Provide the Right Learning Supports–with AI

Prompts

Find Barriers

Given a 3rd grade class learning multiplication as equal groups (CCSS.MATH.CONTENT.3.OA.A.1), with:

  • Below grade level students struggling with the core concepts
  • ELL students with vocabulary and sentence complexity challenges and
  • Advanced learners

Identify potential learning barriers and suggest appropriate types of instructional supports for each group

Base Prompt for Activity

Create a fraction activity for 5th grade students performing at grade-level, based on CCSS.Math.Content.5.NF.A.1.

Prepare this as a set of real-life word problems.

Include clear directions and keep concise.

ELL Modification

Modify the grade-level activity to support ELL students:

  • Add visual supports
  • Include sentence frames
  • Simplify directions

Maintain alignment to CCSS.Math.Content.5.NF.A.1

Scaffolded Modification

Modify the grade-level activity to create a scaffolded version for students below grade level:

  • Step-by-step guidance
  • One worked example
  • Gradual release to independence

Differentiated Activities

Create 3 versions of a fraction activity for 5th grade students, based on CCSS.Math.Content.5.NF.A.1:

  • Scaffolded version for below grade level students, limited understanding of the concept of denominators
  • On-level version, making adequate progress towards standards
  • Enrichment version for students who already meet standards

Prepare this as a set of real-life word problems.

Include clear directions and keep concise.

Explain how these word problems address the student group needs.

TL;DR: Instructional Supports with AI

Effective support starts with identifying the specific barrier that is preventing a student from learning. Once the barrier is clear, teachers can design or adapt instruction more precisely for different student groups.

Core Idea

Teachers should begin by identifying likely learning barriers for students, then match those barriers with appropriate supports. This creates a stronger basis for differentiated instruction.

Practical Process

  • Identify likely barriers to learning for specific student groups.
  • Review student work, observations, and formative data to determine which barriers are most likely.
  • Create a strong grade-level base activity first.
  • Modify that activity with targeted supports for students who need different access points.
  • Maintain alignment to the intended content standard while adjusting the support level.

Examples of Targeted Supports

  • For English language learners: simplified directions, visual supports, and sentence frames.
  • For students below grade level: step-by-step guidance, worked examples, guided practice, and gradual release to independence.
  • For advanced learners: adjusted tasks that better match their level of readiness and engagement needs.

Why This Matters

Students do not all struggle for the same reason. Instruction becomes more effective when supports are based on likely barriers rather than broad assumptions. A more structured process helps teachers create differentiated activities that are appropriate, efficient, and better matched to student needs.

Q&A About Using AI to Create Instructional Supports

  1. What is the main problem addressed in the video?
    Answer: The problem is that students are struggling to learn because their specific barriers to learning have not been identified.

  2. Why is it important to identify learning barriers before designing supports?
    Answer: Without identifying the barriers, teachers cannot design appropriate supports or use AI effectively to generate those supports.

  3. How can AI assist teachers in addressing student learning challenges?
    Answer: AI can help identify possible learning barriers and generate instructional supports tailored to different student groups.

  4. What types of student groups are highlighted in the transcript?
    Answer: The transcript highlights below grade level students, English language learners (ELL), and advanced learners.

  5. What is the purpose of the first AI prompt described in the video?
    Answer: The first prompt is used to analyze classroom context and identify likely learning barriers for different student groups.

  6. How should teachers validate the barriers suggested by AI?
    Answer: Teachers should compare AI-generated barriers with their own observations, student data, and formative assessment results.

  7. What is meant by a “base activity” in the instructional process?
    Answer: A base activity is a grade-level task designed for average students, which serves as the foundation for creating modified versions for other groups.

  8. What types of supports are recommended for English language learners?
    Answer: Supports include simplified directions, visual aids, and sentence frames while maintaining alignment with content standards.

  9. What instructional strategies are suggested for below grade level students?
    Answer: Strategies include step-by-step guidance, worked examples, guided practice, and gradual release to independence.

  10. What is the overall instructional process described in the video?
    Answer: The process involves identifying learning barriers, determining appropriate supports, and using AI to generate differentiated instructional activities for various student groups.