☺️ This section shows you how I explore AI to create facilitate teaching. ☺️
Embedded Files
AI for Reading
Tralala’s_Grammar_Adventure.pptxTralala Grammar Adventure
While exploring the NotebookLM, I have incorporated some of my ideas for teaching to create an engaging illustrated slides. After adding teaching materials and other relevant information, below is the simple prompt I inserted to create the PowerPoint on the left.
I want to teach my year 3 students on the grammar item (go, goes) using the theme and elements of Dora the explorer as well as the meme character Tralala. but i dont want it to be Dora, I want it to be Tralala the meme character that children use. Help me create an outline to make interactive educational Google Slides to teach the items. The slides should contain teaching content, practice, and a simple quiz.
Click the Gemini Notebook (previously known as NotebookLM) logo to have a look at what I insert in my notebook.
Although the PowerPoint slides were attractive, it was not interactive. After Mr. Hazrul's suggestion, I made use of Genially to make it interactive. The creation was simple yet it opened my eyes to transform the teaching-learning experience in a digitally driven classroom. Attached is the link.
https://view.genially.com/69e579a1e03a8370d8dd0cd5
In the Genially-enhanced presentation, I have added some sounds effects and emoji reactions that pop out as the pupils answer the questions.
Action Research of the "G.A.M.E. Suite 3.0"
Furthermore, I planned my lesson to apply Tralala Grammar Adventure in my year 3 classroom to test its effectiveness.
Attached is the action research report.
LAI ELLY KAJIAN TINDAKAN 2026..pdfAI for Videos
Figure Skating .mp4During this session, we have adapted the prompt template below to create a video. I edited the prompts and created a special video of my own figure skating on the ice rink.
PROMPT VEO
PROMPT VEO
Create a [video duration] video of [primary subject] performing [core action] in [environment/setting].
The mood and emotional tone should feel [mood descriptors].
Visual style should be [style reference, realism level, aesthetic].
Camera movement should include [camera type, movement, angles].
Lighting should be [lighting style, time of day, color temperature].
The scene should include [key details, textures, background elements].
Motion should be [slow/medium/fast, cinematic rhythm].
Overall quality should be [resolution, realism level, cinematic quality].
Avoid: [artifacts, distortions, unwanted elements].
AI for Assessment
In this session, I refreshed my knowledge about types of assessment, namely assessment FOR learning, assessment OF learning and assessment AS learning. I have created a worksheet for formative assessment, which is assessment FOR learning.
Assessment for learning
Assessment for learning
Year: 6
CEFR Level: A2
Skill: Reading
Type: FOR(Formative)
Prompt Used:
The reading skill is to guess the meaning of unfamiliar words from clues provided by other known words and by context and to use with some support familiar print and digital resources to check meaning. This is a Year 6 low proficiency classroom.
Please create an assessment to test pupils knowledge on the vocabulary.
Make sure the questions shows enough context for pupils to guess the meaning of the words. You may include pictures.
Reflection:
Honestly speaking, I have changed my prompts multiple times to adapt the materials catering to my pupils who are of lower proficiency. I should always take note of the language difficulty level in the worksheet for scaffolding.
Throughout this journey of learning to teach with AI, I have discovered that the true power of AI lies not in replacing teachers, but in empowering them. When combined with a teacher's professional judgement, pedagogical expertise, and genuine care for learners, AI becomes a catalyst for more engaging, personalised, and meaningful learning experiences.
Thanks for lending me your eyes. 🧑🏫
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