Forum Replies Created
-
Posts
-
Part 1:
I think the example of using Microsoft Co-Pilot as a way of developing descriptive writing is excellent. It could be used similarly for Irish too eg when learning prepositions the children can give the instructions as Gaeilge, when teacher enters them, they have an instant visual of whether they used the correct preposition or not and also allows them to familiarise themselves with the vocabulary of that specific theme eg Bia/Scoil srl.
I will definitely be using it as described for descriptive writing but would like to add some extra detail into how it could be used. I find that a lot of the students have either seen the movies or read the novels we cover already and therefore lack the enthusiasm you might desire for a lesson as a result. I think Co-Pilot could help here. Each student could write a prompt (Before/During/After reading) and then compare/evaluate the images after eg: What did I recall correctly of the story? What little details did I add during reading? What is different about the last image? Upon comparing the before and after picture, what have I learned? What did re-reading the story change about the picture?
Part 2:
I did the 6 bricks course this summer and have gotten a 3 month subscription to Magic School. I look forward to exploring this site more in order to improve teaching and learning in the classroom.
I think Reading Coach will have the most benefit to me this year as there is a wide range of reading ability including children with difficulties due to EAL or SEN. I look forward to being able to customise the passages and the difficulty of the reading as well as the adjusting the post reading activities to suit the individual child. I think this will have the biggest impact on learning as well as each student is challenged appropriately. The high achievers are still engaged with the class task instead of completing unnecessary busy work simply because class sizes and needs are too great for one teacher and the children who are having difficulty are not losing confidence as in their eyes, they are completing the same work as the rest of the class. It is enabling teachers to hand a child a differentiated worksheet but without worrying that they will see immediately that it looks different to that of their peers as they can complete tasks digitally. I love also that they can practice read aloud and get feedback as is something that is very difficult to monitor as often as is needed in the primary school classroom.Hi Barbara,
I’ll be using Microsoft Reading Coach to help with differentiation but look forward to exploring Magic school and Diffit further too.
I love the different AI tools referenced here and am excited to explore them further before using them in the classroom. One way in which I think teaching, learning and assessment can benefit from AI is by using it to provide the children with an opportunity for critical thinking. While I love the idea of using it to give teachers back time and energy so that the same may be channelled in a more beneficial way for the students ie marking, charts, assessment tables, quizzes/lesson feedback, resource creation etc. I think it would be fun to make AI the subject of comparison/critical thinking in the lesson. For example, the students could pick their favourite chapter/topic in one of their books for this year eg the solar system. I would get them to write a list of what they like about the presentation in the book, what they dislike, how it helped/discouraged their learning and then suggest how they would improve it. I’d then model how to use Pictory so they could see AI’s take on the same information. Following this, the children would answer the same prompts as with the original presentation. They would then compare the two, which was better and why? If it was my job to present this information, how would I do it? What would I keep/omit/add? This way, children are using AI but not as a means to create the answer for them but rather, to examine and explore different possibilities whilst ultimately coming to their own conclusion. This way, children are encouraged to critique AI instead of blindly accept it.
Vidnoz and Pictory were tools I had never heard of previously and I am excited to use them in the classroom this year.
Personally, this question is exactly why I wanted to do this course. I want to find efficient ways to manage the ever increasing paperwork demands. The reason behind this is so that as teachers, we can properly show up for the children in the classroom instead of being burned out before 9am has even come around. I would like to explore Mathia X with my class this year as I think the availability of prompts will help negate the learned helplessness which seems to be more prominent every year. In terms of Squirrel AI, I love the concept of the knowledge map and the pre-assessment. I could see this being extremely beneficial before going into a block of literacy or numeracy stations. This programme could be used at the independent station rather than a task that is simply ‘busy’ work that requires correcting but doesn’t actually challenge or progress the students in their learning. Using AI in this way, it is clear to see how beneficial it can be. The teacher can set the tasks and make the necessary edits/changes deemed appropriate beforehand meaning the materials etc have been vetted and the children can work away safely whilst still being engaged and taught in a style that has been tailored to their needs. Using AI in this way, children are no longer remaining stagnant in their learning due to a lack of teachers available for station teaching; this of course being a direct result of understaffing by the Department of Education. Century is the programme I would like to explore further as I love what the programme can do with the data. I will bring this up with our team in September and also ask what changes need to be made in terms of our AUP as a result.
Early detection is key! And when ising the programmes you mentioned, you have tangible data to bring to the SET team or parents which backs up your concerns. When progressing to assessments in terms of an outside professional, this data becomes more valuable.