CONCLUSION AND KEY LEARNINGS

To sum up, the knowledge gained from these three modules has revolutionized my traditional and antique teaching methods. Applying properly these AI assistants, platforms and sources will make my teaching not only easier but fruitful. As well, I can reinforce my student’s current knowledge about how AI works. Furthermore, I can lead them so they can use the different AI tools diligently and responsibly to improve their English Language skills in a simple but engaging way. I think about plenty of activities or Lesson Plans I can use by empowering them with AI tools, sources, and assistants. Mainly, I can assign the following activities to my students using NOTEBOOKLM.

#1: Using a YouTube video link explaining grammar or vocabulary, they can generate a Mindmap with the summary of the video. It will allow them to review the topic of the video. In case they do not have a good internet connection to play it, it will be easier for them to do the review. Besides, they can practice their writing skill by transcribing the mind map into their notebook. ✐

#2: By inserting a YouTube video link, the students can generate a StudyGuide. They can even generate their own quiz and a glossary, so they can reinforce vocabulary. 🧠

#3: By inserting a text/website link of a story, the students can generate a timeline where it indicates the events of the story, and provides information about each character in the story. I can create a role play activity where they can more easily perform the story by seeing the key points to take into account.🗣

A specific activity using Gemini Canvas could be a spelling bee jeopardy with past-tense verbs, including regular and irregular ones. I could set it up as a competition and set a timer. I tested it and it worked fine:👇

An additional activity I can implement utilizing Google AI Studio and its real-time streaming functionality involves visual stimulus interpretation and language production. Students can be instructed to select an image, subsequently sharing their screen in real-time. The students can then prompt them to construct a narrative incorporating the visual elements present in the chosen image. This exercise serves multiple linguistic purposes:

1. Oral Production Skills: By articulating the prompt verbally, students engage in spontaneous speech production, improving their speaking abilities.

2. Listening Comprehension: The AI tool's audio response feature facilitates listening skill development, as students must interpret and respond to auditory input.

3. Reading Comprehension: The textual output generated by the AI provides an opportunity for students to engage with written language, thereby honing their reading skills.

To illustrate it, I have provided an example below:

The insights gained from module IV will significantly transform my approach to student assessment methodologies. By leveraging AI-powered feedback and rubric generation technologies, I can strategically optimize instructional time and develop more sophisticated assessment frameworks. These technological interventions not only streamline the evaluation process but also provide dynamic, real-time insights into my students learning process.

I think the implementation of AI-assessment tools transcends traditional evaluation methods, transforming assessment from a static, unidirectional process to an interactive, data-driven pedagogical strategy. By integrating platforms like Quizalize and Blooket, I can create engaging, gamified assessment experiences that simultaneously evaluate and motivate student learning.

Moreover, these technological interventions enable comprehensive performance monitoring, allowing instructors to identify and address individual student learning gaps with unprecedented precision. As a culminating assessment activity, I propose implementing a "Learning Festival" wherein students are evaluated through interactive digital platforms, like Quizalize and Booklet, with high-performing participants receiving incentive-surprised recognition.