Pedagogy Issue 1

ISSUE 1 | APRIL 2023

Pedagogy Te a c h i n g , Le a r n i n g & Assessment at BDC

The magazine to support you with

TLA & Digital Learning

Hello ...

W E LC O M E T O P E D A G O G Y, T H E T L A M A G A Z I N E

Andy Duffy Head of Digital Learning andrew.duffy@bdc.ac.uk Welcome to the first issue of Pedagogy - a new

Teaching is undoubtedly one of the most challenging jobs

magazine specifically designed for you, the staff of Barking

out there, but it can also be one of the most rewarding.

and Dagenham College. The purpose of this magazine is to

At Barking and Dagenham College, we understand that

keep you updated on the latest approaches, developments,

teaching is not just a job; it’s a vocation that requires a lot

and updates related to Teaching, Learning, and Assessment

of dedication, hard work, and commitment.

(TLA) at our college.

Pedagogy is our way of showing our support for you and As you know, TLA is a constantly evolving field, and it is

reminding you of the reason we do what we do - to help

essential that we keep up with the latest developments.

our students achieve their full potential. We hope that this

Pedagogy is an initiative that aims to bring all aspects of the

magazine adds an extra layer of support to all of our staff

TLA culture into one place, providing you with the

members and provides you with the necessary resources

necessary information to stay informed and up-to-date.

and tools to be the best teacher you can be.

At BDC, we are committed to promoting a culture of

Through Pedagogy, we hope to inspire and motivate our

continuous improvement, and Pedagogy is just one of the

staff, as well as provide them with practical advice and

many tools we are using to achieve this goal. This magazine

guidance. We believe that by creating a culture of

will include staff teaching tips, updates on where we are

collaboration and continuous learning, we can help our

as a college in regards to TLA, BDC expectations, research

students to succeed and reach their goals.

projects, and student case studies. Our aim is to provide you with a comprehensive overview of what is happening

Thank you for all that you do, and we hope that Pedagogy

in the TLA community at BDC.

will serve as a reminder of the vital role that you play in shaping the future of our students and our community.

Pedagogy will also showcase the latest innovations and techniques in TLA being implemented at the college. We

We hope that you enjoy reading Pedagogy and find it useful.

will cover everything related to TLA in this magazine, from

We are eager to hear your feedback and suggestions, as we

‘Create, Learn, Share’, ‘the TLA Framework’, ‘BDC

continue to strive towards excellence in TLA at Barking and

Resourced’, to ‘Digital Skills Bootcamps’ and more. Our goal

Dagenham College.

is to provide a platform where you can learn, collaborate, and share your experiences with your colleagues.

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Contents IN THIS ISSUE

APRIL 2023

04

The TLA Framework

08

Google Updates

10

BDC Resourced

12

The Blended Learning Framework

15

Why We Do This

16

Say Hello to Practice Sets

20

Action Learning Sets

21

Tutorials @ BDC

24

AI in Education

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The TLA Framework Mark Hyde Head of Teaching, Learning and Assessment mark.hyde@bdc.ac.uk

What is the TLA Framework?

Ultimately, the aim of the TLA Framework is to improve

The Teaching, Learning & Assessment (TLA) Framework

the experience of education that we offer our learners. As

is primarily a self-assessment tool exclusively for teaching

such, the base of the Framework, symbolically acting as a

staff at Barking & Dagenham College to use as they reflect

foundation to excellence in TLA, are our values regarding

on their own teaching practice. The Framework is designed

Behaviours & Attitudes. The idea here is that by setting

to cut through some of the ambiguity surrounding

and consistently upholding clear behavioural and classroom

pedagogy in general to state in clear terms what we value

expectations we are creating more space in our lessons

in TLA here at BDC. The TLA Framework was introduced to

for the really important stuff: teaching & learning. The

BDC through the additional, mid-term staff training day on

Framework is then divided into three ‘strands’ of pedagogy.

Friday the 24th of February and has already been widely

These are Planning & Sequencing, Learning Activities and

used by teaching staff both for self-assessment purposes

Assessment & Learning Checks. Each of these strands of

and as a set of guidelines that were used during the recent

classroom practice are assessed at three levels of practice;

round of Learning Walks.

Core, Enhanced & Expert Practice.

Why, What & How?

To provide a very brief explanation, Core Practice

The need for a new TLA Framework was clear after the

includes the basics of what we expect to see in all lessons.

recent OFSTED inspection. As we all know, OFSTED stated

In practice this means that lessons are planned and have

that TLA at BDC was a Grade 3- requires improvement.

clear aims, these aims are clearly communicated to

But upon reading the OFSTED report, it’s clear that our

learners, learners have opportunities to practice

biggest problem in this area was our lack of consistency.

knowledge, skills and behaviours to work towards the

There are pockets of outstanding TLA practice but there

lesson aims and finally, that some sort of formative

are also pockets where TLA practice needs

assessment or learning check takes place. Enhanced

development. One of the primary aims of the TLA

Practice across the three strands includes more teacher led,

Framework is to promote consistency. By setting out our

learner focused activities and opportunities for learners

core expectations and highlighting themes that we expect

to interact and work collaboratively with their peers, while

to feature in every lesson, we are working towards a goal

Expert Practice focuses on learners being autonomous in

where we all, as a body of teaching staff at BDC, have the

their learning. This could include setting their own aims

basics of TLA embedded in every lesson that we teach.

against the lesson objective, designing their own learning activities to work towards those aims or taking the initiative to peer or self-assess work.

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It’s imperative to mention at this point that teachers

However, we are now in an advantageous position in that

working at Core Practice are ultimately doing an excellent

we have a clearer picture of TLA at BDC. This means we

job of TLA. Although we want to encourage ambition and

are able to work with staff and offer support as and where

aspiration, the goal of the Framework is not for everyone

support is needed. It also means that we can design and

to race toward Expert Practice and then believe that they

deliver training sessions directly aimed at the areas where

have reached the pinnacle of TLA. In fact, it’s perfectly

the inconsistencies are most prevalent. Neither the TLA

normal for a teacher to exhibit different aspects of practice

Framework or the Learning Walk process is designed to

at different parts of the lesson. We may start a lesson at

scrutinise individuals. The whole process is developmental

Core, hit Expert Practice in the middle of the lesson and

and we, as a TLA team, are here to support individual staff

end back at Core. Some staff may find it frustrating if a

or entire areas with any TLA needs they may have.

Learning Walk takes place before they get to the ‘Expert’ or ‘Enhanced’ part of their lesson but it’s important to re-

Easy wins

member that OFSTED will only see 20/30 minutes of your

As we have recently accrued a lot of data from Learn-

lesson as well. It’s great if they visit at the perfect time but

ing Walks, I thought it might be useful to use this new

we can’t predict when they’ll drop in. The most important

platform to share with you all some ‘easy wins’ that all

message is that we should be exhibiting a minimum of

areas/ staff may wish to consider. Firstly, check Celcat.

Core Practice at all times, in all lessons. If we move into

As mentioned above, a fair percentage of Learning Walks

Enhanced or Expert Practice at times, even better. We, as

could not take place due to the lesson not being in the

a college, can achieve this and when we do we’ll change

correct room. This should be an easy fix. It won’t take long

that OFSTED Grade 3 in TLA into a Grade 2 or higher.

to check Celcat and make sure your lessons are taking

However, as mentioned above, the ultimate aim of the TLA

place in the correct rooms. If they’re not, a quick email to

Framework is to improve the learning experience and out-

forhad.altafi@bdc.ac.uk or geraldine.hanshaw@bdc.ac.uk

comes for our learners. OFSTED grades aside, all learners

will allow them to update Celcat to reflect the accurate

at BDC deserve a positive experience of education that

data. Secondly, many of the Learning Walks that were

they can proudly carry with them into their post-education

marked as ‘Working Towards’ did not meet Core Practice

lives.

because of learner behaviour and classroom expectations.

For the purposes of these Learning Walks, learner behav-

Where we’re at

iour was assessed directly against the BDC Readiness to

As you will all know, Term 2 Learning Walks have just

Learn Checklist. There are now copies of the Readiness

taken place and the TLA Framework was used as a guide-

to Learn Checklist in all classrooms and adapted versions

line in these Learning Walks. 173 Learning Walks were

in workshops. Just by making sure learners are following

attempted during this window and out of that 173, 33.5%

these behavioural guidelines, we will see a large rise in

were unable to take place. In some cases, this was because

the amount of staff achieving Core or above in their next

the staff member was on long-term sick leave or because

Learning Walks.

the staff member has left BDC, but more than a third of these cases were because the lesson could not be found as the room shown on Celcat was not actually where the lesson was taking place. This is obviously not a TLA issue but something to be mindful of. On a TLA front, of the Learning Walks that took place 63.4% were assessed to be at Core Practice or above. This figure mirrors what OFSTED had found, that there are pockets of outstanding practice but it is not consistently seen across BDC.

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However, we are now in an advantageous position in

What’s next?

Now we have a clearer picture of what TLA looks like at BDC, the real work begins. All managers have access to a dashboard that clearly breaks down the Learning Walk data in their area(s) and the TLA Framework, myself, and our excellent team of Teaching & Learning Champions are here to support. For whom a Learning Walk was not completed because their lesson could not be found or staff who received a ‘Working Towards’ in the recent round of Learning Walks will receive a Learning Walk in Term 3.

Those who received Core Practice or above will not.

Most importantly, we ask that all staff continue to self-reflect and self-assess against the Framework. This is our strategy to develop TLA at BDC and we all need to be on the same page. However, we’re all in this developmental period together. As such, regardless of Learning Walk outcomes, please reach out if you need any TLA support, no matter how big or small.

Find BDC’s ‘Readiness to Learn Checklists’ in all Classrooms

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Google Updates

08

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BDC Resourced SHARE BEST PRACTICE. CONNECT WITH COLLEAGUES. BE INSPIRED.

What is BDC Resourced?

BDC Resourced is a platform for colleagues to share best TLA and digital practices for you to use in your own teaching.

Each section of BDC Resourced aligns with our TLA framework.

Where can you access BDC Resourced?

Every week, a new resource will be posted to the top of Infopoint. Or, you can visit: www.digitallearning.bdc.ac.uk/bdcresourced

Why you should get involved...

By sharing best practice, we can adopt effective TLA and celebrate innovation. As we move forward, the more people who share, the more the library of ready-to-use resources will grow. You also get your own avatar drawn!

How can you get involved...

Scan to submit your own resources!

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Scan the QR code to submit your own resources. This could be anything from a starter activity to a behaviour management technique.

Make sure to check out what your colleagues have already shared. You could give something new a go in your teaching practice, or leave a comment on a colleague’s great work. If you have any questions, please reach out to sophie.de’ath@bdc.ac.uk

Bailey’s ‘Chat GPT’ Artificial Intelligence Chatbot to Assist with Planning

Step - by - Step Guide: 1) Go to https://chat.openai.com/chat 2) Ask Chat GPT what you are looking to create eg.

SOW, lesson plan, quiz questions, email etc.

Tip: the more specific you are with your instructions, the more detailed the outcome;

Scan to watch the video

3) Chat GPT will generate the piece of text!

DISCLAIMER: ​ hat GPT should only be used as a starting C point for planning.

Scan to submit your own resources!

SOW’s and lesson plans should ALWAYS be tailored to meet the individual needs of your learners.

Artificial Intelligence is powerful, but not as powerful as the creative mind of a teacher!

b a i l e y. w i l d e n @ b d c . a c . u k School Engagement Officer

www.digitallearning.bdc.ac.uk/bdcresourced

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The Blended Learning Framework Andy Duffy Head of Digital Learning andrew.duffy@bdc.ac.uk

Digital learning has become an integral part of the modern education system, and we at Barking and Dagenham College are committed to ensuring that our curriculum staff are confident and competent in the design and delivery of blended learning.

So… What is Blended Learning?

Blended learning is a type of education that combines traditional face-to-face classroom teaching with online digital media and resources to create a more personalised and flexible learning experience.

And why is Blended Learning important?

The Digital Transformation Cycle Over the past 36-months we have been on a journey to improve our Blended Learning delivery across the whole college. We have done this using what we have coined ‘The Digital Transformation Cycle’ The Digital Transformation Cycle consists of four key elements: The Blended Learning Framework Digital Learning Walks Data analysis Digital Skills Bootcamp.

Blended learning is important because it allows learners to engage with educational materials in a way that suits their individual needs and preferences. By combining face-to-face classroom instruction with digital tools and resources, blended learning provides a more personalised and flexible learning experience that adapts to the needs of each learner.

The use of multimedia and collaborative tools in blended learning can increase student engagement and interactivity, making the learning experience more enjoyable and effective. Additionally, digital tools allow for increased student-teacher interaction and feedback, creating a more supportive and constructive learning environment.

Gone are the days of learners' paperwork being kept in a filing cabinet only accessible during class time. Hello to the days of 24/7 access to interactive and engaging content.

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The Blended Learning Framework details the key elements of blended learning (Resources, Activities, Assessments, and Support) and rates them against specific criteria. The framework explains what is needed to achieve Core, Enhanced, and Expert levels in your blended learning practice. It is important to note that the expectation is to meet a minimum of Core practice for each of the four elements

The last academic year saw a 14% increase in improvement, with fewer staff than ever at the ‘working towards’ stage, resulting in 92% of BDC Curriculum staff (circa 183) now rated as Core or better. The number of staff rated as Expert has also doubled, suggesting that the process has now begun to snowball, and we are fully on a journey to create a college of expert users of digital learning pedagogy.

Digital Learning Walks involve the review of online Google Classrooms against the Blended Learning Framework. These happen twice a year (November & April) and provide us as a college a clear picture on the health of our delivery. All Learning walks are followed up with online written and video feedback. You will find this on your College IP account, located via Staff Infopoint.

As part of our ongoing commitment to improving digital learning practices, BDC will carry out Digital Learning Walks during the week commencing April 17th. These walks will again assess the health of our online offerings and provide constructive feedback to all curriculum staff.

Data analysis involves the automatic collection, analysis, and transformation of Digital Learning Walk data into digital visualisations, which highlight trends, strengths and weaknesses. This then informs us on next steps.

By working together and continuously improving, We aim to enhance the learning experience for our students and provide them with the skills and knowledge they need to succeed in the digital age.

So what does the data look like?

The Digital Skills Bootcamp is a face to face facilitated CPD session that focuses on the key elements of the Blended Learning Framework, allowing for the sharing of good practice and targeting areas of development. These sessions are mandatory.

2020/21: Working Towards: 46.9%, Core: 34.1%, Enhanced: 17.9%, Expert: 1.1%.

This process has led to genuine college-wide organisational change and has helped us improve our digital learning practices.

2021/22 (April 22): Working Towards: 7.9%, Core: 53.9%, Enhanced: 30.9%, Expert: 6.1%

2021/22 (Nov 21): Working Towards: 21.6%, Core: 49.4%, Enhanced: 26.7%, Expert: 2.3%.

Create, Learn, Share A fortnightly CPD webinar held on Microsoft Teams.

What’s coming up?

26th April 4pm - Meet the Champions We have recently grown our team of Teaching and Learning Champions! Meet the team and find out which Champion works in your area.

10th May 4pm - Getting the most out of your Google Classroom See what new add-ons are available on your Google Classroom and how you could use them to enhance your blended learning offer.

24th May 4pm - Planning and Sequencing Join our Teaching and Learning Champions as they provide time-saving tips and tricks to make your schemes of work and lesson plans pop!

Journey to Success Why We My The Inspiring Story of a T-Level Do This Plumbing Student Jamie McCarthy T-Level Plumbing Learner After facing rejection and overcoming obstacles, Jamie, a T-Level Plumbing student, shares his inspiring journey from joining college to achieving academic success. With determination and the support of dedicated mentors, Jamie turned his academic career around and is now looking forward to a promising future.

Before I came to BDC I first applied to Lewisham College for a Level 2 Plumbing course, but I was rejected due to insufficient GCSE results. Not willing to give up, I approached Barking and Dagenham College, where I met Phil the CTL of Plumbing. He interviewed me but initially declined my application. However, after showing up at the college on the first day of term, I was given a probation period, thanks to Matt Smith, a Plumbing Lecturer at the time. Matt believed in me and gave me a chance.

During my Level 2 course, I put in my best efforts and, in that year, successfully re-sat my maths and English GCSEs. My hard work and dedication caught the attention of Mark Hyde, who then offered me a place on the T-Level course. As I progressed, I achieved my first-ever B grade and eventually soon will have earned the equivalent of three A-levels. Now, I am exploring managerial roles and considering pursuing a university degree.

When I think about the reason for my academic improvement, I believe my success came from paying attention and having intrinsic motivation. My earlier rejection fuelled my determination to take this opportunity and make the most of it. I absorbed information and applied it effectively, pushing myself forward.

motivated. With hard work and determination, success is attainable. My story serves as a powerful reminder that, no matter the challenges, anyone can achieve their goals with the right mindset and support.

As I look towards the future, I have big plans. I’m planning to go for site managerial roles and hopefully I can make it there. I’ll get my degree at university and I feel like being at BDC and attending multiple different courses has allowed me to meet so many new people and build people skills. So, I’m planning to go as high as I can, I guess.

In memory of Matt Smith, it is essential to take a moment to honor his impact on the lives of countless students, including Jamie. Matt was not only an exceptional teacher but also a compassionate mentor who believed in giving people a chance. He played a pivotal role in Jamie’s journey by granting him a probationary period, which ultimately led to his success. Matt’s unwavering support and guidance will never be forgotten, and his legacy will continue to inspire future generations. Rest in peace, Matt Smith – a true champion of education and an incredible human being.

My college experience was shaped by two significant individuals, firstly Matt Smith, who gave me the probationary chance, and Mark Hyde, who not only offered the T-Level course but also became an influential figure in my personal life. Mark’s dedication and ability to engage students played a significant role in my growth and success.

Looking back on my journey, I want to offer valuable advice to students who may be struggling with their grades or doubting their abilities: Believe in yourself, be persistent, and seize opportunities that come your way.

Surround yourself with supportive mentors and stay

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Say hello to

Practice Sets!

Build a course directly from Google Classroom with automated feedback!

Oliver Hill Data Analyst oliver.hill@bdc.ac.uk

Are you a teacher who often struggles to manage grading assessments, addressing student misconceptions, and providing personalised feedback? Then, you’ll be thrilled to hear about the new feature in Google Classroom Teaching: Practice sets.

With practice sets, teachers can save valuable time while creating more engaging

CREATE YOUR FRIST PRACTICE SET

1. Click Create and add questions to your practice sets.

Tip - You can type questions in, or you can import a PDF and select the questions you want to include.

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and interactive resources for their students.

And the best part? You can create practice sets directly within Google Classroom! To access this exciting feature, simply click on “practice sets” in the top left menu, and your practice sets library will open in a new tab. Initially, your library will be empty, but don’t worry, it won’t be for long!

2. Enter the correct answer or answer choices. You can choose from 4 different answer types.

Short answer, single select, and multiselect allow you to enter correct answers for auto-grading.

3. Search for and add relevant skills for

each question. If your skills are an available option, the practice sets will display extra help and resources for students if they need help while answering the questions, either via text or video help.

4. Click “Try as student” to review your practice sets before assigning.

Once you’ve created your practice sets, this will appear in your practice sets library. When you create a new assignment on the Classwork page, you will be able to choose a practice sets to attach.

USING PRACTICE SETS

Practice sets is a versatile and powerful tool that can be used in a variety of ways to support learning and engagement in your classroom. Here are some of the most effective ways you can use practice sets:

Adaptive Teaching: Create different practice sets for different skill levels and learning styles to accommodate the diverse needs of your students. This can help you provide a more personalised and effective learning experience for each student.

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Homework and independent study:

Use practice sets to review and reinforce key concepts and skills covered in class. They can be used as a pre-assessment, post-assessment, or formative assessment to gauge student understanding and progress.

Review and reinforce:

Practice sets can be an excellent tool for reviewing and reinforcing key concepts and skills covered in class. This can help students retain information and better understand difficult topics.

Cooperative learning:

Assign practice sets to small groups and encourage students to work together to complete them.

This can foster teamwork, communication, and problem-solving skills.

Self-paced learning:

Give students the option to work on practice sets at their own pace. This can help students take control of their learning and increase motivation and engagement.

Monitor student progress:

The detailed insights dashboard in practice sets allows you to easily track student progress and identify common misconceptions. You can view individual responses, including all attempts, and make changes to student scores as needed.

Overall, practice sets are a valuable tool that can help you save time while creating more interactive, personalised resources for your students.

With its many features and benefits, practice sets are sure to become an essential part of your teaching toolkit.

Interested in getting your Teaching Qualification?

Level 3 Award in Education and Training (AET) April Start | 10 Weeks | 1 Evening Per Week Introduction to teaching, learning and assessment in education and training

Level 5 Diploma in Education and Training (DET)

September Start | 2 Years | 1 Evening Per Week | 2 Hours of Teaching Practice Per Week Will provide the underpinning knowledge, skills and behaviours set out in the BDC vision for TLA

For more information please contact sarah.pagram@bdc.ac.uk

Sarah’s ‘Best Treatment Ever!’

Filming mistakes during practical activities

Time to prepare: 30 minutes Time to deliver: 1 hour 30 mins Step - by - Step Guide: 1) Split learners into groups and give each group a different course-specific practical activity.

Scan to watch the video

2) Task them to mind map as many mistakes that could occur during their assigned practical activity.

3) Get each group to complete and film their practical activity but encourage them to incorporate the mistakes that they identified in the planning stage.

(Being mindful of health and safety.)

4) Give the video recording to another group along with the activity sheet/google form.

Scan to submit your own resources!

5) Ask learners to fill in the activity sheet to identify all the mistakes and justify their answers.

6) A group discussion can happen at the end to talk about what could have been done differently in the video to make it correct.

sarah.harris@bdc.ac.uk CTL Beauty

www.digitallearning.bdc.ac.uk/bdcresourced

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Action Learning Sets What are Action Learning Sets?

Action Learning Sets are a small group of participants (a community of practice) who offer and seek support from one another in a safe, supportive and confidential learning environment. Participants share a work-related problem and through questioning, listening, reflection and feedback, the group seek to support each other and provide strategies to work towards solving the problem, where possible.

Action Learning Sets establish a relationship between reflection and action and provide an opportunity to extend your reflective practice and experiment with new ideas in a safe and challenging environment.

Why take part? · Share work-related problems in a safe and supportive environment · Gain a wider perspective and find ways to combat the problem · Support other colleagues and offer support and guidance · Enhance the community spirit we have here at BDC. We are always stronger when we’re working together · Remind ourselves that we are not alone with our problems and there are colleagues ready to listen and help · Endeavour to keep improving what we do, both for ourselves and for our learners

What next?

Action Learning Sets will be taking place in Term 3.

Please email mark.hyde@bdc.ac.uk to sign up or for more information.

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Tutorials @ BDC We are pleased to announce the launch of our new online Tutorial Sessions through Staff Infopoint. Every fortnight, a new session is released that aligns with the Tutorial SOW. Each session provides all the necessary materials to deliver a successful lesson, including a lesson plan, lesson resources and learning activities, a Q&A prompt sheet, and an online quiz for end-of-session assessment. Our goal is to make it easier for teachers to deliver tutorials and to ensure consistency across college themes.

FOUND UNDER THE ‘TUTORIAL’ ICON ON INFOPOINT!

We also offer a 15-minute Tutorial overview session via Teams for all tutorial instructors.

We encourage you to attend to ensure you are well-equipped for the following session. You will receive an invitation in your calendar for 8.30 on Fridays

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Le s s o n r e c a p f r o m p r e v i o u s t u t o r i a l s .

Slides with key questions to prompt your class discussions.

Video content provided in every lesson plan.

Pre-created quiz to check on learning.

Click the

to expand the aims

of the session.

A detailed time plan to guide you t h r o u g h d e l i v e r y. C h e c k o f f t h e s t e p s as you go!

A list of 20 prompt questions.

In-depth lesson plan which can be printed.

AI in Education Sophie De’Ath Digital Innovation Specialist sophie.de’ath@bdc.ac.uk

You’ve likely encountered ChatGPT unless you’ve been entirely disconnected from the digital world!

Launched in late November, ChatGPT is a groundbreaking artificial intelligence large language model (LLM) capable of understanding and responding to human language through instant messaging. Imagine having a personal robot assistant available for conversation anytime, anywhere. This app employs machine learning to mimic human-like conversation and boasts an extensive knowledge base, enabling it to answer questions on various topics, from history to science to maths, by understanding the conversation’s context and generating fitting responses.

In essence, we’ve edged closer to realising the futuristic visions often portrayed in science fiction films. Yes we are finally going to have our very own K,I,T,T from Knight Rider.

Here are some astonishing facts about ChatGPT:

1 2 3

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ChatGPT’s remarkable success can be attributed to its comprehensive training, which involved processing around 300 billion words from diverse internet sources.

The 570 GB training dataset comprised books, Wikipedia articles, research papers, web texts, websites, and other forms of content. This exhaustive training enables ChatGPT to provide users with intelligent, engaging conversations.

The release of ChatGPT prompted a response from search engine titan Google. Google CEO Sundar Pichai announced their experimental conversational AI service, Bard, powered by LaMDA. The rise of LLMs is irreversible, and as education innovators, we must embrace these new technologies and explore their potential benefits for students. When used correctly, they can create impressive teaching resources.

ChatGPT offers limitless possibilities in education, from generating questions on specific topics to designing lesson plans, grading exams, or creating group tasks. This powerful tool can save precious time better spent with family and friends.

Consider the following example of using ChatGPT to develop a lesson plan based on a YouTube video. The key is to ask specific, well-formulated questions. One method for doing this is called PREP: Prompt, Role, Explicit instructions, and Parameters.

P - Prompt it R - Give it a role E - Give it explicit instructions P - Give clear parameters

subject-specific terms, content-based questions, and group activities.

With a well-prepared approach, ChatGPT can become an invaluable asset in the educational realm, transforming how we create and deliver engaging, meaningful learning experiences for our students.

Here is how I PREP for the youtube lesson: In this example I have found a tips video - AQA English Language Paper 1 Question 1.

You can, however, do this for any video in your vocation area.

Prompt:

Create an English Lesson

Role:

You are an expert in writing lessons that engage your students and enhance their learning

Explicit Instructions:

1. Write a set of learning objectives 2. Create an engaging opening task that sets the context of the lesson 3. Provide a Short piece of text as described in the context 4. Include a group activity for learners to practice their knowledge 5. Write a set of questions based on the topic (Bloom’s taxonomy) 6. Write a multiple choice assessment for the end of the session

Parameters:

This is for a GCSE group aged 16-18 years old This is a 1 hour lesson

By following the PREP method and incorporating the video transcript, ChatGPT can generate a complete lesson plan, including objectives, tasks, paragraphs, multiple-choice questions,

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Add the YouTube video transcript (content): 1. Locate the YouTube video you’d like to use as the foundation for your lesson.

2. Underneath the video player, click the “More” button (represented by three dots) and select “Show transcript” from the dropdown menu. A new window with the video’s transcript will appear in the top right corner of the page.

3. At the top of the transcript window, click the “More” button (three dots) and choose “Toggle timestamps.”

4. Click and drag your mouse over the transcript text to select it all.

5. Right-click the highlighted text and select “Copy” from the drop-down menu, or use the keyboard shortcut Ctrl+C (or Command+C on a Mac).

The Lesson

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6. Return to the ChatGPT website.

7. Paste the copied transcript text (Ctrl+V or Command+V) at the end of your PREP instructions and label it “Content.”

8. Click the “Generate Response” button on ChatGPT and watch as your lesson and accompanying resources are crafted before your eyes.

Some Caution Accuracy & Reliability: ChatGPT is not infallible and can sometimes produce inaccurate unreliable responses.

Bias & Sensitivity: ChatGPT may reflect the biases or sensitivities of its training data or its Programmers.

Appropriateness for the Target Audience: Consider the language level and background knowledge of the students when using ChatGPT to create lesson resources and modify or simplify responses as needed.

We should not encourage learners to use this for assignments, as JCQ and Awarding Bodies are fully aware of its use.

Scan the QR to see the full Lesson Plan

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Thanks for reading!

Want to be featured in the next issue?

Contact sophie.de’ath@bdc.ac.uk

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