Author: kgullackson (Page 2 of 6)

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.

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.

Learning Context: HOW TO USE AI COURSE

Accessibility & Inclusive Design.

This course is designed to be inclusive and easy to use. It will be accessible to teachers through WordPress. We chose this platform because it is flexible, widely used, and allows us to create engaging content while keeping student data private and secure. WordPress supports learning by doing, enabling teachers to explore interactive resources to find what works best. It also facilitates connecting with other teachers, sharing ideas, and giving feedback, so learning occurs collaboratively.

It is essential to recognize that teachers have diverse technology skills and comfort levels. Following the principles of Universal Design for Learning (UDL), which promotes proactive planning to reduce barriers for all learners (CAST, 2018), this course ensures accessibility and inclusion throughout.

You can download the UDL Guidlines below

Resources and Content That Prepare Learners for Assessment Activities

Teachers use videos, guided practice, questions, prompts, and peer feedback to practice creating useful lesson plans that can support their teaching. This will also be interactive with teachers and the course instructor talking about their short answer responses and resolving any misconceptions leading to more discussions and collaboration.

How to Support Access:

Closed Captioning (CC) in H5P Interactive Video

• If the video has captions, a CC button will appear in the video toolbar.
• Click the CC button to turn captions on or off.
• If multiple caption languages are available, use the dropdown menu next to CC to select your preferred language.

Changing the Video Speed:

• Click the gear icon (⚙️ Settings) in the video toolbar.
• Select Playback speed.
• Choose your preferred speed:
  • Faster (e.g., 1.25×, 1.5×, 2×)
  • Slower (e.g., 0.75×, 0.5×)

Other Supports:

Link Buttons like the one below.

AI Website Hyperlinks:

1. ChatGPT:(Quickly generates lesson ideas and materials)
2. Diffit: (Differentiates content for diverse learners)
3. Gemini:(Supports research and content creation)