Created a Table-Completion task using POE's GPT-5-mini

 This time, I tried creating a table completion task. 

I found a grammar table (Forms of Simple Present tense: affirmative; negative; question). 

After I uploaded the table, I asked the app to leave out certain parts of the table (ie, the words after the subject in the Negative column; and make the Question boxes empty). 

The app succeeded in creating the table completion task, after 3 revisions: 

https://poe.com/preview/uRi7youUePOrvJLKO7Rx

LESSON LEARNT:

When converting a traditional worksheet to an interactive tasksheet, you can just start with the answer key version  (in this case, the original full table), and use prompts to indicate what you wish to be left out. 

Converting a traditional worksheet to an interactive tasksheet using POE's GPT-5-mini

 (copied from my FB)

多謝夏Sir的提示，我嘗試用Poe 內的GPT-5-mini把現成的worksheet convert成web-based的interactive tasksheet；原來過程很簡單，轉换時還可順道改變練習的形式，例如填充轉多項選擇題；輸入的工作纸可以是Word, PDF, Image file, 甚至是cap 圖；generate 出來的interactive task讓學生自己對答案，和看feedback。

以下是我的嘗試(which can be further refined)：

Blank filling: Choose the right lexical verb: https://poe.com/preview/6ZwHQUybvIk82YrjOQYB

MCQ; choices given in dropdown list: Present Simple vs Present Cont.

https://poe.com/preview/xwBxnrK2GujAFBBiNJyP

Complete a table on Simple Present tense: https://poe.com/preview/uRi7youUePOrvJLKO7Rx

以下是夏Sir的explainer video: https://www.youtube.com/watch?v=2gpBgk819IA

當然今天已有很多AI app可以製作worksheet, 但把現成的工作纸轉做interactive tasksheet,對老師應該是很有用的功能。

PDF worksheets also work with POE's canvas app; original worksheet format can also be changed

 My further explorations in using POE's GPT-5-mini to create interactive worksheets. 

FIRST: 

I tried a WORD, and then a PDF worksheet (uploading them to the AI app). That worked. 

SECOND:

I asked the app to convert the original blank-filling format to a MC quiz. It worked. 

THIRD: 

I repeat the above attempt, but stated the choices for each question should be presented as a drop-down list.

It worked too. 

https://poe.com/preview/xwBxnrK2GujAFBBiNJyP

Repeated the above procedure with a WORD document

 This time, I had a go with a WORD file uploaded to GPT-5-mini. The WORD file contains some lecture notes. The key words in the notes were in quotation marks. 

I uploaded the file to GPT-5-mini, and used the same prompt. 

It worked again!

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

Then I tried again with the key words being bolded. The result is not good. 

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

then, just now I simply copied some lecture notes into the prompt, and asked the AI to convert the key words into blank filling. The result is not very good: AI is still not adept at choosing the key words. 

Repeated the above procedure with pasted in text

 In the previous attempt, I used a published worksheet found on the Internet. 

Then I thought: "I have content notes for each lecture. I usually use the content notes for my own reference. Can I convert my content notes to an interactive task using the same procedure, so that my Ss can have a quick recap of the main points towards the end of a lecture?"

Then, I had a mini try. I just copied a few lines from one lecture rundown, pasted it into GPT-5-MINI, and put some of the key words in quotation marks. Then in my prompt, I asked POE to turn the words in quotation marks into blank-filling. It also worked. https://poe.com/preview/gGGZKJgecClSM2TMGyQr 

Used GPT-5-Mini to create an interactive blank-filling grammar exercise

 My Steps: 

1. In Google search, look for 'grammar exercises' in Images. 

2. Chose one, and copied its image URL: 

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

4. Went to POE. Located GPT-5-Mini

5. Pasted in the above image URL in the prompt box, and typed: 

"convert to interactive exercise, check student answers and give feedback to students" (as suggested by Ha Sir"

6. It then asked me which of 3 options I needed:

a. a Web-based interactive exercise; 

b. a text version for copy-and-paste

c. a Google Form - like text to paste into an LMS

7. I chose 'a'. 

8. The following interactive grammar exercise generated: 

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

postscript: I started with the chatbot function. Actually, POE automatically switched to 'create canvas app' upon my instructions. 

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

Afterwards I tried option 'b' again. Poe returns the text which replicates the original worksheet, and provides very rich suggestions for feedback and marking. 

https://poe.com/s/GrcL9bIp8U7cPo339aXI

Created the same prompt bot using Canva.ai for revisiting GOING TO

 Just now, I went to Canva AI's 'Code for me', used the same prompt I had just used with POE to see what would happen. 

Below is the result: 

https://paulsze.net/gram-going-to

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

OBSERVATIONS

- I would say the result is even better than the one created with POE, in terms of page design, and the interactional vibes created. 

- Also, students don't need to log in, unlike with POE. 

- Downside, unlike POE, Ss can't refer back to their previous interactions with the bot. 

- I'm getting to think that such conversational bots have good potentials for helping learners to revisit/relearn grammar and vocabulary. 

Created a prompt bot for ESL students to learn/revise 'going to'

Another try of mine to create a prompt bot under POE, this time for ESL students to learn or revise 'going to'. 

This time, I inserted more scaffolding into my prompt. 

Base bot: GPT4o-mini

MY PROMPT: 

You're an ESL teacher. Please create an interactive, conversational, bot which guides ESL learners to learn how to use 'going to' to to talk about plans or decisions that we have made . Please refer to the below instructions.

Welcome the learner. Say you will help him/her learn how to use 'going to' to talk about future plans or decisions. Ask the learner if he/she is ready. 

(Wait for learner's response.)

First, let's compare these 2 sentences. Sentence A: I am going to school now. Sentence B: I am going to travel to Japan this summer. Which sentence is using 'going to' to talk abut a plan or decision. 

(Wait for learner's response.)

Respond to the learner's answer according to whether it is right or wrong.)

Then provide another 2 sentences similar to the above two, and ask learner which sentence is using 'going to' correctly. 

(Wait for learner's answer. Then respond accordingly.)

 Move on by saying: "Let's move on. You and your friends are planning to take the ferry to Mui Wo. What should you put in the blank: "We _______ (take) the ferry to Mui Wo."

(Wait for learner's answer. Then respond to learner's answer.)

Provide another blank-filling sentence beginning with 'I' for the learner to try. 

(Wait for learner's answer. Then respond accordingly.)

Say 'now, let's see if you can make sentences using 'going to'. You plan to visit your primary school this Saturday. How would you say that using 'going to'? 

(Wait for learner's answer. Then respond to learner's answer accordingly.)

Then, provide another sentence idea for learner to make a sentence using 'going to.'

(Wait for learner's answer. Then respond accordingly.)

Finish the conversation by congratulating the learner on his/her progress, and ask if the learner has any further questions. 

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

RESULT: https://poe.com/TA-going-to

========

OBSERVATIONS

POE seems to be able to get hold of the level of difficulty I was pitching at. It also provided some example/practice sentences which I didn't include in my prompt. 

Used Canva.AI to create the same bot for Type 2 conditional sentences

 In Canva.AI

mY PROMPT: 

You're an ESL teacher. Please create an interactive, conversational, bot which guides ESL learners to learn the Type 2 Conditional Sentences. Please refer to the below instructions. Bot: Hi! Let’s learn about Type 2 Conditional Sentences together. First, what do you already know about conditional sentences? Can you give an example of a sentence that talks about a possible or impossible situation? (Wait for learner’s response) Bot: Thanks for sharing! Now, look at this sentence: "If I were rich, I would travel the world." Can you tell me which part is the “if-clause” and which part is the “main clause”? (Wait for learner’s response) Bot: Great! The “if-clause” is “If I were rich,” and the “main clause” is “I would travel the world.” Now, why do you think we use "were" instead of "was" in the if-clause here? What makes this sentence different from a real situation? (Wait for learner’s response) Bot: Exactly! We use "were" for all subjects in unreal or imaginary situations. Let’s try making your own sentence. Complete this: "If I _____ (have) a million dollars, I _____ (buy) a big house." What words would you use in the blanks? (Wait for learner’s response) Bot: Nice! The correct sentence is: "If I had a million dollars, I would buy a big house." What made your sentence a Type 2 conditional? What did you find easiest or hardest about creating this sentence? (Wait for learner’s response) Bot: Thank you for your thoughts! Now, can you create one more Type 2 conditional sentence about something imaginary or unlikely? Also, how would you explain this structure to a classmate who is learning English? (Wait for learner’s response) Bot: Fantastic! You’ve done a great job practicing Type 2 Conditionals. Would you like to try more examples or ask any questions about this topic? Let me know if you’d like to customize this further or add more interactive elements!

OUTPUT: 

https://paulsze.net/type-2-conditional-sentences

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

CANVA.AI VS CREATE PROMPT BOT in POE

The resulting bots are not much different.

Canva.ai will display the different versions on the left, so it's easier for editing an earlier version of the resutling bot, whereas with POE, you use 'Edit', but you can't be seeing the earlier prompt versions at the same time.

But with POE, you can copy the entire chat afterwards. This is not the case with Canva AI.

CREATED A CONVERSATIONAL PROMPT BOT IN POE for Type 2 Conditional Sentences

 Under POE, I turned to 'Create a Prompt Bot', then chose 'GPT4o Mini'.

I simply pasted in the prompt I copied from Perplexity. 

It worked. 

Then I had a go with the created bot. The thread below shows what the interaction was like: 

https://poe.com/s/VypytZPYqPcSTsXqjAvg

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

OBSERVATIONS

- The bot follows the steps set out in the prompt. 

- It is quite interactive. 

- It provides additional information not included in the original prompt when the user is unable to answer a guiding question directly. 

Asked Perplexity to give me a prompt which I would use to create a prompt bot: Type 2 conditional sentences

 My ultimate purpose: To create a prompt bot which is like ChatGPT's Study Mode in that it can use a process a scaffolding to guide learners to learn and practise a topic (in this case: Type 2 Conditional Sentences). 

At Perplexity: 

My first query:

I'm a teacher. How can I build a custom prompt that guides students to learn and practise a topic through a scaffolding process

Reply: https://www.perplexity.ai/search/i-m-a-teacher-how-can-i-build-pFjb9pKgQqyVMERDzfexXg#0

My follow-up question: 

Design a stepwise scaffolded prompt template.

Reply: https://www.perplexity.ai/search/i-m-a-teacher-how-can-i-build-pFjb9pKgQqyVMERDzfexXg#1

(A six-step template.)

My next follow-up question: 

please use the above template and give me a prompt example for guiding students to learn and practice type 2 conditional sentences

Reply: https://www.perplexity.ai/search/i-m-a-teacher-how-can-i-build-pFjb9pKgQqyVMERDzfexXg#2

AT THIS POINT, I THOUGHT THIS WAS CONCRETE ENOUGH FOR ME TO USE. SO I COPIED IT, AND TURNED TO POE. 

Had POE provide a prompt to use in 'Create a prompt bot' in POE to create a learning bot about Photosynthesis

Step 1: In Assistant in POE, I asked it to provide me with a prompt to use in 'Create a prompt bot' for helping upper primary students to learn about photosynthesis. OUTPUT: 

Here’s a detailed prompt example for creating a bot that guides upper primary students to learn about photosynthesis. This prompt will encourage engagement through scaffolding questions and interactive dialogue.

Prompt Example

---

Bot Name: PhotoBot

Introduction:
“Hi there! I’m PhotoBot, your guide to exploring the amazing process of photosynthesis! 🌱 Are you ready to dive in and learn how plants make their food? Let’s get started!”

---

Initial Question:
“What do you already know about how plants make their food? Feel free to share your thoughts!”

---

Follow-Up Questions (based on student responses):

1. If they mention sunlight:
   “Great point! Sunlight is super important. Can you explain how you think sunlight helps plants?”
   
   

2. If they mention water or soil:
   “Awesome! Water and nutrients from the soil are also crucial. How do you think plants get these ingredients?”
   
   

3. If they mention air:
   “Exactly! Plants need air too. What do you think they take in from the air?”
   
   

---

Scaffolding Questions:

1. “Can you tell me what happens to sunlight when it reaches the leaves of a plant?”

2. “What do you think happens to the water and carbon dioxide once they enter the plant?”

3. “Why do you think photosynthesis is important for both plants and humans?”

---

Interactive Activity:
“Let’s do a fun activity! Imagine you are a plant. Describe your day from morning to evening as you gather sunlight, water, and air to make food. What do you feel and experience?”

---

Reflection Questions:

1. “How does the process of photosynthesis help other living things besides plants?”

2. “Can you think of a time when you’ve seen plants growing? What do you think helped them grow?”

---

Conclusion:
“Fantastic job today! 🌟 You’ve learned a lot about photosynthesis! What is one new thing you will remember about how plants make their food? If you have more questions or want to explore further, just let me know!”

---

This prompt structure encourages interaction, critical thinking, and reflection, making learning about photosynthesis engaging for upper primary students.

 

STEP 2: I went to 'Create Prompt Bot', chose GPT4o-mini, and pasted in the above prompt. 

OUTPUT: the following bot: 

https://poe.com/BotW9IFHK6K49

STEP 3: I had a go with the create bot: 

Resulting Interaction (unfinished)

https://poe.com/s/9wG4CFqjAPDCeowBd4Hs

OBSERVATIONS

1. Ask a chatbot the prompt you need for your purpose. 

2. The resulting bot above is interactive, and uses a lot of scaffolding. 

Tried the Study Guide function in Google NotebookLM

 OUTPUT: 

The Dynamic Nature of Beauty: A Study Guide

Quiz

Explain how the concept of body shape differed in Ancient Egypt and Ancient Greece.

What was a significant reason for pale skin being considered beautiful during the Han Dynasty?

Despite their differences in body ideals, what facial feature did both Ancient Egyptian and Ancient Greek cultures consistently highlight?

Describe the prevailing beauty standard for women's body shape during the Tang Dynasty.

What was a highly prized physical attribute for women in Japan during the Heian period?

How does the "The Evolving Canvas of Beauty Standards" briefing document characterise the overall nature of beauty standards across history?

What does the phrase "universal human concern with appearance" refer to, according to the briefing document?

Provide an example from the source material that demonstrates the fluidity of beauty standards.

Beyond physical attributes, what other societal factor did beauty standards sometimes intertwine with, as seen in the Han Dynasty?

What conclusion does the briefing document draw about the existence of a single, timeless definition of beauty?

Quiz Answer Key

Ancient Egyptians valued slim waists, whereas Ancient Greeks regarded heavy, broad hips as a defining characteristic of beautiful women. These contrasting ideals highlight the variation in body shape preferences across different cultures and periods.

During the Han Dynasty, pale skin was considered beautiful largely because it was associated with the upper class. Wealthier individuals were not required to labour outdoors, thus having less sun exposure and consequently lighter skin.

Both Ancient Egyptian and Ancient Greek cultures consistently highlighted the eyes through make-up. In Ancient Egypt, thick black eyeliner was popular for both genders, while Greek art often depicted beautiful women with dark-rimmed eyes.

In the Tang Dynasty, which followed the Han Dynasty, wider waists became more desirable for women. This shows a significant shift from the delicate frame prized in the preceding Han period.

In Japan during the Heian period (794-1185), one of the most sought-after features in a woman was very long, dark hair. Women aimed to grow their hair down to their toes and even beyond.

The briefing document characterises beauty standards as "fluid" and undergoing "constant evolution" across history and cultures. It emphasises that what is beautiful in one era can be "despised in another."

The phrase "universal human concern with appearance" refers to the idea that humans have always "wrestled with what it means to be beautiful" and generally "care too much about the way we look." This suggests an inherent human vanity.

An example is the contrast between the Han Dynasty's preference for delicate frames and pale skin, and the Tang Dynasty's desirability of wider waists, illustrating how standards change over time.

Beauty standards sometimes intertwined with social class and status, as exemplified by the Han Dynasty where pale skin was associated with the upper class due to their lack of outdoor labour.

The briefing document concludes that there is no single, timeless definition of beauty. Instead, beauty is presented as a dynamic concept, deeply shaped by cultural values, historical context, and social hierarchies.

Essay Questions

Discuss the concept of fluidity in beauty standards, providing specific examples from at least three different historical periods or cultures mentioned in the source material.

Analyse the relationship between social class and beauty standards, using the Han Dynasty as a primary example. How did societal structure influence what was considered beautiful?

Compare and contrast the emphasis on facial features versus body shape in different ancient cultures. Are there any recurring themes in how facial features are adorned, despite varying body ideals?

Evaluate the statement: "The human preoccupation with appearance and the use of adornment to meet prevailing standards remain consistent across diverse civilisations." Provide evidence from the text to support or refute this claim.

Imagine you are advising a historical museum on an exhibit about beauty. Based on the provided sources, what would be the most crucial overarching message you would want to convey about beauty standards throughout history, and what specific examples would you use to illustrate it?

Glossary of Key Terms

Fluidity (of beauty standards): The characteristic of beauty standards not being fixed or static, but rather constantly changing and evolving over time and across different cultures.

Constant Evolution: The continuous process of development and change that beauty standards undergo, meaning they are never truly permanent.

Cultural Specificity: The idea that beauty ideals are unique and particular to a specific culture, influenced by its traditions, values, and environment.

Historical Specificity: The idea that beauty ideals are unique and particular to a specific historical period, influenced by the social, economic, and political context of that era.

Physical Attributes: Observable characteristics of the human body, such as body shape, skin tone, hair length, and facial features, that are often used to define beauty.

Adornment: The action of decorating or enhancing one's appearance, often through the use of make-up, clothing, or jewellery, to conform to prevailing beauty standards.

Han Dynasty (3rd Century BC to 3rd Century AD): A significant period in Chinese history where pale skin and a delicate frame were considered markers of beauty, linked to social class.

Tang Dynasty (a few hundred years after Han): A subsequent Chinese dynasty where beauty ideals shifted, with wider waists becoming more desirable for women.

Heian Period (794-1185): A period in Japanese history renowned for its distinct beauty standards, including a strong preference for very long, dark hair in women.

Universal Human Concern: The concept that across all human societies and throughout history, there is a fundamental preoccupation or interest in one's appearance and the concept of beauty.

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

MY OBSERVATIONS

- The 'Study Guide' is actually: 

- a collection of quiz (short answer) questions; accompanied by an Answer Key.

- a list of essay-type question ideas 

- A glossary of Key Terms

Tried the Briefing Doc function in Google NotebookLM

 Tried the Briefing Doc function in Google NotebookLM, using the same passsage. 

OUTPUT: 

Briefing Document: The Evolution of Beauty Standards

This briefing document reviews the main themes and important ideas regarding the historical evolution of beauty standards, drawing from the provided source, "EVOLUTION OF BEAUTY text.pdf".

Key Themes:

Fluidity and Constant Evolution of Beauty Standards: The most prominent theme is that beauty standards are not static but are "fluid" and undergo "constant evolution" across history and cultures. What is considered beautiful in one era can be "despised in another."

Cultural and Historical Specificity: Beauty ideals are deeply rooted in specific historical periods and cultural contexts. The document provides numerous examples demonstrating significant variations in what was prized as beautiful.

Physical Attributes as Markers of Beauty: Across different periods, specific physical attributes (body shape, skin tone, hair) have been central to defining beauty.

Social and Class Associations with Beauty: Beauty standards can be intertwined with social class and status.

Focus on Facial Features and Adornment: Despite varying body ideals, the enhancement of facial features, particularly the eyes, through make-up has been a recurring practice.

Most Important Ideas/Facts:

Universal Human Concern with Appearance: Humans have always "wrestled with what it means to be beautiful" and generally "care too much about the way we look." This suggests an inherent human vanity.

Contrasting Body Ideals:

Ancient Egypt (3rd Millennium BC): Prized "slim waists."

Ancient Greece: Regarded "heavy, broad hips as a defining characteristic of beautiful women."

Han Dynasty (3rd Century BC to 3rd Century AD): Valued a "delicate frame" for women.

Tang Dynasty (a few hundred years after Han): "Wider waists became more desirable."

Skin Tone as a Status Symbol (Han Dynasty): In the Han Dynasty, "pale skin was regarded as beautiful, in large part because lighter skin was associated with the upper class." This was because wealthier individuals did not have to "labour outdoors" and thus had "less exposure to the sun."

Consistent Emphasis on Eye Enhancement: Both Ancient Egyptian and Ancient Greek cultures applied make-up "to highlight certain facial features, particularly the eyes."

Ancient Greece: "beautiful women often appear with dark-rimmed eyes."

Ancient Egypt: "thick black eyeliner was considered beautiful for both men and women."

Hair Length as a Beauty Standard (Heian Period Japan): In Japan during the Heian period (794-1185), "one of the most sought-after features in a woman was very long, dark hair." Women aimed to grow their hair "all the way down to their toes – and beyond."

Conclusion:

The source clearly illustrates that there is no single, timeless definition of beauty. Instead, beauty is a dynamic concept, profoundly shaped by cultural values, historical context, and even social hierarchies. While the specific attributes of beauty shift, the human preoccupation with appearance and the use of adornment to meet prevailing standards remain consistent across diverse civilisations.

OBSERVATIONS

- No surprise here. Just a summary of the main points. 

Tried the Timeline function in Google NotebookLM

 From the same passage ('Evolution of Beauty'), I tried the Timeline fuunction in Google NotebookLM. 

OUTPUT: 

Detailed Timeline of Beauty Standards

• 3rd Millennium BC (Ancient Egypt):
• Slim waists were highly prized as a beauty standard for women.
• Thick black eyeliner was considered beautiful for both men and women, used to highlight facial features.
• 3rd Century BC to 3rd Century AD (Han Dynasty, China):
• Pale skin was a significant marker of beauty, associated with the upper class who did not labour outdoors.
• A delicate frame was also considered a great beauty for women.
• Ancient Greece (Specific dates not provided, but distinct from Han Dynasty):
• Heavy, broad hips were a defining characteristic of beautiful women.
• Make-up, particularly to highlight the eyes (dark-rimmed eyes in art), was applied.
• Tang Dynasty, China (A few hundred years after Han Dynasty):
• Wider waists became desirable, and slender women were seldom seen.
• 794-1185 (Heian Period, Japan):
• Very long, dark hair, extending to or beyond the toes, was one of the most sought-after features in women.

It's not visually a timeline (like the one in Padlet). It's merely a chronological outline/summary.

Then, it happened that the passage itself had a strong historical dimension.

Trying out the Audio Function of Google NotebookLM: Good but ...

 Google NotebookLM has an audio overview function. But it is not just another TTS tool. It actually turns the uploaded source materials in a podcast episode that features two hosts discussing the topic. 

The resulting audio can be downloaded or shared via a link (but VPN required)

What is more, the user/creator, can join the discussion!

So far, I think the Video Overview function is most relevant to teachers' teaching needs. 

Tried using NotebookLM"s 'generate mindmap' function to generate a mindmap from a passage

 Just tried using Google NotebookLM's Mindmap function to generate a mindmap

This time, instead of providing it with a bullet-point outline, I uploaded a reading text (titled: 'Evolution of Beauty')

NotebookLM quickly generated a mindmap from the passage: 

Again, though the resulting mindmap is interactive (expandable and collapsible), it can't be shared wtih others via a link. It can only be downloaded as a PNG image. 

Which means if you want to 'present' the mindmap, you have to stay within dashboard. 

Tried the 'Create Mindmap' function in NotebookLM : Lacklustre

 Tried the 'Create Mindmap' function in NotebookLM just now. 

I uploaded a WORD file which is the rundown of a class session. This rundown contains the main topics and the subtopics to be covered. 

Then I asked NotebookLM to turn it into a mindmap. The output was an interactive (collapsible and expandable) mindmap. 

But, this interactive mindmap can't be shared via a link. If downloaded, it becomes a static PNG image. 

In that case, I should continue to use EdrawMind. 

Or, maybe NotebookLM should be used to generate mindmaps from uploaded source materials. 

Created a video from a PPT using the Overview Video function in NotebookLM: How to create a picture book with Canva AI

1. I used a PPT from Becky Cheung. The PPT explains how to create a picture storybook using Canva AI. 

2. I converted the PPT to PDF, and then uploaded to NotebookLM. 

3. Clicked Overview Video. 

4. Obtained the following video. 

 https://youtu.be/lJZpm6fG518

RESULT:  Really not bad, though I didn't check whether the video closely aligns with the PPT. 

Completed the Canva AI in the classroom

 

Created a 4-page storybook with Gemini Storybook

 A former student asked me whether it was possible to use Gemini Storybook to create a 4 grid picture for guiding Writing (eg, TSA Writing). 

In my last attempts, Gemini Storybook always returned a storybook with 10 pages. 

So, this time, I ...

(a) gave it 4 sentences; 

(b) specifically asked it to just use my 4 sentences without changing them. 

OUTPUT: 

Yes, it worked; it gave me a 4-page storybook using my 4 sentences. 

https://g.co/gemini/share/769b417f38b3

Of course, to turn it into a 4 grid picture, you have to copy the 4 pages into a grid. 

Created a picture book with Gemini Storybook using my own story text

Some time ago, I used Gemini Storybook to create a picture book about Colin. I used a very simple prompt, and let the app create the storybook. There was no problem with character-appearance consistency between the pictures.

Then I wondered: 'If I provide Gemini Storybook with my own story script, will it also have character-appearance consistency?"  Then I prepared a ten-line story script, and used it as a prompt to see what happened.

MY PROMPT: 

Help me write a 10-line story about some funny things that happened to a 10-year old boy while he was playing in a park one morning. The story is to be read by Grade 3 ESL children.

One morning, Tom, a 10-year-old boy, went to the park.
He wanted to play on the swing.
But the swing went too high, and his hat flew off!
He ran after the hat, but it landed on a dog.
The dog barked and ran around with the hat.
Tom laughed and chased the dog.
Then he tripped and fell on the soft grass.
When he got up, he saw a butterfly on his nose!
The dog finally dropped the hat.

Tom went home smiling, with his hat and a funny story. 

RESULT

Good news: the main character, Tom, looks the same on the 10 pages: https://gemini.google.com/share/38481a7e57f7 

Created a POE app to provide vocab help for reading

 On July 26, I used the 'Create Canvas app' function inside POE to create an interactive app for assisting students to understand a passage. Every time they don't understand a word while reading the passage, they hover their cursor over the word, and the definition will pop up. 

See blogpost: https://szepaul.blogspot.com/2025/07/created-vocab-hover-tooltip-reading.html

Today, I thought: "Why not make it all-encompassing, by allowing learners to paste in a text they are reading?'

MY PROMPT: 

Create an interactive app that helps ESL students understand the passage they are reading. The students will paste the passage they are reading into the app. Then While reading, If they do not understand one of the words in the passage, they will hover their cursor over the word, and then the meaning of that word will pop up.

Then, I gave it try. The resulting app works: 

https://poe.com/vocab-help-reading

Created my first custom bot in POE

 Tried creating a custom bot for phonics teachers in POE. Users will type in a grapheme (e.g., a; ee; ei), then the custom bot will provide 7 one-syllable words that contain that grapheme:

MY PROCEDURES:

1. OPEN 'Create', then choose 'prompt bot':

2. Type in my prompt. (In this case, it was simple and straightforward.)

RESULTING CUSTOM BOT: 

https://poe.com/Phonics-assistant

Compared OpenAI's ChatGPT-5 with ChatGPT 5 under POE

 MY prompt for both tools: What are some ways for upper primary students to leverage AI to support their learning of English?

OUTPUT: https://poe.com/s/s9YcgstvcDL08P9N0Lur

CHATGPT -5 UNDER POE

Here are practical, age-appropriate ways upper primary students (roughly ages 9–12) can use AI to support English learning, with tips to keep it safe and meaningful.

Reading

• Book selection helper: Ask AI for book recommendations by interest and reading level (e.g., “I liked Percy Jackson; suggest similar books at around 900–1000L”).
• Pre-reading scaffolds: Request a short blurb, character list, vocabulary preview, and 3 guiding questions before starting a chapter.
• Comprehension checks: After reading, ask AI 3–5 questions about the chapter, then compare your answers to a model answer. Follow up with “Explain why my answer is partly correct” to learn.
• Summaries at different levels: Generate a 3-sentence summary, then a 1-paragraph summary, then a 1-sentence “gist” to practice main ideas.
• Build background knowledge: Ask for simple explanations of historical or cultural context in the text (e.g., “Explain Victorian London for kids”).

Writing

• Idea generation: Use AI as a prompt buddy: “Give me 5 story starters set in a rainforest, each with a twist.”
• Planning organizer: Ask for a graphic organizer outline (beginning–middle–end, problem–solution, or paragraph frame with topic sentence, reasons, evidence, conclusion).
• Sentence expansion: Provide a basic sentence; ask AI to suggest three richer versions and explain what changed (adjectives, conjunctions, clauses).
• Vocabulary bank: Give your topic; ask for a kid-friendly word list with definitions and example sentences, then choose a few to use.
• Feedback loops: Paste a short paragraph and request feedback on one focus only (e.g., punctuation, verb tense consistency, or transitions). Then revise and repeat for the next focus.
• Dialogue practice: Ask AI to role-play a character while you write the other side, focusing on voice and punctuation.

Vocabulary and Grammar

• Micro-quizzes: Ask for 5 practice questions on commas, apostrophes, or homophones with instant explanations after each answer.
• Word webs: Provide a target word and ask for synonyms, antonyms, collocations, and a quick picture-in-words description.
• Spaced practice lists: Have AI turn your weekly words into a 5-day practice plan (games, cloze sentences, quick writes).
• Fix-it sentences: Request 10 sentences with common errors to correct (subject–verb agreement, capitalization, run-ons).

Speaking and Listening

• Conversation practice: Role-play common scenarios (book club discussion, debating school uniforms). Ask for 2 tips to improve clarity or tone after each round.
• Recap and reflect: After a class lesson, tell AI what you remember and ask it to fill gaps, then generate 3 follow-up questions to bring to your teacher.
• Presentation coach: Paste your speech; ask for timing estimates, tricky words to pronounce, and suggestions to add signposting phrases.

Creative and Cross-curricular

• Poetry workshop: Ask for models of haiku, limerick, or free verse on your topic; then get feedback that focuses on imagery or rhythm.
• Writing from images: Describe a picture you’re using; ask AI for sensory details and figurative language prompts.
• Research helpers: Get a kid-friendly overview of a topic, then request 3 trustworthy sources to check with an adult or teacher.

Study Strategies and Organization

• Goal setting: “Help me set a weekly English goal and a 15-minute daily plan.” Revisit and adjust each week.
• Rubric unpacking: Paste a rubric; ask AI to restate each criterion in kid-friendly language with examples.
• Exit ticket creator: After homework, ask for 3 quick self-check questions to confirm understanding.

Prompts students can copy

• “I read [title], chapter [#]. Ask me 5 questions from easier to harder. Wait for my answers one by one.”
• “Turn my paragraph into a checklist of things to improve, focusing only on punctuation.”
• “Give me 8 verbs stronger than ‘said’ with kid-friendly definitions and examples.”
• “Make 10 practice sentences using their/there/they’re and tell me why each answer is right.”
• “I need a paragraph plan about why recess should be longer: topic sentence, 3 reasons with evidence, conclusion.”

Safety and academic integrity

• Use AI as a coach, not a substitute. Draft first, then get help revising.
• Always cite sources when researching; verify facts with books, teachers, or trusted sites.
• Don’t share personal information. Keep questions general.
• If something sounds wrong or confusing, ask a teacher or parent to double-check.

Teacher/parent support tips

• Set clear “AI use rules”: brainstorming, practice, and feedback are okay; submitting AI-written work is not.
• Encourage short, focused AI sessions (5–10 minutes) tied to a specific goal.
• Have students reflect: “What did AI help me learn?” and “What will I try next time?”

With thoughtful guidance, AI can become a patient reading buddy, feedback coach, and practice partner that helps students build independence and confidence in English.

OPENAI CHATGPT: 

Great question! For upper primary students, AI can be a really engaging and supportive tool for learning English. Here are some age-appropriate, practical ways:

1. Vocabulary Building

• Use AI-powered flashcard apps that adapt to what the student already knows.

• Play word games or quizzes with AI tutors that give instant feedback.

• Ask AI to generate example sentences using new words.

2. Reading Practice

• Have AI summarize stories in simpler English, then gradually move to more complex versions.

• Use AI to ask comprehension questions after reading a passage.

• Let students ask AI about words or phrases they don’t understand in the text.

3. Writing Support

• Students can draft short paragraphs, then ask AI for feedback on grammar, spelling, and word choice.

• AI can suggest alternative phrases to make writing more vivid.

• Encourage students to use AI to generate story prompts and continue writing creatively.

4. Speaking and Listening

• AI chatbots can role-play simple conversations (e.g., ordering food, asking directions).

• Use speech-to-text tools so students can see how clearly they pronounce words.

• AI can read aloud stories, helping students practice listening and shadow reading.

5. Personalized Practice

• Students can ask AI to create practice questions at their level (e.g., fill-in-the-blank, multiple choice).

• AI can adapt exercises to their learning speed and interests (e.g., stories about sports, animals, or space).

6. Motivation & Fun

• Turn practice into interactive challenges or games with AI.

• Let students “teach” the AI something they’ve learned, reinforcing knowledge.

• Use AI to create jokes, riddles, or poems in English for entertainment and practice.

👉 The key is guidance: students should use AI as a supportive tool, while teachers or parents help them reflect on what they learn, rather than just accepting everything AI suggests.

Would you like me to create a sample weekly activity plan showing how students could use AI for English across reading, writing, speaking, and listening?

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BOTTOMLINE: 

1. Outputs not the same. 

2. The output by ChatGPT-5 under POE looks better. 

3. I asked GPT-5 under POE a follow-question: Are the GPT-5 chatbot under POE and the GPT-5 chatbot on OpenAI's ChatGPT.com the same model or version?

Short answer: Not necessarily. 

Completed PADLET AI course

 

Padlet Sandbox now provides a set of 50+ graphic organizer templates

 

Just noticed that Padlet Sandbox now provides a set of 50+ graphic organizer templates for students to work from. 

In the past, I had to create my own starting template, and then duplicate it within one Sandbox for groups of students/teachers to work on. Now I simply have to choose from the 50+ default templates. Will try this function when the new school year starts. 

Tried creating an exam paper using KUSE AI's exampaper generator function

 The exam paper generator of KUSE AI: https://exampaper.kuse.ai/

 I had a go and am totally amazed. I simply uploaded a 2025 TSA S3 Reading Paper (as I don't have the recent HKDSE papers). Then, for the prompt, I simply said 'Please create a similar exam paper.'. Then after about 3 minutes, I got a new TSA reading paper which is identical to the HKEEA one in terms of length, organization, and level of difficulty.

The Generated Paper: https://gocuhk-my.sharepoint.com/:b:/r/personal/paulsze_cuhk_edu_hk/Documents/CALL/AI/AI%20ARTIFACTS/generated%20TSA%20S3%20READING%20PAPER/generated%20TSA%20S3%20Reading%20Paper.pdf?csf=1&web=1&e=W7am49 

The HKEEA's 2025 paper

TSA2025_9ER1_QB from HKEEA.pdf

Jensen Huang on AI and jobs

 

Just tried the Study Mode in ChatGPT: It's eye opening!

 I used the official Open AI's website for ChatGPT. I then opened the Study Mode function. 

I started by saying what I want to learn: 'The difference between SDL and SRL'. 

What happened next was eye-opening. Instead of telling me the answer directly as chatbots usually do, it embarked on a process of Socratic dialogue with me, guiding me with questions, providing me with important food for thought, and challenging me with formative assessment questions. 

This Study Mode is of course more suitable for more mature students. Rather than just looking through the answer, the user has to go through a process of thinking, learning, reflecting, ......

Here is what I went through until I left the discussion: 

https://docs.google.com/document/d/1Xzf-bVfi1Bhi7GCoQh17dlXUELb68UCA1D_GC4WzNc8/edit?usp=sharing

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Does the Study Mode also operate under POE's ChatGPT? 

I went to POE's 

ChatGPT-4o-Latest

It doesn't have a dedicated button for the Study Mode. So I asked to communicate with it in the Study Mode, which it replied positively. 

I started with the same question: What is the difference between SDL and SRL? 

What happened next: 

- Not exactly like what I experienced on the ChatGPT's official website. Not that Socratic. After its initial explanation, it asked me whether I wanted one of the following; 

I then asked for "A diagram to visually compare them: 

The Output: 

Then it asked me whether I wanted the flashcards, quizzies, or reallife examples. 

In conclusion, the POE version isn't really socrative at all. 

Perplexity has remembered my job - correctly

 I was asking Perplexity a question about markdown language. The question had nothing to do with English Language teaching. But out of the blue, in one of its replies, it correctly identified me as an ESL educator!

I was amazed with that remark. I had never told Perplexity about my job. Yet, Perplexity had probably remembered my earlier questions, and had deduced, and then remembered, my job accordingly. 

Well, I myself feel a bit flattered. But for people who are concerned about privacy in AI use, that IS a concern. 

First attempt to use KUSE AI to create materials for an information gap task

https://app.kuse.ai/ 

First visit: It seems to be able to do many things, one of which is to work with the materials that you upload. In that regard, it reminds me of Google NotebookLM (to confirm). 

You start with a canvas (somewhat like Microsoft's Whiteboard), where you can see the materials you have uploaded, and the things you're working on. 

MY FIRST ATTEMPT: 

1. I uploaded 2 files to the Library: (a) The beautiful princess Version A, and (b) The beautiful princess Version B. The 2 versions make up an information gap activity, whereby students, working in pairs, share their own versions (orally) with each other.  Each version has some wrong details as well as correct details. They listen to each other, and then using their logical reasoning, work out (and write down) the correct version together. 

2. I then asked Kuse to give me the Answer Key version, which it did efficiently, and correctly. 

3. I went on to ask Kuse to create a similar set of two versions, this time about A Handsome Princess. 

4. Kuse responded with two usable versions and the Answer Key, as below: 

https://app.kuse.ai/boards/shared-Ky4fXFxyC3Qdw7ZbXCVUwE

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Will continue to explore Kuse's other functions. 

So many AI tools out there. So many things each AI tool can do. Life is short. 

Used Gemini Storybook to create a picture ebook

 Tried Using Gemini Storybook to create a picture ebook. 

https://gemini.google/overview/storybook  (Works with VPN only. In my case, I used Opera browser.)

MY PROMPT

This is a photo of my grandson, Colin. He is learning to play squash. Write a funny storybook about how he learns playing squash, and the funny things that happens while he is learning to play squash. This story is to be read by Grade 3 ESL children.

(one photo inserted in prompt box)

OUTPUT: 

The 10-page storybook below. 

It has voiceover narration. 

It can be downloaded as a pdf, or shared with a link. The link also works in Chrome browser. 

BOTTOMLINE

The app is doing a great job.