Forum Replies Created
-
Posts
-
For this module, I focused on the Local History Interview activity, adapted for my 4th class. Using Google Docs, I gave pupils clear, step-by-step instructions so they could work through the task independently. For those who find writing challenging, Voice Typing meant they could still record detailed interview responses without handwriting or typing slowing them down. Alt text on images and screen reader or high-contrast options meant pupils with visual or reading difficulties could access the same material as everyone else.
Pupils were motivated by choice — some typed, some used voice input — which kept things inclusive without singling anyone out. For feedback, I used comments directly in the Doc for specific guidance, letting pupils respond in place so next steps were clear. Looking ahead, I’d like to add a Google Forms exit ticket to quickly check understanding and identify who needs more support.
Replying to Robert and John — I really like the checklist idea for scaffolding and self-assessment; that would work well for my 4th class too. Did pupils need much modelling before using Voice Typing independently?
For SSE, Forms could gather quick pupil voice on inclusion in lessons, with responses charted automatically to spot patterns across classes.
Digital technology has huge potential to enhance learning in my 4th class. I already use Google Slides for group project presentations in SESE topics like Ancient Egypt, which encourages collaboration and gives quieter pupils a voice. I’m keen to introduce Google Drawings for graphic organisers in literacy (e.g. story mapping, character webs) and Google Forms for quick exit-ticket assessments to check understanding at the end of a lesson.
In terms of School Self-Evaluation, I can apply the six-step SSE process directly to digital learning: Step 1 would be identifying digital learning as a school focus area; Step 2 would involve gathering evidence using the Digital Learning Framework surveys (teacher, parent and pupil surveys) alongside classroom observation of how confidently pupils use devices; this evidence then feeds into Step 3 (analysis) and helps shape a realistic, evidence-based improvement plan.
Developing my own use of digital technology has a ripple effect at whole-school level. By modelling good practice – sharing what works in my classroom with colleagues – I contribute evidence and ideas that support the school’s overall Digital Learning Plan, building collective capacity rather than leaving digital skills as an individual endeavour.
The resource I’ve chosen from Google’s Applied Digital Skills is “Create a Personal Timeline in Google Drawings”: https://edu.exceedlms.com/student/path/1606168-create-a-personal-timeline-in-google-drawings. I’d localise this as a start-of-year “getting to know you” activity – pupils add personal milestones alongside a few local and national events from the year, then share their timeline with a partner. It’s a lovely low-pressure way to build digital confidence early in the year while getting to know the new class.
Hi Tracey,
Thank you for sharing this, it’s such a thoughtful post. I really like how you’ve framed AI as “the ultimate assistant” rather than a replacement, that’s exactly the balance I’m trying to strike in my own planning too.
The idea of using Diffit to instantly adapt a single reading topic into different ability levels is brilliant, and something I can see being really useful for differentiation in my own 4th class, not just in a SET setting. I also love the OSMO activity you describe, deliberately confusing the “robot eye” to show pupils that AI is scanning patterns rather than truly “thinking” is such a clever, concrete way to introduce that concept to children.
Your point about data privacy and teaching pupils to question what’s on the screen really resonated with me too. Thanks for such a practical Part 2 lesson as well, it’s given me some great ideas.
This module gave me a much clearer sense of how AI can support both my own planning and my pupils’ learning going forward. The “Make a Quiz Using AI” example, where Microsoft Copilot was used to generate content and then convert it into an interactive Quizizz quiz, really stood out to me as something I could adopt straight away with my 4th class. I can see how this approach would save a significant amount of preparation time while still allowing me to shape and check the content before it reaches the children.
I’m also mindful of the ethical considerations raised in this module, particularly around bias, data privacy and the importance of teaching pupils to question AI-generated information rather than accepting it outright. Going forward, I plan to use AI tools such as Copilot to help generate lesson content and quizzes, while keeping myself firmly in control of what is presented to the class, and building in opportunities for pupils to critically evaluate what AI produces.
Below is a lesson plan for my 4th class incorporating these ideas.
Lesson Plan: The Water Cycle
4th Class Primary School, Ireland
LESSON OVERVIEW
Class Level: 4th Class (Age 9-10)
Subject: SESE – Science
Duration: 50-60 minutes
Topic: The Water Cycle
Curriculum Alignment: Primary Science Curriculum (Strand: Environmental Awareness and Care; Strand Unit: Weather, Climate and Water in the Environment)
LEARNING OBJECTIVES
By the end of the lesson, pupils will be able to:
1. Identify and sequence the four main stages of the water cycle (evaporation, condensation, precipitation, collection).
2. Explain, in their own words, what happens at each stage and the role the sun’s heat plays in driving the cycle.
3. Label a diagram of the water cycle using correct scientific vocabulary.
4. Complete an AI-generated interactive quiz to consolidate and check understanding.
MATERIALS NEEDED
– Water cycle diagram (blank and completed versions)
– Interactive whiteboard
– Microsoft Copilot (teacher device, used in advance to generate the diagram and quiz questions)
– Quizizz (pupil Chromebooks/tablets)
– Pencils and colouring pencils
LESSON STRUCTURE
Introduction/Hook (5-10 minutes)
– Ask the class: “Where does rain come from? Where does it go after it falls?”
– Show images of clouds, rain and rivers to prompt discussion.
– Introduce key vocabulary: evaporation, condensation, precipitation, collection.
Direct Instruction (15 minutes)
– Explain each stage of the water cycle using a labelled diagram generated with the support of Copilot.
– Model the cycle with a simple demonstration, such as a kettle producing steam that condenses on a cold surface.
– Discuss how the sun provides the energy that drives the whole process.
Guided Practice (10-15 minutes)
– In pairs, pupils sequence picture cards showing the four stages of the water cycle.
– Whole class discussion where pupils explain their reasoning for the order chosen.
Independent Practice (10 minutes)
– Pupils individually label a blank water cycle diagram using the correct vocabulary.
Consolidation/Assessment (10 minutes)
– Pupils complete a short interactive quiz on Quizizz, generated using Copilot, to check understanding of the key vocabulary and sequence of the water cycle.
– Whole class review of any commonly missed questions.
Closure/Reflection (5 minutes)
– Ask: “Can you explain the water cycle in three sentences?”
– Exit ticket: pupils write one new fact they learned.
DIFFERENTIATION
Support: provide a partially labelled diagram; pair with a peer; allow oral rather than written answers.
Extension: pupils research how the water cycle links to local weather patterns, or draw the cycle over a specific landscape such as a mountain and a lake.
ASSESSMENT
Formative: observation during pair work and class discussion; questioning throughout.
Summative: labelled diagram and Quizizz results.
CROSS-CURRICULAR LINKS
Geography: rivers, lakes and local waterways.
Art: drawing and colouring a water cycle diagram.
Maths: recording and interpreting class quiz results as a simple bar chart.
NOTES FOR THE TEACHER
As with the Copilot and Quizizz example from this module, I would generate the quiz questions in advance and check them carefully for accuracy before use, and use the activity as an opportunity to remind pupils that AI-generated content should always be checked against what we already know.
Hi Carol, thanks for sharing this – I really like the idea of running Reading Coach as a stand-alone weekly session rather than trying to fit it in alongside everything else. Your point about it giving shyer readers and EAL pupils a chance to practise without the pressure of reading aloud in front of the class is a great one – that kind of low-pressure practice can make such a difference to their confidence. I’ll definitely keep this approach in mind for my own 4th class.
One of the examples that really stood out to me was the ‘Analysing Bias’ task using ChatGPT, where the AI was asked to write a newspaper article from 1916 criticising the leaders of the Easter Rising. I think this could be adapted really well for my 4th class.
Rather than have the pupils use the AI tool directly themselves, I would prepare two contrasting AI-generated accounts of the same historical event in advance, for example differing perspectives on a key event from our SESE history topics. I would then read both accounts aloud to the class and ask the pupils to compare them, looking at whose perspective is being shown, what language is used to persuade the reader, and which parts are fact versus opinion. This would be a nice way to introduce media literacy and critical thinking skills, while also linking directly to our history curriculum, without pupils needing direct access to the tool themselves.
More broadly, this module made me realise that a lot of the AI tools we looked at, such as Gemini, NotebookLM and Google Workspace, are aimed more at teachers for planning and productivity rather than something pupils would use directly. It’s a good reminder that introducing AI concepts to primary pupils doesn’t always mean putting the tool in their hands – sometimes it’s about using AI-generated content as a resource to prompt discussion and critical thinking in the classroom.
Hi Barbara, I really like your idea of using Copilot Image Creator to support vocabulary and storytelling with your senior infants – generating an image around a theme like the seaside and getting the children to describe it and build stories from it sounds like a lovely way to develop oral language and listening skills. Reading Coach also sounds like a great support at that level, especially for reinforcing letter-sound relationships and high-frequency words while giving pupils that immediate, encouraging feedback on decodable texts. Thanks for sharing both of these!
Part 1
Two examples of how I can use tools from this module to improve my own teaching, learning and assessment:
Copilot Image Creator would be brilliant for generating custom illustrations to support storytelling and vocabulary work with my 4th class – for example, creating a set of images to sequence a narrative or to introduce topic-specific vocabulary in SESE.
Diffit is particularly useful for differentiation, as it can take a piece of text and quickly generate versions at different reading levels, along with comprehension questions, which would save a huge amount of time when preparing reading material for a mixed-ability 4th class group.
Part 2
This module gave a really practical overview of how AI tools can support day-to-day classroom practice with my 4th class. Reading Coach and Speaker Coach both stood out as tools that give pupils immediate, structured feedback – Reading Coach through independent reading practice, and Speaker Coach through analysis of pace, filler words and pronunciation during oral presentations, which fits well with the oral language strand at this level. MagicSchool’s Social Story Maker and its maths word-problem generator both showed how quickly resources tailored to a specific class or pupil need can be produced, while the demonstration of YouTube’s automatic translation and captioning highlighted real potential for supporting EAL pupils accessing the same content as their peers.
Looking ahead, I think these tools could genuinely reshape teaching, learning and assessment in my classroom by freeing up planning time and making differentiation far more manageable, whether that’s adapting texts, generating targeted practice, or supporting pupils with additional language needs. That said, this needs to go hand in hand with careful oversight – checking outputs for accuracy, being mindful of data protection when using any pupil information, and always keeping the teacher’s professional judgement central rather than letting the tools dictate what’s taught. Used thoughtfully, though, I think they have real potential to make lessons more responsive to individual pupils’ needs.
I had the same thought, Naomi. It would be really helpful if the course gave a clear breakdown of which tools are free versus subscription-based, as schools are already stretched thin with existing digital subscriptions. Teachable Machine being free is great, but as you say, tools like Squirrel AI and Carnegie Learning likely come with a cost that many schools simply won’t be able to justify without dedicated funding.
This module has really opened my eyes to just how many practical AI tools are already available for classroom use. The Immersive Reader in particular stood out to me — being able to change background colours, increase text size and have text read aloud could make a huge difference for pupils with dyslexia or reading difficulties, and it’s reassuring that it’s already built into Word for free. I also liked seeing Minecraft Education and the Microsoft DreamSpace demo, as these are tools children already recognise, which should help with engagement and home-school links.
In terms of transforming my own teaching, I can see real benefits in using tools like Copilot or ChatGPT to draft lesson plans and differentiated resources, freeing up time for actual teaching rather than resource creation. The numeracy lesson plan example in this module showed how detailed and specific these prompts can be.
That said, the challenges feel significant too. Data privacy is a major concern, especially with young children, and the video on China’s use of AI monitoring in classrooms was genuinely unsettling — I don’t think that level of surveillance has any place in an Irish classroom. There’s also the practical issue of device access; like others have mentioned, most schools don’t have anywhere near enough devices for daily use. Overall, I think AI has real potential here, but only with proper training, clear guidelines, and a firm emphasis on the teacher remaining in control.
Really agree with this, especially the point about AI not being able to measure emotional growth or resilience. I think that’s the key balance for me too, using it to free up time on the resource side so there’s more energy left for the human side of teaching.
AI tools clearly have huge potential to support teaching, learning and assessment, but the biggest thing I took from this module is that the teacher has to stay firmly in the driving seat. The Ethical Guidelines video was a useful reminder that using AI well isn’t just about the tools themselves, it’s about planning properly for their use, being transparent with parents and the wider school community, and having clear school policies in place before rolling anything out.
On the practical side, I can already see AI saving real time on differentiation, generating quiz questions and drafting resources, which would free up more time for the things that actually need a human touch, like building relationships with pupils and supporting them individually. That said, accuracy can’t be assumed. Everything generated needs to be checked before it reaches the classroom. I’m looking forward to exploring the tools in more depth over the next few modules.
