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Prompting for Accessibility Reducing cognitive load and designing clearer digital tasks

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Prompting for Accessibility Reducing cognitive load and designing clearer digital tasks

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Prompting for Accessibility Reducing cognitive load and designing clearer digital tasks (podcast and video)

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Prompting for Accessibility Reducing cognitive load and designing clearer digital tasks (podcast and video)

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Add anything that helps your productivity here

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Add anything that helps your productivity here

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Add specific activities and  tasks here that impact pedagogy

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Add specific activities and  tasks here that impact pedagogy

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Add things here to do with how you help trainees learn what AI actually is or how it works

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Add things here to do with how you help trainees learn what AI actually is or how it works

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How are you updating trainees and mentors on digital implications of AI use and safeguarding?

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How are you updating trainees and mentors on digital implications of AI use and safeguarding?

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Add anything to do with AI and partnership here

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Add anything to do with AI and partnership here

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How are you using AI and AT for adaptive teaching?

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How are you using AI and AT for adaptive teaching?

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Add examples of how you are empowering your trainees to be the critical human in the loop

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Add examples of how you are empowering your trainees to be the critical human in the loop

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Add things to do with Lesson Planning and pedagogical choices and AI here

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Add things to do with Lesson Planning and pedagogical choices and AI here

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Add any way you've used AI to create a bot to practise keys skills or scenarios (think behaviour, SK etc.)

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Add any way you've used AI to create a bot to practise keys skills or scenarios (think behaviour, SK etc.)

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"Choose Your Own Adventure" Behaviour Simulator from Miles Berry

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"Choose Your Own Adventure" Behaviour Simulator from Miles Berry

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A text-based bot that presents a scenario (e.g., two pupils fighting in a corridor). Trainees type their exact response, and the bot reacts and gives feedback on their intervention

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Guarded Assignment Feedback Bot, from Miles Berry

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Guarded Assignment Feedback Bot, from Miles Berry

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Trainees upload their essay draft and the assignment brief. The bot gives deep structural feedback (e.g., "introduce the difference between epistemology and ontology earlier") but has strict guardrails to never give a projected grade

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Trainees upload a specific school job description, and the bot conducts a tailored practice interview

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Audio Transcript Analysis, by Miles Berry

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Audio Transcript Analysis, by Miles Berry

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Feed a written transcript of a trainee's taught lesson into an AI to get objective feedback on pupil engagement and whether participation was inclusive

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The Hinder box on lesson plan, by Matthew Wimpenny-Smith

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The Hinder box on lesson plan, by Matthew Wimpenny-Smith

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Add a mandatory box to your university's lesson plan proforma: "I've considered how AI tools may support or hinder this plan"

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Explicit AI Bans for a timed period for planning, by Pip Sanderson

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Explicit AI Bans for a timed period for planning, by Pip Sanderson

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Ask trainees not to use GenAI for their weekly lesson planning, forcing them to manually grapple with sequencing learning so they can actually quality-assure AI outputs later in their careers

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Prompt comparisons, by Matthew Wimpenny-Smith

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Prompt comparisons, by Matthew Wimpenny-Smith

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Have trainees generate a lesson using a basic "cold" prompt (e.g., "Year 4 lesson on volcanoes") and compare it against one built using strict pedagogical parameters to prove AI relies on human expertise

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Co-Planning Prompts, by Matthew Wimpenny-Smith

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Co-Planning Prompts, by Matthew Wimpenny-Smith

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Add specific questions to mentor meeting sheets, such as: "Will the AI enhance or distract from my thinking in this lesson?

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"Blue Box" Transparency, by Georgia Aspinox

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"Blue Box" Transparency, by Georgia Aspinox

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Place a blue box on university lecture slides explicitly stating exactly how an AI tool was used to generate that specific content or quote

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Have trainees draw a line graph charting their feelings about AI's potential for good over time (e.g., from Nov 2022 to today) to normalise changing their minds as they learn more

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Rename "Hallucinations" to "Tech Fails", by Pip Sanderson

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Rename "Hallucinations" to "Tech Fails", by Pip Sanderson

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Challenge industry terminology in seminars by explicitly calling them "tech fails"

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Prove to trainees that "making stuff up is baked into the system" by showing them how LLMs are just advanced predictive text (Markov chains) guessing the next most probable word

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Explicitly teach trainees that chatbots are engineered to exploit human evolutionary instincts for connection and validation

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The "Positive Bias" Prompt, by David Curran

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The "Positive Bias" Prompt, by David Curran

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Instruct the AI with specific dignity-saving parameters, such as: "when a student types the spelling incorrectly, please reply with the correct spelling of the word do not highlight the fact that the student has made a mistake"

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Turn on PowerPoint's live subtitle feature, which can even be set to instantly translate your spoken English into another language (e.g., Ukrainian) on the screen for EAL pupils

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Dictation with a Mute Button, by David Curran

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Dictation with a Mute Button, by David Curran

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Give pupils headsets with an inline mute switch. Teach them to think of a sentence on mute, unmute to dictate it, and immediately mute again so they don't panic while the computer catches up

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Use Immersive Reader so dyslexic pupils or trainees can see and hear the text simultaneously, which aids processing speed

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Use a radar-diagram tool to evaluate shiny new AI products on their pedagogical value, safeguarding, fairness, cost, operability, and sustainability before adopting them

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The 'Hypothetical 9-Year-Old', by Georgia Aspinox

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The 'Hypothetical 9-Year-Old', by Georgia Aspinox

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Use AI to write a story from the perspective of a 9-year-old containing deliberate errors. Ask the AI to mark it in three different ways, and have trainees analyse which version is actually effective feedback

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Give trainees a selection of different school AI policies (from blanket bans to open use) and have them analyse where the "burden of responsibility" lies for using the tech

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Use Claude Artifacts, by Georgia Aspinox

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Use Claude Artifacts, by Georgia Aspinox

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Instead of relying on generic tools, use AI to quickly code interactive, highly specific widgets for a lesson (e.g., a customizable apostrophe quiz that only tests the exact rules you just taught

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Educators like Colin McGill, Beth McClure, and Miles Berry use AI tools like NotebookLM to generate summaries or reviews of academic papers and turn them into audio or podcast formats for staff and students to listen to as pre-reading

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Use AI Images to spark discussion, by Ellie Overland

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Use AI Images to spark discussion, by Ellie Overland

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AI-generated images are used to spark discussion and deepen critical engagement. For example, Ellie Overland generated an AI image of geographical features and asked her trainees to debate, "Is this geography?"

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Prompting AI to generate common misconceptions in subject knowledge, allowing trainees to discuss the educational value and quality of the AI's output

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Asking AI to explain concepts and actively analyzing where the explanation breaks down to help trainees identify both its utility and limitations

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Encouraging trainees to set specific contexts or personas when prompting, such as instructing the AI to "make the mistakes of a 15-year-old," which is useful for modeling bias, assumptions, and marking

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Using NotebookLM to generate questions from source material, provide answers, evaluate user-generated answers, and identify student misconceptions based on those answers

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Mentor Observation Statements, by Georgia Aspinox

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Mentor Observation Statements, by Georgia Aspinox

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exploring whether AI can be used to improve the efficiency of mentor assessments against the Teachers' Standards. This involves creating a statement bank that mentors can select from to build progress and observation statements

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Reverse-Engineering Prompts, by Kelly Nicklin

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Reverse-Engineering Prompts, by Kelly Nicklin

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curriculum model session where resources are created using AI, and trainees then work backwards to "unpick" and analyze the prompt that was used to generate them

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Simulate challenging conversations with parents using a text-based role playing simulator (e.g. Partyrock) - focus on de-escalation, acknowledging feelings. Staff can collaboratively vibe-refine the prompt based on example experiences.

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Bias in Chat or Outputs (3 x 40min activities)

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Bias in Chat or Outputs (3 x 40min activities)

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▪️ Guided reading of a journal article to understand how a research project is constructed by researchers and then communicated to the intended audience.

▪️ Critiquing the research approach (methods, limitations, assumptions) of the authors.

▪️ Understanding bias the researchers uncovered.

▪️ Students experimenting with prompts to see bias of research project/study in action.