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3 Activities to Level Up Student Writing Using AICaio Gomes As an ESL teacher and Multilingual Mentor at DeKalb School District 428, I've always been on the lookout for innovative strategies to boost engagement and improve the reading and writing skills of my students, particularly long-term English Learners (ELs). Many of these students struggle with reading and writing, which led me to explore new approaches that not only increase engagement but also target higher-order thinking skills. Recently, I had the opportunity to present these strategies at the 2025 ITBE Annual Convention, and I'm excited to share them with a broader audience through this article. The activities and units I'll describe were initially implemented with my middle school multilingual learners. After seeing significant success, I expanded these approaches to other classes and grade levels within our school district. These strategies are grounded in two key theoretical frameworks: Universal Design for Learning (UDL) and Bloom's Taxonomy. Theoretical Frameworks Universal Design for Learning (UDL) is a crucial framework when designing activities for English Learners. UDL principles focus on three main areas:
UDL matters because it supports all learners, ensures accessibility for diverse needs, engages students through multiple formats, promotes authentic assessments, encourages expression, and integrates AI tools to personalize learning. As Rubin, Estrada, and Honigsfeld (2022) state in their book "Digital-Age Teaching for English Learners": "When we design assessments that incorporate technology, ELs have more ways to demonstrate mastery… and experience success. Look forward, identify future learning goals… then plan assessment first. This aligns with the Universal Design for Learning (UDL) Framework." They further emphasize the importance of authentic assessments: "Authentic assessments can be differentiated… through project-based learning, multimedia presentations, and community experiences. The right technology tools provide multisensory access, scaffold learning, and enhance comprehension—allowing ELs to engage in academic discourse more effectively." Bloom's Taxonomy, particularly its flipped version, is another crucial framework for our activities. The traditional Bloom's pyramid starts with lower-order thinking skills (remembering and understanding) and progresses to higher-order skills (analyzing, evaluating, and creating). However, the 21st-century version flips this concept on its head. Rubin, Estrada, and Honigsfeld (2022) explain: "Consider what happens in the 21st century version has turned Bloom's taxonomy literally upside down… The skills are inverted as students begin with creating, then move up… This flipped visual conceptualization of Bloom's emphasizes a learning-by-doing philosophy and starts with a process of investigation and engagement as opposed to… rote memorization." This flipped approach enhances students' ability to access higher-order thinking skills and shifts the focus from students as consumers of information to students as creators. Activities and Units Let's explore some of the AI-powered activities designed to enhance reading and writing skills:
Objective: Use AI image generators to enhance descriptive language in writing exercises. Process:
Objective: Create and interact with an AI chatbot representing a historical or literary figure to enhance research and writing skills. Process:
Objective: Enhance creative writing and storytelling skills using AI-powered tools. Process:
These activities leverage AI tools to engage students in higher-order thinking skills while improving their descriptive writing and research abilities. They align with both UDL principles and the flipped Bloom's Taxonomy, encouraging students to create and engage actively with content. Results and Impact The implementation of these AI-powered strategies has shown promising results in improving student engagement and writing skills. Post-test results from the Descriptive Writing Unit showed an average student improvement of 90% in their descriptive writing. Additionally, the integration of AI image generators significantly boosted student engagement. The students demonstrated increased motivation to write and describe, enhanced ability to use precise language, and improved research skills. The interactive nature of the activities, particularly the AI chatbot challenge, allowed students to engage deeply with historical and literary content while practicing their language skills. These strategies have proven effective not only for middle school ELs but also across various grade levels and classes within our district. The versatility of these approaches makes them valuable tools for educators working with diverse learner populations. Conclusion As we continue to navigate the digital age in education, integrating AI tools into our teaching practices offers exciting possibilities for engaging and supporting English Learners. By grounding our approaches in established frameworks like UDL and Bloom's Taxonomy, we can ensure that our use of technology enhances learning outcomes and promotes higher-order thinking skills. I encourage educators to explore these strategies and adapt them to their own classroom contexts. The potential for AI to transform language learning is immense, and we are just beginning to scratch the surface of its capabilities. Resources To access a free download of the activities presented, please visit: https://payhip.com/ELLBot. List of AI Image Generators: List of AI Chatbot Creators: List of Storytelling Resources: Other Useful Resources References: Rubin, H., Estrada, L., & Honigsfeld, A. (2022). Digital-age teaching for English learners: A guide to equitable learning for all students. SAGE Publications. | |
| Spring 2025 V1 - Spring 2025 |