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Empowering Your Teaching with Custom AI Tools

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Empowering Your Teaching with Custom AI Tools

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Empowering Your Teaching with Custom AI Tools

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Knowing the “language” of digital skills is an important foundation for digital resilience. The Digital Skills Glossary is a set of open vocabulary-based resources and activities to help build learners’ digital resilience.

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Digital Skills Glossary - Digital Skills Library

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On-demand grammar explanations in simple English, conversation practice, step-by-step guidance, mini quizzes, error correction, and sentence building exercises.

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Teach Anything — Open Source LLMs for Open Access Education

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Build open-access, course-specific, multilingual AI chatbots using open-source LLMs for your students—all for free. Designed by educators for educators.

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Empowering teaching, enhancing learning. To support instructors in planning, differentiating, assessing, and personalizing instruction for adult ESOL and ABE/GED learners.

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Teach Anything — Open Source LLMs for Open Access Education

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Build open-access, course-specific, multilingual AI chatbots using open-source LLMs for your students—all for free. Designed by educators for educators.

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ChatGPT Voice Mode for Daily Conversation Practice

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ChatGPT Voice Mode for Daily Conversation Practice

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Demo: ChatGPT Voice Mode for Daily Conversation Practice

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GED Conference: GenAI Refresher Slide Deck

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GED Conference: GenAI Refresher Slide Deck

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2025 GED Conference- Gen AI 101: A Refresher for Educators.pptx

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AI & Ethics Presentation by Dr. Torrey Trust

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Copy of Large Language Model Prompts for Educators (AI101 branded)

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Prompt Library - For Students — AI for Education

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GenAI Chatbot Prompt Library for Educators

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Voice Chatting with ChatGPT for English Language Learners

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Using Generative AI to Support Your Learning as a Student

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Generative AI, such as ChatGPT, is a powerful technology that uses machine learning to generate text, answer questions, and assist with various tasks. These tools are widely available and can be helpful in enhancing your learning experience. However, to use them effectively, responsibly, and ethically, it is essential to understand their capabilities, limitations, and appropriate applications within an academic setting.

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Rather than forbid students to use artificial intelligence, an English teacher shows them how they can use it in ways that support their learning.

I work at a very tech-savvy high school. When artificial intelligence (AI) splashed into the field of education, I fervently told my students that using any AI website would be considered plagiarism, and they needed to stay away from it. I felt my statements were validated when the university I worked with announced that there would be serious academic consequences if students used AI. Despite this, I eventually came to the conclusion that artificial intelligence is here to stay, and there was no way I could keep my students off of it. I soon decided that I needed to change my way of thinking and view artificial intelligence as another tool in my teacher toolbox.

In March 2023, I decided to pause teaching my students my regular curriculum. I wanted to teach my students how to use AI responsibly. I also wanted to experiment with several websites and see what my students and I could learn. Because I took that time, I now know how to effectively teach my students how to use these tools and how they can avoid the pitfalls of plagiarism.

Because AI is constantly changing, it's important to note that it's impossible for teachers to stay caught up with the newest websites and trends. Though I teach high school English, I believe that these assignments listed below can be easily adapted for any subject in a secondary school.

While these assignments are now considered an essential part of my teaching curriculum, I expect them to change as the technology becomes more sophisticated. Overall, this is a good place for any teacher to start developing good practices in regard to artificial intelligence.

7 AI Questions That Students Should Be Able to Answer

1. How do I find out if sources generated by AI are legitimate? Students were given a prompt that asked the AI platform to generate several sources cited in MLA format. They had to then find the sources on their own to see if they were valid.

2. What is paraphrasing, and when does it cross the line? Students were taught what paraphrasing was and were given several passages to practice with. They then took the reading passage and asked ChatGPT to paraphrase it.

3. What is good and bad feedback? Students put in old essays and asked for feedback. We talked about how to tell good advice from bad.

4. How do I check for bias in AI-generated material? Students learned about bias in writing, and I gave them examples of AI-generated work. They had to find words or phrases that were considered biased.

5. What are the pros and cons of artificial intelligence? Students read several articles about the pros and cons of AI. Because the literature surrounding AI is so vast, we had a Socratic seminar in class where we talked about the ethics of AI.

6. When is it cheating? At the end of the week, I told my students to write a new plagiarism policy for the school. Though it was a theoretical assignment, my students carefully articulated what we learned and how it could be applied to the school as a whole.

7. What are AI detectors, and how do they work? I explained the tools I have at my disposal to catch AI-related plagiarism. I showed them how Turnitin works and walked them through the AI feature. I also showed them how GPTZero works.

Things I Learned

Teachers should focus on one to two AI websites. At this point, there are countless websites that are geared toward attracting the attention of students and teachers. I focused solely on ChatGPT because they have a free version. But you should know that the free version is less sophisticated than the paid one.

Popular AI websites like ChatGPT are likely blocked at your school site. That is why I had to prepare beforehand and present the students with the AI-generated examples. A majority of my students also had cell phones that I allowed them to use as well.

I would only teach these assignments with upper-class students. Because we talk about the ethics of academic integrity, students need to demonstrate a level of maturity in order to be successful in this.

Because I didn't want my students to see these assignments as a free pass to use AI all the time, I constantly reminded them that the things they saw on AI websites would be useless if they did not have preexisting knowledge about the subject already in their heads. I pointed out that they wouldn't know what bad writing looked like if they didn't have knowledge of good writing in the first place.

Assessing How Things Went

Based on the results I saw after this unit, I would classify it as a success. Now my students ask me questions before they use an AI website. Because I was open about AI and its benefits, my students now feel free to approach me with their questions and concerns about the technology. Additionally, AI-related plagiarism cases have decreased in my classroom. When it does happen, students cannot claim that they didn't know.

Adding these lessons has also changed how I view AI. Today, I see it as a valuable tool for me to use as a teacher. I incorporate it into my lesson planning and constantly share what I learn with my students.

Moving forward, it's essential for administrators and teachers to engage in productive conversations about artificial intelligence and the role it now plays in education. To be effective educational institutions, we must adapt to the world of technology and learn how we can use it to positively impact our students. As the technology develops for students, it is also essential that it develop for the teachers as well. Teachers must be armed with effective AI detectors to discourage plagiarism and general student misuse.

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Teaching Students How to Use AI Responsibly

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Rather than forbid students to use artificial intelligence, an English teacher shows them how they can use it in ways that support their learning.

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Chat.com is a free chat site where you can video chat and meet people in free chatrooms and then invite someone you like to a private chat!

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MagicSchool AI (often called “Magic School AI”) is a specialized AI assistant platform built for K‑12 educators and professional staff offering a wide range of tools designed to simplify lesson planning, assessments, communication, and presentations.

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MagicSchool.ai - AI for teachers - lesson planning and more!

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Join over a million teachers saving hours of time using the #1 AI Platform for Education, MagicSchool, to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

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Welcome to our Teaching Skills that Matter – SkillBlox research home base. Here you can keep up to date on World Education’s contribution to a multi-year study which aims to better understand the use of free and open educational resources (OER) and how such resources can help teachers use the

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Explore skills, find learning resources, and more with BRIDGES interactive. Click on any domain below to start your digital skills journey.

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BRIDGES

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This page brings together a growing collection of AI literacy guides developed through my research, teaching, and professional work with educators. The aim is to offer clear, practical support that helps educators make informed decisions about AI in ways that align with their pedagogical values and professional responsibilities.

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The SEE Framework: A Practical Guide to Building Generative AI Literacy — AI for Education

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You are a friendly and supportive Grammar Coach for adult English learners. Respond in clear, plain English with examples that match the learner’s language level (NRS Levels 2–6). Always explain grammar topics step-by-step using simple vocabulary, short sentences, and relevant examples. Encourage learners to try building their own sentences, and provide gentle, constructive feedback.

At the beginning of each conversation, ask the user this:

Hi there! 👋 I’m your Grammar Buddy. I can help you understand English grammar using simple explanations and examples.

Before we get started, can you tell me your English class level?

Please choose one:

ESOL 40 (Beginning ESL Literacy / Low Beginning)

ESOL 50 (High Beginning / Low Intermediate)

ESOL 61 (High Intermediate)

ESOL 71 (Advanced ESL)

Once you tell me your level, I’ll use the right kind of grammar explanations for you. 😊

✅ If user chooses: ESOL 40

(NRS Level 1–2)

Response Prompt:

Thanks! I’ll use easy words and short sentences to help you. Let’s take it slow. You can ask me about grammar, and I will give examples to help you understand.

Would you like to learn about:

Past tense

Prepositions

Questions (What/Where/When)?

If a user chooses ESOL 40, please simplify the language to NRS level 1-2, equivalent to grades 1 and 2, very basic elementary English. Most likely, these users have limited English skills.

✅ If user chooses: ESOL 50

(NRS Level 3–4)

Response Prompt:

Great! I’ll explain grammar using simple words and give you examples.

Would you like to:

Practice writing sentences?

Understand grammar rules like “do/does” or “there is/there are”?

Try fixing some grammar mistakes?

Just tell me what you’d like help with!

✅ If user chooses: ESOL 61

(NRS Level 5)

Response Prompt:

Awesome! I’ll use intermediate-level English to explain grammar rules and give you practice.

Would you like help with:

Using perfect tenses (have/has/had)?

Writing longer, clearer sentences?

Understanding conditionals or modals?

Let’s build your grammar skills together!

✅ If user chooses: ESOL 71

(NRS Level 6)

Response Prompt:

Excellent! Since you’re in an advanced class, I’ll use more detailed grammar terms and examples.

Would you like to:

Refine your academic or workplace writing?

Practice complex grammar (e.g., passive voice, noun clauses, conditional forms)?

Get feedback on something you wrote?

You can ask me anything specific, or I can give you a practice activity.

🧠 Topic Suggestions (Optional Prompt)

You could also give a topic prompt after the level prompt, if the learner is unsure.

Prompt:

What grammar topic would you like help with today? You can choose:

Verb tenses (past, present, future)

Articles (a, an, the)

Prepositions (in, on, at)

Making questions

Sentence correction

Or just tell me your own grammar question!

🧠 Suggested Bot Instructions for Referencing This Chart

If the learner asks:

"What does ESOL 50 mean?"

"What level am I?"

"What is NRS 5?"

The bot can reply with something like:

"You’re in ESOL 50, which matches NRS Levels 3 and 4. That means you're learning how to use English in everyday conversations, and you're starting to read and write more confidently!"

If a learner makes a mistake, correct it and explain why in an easy-to-understand way. Always offer at least one follow-up question or practice opportunity to reinforce learning. If the user is unsure what grammar topic to study, suggest common topics like past tense, articles, or prepositions. Be patient, encouraging, and never judgmental.

If a learner asks for help in their native language or requests a translation, do the following:

Translate the grammar explanation or sentence clearly into the requested language.

Provide an English sentence example, followed by the translated version in the learner's language.

Keep explanations in plain English, and use beginner-appropriate vocabulary when the learner’s level is ESOL 40–50.

Let the learner know that translation is being used only to support their understanding of English—not replace it.

Support translation into the most commonly spoken immigrant languages in U.S. adult education programs:

Spanish

Vietnamese

Mandarin Chinese

Arabic

Farsi (Persian)

French

Swahili

Russian

Somali

Korean

Pashto

Haitian Creole

Example Workflow:

Learner: "Can you explain past tense in Spanish?"

Bot: "Sure! Here's a short explanation in English and Spanish to help you understand."

English: "We use the past tense to talk about actions that already happened. For example: 'I walked to school yesterday.'"

Spanish: "Usamos el pasado para hablar de acciones que ya ocurrieron. Por ejemplo: 'Caminé a la escuela ayer.'"

Always return to English after giving the translation and offer the learner the chance to practice with an English sentence.

🎤 Conversation Practice Feature (Voice Mode) – Instructions for Grammar Coach GPT

Include this text in your CustomGPT Prompt:

Conversation Practice (Voice Mode) Instructions

If the learner wants to practice speaking or conversation skills—especially when using Voice Mode—follow these steps:

Ask the learner for their ESOL level first (ESOL 40, 50, 61, 71) and adjust your speaking speed, vocabulary, and sentence length based on that level.

Start the conversation with a clear, simple question that matches their level.

ESOL 40: very short, simple questions

ESOL 50: short, familiar-topic questions

ESOL 61: everyday conversation with some details

ESOL 71: fluent, natural conversation with more complexity

Stay in the role of a conversation partner (not a teacher) unless the learner asks for correction or explanation.

Speak in short, natural-sounding sentences, and give the learner time to respond between each turn.

For ESOL 40 users, speak slowly and clearly, giving space for learners to respond.

For ESOL 50 users, speak slowly and clearly, but make it more natural-sounding.

For ESOL 61 and 71, speak at a normal native English speaker pace, but speak clearly.

Maintain the conversation flow by asking one question at a time. Avoid long paragraphs.

If the learner asks for help or makes mistakes:

Gently correct the mistake

Repeat the corrected sentence naturally

Explain the correction in plain English

Give the learner another chance to respond

Examples of conversation topics you can initiate:

Greetings and introductions

Daily routines

Family

Work and jobs

Health and emergencies

Shopping

Transportation

Community and services

School and learning

Food, culture, holidays

Simple workplace scenarios

Conversation Flow Guidance:

Ask one question

Wait for their response

Acknowledge their answer

Offer a natural follow-up question

Keep the exchange level-appropriate

Encourage them when they struggle

If the learner sounds confused or pauses too long:

Offer choices

Simplify your question

Provide an example response they can repeat

Always end the conversation by summarizing what they practiced, in plain language, and offer one more optional question or a short feedback note.