Forum Replies Created
-
Posts
-
That sounds like a very good approach to take. I completely agree that introducing Khan Academy in a way that’s age-appropriate and aligned with the AUP and GDPR is essential. Presenting it as a fun and supportive learning tool will definitely help pupils feel confident and engaged with maths.
I completely agree with your approach. This course has introduced an impressive range of AI tools, and at times felt a little overwhelming. Starting with a simple lesson that includes just one or two tools is a smart and realistic way of implementing it. It allows both you and your students to build confidence gradually without adding pressure.
I completely agree with your approach. This course has introduced an impressive range of AI tools, and at times felt a little overwhelming. Starting with a simple lesson that includes just one or two tools is a smart and realistic way of implementing it. It allows both you and your students to build confidence gradually without adding pressure.
As familiarity grows, integrating more AI tools throughout the year will feel much more manageable. It’s encouraging to know that we don’t have to use everything at once; instead, focus on what works best for our own classroom needs and go from there.
A step-by-step approach will not only support effective teaching but also foster a positive and supportive learning environment for students exploring AI for the first time.
Throughout the modules, we’ve been introduced to a wide range of impressive AI tools that I’m eager to incorporate into my teaching next year—both to enhance learning and improve time management. Tools like Gamma will streamline the creation of engaging presentations, while Magic School AI will help with the development of curriculum resources.
As mentioned I teach in a Multi Grade classroom with class levels from 3rd to 6th, and I have realised the benefits of Diffit to manage the range of reading levels n the class when exploring a theme. With its range of reading supports, it will not only save time in planning but also give them a great sense of inclusion and motivation
I also plan to use Gamma to produce presentations. My class have many visual learners and I know they respond well to images as a launch but each presentation is very time consuming. This tool will make the process quicker and more efficient, allowing me to dedicate more time to other important areas.
This September I will be studying the life of Tom Crean, the Antarctic explorer, using a mix of traditional reading but after this course I hope to include AI tools to support comprehension, creativity, and differentiation.
To begin, I’ll introduce the lesson with a short class discussion: “What do you already know about Tom Crean?” I’ll follow this with a brief video or timeline to hook students and build context.
We’ll then read a selected excerpt from a novel or biography about Tom Crean. To support all learners, I’ll upload the text into Diffit, which will generate leveled summaries, vocabulary lists, and comprehension questions. I’ll group students based on reading ability, allowing each to work with content suited to their level. This will make it easier to engage all reading levels.
Once reading and group discussions are complete, students will use Gamma to create short, visually engaging presentations about Tom Crean. Their slides might include who he was, key moments in his expeditions, and what character traits made him exceptional. Gamma will make it easy for students to focus on storytelling while the tool handles design.
I’ll also encourage students to use ChatGPT or other classroom-safe AI tools to help generate content ideas, paraphrase information, or draft a diary entry from Tom Crean’s perspective. This will also be an opportunity to practice exploring bias activities from the previous module.
To close the lesson, students will share their Gamma presentations with the class. We’ll reflect on the lesson and discuss how AI helped them learn, what felt helpful, and how to use these tools in future.
By planning this way, I’ll use AI in the following ways:
Diffit for accessible, differentiated reading
Gamma for digital storytelling
ChatGPT for writing support and creative tasks
I particularly enjoyed the part of this module where the use of generative AI was demonstrated to explore biases surrounding historical events. In the world we live in, and the varying perspectives we get on current affairs globally, understanding bias is hugely important.
I would certainly use this in teaching and learning in history as this is an area which can often presented through a particular viewpoint. I would ensure my students have a strong understanding of the content. If we were exploring the Pro Treaty and Anti Treaty in 1922, I would ensure strong content knowledge of the basic facts as foundation before exploring bias.
At this point, I would facilitate a discussion on how and why historical events can be viewed through multiple perspectives. This foundation would help them grasp why opinions about him may differ.
I would then give a simple explanation of input to output on AI and demonstrate how the output is dependant on was is inputted. As a class we would agree on the input, emphasising that we will not influence the text generator by adding our own bias. This is where the factual content knowledge is important.
As a whole class, we would critically assess the output and try to decipher any bias in what we are presented with. I imagine, there could be some very eye opening examples for the children where they can witness the bias at play and thus lead them to think about their engagement with AI, and many other forms of media.
A follow on or development of the lesson, would be giving the children prompts about certain figures involved in the Treaty negotiations, with the learning intention of identifying bias.
Part 2
Copilot image creator:
Every year, in the first term I put a focus on narrative writing with an emphasis on developing descriptive writing. I have plenty of strategies but I don’t think any could be as effective as this tool. It is so visual and engaging. It is rare to find a strategy where the children’s descriptive language is so clearly demonstrated. I will definitely embed this in my teaching.MagicSchool: Social Stories
I really related to this as I’m sure most teachers did. This is an area where we can sometimes struggle to gauge how much understanding a student developed from a chat/discussion with us following a incident/issue with other students. For example, an incident on yard where a lack of regulation escalated the problem. It can be difficult for some children who do require these social situations to be explicitly explained, much like a subject area. This tool offers that approach which I’m sure I will use with certain students in the year ahead.The possibilities the apps demonstrated in Module 3 by Seamus really illustrate the potential there is to significantly enhance your effectiveness and efficiency in yje classroom. As I mentioned earlier, I teach in a Multi Grade classroom, 3rd-6th so one of the tools I particularly appreciated was Diffit. The importance of differentiation in teaching is obvious but it is hugely consuming of time. This resource could be invaluable in helping teachers manage their time more effectively. While I do not currently EAL students in my class, Diffit’s usefulness for supporting these students is very impressive.
The Water Cycle presentation created with Gamma was also amazing. I fully intend to incorporate Gamma into my practice from now on. This will save the many hours in the school year putting together powerpoints on a range of subjects,
Twee was another great discovery — an excellent tool for reinforcing students’ understanding and checking comprehension of material covered.
The influence of AI tools like these on modern schools is far-reaching and will certainly impact the learning of our students more and more in the coming years. As a Multi Grade teacher, it’s very exciting to see the innovations that will reshape learning experiences for the students.I completely agree with your point Jennifer. Many teachers do lack confidence when it comes to understanding and using AI, but a whole-school approach that introduces it gradually and supports staff along the way could make a huge difference. If it’s framed as a tool to lighten the workload and enhance teaching—not add to it—it’s much more likely to be welcomed. As you mentioned, we adapted quickly during lockdown when faced with the challenge of remote learning. That experience showed how resilient and capable teachers are when given the right support, and the same can be true for integrating AI in the classroom.
I thought Module 2 was very interesting. It neatly summed up the journey schools are on with AI so far. I totally agree with efficiency and productivity. As a multi grade teacher, it affords me so much extra time on other areas of teaching and learning. Many of the apps mentioned here are such a clear examples of that, especially in terms of differentiation and targeting shortfalls in learning through data. Tasks that used to be time-consuming are now much quicker, which gives teachers the chance to offer more personalised learning and respond to students’ needs in real time. That kind of instant feedback is very helpful when it comes to adjusting the content in a classroom with children from 3rd-6th. I was also unfamiliar with Immersive Reader. It seems like such a brilliant and accessible tool for students who struggle with reading or need extra support. It’s a perfect example of how AI can be made accessible and genuinely helpful in the classroom.
The video about AI use in China definitely raised some important questions. It really drives home how essential ongoing training and CPD are for all staff. With so many AI tools out there, it’s easy to see how teachers could feel overwhelmed without the right guidance. Module 2 does a great job of showing how powerful AI can be when it’s used thoughtfully and responsibly.
I agree with your concerns, and I think they’re really important to keep in mind. We know that AI offers some exciting possibilities but we do need to be careful about how we use it. Making sure real learning is happening would be main concern. I also share your point about what makes teaching special. We don’t want to lose the human connection, intuition, and creativity that is required for teaching. I think finding the right balance is key.
Only in the past year I have come to realise that AI has the potential to really change the way we teach, learn, and assess in the classroom. They come with loads of benefits for both teachers. For example, things like adaptive learning platforms or AI-powered quizzes can give instant feedback, which helps students learn from their mistakes right away.
This year as I used AI, it saved me time on everyday tasks like planning lessons or preparing resources, so I was able to spend more time making my lessons more engaging. It can even suggest different activities that suit students with different ability levels, which is very helpful in a mixed-ability class. When it comes to assessment, AI can help put together quick, everyday checks for understanding that I can use in class.
Of course, AI isn’t a replacement for good teaching. But when it’s used the right way, it can be a really useful tool. It helps spark creativity, cuts down on workload, and makes learning more interactive and enjoyable for kids.
