Created an infographic on Oxford's 6 types of language learning strategies using NBLM: Good result

NOTEBOOKLM > Infographic

MY INPUT: 

The following pasted text: 

Rebecca Oxford's LEARNING STRATEGIES classification ("Language Learning Strategies: What Every Teacher Should Know" (1990))

• Cognitive: manipulating the language directly, such as repetition, summarizing, note‑taking, using imagery, or deducing rules
• Metacognitive: planning, monitoring, and evaluating one’s learning, such as setting goals, choosing tasks, or reflecting on performance
• Memory‑related: linking and storing information, e.g. grouping words, using associations, mnemonic devices, or the keyword method
• Compensatory: making up for gaps in knowledge, such as guessing meaning from context or using circumlocution
• Affective: managing emotions and motivation, e.g. using relaxation, positive self‑talk, or rewards
• Social: learning through interaction, such as asking questions, cooperating with peers, or seeking cultural information

OUTPUT:

===========

TAKEAWAY:

NotebookLM 生成infographic 的能力真抵讚。圖象有趣及支援內容，還有：不會像免費版Gemini 生成的infographic 經常串錯字。

Used MagicSchool to create a Reading Passage and a correponding Lesson Plan: Useful Results

 TOOL: Raina

PROMPT: 

an original teacher-written passage of about 300 words about festivals in Japan, to be read by junior secondary ESL students.

OUTPUT BY RAINA: 

Title: A Festival Night in Matsue

In late summer, the town of Matsue slowly fills with color and sound. Paper lanterns hang from eaves and trees, making warm circles of light along the narrow streets. Families walk together, and the air smells of sweet taiyaki and salty yakisoba from small food stalls. Children laugh as they chase sparklers, while older people sit on low benches and watch the crowds.

At the center of town, musicians play taiko drums and flutes. The deep drumbeats are strong and steady; they make people clap and move together. Dancers in bright kimono step in time, holding fans that shine when the lantern light touches them. Some dances tell old stories about fishermen and the sea, while others simply celebrate a good harvest.

Near the river, a wooden bridge crosses to a small island. Each year, people float tiny boats made of folded paper and lighted candles. The soft glow of the boats drifts on the water like little stars. People whisper wishes as they set the boats free, hoping for happiness and health.

At the end of the night, everyone watches the fireworks. The sky fills with color — red flowers, gold streams, and bright green rings. For a moment, all the sounds stop. Eyes shine from faces of every age. Then the crowd cheers, and people begin to clap again, sharing the excitement.

After the festival, the streets grow quiet. The lanterns go out one by one. Families walk home slowly, talking and smiling, keeping the night in their memories until next year.

+++

 ============================

LESSON PLAN:

Tool: Raina 

my prompt: 

please now provide a 40-minute lesson plan for a reading lesson for a junior secondary class of ESL students. Just provide the main steps.

OUTPUT: 

Lesson steps (main steps only)

1. Warm-up (4 min)

• Quick question: "What special event do you remember?" (Think — Pair — Share, 1 min each)

2. Activate vocabulary (6 min)

• Pre-teach 6 key words from the passage (e.g., lanterns, stalls, taiko, kimono, floats, fireworks) with brief visuals and quick choral repetition.

3. First read — gist (6 min)

• Teacher reads aloud while students follow.

• Students underline one sentence that seems to tell the main idea.

4. Second read — close reading (10 min)

• Students read silently.

• Complete 3-box organizer: Box 1 = main idea (1 sentence); Box 2 = two supporting details (quote or line reference); Box 3 = one inference + evidence.

• Teacher circulates, prompting with sentence stems.

5. Pair check & brief sharing (7 min)

• Pairs compare organizers, agree on best main idea and evidence.

• Two pairs share their main idea and one piece of evidence with the class.

6. Exit ticket (3 min)

• Individually write: main idea (1 sentence) and one-sentence inference with the supporting quote/line. Collect.

================================

TAKEAWAY: 

MagicSchool's Raina does a good job in creating a reading passage from a given topic, and the corresponding lesson plan

Used WG's AI to create a scenario-based MCQ from a pasted-in text: Good results

 TOOL: Wayground's 'Create Assessment'

MY INPUT METHOD: 

I pasted in the following text: 

Rebecca Oxford's LEARNING STRATEGIES classification

• Cognitive: manipulating the language directly, such as repetition, summarizing, note‑taking, using imagery, or deducing rules
• Metacognitive: planning, monitoring, and evaluating one’s learning, such as setting goals, choosing tasks, or reflecting on performance
• Memory‑related: linking and storing information, e.g. grouping words, using associations, mnemonic devices, or the keyword method
• Compensatory: making up for gaps in knowledge, such as guessing meaning from context or using circumlocution
• Affective: managing emotions and motivation, e.g. using relaxation, positive self‑talk, or rewards
• Social: learning through interaction, such as asking questions, cooperating with peers, or seeking cultural information

and asked for a Scenario-based quiz.

RESULT:

https://wayground.com/admin/quiz/698b25ee56315d14b13ad3c8

TAKEAWAY:

WG Did a good job!

Created an interactive on Rebecca Oxford's Learning Styles inventory using Poe's app creator from the PDF: doable

 I downloaded the inventory PDF from U of Alberta website. 

I uploaded the pDF to Poe's App Creator, and 

- asked it to convert it to an interactive questionnaire, and

- add a results summary button at the end. 

==========

RESULT:

- Excellent

- https://poe.com/preview/k2WukRazGMuAuNKx8JXC

=======

TAKEAWAY

- Poe can convert a questionnaire PDF to an interactive version and add a Results summary for users to keep a record of their submissions

Created an audio 'How I became a language teacher by Dornyei' from a text using Elevenlabs in Poe: Very convenient

 

Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers : building vision in the language classroom. Cambridge University Press., p 132

I then uploaded the audio file downloaded from Poe's Elevenlabs, and uploaded it to Substack to use in class: 

https://open.substack.com/pub/paulsze/p/how-i-became-a-teacher-of-english?r=5cf74s&utm_campaign=post&utm_medium=web&showWelcomeOnShare=true

Creating 2 L1-inferences passages using MagicSchool's Raina: Useful results obtained

 TOOL: Raina in MagicSchool

MY STARTING QUESTION: 

I'm a university lecturer about to deliver a lecture on individual differences in second language learning. One of the differences I will introduce is learners' L1 background, which will have an effect on the English (as a second language) that they produce. 

Create 2 passages of about 120 words in length written by grade 6 students. The 2 passages should have the same content. Passage 1 is written by a Chinese ESL learner, and hence contains English language errors typically made by Chinese learners. Passage 2 is written by a Japanese learner and hence contains errors typically made by Japanese learners. 

REVISING MY INSTRUCTIONS

After the first set of results, I asked Raina to: 

1. use errors which are specifically caused by L1 interference; 

2. highlight in the 2 passages the errors caused by L1 interference. 

FINAL RESULT

a. 2 passages with L1 interference due to (i) Chinese, and (ii) Japanese. 

b. errors in bold; 

c. explanations of how each error is caused by L1 interference. 

===========

KEY TAKEAWAY

- MagicSchool can do a great job creating problem passages according to my instructions

Created a picture storybook about a burnout teacher using the Storybook Gem inside Gemini

 One of the 8 example Gems under Gemini is Storybook. 

I had a try. My prompt was not elaborate at all: 

Create a storybook to be to read by inservice ESL schoolteachers. The story is about an burnt-out ESL teacher losing steam after teaching for 5 years. Then one day, something happened in the classroom that helped the ESL teacher regain her passion for teaching. 

The Gem created a 10-page picture storybook. 

The process was similar to my previous attempt when 'Storybook' was one function directly under Gemini. 

I asked for revision two times. Below is the final version. It was given the name 'The Mosaic of Speech'. 

The Mosaic of Speech.pdf

This time, I used the gai Gemini account. 

OBSERVATIONS: 

1. With each revision, other than the change I asked for, the story itself changed a little. 

2. The resulting storybook can be downloaded as PDF, but it can't be shared via a link. (Previously, when I used Gemini through the Opera Browser, I could.)

Tried the Infographic function in Piktochart AI: Results disappointing

 1. I uploaded a pdf file. 

2. Chose the 'Infographic' function. 

3. In context, asked for 'a structured summary of the uploaded file'.

====

RESULT

- not a structure infographic. 

- more like a poster.

- no structure. 

- visuals are purely for docoration only. 

So gratifying!

 

making Ss more accountable to your Poe's worksheet: Add 'Results Summary'

 今天利用Poe 的App Creator去製作interactive 的練習已經非常容易，把share link 給予學生，他們便可以立即嘗試，但我一直想，如何確保學生較認真的去回應？ Poe不是learning management system，不能記錄學生的嘗試和分數-。

當然一個方法就是着學生做完練習後，screencap結果，然後呈交给老師，但這方法頗多局限；於是我终於問chatbot有甚麼workaround ，原來方法很簡單，只要寫提示詞時請app creator加入Results summary，再加一個 Copy Results Summary 的button，學生完成練習後便可copy results summary，然後paste into Google Classroom, Padlet, ....。這樣便可令學生較認真的做老師製作的Poe Worksheet.

BELOW IS THE ADVICE FROM CLAUDE: 

Here's how to write effective prompts to get results summary features in your worksheets:

Simple Direct Request

"Create a [subject] worksheet about [topic] that includes a results summary students can copy and submit to their teacher."

More Detailed Request

"Create a [subject] worksheet with [number] questions about [topic]. Include a results summary feature that shows:

Student name

Score and percentage

Time spent

Breakdown of correct/incorrect answers

A copy-to-clipboard button so students can easily submit their results"

Example Prompts

Basic:

"Create a vocabulary quiz about Shakespeare with a results summary students can copy"

Detailed:

"Create an interactive chemistry worksheet with 10 multiple choice questions about the periodic table. Include a results summary that displays the student's name, score, time taken, and which questions they got right or wrong. Add a button to copy the summary so students can paste it into Google Classroom."

With specific requirements:

"Make a geometry practice worksheet with 15 problems. After submission, show a detailed report card that students can screenshot or copy, including their name, date, percentage score, and a question-by-question breakdown."

Key Phrases to Include

"results summary"

"copy to clipboard"

"submit to teacher"

"track student progress"

"show score and breakdown"

"include student name"

The simpler you keep it while mentioning "results summary" or "copy to clipboard," the more likely you'll get what you need. You can always refine it afterward by asking for specific additions!

===================

So, I went back to an app I created for practising Simple Past vs Present Perfect. I asked: 

Refine your last output by including a results summary that displays the student's name, score, time taken, and which questions they got right or wrong. Add a button to copy the summary so students can paste it elsewhere. 

It worked. Here's the refined output: 

https://poe.com/preview/S8QM4Khzql9QmaTWrnPM

Poe's app creator can (re-)present the content of an app under different page-tabs.

 Previously I used Poe's app creator to create an interactive worksheet. The worksheet consisted of 3 interactive exercises of different task types (eg, blank filling; error correction): 

https://poe.com/preview/NfhYHvvSyGtSVSdGQJFI

Just now, I was wondering if I could change the worksheet presentation format to a website like page, with each exercise appearing under each different page tab. 

My prompt: 

Please re-present the 3 exercises under 3 page-tabs at the top. When students click on each tab, they will see the corresponding exercise.

Output: https://poe.com/preview/0wpIdE0dzXi2VvGiNZ3x

TAKEAWAY: Poe's app creator can (re-)present the content of an app under different page-tabs. 

Created an #interactive-worksheet that contains 4 tabs using POE

 POE's App Creator

=================================

MY PROMPT: 

Create an app similar to the one below, but for ESL school students to practise prepositions:

https://poe.com/preview/RWebUtiEbPfVCRvPiwPH

==================================

The above app was created by Keric for practising tenses and verb forms. It contains 3 tabs which represent 3 different practice modes (eg, Typing; Balloon pinching. 

Instead of wrestling with the prompt writing, I simply asked POE to create a similar app, but for ESL students to practice prepositions. 

It worked. I ended up with an app that contains 4 tabs, each representing one use of prepositions (ie., time; place; ....): https://poe.com/preview/vhX1mxqSll5Oyh35I1DQ

TAKEWAY

1. Poe's App Creator can create a similar app using the URL of another created Poe app!

Created an overview infographic for a CALL session using NBLM: Output OK

 TOOL: NBLM > Create Infographics

MY SOURCE: Pasted Text as follows: 

S5 OVERVIEW BOARD

I. WHAT IS AN INTERACTIVE WORKSHEET LIKE?

II. Paul's Classification of Interactive Worksheets

III. AI-generated Reading Comprehension Worksheet:

IV. Administering an interactive worksheet

v. Leveraging AI for creating interactive worksheets

Also, I stated that I did not want additional text inserted by AI. 

OUTPUT: 

OBSERVATIONS

1. A straightforward column. 

2. The left hand graphics do help to express the subtopic ideas. 

3. The output still contains additional text, though I asked the tool not to. 

Using Poe to create a web-based interactive worksheet that contains more than one task

 Poe 的app creator 固然可以生成standalone 的interactive task (eg, matching, grouping, sequencing, MCQ, blankfillung ....)，也可以生成內有數個interactive task 的web-based worksheet。 

下面的例子，我很簡單請app creator generate 一個內含三個不同task type, 供grade 6學生練習決定何時用present perfect tense, 何時用simple past tense 的worksheet。整個過程連寫prompt不用一分鐘，便得到我要的interactive worksheet。

https://poe.com/preview/MFyRLk0cySDOEALuDkRK

TRIED AGAIN TO CONVERT STATIC SOURCES INTO INTERACTIVE TASKS with Poe's App Creator

 I TRIED AGAIN: 

A. Using Poe to convert an existing pdf/docx/jpg worksheet into an interactive worksheet. 

Paul's Example 1: From a Worksheet Image

Image: https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcT9y3Smdff-ggoY90kEAaKpbak8h2KDjSmv0A&s

Resulting worksheet: https://poe.com/preview/6ZwHQUybvIk82YrjOQYB

Paul's Example 2: From a DOCX worksheet

Docx worksheet [see Folder: '8 Reading MC questions for Poe]

Result: https://poe.com/preview/MSPmBddxPrbaXu6vsmWk

Paul's Example 3: Convert the original worksheet task type into a different format (eg, MC > blank-filling)

Source: Same as Example 2

Prompt: Please convert the attached document (MCQ) into an interactive, web-based, blank-filling exercise. 

Result: https://poe.com/preview/LLRk8LupUtNvORFFOiSq

Poe can create an interactive worksheet containing more than one exercise.

 In the past, I would go to Poe's 'create canvas app' to create a standalone interactive task (eg, matching). 

Just now, in Poe's chatbot, I asked it to create a worksheet that contains more than one interactive 'exercise' for G6 ESL students to practise Present Perfect vs Simple Past.  Turns out THAT is also possible: 

https://poe.com/preview/x2IZJZHwPAtAbGr7klBO

NotebookLM's video overview function, excellent tool for creating flipped learning video

 到目前為止，我對NotebookLM的Video Overview功能很滿意。它生成的video overview很忠於我輸入的文件的內容。(文件是一節課的主要內容。)我現在恒常用它生成的video 用於 flipped learning。

相反，NotebookLM的audio overview功能卻不合用，生成的podcast總是一男一女的交談，把我輸入的內容作生活化的演繹，卻不直接提到相關的學術概念，效果像電台的清談節目，適宜leisure listening，卻不適宜用作flipped learning。(當然你可以加入他們的討論，這是NotebookLM 的奇招。)

回想以前製作一個供flipped classroom的video所需的心思和時間，今天要向NotebookLM扣頭道謝。

The Study Guide function in NBLM, for generating long questions and answer key

 Below is an example generated study guide, based on my uploaded document, which explains the relationship between metacognition and metalinguistic awareness: 

===========================================================

Metacognition and Metalinguistic Awareness in L2 Learning: A Study Guide

Quiz

Answer the following questions in 2-3 sentences each.

1. Define metacognition in your own words, emphasizing its role in learning.
2. Explain what metalinguistic awareness (MLA) is and provide an example of how it manifests in language use.
3. Describe the hierarchical relationship between metacognition and MLA. How is MLA considered a subset of metacognition?
4. How does MLA support metacognition in language learning? Provide an example.
5. Explain how metacognition supports MLA in language learning. Provide an example.
6. Summarize Richard Schmidt's Noticing Hypothesis and explain how metacognition and MLA play a role in it.
7. How do metacognition and MLA contribute to successful self-correction in L2 learning?
8. Explain how a learner's metalinguistic awareness in their L1 can influence their L2 learning process.
9. Describe one pedagogical strategy mentioned in the text and explain how it targets both metacognitive and metalinguistic skills.
10. How does the reliance on MLA and metacognition differ between novice and advanced L2 learners?

Quiz Answer Key

1. Metacognition is "thinking about thinking," referring to the awareness and regulation of one's cognitive processes. In learning, it involves planning learning strategies, monitoring understanding, and evaluating the effectiveness of chosen methods. This self-awareness enables learners to control their learning journey.
2. Metalinguistic awareness is the ability to consciously reflect on language as a system, separate from its meaning. An example would be understanding why a sentence is grammatically incorrect even if its intended message is clear or recognizing the part of speech a word plays in a sentence.
3. The hierarchical view positions metacognition as the broader umbrella term and MLA as a more specific domain-related skill. MLA is seen as a manifestation of metacognition, specifically applied to linguistic knowledge. It is the act of stepping back to analyze language knowledge, a subset of analyzing one's own mental processes.
4. MLA enhances metacognition by providing learners with specific knowledge about language rules and structures. For instance, understanding grammatical structures allows learners to better monitor and identify errors in their own speech or writing, improving their ability to self-correct and refine their language use.
5. Metacognition helps MLA by prompting learners to actively monitor and evaluate their language use, leading them to identify gaps in their linguistic knowledge. For example, a learner who plans their learning may realize they are lacking vocabulary on a certain topic, motivating them to study and analyze relevant words.
6. The Noticing Hypothesis states that input needs to be consciously noticed to become learned language. Metacognition drives the necessary attention to identify discrepancies between one's own language use and that of native speakers. MLA provides the analytical skills to then understand the specific nature of the identified gap, such as recognizing a missed grammatical structure.
7. Metacognition acts as the trigger for self-correction by alerting the learner to an error, signaling that something "doesn't sound right." MLA then serves as the repair mechanism, enabling the learner to access specific rules and knowledge to fix the error. One alerts the learner to a problem and the other provides the means to solve it.
8. A learner's MLA in their L1 can facilitate L2 learning by providing a foundation of understanding of linguistic concepts. If a learner understands the concept of grammar in their L1, they can transfer this understanding to the L2, focusing on learning specific rules in the new language rather than the underlying concepts themselves.
9. Inductive grammar teaching targets both metacognitive and metalinguistic skills. Students are given examples of a grammatical structure and asked to formulate the rule themselves, which requires analyzing the language structure (MLA) while also actively engaging in problem-solving and pattern recognition (metacognition).
10. Novice learners rely more heavily on conscious MLA, using explicit rules to guide their language production. Advanced learners have more automatized language processing, but they still revert to higher-level MLA and metacognition when faced with complex or ambiguous language, to deconstruct meaning, tone, and register.

Essay Questions

1. Discuss the claim that metacognition and metalinguistic awareness have a reciprocal relationship. Use examples from second language acquisition to support your argument.
2. Analyze the role of metacognition and metalinguistic awareness in Richard Schmidt's Noticing Hypothesis. How do these cognitive skills contribute to the process of turning input into intake?
3. Evaluate the pedagogical implications of the relationship between metacognition and metalinguistic awareness for L2 teachers. Describe specific strategies that can be used to foster both skills in the classroom.
4. Compare and contrast the application of metacognition and metalinguistic awareness in novice and advanced second language learners. How does the role of these skills evolve as learners progress in their language proficiency?
5. Argue for or against the claim that developing metalinguistic awareness in a learner's first language can significantly benefit their second language acquisition. Use evidence and examples from the source material to support your position.

Glossary of Key Terms

• Metacognition: "Thinking about thinking"; the awareness and understanding of one's own thought processes, including planning, monitoring, and evaluating.
• Metalinguistic Awareness (MLA): The ability to consciously reflect on language as a system, separate from its meaning; understanding the structure and rules of language.
• Second Language Acquisition (SLA): The process of learning a language after one's first language has been acquired.
• Noticing Hypothesis: The theory that input does not become intake (learned language) unless it is consciously noticed.
• L1: First language or native language.
• L2: Second language.
• Declarative Knowledge: Explicit knowledge about facts and rules that can be consciously recalled.
• Procedural Knowledge: Implicit knowledge of how to perform tasks, often acquired through practice and automatization.

Tried creating a podcast overview using NotebookLM, result not useful

 This was my second attempt to use NotebookLM to generate a podcast from an uploaded document. I was thinking  of using the output for Flipped Learning  for ENLT6704, S4

I uploaded a Word document, which explained the relationship between metacognition and metalinguistic awareness (AI-generated). 

The first rendition was 18 minutes in length. 

I asked it to try again and limit the podcast to about 4 minutes. The resulting episode was 04:10 in length. 

THE BIGGEST PROBLEM: 

1. The podcast is a conversation between a male and a female. 

2. The biggest problem: It is like a chit-chat between 2 people, who chatted around the topic. They did not specifically mention the main concepts involved.

3. So, it serves the purpose of leisure listening, but can't be used for flipped learning. 

4. The result is very much unlike the video podcast, which is much more straightforward in presenting the main ideas. 

Tried using Wayground AI to create a Vocabulary flashcard set: Result acceptable

 This time, I used the 'From a topic' option. 

My prompt: 'Names of means of transport' and their definitions. 

OUTPUT

OBSERVATIONS

- Unlike the previous one, this result looks like the conventional Flashcard deck with a word on the Front of a card. 

WG's Flashcard Generation from Text - Result - in the form of Q and A

TRYING OUT WAYGROUND'S AI FLASHCARDS > paste text function 

My pasted text: 

If you want to find a cool place in summer, even when it's hot, then the forest is a good place. The tops of the trees protect us from the sun, like an umbrella. This is called the 'tree layer'. Various trees can be found at this level, such as beech, oak, birch and ash. Pine trees can also be found, and spruce. The middle layer is called the 'shrub layer', and it is not as tall as the tree layer. Examples of vegetation at this level are hazelnut and hawthorn shrubs, and there are also young trees. The next layer down is called the 'herb layer', and the plants here are bracken, grass and ferns - none of which need much sunlight. It can be quite dark down at this level, and there might be a moss layer on the

forest floor, underneath the herb layer.

OUTPUT: 

OBSERVATIONS

1. In the form of Q and A, not Word > Definition

We can still create unlimited AI interactive activities under PADLET TA!

 Padlet很疏爽。  在它的Padlet TA 下可以無限量製作AI的interactive activity。

多年前Padlet由全免費轉為收費時，它讓我保留當時已創建的58個padlet，而只要我archive一個 padlet，便可以繼續製作新的padlet 。已archive的padlet如果日後要重用，只要unarchive便可以了。

相反 Nearpod便太可恶了，先前我嫌它慢把我的Gold plan降回Free plan，它竟然把我先前1GB以上的製作隱藏起來!