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Hi Bríd,
I like that you are incorporating two different forms of AI into your lesson. I think the use of a quiz is an excellent form of assessment, as it not only checks understanding but also keeps pupils engaged.
Reflection
This year I am fortunate to have regular access to enough iPads for my entire class. This gives me the opportunity to integrate technology into lessons at a whole class level rather than limiting it to small groups. One approach I found particularly interesting was the use of AI prompts to generate images. I feel this would be an excellent way to encourage and support descriptive writing with younger pupils. The images would help them to visualise their ideas more clearly and could inspire more creative and detailed writing.
If I were to teach in a learning support setting again, I would also be eager to make use of Immersive Reader. I believe it would be a very effective tool for developing literacy skills and making reading more accessible for pupils who may find it challenging.
Overall, this course has been extremely beneficial. It has demonstrated the wide variety of AI resources that can support both teachers and pupils. Until now, I had only used AI for planning, but I am now much more aware of its potential for teaching and learning. I look forward to gradually introducing these tools in my classroom to enhance engagement and support progress.
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Lesson PlanSubject: Literacy
Class Level: Second Class
Strand: Writing
Strand Units: Understanding (Vocabulary), Exploring and using (Writing process and creating text)
Focus: Character Descriptions in Creative Writing
Learning Objectives:
-To identify and collect descriptive or “wow” words that enhance creative writing.
-To plan and describe a character using rich and varied vocabulary.
-To use technology (AI image creator) to visualise and refine character descriptions.
-To prepare resources for the publishing stage of the writing process.Lesson Outline:
1. Recap the previous day’s work on planning and drafting stories.
Brief discussion on what makes writing interesting and engaging. Introduce the idea of “wow” words.
2. Reading activity: Pupils read a short passage (teacher-selected text) and circle “wow” words they notice.
3. Pair work: Pupils discuss the main characters from their stories and plan descriptive details, drawing on the “wow” words they have collected.
4. Technology activity: Pupils use an image creator to type a prompt based on their character description. They refine and edit their descriptions until the generated image reflects their character. Teacher circulates to support and guide.
5. Conclusion: Pupils share their generated images with their partner or small group. Brief whole-class reflection: How did the images help you think more about your character?
Collect and print the images for use in the publishing stage tomorrow.Assessment: Teacher observation and conferencing. Reading and descriptive writing tasks. Pupil self-evaluation.
Resources: Short reading passages with descriptive vocabulary, iPads (one per pupil), AI image creator tool, printer and paper, pupil writing copies.
Hi Beccy,
I taught in learning support last year and I feel that Immersive Reader would have been an excellent resource for developing literacy skills. I also think that Scratch could be very effective as an interactive activity to support numeracy, making the learning process both engaging and accessible for pupils.
While I found Osmo and Khan Academy very engaging, I believe Scratch would be the most effective tool to introduce to my pupils. Scratch is highly visual and appealing to younger children, making it an excellent starting point for exploring coding in an enjoyable and accessible way. The block-based design allows pupils to view coding as a visual process and also connects well with the idea of patterns in mathematics.
As pupils become more confident, I would encourage them to create short animations that could bring their own stories to life. This would link effectively with writer’s workshops and give pupils the opportunity to combine creativity with problem solving in a meaningful way.
The prepared lessons provided by Scratch are also a valuable support, especially for teachers who may not have extensive coding experience. These resources ensure that lessons can be delivered in a structured manner while allowing pupils to build their skills gradually and with confidence.
Hi Inez,
I agree that Diffit will be a very useful tool for teaching. I also think that fact-checking AI will be crucial as we begin to use these tools more frequently and more freely in our planning and preparation. I have heard of AI generating false information and I have experienced it myself when using ChatGPT to create cloze procedures, as it made several mistakes about the novel they were based on. It is a good reminder that while AI can save us time, we still need to review its output carefully.
I feel that I would use Co-Pilot most effectively for teaching as it would support the planning and preparation of lesson plans. As I teach younger classes, I believe that for learning and assessment Magic School AI would be the most beneficial. It can create worksheets, multiple choice tests, social stories and word problems in maths. The creation of these resources with the use of AI will save valuable time, allowing teachers to produce a greater variety of materials for lessons and for the general classroom environment.
In the classroom, these tools could make learning more engaging and tailored to pupils’ needs. Co-Pilot could help ensure that lesson plans are well structured, while Magic School AI could provide resources that match pupils’ abilities and interests. Other AI tools from Module 3 such as Diffit for Teachers and Gamma, could further enhance creativity, efficiency and inclusivity, helping to provide more personalised and responsive teaching and assessment in the future.
Hi Áine,
I agree that Immersive Reader seems like a fantastic resource, particularly for supporting children with difficulties. Like you, I am hoping there are effective alternatives available, especially as many schools have moved away from Microsoft in recent years.
I had heard of the Dreamspace programme before but had never fully understood its scope. I now see how valuable it could be for enhancing STEAM education in a more engaging way.
I also completely agree with your views on the use of AI in the Chinese schools. I found that section of the module quite disturbing. It raises serious concerns around ethics, privacy, and the wellbeing of pupils. I really hope we never move in that direction.
Based on what I have learned in this module, I believe artificial intelligence can greatly enhance teaching and learning in the classroom. I found the comparison of lesson plans created by different AI tools particularly useful. It showed how AI can support planning and reduce the time spent on repetitive tasks. I look forward to using AI to help with lesson planning and formatting in the year ahead. This will allow me to focus more on developing engaging lessons, creating resources, and preparing activities.
I also plan to explore how AI can support administrative work, such as writing reports and drafting support plan targets. From a learning perspective, I am especially interested in using Immersive Reader. I think it will be very beneficial for younger pupils and for those who find reading challenging. Its features could help make reading more accessible and enjoyable.
There may be challenges, such as limited access to technology and the time needed to learn how to use new tools. However, I believe that with thoughtful use, AI can have a positive impact on both teaching and learning.
Hi Annette,
I had previously used ChatGPT and the AI tool on Twinkl, but I had never even heard of Gemini – which I actually prefer now. I first started using AI tools this year to help with various administrative tasks and found them extremely helpful, particularly for creating school support plan targets and reports. I’m sure there are many more benefits and uses I’ve yet to discover, and I’m excited to explore them further.
While I believe we should embrace the possibilities that AI tools offer, we must also remain mindful of what we risk losing. There is immense potential in how AI can support us as teachers, whether it’s simplifying texts for EAL students, drafting stories for drama lessons, or calculating assessment results. However, we must be careful not to lose the ability to think for ourselves or diminish the importance of creativity.
It is essential that we do not encourage pupils to become dependent on AI to do the work for them. Instead, we should teach them to think critically and work independently before turning to AI tools to refine their efforts, such as checking grammar or generating images for projects. What we want to avoid is children using AI to think or feel on their behalf. Foundational learning must still be rooted in human experience, without over-reliance on technology or screens.