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Week 1 prompt: Create a summer learning plan of 4 weeks for an English Learner educator with no experience in using generative AI, to support language acquisition.

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Summer Learning Plan: Generative AI for Language Acquisition (4 Weeks)

This plan is designed for an English Learner (EL) educator with no prior experience in generative AI to explore its potential in supporting language acquisition. It outlines a four-week program with a gradual introduction to different generative AI tools and activities for the classroom.

Target Audience: EL Educators (no prior generative AI experience)

Learning Objectives:

Participants will gain a basic understanding of generative AI and its applications in education.

Participants will explore various generative AI tools for language learning.

Participants will design and implement lesson plans utilizing generative AI for EL students.

Plan Structure:

Each week will focus on a specific aspect of generative AI and its connection to language learning. Hands-on activities and exploration will be emphasized.

Week 1: Introduction to Generative AI

Activities:

Brainstorming: What are some challenges you face in teaching EL students? How could technology help?

Introduction to Generative AI:

Discuss the concept of generative AI and its capabilities (e.g., text generation, translation, image creation).

Provide real-world examples of generative AI applications (e.g., chatbots, personalized learning platforms).

Exploration: Participants explore different generative AI platforms (e.g., Google AI Experiments, OpenAI Playground).

Week 2: AI-powered Language Tools

Focus: Explore generative AI tools specifically designed for language learning.

Activities:

Hands-on with Text Generation:

Introduce text generation tools like Wordtune or Rytr.

Participants experiment with these tools to rewrite sentences, create dialogues, or paraphrase text for different proficiency levels.

AI-powered Translation Tools:

Introduce translation tools like DeepL or Google Translate.

Participants explore features like translating entire documents or real-time conversation translation.

Discussion: Reflect on the benefits and limitations of AI-powered language tools for EL learners.

Week 3: AI for Personalized Learning

Focus: Explore how generative AI can personalize the learning experience for EL students.

Activities:

Adaptive Learning Platforms: Introduce platforms like IXL or Memrise that use algorithms to personalize learning paths.

AI-powered Grammar Checkers: Explore tools like Grammarly or Ginger that identify and suggest corrections for grammar and mechanics.

Scenario Planning: Participants brainstorm scenarios where personalized learning through AI could be beneficial for EL students (e.g., vocabulary practice, writing feedback).

Week 4: Designing Lessons with Generative AI

Focus: Develop lesson plans integrating generative AI tools explored throughout the program.

Activities:

Small Group Work: Participants form small groups and choose a specific generative AI tool and language skill they want to target (e.g., using Wordtune for writing practice, using DeepL for summarizing complex texts).

Lesson Plan Development: Each group develops a lesson plan incorporating the chosen generative AI tool. The plan should outline learning objectives, activities, and assessment methods.

Presentations and Discussions: Each group presents their lesson plan, followed by feedback and discussion from the entire group.

Resources:

Google AI Experiments: https://experiments.withgoogle.com/

OpenAI Playground: https://platform.openai.com/playground

Wordtune: https://www.wordtune.com/

Rytr: https://rytr.me/

DeepL: https://www.deepl.com/

IXL: https://www.ixl.com/

Memrise: https://www.memrise.com/

Grammarly: https://www.grammarly.com/

Ginger: https://www.gingersoftware.com/grammarcheck

Assessment:

Participation in discussions and activities

Lesson plan development and presentation

Differentiation:

Provide additional support or resources for participants with limited technology experience.

Encourage participants to explore generative AI tools beyond those covered in the program.

Note: This is a sample plan, and you can adjust the specific tools, activities, and resources based on your participants' needs and interests.

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Week 1: Introduction to Generative AI in Language Learning

Goals:

Understand the basics of generative AI.

Explore how generative AI can aid language learning.

Activities:

1. Readings and Videos:

Introduction to Generative AI.

How AI is transforming language education.

2. Online Courses:

Enroll in a basic course on AI in education (e.g., Coursera, edX).

3. Tool Familiarization:

Explore AI tools like ChatGPT, Grammarly, and Duolingo.

Experiment with simple prompts in ChatGPT.

4. Reflective Journal:

Write daily reflections on what you've learned.

Note potential applications in your classroom.

Resources:

Articles on AI in education.

Online courses and tutorials.

AI tool websites.

Week 2: Practical Applications of Generative AI

Goals:

Learn how to integrate generative AI into lesson plans.

Develop practical skills using AI tools.

Activities:

1. Lesson Planning:

Create a sample lesson plan incorporating AI tools for language practice (e.g., using ChatGPT for conversational practice).

2. Tool Deep Dive:

Explore features of Grammarly for writing support.

Use Duolingo for structured language exercises.

3. Peer Collaboration:

Join online forums or groups of educators using AI.

Share your lesson plans and get feedback.

4. Reflective Journal:

Reflect on the challenges and benefits of using AI in your lessons.

Plan adjustments based on feedback.

Resources:

AI tool tutorials.

Educator forums and online communities.

Week 3: Enhancing Language Skills with AI

Goals:

Focus on specific language skills (speaking, listening, reading, writing).

Use AI tools to create engaging and interactive activities.

Activities:

1. Skill-Based Activities:

Create speaking exercises using ChatGPT for simulated conversations.

Develop listening activities using AI-generated audio content.

Design reading comprehension exercises with AI-generated texts.

Use Grammarly for writing practice and feedback.

2. Student Engagement:

Plan activities that encourage student interaction with AI tools.

Develop assessments to measure student progress.

3. Professional Development:

Attend webinars or workshops on advanced AI applications in education.

4. Reflective Journal:

Note student responses to AI-integrated activities.

Assess the effectiveness of different AI tools.

Resources:

AI-generated content platforms.

Webinars and workshops.

Week 4: Evaluating and Refining AI Integration

Goals:

Evaluate the effectiveness of AI tools in your teaching practice.

Plan for continuous improvement.

Activities:

1. Evaluation:

Collect feedback from students on AI-integrated activities.

Analyze student performance data to assess the impact of AI tools.

2. Refinement:

Adjust lesson plans based on feedback and data analysis.

Explore additional AI tools and resources.

3. Professional Sharing:

Prepare a presentation or report on your experiences using AI in the classroom.

Share your findings with colleagues or at a professional development event.

4. Reflective Journal:

Reflect on your journey from learning to applying AI in education.

Plan for future professional development in AI.

Resources:

Student feedback forms.

Data analysis tools.

Presentation software.

By the end of these 4 weeks, you'll have a solid understanding of how to use generative AI tools to support language acquisition in your classroom, along with practical experience in integrating these tools into your teaching practice.

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This week, I decided to use Magic School AI. A few months ago, I attended a technology conference for teachers. I joined a session about Magic School AI during the conference and learned about the basic of AI and how to use it. I thought it was fairly simple to use but was a bit unhappy with the fact that the features were limited if you did not have a paid account. I decided to use Magic School AI this week to create a 15 day Unit for a new class I will be teaching this upcoming school year. For the past 2 years I have worked as a Biliteracy Coach but decided that I missed teaching full time. The class I will be teaching is for 10,11, and 12th graders who are English Learners who have been in U.S for as little as 3 days up until a few months. I decided to have Magic School help me create this unit plan since I know I will be teaching this class in a few weeks.

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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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Here's a 4-week summer learning plan for an English Learner educator to incorporate generative AI for language acquisition support:

Week 1: Introduction to Generative AI

1. Research basics of generative AI and its potential in language education

2. Explore popular AI tools like ChatGPT, Claude, or Google Bard

3. Practice basic prompts for language-related tasks

4. Reflect on potential applications in English Language Learning (ELL) classroom

Week 2: AI-Assisted Lesson Planning

1. Use AI to generate lesson plan ideas for different language skills

2. Create AI-assisted vocabulary lists and example sentences

3. Develop writing prompts and discussion questions with AI support

4. Design a simple AI-enhanced activity for students

Week 3: Customizing AI Outputs for ELL

1. Learn prompt engineering techniques for more targeted responses

2. Practice adapting AI-generated content for different proficiency levels

3. Explore using AI for differentiation and personalized learning

4. Create a series of scaffolded exercises using AI assistance

Week 4: Implementation and Ethical Considerations

1. Develop guidelines for responsible AI use in the classroom

2. Create a lesson plan incorporating AI tools for student use

3. Address potential challenges and limitations of AI in language learning

4. Design an assessment to evaluate the effectiveness of AI-enhanced activities

Would you like me to elaborate on any specific part of this plan?

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Chat GPT:

This is the only AI technology tool I have used, so it was fairly simple to navigate. I have used it in my workplace and for personal and educational tasks. I find it easy to utilize and pretty straightforward. I realize, though, that you must be very specific about what you want and give many details to get good results. Overall, I liked the 4-week plan it generated since it gave some ideas on what activities I could do. However, the resources were vague, and no links were provided to provide examples.

Claude:

This was my 1st experience using Claude. I have not had time to research AI tools other than chat GPT. I was very surprised at how easy it was to make a linked account and how easy it was to navigate. I recognize that my results were more condensed than those from CHAT GPT. I do not think that it gave me very in-depth results. I would have to go back and make the prompt more specific.

GEMINI:

This was also 1st time using GEMINI. I did not know that google had an AI tool. It was fairly simple to use from my computer and link to my Google account. As an

educator, I liked that it included the objectives and structure of the 4 weeks. I like how the information was organized in a way that made sense. It also gave me ideas on activities I could do to better my planning, such as brainstorming. I am very excited to be able to use this tool and not just CHAT GPT.

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Criteria used to create the 15 day unit plan for my EL Reading Course

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Using MAGIC SCHOOL AI to create a 15 day Unit Plan 

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Using MAGIC SCHOOL AI to create a 15 day Unit Plan 

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You can find the link to the results here: https://app.magicschool.ai/tools/unit-plan-generator?share=dc0fe08b-45eb-436c-bbb0-f732500b3ff1

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English Learners READING Unit Plan for Level 1 Newcomer Students

Day 1: Introduction to Reading and the Arts

Objective: Students will be introduced to basic reading skills and the integration of arts in reading.

Assessment: Students will share one word they learned today and create a simple drawing related to that word.

Key Points: Vocabulary introduction, importance of reading, and how art connects to literature.

Standard Addressed: WIDA Standard 1 (Social and Instructional Language)

Day 2: Exploring Visual Arts in Literature

Objective: Students will identify and describe visual elements in a piece of literature.

Assessment: Class discussion and group activity where students match images to text.

Key Points: Understanding illustrations and how they enhance reading.

Standard Addressed: WIDA Standard 2 (Language of Language Arts)

Day 3: Vocabulary Building Through Art

Objective: Students will learn 5 new vocabulary words through associated artwork.

Assessment: Create a vocabulary poster that includes images and definitions.

Key Points: Contextual learning through visual aids.

Standard Addressed: WIDA Standard 3 (Language of Social Studies)

Day 4: Storytelling with Pictures

Objective: Students will create a short story using pictures.

Assessment: Presentation of their stories to the class.

Key Points: The role of imagery in storytelling and comprehension.

Standard Addressed: WIDA Standard 6 (Language of Arts)

Day 5: Comparing Text and Art

Objective: Students will compare a text with its corresponding artwork.

Assessment: Venn diagram illustrating similarities and differences.

Key Points: Critical thinking and analysis skills.

Standard Addressed: WIDA Standard 4 (Language of Math)

Day 6: Introduction to Poetry

Objective: Students will understand basic elements of poetry.

Assessment: Write a simple poem inspired by an artwork.

Key Points: Rhythm, rhyme, and imagery in poetry.

Standard Addressed: WIDA Standard 5 (Language of Science)

Day 7: Reading Aloud and Expression

Objective: Students will practice reading aloud with expression.

Assessment: Peer assessment on reading fluency and expression.

Key Points: The importance of intonation and emotion in reading.

Standard Addressed: WIDA Standard 1 (Social and Instructional Language)

Day 8: Character Exploration Through Art

Objective: Students will analyze a character based on visual representations.

Assessment: Create a character map using images and text.

Key Points: Understanding character traits and development.

Standard Addressed: WIDA Standard 2 (Language of Language Arts)

Day 9: Creating a Visual Story

Objective: Students will create a comic strip or storyboard.

Assessment: Present their visual stories to the class.

Key Points: Narrative structure and visual storytelling.

Standard Addressed: WIDA Standard 3 (Language of Social Studies)

Day 10: Integrating Music and Reading

Objective: Students will explore how music influences storytelling.

Assessment: Discuss how a song relates to a story they read.

Key Points: Connection between music and reading comprehension.

Standard Addressed: WIDA Standard 6 (Language of Arts)

Day 11: Group Reading Project

Objective: Students will collaborate on reading a short story.

Assessment: Group presentation of the story’s theme and illustrations.

Key Points: Teamwork and communication in reading.

Standard Addressed: WIDA Standard 4 (Language of Math)

Day 12: Creative Writing Inspired by Art

Objective: Students will write a short paragraph inspired by a piece of art.

Assessment: Share their writings with a partner.

Key Points: Creative expression and vocabulary use.

Standard Addressed: WIDA Standard 5 (Language of Science)

Day 13: Reflecting on Learning

Objective: Students will reflect on their learning experiences throughout the unit.

Assessment: Write a short reflection about what they enjoyed.

Key Points: Importance of self-assessment and reflection in learning.

Standard Addressed: WIDA Standard 1 (Social and Instructional Language)

Day 14: Finalizing Projects

Objective: Students will finalize their projects for presentation.

Assessment: Peer feedback on projects.

Key Points: Revision and collaboration skills.

Standard Addressed: WIDA Standard 2 (Language of Language Arts)

Day 15: Culminating Presentation Day

Objective: Students will present their projects to the class.

Assessment: Class presentations and peer evaluations.

Key Points: Public speaking skills and celebrating learning.

Standard Addressed: WIDA Standard 6 (Language of Arts)

Culminating Activities Suggestions

1. Art and Reading Fair: Students display their projects and share their learning experiences with the school community.

2. Thematic Poetry Slam: Students perform their poems inspired by art and share them in a school event.

3. Collaborative Storybook: Students create a class storybook combining their writings and illustrations.

Standards Addressed:

WIDA English Language Proficiency Standards 1-6 (Social and Instructional Language, Language of Language Arts, Language of Social Studies, Language of Math, Language of Science, Language of Arts)

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I then asked AI to identify the vocabulary and grammar that sutdents will need to know for each week

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I then asked AI to identify the vocabulary and grammar that sutdents will need to know for each week

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Here’s a breakdown of key vocabulary and grammar concepts that students will need to know for each week of the 15-day unit plan, organized by week.

Week 1: Introduction to Reading and the Arts

Key Vocabulary:

Read

Learn

Word

Art

Picture

Draw

Color

Key Grammar Concepts:

Simple present tense (e.g., "I read," "I draw")

Nouns (objects, actions, and descriptions)

Basic sentence structure (Subject + Verb + Object)

Week 2: Exploring Visual Arts in Literature

Key Vocabulary:

Image

Text

Compare

Describe

Match

Element

Key Grammar Concepts:

Adjectives (describing words, e.g., "big," "colorful")

Simple present tense (e.g., "The image shows…")

Using "and" to connect ideas

Week 3: Vocabulary Building Through Art

Key Vocabulary:

Vocabulary

Definition

Meaning

Related

Poster

Key Grammar Concepts:

Present continuous tense (e.g., "I am learning")

Using "to be" for definitions (e.g., "A tree is a plant")

Creating simple lists (e.g., "I see a tree, a car, and a house.")

Week 4: Storytelling with Pictures

Key Vocabulary:

Story

Picture

Create

Begin

End

Character

Key Grammar Concepts:

Simple past tense (e.g., "I created a story.")

Using "first," "next," and "finally" to sequence events

Asking questions (e.g., "What is happening in the picture?")

Week 5: Comparing Text and Art

Key Vocabulary:

Compare

Contrast

Similar

Different

Venn diagram

Key Grammar Concepts:

Comparatives (e.g., "bigger," "smaller")

Using "like" and "unlike" for comparisons

Formulating "if…then" statements (e.g., "If it is sunny, then we go outside.")

Week 6: Introduction to Poetry

Key Vocabulary:

Poem

Rhyme

Rhythm

Stanza

Imagery

Key Grammar Concepts:

Writing simple sentences and lines of poetry

Using similes and metaphors (e.g., "as brave as a lion")

Presenting ideas in a structured format (e.g., lines and stanzas)

Week 7: Reading Aloud and Expression

Key Vocabulary:

Read aloud

Expression

Fluency

Intonation

Emotion

Key Grammar Concepts:

Present continuous tense (e.g., "I am reading with expression.")

Using adjectives to describe voice (e.g., "loud," "soft," "happy")

Punctuation in dialogue (e.g., "He said, 'Hello!'")

Week 8: Character Exploration Through Art

Key Vocabulary:

Character

Traits

Map

Analyze

Emotion

Key Grammar Concepts:

Using "has" and "is" to describe characters (e.g., "He has courage," "She is kind.")

Formulating simple character descriptions

Using possessive nouns (e.g., "the character's traits")

Week 9: Creating a Visual Story

Key Vocabulary:

Comic strip

Storyboard

Action

Dialogue

Sequence

Key Grammar Concepts:

Present continuous tense for actions (e.g., "The girl is running.")

Using quotation marks for dialogue (e.g., "She said, 'Look at this!'")

Using transition words (e.g., "first," "then," "after that")

Week 10: Integrating Music and Reading

Key Vocabulary:

Music

Influence

Story

Connect

Theme

Key Grammar Concepts:

Simple present tense for general truths (e.g., "Music helps tell stories.")

Using "and" and "but" to connect ideas

Formulating cause and effect statements (e.g., "If I listen to music, then I feel happy.")

Week 11: Group Reading Project

Key Vocabulary:

Group

Collaborate

Present

Theme

Illustrations

Key Grammar Concepts:

Using plural nouns (e.g., "groups," "projects")

Simple past tense for completed actions (e.g., "We presented our story.")

Formulating team roles (e.g., "I will draw, and you will write.")

Week 12: Creative Writing Inspired by Art

Key Vocabulary:

Write

Inspired

Describe

Paragraph

Share

Key Grammar Concepts:

Sentence structure (Topic sentence, supporting details)

Using adjectives and adverbs (e.g., "beautifully," "quickly")

Transition words for writing (e.g., "also," "for example")

Week 13: Reflecting on Learning

Key Vocabulary:

Reflect

Experience

Enjoy

Learning

Share

Key Grammar Concepts:

Using past tense for reflection (e.g., "I learned…")

Formulating opinions (e.g., "I think that…")

Writing simple reflections

Week 14: Finalizing Projects

Key Vocabulary:

Finalize

Feedback

Revise

Collaborate

Present

Key Grammar Concepts:

Future tense for upcoming actions (e.g., "We will present next week.")

Using "need to" for requirements (e.g., "I need to revise my project.")

Formulating sentences about teamwork and collaboration

Week 15: Culminating Presentation Day

Key Vocabulary:

Present

Audience

Evaluate

Celebrate

Share

Key Grammar Concepts:

Using "will" for future events (e.g., "We will present our projects.")

Asking questions for audience engagement (e.g., "Do you have any questions?")

Summarizing key points of a presentation

These vocabulary and grammar concepts will help students build their language skills progressively throughout the unit, allowing them to engage meaningfully with the content and each other.

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I then asked how can I integrate grammar and key vocabulary each week of the unit?

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I then asked how can I integrate grammar and key vocabulary each week of the unit?

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Integrating grammar and key vocabulary into each week of the unit can be accomplished through targeted activities, discussions, and practice exercises. Here’s a detailed plan for how to incorporate grammar and vocabulary each week:

Week 1: Introduction to Reading and the Arts

Vocabulary Integration:

Create a word wall with the key vocabulary. Each day, add new words and have students use them in sentences.

Use drawings of the vocabulary words to help students visualize and remember them.

Grammar Integration:

Introduce simple present tense by modeling sentences using the vocabulary (e.g., "I read a book.").

Have students create short sentences using the vocabulary, focusing on subject-verb-object structure.

Week 2: Exploring Visual Arts in Literature

Vocabulary Integration:

Conduct a matching activity where students pair vocabulary words with images or texts.

Encourage students to describe an image using the vocabulary words (e.g., "I see a big, colorful picture.").

Grammar Integration:

Teach adjectives and how to use them with nouns. Have students describe images using adjectives.

Practice sentence construction with “and” to connect ideas (e.g., "The picture is big and colorful.").

Week 3: Vocabulary Building Through Art

Vocabulary Integration:

Have students create a vocabulary poster with definitions and illustrations for each word.

Use vocabulary in context by discussing how they relate to specific artworks.

Grammar Integration:

Introduce present continuous tense (e.g., "I am learning new words.").

Have students practice by writing sentences about what they are doing with their vocabulary (e.g., "I am drawing my vocabulary poster.").

Week 4: Storytelling with Pictures

Vocabulary Integration:

Use picture storytelling to reinforce vocabulary. Students identify and label elements in their pictures.

Encourage students to create a shared vocabulary list based on the stories they create.

Grammar Integration:

Teach sequencing words (first, next, finally) and have students use them to describe their stories.

Have students write simple past tense sentences about their stories (e.g., "I created a story about a cat.").

Week 5: Comparing Text and Art

Vocabulary Integration:

Create a Venn diagram with key vocabulary words. Students can fill it out with examples of similarities and differences.

Conduct a class discussion using vocabulary words in context (e.g., "The text is similar to the image because…").

Grammar Integration:

Teach comparative adjectives (e.g., bigger, smaller). Have students use them in sentences about the text and art.

Practice forming sentences using "like" and "unlike" (e.g., "The text is unlike the image because…").

Week 6: Introduction to Poetry

Vocabulary Integration:

Introduce poetry-related vocabulary through examples of poems. Discuss meanings in context.

Encourage students to create visual representations of the vocabulary words.

Grammar Integration:

Teach similes and metaphors. Have students create their own examples using vocabulary.

Practice writing simple lines of poetry using the vocabulary (e.g., "The sun is like a big yellow ball.").

Week 7: Reading Aloud and Expression

Vocabulary Integration:

Use vocabulary in readings. Students can highlight or underline the vocabulary as they read aloud.

Have students practice reading sentences that include the vocabulary.

Grammar Integration:

Model expressive reading and discuss intonation. Have students practice reading with emotion using the vocabulary.

Create sentences where students can practice using adjectives to describe how something sounds (e.g., "It sounds soft and gentle.").

Week 8: Character Exploration Through Art

Vocabulary Integration:

Have students create character maps that include vocabulary words related to character traits.

Discuss character traits using visual aids and have students relate traits to their own experiences.

Grammar Integration:

Teach the use of "has" and "is" to describe characters. Have students write sentences to describe their chosen character.

Encourage students to use possessive nouns (e.g., "The character's bravery is important.") in their descriptions.

Week 9: Creating a Visual Story

Vocabulary Integration:

Provide students with vocabulary that relates to comic strips and storyboards. Have them label their work.

Discuss vocabulary in the context of their created stories.

Grammar Integration:

Teach dialogue punctuation and have students write speech bubbles for their characters.

Encourage students to use past tense to describe actions in their stories (e.g., "The character jumped over the fence.").

Week 10: Integrating Music and Reading

Vocabulary Integration:

Use music lyrics to highlight vocabulary related to themes and storytelling.

Have students create a list of vocabulary that connects music to literature.

Grammar Integration:

Teach cause and effect sentences (e.g., "Music influences the story because…").

Have students practice writing their sentences using "if…then" statements.

Week 11: Group Reading Project

Vocabulary Integration:

Have students collaboratively create a shared vocabulary list based on the story they are reading.

Encourage students to use vocabulary in their presentations.

Grammar Integration:

Use plural nouns in discussions about group work (e.g., "We created our projects.").

Encourage students to formulate roles in the group using present tense (e.g., "I write, and you draw.").

Week 12: Creative Writing Inspired by Art

Vocabulary Integration:

Have students use vocabulary in their creative writing assignments.

Encourage peer collaboration to review and provide feedback on vocabulary use.

Grammar Integration:

Focus on sentence structure and coherence in their writing. Teach topic sentences and supporting details.

Encourage the use of transition words in writing to connect ideas smoothly.

Week 13: Reflecting on Learning

Vocabulary Integration:

Have students share their reflections using key vocabulary in small groups.

Create a reflection wall where students post their thoughts using vocabulary words.

Grammar Integration:

Focus on past tense for reflection writing (e.g., "I learned that…").

Encourage students to formulate opinions using "I think that…" or "I feel that…"

Week 14: Finalizing Projects

Vocabulary Integration:

Use vocabulary in peer feedback sessions. Students can provide feedback using specific vocabulary.

Encourage students to practice presenting their projects using vocabulary relevant to their content.

Grammar Integration:

Teach future tense for discussing upcoming presentations (e.g., "I will present my project.").

Encourage students to use "need to" for discussing project requirements (e.g., "I need to add more details.").

Week 15: Culminating Presentation Day

Vocabulary Integration:

Have students prepare presentation materials that include key vocabulary.

Encourage students to use vocabulary in their presentations and during Q&A sessions.

Grammar Integration:

Practice asking and answering questions in complete sentences (e.g., "What did you learn? I learned that…").

Reinforce the use of present tense during presentations (e.g., "Today, I will share my project.").

By following this integrated approach, students will be able to reinforce their understanding of vocabulary and grammar throughout the unit, leading to a more cohesive learning experience.

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What do educators need to know about Generative AI?

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What do educators need to know about Generative AI?

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I utilized Canva to create my concept map.

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AI FOR EL HIGH SCHOOL TEACHER CONCEPT MAP

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Using Gemini to begin thinking about concept map. Prompt: What are 4 important things for high school teachers to know about generative AI?

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Using Gemini to begin thinking about concept map. Prompt: What are 4 important things for high school teachers to know about generative AI?

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WHAT ARE 4 IMPORTANT FOR HIGH SCHOOL TEACHERS TO KNOW ABOUT GENERATIVE AI?

Here are 4 important things for high school teachers to know about generative AI:

1. Potential for Personalized Learning: Generative AI can create customized learning experiences. Tools can generate practice problems, write summaries of complex topics, or even act as virtual tutors tailored to individual student needs. This allows teachers to focus on deeper discussions and critical thinking, while AI handles repetitive tasks.

2. Critical Evaluation Skills: While generative AI can be a powerful tool, it's crucial for students to develop critical evaluation skills. Teachers should emphasize how AI can be biased or create factually incorrect outputs. Activities like fact-checking AI-generated content or having students analyze the limitations of AI outputs can be valuable.

3. Academic Integrity and Plagiarism: Generative AI can be misused for plagiarism. Teachers need to be aware of this and develop strategies for detecting AI-generated text. This might involve using plagiarism checkers designed for AI or incorporating tasks that require original thinking and analysis.

4. Preparing Students for the Future: Generative AI is rapidly changing the world. Teachers should equip students with the knowledge and skills to use AI responsibly and ethically. Discussing the potential benefits and drawbacks of AI in various fields can help students understand its impact on their future careers and lives.

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Adventure #1: AI for supporting Diverse Learners 

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Adventure #1: AI for supporting Diverse Learners 

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Powerpoint presentation

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Adventure #2: AI Enhanced Curriculum Development

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Adventure #2: AI Enhanced Curriculum Development

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I am transitioning back into the classroom to teach an EL Reading course for high school newcomer EL students. Some summer work was done for this section, but I was curious to see how MAGIC SCHOOL would make the unit more in-depth and improve the unit assessment. We also need support in creating rubrics that are based on our new skills based grading.

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As detailed in my video reflection, I have used Prezi in the past but not the AI feature. I have found Prezi to create visually engaging presentations, but I also really enjoyed viewing the results of my prompt. Very exited to use it again.

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Before this task, I was unaware of a prompt library. According to the DataScientest article, an AI prompt library is a library of high-quality prompts ready to give instructions to generative AIs such as CHATGPT. Looking back at the few prompts I had from ChatGPT during this course, I realize that my prompts were only a bit specific since I did include the audience and a time frame. However, after the results, I did not ask for more prompts to make the results more specific. In this link you will find my prompts written so far for my adventures.

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I found myself very confused when delving deeper into this assignment. I thought an AI prompt library was just a list of prompts that AI can use. However, I had to do more research and use AI to help me find good examples of such. I found chat GPT to give me confusing responses, and then I resorted to using Gemini, which was way more helpful and gave me additional resources. The conversation went as follows: Can you give me an example of what an AI prompt library is?

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An AI Prompt Library: A Collection of Effective Prompts

An AI prompt library is essentially a repository of carefully crafted text prompts designed to elicit specific responses from an AI model.

These prompts can be used for various purposes, such as generating text, code, images, or even performing tasks.

1. What is a prompt library? Why are they useful? How can I build my own? Show me some examples of well organized prompt libraries. - Business Library - LibAnswers

answers.businesslibrary.uflib.ufl.edu

2. Artificial Intelligence Now: ChatGPT + AI Literacy Toolbox: Prompting AI - FIU Libraries - Florida International University

library.fiu.edu

Example of an AI Prompt Library:

Imagine a library focused on generating creative writing prompts. It might contain categories like:

Genre-specific prompts:

Sci-fi: "Write a short story about a planet where humans are the minority species."

Fantasy: "Create a world where magic is a currency."

Mystery: "A renowned detective is called to investigate a series of seemingly unrelated deaths."

Style-specific prompts:

Humor: "Write a comedic dialogue between a robot and a pet goldfish."

Horror: "Describe a haunted house from the perspective of a houseplant."

Poetry: "Write a sonnet about the beauty of artificial intelligence."

Character-based prompts:

"Create a complex character with a tragic backstory."

"Develop a villain with a relatable motivation."

"Write a dialogue between two characters with opposing viewpoints."

Beyond creative writing, AI prompt libraries can cover a wide range of topics, including:

Marketing and advertising: Creating slogans, ad copy, social media content

Coding: Generating code snippets, explaining code concepts

Education: Creating lesson plans, quiz questions, tutoring sessions

Customer service: Handling customer inquiries, providing product information

Key features of an effective AI prompt library:

Categorization: Prompts are organized for easy search and discovery.

Customization: Prompts can be tailored to specific needs or preferences.

Examples: Sample outputs are provided to demonstrate prompt effectiveness.

Community contributions: Users can submit and share their own prompts.

By providing a curated collection of high-quality prompts, AI prompt libraries can significantly enhance the user experience and productivity when interacting with AI models.

Would you like to explore a specific type of AI prompt library?

This response linked me to a blog where educators shared how to design prompts that could be used with Chat GPT.

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At the end of this unit we’ve been building on (topic), I would like feedback from my students on how well the unit helped them learn. What are ten questions you recommend that I ask? They should be a combination of Likert scale, short answer, and/or multiple choice.

Follow-up Prompt

I would also like to specifically find out what students thought about  (list specific aspects of the unit you’d like feedback on). What are some questions you recommend that I ask to get at that?

Note: For the list in the second prompt, consider the following possibilities for what you might like feedback on: techniques, strategies, texts or other resources, assessments, feelings (Did students feel respected? Feel like they belonged?), the physical classroom, the time they had to complete work, etc.

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Hi everyone, I am sharing a screencastify video explaining my process for this week's AIT. I used otter, chat gpt, and PopAi to create this process for analyzing my groups conversations.

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Untitled Video August 18, 2024 12_10 PM.webm

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For this week's assignment, I used GAMMA to choose 8 images to represent my experience with this course. I then used GAMMA to produce a presentation sharing my ideas. The original prompt was to generate 8 images to visualize my experience with this course. GAMMA then created a presentation elaborating on my ideas.

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Untitled Video August 18, 2024 12_10 PM.webm