Exploring MagicSchool AI

This blog post was created as part of my M. Ed. Module: “Introduction to Learning Technologies”

This week, I'll explore some of the AI tools provided by MagicSchool AI.

First, I used the Lesson Generator tool in order to create a lesson plan for my upcoming Grade 3 Science Unit. After entering my prompts, here is the lesson plan that it generated:

Designing the Ultimate Car Challenge

Objective:

Students will be able to define a simple design problem reflecting a need or a want, generate and compare multiple possible solutions, plan and carry out fair tests to improve a model or prototype of a car that can travel the farthest in a straight line using specified criteria and constraints.

Assessment:

Students will be assessed on their ability to define a design problem, generate multiple solutions, test and improve their car model based on specified criteria and constraints through a performance rubric evaluating distance traveled, design creativity, and adherence to criteria.

Key Points:

• Understanding the design process and criteria for success

• Generating and comparing multiple solutions for a design problem

• Planning and conducting fair tests to improve a design

• Applying knowledge of forces to enhance car design

• Evaluating and refining prototypes for improved performance

Opening:

• Introduce the lesson by discussing different ways cars can move (rubber bands, wind power, gravity).

• Pose the question: "How can we design a car that will travel the farthest in a straight line using the given materials?"

Introduction to New Material:

• Discuss the design challenge and criteria for success.

• Explain the design process steps: defining the problem, generating solutions, testing, and improving.

• Common misconception: Believing that the first design is always the best and does not need improvement.

Guided Practice:

• Set expectations for teamwork, creativity, and following criteria.

• Provide examples of simple car designs using different forces.

• Scaffold questioning from asking students to identify design criteria to challenging them to justify their design choices.

• Monitor student performance by circulating and asking probing questions.

Independent Practice:

• Students will work in teams to design and construct their car models using the specified materials.

• They will conduct multiple tests to determine the distance traveled by their cars and identify areas for improvement.

• Students will record their design process and test results in a design journal.

Closing:

• Have each group share their design process and results with the class.

• Discuss the importance of testing and improving prototypes in the design process.

Extension Activity:

Students who finish early can design a new feature for their cars to enhance performance, such as adding a spoiler for better aerodynamics or changing the wheel design.

Homework:

Students can research real-life examples of cars that use different forces for propulsion and write a short paragraph comparing them to their classroom designs.

Standards Addressed:

• 3-5-ETS1 Engineering Design:

• 3-5-ETS1-1: Define a simple design problem with specified criteria and constraints.

• 3-5-ETS1-2: Generate and compare multiple possible solutions based on criteria and constraints.

• 3-5-ETS1-3: Plan and carry out fair tests to improve a model or prototype.

• ISTE Standards for Students:

• 1.4.c Prototypes: Students develop, test, and refine prototypes as part of a cyclical design process.

REFLECTION:

As first pointed out by this website when you open the link, AI is a good starting point, but the final product will need some refinement. I think this applies to this AI generated lesson plan as well, and that as a starting point, it is more than sufficient. It closely followed my prompts and addressed the standards I provided with accuracy and depth. The lesson is structured correctly and even included suggestions for reflection, extension and homework activities.

If I were to edit and implement this lesson plan, I would firstly make the language a bit simpler and clearer. I teach mostly ESL level students, and if I want to share these objectives with them, I would have to explain it in a different way. I would also provide more information that is specific to my class and my students, such as timing of activities and number of lessons, group sizes, and more information on the rubric for assessment and materials available for this project.

Overall, I think that in this example at least, the Lesson Generator AI did a fine job in designing a simple lesson plan that covered all the bases in terms of standards, lesson structure and general activities. I think I could definitely implement this lesson plan with some refinement and expansion.

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Next, let's try the Project Based Learning (PBL) tool to create a full project plan for my upcoming Grade 3 Inquiry unit:

Project: Expressing Ourselves Through Meaningful Words

Driving Question or Challenge:

How can we use words, poetry, music, art, and other forms of expression to convey deep meanings and evoke emotions?

Real-world Context:

In a world where communication takes many forms, understanding how to express oneself meaningfully is crucial. Students will explore how different modes of expression impact emotions and create connections with others, mirroring the diverse ways people communicate globally.

In-depth Inquiry:

Students will delve into the power of words and various art forms to convey emotions and messages effectively. They will investigate the impact of different mediums on the interpretation and reception of their expressions, leading to a deeper understanding of how communication influences relationships.

Student Voice and Choice:

Students will have the autonomy to choose the medium through which they express themselves, allowing them to align their projects with their personal interests and strengths. They will also decide how they wish to present their creations, fostering creativity and individuality.

Reflection:

Through regular reflections, students will track their progress, insights gained, and challenges faced. These reflections will help them recognize their growth, refine their ideas, and develop a deeper understanding of the impact of their expressions on themselves and others.

Critique and Revision:

Creating a culture of feedback, students will engage in providing constructive criticism to their peers and receiving feedback to enhance their work. This iterative process of critique and revision will encourage continuous improvement and refinement of their expressions.

Public Product:

Students will showcase their creations through a digital platform, reaching a broader audience beyond the classroom. This public exhibition of their work will provide students with a real-world experience of sharing their expressions with authentic viewers.

Collaboration:

Students will collaborate in groups, combining their diverse skills and perspectives to create multifaceted projects. Through collaboration, students will learn to appreciate different viewpoints, leverage collective strengths, and work towards a common goal.

Teacher Facilitation:

The teacher will act as a facilitator, guiding students through their exploration, offering support, and fostering a conducive learning environment. Teachers will provide resources, encourage critical thinking, and help students navigate challenges as they express themselves creatively.

Interdisciplinary Connection:

This project will integrate language arts, music, art, and technology, emphasizing the interconnected nature of expression and communication. By bridging different subject areas, students will understand how various disciplines intersect to create rich and meaningful expressions.

Assessment:

Students' understanding and skills development will be assessed through a combination of formative and summative assessments. Rubrics, peer reviews, presentations, and self-assessments will be used to evaluate student projects, ensuring a comprehensive assessment of their learning outcomes.

Aligned Standards:

• RL.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

• VA:Pr6.1.3: Identify and explain how and where different cultures record and illustrate stories and history of life though art.

REFLECTION:

I purposefully chose a topic that would be a little more challenging than the usual STEM-based units that lend themselves more easily to the PBL format. While this plan is not entirely useless, it is very bare-bones and vague. Since this is PROJECT-based learning, I had hoped that the AI would recommend some actual projects to develop in this unit, or that it could recommend some specific digital tools or platforms for students to try out. Instead, the AI has just plugged in my prompts and standards into a fairly typical PBL unit structure.

It is entirely possible that this is due to my error in not being more specific with my prompts. However, I feel that if I were to write in more detail, I'd be edging close to the point at which I might as well just write out the unit plan myself. If the purpose of this AI tool is to save the teacher some time and effort, and to provide some useful ideas and suggestions, in this case it did not succeed.

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Next, let's try the Multiple Choice Assessment Generator:

English Test: Past Tense Verbs

1. Yesterday, I __ to the store to buy some groceries.

a. walken

b. walked

c. walk

d. walking

2. Last night, we __ pizza for dinner.

a. eated

b. eat

c. ate

d. eating

3. She __ very fast to catch the bus this morning.

a. runned

b. ran

c. run

d. running

4. The children __ on the trampoline all afternoon.

a. jump

b. jumped

c. jumping

d. jumpen

5. He __ a beautiful rainbow after the rain stopped.

a. seed

b. saw

c. seeing

d. see

REFLECTION:

This time I chose a more basic tool and assessment, and the AI delivered exactly what I wanted. I liked the option to give additional prompts to alter the results, e.g. "instead of a question, ask students to complete a sentence". However, I do not see much use for this tool in my current practice, since it's not really doing anything that I couldn't do myself at about the same speed. Furthermore, if I have specific topics or vocabulary words in mind, I'd have to enter that into the prompt, at which point I might as well just type out the assessment myself. For longer and more complex tests (e.g. a 50 question social studies test), I would have to go through the test and review each question and the selection of possible answers for relevance, again taking up more time.

FINAL THOUGHTS:

I find that MagicSchool, like other AI, is an interesting tool, and if used appropriately for the right subjects and activities, by an educator that understands its capabilities and its limitations, it could be effective for generating ideas, activities, and assessments.

However the educator would still have to heavily moderate and modify the content before using it in the classroom. My hesitation to share this platform with my colleagues and with my students is the same hesitation that applies to other forms of AI - that it is viewed as a "shortcut" or a "substitute" for actual work, and that an over-reliance and academic laziness could develop. AI certainly has a place in our lives, our work and our classrooms, but teachers and students should receive some training and practice in order to use it effectively and appropriately. This training should be in conjunction with the current emphasis on digital / media literacy and responsible online behaviors.