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<p dir=”ltr”>Hi Eileen,</p>
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<p dir=”ltr”>Thanks for sharing. I was also pleasantly surprised that the AI generated hands-on tasks rather than just written work. Adding a video brilliantly engages visual learners.</p>
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<p dir=”ltr”>Using Copilot to synthesize wellbeing surveys for SSE is incredibly insightful. How might you adapt these AI-generated surveys for pupils with reading difficulties?</p>Subject: Reflection on Copilot Teach: The Volcano (4th Class SEN / Dyslexia)
Hi everyone,
For this exercise, I used Copilot Teach to generate a science and geography lesson plan on The Volcano, designed for my 4th Class Special Educational Needs (SEN) group, where pupils have specific learning difficulties in literacy (dyslexia).Overall, the quality of the AI output was strong. It laid out a logical, well-sequenced lesson structure, starting with an engaging hook, introducing key terminology, and ending with a simple recap quiz.
However, a moderate level of adjustment was required to make the material suitable for dyslexic learners.
The initial student-facing content generated by Copilot relied heavily on dense text blocks and complex sentence structures, which would cause cognitive overload for my pupils.
One specific adjustment I made was transforming the reading and vocabulary task into a heavily chunked, multisensory resource. I reformatted the text into short, bulleted points using a dyslexia-friendly font (OpenDyslexic/Comic Sans with wide line spacing), color-coded core terms like magma, crater, and lava, and paired them with clear diagrammatic visuals and a hands-on model demonstration.
Looking at the broader picture, Copilot Teach has great potential for School Self-Evaluation (SSE) in our school. We can use it to develop standardiasd, highly differentiated lesson plans aligned with our SSE targets for inclusive teaching and literacy support. Furthermore, Copilot can assist SSE teams by rapidly compiling and summarizing teacher feedback on how universal design for learning (UDL) strategies are being embedded across different class levels.
Looking forward to hearing how others adapted their outputs!Hi Martina,
<p style=”text-align: left;”>I agree with you that it is very important to check the information on AI.</p>
It’s very easy to accept what AI has developed as being one hundred per cent accurate but that’s not always the case.It is a very useful tool for generating differentiated worksheets.
Hi everyone,
As a Special Education Teacher (SET) working with a 3rd Class literacy support group, my experience with M365 Copilot has been a real eye-opener.For my classroom resource, I used Copilot to create a set of differentiated reading passages and graphic organisers centered on the topic of Local Irish Wildlife & Habitats.
Copilot allowed me to take one core text and rapidly adapt it into three distinct reading levels, complete with targeted vocabulary lists suited to my pupils’ individual targets.
AI can significantly support teaching by taking over the labour -intensive administrative side of differentiation.
A major benefit I’ve found is the sheer speed with which it generates tailored scaffolds and visual prompts for learning support.
However, a notable limitation is that Copilot occasionally uses phrasing that isn’t native to our curriculum context or oversimplifies key concepts, so thorough teacher editing remains essential.
To ensure my pupils remain the ones doing the thinking, I avoid using AI to generate simple fill-in-the-blank worksheets. Instead, I ask Copilot to generate “think-aloud” guiding questions and graphic organisers.
The AI provides the framework, but the pupils must still extract evidence from the text, make inferences, and explain their reasoning.
Looking at our broader school needs, M365 Copilot could be a game-changer for School Self-Evaluation (SSE). It can synthesize qualitative data—such as pupil voice surveys on reading confidence or teacher observations—and identify emerging trends to help us refine our SEN targets and inclusive practices.
Looking forward to reading your thoughts!
