Category: ​​Interactive Learning Resource (Page 1 of 2)

Ethics and PRIVACY WHEN USING AI

17 August 2025 /

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.

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Activity 5: Compare Prompt Templates

11 August 2025 /

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.

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Children in a Classroom

Activity 4: Plan with Inclusive Profiles

11 August 2025 /

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.

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Continue to Activity 5

Activity 3: Create Inclusive Student Profiles (No PII)

11 August 2025 /

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 /

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 /

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 /

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 /

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 /

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 /

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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