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Agreed David-I go to my favourites but it is great to be exposed to other tools -hopefully I will have new favourites after this course!
The use of AI and developing the skill of critical thinking around AI bots resonated with me. I choose this as the springboard for the lesson idea.
The Three Little Pigs & AI –Is the Bot Always Right?
Strand/Curriculum Linkage
Literacy– Oral Language, Reading, Writing
Digital Literacy – Critical Thinking, Digital Wellbeing
Drama
Class Level: First Class (Age 6–7)
Learning Outcomes-Children will:
Retell and sequence the traditional story of The Three Little Pigs
Compare a traditional and AI-generated version of the story
Identify misinformation or silly errors in AI responses
Begin to understand that AI is not always accurate
Use oral, written, and visual language to express understandingDay 1:Focus: Comprehension & Familiarisation
Learning Experiences:Read The Three Little Pigs traditional story aloud or watch a short animated version.
Discuss main characters, setting, beginning, middle, and end.
Whole-class story map: draw and label key events on board.
Independent task: Draw and label one part of the story.
Day 2 Focus: Retelling & SequencingLearner Experiences:
Use story sequencing cards (beginning, middle, end) to retell the story.
Partner talk: children retell the story using pictures.
Shared writing: Create a class story summary using key sentences.
Highlight capital letters, full stops, and character nameDay 3: Focus on AI – “Ask the Bot!!!Focus: Critical Thinking, Digital Literacy
Learner Experiences:Tell children: “Let’s ask an AI bot to tell the story!”
Use Gemini ( intentional errors or twists — e.g., wolf is friendly, pigs live in a castle, four pigs).
Read AI version aloud-create on story with a twist
Class discussion: “What was different? Was the bot right?Day 4: Focus: Writing & Comparison
Learner Experiences:Venn Diagram on board: “Real Story” vs “Bot’s Version”
Children write or draw 2 things the bot got wrong.
Class reflection: “Should we always believe a robot?” (Use thumbs up/down to agree/disagree with scenarios)
Mini Writing task: “I would tell the bot to fix…” (finish the sentence and illustrate).Day 5: Extension
Learner Experiences:Group work: Re-write a silly AI version of The Three Little Pigs (e.g., houses made of jellybeans, a dancing wolf).
Perform short drama or puppet shows based on their mixed-up story.
End with reflection circle: “What did we learn about stories and bots this week?”You could use Copilot to generate images for the stories or Magic School to create the worksheets.
Hi Inez,
I agree with your post.
The “fact check” of information is so topical with information coming form all angles-the use of material that is of interest to children would be a great way to explore this skill. AI tools can be used to generate articles like this so efficiently for the classroom.
I think to help junior classes engage critically with AI and develop digital awareness, children could take part in a fun “Ask the Bot!” activity children could ask simple questions to an AI like Gemini and compare its answers with their own knowledge discovering that bots can sometimes be wrong. This encourages curiosity, critical thinking.A follow-up activity, could help children to analyse the fairness and tone of AI responses , helping them spot bias and to maybe rephrase sentences to be more inclusive and kind. These activities could be part of SPHE or SESE lessons. Both activities could encourage empathy, ethical thinking, and digital literacy in creative, age-appropriate ways.
Teaching digital literacy through creative, ethical AI engagement is vital in developing responsible, resilient learners. As outlined in the Draft Wellbeing Framework by the NCCA and Primary Curriculum, fostering a sense of agency, critical thinking, and empathy is central to children’s development. By integrating tools like Gemini in age-appropriate ways, we can help children understand that while technology is useful we need to be always aware of bias. It is equally important that children are taught to question and think independently. This approach also safeguards against AI outputs that may be inaccurate. We need our circle time, discussion time to keep creativity in our classrooms . Classrooms need to be safe spaces where digital tools are used with care, creativity, and ethics.
Hi Vikki,
I agree with your thoughts on this. It is all of the associated policies and subscriptions to sites along with accounts required for some of the platforms-I need more time to look at this also.
AI is already starting to change the way we teach and learn, and I think it’s only going to grow. Loved exploring the resources mentioned in this Module as I had only heard of Gamma-never explored it.
Part 1:
Two tools from this module that I would be interested in using are MagicSchool and Diffit. MagicSchool potentially could save so much time by helping create lesson plans and worksheets Diffit would be fantastic also -really handy for making differentiated engaging resources quickly.Part 2:
In the classroom, I can see these tools , really supporting both teaching and learning. I also love how Diffit can take a topic and instantly generate differentiated reading materials based on reading level—perfect for mixed-ability groups and for SESE subjects .It would take the stress out of trying to meet all children’s diverse needs all at once. Gamma is such a fast way to make presentations-I did need to edit a bit when exploring like suggested in the slides.Overall, these AI tools help cut down on admin and planning time, allowing focus on supporting students in the class, I really think these tools can make teaching more efficient and learning more inclusive if embraced and used effectively both now and into the future.
AI is already starting to change the way we teach and learn, and I think it’s only going to grow. A staff member used AI to complete report cards this year and we thought it may useful but they were impersonal we felt so we ended up abandoning ship on this-it again lacked the human element which was evident when the teacher completed the reports-ironically no time saver on this !!!!Maybe we overthought it!
Tools like Immersive Reader would help students with different reading abilities by reading text aloud, translating it, or breaking it down to make it easier to understand. This is great for students who struggle with reading or our EAL students—it could ensure independence while also supporting inclusion. Accessibility options here also support independence. Platforms like Khan Academy and MASH Plus look great and could save time spent correcting or creating individual practice materials ,more time could be spent on connecting with and focusing on how students are actually learning. Century could be really useful in this case.
The biggest challenge will be making sure all students have access to the tech and that staff get proper training .
I agree Evelyn, the video really did hit home on the artificial intelligence piece, the human personal element of teaching and learning. I absolutely agree that sometimes scores or results visibility for all can contribute negatively to the learning process for those who may struggle. It did highlight the centrality of the teacher in a classroom.
Hi Mark,
I feel the same about Module 1,I use some AI tools but am going to explore a bit more. I am looking forward to upskilling myself on these.
I feel that as AI in schools is becoming a resource that is used more probably because we are seeing the opportunities it can give us as teachers.
I feel that what is central to successfully using AI in education is maybe not in the technology itself, but in how well we’re trained to use it. Digital tools like AI have huge potential—personalised learning paths, instant feedback, and planning support for teachers—but they can only really add to human learning when the users understand their purpose and apply them carefully.
Relevant and timely CPD is important so we continue to grow as professionals and learners ,it is more than just learning how to use AI tools, but maybe develop a mindset that sees them as partners in the learning process, not replacements. AI can free up time in a busy classroom environment for teachers and offer different learning experiences for all. There are so many different tools out there that are new to me after Module 1!
Assessment might need to evolve—maybe more meaningful, process-based approaches so AI digital tools strengthen and place the human at the centre of the learning process.
