Leveraging AI for Lesson Planning

Understanding by Design (UbD)

UbD is a backward curriculum design framework developed by Grant Wiggins and Jay McTighe. It emphasizes starting with the end in mind—identifying desired learning outcomes before planning instruction. Here's how AI can assist:

AI-Powered Lesson Plan Generation

??? - There are several AI tools one can use to create highly customizable lesson plans.

??? - Educators can input learning objectives, and the AI will often generate comprehensive plans aligned with specific state standards. You will need to make sure the learning objectives include performance, conditions, and criteria for success.

Multiple Intelligences (MI) Theory

MI Theory, proposed by Howard Gardner, suggests that intelligence is multifaceted, encompassing various domains (e.g., linguistic, logical-mathematical, spatial, etc.). AI can enhance MI-based lesson planning:

So how well does it work? I asked an AI to create a lesson plan using UbD and MI Theory. I did tweak the learning objectives. Otherwise, this is what I got:

Learning Objectives: SWBAT use the classroom rules to create one product of their choice from the MI Theory list with 80% accuracy.

Anticipatory Set: The teacher will read aloud the children's literature book that sets the stage for discussing rules -> "David Goes to School" by David Shannon, which provides a fun and relatable context for classroom rules.

Content Delivery using MI: After the story, the teacher will facilitate a group discussion that leads into the activities that cater to different intelligences:

Linguistic: Students write poems or short stories about the importance of rules.

Logical-Mathematical: Puzzle solving using scenarios that illustrate the cause and effect of following or breaking rules.

Spatial: Create posters or visual mind maps of the classroom rules.

Bodily-Kinesthetic: Role-play classroom scenarios emphasizing rules.

Musical: Compose a song or chant about the classroom rules.

Interpersonal: Group discussions on why rules matter and how they affect everyone.

Intrapersonal: Personal reflection on experiences with rules.

Naturalistic: Relate rules to order in nature, such as the structure of a bee's hive or ant colony.

Multiple Means of Engagement

Provide options that tap into students' interests by allowing them to choose the MI-based activity they prefer after the group discussion.

Offer choices for group or solo work to accommodate social preferences.

Set clear and achievable goals for each MI activity to foster a sense of accomplishment.

Multiple Means of Representation

Use the children's book visuals to anchor the conversation about rules, providing a common starting point for all learners.

Present the classroom rules in various formats: written text, visual charts, and even audio recordings.

Include real-life examples and role-play scenarios to demonstrate the practical application of rules.

Multiple Means of Action and Expression

Encourage students to express their understanding of the rules through their chosen MI outlet, whether it's a song, a story, or a drawing.

Provide templates or scaffolding for students who may need structure to express themselves, like story outlines or poster layouts.

Utilize Learning Objectives: SWBAT use the classroom rules to create one product of their choice from the MI Theory list with 80% accuracy.

Anticipatory Set: The teacher will read aloud the children's literature book that sets the stage for discussing rules -> "David Goes to School" by David Shannon, which provides a fun and relatable context for classroom rules.

Content Delivery using MI: After the story, the teacher will facilitate a group discussion that leads into the activities that cater to different intelligences:

Linguistic: Students write poems or short stories about the importance of rules.

Logical-Mathematical: Puzzle solving using scenarios that illustrate the cause and effect of following or breaking rules.

Spatial: Create posters or visual mind maps of the classroom rules.

Bodily-Kinesthetic: Role-play classroom scenarios emphasizing rules.

Musical: Compose a song or chant about the classroom rules.

Interpersonal: Group discussions on why rules matter and how they affect everyone.

Intrapersonal: Personal reflection on experiences with rules.

Naturalistic: Relate rules to order in nature, such as the structure of a bee's hive or ant colony.

Multiple Means of Engagement

Provide options that tap into students' interests by allowing them to choose the MI-based activity they prefer after the group discussion.

Offer choices for group or solo work to accommodate social preferences.

Set clear and achievable goals for each MI activity to foster a sense of accomplishment.

Multiple Means of Representation

Use the children's book visuals to anchor the conversation about rules, providing a common starting point for all learners.

Present the classroom rules in various formats: written text, visual charts, and even audio recordings.

Include real-life examples and role-play scenarios to demonstrate the practical application of rules.

Multiple Means of Action and Expression

Encourage students to express their understanding of the rules through their chosen MI outlet, whether it's a song, a story, or a drawing.

Provide templates or scaffolding for students who may need structure to express themselves, like story outlines or poster layouts.

Utilize technology where appropriate, such as video recording for role-plays or digital art software for creating visuals.

In each activity, ensure that feedback and assessment are flexible to accommodate the diversity of expressions. Provide rubrics that address the core objectives but are broad enough to apply to various projects. Allow students to set personal learning targets related to the lesson's objectives to promote self-assessment and reflection.technology where appropriate, such as video recording for role-plays or digital art software for creating visuals.

In each activity, ensure that feedback and assessment are flexible to accommodate the diversity of expressions. Provide rubrics that address the core objectives but are broad enough to apply to various projects. Allow students to set personal learning targets related to the lesson's objectives to promote self-assessment and reflection.

By integrating AI tools into lesson planning, educators can streamline the process, enhance personalization, and create meaningful learning experiences. Remember, the best designs derive backward from the learnings sought. Let's embrace AI as a valuable ally in education! ?? [The AI gave me this emote. Not sure to what it refers. Ideas?]

Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic Books.

Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.