Forum Replies Created
-
Posts
-
Really interesting seeing how this could be used for film making! I would like to learn more about Pika.
Part 1
There seem to be endless opportunities with AI. After completing this course and seeing everything that is available, it is hard to know where to start. I plan to use AI as much as I can to make myself more productive with planning and time management.
I can see it benefiting many aspects of my teaching, including creating resources, working across curriculum areas and assessment. It is becoming more difficult to see where AI does not have some impact. I understand there will be challenges, particularly around the use of iPads and other devices. Initially, I hope to use AI as a whole-class tool so that I can guide pupils in using it responsibly.
I am also curious to learn about pupils’ own experiences with the technology and how to integrate those funds of knowledge into building the right foundations before they become more independent users.
The AI tools I am most looking forward to exploring are MagicSchool AI for planning and preparation, and Image Creator for making lesson content more engaging.
Part 2 – Lesson Plan
Lesson Plan: Life During the Great Irish Famine (5th Class)
Duration: 60 minutes
Curriculum Strand: Eras of Change and Conflict
Strand Unit: The Great Famine
Key Historical Skills: Working as a historian, using evidence, empathy and digital literacy.Learning Objectives
By the end of this lesson, pupils will be able to:
- Identify two major causes of the Great Irish Famine: potato blight and reliance on one crop.
- Analyse a primary source document (workhouse admission record) to gather clues about the past.
- Express empathy for people of the era by writing a short diary entry based on historical evidence.
Teacher Preparation (Using AI Tools to Create Resources)
Before the lesson, use AI tools to build teaching materials.
1. Claude or ChatGPT (Historical Document Simulation)
Purpose: Authentic 1840s workhouse records are often difficult for pupils to read.
Use Claude or ChatGPT to generate a simplified and age-appropriate workhouse record.
Suggested Prompt
“Act as an archivist. Create a simulated, simplified 1847 admission record for the Gort Workhouse in County Galway. Keep the language accessible for 10 to 11-year-olds. Include columns for Name, Age, Former Occupation, Health Condition and Reason for Admission. Include four fictional but historically accurate entries.”
Result: Print the generated table as a student worksheet.
2. Diffit (Differentiated Reading Materials)
Purpose: To provide reading materials at different levels.
Paste a standard article about potato blight into Diffit and generate versions suitable for different reading ages.
Result: Differentiated reading passages, vocabulary lists and comprehension questions.
3. Adobe Firefly or Midjourney (Historical Visuals)
Purpose: To engage visual learners through historically accurate imagery.
Create an image of a rural Irish family during the Famine period.
Suggested Prompt
“A historically accurate illustration of a poor rural Irish tenant farming family outside a thatched cottage in 1845, looking over a damaged potato patch. Overcast weather and realistic historical detail.”
Lesson Timeline
Introduction and Hook (10 Minutes)
Display the AI-generated image on the interactive whiteboard.
Ask pupils:
- What are the people wearing?
- What do you notice about the setting?
- How do you think the family lives?
- What might happen if their main source of food disappeared?
Use a short differentiated reading passage to introduce potato blight and the causes of the Famine.
Core Activity: Becoming Historical Detectives (20 Minutes)
Distribute the simplified workhouse admission record.
Working in pairs, pupils answer:
- What was the most common job listed?
- Why are some children entering the workhouse alone?
- What does the health information tell us about people’s lives?
Share findings as a class.
Student-Led Learning: Live AI Interview (15 Minutes)
Display ChatGPT or another approved classroom AI tool.
Use a prompt such as:
“Act as Seán, an 11-year-old boy living in Skibbereen, County Cork, in 1847. Answer questions from 5th Class pupils. Keep answers brief, historically accurate and suitable for children.”
Pupils ask questions and discuss the answers together.
Creative Application and Assessment (10 Minutes)
Pupils write a four-line diary entry from the perspective of a child living during the Famine.
Success Criteria:
- Includes one detail about food.
- Includes one detail about living conditions.
- Includes one feeling or emotion.
- Reflects information learned during the lesson.
Wrap-Up and Plenary (5 Minutes)
Complete a 3-2-1 Exit Ticket:
- 3 facts learned.
- 2 emotions a famine migrant may have felt.
- 1 question they still have.
Assessment Methods
Formative Assessment
- Observation of pair work.
- Participation in discussion.
- Responses during the AI interview.
Summative Assessment
- Evaluation of diary entries against the success criteria.
Osmo looks like it has great tool to combine physical play with digital interaction. The ability to use this in stations and have students at such a young age engaged in independent activities is a massive resource.
I feel it is critical to build in the responsible use and expectations when it comes to the us of any AI tools in the classroom. I would model the safe use of these tools and slowly introduce through group guided sessions. It would also be important to build a level confidence and clear expectation in how it can benefit their learning. It’s important I resent it in a positive manner as to create a sense of initial excitement and intrigue. I would encourage the class as a whole to prompt the AI tool in developing questioning when it comes to exploring an aspect of our learning, from historical viewpoints to sharing of cultural backgrounds. I thought the slide given the different viewpoints on Eater 1916 was really engaging and create a lot of scope for discussion. Highlighting bias, misinformation and how students need to be also aware of this with modern technologies.
From previous teaching, I also find Khan academy to be an excellent resource in finding differentiated tasks and resources. It is helpful in using in stations where I have predominately used it in Maths comprehension tasks.I agree with Pauline on how the students will benefit from more awareness of their learning using the Reading Coach AI tool and the potential improvements that will bring inter reading and comprehension.
Part 1:
One example is the use of Magic School AI to help in my preparation for learning and how to plan. This will be a great resource in my lesson planning and freeing up time to make myself more efficient.
Another example is Reading Coach as I am really interested in the power of AI when it comes to personalised learning. I can also help with creating resources and is a good source of feedback.Part 2:
I really enjoyed how this module provided such a variety of AI tools and how they can benefit my teaching. It also highlighted for me which ones are the appropriate ones to use for ages, abilities, etc. Having practical examples, I can attempt to implement in my own classroom and seeing how it can be implemented in the curriculum itself, I feel more confident my class will adjust to the use of these AI tools.
Diffit looks like a strong AI tool to improve students reading through its creating of comprehensions and activities. I can also see how AI can help me integrate other aspects of the learning through cross-circular activities & planning. Image Creator feels like a resource I can easily begin exploring its benefits, creating more engaging content and encourage my students to come up with some ideas for their own learning. Creating the building blocks for confidence and understanding in how to utilise these technologies is key at the beginning of the new school term.I completely agree with the challenge of access to technology. As amazing as anything is coming into a school, the appropriate funding and school support is key, which tends to be lacking a lot of the time.
AI provide so many opportunities for the classroom environment, being at the beginning of my journey in utilising it I feel I’m only starting to understand its potential. Even though I feel confident I can embark on using AI tools in my everyday teachings the questions can feel like where to start at times. The thing that appeals a lot to me is the conversation around personalised learning. How it cannot just tailor to a student’s abilities but also accommodate at the right pace, and its power to give alternative assessment.
I believe it has the ability to transform my teaching in how I prepare for lessons, through creating resources and time allocated to planning. Firstly, how efficient I am with my time. And by doing this giving me more time to focus on the needs of my students. I feel it will move me to more of a role of a facilitator of learning as the students become more accustomed to using the different AI tools. I would like to see the potential of Immersive Reader in my classroom in helping some of struggles students have in their language development.
Unfortunately, I do see a challenge in how different schools will roll it out, where the use of basic technologies still is lacking. And that can come down to a confidence thing more so than an unwillingness to change. Looking at the example in China where is the limit too, a dangerous level too far in my opinion.For myself I am firstly excited about the quality of engaging resources it can help me create but also how it can help me with other sides of preparation. I found the TedTalk by Sal Khan to be very interesting but also inspiring, the thoughts of how you can have the personalised teaching with those students you desperately want to get to every day. Students where you feel you can never give enough time to. Now to have a Personal Tutor who can round off the work I have done with them, help build on their learning while also assessing their development (all while working with the class as a whole) is the general look I have on it can impact my future learning.
I look forward to using the different BOTS to help with my preparation, I don’t always have the best time management skills! Pictory and Vidnoz AI look like fun and engaging tools to introduce into the classroom, how to get the best out of them for the class will be next challenge I look forward to.