[Noreen Ryan]

Hi Marie,

I really liked your answer. For me the key strength is the hands on interactive approach using a teachable machine tool.By building their own classifier pupils move from passive users to active creators of AI technology.

In terms of supporting AI literacy this activity demystifies tech. by proving AI relies entirely on human provided data.

My question would be ‘Under the responsible use section, should pupils be advised not to upload identifiable photographs of themselves to protect personal privacy?

Lastly a practical suggestion for assessment might be the use of a 3 question exit ticket at the end of the lesson

 

[Noreen Ryan]

Class Level: 5th/6th Class
Curriculum Area: SPHE/Media Literacy
Objective: To explore how AI generated text can mimic real journalistic writing but spread factual errors.
AI Concept Explored:Generative Capabilities
Lesson Outline: I would present the pupils with a teacher-provided, AI -generated historical profile of their own city/town containing highly realistic but entirely fabricated facts.In pairs, students will use school library books and verified local history sites to check the document line by line, highlighting errors as they proceed.
Critical Question: If an AI tool outputs realistic sounding information but completely incorrect historical profiles who holds responsibility for the spread of misinformation?
Responsible -Use Consideration: Pupils must learn that AI is a tool for brainstorming and not an absolute facts database.
Critical Thinking Support:Children are provided with a structured checklist to scaffold factual validation similar to the algorithms we saw being used in the Oide clip of Thomastown N.S where they used algorithms for Irish verbs.
Evidence of Learning: Group Discussion,annotated student textsheets and checklist documents.

[Noreen Ryan]

For this lesson I chose the world : Fantastic Fairgrounds.
The lesson plan focuses on teaching AI Literacy and Data Science through a hands on game based curriculum.The children explore a virtual amusement park where they learn how AI works. They learn how to use it responsibly to solve real world problems.
A typical lesson plan would involve 15 mins preparation where the children are introduced to the AI concepts using a series of slides. After that in the main part of the lesson the children enter and play in the Minecraft World and complete 4 challenges with the help of an AI assistant.Finally the children reflect in groups on how data choices impacted their results and how they apply to real world careers.
Irish Curriculum Link or Focus: Subject /SESE /Strand / Design and Technology
Maths/ Strand /Data. The children are using the concepts of data collection, pattern recognition and tally charts in this lesson.They could also create Block Graphs of their own classroom’s data.
I think I would modify the pacing over 3 45 minute lessons instead of the 1 Hour of Code to fully explore and reflect upon all concepts with the students.I would also allow time for scaffolding of vocabulary , navigating to the website and refection time at the end of each lesson.

[Noreen Ryan]

Hi Maria,

I think that your choice of ‘Artemis Rocket Build, Demo world is an excellent foundation for integrating Minecraft Ed. into the classroom. I think your plan strongly supports STEM learning in the following ways:

Active Construction: Instead of just reading about space, pupils are actively designing, painting and launching rockets.

Collaborative Problem Solving: Your idea to have pupils working in pairs is fantastic. It transforms the digital build into a social learning space, promoting communication, negotiation, and peer yo peer teaching.

Connecting the lesson to NASA supports STEM integration making the content highly relevant and inspiring as it is linked to the modern Artemis programme.

 

[Noreen Ryan]

Hi Deidre,

I really liked the narrative structure of your game, specifically your creative choice of roles like the Protector defending the world from Takeovers  using Earth Bombs. This feature directly supports your learning objective of engaging pupils in digital storytelling.

I really enjoyed the background melody also. One question  I have When button A is pressed to launch an Earth Bomb what kind of animation or visual effect do you plan to code to show the collision between the projectile and the Takeover enemy?

[Noreen Ryan]

https://makecode.com/_AoHgmYEDVi9m

Game Title: Bug Catcher Blitz

Game Type:Timed catch/collect

Curriculum Area and Objective

This game aligns with the primary DLF . The clear learning objective is for students to understand how conditional loops and event handlers work by programming sprite ( In this case Bugster)

Setting

The game takes place in a bright green grassy outdoor field.The player controls Bugster by utilizing the physical keyboard arrow keys or the virtual D pad. The main target element is a ‘Shark Bug’ categorised ad a food item. Each successful contact adds one point to the score counter.The player focus is on a strict 30 second countdown.

Game Set Up

I used algorithim design when setting up the core bug-catching collision mechanic. I mapped out a sequence of instructions using tutorials on the site.

I found the debugging tool helpful but difficult to use. I had to start over a few times.

 

 

[Noreen Ryan]

Hi Deidre,

It was great to see your tutorial .

I think you integrated Science  (Energy/Forces) Technology (Coding /unplugged activities) and Math (arrays/co-ordinates) really well. You had a really well thought out alignment of micro bit features. The real world connection to energy conservation is also a great idea especially for schools looking to obtain their Green Flag for energy perhaps.

Suggestions might be : to add a brief rubric or success criteria checklist and to scaffold the Unplugged activity .

An extension activity for the children might be to code a variable that counts how many times the light was clapped on.

[Noreen Ryan]

https://makecode.microbit.org/#editor
This is the link to my project.
I used the Name Tag Simulator.I chose this because it would be a suitable introductory coding lesson for the start of the school year and one that the children would find accessible and fun.
To use this you must
1. Open Microsoft MakeCode for micro:bit and click New Project.
2. Go to the Basic menu in the toolbox.
3.Drag the show string Hello block to your own name.
4.The virtual microbit on the screen automatically scrolls your name.
5. I also chose to use the show LED blocks. This was fun and the kids would definitely enjoy this.
As an integrated STEM lesson the children could act as wearable tech engineers
They could also track how fast a human eye tracks scrolling text an what happens if the text scrolls too quickly.
I would also use it in Math for teaching co-ordinates especially the LED option.
I would follow all this with refection in pairs/small groups or whole class feedback.

[Noreen Ryan]

In alignment with the DLF (Digital Learning Framework), specifically focusing on the teaching and Learning dimension under Domain 2, Learner Experiences, I have reflected deeply on my primary classroom practices.

A notable strength in my current practice is how I actively embed interactive digital technologies to cultivate high engagement during lessons. For instance, I frequently utilize live polling (Classroom Screen) and interactive whiteboards to encourage collective brainstorming, which successfully gives students an active voice in their day to day education.

However an are I would like to further develop is guiding pupils to use digital tools more systematically for tracking their own long-term learning goals and reflective self-assessments. To achieve this, my actions would be

1. Introduce a standardized digital reflection template via Google Slides. In the Junior Classes I would use Seesaw.

2. Allow time at the end of each lesson or perhaps weekly/Fortnightly to track short term comprehension.

3.Dedicate time for self reflection and group reflection. ‘Pair and Share’

 

[Noreen Ryan]

Hi Michelle,

Thank you for sharing your thoughtful reflection on empowering your pupils to take ownership of their digital learning.

I liked your Intentional use of Anonymity, where you hid responses during the ‘class poll’ on Classroom Screen. This is a fantastic way to build a safe, honest, and high-engagement classroom culture.I too use Classroom Screen and the polls. I find them engaging and fun for the children. I find that by strategically hiding student responses, it fosters a safe, inclusive and honest environment where children feel secure sharing their true thoughts.

Your three proposed actions are also highly practical,clear, realistic, and directly support you goal of structured reflection.I’m wondering what specific digital tools or platforms you are considering using to build your fortnightly digital reflection template?

[Author]

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