Copilot to generate story ideas and how MagicSchool can help with organizing thoughts and creating illustrations.
Practice Activity: Allow students to explore the tools briefly, generating a few sentences or ideas with AI Copilot and experimenting with MagicSchool.
4. Main Activity – Writing and Illustrating (45 minutes)
Writing with AI Support:Step 1: Students select a writing prompt card to start their story.
Step 2: Using AI Copilot, they generate the beginning of their story. Encourage them to type out the sentences suggested by AI, modifying them as they like.
Step 3: Continue using AI Copilot to develop the middle and end of the story. Remind them to keep their story simple and clear.
Illustrating the Story:Step 1: After writing a few paragraphs, students switch to MagicSchool to create illustrations. They can use digital drawing tools or select from pre-made images.
Step 2: Integrate the illustrations into their stories. Ensure that each part of the story has at least one illustration.
5. Sharing and Feedback (15 minutes)
Peer Review: Pair up students to share their stories and illustrations with each other. They provide positive feedback focusing on what they liked about the story and illustrations.
Class Sharing: Volunteers can share their stories with the class using the projector. Discuss what makes each story unique and interesting.
6. Conclusion (10 minutes)
Recap: Summarize what the students learned about storytelling, writing with AI, and illustrating stories.
Homework Assignment: Encourage students to think of another story idea to write and illustrate at home using AI Copilot and MagicSchool.

Differentiation Strategies:
Scaffolded Support: Provide sentence starters or additional writing prompts for students who need more help.
Visual Aids: Use more visual aids and examples for students who struggle with conceptualizing story elements.
One-on-One Assistance: Offer individual support to students who need extra help navigating the AI tools or typing their stories.

Assessment:
Participation: Observe student engagement during brainstorming and writing activities.
Story Completion: Check if students were able to complete their stories with both text and illustrations.
Peer Feedback: Use peer reviews to assess understanding and application of storytelling elements.

Extensions:
Storybook Compilation: Collect all student stories and illustrations into a class storybook, either digitally or printed.
Class Blog: Publish student stories on a class blog where they can share their work with parents and friends.

By incorporating AI tools like Copilot and MagicSchool, this lesson plan aims to make creative writing accessible and enjoyable for students with severe dyslexia, allowing them to express their ideas effectively through both text and visuals

[Michael Coughlan]

The structure of your lesson, from brainstorming to writing and illustrating, ensures that students stay involved and can express their creativity in multiple ways. I also like how you’ve put together visual aids and illustrations to help with the writing. This way can make the activity more enjoyable and accessible for students who might find traditional writing tasks challenging.

[Ciaran Donnelly]

This was a great idea. I also hope you use AI for children who have dyslexia in the coming year.

[Sarah Carey]

Part 1:

There are so many elements of this course that I will be trying out in September. I am definitely going to use AI to introduce my 1st Class students to, and help illustrate the importance of, adjectives and adverbs. I think Magic School, Twee and Quizzizz are going to feature heavily in my lesson planning also. I’m so excited to experiment with all these newfound tools to supplement my practice to make it as effective as possible.

Part 2:

Lesson Plan: Introduction to Artificial Intelligence
Class: 1st Class
Subject: STEM
Duration: 45 minutes

Objectives:
Introduce the concept of Artificial Intelligence (AI) in a simple and engaging way.
Help students recognize basic examples of AI in their daily lives.
Encourage curiosity and excitement about technology.

Resources:
IWB
Internet access
Simple AI demonstration tools (like Google’s Quick, Draw!)
Picture cards showing examples of AI
Drawing paper and crayons

Lesson Outline
1. Warm-up Activity (5 minutes):
Discussion Question: “What is a robot?”
Activity: Show pictures of various robots (both real and fictional) and ask students to share what they know about robots.

2. Introduction to AI (10 minutes):
Teacher Explanation:
Explain that some robots and computers are smart because they have something called Artificial Intelligence, or AI.
Use simple language to describe AI: “AI helps computers think a little bit like humans do.”
Examples: Show images of AI in everyday life (e.g., voice assistants like Siri or Alexa, self-driving cars, recommendation systems like Netflix).

3. Interactive Demonstration (10 minutes):
Activity: Use Google’s Quick, Draw! to demonstrate AI in a fun way.
Explain that the computer is trying to guess what you are drawing.
Draw simple shapes or objects and let the children see how the AI guesses.

4. Group Activity: Spot the AI (10 minutes):
Activity: Show picture cards of different scenarios, some with AI (e.g., a child talking to a voice assistant) and some without (e.g., a child talking to a parent).
Task: Ask students to raise their hands if they think the picture shows AI.
Discussion: Briefly discuss why each scenario is or isn’t an example of AI.

5. Creative Drawing Activity (5 minutes):
Activity: Give each student a piece of drawing paper and crayons.
Task: Ask them to draw their own “smart” robot or computer and think about what special things their creation can do with AI.
Sharing: Allow a few students to share their drawings and explain what their AI-powered creation can do.

6. Wrap-up and Q&A (5 minutes):
Conclusion: Summarise the main points about AI.
“AI helps computers do smart things.”
“We see AI in things like Siri, games, and even drawing tools.”
Q&A: Answer any questions the students might have.

Resources:
Google’s Quick, Draw! (https://quickdraw.withgoogle.com/)
Picture cards with AI and non-AI scenarios
Crayons, drawing paper

[Kevin Murphy]

There are many ways which I hope to incorporate AI into my teaching within the future, whether that be through planning or using it as a teaching tool. The resources and tools which have been presented throughout the course are very useful. The use of a tool such as Gamma to create specific, interesting PowerPoints is something which I look forward to using. Diffit, a tool which I will definitely be using next year to create differentiated worksheets which will target the specific needs of a student. Magic school is a tool again with a huge amount of resources available which I could see myself using next year. I feel as though for myself it would suit better to slowly integrate AI and get comfortable with the use of it within the classroom by applying it in small and simple ways before taking on more challenging tasks when using Ai with my students.

The lesson which I chose to create was one with a basic use of Ai to allow myself and the children to get comfortable with the use of it.

Title: Exploring France Through Reports

Objective: To develop students report writing skills by creating informative reports about France and to introduce students to the concept of using AI tools for research and content generation.

Learning Outcomes:

·      Identify key features of a report.

·      Gather relevant information about France.

·      Write a well-structured report using appropriate language.

Introduction: (15mins)

Begin with an engaging question or image related to France. For example, show a picture of the Eiffel Tower and ask students what they know about France. Discuss what a report is and its purpose. Explain that they will be writing a report about France.

Development: (35 mins)

Research Using AI:

Introduce students to AI tools (e.g., search engines, language models) and explain how they can assist in gathering information. Demonstrate how to use an AI tool to search for facts about France (e.g., historical landmarks, culture, geography).Students can work in pairs or individually to explore France using AI. Encourage critical thinking and evaluation of search results.

Content Gathering:

Provide students with a list of topics related to France (e.g., cuisine, famous cities, landmarks, history).Using AI-generated information, students collect facts and details about their chosen topic.

Report Structure:

Discuss the structure of a report: introduction, body paragraphs, and conclusion. Show examples of well-organized reports (you can use the AI-generated examples from the resources). Guide students in creating an outline for their reports.

 

Conclusion: (25 mins)

Writing Time:

Students write their reports about France, incorporating the information they gathered. Encourage descriptive language and varied sentence structures. Remind them to use headings, subheadings, and bullet points.

Peer Review:

Students exchange reports with a partner for feedback. Emphasize constructive feedback on clarity, organization, and language use.

 

Assessment: Assess students’ reports based on content accuracy, organization, language, and creativity. Use a rubric to evaluate their work.

 

Differentiation Strategies: Provide additional support for struggling students during the research phase. Offer extension activities (e.g., comparing France to another country) for advanced learners.

 

Resources:

AI search engines (e.g., Bing, Google).
AI-generated examples of reports (showcased during the lesson)

[Michael Coughlan]

Starting with tools like Gamma for creating engaging presentations and Diffit for differentiated worksheets is a smart approach. Your lesson on exploring France through reports is a great way to introduce AI in a manageable and impactful way. Focusing on research skills and report writing will benefit your students significantly.

[Bernadette Langan]

As I have said in the previous forums, there are many ways I plan to integrate AI into teaching and learning in my classroom, from using AI tools to help plan to using various tools such as Scratch etc. within my lessons to using Diffit for differentiation and generating of resources and differentiation.

From this module, the tool I have seen that I think I will use most widely is using co-pilot to generate questions and then pasting these questions into Quizzizz to create and interactive quiz for the class. I can think of dozens of ways I would use this is my classroom, as an exit ticket at the end of a module or as a fun way to revise a topic. Previously in the classroom I had been laboriously going through books and materials on a topic and manually writing or typing out quiz questions and a selection of answers, this way is so efficient that I think I will use it more often and that the children will experience using computers more often as a result.

 

Lesson plan: AI use- use Gemini to source original articles based on the Great Hunger

 

Lesson Plan: Decoding Bias in the News – The Great Famine of 1845
Subject: English Literacy (Reading & Critical Thinking)

Grade Level: Third Class

Learning Objectives:

Students will define bias in the context of news sources.
Students will identify keywords and phrases that indicate bias in a text.
Students will compare and contrast viewpoints on the Great Famine of 1845 from different newspaper articles.
Introduction (10 minutes):

Begin by brainstorming with students what “news” is and where they get it from (e.g., newspapers, TV, websites).
Discuss the importance of reliable information and how different sources might present information differently.
Introduce the concept of “bias” as a slant or favoritism towards a particular viewpoint.
Resources (5 minutes):

Two original newspaper articles from 1845 on the Great Famine (one with a British perspective and one with an Irish perspective) – (teacher-prepared, see examples below)
Chart paper or whiteboard
Markers
Content (25 minutes):

Identifying Bias:

Briefly explain the Great Famine of 1845 in Ireland.
Divide students into pairs and distribute one newspaper article to each pair.
Guide students to identify key points in the article about the Famine’s impact.
On chart paper, list the key points from both articles side-by-side.
Ask students to discuss:Are there any differences in how the articles describe the Famine’s severity?
What words or phrases stand out in each article? (e.g., “melancholy” vs. “starvation”)
Whose Perspective?

Reveal that the articles represent different viewpoints (British vs. Irish)
Discuss how word choice and emphasis can reflect bias.
Ask students to analyze the following questions for each article:Who seems to be most affected by the Famine according to the article?
Who is responsible for helping those in need, according to the article?
Conclusion (10 minutes):

Recap the importance of being critical readers and identifying bias in news sources.
Discuss the value of using multiple sources to get a well-rounded picture of an event.
Ask students: Why is it important to be aware of bias in historical information?
Activity (15 minutes):

Divide students into small groups.
Each group will create a short “news report” on the Great Famine, taking on a specific perspective (e.g., farmer, government official, doctor).
Encourage them to use vocabulary and phrases that reflect their assigned perspective.
Groups can present their news reports to the class, highlighting their chosen bias.
Differentiation:

Provide scaffolding for students who struggle with reading by summarizing key points of the articles before independent work.
Offer sentence starters or a word bank to help students identify bias-related keywords.
Assessment:

Observe students’ participation in discussions and their ability to identify key points from the articles.
Evaluate their understanding of bias through their participation in the group activity.
Newspaper Article Examples:

(British Perspective):

Headline: The Potato Blight in Ireland: A Time for Self-Reliance (adapted from The Times, 1846)

(Irish Perspective):

Headline: A Nation on the Brink: The British Government’s Shameful Inaction (adapted from The Nation, 1846)

• This reply was modified 1 year, 6 months ago by Bernadette Langan.

[Michael Coughlan]

How you use AI in the classroom sound great! Using Co-pilot and Quizzizz to create quizzes is a smart way to save time and keep the kids engaged. The lesson plan on the Great Famine looks really interesting, especially with the focus on spotting bias. I’ve tried similar activities, and the students always find them eye-opening.

[Kate Dunne]

Part 1:

Prior to undertaking this course, I was apprehensive about incorporating AI tools into my teaching and this came from a lack of understanding in this area. I think in September I will prioritise using 3 AI tools with my class such as GAMMA, chat GPT andmicrosoft reading coach. I will certainly use Microsoft reading coach from September, to assist me teaching new vocabulary every fortnight from the children’s reading scheme. I will dip in and out of the many resources available on magic school also. I am excited to use chat GPT and quizizz for certain topics to assist with assessment at the end of SESE topics. In time the children could create their own quiz for their peers.

 

Part 2:

I have taught 3rd and 4th class for the last few years and one topic I enjoy teaching is Pompeii and Mt Vesuvius. Teaching the same topic can get repetitive and stale so I am excited to change my lesson plans around this topic by incorporating AI tools into my teaching and learning. One of the main take aways from this course that I will bring into my teaching next year is, AI is there to supplement our practice as teachers. We still need to use and rely on our own pedagogical skills to interpret the data generated by AI tools to suit the learning needs of the pupils in our classroom. This is why I have chosen a topic in SESE that I am familiar teaching.

 

 

Lesson Plan: Pompeii and Mt. Vesuvius for 3rd class

Duration: 50 – 60 minutes

Learning Objectives

1. Students will learn about the historical significance of Pompeii and the eruption of Mt. Vesuvius in AD 79 AD
2. Students will identify the location of Pompeii and Mt. Vesuvius on a map
3. Students will use creative skills to recreate aspects of life in Pompeii before the eruption.

Materials Needed

Interactive whiteboard
Images of Pompeii and Mt Vesuvius
Tablets or laptops for students
Printed maps of Italy
 

Introduction: briefly introduce the topic of Pompeii and Mt. Vesuvius. The children will be shown an AI generated image (created by the teacher) on micro soft co pilot image creator. Discuss in pairs.
Video Clip: Show a short, engaging video clip (3-4 minutes) about the eruption of Mt. Vesuvius and the destruction of Pompeii.
Historical Understanding

Storytelling: Narrate the story of Pompeii, highlighting daily life before the eruption and what happened during the disaster. I will use Gamma to create a PPP suitable for my class level to explore Mt Vesuvius and Pompeii
Discussion: Ask students questions about what they think life was like in Pompeii and how people might have reacted to the eruption.
Geographical Awareness

Map Activity: Distribute printed maps of Italy. Have students locate Pompeii and Mt. Vesuvius.
Google Earth Exploration: Using Google Earth, virtually explore Pompeii. Show students the ruins and the proximity to Mt. Vesuvius. Allow students to navigate for a few minutes on their tablets/laptops.
Interactive Quiz

Quizizz: Conduct a short quiz (8 – 10 questions could be differentiated to suit all learning abilities in the class) using Quizizz to reinforce key facts about Pompeii and Mt. Vesuvius. Questions can include:
What country is Pompeii located in?
What natural disaster destroyed Pompeii?
When did Mt. Vesuvius erupt?
Conclusion

Recap: Summarize the key points learned during the lesson.
Q&A: Allow students to ask any final questions about Pompeii and Mt. Vesuvius.
Preview Next Lesson: Briefly mention what will be covered in the next class to build anticipation.

[Bernadette Langan]

hi Kate,

 

the lesson on Pompeii sounds great. I also loved using Quiziz as a tool and found that generating the questions using AI is so quick and easy. I have tried it with several topics, Euro and non Euro countries and World Book Week and it has worked really well.

[Clara Margey]

I plan to incorporate AI into the classroom through various methods- planning, quizizz, magic school, Gamma and Diffit. The following lesson below is an example of how AI can I be introduced and explored.

Lesson Plan: Evolution of Machines and the Role of AI Technology

Lesson Overview:

This lesson aims to teach children aged 10 about how machines have evolved over time, focusing on key historical milestones and the role of artificial intelligence (AI) in modern machines. Through engaging activities and discussions, students will understand the impact of technological advancements on daily life.

Learning Objectives:

1. Students will identify key historical milestones in the development of machines.

2.Students will explain how machines have evolved from simple tools to complex systems incorporating AI.

3.Students will illustrate examples of how modern AI technology is used in everyday machines.

4. Students will compare and contrast machines from the past with contemporary AI-driven machines.

Materials Needed:

– Whiteboard and markers

– Projector and computer/tablet

– Images/videos of historical and modern machines

– Worksheets for activities

– Tablets/computers for interactive AI demonstrations

– Craft supplies for building simple machine models

Plan:

Introduction (10 minutes)

– Show a short video (3-4 minutes) showcasing the evolution of machines from the wheel to modern AI-driven robots.

– Brief discussion: “What machines do you use daily? How do you think they were different 100 years ago?”

Historical Timeline Activity (15 minutes)

– Present a timeline on the board with key milestones: the invention of the wheel, steam engines, electric motors, early computers, and modern AI.

– Students will receive images of different machines to place on the timeline.

– Discuss each milestone briefly and its significance.

Group Activity: Building Simple Machines (20 minutes)

– Divide students into small groups.

– Provide materials for students to create models of simple machines (e.g., levers, pulleys).

– Each group will explain how their simple machine works and how it might have been used in the past.

Introduction to AI Technology (15 minutes)

– Explain what AI is in simple terms: “AI is when machines can learn and make decisions like humans.”

– Show examples of AI in action: voice assistants (e.g., Siri, Alexa), self-driving cars, and recommendation systems (e.g., Netflix, YouTube).

Interactive AI Demonstration (15 minutes)

– Use tablets/computers to demonstrate AI applications: simple coding apps (e.g., Scratch with AI extensions), image recognition games, or chatbot interactions.

– Allow students to explore and interact with these AI technologies in small groups.

Discussion and Reflection (10 minutes)

– Gather students and discuss: “How do you think AI makes our lives easier? What are some concerns or questions you have about AI?”

– Encourage students to share their thoughts and write down one thing they learned and one question they have about machines and AI.

Differentiation:

– For advanced learners: Provide additional resources such as articles or videos on advanced AI applications. Challenge them to think about future machine innovations.

– For learners needing support: Offer one-on-one assistance during activities, simplify explanations, and use more visuals and hands-on activities to reinforce concepts.

Assessment

– Create a quiz using Quizizz:Evaluate understanding through a short quiz.

The above lesson plan allows students to explore AI and how it can benefit them in school and at home. It highlights the importance of using AI appropriately and effectively.

[David Hickey]

Reflective Piece on Integrating AI in Primary School Teaching
As a primary school educator, integrating Artificial Intelligence (AI) into the classroom presents a unique and exciting opportunity to enhance learning and better prepare students for the future. AI can transform teaching methodologies, making learning more engaging, personalised, and effective. My plan to integrate AI into my teaching focuses on three key areas: personalised learning, interactive learning experiences, and fostering critical thinking about technology.

Personalised Learning: AI-powered tools can analyse individual students’ learning patterns, strengths, and weaknesses. By incorporating these tools, I can tailor lessons to meet each student’s needs, ensuring that no child is left behind and advanced learners are continually challenged. For instance, AI-driven adaptive learning platforms can provide customised practice problems, quizzes, and feedback, enabling students to progress at their own pace. IXL, DreamBox, or Khan Academy are examples of programmes that I could use.

Interactive Learning Experiences: AI can make learning more interactive and fun. Virtual assistants like chatbots can help students with their queries outside of classroom hours, providing instant feedback and support. Additionally, AI can power educational games that adapt to the student’s level, making learning more engaging. For example, using AI in storytelling apps can help students learn to read and write by allowing them to interact with characters and create their own stories. Apps that could be used include: Osmo, Prodigy, CodeCombat, and DragonBox.

Fostering Critical Thinking: It’s crucial to teach students not just how to use AI, but also to understand its implications. I plan to introduce basic concepts of AI and machine learning through age-appropriate activities and discussions. This will help students develop a critical understanding of technology, its benefits, and its ethical considerations. For instance, discussing how AI makes decisions and what data it uses can open conversations about privacy and bias.

Lesson Plan Incorporating AI Concepts
Lesson Title: Introduction to AI and Machine Learning

Level: 3rd Class

Subject: Computer Science / General Studies

Duration: 60 minutes

Objective:

Students will understand the basic concept of AI and machine learning.
Students will be able to identify examples of AI in their everyday lives.
Students will engage in a hands-on activity to reinforce their understanding.
Materials:

Interactive whiteboard or projector
Computers or tablets with internet access
Video: “What is Artificial Intelligence?” (age-appropriate)
Worksheets for the hands-on activity
Colouring materials
Lesson Outline:

Introduction (10 minutes):

Begin with a brief discussion about technology and its role in our lives.
Show the video “What is Artificial Intelligence?” to give students a basic understanding of AI.
Ask students to share examples of AI they might have encountered (e.g., voice assistants like Siri or Alexa, recommendation systems on YouTube or Netflix).
Discussion (15 minutes):

Explain in simple terms how AI learns from data (introduce the concept of machine learning).
Use the interactive whiteboard to show a few slides with images representing different AI applications (e.g., self-driving cars, AI in healthcare, AI in education).
Discuss the benefits and potential challenges of AI (focus on privacy, job changes, and ethical considerations).
Hands-on Activity (25 minutes):

Divide students into small groups and give each group a worksheet with a simple machine learning activity.
Activity Example: “Teach the Machine” – Provide a set of images (e.g., pictures of cats and dogs). Students need to classify the images into two groups and then check their classification against a pre-trained AI model on the computer/tablet.
Allow students to explore and discuss their findings. Encourage them to think about how the AI model learned to distinguish between cats and dogs.
Conclusion (10 minutes):

Bring the class back together and discuss the activity. Ask questions like: “What did you learn about how AI makes decisions?” and “Can you think of other things we could teach an AI to recognise or do?”
Assessment:

Observe student participation and engagement during the discussion and hands-on activity.
Review the completed worksheets to assess understanding of the basic AI concepts.
Listen to the students’ reflections and examples shared during the conclusion discussion.
Reflection on Lesson Implementation
Implementing this lesson will require careful preparation to ensure the concepts are presented in an accessible and engaging manner. I anticipate that students will be excited to learn about AI due to its relevance to their everyday lives. However, I must be ready to address any misconceptions and provide additional support to students who might struggle with the new concepts.

By integrating AI into my teaching, I aim to foster a classroom environment that not only embraces technology but also encourages critical thinking and ethical awareness. This approach will help my students become informed and responsible digital citizens, ready to navigate the rapidly evolving technological landscape.

[Eoghan O’Neill]

Hi David,

Congratulations for reaching the end of the course and thank you for your comprehensive post here. It is clear that you have a targeted plan of action on how you are going to put some of the content from the course into action. I think you have focused on really relevant and topical areas that are going to enrich the learning experiences of children in your class. The focus on the promotion of critical thinking is a clear example of this.

[Cora Flynn]

Develop a lesson plan incorporating AI concepts and write about how you plan to use it and other AI tools in your teaching. Post a reflective piece (150 words min) to this Module forum as a Reply to this post.

There are two areas which I plan to implement quite quickly in September with my 1st class.

The first resource is Ari in Twinkl as I think this will be very helpful for creating individual learning outcomes/ smart goals for learners on the Continuum of Support.  While it has not the option for the Irish curriculum as yet, this isn’t an issue in relation to creating an individual plan for children with complex needs. I also used Copilot to create a similar plan and both have their advantages with Twinkl possibly being more aesthetically pleasing and the layout of the plan was very user friendly.

The second resource which I was amazed by was Gamma. This resource is a game changer. In 1st class, we use a theme for each month and for the purpose of this lesson I will focus on the theme of Houses and Homes. Our school recently invested in a set of Be Bots which I think will be fantastic for 1st class to start with.

Using Gamma, I will create 3 different PowerPoint , one to be used each week.

PP1: Introduction to different types of houses in Ireland using key new language that I wish the children to use…semi-dethatched, end of terrace, mid terrace etc.

Activity 1: In small groups children will build a street with the varying types of houses, labeling them correctly. Each Be Bot has a number and a parking place outside each type of house. Children to code in correctly so that the correct Be Bot is parked in the right area.

At this point I will introduce Scratch Junior at a whole class level and we will make a short animation together about The Three Little Pigs.

PP2: Houses and Homes around the world.

Activity 2: In small groups children to use to create a short animation about the different houses using Scratch Junior. (I may get some older  kids from our buddy class to support the children with this).

PP3: Homes and materials: How a block house/ concrete house is built….again with a focus on language such as concrete, foundations etc.(up to know I have found it very hard to find material around this particular topic that was age appropriate.Using Gamma, I have created the perfect resource in minutes).

Activity 3: Children to create an animation about The Three Little Pigs using Scratch Junior. The Pigs will be making apartments and igloos!

Note: I think the challenge here is to make elements of the above activity accessible to children with complex needs. I feel Gamma is very useful here as it allowed me to create a simplified version of the PowerPoints where I was introducing 2 new words with a matching picture. This resource can then be used repeatedly by the child on their own individual device. I need to do more research but it would be amazing if I could create a simple resource where I have a picture of a house and an apartment. The activity would say the word “house” and the child would then tap the appropriate picture. I think this would be fantastic and going back to the video I watched, would allow me to have ongoing , up to date information in relation to the child’s progress.

I would appreciate any advice on this.

Thank you

[Eoghan O’Neill]

Hi Cora,

Thank you for your post. It is great that you have been able to identify such actionable targets for the coming year. The BeeBots will be an excellent resource for this class level and give the children a great introduction to coding and programming. Within your post, you have also mentioned how Scratch Jr. can be used to create an animation. These two tools are extremely complementary of each other, and will allow the children to engage in creative learning experiences and develop critical thinking/problem solving skill.

[Ciaran Donnelly]

My lesson plan is how I can incorporate AI tools and concepts to help children with dyslexia. The lesson is to teach them how AI can assist them to enhance their reading and comprehension skills.

Tools:
Google Teachable Machine
Microsoft Reading Coach
Text-to-Speech software (e.g., Natural Reader)
Worksheets with reading passages (that I will provide)

Activity 1: Exploring Text-to-Speech

Demonstrate Text-to-Speech software by projecting a passage on the screen and showing how the software reads it aloud.
Have students use the software on their devices to read a passage. Discuss how this tool can help people with dyslexia.

Note: I’d also use ChatGPT and show how they can create lists to help them in this process instead of writing them which can take them a lot of time.

Activity 2: Microsoft Reading Coach

Introduce Microsoft Reading Coach and explain its features.
Guide students through using Reading Coach to practice reading passages, providing immediate feedback and support.
Allow students to explore the tool independently, with support as needed.

Activity 3: Creating with Google Teachable Machine

Demonstrate how Google Teachable Machine can be used to create a simple model that recognizes words or letters.
Work together as a class to create a basic model, showing how it can assist in learning and recognition tasks for dyslexic students.

This would be really good but may require sensitivity based on how the children with dyslexia feel about it being a whole class activity.

Incorporating AI concepts into my teaching, particularly to support students with dyslexia, has the potential to significantly enhance their learning experience and I think enjoyment. By using Text-to-Speech software, students can transform frustrating reading tasks into engaging listening activities, which boosts comprehension and confidence.

The use of Microsoft Reading Coach provides personalized practice and immediate feedback, crucial for students with dyslexia. This tool can help them improve their reading skills in a supportive, adaptive environment. It may also foster independence, as students no longer have to wait for individual attention to receive help with their reading.

Google Teachable Machine offers a hands-on approach to learning AI, making abstract concepts tangible. By creating simple models, students can see firsthand how AI can assist in learning tasks, making the technology both accessible and relevant to their needs. I think they would need support with this so I’d be available.

Reflecting on this lesson plan, I am optimistic about the impact of AI tools in creating an inclusive learning environment. These tools not only provide tailored support but also empower students to explore and interact with new technologies.

[Carrie bond]

With so many amazing applications of AI into teaching outlines across this entire course, I am excited to start using it, but I think I will be taking the suggestion of Kate up above and choosing a smaller selection to incorporate into my teaching, and add more as I become more familiar with them expanding the ones I use. One I know I will begin to use immediately is Microsoft reading coach, I will be introducing it in our ICT time straight away, with the intention of it becoming something the children can use in many ways. I also will be using co-pilot – having explored it throughout the course, I find it easy to use and the results are usually very accurate for their intentions. I will be using it as an image creator, quiz generator, to draft lesson plans, and to take some admin tasks – such as creating timetables, something I hate doing, off my hands and save me time. I will use quizizz alongside it to make quick and easy assessments – children will enjoy the online versions of assessment too.

I also hope to make use of Diffit and Gamma to help in preparing my resources, I’ve created a couple of powerpoints on Gamma just to see how it works and its so quick and easy, and I think the variety Diffit will lend to my teaching will be very beneficial and time saving.

When I am comfortable with these I hope to expand to using any of the other applications I’ve learned about – Magic school is one I am interested in but is so broad it will take time to explore and find what I will use most. I’d also like to make use of One note for students using ICT, teachable machine and Twee. I think students would really enjoy exploring and learning to use scratch too.

 

For my lesson integrating AI I will use an idea from module 4 that I thought was very clever and that the children would respond well to.

Objectives:

Become familiar with the concept of AI and recognize its presence in everyday technology, and understand that it can learn and make decisions.

Learn what prompts are and how specific and detailed prompts impact the outcome.

Actively participate in generating AI images and explore the importance of clear detailed prompts.

Introduction

Use the interactive whiteboard to introduce the concept of AI to the students, using simple language and relatable examples. Talk about types of AI the children have encountered.

Discuss internet safety and recap on information that should not be shared online.

 

Introduce the children to the concept of prompts. I will explain that prompts are the instructions we give the AI. Give examples such as ‘draw a cat’.

Show how clear and detailed prompts give more specific prompts. Divide the class into groups to allow them to make the prompt more specific and compare results together.

Show the class a picture created earlier by AI, using a detailed prompt.

Set the class an individual challenge to write the prompt they think describes the image.

Hold a ‘contest’ to see who can generate the most similar image. Offer a prize for the winner.

Conclusion

Discuss what the class have learned about writing prompts, and what they found made their prompts more/less effective.

Recap on internet safety and remind the class of what information they should not give to an AI app, such as personal information or names.

[Desmond Loughrey Grant]

I will be using DallE to reverse engineer prompts from pictures that it has generated, using quizizz to make quizzes for my class and twee to make questions for educational youtube videos we will be watching. Most importantly I will be sharing all of this with colleagues who I know will find it interesting as this typically returns a benefit in kind stimulating further innovation.

Lesson plan AI

 

Lesson in History and Science/Technology

 

WALT (We Are Learning To)

Understand and explain key technological advancements and their impacts on society and the economy.

WILF (What I’m Looking For)

Students must identify and analyse major technologies, showing their effects on historical and economic contexts and producing the framework for a presentation.

Objective:

• Students will be introduced to the project on transformative technologies.

• Students will understand the impact of historical tech on society & the economy.

• Students will select a technology to research and present.

 

Material:

Card, paper, etc for a poster.

Interactive whiteboard

Laptops/tablets

 

AI use:

ChatGPT to help students develop questions that they need to answer in their research

Early finishers – Show how to use Quizizz to create interactive quizzes that students can use to test their classmates’ understanding at the end of the presentation phase.

 

Warm up – 10mmins

Begin by discussing what the pupils know about historically relevant technology.

Ask students what they know about key technological inventions and how these have transformed society.

Create a quick pole on the most impactful tech and use this as the source of technologies for the presentations.

Introduction – 10 mins

Outline the WALT & WILF

Research skills – 15 mins

Review critical thinking techniques for credible sources, note taking and summarising key information.

 

Group Formation and Topic Selection (15 minutes)

 

Divide students into small groups & facilitate a brainstorming session within groups to choose which technology they want to research.

Initial Research Phase (10 minutes)

Allow groups to start their initial research to confirm the viability of their chosen technology.

Encourage them to gather basic information that outlines the significance of the technology.

Conclusion and Homework (5 minutes)

Conclude by reviewing and some “What we did not know before” items

Homework  – gather 2 facts or sources to discuss in the next class

 

 

 

[Eoghan O’Neill]

Hi Desmond,

Thank you for your post and for your participation throughout the course. You have provided us with a comprehensive lesson outline for using AI to enhance the teaching of some of the traditional SESE subjects – combining the use of both Chat GPT and Dall-E is particularly notable. Your post shows a keen awareness of the different ways in which AI technology can be used to enhance teaching and learning, and I wish you the very best for the coming school year. Hopefully, you’ll be able to implement some of the ideas and content from this course.

[Paul Carroll]

Part 1

I look forward to incorporating some of the AI tools I have learned about on this course into my teaching from September. I like the idea of creating instantaneous lesson plans from a prompt so I will try this for certain lessons this year. Certainly using Gamma to create powerpoints looks like another AI tool that will benefit my teaching and save valuable time. The option of creating questions related to YouTube Videos using Twee will add great purpose to such activities. Using AI to generate quizzes as a means of assessment also looks inviting. I have done Kahoot quizzes with my class but again that takes some time so I liked how copilot could be used for this purpose. These are the main AI tools I see myself using in 4th class this year.

 

Part 2

As stated in a previous forum Science is an area of the curriculum I do enjoy  teaching. Having the option of an AI tool to create a lesson plan is of huge benefit and will clarify my thoughts and give direction to the lesson.

 

Lesson Plan: Introduction to Acids and Bases
Grade Level: 5th Grade (11 years old)
Subject: Science
Duration: 60 minutes

Objectives:
By the end of this lesson, students will be able to:

Define what acids and bases are.
Identify common examples of acids and bases in everyday life.
Understand the pH scale as a measure of acidity and basicity.
Conduct a simple experiment to test substances for acidity or basicity.

Materials:
Whiteboard and markers
pH paper or universal indicator
Common household substances (e.g., lemon juice, vinegar, baking soda solution, soap solution)
Water and small containers for testing
Chart of the pH scale
Paper, pencils, and worksheets for students

Lesson Structure:
Introduction (10 minutes):
Hook:

Start with a simple question: “Have you ever tasted something sour like a lemon or felt soap on your hands? What did it feel like?”
Explain that these everyday experiences involve substances called acids and bases.
Objective Overview:

Explain to students that today, they will learn what acids and bases are, how to identify them, and why they are important.
Direct Instruction (15 minutes):
Acids:

Define acids as substances that taste sour and can be found in foods like lemons, oranges, and vinegar.
Explain that acids release hydrogen ions (H⁺) when dissolved in water.
Show some examples of common acids and discuss where they might encounter them.
Bases:

Define bases as substances that feel slippery and taste bitter, found in items like soap and baking soda.
Explain that bases release hydroxide ions (OH⁻) when dissolved in water.
Show examples of common bases and discuss their uses.
pH Scale:

Introduce the pH scale, explaining that it ranges from 0 to 14.
pH less than 7 = acidic, pH of 7 = neutral (like water), and pH greater than 7 = basic.
Show a chart of the pH scale and provide examples for different pH values.
Guided Practice (20 minutes):
Demonstration and Experiment:

Distribute pH paper or universal indicators to students.
Have students work in small groups to test the acidity or basicity of various household substances (lemon juice, vinegar, baking soda solution, soap solution, etc.).
Guide them to match the color change on the pH paper to the pH scale.
Observation and Recording:

Have students record their observations and results on a worksheet.
Discuss their findings as a class.
Independent Practice (10 minutes):
Worksheet Activity:Provide a worksheet with questions about acids, bases, and the pH scale.
Students will complete the worksheet individually, reinforcing the day’s concepts.
Conclusion (5 minutes):
Review:

Recap what acids and bases are, the pH scale, and the experiment.
Ask students to share one new thing they learned today.
Homework (Optional):

Assign students to find one acidic and one basic substance at home and write about where they found it and its pH value (if known).
Assessment:
Participation during the experiment and group discussion.
Accuracy of worksheet answers.
Ability to explain the concepts of acids and bases.

Differentiation:
For advanced students: Provide additional examples of acids and bases, and introduce the concept of neutralization.
For struggling students: Pair them with peers for the experiment and provide additional guidance during independent practice.

Extension Activities:
Conduct a follow-up lesson on the role of acids and bases in the human body or the environment.
Explore natural indicators like red cabbage juice to test pH.
This lesson plan offers a hands-on, engaging approach to understanding acids and bases, making the science accessible and fun for 11-year-old students.

[Sean Farrell]

Part 1:

The school I work in is a Microsoft affiliated school where every staff member and student have full access to all applications in the Microsoft 365 suite. In the year ahead, I plan to incorporate AI into my teaching practices using this Microsoft suite of apps that is readily available to me.

Using Copilot with Word and Excel will help me streamline lesson planning by generating content ideas, crafting documents, and analysing student data to tailor my lesson delivery. With Microsoft Forms, I can create AI-powered quizzes and surveys that provide instant feedback, helping me assess student understanding and adjust my teaching accordingly.

In PowerPoint, I’ll use AI features like Designer to create visually engaging presentations that capture students’ attention. Additionally, Teams will support collaborative learning by enabling students to work together in virtual groups, with AI tools helping manage assignments and track progress. OneNote will be an essential tool for organizing lesson plans, where I can use AI to suggest resources and materials based on my notes.

These tools will allow me to integrate AI seamlessly into my classroom, enhancing both teaching and learning experiences. At the moment these tools are being vastly under utilised in our school so I will endeavour to be a pioneer and guide my fellow staff members in their own AI journey of exploration.

Part 2:

Lesson Title: An Introduction to AI

Class: 4th Class

Subject: Digital Literacy / Cross-curricular (STEM Focus)

Duration: 1 Hour

Objectives:
·      Understand the basic concept of Artificial Intelligence (AI).
·      Identify real-world examples of AI.
·      Engage with AI tools to create and complete a digital quiz.

AI Tools Utilised During Lesson:
·      Microsoft Copilot
·      Microsoft Forms

Other Resources Required:
·      Interactive Whiteboard
·      Digital Technology Devices (e.g., tablets, laptops)
·      Internet access

Lesson Outline:

Introduction (10 minutes):

Objective: Introduce students to the concept of AI.

Activity: Begin with a brief explanation of what AI is, using simple language and examples students can relate to (e.g., virtual assistants like Siri or Alexa). Show a short, age-appropriate video explaining AI.

Discussion (15 minutes):

Objective: Discuss AI’s presence in everyday life.

Activity: Lead a classroom discussion on where students have encountered AI. Examples could include online recommendations (e.g., YouTube), video games, or even spell-checkers. Encourage students to think critically about how AI makes these tools work.

Hands-on Activity (25 minutes):

Objective: Engage students with AI through a practical exercise.

Activity: Demonstrate how to use Microsoft Copilot to generate a 20-question multiple-choice quiz based on the day’s lesson.
Upload the quiz to Microsoft Forms.
Provide students with a QR code on the interactive whiteboard.
Students will use their digital devices to scan the QR code and complete the quiz in real-time.
 
Conclusion (10 minutes):

Objective: Review what was learned and reinforce key concepts.

Activity: Go over the quiz results as a class, discussing the correct answers and why AI might have been useful in creating the quiz. Ask students to reflect on what they found most interesting about AI.

Assessment:

Method: The assessment will involve the multiple-choice quiz created using Microsoft Copilot and uploaded to Microsoft Forms. Students will complete the quiz on their digital devices by scanning a QR code from the interactive whiteboard. The results will be reviewed to assess understanding and engagement.

This lesson plan should provide a structured yet engaging way to introduce 4th class students to the concept of AI, using Microsoft tools to enhance their learning experience.

• This reply was modified 1 year, 5 months ago by Sean Farrell.

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