Sticky Post A Teacher and a Girl Doing a High Five

BLOG POST #2

25 July 2025 /

Cooperative Learning

Cooperative learning is a structured method of group work where students rely on one another to achieve shared academic goals. It highlights intentional interaction that promotes positive interdependence, mutual support, and genuine collaboration, rather than merely parallel work on the same task (Herrmann, 2013; Davidson & Major, 2014). Each student contributes individually while being accountable to the group, encouraging both academic achievement and the development of social skills through face-to-face interaction and group reflection (Gillies, 2016).

The one that is doing the learning is doing the talking.

CAndy Olandt

Example of Cooperative Learning

Jigsaw Learning: Students are divided into groups, assigned a topic, and learn and teach each other, like the jigsaw activity we did in class with the approaches to learning. It’s also cool how we used Zoom to complete this. 

Broken Heart Shaped Puzzle Pieces in White Background
Two Children Holding a Globe

Think-Pair-Share: Students first think about questions individually, then share their thoughts with a partner, and finally, share with the whole class. 

Structured heterogeneous grouping: Students are intentionally placed in diverse groups based on their abilities, personalities, and learning styles. Each student has a role, ensuring balanced participation and peer learning.

Young Students Doing Robotics Together Photo by Vanessa Loring: https://www.pexels.com/photo/young-students-doing-robotics-together-7869041/

The Limits of AI in Cooperative Learning

While AI can support learning, it doesn’t always align well with cooperative learning. Cooperative learning relies on peer interaction, shared responsibility, and face-to-face collaboration. Many AI tools are designed for individual use, which can reduce meaningful group dialogue and lead to uneven participation. When students rely on AI for quick answers instead of discussing and solving problems together, it limits critical thinking and weakens social skill development. Without careful guidance, AI use can unintentionally replace rather than support the human connections that make cooperative learning effective.

In the video, “The Pros and Cons of AI in Education: What Every Educator Should Know,” educators emphasise that while AI tools are very effective for personalising learning, they can sometimes hinder collaborative learning. By promoting isolated engagement, AI might reduce meaningful student dialogue and restrict the development of critical thinking and interpersonal skills.

These concerns are growing that when students rely too heavily on automated responses, they miss out on opportunities for peer discussion and shared problem-solving, core components of cooperative learning.

Challenges and Risks of Using AI in the Classroom

  • Privacy concerns around student data
  • Ethical considerations, including fairness and transparency
  • Reduced social adaptability due to less face-to-face interaction
  • Overdependence on technology which can weaken problem-solving skills
Bionic Hand and Human Hand Finger Pointing. Photo by cottonbro studio: https://www.pexels.com/photo/bionic-hand-and-human-hand-finger-pointing-6153354/
Photo from Pexels, credited to cottonbro studio.

Educators play a vital role in ensuring that AI is used fairly, transparently, and with student autonomy and dignity in mind. As Gillies (2016) reminds us, cooperative learning thrives on structured, real-world interaction, something AI alone cannot replicate.

Shalan’s Blog Post #2 Reflection

EDCI 335 Blog Post #2
Shanlan’s blog Post #2: Which Approach is Best for Learning?

When discussing cooperative learning, I agree that it creates space for students to feel more open and comfortable sharing, especially when the class is divided into smaller groups. It also encourages full participation, and group roles tend to form naturally.

Having a peer who is confident with the topic can be helpful, but I also see it as an opportunity for the group to discover the answer together as a team.

I agree that the best approach depends on the learners, as everyone learns in a unique way. My ongoing challenge has been figuring out how to accommodate all learning styles, but I really like the idea of blending strategies to meet a variety of needs.

For our topic, do you think AI tools in education can support or hinder cooperative learning? In what ways might they enhance collaboration or unintentionally replace it?

Sticky Post Digital Identity

Blog # 2

22 July 2025 /

WHAT IS DIGITAL IDENTITY?

In the video, Eric Stoller discusses what Digital Identity is. He explains that it’s our online footprint, everything you post, share, how you interact online, and how you use digital tools. My online presence encompasses various platforms, including Instagram, Facebook, Twitter, Snapchat, TikTok, LinkedIn, personal websites, and more. To be honest, I never really thought of it as my identity, but it is, in fact, who I am. I include posts about loved ones, my hobbies, food, my career, accomplishments, and more.

Eric Stoller – What is Digital Identity?

PERSONAL DIGITAL IDENTITY VS. PERSONAL IDENTITY

In this module, we examined digital identity, personalized learning, and the influence of our digital footprint. One key point for me is recognizing the importance of managing personal and professional digital identities separately.

My professional digital identity is shaped by platforms like LinkedIn, where I showcase skills, connect with colleagues, and develop a career-focused presence. This space is intentional; it’s like my resume in action. I use it to update my resume, connect with other employers and professionals, and to help me find jobs or for others to find me.

Firmbee by Unsplash

In contrast, my personal digital identity is present on platforms like Instagram, where I share hobbies such as hiking, travelling, and spending time with friends and family. Although it’s personal, I stay mindful that future employers might see it. That’s why I make sure all posts reflect positivity and who I want to be perceived as an individual.

To maintain boundaries and align with my goals, I follow these steps:

  • Keep separate accounts for personal and professional purposes.
  • Set personal accounts to private and carefully manage my friend list.
  • Think before posting: “Would my grandma or a future employer approve?”
  • Share content that represents the values I want linked to my name online.

Balancing these identities helps me control how I am perceived in both social and professional contexts. 

Life long learning is crucial

ERIC STROLLER

Social media reveals if you have a passion for lifelong learning. You can see who is growing and adapting and who is not through social media. For example, as a future teacher, you might see me most often on LinkedIn discussing inclusive education or new technology tools for teachers. This shows my growth and keeping myself relevant in the digital professional world.

Cross-Curricular Coding & Gaming in Education

1 November 2024 /

Creating My First Coding Game with Flappy Birds

I learned how to code with Flappy Birds and even created my own coding game HERE. Learning step-by-step made it easy to follow, but I feel like I could spend hours exploring how everything works and figuring out ways to make an even better game.

Insights on Computational Thinking: Enhancing Problem-Solving Skills from Digital Literacy + Computational Thinking for Children

From the Best of Digital Literacy + Computational Thinking for Children YouTube video, I learned a straightforward definition of computational thinking and its role in enhancing students’ problem-solving skills. Computational thinking encourages a systematic approach to challenges. Through decomposition, students can break down complex tasks into manageable parts, while pattern recognition enables them to identify commonalities in problems, simplifying solutions. Abstraction helps students focus on relevant details while ignoring distractions, and algorithmic thinking guides them in creating clear, sequential steps to address issues. This approach equips students with a valuable framework for tackling problems effectively across subjects.

Youtube video on Best of Digital Literacy + Computational Thinking for Children

Importantly, computational thinking isn’t just for math or science—it’s applicable across various subjects. In language arts, for instance, students might use decomposition to analyze story structure, or pattern recognition to identify recurring themes. Such integration promotes critical and logical thinking, preparing students to tackle problems in diverse real-world contexts.

The BC Ministry of Education’s Computational Thinking Teacher Training Package offers a variety of resources to introduce computational thinking in the classroom through engaging and collaborative student activities.

Available PDF resources include:

Introduction-Computational-Thinking-in-the-Classroom-Download
Student-SheetsDownload

What features of games that can make effective learning tools?

Here are some steps to make games effective learning tools from Rich’s lesson:

  • Include instruction & explanation about underlying concepts.
  • include adaptative scaffolding and mechanism and guidance
  • offer gameplay that enhance the player’s sense of autonomy
  • Offer gameplay that offers just doable challenges
  • Dynamic in-game scores that leaning progress feedback
  • Promote a learning attitude without time constraints or penalty score

Fitness Class Video

17 October 2024 /

For our PE class at UVIC, we were tasked with creating a warm-up as part of an assignment. My partner and I chose to do a dance warm-up using the “Cha Cha Slide” and “I Like to Move It.” We combined dance moves with exercises to get the entire class involved, and we even dressed up in ’80s costumes to make it more engaging. It turned out to be a lot of fun because it wasn’t the typical warm-up; the music and lively atmosphere made it exciting for everyone.

Kathryn and Hanne Rocking ’80s Vibes for Our PE Warm-Up Session

Picture Captured By Brad our PE teacher at UVIC

I recorded the session on my laptop, but we faced a few challenges:

  • We didn’t capture the whole class or ourselves clearly.
  • The video and sound quality were poor.
  • There was a risk of someone accidentally knocking over the laptop (luckily, that didn’t happen!).

For next time, here’s how we plan to improve. We found some ideas from Columbia University’s Video Production Best Practices, which include 

  • Use a tripod for stability: Ensures a stable, elevated view and prevents risk of the device being knocked over.
  • External microphone for sound quality: Improves clarity by reducing background noise.
  • Designated camera operator: Helps capture different angles and close-ups for a more dynamic recording.
  • Use multiple cameras/devices: Captures various perspectives, making the final video more engaging.
  • Consider lighting: Ensure good lighting for clear, high-quality footage. Use portable LED lights or ring lights if needed.
  • Use a gimbal for smooth shots: Helps prevent shaky footage if the camera operator is moving.
  • Get interactive feedback from participants: Include short interviews or feedback clips to make the video more engaging and showcase the experience.
  • Post-production editing: Use software like iMovie or Adobe Premiere Rush to enhance video, add transitions, and adjust sound levels.

Upgrading to a High-Quality Video Recorder for Better Footage

A videographer films a fitness session using professional equipment to capture dynamic angles and ensure high-quality footage for the active environment.
Photo from unsplash by Marcos Paulo Prado

3D Design Reflection

7 October 2024 /

In the video MatterHackers Minute: Developing 3D Printing Curriculum in K-12 Education, Rebecca Buckhoff, a Technology Professional Development Specialist for Moreno Valley Unified School District, discusses designing 3D printing curricula for students and training teachers to facilitate these lessons. To learn more HERE.


Video Make a Snowflake 2019v with Tinkercad + 3D printing | 3D modeling how to make

Rebecca introduces concepts such as geometry, including perimeter, area, and XYZ graphing, to 2nd and 5th graders in the context of snowflakes. She explores the science behind snowflakes at the molecular level, the math of six-sided geometry, and the concept of rotational symmetry, where an object looks the same when rotated. Students use Tinkercad, a 3D design program, to create their own snowflakes based on the concepts they’ve learned, which are then 3D printed.

I believe using 3D printing as a cross-curricular tool is effective for teaching students skills while also providing behavioural and social-emotional support throughout the process. Students collaborate and seek help when needed, developing skills that can prepare them for future careers in fields like technology, medicine, product development, or art.

When considering the use of 3D design and printing in a Grade 3 classroom, there are several potential pros and cons to weigh. On the positive side, 3D design fosters critical thinking and problem-solving skills, while also helping students develop a range of practical skills. It encourages creativity and allows students to learn by choice, exploring topics at their own pace. Additionally, it offers cross-curricular learning opportunities, enabling students to engage with multiple subjects simultaneously, such as math, science, and art.

Kids using 3D Printing I Photo from pixels by Vanessa Loring

However, there are also challenges to consider. 3D printers can be costly, and there may be a limited number of teachers trained to use the machines effectively. Technical issues, such as printing errors and mechanical problems, can disrupt lessons. Furthermore, some students may experience anxiety when facing difficulties with the design process or the technology itself.

Nike Run Club: A Guided Run and What I Learned

1 October 2024 /

I used the Nike Run Club app to track my progress during a 20-minute guided run. I enjoyed the app; a male voice in my AirPods guided me through the entire 20 minutes, which helped motivate me to finish. The voice would speak at certain milestones, such as halfway and near the finish line. A drawback of this app is that the map tracking feature is not useful on a treadmill. This feature would be beneficial for outdoor runs to track your route. I realized this was a user error afterward—I was supposed to turn off the map icon to switch to indoor mode. Additionally, I had to hold the phone in my hand to get accurate measurements, which increased the potential for error.

Nike Run Club App of my Run on a Treadmill

Step by Step video to use the Nike Run Club on a Treadmill…

Zombie Run

Zombie Run is a great suggestion for kids or anyone looking for an exciting engaging run with a story.

Here is how it works…

  1. Walk, jog or run anywhere in the world
  2. Hear your workout and music through your headphones
  3. If you’re chased by enemies, you’ll have to speed up!
  4. You’ll automatically collect supplies to trade for trophies or building

AI in the Classroom: Tools, Tips, and Cautions

1 October 2024 /

Artificial intelligence systems work by using algorithms and data. Some major limitations of GENAI are unreliable sources. In a recent case, a Vancouver lawyer has been ordered to personally compensate her law team for wasted time, as the cases she submitted in an application were found to be ChatGPT that created fake cases. The article can be found here, Lawyer ordered to pay up for attempting to use ChatGPT ‘hallucinations’ in application.  It’s important for anyone using GenAi to fact check their information before using. GenAI tools are only as good as the information they are trained on. AI tools can generate false, biased, outdated, or completely made-up information. It is up to us, the user, to fact check that information. 

Photo from unsplash by Hotono Creative Studio

Here are some great ways you can use AI as an education professional

  • Create lesson plans and Activities
  • Educational games for kid
  • Rubric
  • Assignment ideas
  • Image generations for slide shows
  • Seating chart

If AI is used correctly, AI can save time and increase productivity. Some other ways teachers can use AI can be found HERE.

Photo by pexels by cottonbro studio

 

Week 1 – Reflection

15 September 2024 /
Photo by Anna Tarazevich
on Unsplash

We need to reimagine education, as the current educational system has been outdated for over 100 years. Education is constantly evolving, and the existing methods are approaching redundancy. Exams that constitute high percentage of students’ grades do not accurately reflect what they have learned. Many students spend hours memorizing and cramming information before exams to achieve an A+, only to forget everything once the exam is over. Like Jeff Hopkins suggests in the video,” Education as if People Mattered”, we offer courses in subjects like Science, Math, and English, but do we have courses focused on competencies such as critical thinking and creative thinking. Competency-based courses could better prepare future generations for the real world.

Photo by Pavel Danilyuk on Unsplash

Ted Talk I Education as if people mattered I Jeff Hopkins

“Education is not the filling of a pail, but the lighting of a fire.”

Jeff Hopkins
Photo by Max Fischer on Unsplash

Educators face many challenges when attempting to change pedagogical approaches. Veteran teachers often resist change, adhering to the mentality of “if it’s not broke, don’t fix it.” Many teachers have spent years developing lesson plans for their students and lack the resources or time to implement new methods. In my experience working in grade 1, teachers only get 120 minutes of prep time per week for planning and preparation. Time constraints are a widespread issue, making it difficult to implement changes.

The competency-based education approach is a great method that allows students to master skills or competencies at their own pace, accommodating various learning abilities. Students have a choice in how they learn and are not pressured to pass a single exam; if they fail, they can continue learning without falling behind and learn from their mistakes. However, a challenge of competency-based education is determining which competencies are most essential.

If you improve education by teaching for competence, eliminating schooling, and connecting with students, the test scores will improve.

William Glasser : American Psychologist

Ethics and PRIVACY WHEN USING AI

17 August 2025 / / 0 Comments

AI tools are powerful, but without careful use, they can jeopardize students’ privacy, reinforce bias, or misused privacy are not optional steps; they are vital elements of responsible teaching. The choices we make with AI today directly influence our students’ trust, safety, and learning experiences (Holmes, Porayska-Pomsta, & Holstein, 2022; Floridi & Cowls, 2019).

Key Guidelines for Teachers

  • Protect student data: Never paste personal or identifiable information into AI tools (Holmes et al., 2022).
  • Use pseudonyms or profiles: Keep real names and sensitive details private (UNESCO, 2023).
  • Verify outputs: Double-check AI-generated content for accuracy and inclusivity (Luckin et al., 2016).
  • Check for bias: Ensure materials reflect diverse perspectives (Kasepalu et al., 2022).
  • Follow policies: Align your AI use with school and district privacy rules (BC Ministry of Education, 2019).

Watch the video below: “Using AI Ethically in the Classroom; A Teacher’s Guide.” Reflect on how these practices could apply to your teaching context.

Complete the Google Forms before proceeding to the next activity.

Table of Contents
Go to Activity One

Activity 5: Compare Prompt Templates

11 August 2025 / / 0 Comments

Activity #5: Activity 5 follows a constructivist learning theory and aligns with learning objectives 4; Create effective prompts for accurate, relevant, and curriculum-aligned content, and 5; Evaluate and adapt AI-generated materials for accuracy, bias, and alignment with learning goals. 

This activity is designed to show teachers how they can incorporate curriculum-specific material into AI. It also shows them that although you can give an abundance of information to a GENAI platform, you may have to adapt AI-generated materials, as you know your classroom best! Lastly, it provides the learner with the confidence to create their templates/prompts they can use with AI going forward. All of these considerations ensure responsible AI practice. 

Instructions:

STEP ONE: Prompt any following AI platform of your choice (CHATGPT, GEMINI or DIFFIT) with the following sentences filling in the blanks accordingly.


Create a (choose 1) detailed/simple lesson plan for (grade level) students on the topic of (topic you are teaching) in (subject). The lesson should be designed to last (duration).

STEP TWO: Find three things you want to adapt about the results, keeping your classroom in mind. 

STEP THREE: Next, you can compare the results from prompt #1 to when the following template is used, filling in the blanks accordingly. Some things to look for are how realistic you believe each lesson to be, consider which lesson you are more likely to use, the clarity/description of each lesson, and the way the AI platform introduced/concluded the lesson (e.g., why this works section).

STEP FOUR: Reflect on the importance of ensuring that curriculum content is correctly being followed.

STEP FIVE: Create your template that you see yourself using moving forward!

STEP SIX :
Post reflection questions below on your WordPress blog.

Reflection Questions for Blog Post

  1. Prompt Design
  • What choices did you make in your prompt (grade, subject, duration)?
  • How did these choices affect the AI’s output?
  1. Adaptation
  • What three changes did you make to the AI lesson?
  • Why were these changes important for your students/curriculum?
  1. Comparison
  • Which prompt result (Step 1 or Step 3) was more useful?
  • What key differences did you notice?
  1. Curriculum & Responsibility
  • Did the AI lesson follow curriculum standards?
  • How do your adaptations show responsible AI use?
  1. Template Creation
  • Share your new prompt template.
  • Why will you use it, and how might you improve it later?
  1. Peer Learning
  • From the five blogs you reviewed, what is one idea you could use?

Please respond to the questions below to evaluate your learning.

Go back to Table of Contents
Children in a Classroom

Activity 4: Plan with Inclusive Profiles

11 August 2025 / / 0 Comments

Activity 4 follows a constructivist learning theory and aligns with Learning objective 3: Apply ethical and responsible practices when using AI in lesson planning.

Activity 4 is designed to give teachers examples on how to use AI to support the wide variety of needs in their classroom while respecting confidentiality.

Instructions: 

  1. Create profiles for students with diverse needs from your own classroom. For example: Student A: has dyslexia and benefits from audio and visuals. 
  2. Be sure to not include names, addresses, or personal information. 
  3. In the future when you copy and paste the student profile into the genAI platform, you can do so with confidence as you have practiced using AI responsibly while keeping confidential information confidential.
Give me a lesson plan on the topic (subject) that considers and can be adapted for:
• Student A (dyslexia; benefits from audio/visuals),
• Student B (ADHD; difficulty starting daunting tasks),
• Student C (advanced learner; would benefit from extension challenges),
• Student D (insert one of your profiles from the previous activity).

Please respond to the question below to evaluate your learning.

Go to Table of Contents
Continue to Activity 5

Activity 3: Create Inclusive Student Profiles (No PII)

11 August 2025 / / 0 Comments

Create profiles for students of diverse needs. Do not include names, addresses, or personal information.

Student A Profile: (e.g., has dyslexia; benefits from audio and visuals)
Student B Profile: (e.g., ADHD; struggles to initiate large tasks—benefit from chunking/visual timers)
Student C Profile: (e.g., advanced learner; needs extensions and choice)
Student D Profile: (your own classroom context)
Scrabble Tiles Spelling Gemini and AI on Wooden Surface
Photo by Markus Winkler on Pixels

Activity 2: The Power of Specificity

11 August 2025 / / 0 Comments

This activity 2 follows a constructivist learning theory and aligns with learning objective 6: Confidently integrate digital tools into their teaching workflow.

Activity 2 is split into 2 parts. This activity is designed to emphasize the importance of language and specificity when using GENAI. Practicing the right language and being specific when prompting AI will ultimately make for a more efficient and effective experience.

Part 1: watch this light-hearted video below about a dad asking his kids to explain to him how to make a peanut butter and jelly sandwich. While you watch, please think about how important it is to use precise language when giving directions.

Part 2: Now that you have watched the pb and jelly video from part one, you are ready to prompt AI with this set of sentences and compare the results. 

Intructions:

  1. Copy and paste this set of sentences one at a time, starting with “a” into GEMINI. If you haven’t done so already, sign up for GEMINI. Instructions can be found HERE.
  2. Once you have all of your results, compare and contrast each of the outputs based on the inputs. (Tip: Notice how the results vary as each one gets more detailed).
a) Prompt 1: Make a list of activities 
b) Prompt 2: Make a list of water activities
c) Prompt 3: Make a list of water activities for 10-year-olds
d) Prompt 4: Make a list of water activities for 10-year-olds to do on a field trip at the beach
e) Prompt 5: Generate a list of activities for a class of 5th graders on a field trip to the beach that are fun and align with the bc grade 5 Science Curriculum.

You should get something like this with prompt a:

And something like this with prompt e:

Please respond to the questions below to evaluate your learning.

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Continue to Activity 3

Activity 1 (Part A): Getting Comfortable with AI

11 August 2025 / / 0 Comments

This activity highlights AI’s creative potential while letting you tailor prompts to your interests.

For a hobby of interest: Give me a list of 5–10 things to do for someone who enjoys (your hobby).
For a food of interest: Provide me a (choose 1) dinner/lunch/breakfast recipe that includes (your favourite food).
For books or songs of interest: Generate a list of (choose one) music artists or books for someone who loves (your favourite song or favourite book).
For a country of interest: Give me inspiration for unique activities to do while visiting (insert country) for (insert duration of trip) with a group of (number of people) aged (insert age).

Activity 1 (Part B): Using AI in the Classroom

Give me (insert number) activities to do with a class of (class size) students in (grade level) on the topic (topic) in (subject). The activities are designed to be done as (choose: stations/whole class/small groups/individually). Please provide alternatives for students who (insert an individual need you encounter).

Rationale for Selected AI Tools 

11 August 2025 / / 0 Comments

We chose ChatGPT, Diffit, and Gemini for their accessibility, adaptability, and ability to support teachers with different levels of tech skills. ChatGPT offers quick, customizable lesson ideas; Diffit adjusts reading materials to meet diverse learning needs; and Gemini provides a comparative AI experience to develop evaluation skills. These tools align with our constructivist approach by promoting experimentation, critical thinking, and differentiated instruction, while remaining free or low-cost so teachers can continue using them beyond the course.

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References

11 August 2025 / / 0 Comments

Association for Experiential Education. (n.d.). What is experiential education? Retrieved August 11, 2025, fromhttps://www.aee.org/what-is-experiential-education

CAST. (2018). Universal Design for Learning guidelines version 2.2. http://udlguidelines.cast.org

Kasepalu, R., Prieto, L. P., Ley, T., & Chejara, P. (2022). Teacher artificial intelligence-supported pedagogical actions in collaborative learning coregulation: A Wizard-of-Oz study. Frontiers in Education, 7, 736194.https://doi.org/10.3389/feduc.2022.736194

Main, P. (2021, November 18). Direct instruction: A teacher’s guide. Structural Learning. https://www.structural-learning.com/post/direct-instruction-a-teachers-guide

Piaget, J. (1973). To understand is to invent: The future of education. Grossman

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Man Using Laptop wit Chat GPT
Photo by Matheus Bertelli on Pexels

Activity 1 Part One & Two

11 August 2025 / / 0 Comments

Activity 1 (Part One): Getting Comfortable with AI

This activity follows a constructivist learning theory and aligns with Learning Objective 1: Use AI to enhance creativity, brainstorm ideas, and design lesson/unit plans.

Activity 1 is designed to get those new to AI comfortable with using it. The first part of this activity highlights AI’s creative potential while allowing the learner to cater prompts toward their interests, making it fun. Through highlighting AI’s creativity, the learner can understand how it can support and enhance teachers’ ideas, rather than replacing them.

Instructions: 

  1. Copy and paste the prompts below into CHATGPT one at a time. 
  2. Customize the prompts by filling in the italicized sections.
  3. Have fun looking at the answers!. 
a) For a hobby of interest: Give me a list of 5-10 things to do for someone who enjoys (your hobby: ie: swimming, baking, drawing etc).
b) For a food of interest: Provide me a (choose 1) dinner, lunch, breakfast recipe that includes (your favourite food: ie: watermelon, curry, greek food, smoothies etc.)
c)For books or songs of interest: Generate a list of (choose one) music artists, books for someone who loves (your favourite song or favourite book: ie: All Too Well by Taylor Swift).
d)For a country of interest: Give me inspiration for unique activities to do while visiting (insert country: ie: Italy) for (insert duration of trip: ie: 2 weeks) with a group of (number of people on trip: ie: 4 people) of the age of (insert age: ie: 21-25)

Reflection

After completing the prompts, please respond to the Google Forms question below to evaluate your learning.

Activity 1 (Part Two): Using AI in the Classroom

After seeing that AI can be fun and personal you now see how AI can be fun and helpful in the context of a classroom. This makes using AI less daunting in the classroom. 

Instructions: 

  1. Copy and paste this paragraph into CHATGPT, replacing the italicized words accordingly.
  2. Take note of the results as they can be used in your classroom in the future!

Give me (insert desired number of activities: e.g., 5) activities to do with a class of (insert class size: e.g., 23) students in (grade level: e.g., grade 4) on the topic (topic you are teaching: e.g., photosynthesis) in (subject: e.g., science). The activities are designed to be completed as (choose one: stations, a whole class, small groups, or individually). Please provide alternatives for students who (insert an individual need you come across in your classroom: e.g., have ADHD and benefit from visual learning). 

Give me (insert number) activities to do with a class of (class size) students in (grade level) on the topic (topic) in (subject). The activities are designed to be done as (choose: stations/whole class/small groups/individually). Please provide alternatives for students who (insert an individual need you encounter).

Please complete the Google Forms question below to evaluate your learning.

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Continue to Activity 2

Assessment Plan & Evaluation

11 August 2025 / / 0 Comments

Formative Assessment

Throughout the course, the website will lead you through step-by-step Mini Quizzes through HP5 and Google Forms. These will provide you with immediate feedback for multiple-choice questions and feedback later on for short-answer questions. It will also provide other pieces of necessary information to guide you on the course. If you are not sure of the content, trying the activities/content again may support this (see activity sections for specifics). On some of the pages, there is additional information if you need or want to know more. There are also versions of the Google Forms that can be printed out and assessed by the course instructor if needed.

Summative Assessment

Sharing a lesson plan template created with AI support on a blog post to share and receive feedback from other teachers. The lesson plans will be shared in a blog-like format where feedback can be provided after viewing the content. The goal is to gather input from fellow teachers and course organizers.

This rubric below is made for teachers to assess their lessons once they are feeling more confident.

Lesson_Planning_RubricDownload

Lesson Plan Assessment:

CriteriaEmergingDevelopingProficientExtending
Differentiation & InclusionDoes not account for diverse learnersSome differentiation is shown but very limitedDifferentiation is clearVery adaptive, supports in place for diverse learners
Curriculum AlignmentDoes not align with learning outcomesSomewhat aligns with learning outcomesFollows learning outcomes appropriatelyGoes above and beyond just learning outcomes, extends the learning
Clarity & EngagementUnclear or hard to follow Somewhat easy to follow and engagingClear and organized; activities engage students.Very clear, organized, and highly engaging

AI-Supported Lesson Planning Checklist For Teachers

A teacher-friendly checklist to help you plan lessons with AI, covering inclusion, curriculum alignment, ethics, and engagement can be downloaded below.

Teacher AI Lesson Planning ChecklistDownload
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