Campfire Session — Activity Building 101

Learn to build effective AI-powered activities in Flint with step-by-step walkthroughs and classroom implementation strategies for educators.

Lulu Gao, Head of Teacher Experience at Flint | LinkedIn

In this hands-on session, we walked through building three different activities from start to finish, giving practical experience with Flint's activity creation tools. We also demonstrated how to seamlessly implement these activities in your classroom and effectively analyze student results to inform your teaching. Whether you're new to Flint or looking to enhance your activity design skills, this session provided the foundational knowledge and confidence to create engaging AI-powered learning experiences for your students.

Content covered in this session included:

1. Physics problem practice example activity
2. High school research partner example activity
3. Lower school role play example activity
4. Activity analytics
5. Collaboration in Flint

Slides from the presentation can be found here.

Got more questions, comments, or feedback for this topic? Feel free to raise them within the Flint Community.

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Introduction • 00:00

• Lulu introduces the session and structure of this campfire session.

Ice-breaking news • 01:39

• Discussion on ChatGPT's new study mode is presented. Concerns about data privacy and educational focus are highlighted.

Physics problem practice activity walkthrough • 03:46

• Three different examples for activity building are introduced. The examples cater to various educational levels and subjects.
• Flint's activity builder is demonstrated for creating lessons using an initial example involving practice drawing free body diagrams. Users can upload worksheets for tailored student activities.
• Best practices for using existing materials in Flint are discussed. Suggestions for managing activities across multiple classes are requested.
• Teachers are advised on how to manage student submissions effectively. Duplicating activities for different classes is suggested for better analytics.
• Sharing links to activities in Google Classroom is discussed. Students can access Flint directly through these links without needing separate logins.
• Feedback is provided to students after activity completion. Teachers can add additional comments on top of the automated feedback.
• Flint is demonstrated as a guide for student practice. Custom activities can be created for specific educational needs.

High school research activity walkthrough • 23:06

• The process of uploading rubrics is explained. Specific prompts are shared to guide students in their research.
• Integration with Google Drive is highlighted. Teachers can easily pull resources into Flint without downloading.
• Sparky's memory capabilities and limitations are discussed. The AI can only process a limited amount of information at once.
• Integration with Google Docs is introduced. Sparky can now access and analyze documents directly from Google Drive.
• Sally Maxwell presents a use case for department chairs. A Danielson tutor is proposed for ongoing faculty observations and evaluations. She asks about to what extent activities have access to uploaded content.

Lower school role-play activity walkthrough • 34:02

• Concerns about AI essay feedback are raised. The impact of AI on plagiarism detection is discussed.
• Clarifications about data privacy and AI usage are provided. The importance of personalized learning activities is emphasized.
• The effectiveness of AI detection systems is debated. Strategies for deeper learning assessment are suggested.
• Flint's role as a zookeeper is introduced. The activity aims to engage students in interactive learning.
• Guidelines for student responses are discussed. Emphasis is placed on shorter messages for younger learners.
• A demonstration of a previous session is provided. The session includes math problems and concludes with generating a customized image.
• Discussion on student interaction with activities occurs. Teachers are encouraged to have students use Flint in quiet spaces.
• Concerns about student behavior with technology are raised. Suggestions for monitoring student interactions are provided.
• Plans for future group activities within Flint are discussed. Feedback from educators is requested to improve collaboration features.

Analytics and student results in Flint • 57:27

• Activity analytics are generated after three submissions. Individual student sessions can be reviewed for feedback.
• Collaboration features allow educators to share activities. Activities can be duplicated or co-created with other teachers.
• Flint libraries enable sharing of activities. Templates can be copied and edited by other users.

Conclusion and more Q&A • 01:02:44

• A discussion about setting up student registrations occurs. Guidance is offered for administrators to manage the process effectively.
• The capabilities of Flint for World Language teachers are highlighted. Examples are provided on how the platform can be adapted for French lessons.
• Ayal Korczak raises a question about creating visual quizzes. Suggestions are made on how to generate images and utilize PDFs for better quiz creation.
• Lulu also shares QR codes for people to check out the Campfire Calendar, Flint's Instagram (which has a bunch of teacher-facing content), and the Flint Community.

Learning feels different when it fits you.