I’ve begun reposting the very best posts from the primary half of this 12 months.  You may see all my greatest posts from the previous fifteen years right here.

 

 

I’ve beforehand shared THE BEST RESOURCES FOR TEACHING & LEARNING WITH AI ART GENERATION TOOLS, which included some preliminary concepts on how one can us AI artwork creation websites within the classroom.

I assumed I might share how I’ve been utilizing them in my ELL Newcomers class over the previous few weeks, and hope that readers will share even higher concepts:

 

FIRST LESSON

I first defined to college students that we’ve been utilizing a lot of footage in our classroom – I’ve been displaying them, and so they’ve been writing about them.

Now, I continued, have been have been going to make use of Synthetic Intelligence to make use of footage a bit in another way – they have been going to inform the pc what they needed to see within the image, after which they have been going to indicate the category what they advised it and what the pc created.

College students went to Padlet, and I demonstrated the “I Can’t Draw” Characteristic on the entrance display screen.  I confirmed how I needed them to jot down a sentence, and publish their sentence, their title and the picture on the Padlet Board.  I didn’t make the setting so I might reasonable the posts and simply instantly deleted any that didn’t meet that standards (there weren’t any that have been actually inappropriate – one, for instance, was a bit insulting to a Mexican soccer crew).  I did, nonetheless, make the error of not closing the remark function – once more, nothing actually inappropriate however extra alongside the traces “I’m (pupil title).”  I didn’t suppose college students would depart feedback as a result of they might be so targeted on creating their footage, and had deliberate to make use of that function for the following lesson (and I ought to have recognized higher).

I requested college students to create 4 or 5 footage, and requested them to attempt to use extra advanced sentences.

Then, I had college students sit in rows and do “speed-dating” the place they confirmed their sentences and pictures, and skim them, to one another.

 

SECOND LESSON:

On this lesson, I started by highlighting the photographs college students had beforehand made with extra advanced sentences, or with multiple sentence, and challenged college students to create images this time utilizing these sentences as fashions.

College students did a great job, and we did speed-dating once more.

 

THIRD LESSON:

We performed a sport.  I started by displaying an image I had created, and college students (in groups of two) needed to write on mini-whiteboards what sentence they thought I had used.  I might then give every crew factors primarily based on how shut they’d gotten to my immediate.

Subsequent, every crew bought an opportunity to create an image that may be used within the sport, and their classmates would guess the sentence that had been used.  The “creating” crew and I might collectively resolve who ought to get what number of factors.

 

FOURTH LESSON:

This one hasn’t occurred but.  Nevertheless, my plan is to have college students once more create a collection of photographs.  Then, I’ll present sentence starters, and college students will go away feedback on their classmates’ creations.

 

FIFTH LESSON:

Once more, this one hasn’t occurred but, however my plan is to mannequin creating quite simple and quick illustrated tales with the AI function, and have college students do the identical.

 

Once more, please let me know how one can enhance and lengthen these concepts!