"I used NotebookLM wrong ..."

 Just found another excellent example for my upcoming Language Awareness course. 

The conventional textbook/teacher explanation would be:  

"- We use an adverb of manner to describe how the action represented by the verb phrase happens. 

- We form an adverb of manner by adding '-ly' to the adjective; hence 'wrong (adj.) > wrongly (adv,). 

Under a language awareness approach, a possible lesson sequence (for post-intermediate learners) would be: 

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Step 1: Show Ss the example below ( "I used NotebookLM wrong"); ask Ss if they notice anything 'unusual' about the sentence. 

Step 2: Show the following 2 sentences. Invite Ss to judge which one(s) is/are acceptable: (a) He did it wrongly; (b) He did it wrong. 

Step 3: Present other example sentences (e.g., He ran fast; She arrived at school late; They worked hard), and ask learners to decide whether the last word in each sentence is an adverb. Sum up by guiding learners to see that not all adverbs end in -ly. (Introduce the term 'flat adverb' if necessary.)

Step 4: Invite learners to come up with similar example sentences. If necessary, provide them with such adverbs (e.g., right; high; far)

Step 5: With advanced learners, challenge them by asking them to look for the subtle difference in meaning between (a) He did it wrong, and (b) He did it wrongly. 

Step 6: Finish by inviting Ss to share their thoughts on the slogan used by Cityplaza: 'LIVE HAPPY.'

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In fact, with the advent of AI, students can learn a lot about language matters from chatbots. It's really time we stopped relying totally on abstract, unreliable, 'rules' in our grammar teaching. 

Seesaw's video/audio response to an assignment: Teacher can set to enable students to see each other's work

 While creating an activity: 

Class Setting: 

Created a worksheet using Classwork on a UDL-aligned partial lesson plan

 Original lesson plan file: lesson flow for a UDL-aligned KS2-3 reading lesson.pdf

(A lesson plan created by GPT5.2, for Grade 5, on the a passage 'Simple Machines' (150 words), for grade 5)

+++++++++++

At app.Classwork.com, I: 

1. uploaded my original passage PDF; 

2. on the dashboard, chose 'text box'; 

3. moved on the text box to cover each word I wanted to cover; 

4. saved; and 

5 got the Assign Share link: https://app.classwork.com/fill/4ba4dc3a-1250-4daa-9fa9-daf4a52b5a1f

++++++++++++

TAKEAWAY

1. Quite easy to create a worksheet. 

2. Ss can know the score immediately once they 'submit'. 

3. Liveworksheets.com cannot cover a word and turn it into a blank. 

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. 

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RESULT:

- Excellent

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

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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. 

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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!

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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