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.
Ethics & Safety: Don’t paste any personal/identifiable student data into AI tools. Use profiles/pseudonyms, verify outputs, check bias, and align to school/district privacy policies.
When I began my journey in the B.Ed program at UVic, I honestly didn’t think much about the purpose of assessment. Like many students, I saw grades as simply a way to measure how well I “did” on an assignment. However, through my coursework, practicums, and conversations with instructors, I’ve come to realize that assessment is much more than just a letter on a transcript, it’s about fostering learning in a thoughtful, purposeful, and meaningful manner.
At UVic, every syllabus includes clear grading standards for a good reason. Academic rigor involves ensuring our work meets established expectations, and this can’t happen without precise alignment between learning outcomes and the activities we engage in.
I realized how often I’d previously completed assignments without thinking about the purpose behind them. Now, I try to ask myself, “What outcome am I showing evidence for?” This shift in mindset has helped me take more ownership of my learning.
My Experience with Formative and Summative Assessment
One of the most powerful things I’ve experienced in university is formative assessment. Whether it’s feedback on a blog post, a peer review, or a chance to revise a lesson plan draft, these moments have been where real learning has taken place.
I remember a moment during our EDCI course when I received feedback on a digital resource I had designed. At first, I felt frustrated because I thought I had done well, but when I stepped back, I realised the suggestions were helping me refine and sharpen my work. I made the revisions, and the final product was much stronger.
Summative assessment still plays a role; of course, it’s essential to see where we land after a unit or project. But I’ve come to appreciate that the final grade isn’t the whole story.
The Role of Self-Assessment in My Learning
This year, I was asked to self-assess one of my teaching units using a competency-based rubric. At first, it felt awkward to evaluate myself; shouldn’t that be the instructor’s job? But as I reflected on my goals, strengths, and challenges, I began to see how valuable this process was.I ended up recognizing pieces of work I felt proud of, not necessarily because they were perfect, but because they demonstrated growth. I also noticed patterns in where I struggled (for me, time management in group settings) and was able to discuss these openly in a follow-up meeting with my instructor. The experience reminded me that assessment isn’t something that happens to us. When done properly, it’s something we are actively part of.
Designing for Learning
As a future educator, I am increasingly considering how I will design assessments in my classroom. I don’t want students to fear feedback or view grades as the final goal. I want them to feel supported, guided, and empowered to reflect on their learning along the way.
Assessment isn’t just a checkbox on a rubric. It’s a tool for growth for both learners and instructors. It’s feedback, reflection, and iteration. When done thoughtfully and transparently, assessment builds trust, deepens understanding, and helps learners see how far they’ve come.
As I continue in my B.Ed. program and enter the classroom, I carry these lessons with me. I want my students to understand that learning can be messy, that feedback is a valuable gift, and that they have the power to show what they know.
I resonate with what you said in your post about how a PLN gives you access to different perspectives, helping you see things through a new lens. I believe that through PLN networks, we learn so much from others. It also builds a sense of belonging and community by being part of something collaborative.
Speaking of diversity in digital spaces, your mention of Simone Biles really stood out to me. I think it’s so powerful when people are raw and authentic on social media; it allows others to feel seen, supported, and not alone in their experiences.
I also agree that we need to reflect on how certain content may center dominant perspectives and unintentionally exclude others. But it raises a good question: how do we share our opinions while still being mindful and inclusive of different voices?
Hi Grace (Simeng), I also use LinkedIn, Pinterest, and Instagram as part of my PLN. My content mainly concentrates on elementary education, but it’s interesting to see how others utilize these platforms for different subjects, like graphic design. I agree, PLNs are such a fantastic tool for active learning and interaction because they enable us to share ideas, get instant feedback, and stay inspired by what others in the field are doing. It truly helps promote a sense of community and ongoing learning.
For privacy and security, I really value the measures you took. It’s so easy nowadays to get hacked or scammed with the many online platforms out there. Personally, I use the Apple Passwords app to keep all my login information safe and easily accessible when I need it.
A Personal Learning Network (PLN) consists of people, communities, or digital connections that support your learning and professional development. For me, Instagram and TikTok are essential parts of my PLN because of their quick, accessible, and visual content tailored for educators.
PLN in Practice: Instagram and TikTok
Instagram and TikTok are two of my favourite tools for fast, visual learning. I follow several teacher accounts that post:
What I love about these platforms is the bite-sized format, whether it’s a post, a 30-second reel, or a TikTok video. This kind of content sparks new ideas I can apply in my UVic BEd courses or during my practicum placements.
Universal Design for Learning
Inclusion means teaching to the diversity in our classrooms, not trying to eliminate it or treat it as a barrier.
If we look at inclusion as a concept of teaching to the diversity of all, rather than just a special education initiative, we can bridge this gap. We are diverse.”
Shelley Moore
This quote highlights that inclusion isn’t about uniformity but about appreciating our differences. Moore (2016), in One Without the Other: Stories of Unity Through Diversity and Inclusion, talks about inclusion involving recognizing and embracing individual distinctions. The image below demonstrates this idea: each dot inside the circle is unique, with its own pattern or texture, yet all are part of the same community. By acknowledging and valuing our differences, we foster unity rather than division through diversity.
Based on Shelley Moore, One Without the Other (2016)
UDL Principles and Inclusive Digital Learning Spaces
Universal Design for Learning (UDL) supports the same goal of fostering inclusivity. When we apply UDL principles to both teaching and our digital environments, we make learning and professional development more accessible and equitable.
Multiple Means of Engagement: I follow creators who share learning in different formats infographics, reels, threads, and podcasts. This keeps me engaged and supports different learning preferences.
Multiple Means of Representation: I value PLN members who present ideas in culturally responsive ways, use visual supports, or share multilingual content. This mirrors how I want to represent knowledge for students using diverse, inclusive materials.
Multiple Means of Action & Expression: Within my PLN, I contribute by posting visuals, commenting, resources, and using blogs to reflect.
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.
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.
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
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.
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?
