I am familiar with the more popular AI tools such as, ChatGPT, Magic School AI, and Copilot. So I wanted to explore an AI tool that was new to me. When searching for an AI tool to use, I came across this article that highlights 30 AI tools and gives a detailed description of each one. Between this resource, and Dr. Alec Couros presentation, I realize that there are an abundance of AI tools available. The AI tool I decided to explore is called TeachAid.
After signing up for a free account, I recieved a welcome pop up that explains the TeachAid AI platform and what it has to offer. See picture below.
Once enrolled in the program, I had the choice to create either a unit or a lesson plan. To fully explore the AI tool’s capabilities, I opted for a unit plan so I could observe a variety of different lessons. The program was quite detailed, inquiring about the number of lessons I wanted, the duration of each lesson, and the specific dates they would be taught. The unit that I requested to be generated was for the grade 1 mathematics outcome, N1.1.
To my surprise, the program generated an in depth unit plan that included the 10 lessons I had asked for, resources, as well as, handouts/worksheets for the students. Shown below is an overview for the unit it had created. I love that it has included Learning Goals, I Can Statements, and Keywords.
Unit Description
In this Grade 1 Mathematics unit, students will develop fundamental counting skills through a comprehensive series of lessons. They will begin by learning to count forward and backward by 1s between 0 and 100, ensuring precision in their number sequences. The unit will include lessons on symbolic numeral representation and reading numerals presented symbolically, enhancing their ability to connect spoken numbers with written forms. Students will also practice skip counting by 2s up to 20, and by 5s and 10s up to 100, identifying patterns and rules. Additionally, students will learn to identify and correct errors in number sequences, further solidifying their understanding. The unit will culminate in a comprehensive review of all counting skills, preparing students for a portfolio assessment that encompasses their numerical proficiency.
Learning Goals
1. Students will recite forward by 1s the number sequence between two whole numbers from 0 to 100 accurately, so that they can build a solid foundation for numeric understanding. (Specific expectations: Recite forward by 1s the number sequence between two whole numbers (0 to 100).)
2. Students will recite backward by 1s the number sequence between two whole numbers from 100 to 0 accurately, so that they can strengthen their comprehension of counting sequences in reverse. (Specific expectations: Recite backward by 1s the number sequence between two whole numbers.)
3. Students will record and read numerals (0 to 100) symbolically when they are presented orally and in written form, so that they can connect spoken numbers with their written counterparts accurately. (Specific expectations: Record a numeral (0 to 100) symbolically when it is presented orally., Read a numeral (0 to 100) when it is presented symbolically.)
4. Students will skip count by 2s to 20, by 5s to 100, and by 10s to 100 starting from 0, so that they can recognize and apply counting patterns and rules. (Specific expectations: Skip count by 2s to 20 starting at 0., Skip count by 5s to 100 starting at 0., Skip count forward by 10s to 100 starting at 0.)
5. Students will identify and correct errors and omissions in number sequences, so that they can ensure accuracy and develop critical problem-solving skills. (Specific expectations: Identify and correct errors and omissions in a number sequence.)
Success Criteria
- I can count forward by 1s from any number between 0 and 100, so that I know my numbers in order.
- I can count backward by 1s from any number between 100 and 0, so that I can understand counting in reverse.
- I can read and write numbers from 0 to 100 when I hear them or see them, so that I can match spoken numbers with their written forms.
- I can skip count by 2s, 5s, and 10s, so that I can see and use number patterns.
- I can find and fix mistakes in number sequences, so that I can keep my counting correct.
Keywords
- Counting
- Numerals
- Sequence
- Forward
- Backward
- Skip
- Patterns
- Errors
- Symbolic
- Omission
Teachaid could be utilized to improve teaching by generating quality lesson plans for educators to present to their students. The tool not only crafts the lessons but also offers various resources for both formative and summative assessments. It allows for the customization of generated lessons, enabling the addition or omission of content as needed. This flexibility is beneficial as it allows the tailoring of lessons to meet the specific needs of learners in the classroom.
When speaking of personalized learning, I discovered the option to differentiate a generated worksheet quite useful. In noticing one of the worksheets was a bit too advanced to use with grade 1’s at the beginning of the year, I simply clicked on the ‘differentiate’ tab and typed in “lower the learning level”. This action created an additional worksheet suitable for beginners, focusing on basic number counting, while also retaining the original worksheet for any advanced students.
Upon reviewing all the lessons, it is clear that the variety offered would maintain student engagement.For example, one lesson invites students to pair up and come up with a way to represent the number 20, whether through song, locating classroom objects, dance, or dramatization. Students are encouraged to think creatively in how they can express or represent the number 20. Meanwhile, another lesson sets them on a scavenger hunt for numbers. These are more active approaches while other resources in the unit plan had the students doing more independant activities such as handouts. The variety of instructional strategies used throughout the unit is supportive of various learning styles.
One thing I noticed is that the program ‘times out’ so if you were working on something and walked away, it logs you out and you have to log back in making it an inconvenient process. However, when you do log back in, the work you have done in the program is saved. Another issue, as highlighted in Dr. Alec Couros’s presentation, is the significant problem of AI exhibiting a western bias and seemingly reflecting racist and sexist viewpoints. Here is an article to supplement this notion, The Invisible Hand: Revealing Bias in AI Systems (ieee.org) It’s crucial to consider this when utilizing AI tools for creating lesson or unit plans. Although it may seem convenient to have someone else write the lesson, we need to be able to critcally check the lessons over and decide what needs to be changed or added so that it is inclusive, does not include bias viewpoints, and meets the curriculum standards.
I believe that AI tools will serve as an excellent supplementary resource in the classroom for both teachers and students. However, I do not think they should be used exclusively to create student assignments, as I am uncertain about the extent of learning when one’s own thoughts and knowledge are not integrated into the work. While we can learn from AI tools, they should not completely replace our own capabilities. I also wonder if a dependency on AI tools for answers could diminish our ability to think independently. Observing the evolution of AI in the classroom and gauging the extent of its integration will certainly be fascinating.
Hi Brittany, TeachAid seems like a very cool resource! The unit plan it provided seemed full of good ideas, but I also agree that it should not be used to fully take on the job of creating lessons and assignments. I plan on checking it out!