March Madness - AI Smackdown

March Madness

ai showdown

GAME ON!

Cast your vote here!

Elite 8 Round

Adobe Firely Image Generator

School AI's Exit Ticket

ShortAnswer's Gamified Writing

MagicSchool's "YouTube Question Generator"

VS

VS

SchoolAI's Essay Grading Assistant

VS

MagicSchool's Song Generator

SchoolAI's Spaces

MagicSchool: Common Misconceptions

VS

Honorable Mentions Coming Soon!

About the Team!

YouTube Question Generator

The Lineup

🔗 Access the tool

Check out this blogpost for more information about MagicSchool's YouTube Question Generator.

💡 Tips/Information

VS

Check out this blogpost for more information about MagicSchool's YouTube Question Generator.

🤖Prompt

(in Google Gemini, customize bold parts): No prompt needed. Paste the YouTube link into the generator

About the Team!

Song Generator

The Lineup

🔗 Access the tool

Check out this blogpost for more information about MagicSchool's YouTube Question Generator.

💡 Tips/Information

VS

Check out this site!

Check back later

Check back later

🤖Prompt

Title the Song Details to Include in the song: Tell the generator what information you want to include

Sharing is caring!

Sharing is caring!

About the Team!

Text to Image

The Lineup

🔗 Access the tool

Not specifically applicable

Check out Adobe Firefly!

💡 Tips/Information

VS

Check out this tutorial for info related to this tool.

🤖Prompt

Hover over the images in the gallery to see the prompts that were used to produce each image.

About the Team!

Spaces

The Lineup

🔗 Access the tool

Click the link to get started with Spaces.

💡 Tips/Information

VS

Exit Tickets

Bellringers

Books Explorer

Check back later

🤖Prompt

Use the existing spaces to figure out what you would want your space to include.

Academy Connect

Sharing is caring!

About the Team!

Common Misconceptions

send me your results

The Lineup

🔗 Access the tool

Click the link to access MagicSchool's Common Misconception Help.

💡 Tips/Information

VS

You could also try a general AI tool.

🤖Prompt

(customize bold parts): I’m teaching a lesson about (content) to my (grade) (class). I want to identify areas that might be particularly tricky for my students. Can you help me identify areas that students might struggle with -- and provide some suggested solutions?

Sharing is caring!

Send me your examples!

About the Team!

Exit Ticket

The Lineup

🔗 Access the tool

Click the link to access this tool!

💡 Tips/Information

VS

Check back later

Check back later

🤖Prompt

Click to see what this tool will ask.

Sharing is caring!

About the Team!

Essay Grading Assistant

Give me your feeeback!

The Lineup

🔗 Access the tool

This *could* be a game-cahnger! Try it out and see if it meets your expectations

💡 Tips/Information

VS

Check out this blogpost for more information about MagicSchool's YouTube Question Generator.

Check back later

Check back later

🤖Prompt

Click to see the information your AI assistant will need to get started.

edit me

Teacher Resources

About the Team!

Gamified Writing

The Lineup

🔗 Access the tool

Engage students in your classroom with this gamified writing platform!

💡 Tips/Information

VS

Check back later

Getting Started

All In - Explained

Pair It - Explained

Battle Royale - Explained

Check back later

🤖Prompt

Type the question that which you would like students to respond.

Participate! - Use Join Code BOWEN299

Webb’s Depth of Knowledge is all about complexity of thinking. It has four levels: (1) recall and reproduction, (2) skill/concept, (3) strategic thinking, (4) extended thinking. Ask an AI assistant for ideas to level up student thinking to a higher level.

💡 TIP: Set context and explain what you mean to AI assistants for clarity. Instead of giving an AI assistant a vague concept of what you’re looking for, define it so there’s no question.

Taken from Matt Miller's FISD AI Webinar

Telling I like something in Spanish

Common Misconception 1: People only use the verb "gustar" to talk about things they like. How to address this misconception: Explain to students that in Spanish, besides using "gustar," there are other verbs like "encantar," "querer," and "preferir" that are also used to express likes and preferences. Provide examples using these verbs in context. Common Misconception 2: The word order in sentences with "gustar" does not matter. How to address this misconception: Teach students that when using verbs like "gustar," the word order in Spanish sentences is different from English. Emphasize the importance of placing the subject pronoun before the verb and structuring the sentence correctly for clarity. Common Misconception 3: "Me gusta" always means "I like" without exceptions. How to address this misconception: Clarify to students that depending on the subject of the sentence, the conjugation of "gustar" changes. Encourage students to practice using different subjects with "gustar" to understand how the verb changes based on what is liked.

Welcome! I'm here to assist you with grading your essays. To get started, could you please provide me with some details about the assignment? Specifically, I'd like to know: 1. The focus area of the essay (e.g., argumentative, narrative, analytical). 2. The skills you've been teaching or emphasizing (such as thesis development, evidence use, coherence, etc.). 3. The grade level of the students. 4. The rubric or criteria you're using for evaluation. If you don't have a rubric, we can work together to create one that suits your needs. Once we have all the necessary details, please submit the first essay for evaluation. I'm here to provide detailed, constructive feedback to help you and your students.

An ODD Situation

You will need to use a personal account

Microsoft has put restrictions on our Education accounts, so this will only work from non-fisd Microsoft accounts.

Sure! One analogy that might help students understand the Civil War is comparing it to a family feud or sibling rivalry. Imagine two siblings who used to get along well but gradually grew apart due to differences in beliefs, values, and interests. Eventually, these differences escalate into conflicts and arguments. Both siblings feel strongly about their own perspectives and are unwilling to compromise. As tensions rise, they become more entrenched in their positions, refusing to back down. Similarly, before the Civil War, the Northern and Southern states were like siblings within the American family. Over time, they developed differing economies, cultures, and ideologies. Disagreements over issues such as states' rights, slavery, and the balance of power between the federal government and states intensified. Like siblings in a feud, the North and South became increasingly polarized and unwilling to reconcile their differences peacefully. As with any family feud, the Civil War was fueled by deeply rooted emotions, grievances, and a sense of identity. Just as siblings might resort to drastic measures to defend their honor or beliefs, the North and South resorted to armed conflict to settle their disputes. This analogy works because it simplifies complex historical events into relatable concepts that students can grasp more easily. It highlights the personal and emotional aspects of the conflict, emphasizing how divisions within a nation can lead to devastating consequences. Additionally, it underscores the idea that even within a unified entity like a family or a country, internal strife and disagreement can arise and escalate if left unresolved.

Certainly! One analogy that might help students understand the periodic table is comparing it to a school cafeteria seating arrangement. Imagine the periodic table as a large cafeteria with rows and columns of tables. Each table represents an element, and each seat at the table represents an atom of that element. Elements with similar properties are seated at nearby tables, forming groups or families, while elements with different properties are seated farther apart. Now, let's delve deeper into why this analogy works: 1. **Organization**: Just like how students in a cafeteria are organized into tables and seats, the periodic table organizes elements into rows (periods) and columns (groups). This organizational structure helps students visualize how elements are related to one another based on their properties and atomic structure. 2. **Groups and Families**: In a cafeteria, students at the same table might share similar interests or characteristics. Similarly, elements within the same group on the periodic table share similar chemical properties due to having the same number of valence electrons. For example, the alkali metals all sit together in one group because they share similar properties such as reactivity. 3. **Periods**: The rows in the periodic table represent periods, with each period indicating the energy level or shell of the elements' electrons. Just as students sitting in the same row may be at similar grade levels, elements in the same period have similar electron configurations. 4. **Transition Metals**: Transition metals can be compared to students who have the flexibility to sit at different tables depending on the situation. They occupy the middle portion of the cafeteria, transitioning between different groups and families. 5. **Rare and Noble Elements**: Just as rare or unique students might sit alone or at a special table, rare or noble elements like the noble gases have their own designated area in the cafeteria due to their stable and unreactive nature. By using this analogy, students can visualize the periodic table in a familiar context, making it easier for them to understand its structure, organization, and the relationships between different elements.

🤖Prompt to Try

(in Google Gemini, customize bold parts): I'd like you to create a set of pause points for this video: (insert video link). Pause points are logical places for me to stop (pause) the video to have a conversation. Use the most important parts of the video to identify the most effective places for me to stop (pause) the video -- and give me some suggestions about what to ask, say, or discuss with each pause point.

💡 TIP:

Check out the extensions and connected apps. Different AI assistants are connected to different online apps and services. Google Gemini, for example, has a YouTube extension so it can interact directly with it. Microsoft Copilot connects with web search and Suno, an app that’ll write custom song clips for you.

Create analogies to help students understand.

Analogies help our brains (and our students’ brains) to connect a new idea to an existing idea. If we can see similarities and differences, it can fast track us to learning. Thankfully, AI assistants (like ChatGPT) can make those connections quickly.

💡 TIP: Interact with AI assistants to get what you want. Don’t do a “one and done” prompt. If you don’t get what you are looking for, keep asking for revisions until you get it.

From Matt Miller's FISD AI Webinar