[Aoife Moore]

I really enjoyed reading about the lesson that you have created to explore accuracy and bias when using AI.

Accuracy is a huge stumbling block for children as they learn to navigate this digital world with AI. I know in my class setting I have a huge problem with copy and paste for research or projects. AI will add another layer of inaccuracy for students unless we inform and guide them in its proper use.

In supporting age appropriate AI literacy we will need to explore and discuss how AI doesn’t ‘know’ things it is telling us. The pupils need to realise that it has been trained in gathering information and uses this to respond to the questions it is asked.

Verifying the data from AI using another source would be a good thing to instill in our pupils as they use this impressive and helpful digital tool.

In order to assess and support pupils we as teachers could use group feedback with teacher led prompt questions- What challenges did you face today in gathering data using AI and how did you as a group overcome that?

[Aoife Moore]

Class stage: 5th & 6th Class
Curriculum Area:
Science/Living things- Stage 4
Explore how science can help to understand and solve biodiversity problems
Technology- Stage 4
Explore digital systems and the role of technology
Learning intention:

Understand what an ecosystem is and how it works
Explore the concept of biodiversity and its importance
Learn how AI can help improve and maintain biodiversity

AI concept being explored:
Plan and create an AI model to monitor plant health

Activity outline:
Brainstorm ‘ecosystem’- meaning and the pupils understanding of it without any prompts.
Discuss the term ‘biodiversity’- What does it mean in relation to the term ecosystem
Activity 1:Group work
List different types of plants, animals and insects you could find around our school. Use chart paper to gather this information
Draw lines to show how they are connected and get children to note their interactions.
Activity 2: Teacher led discussion
Importance of biodiversity- Explain the 3 terms: Earth helpers, Living shield and Life’s treasure
Led in to questioning how we could use digital technology to improve biodiversity- farms and AI use as an example

Activity 3: Machine learning outline to build AI
Question: ‘ Check is the leaf healthy or not’
Collect Data- gather images online of leaves
Label Data- using aka.ms/DSTVGen AI
Train-
Testing- use webcam and can also upload file
Improve

Critical Question about bias, accuracy or misinformation:
Check outputs for accuracy and bias. Re test if needed and gather ample images from different sources
‘Am I sure that the sources for images gathered are accurate and appropriate for this task?’

Reasonable use consideration:
Gain parental permission for children before using
Check data storage in line with schools digital policy

How pupils will be supported to think critically:
Help pupils to see that AI repeats human bias found in its training.
AI is used as a support tool and not the only way to gather information

Evidence of learning:
Discussions
Annotated images
Reflection notes in science copies
Display posters to show steps used in ‘teaching AI’

[Aoife Moore]

<b>Class stage:  5th & 6th Class</b>

<b>Curriculum Area: </b>

<span style=”font-weight: 400;”>Science/Living things- Stage 4</span>

<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Explore how science can help to understand and solve biodiversity problems</span>

<span style=”font-weight: 400;”> Technology- Stage 4</span>

<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Explore digital systems and the role of technology</span>

<b>Learning intention:</b>

 

<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Understand what an ecosystem is and how it works</span>
<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Explore the concept of biodiversity and its importance</span>
<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Learn how AI can help improve and maintain biodiversity</span>

 

<b>AI concept being explored: </b>

<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Plan and create an AI model to monitor plant health</span>

 

<b> Activity outline:</b>

<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Brainstorm ‘ecosystem’- meaning and the pupils understanding of it without any prompts. </span>
<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Discuss the term ‘biodiversity’- What does it mean in relation to  the term ecosystem</span>

<span style=”font-weight: 400;”>Activity 1:Group work</span>

<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>List different types of plants, animals and insects you could find around our school. Use chart paper to gather this information</span>
<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Draw lines to show how they are connected and get children to note their interactions.</span>

<span style=”font-weight: 400;”>Activity 2: Teacher led discussion</span>

<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Importance of biodiversity- Explain the 3 terms: Earth helpers, Living shield and Life’s treasure</span>
<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Led in to questioning how we could use digital technology to improve biodiversity- farms and AI use as an example</span>

 

<span style=”font-weight: 400;”>Activity 3: Machine learning outline to build AI</span>

<span style=”font-weight: 400;”>Question: ‘ Check is the leaf healthy or not’</span>

<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Collect Data- gather images online of leaves</span>
<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Label Data- using aka.ms/DSTVGen AI </span>
<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Train- </span>
<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Testing- use webcam and can also upload file</span>
<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Improve</span>

 

<b>Critical Question about bias, accuracy or misinformation:</b>

<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Check outputs for accuracy and bias. Re test if needed and gather ample images from different sources</span>

 

<b>Reasonable use consideration:</b>

<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Gain parental permission for children before using</span>
<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Check data storage in line with schools digital policy</span>

 

<b>How pupils will be supported to think critically:</b>

<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Help pupils to see that AI repeats human bias found in its training.</span>
<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>AI is used as a support tool and not the only way to gather information</span>

 

<b>Evidence of learning:</b>

<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Discussions</span>
<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Annotated images</span>
<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Reflection notes in science copies</span>
<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>Display posters to show steps used in ‘teaching AI’</span>

[Aoife Moore]

I really enjoyed reading your impressions and thoughts on the Cybersafe: Home sweet Hmm demo World. It seems like this Demo world, along with the vast amount of resources it includes would allow a teacher to have significant scope in exploring online safety and the concept of being a digital citizen.

Linked with the digital learning framework and in line with internet safety day and the Stay safe programme, teachers and pupils would be able to use Minecraft in a very fun and engaging way to explore these vital and immediate topics for today’s children who are growing up working and playing  online.

There are huge links that would tie in great with oral language lessons and SPHE is the greatest area of significance when I looked at your synopsis. I would definitely take a look at integrating this into internet safety day.

[Aoife Moore]

Name of Demo World: Bad Connection?
Overview of lesson:
Pupils learn to recognise tactics that can manipulate you online by playing through scenarios that explore peer influence, learn how to recognise warning signs, use safety tools and set boundaries with a peer community. All this is done while building confidence in how to keep safe.
Brief summary of lesson plan, objectives and associated resources:
Objectives:
Identify and respond to online interactions through guided practice
Normalise open conversations about digital safety- reduce fear.
Spot red flags in unsafe online interactions
Understand online activities have permanent consequences (digital footprint)

Lesson Plan:
Pre lesson set up
Lesson delivery- divided into 4 Acts
Act 1- Tutorial sequence
Act 2- Early Red Flags- practise using reporting tools
Act 3- Explore escalating peer pressure/cyberbullying and toxic group culture
Act 4- Threats escalate- importance of telling a trusted adult. Multiple endings.
Post lesson reflection and activities
Student exit tickets

Resources: whole package of resources found on aka.ms/cybersafe
Includes:
Educator guide
Student handouts
Scenario cards
Parent permission letters
Completion certificate

Irish curriculum link:
SPHE> Myself and others/Media Education (new curriculum) 5th & 6th Class
Explore role of advertising and media
Identify how text and images can influence or manipulate choices
Strand: Developing citizenship/My Community ( new curriculum)
Develop a sense of responsibility for safety in their environment
Practise blocking/reporting and learning on an unsafe group to protect the peer community.

Follow up discussion for pupils:
There is huge scope for follow up discussions with teacher led prompts following each of the Acts used to deliver the lesson.
Here wider and more complex issues relating to safety online can be addressed. Experiences of pupils can be exchanged and shared too.

[Aoife Moore]

Ciara I really enjoyed your game ‘Little Red Riding Hood’ I have to say I was challenged in trying to escape the wolf so I know the children playing it would love it! Such a simple idea but huge scope for fun and learning!

There are a lot of areas covered under the technology strand Ciara that would be highly engaging and challenging for the children creating this game. The collection element is very engaging and the familiar story of Red riding hood adds to the fun!

Debugging is always the tricky side of it and I have to agree with you on using the tutorials to help figure out where things went wrong. Using this as a step by step in your own classroom will be much easier having gone through the challenges and debugging yourself first.

• This reply was modified 2 months, 3 weeks ago by Aoife Moore. Reason: strange code came up on the post

[Aoife Moore]

Game type: Timed catch/collect,
Game title: Donut mess with me!
Game link on Makecode arcade: https://arcade.makecode.com/S52969-21865-19711-67205
Curriculum area: STEM- Technology
Objective:
build on the process of using, modifying and/or creating algorithms to solve a problem or achieve a desired outcome. Use abstraction [focus on important characteristics and reduce unnecessary detail] and debugging [identify and correct errors] to increase effectiveness or make improvements.
Simple storyboard:
Location: The Moon
Player: Quack the Superduck
Game elements for Donut mess with me: The player must catch the deadly donuts before they reach the moon’s surface. Each Donut caught will earn the player a point. Collect ten points to win and defeat the deadly donuts!
Computational thinking: debugging- after following instructions I found that I had an issue with using the projectiles. I created a sprite instead of a projectile so I had to find that fault and fix it in order to make the game work.

[Aoife Moore]

<span style=”font-weight: 400;”>I enjoyed your explanation of the flashing heart tutorial! There is scope for integration across the curriculum and use in a junior class setting. I thought the links that you made across the curricular areas were really helpful and would work easily. </span>

<span style=”font-weight: 400;”>The use of unplugged and coding activities is well defined and works in a progressive structure for the infant room. This would be a very engaging activity that is adaptable for the middle and senior classes too!</span>

<span style=”font-weight: 400;”>Another extension to the lesson is using it to explore might be resting heart rates and compare it to heart rate after exercise with the middle and senior classes. This is linked into looking at the circulatory system too! Great resource!</span>

[Aoife Moore]

I completed the tutorial called Dice. Here is the link to my project
https://makecode.microbit.org/_UgmFD9PhXUuF
This tutorial allows the user to make a digital dice which is just brilliant! You can see how engaging this would be for pupils. The tutorial leads you step by step through the setup and coding process. The dice ‘rolls’ when you shake the online micro bit but if using the physical device the children would shake it. I chose this project as I think it would be very useful to integrate across the curriculum.
I would use it through STEM activities like;
Maths- Probability and chance games and activities
Technology: Using micro bit in the classroom. Paired activity to follow teacher in step by step making of the dice using microsoft makecode. Our school is actually purchasing microbit devices this summer so we will be able to use the physical device too!
A twist on the dice could be the other tutorial of rock paper scissors! These two tutorials would work well as a follow on from each other.
I have really enjoyed microbit as my class have used it a little throughout this year. They engaged so well with it and learned to add audio and music also!

[Aoife Moore]

Michelle I have really enjoyed reading your post. I will definitely be using your resources, Classroom screen and the use of exit tickets. I know that they will be used with excitement in my classroom and bring engagement levels up in a playful and purposeful way!

I think setting time for reflection is something I need to factor into my week also. We are often so busy getting things done we don’t allow appropriate time to reflect and this is vital for informing the learning and teaching as we move forward. I think though we need to not take on too much to begin with and make it achieveable.

[Aoife Moore]

Having read the LAOS 22 framework I think focusing on pupils engaging purposefully in meaningful learning activities would be of huge benefit in my classroom next year. Currently my pupils in the senior room in our school (4th-6th class) show a wide range of digital skills as would be expected for the range of classes in the room. My pupils have a very good range of digital skills by the time they reach 6th class which I build on each year.
I think I need to focus more explicitly on making sure the tasks given are meaningful and that they have a specific purpose. This targeted approach to their learning along with pupils engaging as active agents in their learning will definitely give my students the opportunities to engage and reflect on their learning at the level they are at. Teaching 4th- 6th means I have to tailor expectations for the different classes.

Currently my students use Google classroom to engage with research and respond to tasks using Google Docs, create Powerpoints and it also allows for the easy sharing of work and collaborating on projects. I used to use digital portfolios and get the children to respond to assessments and tasks digitally. This is something I feel needs to be reintroduced in my classroom again in line with the revised curriculum. It would allow “Pupils reflect on their progress as learners and develop a sense of ownership of and responsibility for their learning”.
To do this I could reintroduce digital portfolios for STEAM areas, set targets and time for feedback and review. This will also be a huge help in informing my own teaching.

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