[John Declan Mullins]

This is such an interesting topic. I think ai can lend itself to more niche topics that may have some vocabulary specific learning. As teachers, our scope of learning is widened thanks to ai

[John Declan Mullins]

I would also love to introduce Khan academy in my classroom. I really appreciate that it does not give children the answer, but rather explains the rational of what is being asked.

[John Declan Mullins]

I agree that ai to decode texts is a brilliant resource, especially for children who have no other option but to read online. AI can support these children when they encounter a tricky work that they can not ‘sound out’

[John Declan Mullins]

I also worry about children not being engage with content. Furthermore, I worry that AI might be used improperly to obtain answer or ‘get the work done’, rather than a being used as a teaching tool

[John Declan Mullins]

Yes I completely agree. I think AI can save us teachers so much time, which is what we lack most. I am excited for the school year to see how I can implement this

 

[John Declan Mullins]

Lesson Plan – The Life Cycle of the Frog
3rd Class (SET Group)
Curricular Area: Science (Living Things) & English (Reading, Oral Language)

AI Tool: Diffit
Learning Outcomes
The children will be enabled to:

• Explore and describe the key stages in the life cycle of a frog using age-appropriate scientific vocabulary.
• Read, decode, and interpret non-fiction text targeted to their specific reading profile.
• Draw parallels between biological growth cycles and their own observations of nature or personal growth.

Preparation: Using Diffit, input a primary-level passage detailing the progression from frogspawn to tadpole, froglet, and adult frog. Generate and adjust three distinct reading tiers to ensure accessibility for varying ability levels within the SET cohort. Fine-tune the automatically generated glossary terms (e.g., metamorphosis, spawn, gills, amphibians) and select target comprehension questions.
Introduction: Begin with a brief visual hook—showing images or actual samples of frogspawn/tadpoles. Facilitate an initial brainstorming session on amphibians, inviting predictions about how a aquatic hatchling transforms into a land-dwelling adult. Pre-teach key technical terms highlighted in the Diffit text.

Development

• Guided Reading: Distribute the tailored text versions across the group. Pupils read independently or through paired reading, with teacher support focusing on word attack skills, scientific terminology, and expression.
• Discussion & Analysis: Use targeted Diffit question sets to guide group dialogue. Lower-tier prompts focus on direct recall (e.g., What do tadpoles use to breathe underwater?), while advanced prompts push for synthesis and inference (e.g., Why is it important for a froglet to develop lungs before leaving the water?
• Personal Connection: Prompt the children to reflect on how living things change over time, relating the frog’s physical changes to domestic pets, local wildlife, or human growth.

Demonstrate the Diffit interface on a shared display to highlight how digital tools adapt information. Input a new short passage—such as “How Frogs Hibernate”—and ask the group to compare the standard version with a simplified variant. Guide pupils to notice structural edits, sentence length adjustments, and vocabulary swaps, encouraging critical thinking about screen-based content.

Assessment: Continuous monitoring during reading and discussion to track grasp of scientific vocabulary, comprehension depth, and reading fluency. Observations will be recorded to adjust future SET literacy targets and science extension tasks.

• This reply was modified 2 months, 3 weeks ago by John Declan Mullins.

[John Declan Mullins]

AI has immense potential to reshape my daily teaching practice simply because it is so accessible and efficient. By inputting the subject topic, class level, and specific learner needs, I can instantly generate tailored learning experiences for my Special Education Teaching (SET) groups. This ensures seamless differentiation without bloating my prep hours, directly reducing administrative planning time so I can focus more on face-to-face instruction.
Assistive technologies like Immersive Reader provide essential support for struggling readers by modeling fluent pronunciation and offering low-stakes, repeated reading opportunities across different contexts. I am also interested to see how AI can streamline paperwork further, such as populating pupil data directly into standardized school planning templates.
However, the primary hurdle will be the pace of professional development. Just like any new educational initiative, comprehensive teacher training is vital to ensure AI tools are used effectively, ethically, and purposefully in the classroom.
Finally, exploring Minecraft Education is a fantastic takeaway. Leveraging a platform that so many of the children already play at home creates a natural bridge between home and school learning, driving active engagement through a familiar digital medium.

[John Declan Mullins]

This AI training has been a total game-changer for how I approach my Special Education Teaching (SET) groups. Far from replacing our role, these tools act as a reliable assistant to handle the heavy administrative load, freeing up crucial time to focus directly on the children. AI to a 3rd Class Science Lesson: The Life Cycle of the Frog.

• Using platforms like Magic School AI or Diffit, a single text on the frog’s life cycle can be instantly tailored into varying reading levels. Pupils can explore key stages—from spawn and tadpole to froglet and adult frog—at a level that suits their ability, ensuring everyone accesses the same core science curriculum without feeling overwhelmed.
• Building Reading Fluency: Introducing Microsoft Reading Coach as a dedicated literacy station allows students to read passages about amphibians at their own pace. The tool provides private, low-stakes practice that builds fluency and vocabulary, offering a supportive environment for reluctant readers or EAL students in St. Laurence O’Toole’s who might feel anxious reading aloud to the group.
• Hands-On Interactive Practice: Incorporating interactive tools like OSMO brings a tactile element to the lesson. Pupils can complete hands-on activities—such as sequencing the stages of a frog’s development or matching vocabulary terms—while receiving real-time feedback. This self-correction feature encourages independent problem-solving and relieves pressure on the child.
• Key Considerations & Safeguards: Implementing these digital tools effectively requires strong focus on student data privacy and digital literacy. Teaching 3rd Class pupils to critically evaluate digital content—rather than accepting screen information without question—will be an essential part of the learning process.

[John Declan Mullins]

Before introducing ScratchJr on class devices, establishing foundational computational thinking through unplugged, offline activities is essential for 3rd Class at St. Laurence O’Toole’s CBS. Practicing precise spatial orientation—such as executing ‘forward,’ ‘left,’ and ‘right’ movements using physical directional cards and figurines—allows the boys to grasp the logic of step-by-step instruction before touching a screen. Because narrative sequencing is already a familiar concept from earlier primary years, reinforcing logical order through structured questioning “What step comes first, next, and last?” creates a smooth bridge to visual coding. Basic digital mechanics like clicking and dragging will be second nature to most pupils given their familiarity with gaming outside of school. To prevent cognitive overload on a potentially busy platform interface, initial coding sessions should focus on modest, highly achievable milestones:

• Selecting a single sprite character.
•  Programming basic movement toward an object using directional blocks.
• Triggering the code with the green flag.

 

[John Declan Mullins]

This module highlighted an array of practical applications for artificial intelligence tailored directly to the primary classroom. While I had limited experience with Microsoft’s suite of educational tools, exploring Microsoft Reading Coach was a standout takeaway. Its capacity to facilitate targeted differentiation and foster learner autonomy makes it a fantastic asset for our pupils in 3rd Class when accessing devices. Given how seamlessly it supports varied learning speeds, I immediately shared the resource with our Special Education Teaching (SET) team to enhance our small-group withdrawal and in-class support.
Among the other platforms introduced, particularly caught my attention due to its versatile toolkit designed for both instructional planning and administrative tasks. I registered for an account right away and look forward to embedding its features into my weekly schemes.The rapid expansion of AI platforms tailored for educators is striking. Prior to this presentation, software options such as Twee, Gamma, and Diffit were entirely new to me. While entry-level access to platforms like MagicSchool is currently free, most specialized ed-tech tools eventually transition to paid subscription models.
For a school operating within the DEIS framework, ongoing software subscriptions represent a significant commitment against our annual budget. A major financial challenge is the industry standard of advertising a ‘monthly rate’ while requiring an upfront annual lump sum. If a platform turns out to be poorly suited for our 3rd Class cohort after a few weeks of trial, the school remains locked into a year-long financial outlay. To ensure maximum value from our resources, we must carefully evaluate which digital tools offer the most sustainable, high-impact benefit to our pupils’ learning before committing school funds.

• This reply was modified 2 months, 3 weeks ago by John Declan Mullins.

[John Declan Mullins]

AI holds enormous potential to transform my teaching in 3rd Class at St. Laurence O’Toole’s CBS. As a DEIS Band 1 school with extensive Special Education Teaching (SET) support, our staff works collaboratively, frequently withdrawing small groups for targeted intervention. Inputting specific curriculum goals, group dynamics, and individual learning needs into AI instantly generates differentiated learning experiences. This ensures seamless alignment between mainstream classroom instruction and SET withdrawal groups without adding to preparation time—allowing me to spend less time on planning and more on direct teaching. Tools like Immersive Reader model fluent reading and offer struggling readers repeated practice in varied contexts, building confidence independently. AI can also populate data directly into specific school templates, streamlining administrative work like support plans. However, the primary challenge will be the slow rollout of teacher training. As with any new educational framework, comprehensive professional development is essential to guarantee ethical, effective, and meaningful implementation across both classroom and SET environments. Additionally, introducing platforms like Minecraft Education leverages a medium many of the boys already know and love from home. Harnessing their existing enthusiasm bridges the gap between home and school, elevating digital learning and driving active classroom engagement.

• This reply was modified 2 months, 3 weeks ago by John Declan Mullins.

[John Declan Mullins]

I was skeptical of AI before beginning this module, in relation to primary school teaching. However, I now believe that it could enhance my teaching, and benefit the learning of children in my classroom. I particularly enjoyed the example of an AI generated Albert Einstein speaking. I know that the young children that I will be teaching will find this both funny and engaging. This will in tern allow me to use this type of AI to elicit factual information to the students in a new and unique way. I would not solely use this but I believe that in can be used as another bow in my string. Furthermore, I think that the Khan Academy AI teaching assistant is a truly revolutionary idea. This could be used both in the class and at home, when assigning learning tasks for children. It also allows children to be independent and take more ownership of their learning, rather than waiting for the teacher who is tied up with other students. I will be encouraging my school to explore this type of resource.

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