[Clifford Burns]

The point about checking and adapting AI-generated activities is probably the most important one. AI can produce a lot of material very quickly, but it does not know a particular class as well as the teacher does. A task that looks appropriately differentiated on paper can still be too easy, too difficult, or simply unsuitable for the pupils.
I have also found that games and problem-solving tasks can reveal understanding that is not always obvious through traditional written work. Used alongside normal assessment, that could make the information from Learning Accelerators more useful when planning the next lesson.
For anyone looking at the Microsoft tools mentioned here, the Learning Accelerators documentation is a useful reference: Microsoft Learning Accelerators car games

• This reply was modified 4 weeks, 1 day ago by Clifford Burns.

[Clifford Burns]

 

I like the balance you’ve described between using AI for efficiency and retaining professional judgement. AI can be very useful for generating visual ideas, activities, and starting points, but it doesn’t know your pupils as well as you do. Reviewing the resource against the intended learning outcomes is therefore crucial.

Here are some good supporting sources:

• Microsoft Education – Using agents in Copilot Snake— a useful official YouTube webinar explaining how Copilot agents can support educators, including productivity, teaching, learning, and working with organizational data.
• Microsoft Education – Create agents for education with Copilot Chat— demonstrates how education-focused agents can be created and used to support educators and students.

• This reply was modified 2 months, 1 week ago by Clifford Burns.
• This reply was modified 2 months, 1 week ago by Clifford Burns.

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