Use Gemini to Check Your Lessons for UDL

AI is getting better everyday. I still remember using Google's Bard. to try to put together a data dashboard. Most of the formulas it gave me were long and convoluted. I would often have to correct the AI and question the choices it made.

The models have improved so much. Things that I was doing before, are becoming easier to get through. I haven't seen a reason to use a "specialty" AI model — one that is designed for a specific purpose. For at least the tasks I perform, the standard models work really well.

The designers of Ludia came out with an updated version. That got me thinking ... and so I decided to see how a standard AI model would handle UDL feedback for a lesson plan.

It turns out it's better than I expected.

I used Google Gemini — which has become my preferred AI model recently — since they say they do not use data. That's what the policy says at least.

I am thinking of having teachers I work with to first check their lessons for UDL ideas, then meet with me to discuss what ideas they came up with and how they might fit into their lessons.

The sample lesson plan I used:
https://www.commonsense.org/education/digital-citizenship/lesson/what-is-ai

Link to the screenshot for the above chat.

Inclusive Questioning

Last week I subbed in the Grade 7 Math class. While I was going through a few problems, I made the mistake of asking a question of the entire class. 

Why was it a mistake?

Callahan, Samantha. preschoollearning1.jpg. 2013. Pics4Learning. 2 Jun 2025

When I was asking the students the questions, one student kept answering them. He was answering correctly, which was impressive, but what were the other 24 students doing while this was happening?

After this lesson, I started thinking back about how I used to handle this kind of situation when I was in the classroom full time. 

I thought that grouping students and having them talk within their groups would be good. Then I could call on a group and they would tell the class what they answered. Another way could be to pair students up and have them "turn and talk", but the issue here is time. 

What are the other students doing while a few are active?

Then today on my way home I heard this podcast that talked about how to make discussions better. Give it a listen.

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[Math Chat] 149: Common Mistakes That Shut Down Math Discussions (And What to Do Instead) #mathChat
https://podcastaddict.com/math-chat/episode/199233095 via @PodcastAddict

Use Kahoot Better

The other day I was supporting a teacher who was using Kahoot as a review task. Gamifying learning can be a great way to get students interested in the lesson and this one had plenty of interest.

While the students were playing, I was standing in the back watching what was going on. This perspective allowed me to notice a few ways teachers might make Kahoot more fun and inclusive for students.

Image from Wikipedia

Read questions for students - the text can be quite small

My eye sight is getting worse as I get older. And it was really hard to read the questions projected on the board. I think teachers can help students -- all students -- by reading out the questions and answers for them. This is a quick way to help those -- me! -- who have a hard time seeing.

Read the answers - for the same reason and the contrast is sometimes lacking (orange with white text)

Just like above, the answers were also a challenge to read for me. The text was small and sometimes the text was white on a yellow background. This made it e

Review the answer after seeing the correct answer

One strategy that could help students retain the information longer might be to discuss the answers after seeing the results. Instead of allowing the students to celebrate, OK, maybe a short celebration, spend some time discussing why the correct answer is correct.