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Great points Laura and I concur with you that teaching your class (Children as a whole) the ethical implications and proper use of AI is something that is of paramount importance and will be an ongoing issue that we will all have to grapple with whilst at the same time benefitting from the enormous advances that AI will arm us with in our classes and our lives.
Part 1
Though it will be a trial and error and something that is always evolving and require new grounding and thought on the direction to go – AI in my classroom is something that I plan on utilizing far more than I have done to this point. A simple idea I had would be to teach the events and history of the 1916 Rising utilizing AI to enhance the lesson and activity further.
Prompting ChatGPT to give me a concise breakdown of the events leading up to the Rising and a tool like Diffit to create differentiated comprehension pieces that each child in my class could utilise will be highly useful as before I may have had to do a general lesson and then differentiate to each child from my own knowledge of the child and his/her abilities
– asking simpler or tougher questions. This is due to the reality that it takes too long to always differentiate each subject lesson throughout the day as working in the SEN setting that I do, the children’s ability levels differ to a much higher extent to that of a mainstream class. Using AI in this way in various subjects and also being able to use AI to draft emails, class notes, LPs and so on will free up real time for me to engage with the children one-to-one and/or devise far more nuanced and individually guided lessons for each child’s learning.
Part 2
Lesson – Introduction to the people and events of 1916 Rising
• Learning Objectives – For class to have a fundamental grasp of the order of events that led up to the 1916 Rising.
• To know the main players and their character profiles – getting to know on a deeper level who these people were and the motives that drove them.
• To use AI image generator to create their own characters from the descriptions given.
Resources – Watch appropriate Youtube video showing and describing the events leading up to 1916 and then use NotebookLM to translate the video into a text based comprehension piece with images that can be further differentiated in NotebookLM or brought over to DIffit for individualised resources that the class can then use to test their knowledge on what they just learned.Further Lesson Ideas/Topics – Create quiz on Yippity to test the knowledge and understanding of the students at the end of the week.
Cross curricular lesson where the children each pick a viewpoint from people that were alive and witnessed the Rising – AI could be used for the children to imput prompts from the view of the Rebels, the British Establishment or the ordinary person on the street – what it was like, why it was justified or wasn’t.
I concur with your point Karen, regarding staff hesitancy to use certain or any AI applications and believe that having some type of staff training would be the best way to bring people over and to not see it (AI) as something to fear that will add to the teachers workload, but rather something that can saves hours per week of admin and also empower the students to develop their own learning and skills.
As a class we could brain storm on the board, characters, setting, problem and solutions that could arise in various stories and then each student would be able to engage with say, Gemini and using specific prompts design a story with the specific selections they chose. I could envision some of the stories being all over the place and or just funny as the AI will generate a story regardless if the selection makes sense or not.
I could then use this as a teaching point to show that stories can be as fantastical or as mad as the student wants them to be but that they should still follow some form of logic within the bounds of the story. It would then be up to the student to edit the story to make it more realistic or realistic within according to it’s own bounds.
The Learning Objectives of the lesson could be to understand the skill in prompt development and understanding that any prompt will lead to something, even if not ideal.
From a literacy perspective students will learn the importance of editing and how it can make a story anywhere from not great to excellent and from something that makes no sense to something that is logically sound and flowing.
One use that I could use with my class for next year would be to use one of the big three AI platforms to enhance their Communication and Literacy skills – say creating 3 Act stories in English with a start, middle and an end.
As a class we could brain storm on the board, characters, setting, problem and solutions that could arise in various stories and then each student would be able to engage with say, Gemini and using specific prompts design a story with the specific selections they chose. I could envision some of the stories being all over the place and or just funny as the AI will generate a story regardless if the selection makes sense or not.
I could then use this as a teaching point to show that stories can be as fantastical or as mad as the student wants them to be but that they should still follow some form of logic within the bounds of the story. It would then be up to the student to edit the story to make it more realistic or realistic within according to it’s own bounds.
The Learning Objectives of the lesson could be to understand the skill in prompt development and understanding that any prompt will lead to something, even if not ideal.
From a literacy perspective students will learn the importance of editing and how it can make a story anywhere from not great to excellent and from something that makes no sense to something that is logically sound and flowing.
I agree with all your points Aoife and I could add that many of these tools could be used by the teacher to input specific Learning Outcomes/Content Objectives from various curriculum subjects/areas to create engaging activities and novel learning pathways to meet said LOs and COs.
Module 3 Assessment
Part 2
• Reflect on the potential classroom use of AI tools and how this can
impact on future teaching, learning and assessment. Post a
reflective piece to the Module 1 forum (150 words min)Part 1
I can definitely see myself using Diffit as a way to quickly and seamlessly generate differentiated LPs for my students as well as the likes of Magic School to create social stories as a number of my students benefit from them and it cuts out the long wait that is often inherent in getting them created.
Part 2
Diffit will enhance my teaching as each child will quickly and easily be supplied with differentiated material that is often time consuming to create while being able to utilise social stories for particular students when they need them will aid them in their ability to exist more securely and with less anxiety in the school setting. The impact that an AI tool like Diffit will have in the classroom from the get go, I elaborated above, but the potential of future iterations going further can be guessed at. It is probable that this AI over time will be able to build a profile on each of the individual students (respective of GDPR) that constantly evolves and gets more exact in highlighting more accurate and nuanced areas of need through the didactic relationship of the AI learning and improving through the teachers prompts and data and the teacher being able to subsequently enter better more relevant prompts/information – through the feedback and output of the AI.
Hi Paige, they are all great points that you made and I too see the challenge that biased providers may have on the future of learning. Perhaps not at the moment in a country like Ireland but in places like the US and China with the various societal issues and that are places that are or are becoming more dictatorial its not too much of a jump to see companies that will develop technology that isn’t neutral but rather a purposeful tool used to further state narratives or be used as a stick to keep people in line – social credit scores based on classroom outcomes and so on.
The main challenge I face working in the special ed setting that I do is being able to meet the diverse needs of the students from a curriculum standpoint as the intellectual, behavioural and engagement levels of each of the students can differ greatly (this is true of any educational setting but is more pronounced and obvious in my school. As a consequence, each student IEP can be very different and no one student is getting the extent of the education that they could if they were in a setting where streaming was across the board or they were grouped according to their needs and abilities. Though this isn’t to say that the social education that they get, or the more invisible and beneficial aspects of the curriculum are not important – our school is very strong in this area, I believe.
However, addressing the topic I believe that any of the big 3 AI platforms – Gemini, Copilot, and ChatGPT could really help me in this as I could draw up one lesson plan for the class and ask the AI to differentiate the lesson for the ability level of my students, especially using an AI tool/resource like Diffit. This is a massive game changer in that I often do not have the time to create differentiated LPs to the level that I would like. The almost real-time creation of these LPs and their differentiated nature opens so many doors for me as a teacher – giving each student real individualised material. Some challenges that may arise is that many of these platforms and tools are subscription based, and the school may not employ them and the initial learning curve for the staff on how to use the various platforms and tools may be steep (depending on the tech savviness of the individuals – teachers, SNAs and students alike. Though the benefits are clearly enormous once these initial factors are addressed and overcome.I agree with you Rachel – I find the idea of each child being able to have a chat bot that can interact with them in real time and help steer the children in the right direction or giving them hints can massively aid the teacher in that they may not need to give so much one-to-one attention. Something that realistically cannot always be accommodated.
The potential of AI to greatly enhance classroom teaching, learning and assessment is something that cannot be understated. I work in a SEN setting and by far the biggest hurdle to engaging the students and giving them the means to access the curriculum is the sheer diversity of individual needs in the classroom and the wide spectrum of abilities and ability level.
I can see a time soon where my students could each by aided by an individual chatbot that can interact with them in real time and interface through speech to text – in an accurate, flowing and true didactic manner. As many of my students have physical disabilities that prevent them from being able to write and or intellectual blocks that have not allowed them to master the ins and outs of writing this will be game changing in that they will be able to lead their own learning and not have to always wait for the teacher (me) or an SNA to copywrite for them. In the real world setting of the classroom this drawback is massive as there is never enough hands to sit one to one with the children and the practical time for learning and the children showcasing their knowledge and ideas is greatly lessened.
Me being able to engage the children with a topic and then them being able to assess the curriculum with an AI assistant opens up many new doors for their learning.