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I agree that the Learning Accelerators have the potential to be a good support to learning outcomes. In a classroom where demands on teachers are huge and getting around to hear children read or give directed individual feedback can be tough. I do think these changes need to be inputted slowly or be a support to practice in school. We want to go down the route of the tools being an added support to teachers classwork.
Otherwise, I can see the newpaper headlines already where Reading Coach is listening to children read, Speaker Progress is helping oral language and Dictate is providing their written work, the teacher is becoming obsolete!!
I spent a bit of time with Reading Coach. I used it myself and got my son to trial it too. The novelty of reading into a computer was a nice start to it but it did get frustrating for him too. It did have the unintended consequence of getting him to speak up when reading and to be more concise in his pronunciation which was a bonus (it was a bonus for me too!)
Barriers to this learning in my classroom would be the availability of technology to use it. It would need a quiet space for the child to read, and it would be dependent on our poor wifi in school.
Pupil engagement in this learning using IT in my experience has always been positive to start off with and then has suffered a decline going forward. We used times tables rockstars in our school and class and after a honeymoon period, the level of engagement dropped.
Differentiation would be useful. Getting children to read the same passage is always useful so you can do a comparison on a class level. Aside from this, reading at a child’s own level is very beneficial to fluency and confidence so this tool would be useful for this.
Adjustments needed? Perhaps I need to be more open minded to the possibilities of Reading Coach. I think maybe it might be a nice tool for parents at home with their children as it provides a good record of what their reading and keeps a nice log of work done.I also spent a bit of time with immersive reader and admit I only thought it was a reading support tool just to read something aloud. I wasn’t aware of the line focus or page colour. I’ve used dictation with children who have writing struggles too this year. While of course children do need to write, the confidence and engagement in project work and writing tasks with children really benefited from this.
With regards to SSE, I think Learning Accelerators need further development on a whole school level. We seem to be having a huge increase in Assistive Technology being approved for children. My class a couple of years ago had 4 pupils each with laptops approved and paid for by the department. While tasks were completed with Word and PowerPoint etc., increased use of these Learning Accelerators could further boost learning and the effectiveness of their technology.Interesting to read other lessons and subjects people have used Teach to help out with. I am focused on reading in the Junior Level as it’s where I’ll be next year.
Using it with fractions makes lots of sense. I taught 5th a few years in a row and lots of concrete materials and visuals were needed for the topic of fractions that some kids absolutely hated. More resources and posters around the room the better.
I went to Create to make a poster for equivalent fractions and it made one….with mistakes in it! You really have to check everything.
Interesting to read other lessons and subjects people have used Teach to help out with. I am focused on reading in the Junior Level as it’s where I’ll be next year.
Using it with fractions makes lots of sense. I taught 5th a few years in a row and lots of concrete materials and visuals were needed for the topic of fractions that some kids absolutely hated. More resources and posters around the room the better.
I went to Create to make a poster for equivalent fractions and it made one….with mistakes in it! You really have to check everything.
Topic & Class Level: 2nd Class English reading
Overall Quality of AI Output: I found the quality of the reading piece quite good. The prompts make it more amienable to the aims of your lesson. I like being able to add in certain vocabulary and glossary etc.
Level of Adjustment required for use with learners – I think straight off, it gives you a good solid example. The first adjustment you put in makes it suitable for most children in the class. Apart from adjusting the level downwards for struggling readers, I adjusted upwards for those children who are more able. Within this then, you can add vocabulary that is more challenging for them.
One specific adjustment you would make – Like I found in module 1, you really do need to check what adjustments they’re making. I thought when they simplified language or shortened sentences they did cut out a sentence or two that I considered important in the piece. I did like the flexibility of it however. I copied another piece into it directly from our online book which we’ll be using this year and it amended it for a struggling reader. From working with children lesser able and with children with additional needs, this adjustment makes the classroom a more inclusive place.How Copilot Teach could be used in School Self-Evaluation (SSE) at your school.
To be honest I wasn’t sure how Teach could be used on our SSE. I drew a blank. So CoPilot made me some suggestions that were embarrassingly obvious! I’ve helped out with surveys in the past on Wellbeing we do each year in school. Of course I could generate questions for students and parents for these surveys and then create them on Forms. Creating posters on Create to promote these around the school/social media with nice graphics and a QR code would be a nice useful tool also. I’d assume then also it could help collate and summarise responses as these are used to feedback during Board Meetings and during Croke Park meetings.I agree Marguerite about having to refine the prompts in CoPilot. It is similar in teaching sometimes in that you have to be soooo specific about what exactly you need or alter your instructions a little to get exactly what you want. I spose that’s what teaching is too to a certain extent.
One problem I came across too which I haven’t solved yet is that I have CoPilot as a shortcut on my Microsoft Edge browser but don’t have it in my Microsoft Word or PowerPoint. I think it’s a subscription thing. I’m onto IT to try and solve it but it does work in the browser too.
I think doing my fortnightly plans, having coPilot available to fill in lesson objectives and differentiation would be invaluable.I suppose the main point is that Microsoft 365 Copilot to be a useful tool for supporting planning and resource creation. To explore a bit I used Copilot to create a summer holidays reading comprehension worksheet for my 2nd Class. It generated a short reading passage, comprehension questions, vocabulary activities and a drawing task. This saved time and gave me a solid starting point, which then needed editing to the ability of my students. In hindsight I should have asked it to edit it too and make differentiated passages.
One benefit of AI is that it can reduce the time spent on admin and prepping tasks, allowing teachers to focus more on teaching and supporting pupils. Sometimes only basic idea is needed or sometimes I revert back to my old ideas rather than trying something new which AI can provide.
A drawback, is that AI-generated content is not always accurate and requires reviewing. It’s like an enthusiastic child which needs the teacher (as the adult) to give proper direction!!
To ensure pupils remain the ones doing the thinking, we need to get students to have questions and requests ready for Copilot so it can be used as an aid rather than as a source of answers. We don’t want to stifle kids problem solving and creative abilities by only using AI to answer all problems.
