📚 Student View — focus on activities and learning tasks

Differentiation & Inclusivity

Pedagogy-tailored supports (Social Constructivism) + AI-supported differentiation

Multiple Entry Points

🌱 Struggling Learners Scaffold

  • Pre-populated comparison chart with key terms already included — students extend and discuss rather than generate from scratch.
  • Focus on discussion and sense-making, not content creation.
AI Scaffold

Ask AI: "Explain behaviourism like I'm 10 years old." Compare the simplified version to the full academic definition — spot what's simplified or missing.

AI Tool Support

AI provides step-by-step guidance for the collaborative whiteboard tool (e.g., how to add a sticky note, link concepts).

🚀 Advanced Learners Extension

  • Extend the AI evaluation to include epistemological assumptions: "Does this AI output reflect a positivist or interpretivist view of knowledge? How can you tell?"
  • Use AI to explore nuanced theoretical distinctions: Challenge
    "What is the difference between Social Constructivism (Vygotsky) and Radical Constructivism (von Glasersfeld)?" — then verify with readings.
  • Design an AI prompt that intentionally introduces a bias or error, then analyse how the AI responds. Does it accept, challenge, or amplify the premise?
AI Differentiation

Advanced students move beyond error-spotting to interrogating the epistemological assumptions embedded in AI-generated academic language.

Peer Mentoring

Jigsaw group design: Mixed-ability groups are intentional. Stronger students consolidate their understanding by scaffolding peers, while students who need support receive peer-level explanations alongside the instructor's.
Social Constructivism Link

Mixed-ability groupings embody Vygotsky's ZPD — interactions between students at different levels of understanding create the zone where learning happens most effectively.

Accessibility Features

🎙️ Captions & Text-to-Speech

  • Auto-generated captions on any video content used in the lesson.
  • AI text-to-speech option for the pre-reading — students paste text into a TTS tool (e.g., browser reader or naturalreaders.com).

📋 Accessible Formats

  • All materials provided in large-print and screen-reader-compatible formats.
  • Colour-coded materials include labels and patterns so content is accessible for colour-blind learners.

🤝 AI Interaction Guide

A one-page handout with sample prompts, step-by-step screenshots, and common error troubleshooting. Includes a pair work option for students unfamiliar with AI — one student types, the other directs and evaluates.

🌐 Language Support

  • Students may interact with AI in their first language, then translate the output for group discussion.
  • Multilingual students can compare AI output across languages — this is itself a critical AI literacy task.

Varying AI Familiarity

  1. Go to claude.ai or chat.openai.com and sign in.
  2. Click New Chat and type: Explain behaviourism in 100 words.
  3. Read the response. Does anything surprise you or seem incorrect?
  4. Now type: What are the main criticisms of behaviourism?
  5. Compare the AI response to your pre-reading notes and discuss with your group.

Tip for pairs: One person types the prompt; the other reads the response aloud and evaluates accuracy.

  • "I can't log in" — try a different email, or ask your instructor for a shared demo account.
  • "The AI gave a really short answer" — add to your prompt: "Please give more detail and include examples."
  • "The AI keeps refusing my question" — rephrase to be more neutral and specific.
  • "I'm not sure if the AI is right" — that uncertainty is the point. Check against your readings and discuss with your group.

📌 Teacher Notes: Supporting All Learners Teacher Only

  • Watch for students who are quiet during group mapping — intervene with a direct question to re-engage rather than waiting for them to self-advocate.
  • If a group is stuck on the AI task, prompt them: "Read the second sentence of the AI output. What does it assume about the learner? Does that match our reading?"
  • Use the pre-populated comparison chart proactively — offer it before the student asks, framing it as a useful scaffold, not a remedial tool.
  • Give advanced students the epistemological extension task as a written aside — they can work on it during discussion without dominating conversation.
  • During jigsaw, ask advanced students to address counter-arguments: "What would a behaviourist say back to you?"
  • Avoid publicly labelling tasks as "for advanced students" — frame all extensions as optional deeper dives available to anyone who finishes early.