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I completely agree Clare. It’s amazing how quickly one can generate teaching resources now through the use of AI.
Lesson: Discovering European Capital Cities with AI
Class Level: 3rd/4th Class
Subjects: Geography, Digital Literacy
Duration: 1 HourLearning Objectives:
Identify at least 5 European capital cities and their countries.
Find and share one interesting fact about each.
Use of Google Earth and Microsoft search coachMaterials:
Tablets/laptops
Printed map of Europe
Internet access
Worksheet: “Capital City Fact Finder”
Microsoft Search Coach
Google EarthLesson Steps:
1. Introduction (10 mins)
Show Europe on a globe/map.
Discuss what a capital city is.
Introduce AI simply: “AI is like a smart helper that finds information for us.”
2. Group Activity with AI (25 mins)
Each group is assigned a European capital.
Use AI to find:
Country
One interesting fact
Record findings on worksheet and locate on map.
Show landmark in Google Earth or AI-generated image.
3. Class Sharing (10 mins)
Each group presents their city and fact.
Pin city on classroom map.
4. Reflection (10 mins)
Discuss: “How did AI help us today?”
Talk about safe and smart use of AI tools.Assessment:
Completed worksheet
Map activity
Participation in discussionI agree Claire. I think Kahn Academy is definitely a tool that could be used to help introduce AI to pupils. While I was aware of Kahn Academy, I had no idea of the variety of potential uses of it as a teaching and learning resource.
From the tools highlighted in this module, I would like to introduce Scratch programming. To introduce Scratch to my pupils, I would start with a simple, teacher-led demonstration—such as creating a short animation or making a character move and speak—so they can see how the blocks fit together like a puzzle. Then, I would guide them through a basic hands-on project, encouraging experimentation and collaboration. Over time, I would encourage my pupils to explore more complex tasks, building their confidence and digital competence.
The ready-made lesson plans available on Scratch.ie are an excellent resource for teaching coding in the classroom. These lesson plans guide pupils step by step through the process of creating their own animations, making it easier for both teachers and students to follow along and stay engaged. Lessons enable built-in differentiation which allows all pupils to work at their own level and pace, ensuring that everyone is supported and appropriately challenged in a mixed-ability setting.
I completely agree Claire. The scope and potential uses of some of these tools in the classroom could be of real benefit going forward. As you said yourself, Diffit, Gamma and Twee seem not only really user friendly but could be of huge benefit to teaching and learning.
Diffit seems an excellent support tool for differentiated instruction in which teachers can adapt texts to various reading levels quickly and easily. In the classroom, this allows all pupils to access the same content at a level appropriate to their needs, promoting inclusion and engagement. Diffit streamlines lesson planning and supports more personalised learning pathways. It can enhance teaching and learning by building pupil confidence and comprehension, especially for those who need additional support. The facility to create differentiated questions and tasks enables the teacher to assess pupils in a more accurate way based on individual progress and understanding.
Equally, Gamma can be used to deliver lessons in a more accessible way, capturing pupils’ attention and supporting different learning styles. Gamma encourages the integration of multimedia resources. It enhances learning by promoting creativity, collaboration, and digital literacy. In terms of assessment, Gamma supports more pupil-centered approaches by allowing learners to demonstrate understanding through project-based presentations.
I completely agree with your commentary Annette. I think a lot of us are very familiar with the likes of ChatGPT and Gemini but the likes of the Immersive Reader and Minecraft in Education are less well known tools that could mostly definitely be utilised within the classroom.
I totally agree with you on the case study from China. While AI is most definitely a beneficial tool, it must be utilised in a balanced approach.
AI has the potential to greatly enhance teaching and learning by providing more tailored and learner specific learning experiences.
Tools like Immersive Reader can support learners with varying needs by offering text-to-speech, translation, and reading comprehension features, making content more accessible for diverse learners, including those with specific learning difficulties or EAL pupils. Similiarly, Google Classroom uses AI to streamline classroom management, automate grading, and offer personalised learning pathways for students. These tools allow for real-time feedback, helping both teachers and pupils monitor progress and adjust learning strategies effectively.
The benefits of the aforementioned AI tools include increased engagement, individualized support, and greater flexibility in the learning process. However, challenges might arise in the initial implementation phase, such as training teacherss to effectively use AI tools, ensuring data privacy, and overcoming resistance to change. Additionally, there is a risk of over-reliance on technology, which might reduce face-to-face interactions and the development of critical thinking skills.
I am very much of the same mindset Clare. I think that now more then ever it is important that we embrace AI. Not only can it contribute to enhancing teaching and learning but it is critical that we are aware of it capabilities as no doubt many of our pupils will.
AI tools have the potential to totally change classroom teaching and learning by personalising learning, stream-lining assessment and enhancing teaching methods and approaches. With AI, lessons can be tailored to individual pupil needs, allowing for adaptive differentiation that address varying abilities, needs and learning styles. This shift not only has the potential to enhance pupil engagement but also could help to identify gaps in knowledge in real time, enabling timely interventions. For teachers, AI can simplify time-consuming tasks like marking and lesson planning, providing more time to focus on teaching and learning. In addition, in terms of assessment, AI can offer instant feedback and more detailed analysis of pupil performance, moving away from traditional testing to a more specific and tailored approach. Ultimately, these advancements can help to make teaching and learning more efficient, equitable, and dynamic. As a result, future teaching will be more data-driven, inclusive, and centred on guiding pupils in using technology responsibly and creatively.
