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

• Use AI to enhance creativity, brainstorm ideas, and design lesson/unit plans.
• Integrate AI tools to support differentiated instruction and inclusion for diverse learners.
• Apply ethical and responsible practices when using AI in lesson planning.
• Create effective prompts for accurate, relevant, and curriculum-aligned content.
• Evaluate and adapt AI-generated materials for accuracy, bias, and alignment with learning goals.
• Confidently integrate digital tools into the teaching workflow.

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.

Learning Context: HOW TO AI COURSE

Accessibility & Inclusive Design. This course is built to be inclusive and easy to use. It is important to recognize that teachers come with a wide range of technology skills and comfort. Following the principles of Universal Design for Learning (UDL), which encourages proactive planning to reduce barriers for all learners (CAST, 2018).

• Training videos can include closed captions (CC).
• Teachers can create lesson plans using technology or by writing on a hand-made template.
• Videos can be slowed down or sped up as needed.
• Navigation is simple and text is clearly labeled.

The learning design we chose is experiential. Experiential learning engages learners “intellectually, emotionally, socially, soulfully and/or physically and creates a learning task that is authentic.” (Association for Experiential Education, n.d.). The AEE further explains that experiential learning is personal and forms the basis for future experience and learning. 

This is reflected in our learning resource because our activities are an active process of exploration and application. Rather than being shown or told about how generative AI can be used to lesson plan, our tool provides an opportunity for teachers to be guided through a series of interactive activities that require them to experiment with AI prompts in a relevant context. For example, activity 2 involves prompting AI with a series of questions, each time becoming more specific, and then comparing results to one another.

Our design templates also involve direct instruction as some of them provide teachers with exact formulas for prompting AI. According to Main (2021) direct instruction “emphasizes explicit teaching, carefully sequenced lessons, and small learning increments” because clear instruction reduces the chance of misinterpretation. In our resource, this approach is reflected in the use of pre-laid-out templates that guide teachers step by step. Activity 1 for example, involves little inquiry or open-ended exploration, as they are designed to build foundational understanding and ensure clarity before teachers move on to more creative, exploratory tasks.

Our rationale for a combination of these approaches is to build teacher confidence while encouraging creativity. The use of direct instruction provides a clear framework proven to be successful when lesson planning. This structure reduces confusion and is a strong starting point, especially for those new to AI. Once this foundational understanding is set, experiential learning allows teachers to experiment with what they learned, deepening their understanding of genAI. 

Our interactive learning resource is based on constructivist learning theory, which suggests that learners build knowledge through active participation, reflection, and linking new ideas to previous experiences (Piaget, 1973; Vygotsky, 1978). In this resource, teachers actively explore AI tools, assess AI-generated lesson plans, and modify them to align with curriculum objectives and student needs.

Constructivism aligns with our topic because effective AI use in education requires critical thinking, problem-solving, and personalization rather than rote memorization. Teachers learn by experimenting with prompts, comparing outputs, and refining lessons, reflecting real classroom practice where design is iterative and guided by student needs.

We incorporate social constructivist principles through peer discussions, sharing of lesson plans, and reflection activities, enabling participants to learn from each other’s strategies and feedback. By framing AI as a tool that supports teacher creativity, we empower educators to actively create knowledge and integrate AI into their practice thoughtfully, ethically, and effectively.

This professional development opportunity is designed for teachers  who want to learn how to use AI (Artificial Intelligence) to support their lesson planning. With AI becoming more user friendly and available, many teachers are curious but unsure. This course aims to help a teacher who is new with AI to try out an online support tool to try and test their skills around using AI to generate lesson plans. It is suitable for educators across all levels of experience, whether you are new to teaching, have been in the classroom for 25 years, or are working as a teacher on call. This resource is designed to be used to meet a variety of needs. 

It is especially useful for those who are new to genAI and may feel hesitant about using it in the classroom, curious of its potential, or need guidance with getting started. Although prior experience with AI could be beneficial, no prior experience with AI is necessary as our learning resource serves as a straightforward guide to using genAI when lesson planning, making the process more efficient. Our learning resource is ideal for new teachers who may feel overwhelmed with the amount of lesson planning required in the first couple years of teaching, as well as for experienced teachers looking for fresh ideas and innovative ways to engage their students. 

It is designed to give teachers the skills and confidence to move beyond our templates and create their own AI prompts based on their individual teaching situations and needs.

This course aims to support elementary school teachers in learning simple strategies for using generative artificial intelligence (AI) in lesson planning. In education, AI involves using algorithms to assist or automate parts of teaching and learning, such as generating lesson ideas, personalizing content, and providing adaptive learning supports (Holmes et al., 2022). When used carefully, AI can help teachers in planning, addressing diverse learning needs, and enhancing creativity without replacing professional judgment (Kasepalu et al., 2022). This learning resource provides step-by-step guidance, examples, and templates for using accessible AI tools, like ChatGPT, Diffit, and Gemini, to design engaging, inclusive, and curriculum-aligned lessons.