Woodmansterne primary school recognised the need for personalised support in Year 2 creative writing and decided to leverage AI technology to address this challenge. They implemented AI-generated WAGOLLS (What A Good One Looks Like) as a key resource to provide students with clear examples of excellent writing. These WAGOLLS were designed to incorporate a daily word of the day, high-frequency spellings, and targeted grammatical skills, offering a comprehensive approach to writing instruction.
To ensure inclusivity, the school took an additional step by developing a simplified version of the WAGOLLS specifically tailored to the needs of SEN (Special Educational Needs) students. This adaptation allowed all learners, regardless of their abilities, to access the resources and actively participate in creative writing activities. The simplified versions were carefully crafted to provide the necessary support and guidance for SEN students while maintaining the core elements of the WAGOLLS.
The AI-generated WAGOLLS were seamlessly integrated into the existing curriculum, complementing traditional teaching methods rather than replacing them. Teachers found that the integration process was smooth and did not disrupt their established lesson plans. Instead, the WAGOLLS served as a valuable supplement, providing students with additional examples and targeted practice opportunities.
One of the most significant benefits observed by teachers was the notable increase in student engagement and motivation during writing tasks. The personalised nature of the AI-generated resources captivated students' attention and made the writing process more enjoyable. Students were eager to incorporate the daily word of the day and apply the targeted grammatical skills in their own writing pieces.
Moreover, the AI technology facilitated the tracking of student progress, providing teachers with valuable insights into individual strengths and areas for improvement. The data generated by the AI system allowed teachers to monitor each student's writing development closely. This data-driven approach enabled educators to adapt their instructional strategies and offer targeted support where needed, ensuring that every student received the guidance they required to excel in creative writing.
The successful implementation of AI-generated WAGOLLS not only enhanced writing proficiency but also fostered a sense of inclusivity and empowerment among Year 2 students. The simplified versions of the WAGOLLS ensured that SEN students felt supported and included in the writing process, boosting their confidence and motivation. The school's commitment to inclusivity was evident in the positive outcomes observed among all students.
By embracing AI technology in education, the school is preparing students for the digital landscape and equipping them with essential skills for future success. The integration of AI-generated WAGOLLS in Year 2 creative writing serves as a powerful example of how technology can be harnessed to enhance educational outcomes, promote inclusivity, and provide personalised support to young learners.
The scenario in this case study is genuine and based upon real events and data, however its narration has been crafted by AI to uphold a standardised and clear format for readers.
Key Learning
AI-generated resources enable personalised learning, catering to diverse student needs and abilities.
Incorporating AI technology increases student engagement and motivation in writing tasks.
AI-enabled tracking provides data-driven insights for targeted instructional adaptations.
Risks
Over-reliance on AI technology may diminish teachers' role in curriculum design and instruction.
Data privacy and security measures must be prioritised to protect student information.
Ethical considerations regarding the influence of AI on student learning experiences and potential biases in AI-generated content should be addressed.
