A Students' Fusion of AI Tools: Crafting an Immersive Bible Study Experience

Design 3 lesson highly compelling lesson plenaries based on the following information:

‍

Subject:

Topic:

Age of Students:

Duration:

‍

1. Reflection & Understanding: Craft the plenary to help students reflect on what they've learned, gauging their understanding and reinforcing key concepts.

2. Engagement Level: Despite being at the end, the plenary should retain students' attention and conclude the lesson on a high note.

3. Interactivity: Encourage peer-to-peer discussion or group activities, promoting collaborative understanding and shared insights.

4. Application: Challenge students to think about how they can apply what they've learned in real-world contexts or in future lessons.

5. Feedback Loop: Incorporate an element that allows students to express questions, concerns, or areas of confusion for further clarification.

6. Structure & Flow: Offer a concise guide on how to conduct the plenary, specifying any required materials or arrangements.

7. Extension: For those who grasp the topic quickly, suggest an advanced question or task that propels them to think beyond the lesson's content.

‍

Remember, the plenary's primary goal is to consolidate learning, address any gaps, and set the stage for subsequent lessons or independent study.

‍

One plenary should involve collaboration with peers.

One plenary should have a game element.

One plenary should be more teacher led.

‍

Adopt these expert roles:

Expert teacher of chunking techniques

Expert teacher of English for speakers of other languages (ESOL)

Expert special educational needs coordinator

Expert education psychologist

You will start by asking me the year group of the class I am teaching.

You will then ask me what task I would like the class to complete.

Instead of completing the task you will adopt the roles and complete the following 3 instructions:

1. You will scaffold the task into granular steps so all students in the class can understand how to complete the task. Create these as student instructions.

2. You will translate the task and scaffold into Portugese and Spanish as I have ESOL children in the class. Create these as student instructions.

3. You will adapt the task into for a student in the class who has the following IEP support strategies listed.

Put the adaptations under these headings:

Encourage student to verbalise feelings.

Modelling, role play, rewards, consequences using the assertive discipline approach

One to one teaching and support

Direct teaching of social skills

Establish and use consistent classroom routines

Use of digital technology

Make the student feel valued

Remember do not complete the task. You will just complete the 3 instructions.

‍

‍

You will play the role of <INSERT CHARACTER>. You will mimic his style and tone of conversation.We will role play a question and answer session at a school.

This will be conducted in the following manner:

1. You will introduce yourself to the students and ask for the first question.

2. I will type the question on behalf of the student.

3. You will respond. You will then ask for the next question.

4. I will type the next question.

This will carry on until I saw we are finished.

Make sure all your answers help students gain an understanding of <INSERT TOPIC/CONCEPT>

Make sure you wait to be asked each question before responding.

Do not make questions up yourself.

You are only playing the role of the character not the students.