[Joanne Doherty]

Love this idea and think it is a great one to grab the attention of the younger children

[Joanne Doherty]

I would use AI to support lesson creation, creation of resource, as an assessment tool and to differentiate children’s needs.As when using any AI I think teacher’s input and oversight should be at the forefront and children should be well briefed on how to stay safe when using AI as well still being encouraged to use their critical thinking skill to verify information.

Lesson Plan: St. Patrick
Class Level:Second Class
Theme:St. Patrick
Duration: 60–90 minutes over 2 lessons
Curriculum Areas
SESE – History
• Story
• Developing historical understanding
• Continuity and Change

English
• Oral Language
• Reading
• Writing

Visual Arts
• Drawing and Construction

Digital Learning
• Using digital technologies responsibly to enhance learning.
________________________________________
Learning Intentions
The children will:
• Learn about the life of St. Patrick.
• Understand why St. Patrick is an important figure in Irish history.
• Develop oral language through discussion.
• Write simple factual sentences.
• Create artwork linked to Irish culture.
• Experience how AI can support learning while understanding that information should always be checked with trusted sources.
________________________________________
Learning Outcomes
By the end of the lesson pupils will be able to:
• Identify key events in St. Patrick’s life.
• Sequence events in chronological order.
• Explain the significance of the shamrock.
• Write three to five facts about St. Patrick.
• Produce a piece of themed artwork.
• Describe one way AI can help us learn and one reason why we should always check AI-generated information.
________________________________________
Resources
• Interactive whiteboard
• Pictures of St. Patrick
• Map of Ireland
• Story sequencing cards
• Art materials
• Tablets or Chromebook
• Teacher-generated AI resources
• Microsoft Copilot
________________________________________
Introduction (10 minutes)
Begin by asking the children:
• What do you already know about St. Patrick?
• Why do we celebrate St. Patrick’s Day?
• What symbols remind you of Ireland?
Record responses on the board using a mind map.
Display AI-generated illustrations of St. Patrick and discuss whether they are artistic interpretations rather than photographs. Explain that AI can create images, but they are not always historically accurate.
________________________________________
Development
Activity 1 – History (20 minutes)
Read or tell the story of St. Patrick using images and a timeline.
Children sequence picture cards showing:
• Patrick’s childhood
• Being taken to Ireland
• Working as a shepherd
• Returning home
• Coming back to Ireland
• Teaching Christianity
Discuss which events happened first, next and last.
________________________________________
Activity 2 – English (20 minutes)
Working in pairs, children answer questions about the story.
The class will use an AI-generated quiz prepared by the teacher using Quzzizz. Together, pupils decide whether each answer matches what they learned in class.
Extension:
Write a postcard pretending to be St. Patrick travelling around Ireland.
________________________________________
Activity 3 – Visual Arts (20 minutes)
Children create a scene from the lift of St Patrick using AI image creator in Co -Pilot. Discuss what information we use for the prompt to create the image
Display the finished work in a presentation created using AI
________________________________________
Conclusion
Review the lesson using a “Two Stars and a Wish” reflection.
Ask:
• Tell me one new fact you learned.
• What surprised you?
• How did AI help us today?
Explain that AI is useful for generating ideas and answering questions, but we should always compare its answers with books, teachers and reliable educational sources.
________________________________________
Assessment
Assessment will include:
• Teacher observation, Oral questioning, Sequencing activity, Written work Artwork, Exit ticket
________________________________________
Differentiation
Support:
• Picture prompts, Sentence starters, Partner work, Adult support
Extension:
• Research another Irish saint.
• Create an information poster.
• Write additional facts.

[Joanne Doherty]

Although I can see myself using lots of the apps/ resources covered in this course, I really like Image Creator. I would probably begin by introducing AI Image Creator in really simple terms – That we type in words and AI creates an image from that information. The more information that we give AI as a ‘prompt’ then the more detailed our image will be and it will be more like what we have in our imagination – already the children are being creative, editing, using literacy skills, digital skills etc.
I think it would be fun to read a story to the children and then get them to list the adjectives they will come up with for the prompt to create an image. It will be fun for the children to see how other people’s perceptions are different to their and that is ok, but it will also show the children that they need to give clear descriptions to AI so that it produces a relevant image.
It would be important that it is made clear to the children that we don’t share any of our personal information and that they should check before submitting information to AI.

[Joanne Doherty]

OSMO looks so good. I really think the kids would get a real kick out of using this and think it would work really well in a SET / Small group setting

[Joanne Doherty]

I think Image creator is going to be really beneficial for classroom teaching – not only in English but SESE subject too. It is a resource that can be used in any class level

[Joanne Doherty]

I was also very impressed with the image creator and think it is going to be a great prompt for learners from Junior Infants to 6th class

[Joanne Doherty]

Part 1
Give two examples of how you can use some of the tools identified in this module to improve your own teaching, learning and assessment.

I really found this module extremely informative and some really super resources available for teachers and students. Some of my favourites were:

• Image creator – Think this will be a super way to ignite children’s interest as well as helping them self edit by encouraging them to change the prompt to get the image they want ( I had a little too much fun with this myself!)
• Youtube and Twee. – Really like the translate function which will make lessons much more inclusive for all learners but the function with Twee to create quiz is going to save so much time for teachers and it going to be relevant to the student in question as you can modify the level of questions.

Part 2
Reflect on the potential classroom use of these examples and the other AI tools covered in Module 3 and how this can impact on future teaching, learning and assessment. Post a reflective piece (150 words min) to this Module forum as a Reply to this post.

Before completing the module, I saw AI mainly as simply a tool for generating content. I now realise that tools such as Copilot, MagicSchool, Twee, etc can support teaching, learning and assessment in a more meaningful ways that is personal to individual students

DALL·E could be used to create story prompts to support literacy activities, while Gamma can help create presentations – I am looking forward to spending a bit more time exploring this tool.

All these tools have the potential to save valuable planning time, allowing me to focus more on supporting pupils in the classroom.

Again in this module it was reinforced the importance of using AI responsibly. While it is a superb resource, it cannot replace a teacher’s professional judgement or understanding of individual pupils’ needs.

Children still need to remain creative and critical learners but AI is a great support to them as learner and this module has shown me the benefits of the resources available, which I think will be especially helpful for children with additional educational needs.

[Joanne Doherty]

Totally agree with you – there are huge benefits to using AI in the classroom but it does need to monitored and it is important that a school includes guidance in their AUP

[Joanne Doherty]

Going forward AI could really improve teaching and learning by making lessons more personalised, engaging, and efficient. When information around children’s strengths,  weaknesses,  interests and abilities are inputted into one of the AI sites we looked at, then activities,  resources and plans could be generated and tailor made for the children in question.

For those struggling with Maths or reading, we saw how AI can make lessons more personalised and interactive. Using AI can spark an interest and children are set up for success by meeting each learner where they are at rather than a generic class lesson. These personalised resources support those who are struggling and challenge the more able students.

There will definitely be challenges to using AI effectively. We as teachers need to ensure that the children know this is a support to their learning and doesn’t replace independent critical thinking.

There would be concerns around Internet safety, data protection and misinformation/ AI hallucinations, so teachers will need to up skill and engage in CPD to use AI in a meaningful way in their classroom.

[Joanne Doherty]

Agree with Barbara that this will be a beneficial tool for teacher, who by the nature of the job are time poor.

Also agree we need to be aware of the risks of introducing AI in the classroom and believe that updating the AUP should help ensure all parties are aware of the risks.

 

[Joanne Doherty]

I believe AI has a huge beneficial impact for the education sector, not only will children benefit from its uses but teachers and school leaders will find that using AI will allow them to become more productive, in a sector that is very time poor.

 

In the classroom, AI will assist teachers in the planning, making lessons more interesting with suggested activities and resources. Children will be able to take ownership of their learning by using AI to make their learning more interactive, honing research and presentation skills. Also, AI also allows children to critique their own work and that of others, assessing the merits of work created.

 

This module provided great resources that I hadn’t used before that I think the children will enjoy using, like Pictory and I look forward to exploring them more.

 

As with all technology it is extremely important for us as teachers to monitor children’s use of AI and inform them of associated dangers and limits of AI.

 

[Joanne Doherty]

Absolutely agree with Andrea. The ARC’s online lessons provide an excellent, future-focused STEM framework that aligns and supports our School Self-Evaluation (SSE) goals.

Modules included in the lessons promote cross-curricular, inquiry-based learning that’s both engaging and relevant. The inclusion of VR will definitely pique the student’s interests.

It’s a powerful tool for fostering real-world skills, critical thinking, and collaborative learning across the entire school.

[Joanne Doherty]

I agree collect – food labelling and recycle are great ways to get children involved and active in this area. I think with the recycling scheme for cans and bottles the children could use this to fundraise for something they would like to see in the school

[Joanne Doherty]

Last year, some staff participated in several sustainability workshops with the SEAI, which proved hugely beneficial. These sessions encouraged us to reflect on our current practices and identify areas for improvement within the school.

One of our first steps was conducting a full audit of the school building, focusing on heating, lighting, energy use, waste management, and water conservation. We’re already collecting rainwater, which is used to flush toilets, and our classroom toilets are fitted with push taps to prevent taps from being left running. Light sensors have also been installed to ensure lights are only in use when necessary.

We invited professionals to carry out a more in-depth audit and guide us in identifying further improvements. Crucially, we felt it was important that children take the lead in this journey. Our pupils play an active role through the Green Team, engaging in planting projects, promoting biodiversity, and acting as energy monitors. Their voices are represented through a dedicated subcommittee of our Student Council. They also highlight the SDG at senior assembly, looking at how we can incorporate and implement them into school life.

Last year, we explored  sustainability in other areas too. In partnership with the Parents’ Association, we trialed a uniform and Halloween costume recycling initiative to reduce waste and encourage a circular approach to clothing. We also had a fundraiser that asked the school community to bring in old clothes for recycling.

[Joanne Doherty]

I had a similar experience Tommy – found the module very informative and there is real potential for hands on, real world learning for the children. I also think this would be something the children would be really interested in as it has an impact on them.

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