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Super lesson Vikki! Ari Assistant is new to me but it certainly looks like a worthwhile tool to explore. Using Gamma and Copilot to compliment the lesson, and taking the content that suits your class is really what we should be sharing with the children – to analyse the content and use what is appropriate instead of blindly accepting the result in a copy and paste exercise. Also being a fan of Kahoot, I can’t wait to give Quizizz a whirl!
Firstly, it is important that educators understand AI tools through the availability of professional development. Teachers must pass on the ethical implications of adopting AI to their students. Developing digital literacy and critical thinking skills and problem solving, through computer skills and coding development is essential. AI can be integrated into subjects such as Maths and SESE, where project based learning can be engaging and motivating.
The following is a lesson plan devised from a prompt entered into Copilot.
Class Level -4th Class
Subject – Mathematics
Strand – Shape and Space
Strand Unit – 3D ShapesLearning Objectives
By the end of the lesson, children will be able to:
• Identify and name a range of common 3D shapes (cube, cuboid, sphere, cylinder, cone, pyramid)
• Describe properties of 3D shapes: number of faces, edges, and vertices
• Sort and classify 3D shapes based on properties
• Construct basic 3D shapes using concrete materialsSkills
• Applying and problem-solving
• Communicating and expressing
• Integrating and connecting
• Reasoning
• RepresentingLearning Activities
1. Introduction – Whole Class (10 mins)
• Review 2D shapes and discuss the difference between 2D and 3D.
• Teacher displays real-life 3D objects (e.g. cereal box = cuboid, soccer ball = sphere).
2. Exploration – Group Work (15 mins)
• Children work in mixed-ability groups with a set of 3D solids (plastic or wooden).
• Task: Identify and sort shapes into categories based on number of faces, edges, vertices.
• Each group records findings on chart paper.
3. Construction – Individual & Pair Work (15 mins)
• Using nets and construction materials (straws, blu-tack, matchsticks), children create a 3D shape of their choice.
• Pairs discuss their shapes and compare properties.
4. Shape Hunt – Whole Class Outdoor Activity (10 mins)
• Quick walk around school grounds identifying 3D shapes in the environment (bins, cones, bricks, etc.).
5. Plenary – Discussion & Recap (10 mins)
• Children present one shape and describe its properties.
• Reflect on which shape was easiest/hardest to make and why.Resources
• Sets of plastic/wooden 3D shapes
• Chart paper & markers
• Shape nets (printed templates)
• Straws, matchsticks, blu-tack
• Visual posters of 3D shapes
• Real-life objects from classroom/home
• Tablets for photo-taking (optional)Differentiation/Inclusion
• Mixed ability groupings to encourage peer support
• Visual aids and tactile materials for varied learning styles
• Scaffolded questioning during group work
• Support sheets with labeled diagrams for children who need additional help
• Opportunities for extension through challenge questions (“Can you make a shape with more than 6 faces?”)Assessment
• Teacher observation during group tasks
• Completed shape constructions (accuracy and understanding of properties)
• Class discussion responses
• Informal quiz at end (e.g. “Which shape has no edges or vertices?”)Linkage & Integration
• Art: Creating 3D shape models with craft materials
• SPHE: Teamwork and collaboration in group tasks
• Geography: 3D shapes in buildings and environmentReflection
• Were children engaged during hands-on activities?
• Did group work foster meaningful discussion and peer learning?
• How effectively did the concrete materials support understanding?
• Will re-teaching be required for particular concepts?I too am interested in using NotebookLM Bianca! The structure of an AI platform would certainly benefit some neurodiverse learners. You are spot on when you identify the unfussy layout of the interface – it certainly is a user-friendly tool. I think that apps and websites in general are adopting the ‘less is more’ model when it comes to landing pages and associated tabs, to encourage all learners to engage and participate.
What a very informative and practical module! Lots of great resources and tools to introduce Artificial Intelligence to the children and lots of opportunities to both simplify and extend teaching and learning through the means of digital technologies.
One tool that grabbed my attention during this module is Google NotebookLM. This particular platform was recommended by a secondary school teacher I met on a professional development course recently and was described as a ‘game changer’ in second-level preparation for teaching. Admittedly it is more suited to secondary school students, but could be introduced in senior primary classes for project work, where websites, YouTube videos and PDFs could be summarised in pupil-friendly language.
Alternatively NotebookLM could be used to create mind maps from uploaded notes. A group project could collate their information and create a ‘deep dive’ podcast as a presentation to be shared with the class. Indeed, this could be a precursor to preparation of a ‘live’ class podcast where some students would act as the presenters and discussion panel, and the remaining members be part of the audience.Great post Brian! I agree that Search Coach would be an invaluable tool for teaching children how to search responsibly online and how to critique the reliability of the information that is provide by any Artificial Intelligence platform. Like your 6th class this is a skill that students at the senior end of primary school must master as they transition into second and third level education, where they will be expected to evaluate sources.
Microsoft Copilot image creator could be used for students who find creative writing tasks challenging to engage with. Using the student prompts to produce a visual representation, a simple template can be used to plan the writing response, using the detailed image as guidance. The practice of providing more detailed prompts to produce more detailed images can be discussed and transferred to the writing task.
Microsoft Search Coach is a valuable tool to encourage children to think about the information they are exposed to. It can teach children how to critically evaluate information and how the author(s) may be biased or subjective and attempting to mould the thinking of the reader. Children can be encouraged to think about what is not said, rather than accept online information as fact.As teachers and learners we are still in the infancy of Artificial Intelligence’s role in education. Reflecting on the tools and resources mentioned to date in this course I believe it is critical that we are responsible with how we use AI. Critical thinking and evaluation of information are in peril of being diluted through the availability of information and the acceptance that AI can think and produce more productively than the human brain. Absolutely promote ‘work smarter, not harder’, however are these boundaries being pushed are the expense of a healthy work ethic? This is where the teaching point comes in – the information that is received through AI should not be the final stroke, yet the beginning of critical discussion and analysing and filtering information in a responsible fashion. I would hope the Department of Education and Youth provide adequate professional development opportunities for educators in this regard.
Hi Geraldine. Having dabbled with Immersive Reader, admittedly without using all of its features, I would recommend exploring it. The students themselves will very quickly find the settings that suit them. It’s great for small group work or for students to use independently after a period of instruction. It can be extended to use in the home environment and once the student is familiar with it their self-confidence and engagement within the reading process can soar. I’ve really only scratched the surface myself with it but it has quickly become my go-to resource for reading instruction.
Through engagement with this module a couple of the mentioned documents regarding the use of AI grabbed my attention. The STEM Education Policy Statement, 2017 – 2026, and The National AI Strategy – Here For Good, would be useful to understand the national and educational position before considering AI platforms and tools in the primary or secondary school environment.
In the primary mainstream Special Education setting the use of Immersive Reader in withdrawn one-to-one or small group settings is proving to be highly beneficial. The platform can be tailored to meet individual needs and work at the instructional reading level of the student. It can also be used to prepare a child for a piece of text at the whole class level, so that said student can engage with the reading, discussion and responsive activities.
I would be interested in learning about Minecraft for Education as it is a favourite topic of conversation among students. I must admit I always feel daunted when they speak about it – the kids seem so knowledgeable and I feel I will never get to their level of understanding!! It would certainly motivate the children to engage and have ownership of their responses and creations. The fact they would be teaching the teacher would be a fantastic encouragement for them too!I agree Justine. AI is becoming ever-present in teaching and learning – it really needs to be embraced as there is no evading the inevitable. I’ve heard colleagues mention Merlin, among so many other AI tools and resources – it’s all a bit overwhelming and time-consuming to filter through the trustworthy and productive ones. As you say, AI is just another resource and cannot be compared to the human resource and experiences that shape the learning experience.
Artificial Intelligence, if used correctly, can become a time-saving tool for educators. With all the best intentions teachers are often hindered by time constraints and the preparation or delivery of a lesson or piece of work is not fully rounded to meet the needs of all students or is not Universal Design for Learning compliant. The phrase ‘work smarter, not harder’ immediately springs to mind.
One concern to note is an over-reliance on AI, especially for assessment purposes. While AI can create the assessment tool, teacher observation and interpretation of the learner response in relation to their needs is an interaction that cannot be replicated artificially. Other traditional forms of assessment, such as conferencing, questioning and student metacognition, are equally important in understanding the learner and the learning.
Another concern is learner-related. Will the reliance on AI curb original creativity, thought and all-round cognitive processes? Will the absence of critical thinking dumb-down society for the next generation? How will this impact the Arts industry? Lots to consider!