[audio logo]

Speaker 1: OTAN, Outreach and Technical Assistance Network.

Susan Coulter: Welcome. And it's the last session. I'm just delighted to see you here. We're going to be talking about-- oh, can you minimize the-- yes, OK. We're going to be talking about creating your own personalized lesson plan. That's the whole goal of the workshop. You want to come in?

My name is Susan Coulter. I am one of OTAN's SMEs, Subject Matter Experts. We go by SMEs, more affectionately known. And I've been with OTAN for quite a few years. And this project came about with my work with teaching with technology, which is our database. And we have been creating lesson plans.

And I got to thinking, there's got to be a better way to do this, because we would spend two hours on one lesson plan, and there's so many of them that we had to create and do. So this is the lazy man's way of creating lesson plans. It's not moving. Too bad.

OK, your goals for this workshop. I want you to turn, introduce yourself, what are your goals? What do you want to accomplish? What's the lesson plan? What kind of lesson plan do you want to create?

So very quickly, just turn to a partner and you could even have to go a little ways. You can do it in threes, I don't care. And online, go ahead and think about what kind of lesson plan you want to create. You can put it into the chat.

All right, OK, I'm going to have to interject, we've got a lot to cover. And I want you to be able to create these plans. All right, my agenda is pretty straightforward and pretty simple.

We're going to do just an overview. And by overview, I think you've heard enough about AI today if you've gone to a lot of workshops, I'm going to talk one slide on frameworks-- maybe two slides-- three, maybe three on--

Speaker 2: I love it.

Susan Coulter: --on prompt frameworks. And then we're going to go through lesson plan prompts, all the things that you need to include in a prompt to AI. And then we're going to talk one slide, I promise, one slide, on free generative AI platforms, which you probably already know about.

And then we're going to go to ChatGPT. And I'm only using ChatGPT because of the time element. And there's some cool things about ChatGPT that you may not know that'll make your life so much simpler. So let's get started.

Every district has their own format for writing lesson plans. And I remember it being a manual and a very time-intensive process. Typically, it involves crafting lesson objectives, and then carefully choosing, arranging, and presenting different activities to address a particular learning goal.

And then the conventional approach, well, tried and true, can be laborious and may not always adapt seamlessly to the diverse learning styles within a classroom. So it's not going to work.

So what is AI? Artificial intelligence, it's the wizardry that allows machines to learn, adapt, and perform tasks without explicit programming. In education, AI is like a tech savvy tutor, bringing innovation solutions to your classroom.

And there's so many uses for AI. I mean, when I think of a tutor, my granddaughter, I try and get her to-- she needed a test. I could actually put it in to ChatGPT and put in the topic and it would actually come up with an entire pretest so that she could test herself. So it is like a tutor.

It analyzes the data to personalize the learning experience, making lessons as unique as each student, and it helps educators create amazing lesson plans. And it's not just about fancy tech, it's about making learning more engaging, efficient, and personalized for everyone in the classroom.

The California Adult Education Digital Learning Guidance, there was a workshop on that, I think, this morning, was developed by OTAN on behalf of the California Department of Education, and it serves as a practical guide for adult educators.

In Chapter 4, it's titled Designing Flexible Learning Experiences, and it introduces different strategies for designing flexible digital learning experiences. And with AI, you are the designer or prompt engineer. Have you heard that term? Prompt engineer.

AI can create interesting and effective lesson plans and personalize the learning experience for individual students as long as you give it clear, prompt, and precise prompts. This is not going to work. OK, here we go.

Prompt frameworks. I know camp-- what is it? There are many different kinds of prompts. Open prompt book from CampGPT, there was a workshop on that today too. They use the RACEF prompt framework, which is role, action, context, example, and format.

There's another AI prompting framework, known as RICCE, and it was outlined by Dara Walsh in his YouTube videos. This framework breaks it down into role, instructions, context, constraints, and examples. Well, both frameworks, RACEF and RICCE, serve as general structures for guiding AI prompts.

Today, we're going to be on the specific requirements for lesson planning. The following lesson plan prompts have been adapted from K-12, and it's Kasey Bell. If you know her from Shake Up Learning? These, I've adapted from hers and from some of these others to come up with a framework.

Speaker 3: Can we have your slides, those that are in-person? A copy of the slide.

Susan Coulter: Everyone will get it at the very end. I put it in a Google Drive, and I've shared it. And you will get a copy so you can do whatever your heart desires.

Speaker 3: Thank you.

Susan Coulter: All right, let me. There are 10 prompts that we are going to be addressing today. Some prompts may not apply to your classroom. Don't think you have to write something down for every single prompt. I just wanted to get the wide range so that there would be plenty of problems for you.

OK, the more prompts about your specific classroom, the more accurately or the better it will be able to give you the results that you want. So let's take a look.

Now, this is-- I want you to think about your class, the lesson that you would like to create, open a blank document, all right, and follow along as we discuss each prompt. So we're going to go through them one by one. Remember, you only need to answer the prompts that apply to your class, OK. So let's get started.

First and very important is the role or the author's identity for AI. Assigning a role provides a distinct personality or persona creating a foundation before outlining what the task is, what job you want AI to do.

The basic question is, who is AI writing this for? So who are you? So go ahead and write that in. The sample I came up with, you are a curriculum expert, as well as an experienced adult education teacher. But you can come up with your own. Are there any questions in the--

Speaker 3: They wanted to know if it needs to be a Google Doc or if they constructed in Word.

Susan Coulter: It can be either Google Doc or Word, it doesn't matter because you're going to do a cut and paste to put it into ChatGPT. I just need it digitally so that you can access it.

OK, let's go on. And you will get a sheet. I have a handout that is all of the prompts, information about each and every prompt, and also the sample prompt that we are putting into ChatGPT. So don't panic about anything, you will get everything, but I would like you to follow along if possible.

OK, now the action. State the action or task you want AI to do. In the sample, I have, create a student centered lesson plan. And I said, for adult basic education students on fractions. So be specific. What kind of a lesson plan do you want? How's our online? Good?

Speaker 3: Mm-hmm.

Susan Coulter: Well, I like the way you did that. Thank you. OK. We ready? Context. This can be anything else that you think AI should know about your class. I said our school is preparing for a WASC visitation, and this lesson needs to be engaging and focused on the learning goal.

But it could be that half your class is English language learners. It could be that many of your students only speak minimal English. I don't know. Whatever you think is a context for your particular class. And maybe there's nothing here, it's up to you.

OK, next is the level. What kind of a lesson is this? Is this an introductory lesson? Is this a review lesson? Is this a practice lesson? You decide. And I just said this is an introductory lesson. My students are just learning about fractions, so I want to introductory lesson.

And on context, you could have put, my students have an average reading level of fifth grade, or you put the lexile, something like that. I mean, there's little details that you can put in. OK, and I just said introductory lesson.

Next is time. How much time do you want to spend on this? How much time do you have? How long is your class, or how long is the period? I had a basic skills class and I didn't spend more than an hour. This happened to be math. So one hour on math. So I said, this lesson should take approximately 60 minutes.

And again, don't feel you have to write down all the prompts. You're getting a sheet on the prompts, OK. And you may want to spend an hour a day for an entire week. What is your lesson plan encompassing?

And what is a specific learning goal you want this lesson to cover? It doesn't have to be a standard. What do you want your students to learn? And I gave a Common Core State Standard.

You don't have to have that. Just what do you want your students to learn? Am I going too fast? I don't see anyone that says I'm going too fast. So, yes.

Speaker 4: Could you just put Common Core State Standard, blah, blah or do you have to develop an understanding of functions?

Susan Coulter: I don't know that because I've been putting the actual-- I wanted to make sure they understood. So I haven't, but you might try it.

Speaker 4: But if you didn't do that and it didn't get you what you want, you can always go back -- right --right.

Susan Coulter: Right. No. We're going to do it a couple times over because the lesson plan that we come up with has a lot of things that it doesn't explain. And so we are going to ask for more information. So, yes.

Speaker 5: Does ChatGPT image generators, which they--

Susan Coulter: They haven't. DALL-E is a image, but that's with ChatGPT 4.0.

Speaker 5: Oh, you have to pay for it, OK.

Susan Coulter: And I think it's $20 a month or something.

Speaker 5: OK, thank you.

Susan Coulter: We're using the free version, which is 3.5. But there's some cool things in ChatGPT that I haven't heard anyone talk about yet. So we're going to get to those.

OK, all right, let's go on. This is the fun part of lesson plan. What kind of activities-- I just put a whole bunch up there, what kind of activities do you want to include?

Such as collaborative activity, independent work time, pair-share. I've heard of 4 Corners with ESL. I mean, you can put any of these. Hands-on, class discussion, interactive technology use, yeah, role playing, debates, peer teaching, problem-solving activity.

And you can put more than one. Put in whatever you think you would like to do in this lesson. How are we on the online?

Speaker 2: There was just one suggestion saying, call is an AA collection. That's amazing at it includes [overlapping voices].

Susan Coulter: Oh, there's also-- yeah, and what was her name?

Speaker 2: It's Jeffrey.

Susan Coulter: Jeffrey, I've also seen Magic School. There's another one for lesson planning. And if I gave it enough prompts, it would come up with something acceptable. But I'd like to look at Poe. It looks interesting. But no, I'm not familiar with Poe. OK, let's go on.

Optional tools. What do you have in your classroom? This is not going to change unless you suddenly get a new Google TV or something, Smart TV. But, do you have a smart board? Do you have a document camera? Desktop computers, Chromebooks, tablets. And I just said, there are six desktop computers in the classroom.

And this is part of your prompt that's not going to change. There's, who you are, the role you take on. That's not going to change, you're still going to be an ESL instructor, you're still going to be a CTE instructor.

And the dynamics of your class, for the most part, will not change. So we're going to come up with a big, long prompt, honestly, but we are going to find some ways around this, OK. How are we doing online?

Speaker 2: Cell phones, another part of technology.

Susan Coulter: Yeah.

Speaker 2: Cell phones.

Susan Coulter: Cell phones, yes. I didn't think about that. Thank you.

Speaker 2: L Boyle.

Susan Coulter: L Boyle? What? Is that the name?

Speaker 2: Yeah, he suggested.

Susan Coulter: Thank you. OK, I think we're ready. Accommodations. Ooh, do your students have any special needs, special accommodations? And I said, include accommodations for hearing impaired students. You may not need any, but think about your students, think about what they need. A lot of things to think about.

And then the last, but I think one of the most important, is the format. Every school is different. Do you need to have it in a table? If you want a table, make sure you put the titles for the rows and the titles for the columns. But make sure you put it in what format.

And I went for a WIPPEA here. Yeah, you go for a WIPPEA, and that is, warmup, introduction, presentation, practice, evaluation, and application. And then I said, include details of each step, including time requirements. So I want to know how much time I spend on my introduction. Uh-oh.

Speaker 6: I'm just going to grab a quick shot of you. Don't mind me.

Susan Coulter: They have been trying to get a picture of me because I always take the pictures.

[interposing voices]

Speaker 2: I have some news, Susan.

Susan Coulter: Thanks.

Speaker 7: Is WIPPEA for adult Ed only, isn't it?

Susan Coulter: What?

Speaker 7: Is WIPPEA for adult Ed only or--

Susan Coulter: No. I think you can us it for just about anything. It is a format--

Speaker 7: It'll recognize WIPPEA if I put it in, right? That word.

Susan Coulter: We'll see. We'll find out. Basically, you just need to try it. You think about this as-- and if it doesn't come out quite correctly, then you put it back in and say, could you please align this with WIPPEA, which is warmup, intro,

Speaker 7: Oh, right.

Susan Coulter: I think I put it in for each of those steps.

Speaker 7: What are the steps Again I forget.

Susan Coulter: It's up on here.

Speaker 7: Oh, oh.

Susan Coulter: Warmup, introduction, presentation, practice, evaluation, and application. So that is OK. Got it in? Online people, how are we doing? Did you get it in?

Speaker 7: This is a whole other --

Susan Coulter: Yeah, but I'm going to show you a shortcut. Don't worry. Don't panic. Are we OK? All right, then let's go on. This is the prompt. Yes, it is long.

This is the link here to the prompt sheet. So if you want the prompts, I did do a bit.ly. I didn't know what we wanted, to take pictures of the QR code or whatever you wanted to do. But it is bit.ly/promptsai.

But that isn't the prompt sheet. And I will leave it up for a little bit. But yes, it is a long prompt. And by providing as much detail as possible, I think you'll get better outcomes.

And you can see the results, and then decide what you want to do from there. But we're going with this to begin with. And if a particular section doesn't meet your needs, you don't like it, you just ask ChatGPT to rewrite it.

And if you don't like this version, you can ask for another version, could you give me another version of this lesson plan? But make sure you include why you don't like it. OK, that's most important. If you don't like what they gave you, the output, then I want you to say why. OK, we are going on.

There are many AI platforms. Oh, this one says Google Bard. Oh, that's terrible. It is Gemini. Yeah, I thought I changed it, but I may have changed it on the wrong one. So I don't know which one I changed it on.

But anyway, it is now Google Gemini. So there's ChatGPT. There's Claude. I think somebody did something on Claude. We saw that one. Twee and there's Diffit for Teachers. They all have free versions, and each one's a little different and we're trying. And I apologize for Bard. I thought he changed it.

Anyway. And I do want you to, to try these out. I used Claude. I wanted to present at Q. And Q is very competitive and very difficult to get in a presentation. You turn it in, and it's graded points, you get a point for this and a point for that, and did you do this, and did you do that? Very difficult.

And I went to Claude, uploaded the rubric and the grading system, told it what I wanted to do, and it pretty much wrote my application. I had to tweak it here and there, but it pretty much included everything that I needed.

And I didn't like the title. I think I must have put in five or six titles for it until it finally gave me the one that I said, oh, that's good. I like that. I think it was something with superpowers.

And I said, OK, that's perfect. And I got accepted. I didn't get accepted last year, but I used Claude and I got accepted. So anyway, each one has its own purpose. But for today, we're staying with ChatGPT.

And this is what it looks like. If you were on your phone, you will only see the white section of the screen. I pulled it up and that's all I saw. But what I want you to do if you have an account, log in. If you don't have an account, sign up.

OK, same with online. Go ahead and go to ChatGPT. And I think I have a slide on that. And I think, if you ask me, the easiest way to get in is to go through Google. Just continue with Google. It'll take you right in. That was my easy way in.

Speaker 5: We just--

Susan Coulter: Just get in. Oh, don't do anything quite yet. I want to show you a couple of things.

Speaker 5: I think it only takes 500 words, right? That's what it says here.

Susan Coulter: Yeah, more than 500 words?

Speaker 5: Yeah.

[laughter]

Susan Coulter: Tristy, I didn't know there was a limit on the number of words. OK. I guess I better take out a few things here and there. Not too much, though. I want a lot in there.

Anyway, this is the screen. And what I want to show you, here is where you're putting in your prompt. This is, if you upgrade to GPT 4.0, I have limits. Really? Yeah, we're running into that problem here in the workshop.

And what I can say to you is, get it down to the number of words that you can put in, and then you can also put it in a little bit later. I mean, we can modify. So put in what you can, and then the important pieces, and go from there.

And let's see. If I want to do a new chat, it would be up there. And I think I'm going to go live now. So let's go. I'm going to stop sharing. And this is ChatGPT, and this is the prompt that I put in.

All right, coming along. So I took it from the PowerPoint, when we put in all those prompts, put it all together, and this is what we came up with. Now, let's see what we got. I have an objective, which is that standard that I put in. I have a warmup. It says it's going to take 10 minutes.

And it looks like I am doing a sorting game. I might want to know about that. Oh, but look at this. I'm doing an engaging fraction story. I don't have an engaging fraction, [laughter] so I have to write. It's going to write.

Speaker 4: No, you ask Q to write one.

Susan Coulter: Yeah.

Speaker 4: I like the prompt.

Susan Coulter: That's my next prompt.

Speaker 4: Fractions. I'd love to see the answer to that.

Susan Coulter: It is. It's here. I've already put this in. I was worried about internet and all that kind of stuff. So I've already done it. I know what is there. Presentation, 15 minutes. Math games on computers. Fraction puzzles.

Well, here's the evaluation. And I have five minutes real-life fraction application. Oh, here's the accommodations for my hearing impaired students. And little something extra, I've got technology integration, smartboard, and computers.

I didn't mention smartboards on my prompt, but I have done it before, where I had a smart board, and it picked up on it. It remembered that somehow. And closure.

OK, now, I said, down the bottom, what is an engaging fraction story that I could use? OK. Tell me. Tell me. Certainly, here's an engaging fraction story, the pizza party dilemma.

Speaker 5: Mines the bustling Kingdom of Numeria.

[laughter]

Speaker 4: Wow, [overlapping voices].

Susan Coulter: Oh, my. And it goes on and on, all right. And then said, present a real-life scenario where fractions are used. What did it say? Certainly.

Speaker 5: For me, I was going to say baking. I'm always using fractions when I'm baking.

Susan Coulter: Oops. It is baking. Baking a batch of cookies. And I have a recipe modification, fractional measurements. But think about it. This can give you whatever you need for the classroom. It is kind of crazy.

Now, I want to show you, and let me get rid of this bar since I am-- I want to show you something here. Oh, and I do have to mention, I put this in just to find out, the last update on ChatGPT was January of 2022. So do not ask it anything on current events.

I put in current events. What are some important current events? And the reason I did that was I wanted to know when the last update was. That was the only reason I put it in.

And I've heard different dates, I've heard August, I've heard September, I've heard all kinds of different dates. So I thought I would just ask. And also you have to-- have you heard of hallucinations?

Speaker 7: Yeah.

Speaker 4: Yeah.

Susan Coulter: Yeah.

Speaker 5: Oh, yeah.

Susan Coulter: Yeah? Well, sometimes it comes up with some crazy things. Make sure on your lesson plan that you read through everything. And if you don't understand it, ask. It won't hurt. And if you don't like a section, have them rewrite it. Write a new section. I could say I don't like your presentation. Could you give me a new presentation?

Speaker 4: You can just do regenerate, right?

Susan Coulter: You could say regenerate the entire lesson plan. I might try that now that-- let's go for it. Let's go back. That was a noun lesson.

Speaker 4: Cool lesson

Susan Coulter: All right, so regenerate entire listen plan.

Speaker 4: When you want a different one, right?

Susan Coulter: Yeah. Regenerate means every time you put this in, if I put the same prompt in, it'll give me something different. It's never the same.

Speaker 3: Awesome.

Susan Coulter: OK. A couple of things I do want to show you. If you notice-- this thing work? Let's see. No. It doesn't work. OK, up here. Do you see up in the upper right-hand corner?

Speaker 7: What's that?

Susan Coulter: You can copy--

Speaker 4: Yeah, what is that?

Susan Coulter: Yeah, download it, copy it. OK, the other thing you can do is over here is my more, three dots, more. And I can click on that, I can share it. So instead of download, it's more, share up there. Ooh, you can try it.

And then you can rename it. And I suggest, if you're doing a lot of lesson plans, you might give them a title that you can recognize. This one just said fraction lessons with technology, I guess. It had its own title. But you can give it a title specific to your class and to what you're teaching. Make sense?

Speaker 7: Yeah.

Susan Coulter: OK, now, I want to show you one more thing. Let's go to this one. Oh, I did do that one. OK. Go down to your name. And I want you to click on your name. It says, customize ChatGPT, and there is also settings. I'm going to customize, OK. We are customizing ChatGPT.

And here, in the top one, what would you like ChatGPT to know about you and provide better responses? Here's where you can put all the information that does not change who you are, all right.

Speaker 5: It's under the more. It was under the more.

Susan Coulter: No, it was not under the more. Let's go back. How are we doing online, people? Are you OK? It's, you go to your name, all right, and-- oh, that doesn't work. Let's try this. There we go. Customized ChatGPT. Oh, wow.

Speaker 5: Yeah, because you have to log in. Do you quite see here, where it says gen?

Susan Coulter: OK, now, that's what you would put up there. This here is something I learned online, somebody on a YouTube video. And I thought it was important. It does not apply to lesson planning, OK. It does not apply to lesson planning because lesson plans are more subjective, OK.

I wanted to know, provide reliable sources, cite credible sources for factual information, and include URL links for further reading and verification. So if I ask it some information, factual, and I found this on health-type issues, where did they get their information? I want to know who is the source.

And this will actually add. What's neat is you can turn this on and you can turn it off. So if you just want information, it's good. OK, did everyone get a chance to put their prompts into that? How about online? What have we got going here?

Speaker 2: I'm just try a bunch of different stuff. Some of the stuff I didn't.

Susan Coulter: Some excellent tutorials for writing prompts can be found on LinkedIn Learning. Yes. David Burgess is amazing, OK. And you can also just click on the circle looking air.

Oh, down the bottom. Yes. I don't want that, yeah. Right here, at the very bottom, when ChatGPT gives a response, there's a clipboard, and that is copy.

This here is regenerate. And that is, no, I didn't like that response. Some of the AI will say good response, bad response, and you actually rate it. So, yes. Thanks for the reminder. So I'll take this up. Let's see what happens. Oh, this was for the last one.

Speaker 4: The AI wants me to-- my response asked that I-- it doesn't give me an article, it says introduce the topic and it gives suggestions for the type of topic. So I can just say, yeah, provide me with some articles.

Susan Coulter: And you could, if you wanted, let's say you're giving on topic of the Civil War, I don't know, you could ask it to generate some questions for you too.

Speaker 4: I did that. I had too much. It said, give me a reading activity, a writing activity, comprehension question. And it didn't do that because it didn't give me an article.

Susan Coulter: OK. Yes. Question.

Speaker 7: No, I was just going to say, I just did mine and then I said regenerate it, but add humor.

[laughter]

The icebreaker, I have students show the weirdest food combination they've ever tried or heard of. So it's kind of like to spice it up.

Susan Coulter: And you could put that in your role, as part of your role. Yeah.

Speaker 5: Funny cartoon or meme related to.

Susan Coulter: How are we doing? Everyone, is good?

Speaker 2: Yes. Super interesting.

Speaker 5: I usually say thank you to the AI because somebody told me once that--

Susan Coulter: That's Joe. Fret Warner.

Speaker 5: Yes, because he's like, just in case, just in case.

Susan Coulter: Yeah.

Speaker 5: No, but some--

[interposing voices]

Speaker 5: --because it teaches the AI the language that we use and it teaches them to reply with your welcome. It just teaches AI to use more polite language to that.

But I use it a lot for translating multiple languages. And so sometimes after I've said thank you, it replies to me in Spanish, not just-- in English and in Spanish or English and in Turkish sometimes.

Susan Coulter: Wow.

Speaker 2: So interesting.

Susan Coulter: Anything online coming up?

Speaker 3: No.

Speaker 2: It's so cool.

Susan Coulter: OK. We are good. And we have 12 minutes left.

Speaker 2: Wow.

Susan Coulter: But be sure to respond and ask your questions. I want a worksheet. Can you give me a worksheet that goes with this lesson? You wanted a reading, now ask.

Speaker 2: Yeah, you can ask. I make it write simple stories for me all the time, and then I almost always have to go back and say, OK, take out all the synonyms for said and asked. I just want, she said and he asked, not he inquired and he accepted. Sometimes the language is a little flowery, you know what I mean? [muffled voices]

Susan Coulter: Oh, yes, yes, yes. And sometimes it's a little bit higher than-- we want to bring it back down to Earth.

[side conversation]

How does it go? Anyway, this is the PowerPoint. Oh, she covered it. She covered it. It is at bit.ly/tdlsai or you can do the PowerPoint.