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I like the idea of creating a quiz on copilot and importing to quizizz, something I ahven’t done before myself and wuld like to try in the coming year.
Introducing the use of AI into a 6th class in Ireland, without making it a tech takeover, is something I look forward to trying this September. I believe the trick is to start small and build up.
First off, I’d have a conversation with the principal and head of tech in the school. We need to figure out a school-wide plan for AI – like, what’s okay to use, what’s not, and how it fits with our GDPR (data protection) and internet safety rules. We’d talk about making sure childrens’ privacy is protected and that they’re using these tools safely and smartly.
Then, for the classroom, I’d start with using AI tools like Diffit to make lesson planning and preparation more efficient. Using this to get different reading levels for an article, or fresh questions for a topic would save time that could be spent on supporting the children. Once I’m comfortable as the teacher, I’d slowly introduce it to the children.
We could use Khan Academy’s AI tutor (Khanmigo) as a resource for tricky maths problems, guiding them to the answer without just giving it away. For creative projects, maybe Gamma could help them quickly put together presentations for their research, showing them how AI can boost their work. Then for something more hands-on, Minecraft Education has lessons where children learn about how AI works by building and coding things in the game – engaging for them and they won’t even realise they’re learning about AI! It’s all about making AI a helpful friend, not just another piece of tech.History Lesson Plan: The 1916 Irish Rising (6th Class)
Topic: The 1916 Rising
Learning Objectives:
• Students will be able to identify key figures and events of the 1916 Rising.
• Students will understand some of the motivations behind the Rising.
• Students will consider different perspectives on the Rising (e.g., rebels, British, ordinary citizens).
• Students will practice critical thinking skills, evaluating sources (including AI-generated content).
• Students will collaborate effectively in groups.Introduction:
• Brainstorm about the knowledge the class already have about the 1916 Rising, who was involved and what happened
• Display a powerful image of the GPO after the Rising or a portrait of a key leader (e.g., Pádraig Pearse). Ask their opinion on what/who they see.
The Proclamation of the Irish Republic
• Introduce the Proclamation which was read out by Pádraig Pearse. Read through to ensure the understanding of the vocabulary.
• Divide students into small groups (3-4 students). Give each group a large copy of the Proclamation
• In groups, read through the Proclamation and discuss the following:
o What are the main ideas or promises in this document?
o What do they want to achieve?
o Who is it addressed to?
• Share their opinions: Ask each group to share one or two key takeaways from the Proclamation. Highlight core messages like “Irishmen and Irishwomen”, “sovereignty,” “equality,” “religious and civil liberty,” “cherishing all the children of the nation equally.”
Exploring Key Figures & Events
• Assign each group a specific key figure (e.g., Pádraig Pearse, James Connolly, Countess Markievicz, Thomas Clarke, Joseph Plunkett, Éamonn Ceannt, Seán Mac Diarmada, Roger Casement) OR a key location/event (e.g., GPO, St. Stephen’s Green, Jacob’s Factory, surrender).
• Access AI tutor Khanmigo, to ask it to summarise information about their topic. Remind children that we always need to check what AI tells us! The children could compare the information received with physical information sheets provided by teacher (an added lesson within a lesson)
• Each group creates a mini-poster for their assigned person/event.
• Follow up activity: Each child could use Gamma to create a short presentation on the aspect of the 1916 rising they had looked at tin their group to consolidate the information they learned.Sharing what they have learned:
• As homework, the children could use the Microsoft Speaker coach to assist them in preparation for their project presentation.
• They can share their presentations along with their posters to the class in groups or as a whole class.Scratch is a brilliant AI appplication to introduce to any senior class in a school. I have used scratch with both 5th and 6th class. I find they are interested and engaged while using it. I always try to make sure they presnet their work in groups/to the class/display on the school website also. I like to follow on by sharing their wokr so that it goes beyond just using technology. It can spark discussion, collaboration which futher benefits them.
Using Khan Academy with 6th class presents a valuable opportunity to enhance teaching and learning in a way that is both engaging and inclusive. With so many areas of the curriculum to cover, it provides teachers with structured resources across subjects such as Maths, Science, and English. The platform supports differentiated learning, allowing students to work at their own pace and level, which is particularly useful in our diverse classrooms. Its interactive videos, exercises, and quizzes make learning more interesting for children and help reinforce concepts. This can work alongside the more traditional textbook work and assessment.
In my school, 6th class students are confident and capable when it comes to using technology, making the integration of Khan Academy into the classroom both practical and effective. A good starting point would be Maths, where we can focus on one topic as a class but allow students to set personalised goals and work through tasks suited to their individual needs.
I have not yet explored the Khanmigo section, but it appears to offer another promising tool for support, particularly through interactive tutoring and feedback. Overall, Khan Academy is an excellent, accessible resource that can greatly support curriculum delivery while promoting student engagement and independent learning.I also agree that Diff is one if the tools that stood out in the module. Our classrooms are more diverse than ever and every child needs and deserves the same opportunity to accest he curriculum. I look forward to using it in September.
Part 1:
I really enjoyed that module and cannot believe the number of tools in it that would be so useful and I cannot wait to try out in my own teaching.
One of the main issues we have as teachers is lack of time. There is so much for us to research and scroll through to find the resource that we would find suitable for the class and the diverse range of abilities within the class. Diff gives teachers a tool to use to create the resource they need that will also benefit the learning of every child in the room.
To add to this the use of Twee can enhance teacher preparation and gives various options for creating activities for the students for learning and assessment. The variety of forms means you can explore ways that best suits the children or specific children in your class.Part 2:
I really like the idea of using copilot image generator to develop and enhance students’ descriptive skills.
Microsoft speaker coach is an interesting tool to try. I have taught 6th class for a number of years and have constantly trying ways to help them improve their presenting skills. It is such a great skill to develop which will benefit them through school and into the workforce as an adult. As an AP in the school, I will also use it myself for staff presentations I have to do myself.
Magic School and Diff are both excellent tools that I will using and encouraging my colleagues to use also. The time and energy that teachers can spend creating word problems or finding texts that suit the topic and various abilities in the classroom. Both seem like invaluable resources which will support teacher preparation for class and ensuring inclusion around the room in every topic and subject.I agree that a lot of teachers lack confidence in the area of understanding how AI can be used and how to implement it into their classroom. However, if schools worked at it in a whoel school approach, bringing it in bit by bit without adding hugely to teachers workload and showing teachers how it can help improve their teaching and even give them more time to focus on supporting their students. When school went unto lockdown a few years ago, we were in the same position of how we would manage schooling online. Of course it was not ideal but we did manage to learn and adapt.
Using AI tools like Immersive Reader and Minecraft Education in primary classrooms offers lots of benefits. Immersive Reader can enhance reading comprehension, aid students with dyslexia or language barriers through features like text-to-speech, adjustable fonts, and translation. This is something I wish to make more use of in the classroom next year as classes have become more diverse. Minecraft Education allows students to explore concepts in math, science, and history through interactive, game-based learning. The students can work both individually and collaboratively in groups. I have tried Minecraft education with 6th class and found it very beneficial and the students love it! Time constraints and curriculum demands can make it difficult for teachers to experiment with new technology so it would be good to have a whole school approach of implementing AI tools over time and doing proper training to do so. The school would also have to ensure that whatever tools they decide to use, that they ensure it works in accordance with their GDPR policy. Teachers also need to make sure they get the right balance so as not to become over-reliant on the use of technology, making sure what is being used is effective and benefitting the children’s learning – I think watching the video about China’s use of AI was interesting and showed how they have started to go too far at times without evidence backing up what they are doing and also creating extra pressure for the students.
I agree that education in the use of AI is essential for it’s proper and correct use. Educating ourselves as teachers firstly so then we can use it most effectively to enhance our prepararting and teaching. Secondly, we need to ensure we teach the children the correct use of AI – just as much as we would encourage them to check where they research material on google, youtube…etc. and ensure they are getting correct information. Also, avoiding “copy and paste” type use without necessarily understanding which was so common when first using online reserach for project work.
When AI first became an option for use in school, I did worry about the negative impact it could have. Could it take over in areas or could we become too reliant on it. However, it was shifting my focus to how it can benefit and support both teachers and students that helped me to see what can be achieved with it’s use. I began this year in my 6th class to btry to explore one or two new items to change my own minset and start benefitting from such a great resource. I also got the class to do the same. Being able to generate images was a common use both both myself and the students. I also used when creating worksheets which could be differentiated easily for different abilities. This saves me time searching for such sheets and can focus on using the same time to support the children while doing the work. I am looking forward to learning how to continue to enhance my knowledge of the use of AI in the clsssroom and further the use of it in September by both myself and the students.