# Campfire Session — Exam Prep Fall '25

Explore innovative AI-powered exam preparation strategies including teacher-created activities, student chat sessions, and student-designed study materials for effective test readiness.

Lulu Gao, Head of Teacher Experience at Flint | [LinkedIn](https://www.linkedin.com/in/lulugaodesign/)

In this Campfire Session, our team explored how educators are leveraging AI to transform exam preparation across multiple dimensions. We showcased teacher-created exam prep activities that provide structured study support, examined how students use AI chat sessions to reinforce their understanding, and highlighted student-created activities that empower learners to take ownership of their test preparation. You'll discover practical approaches to help your students prepare more effectively while building critical thinking and self-directed learning skills.

**Content covered in this session includes:**

- Introduction and teacher-created exam prep activities
- Activity creation tips and examples  
- Student-led learning and activity creation

Slides from the presentation can be found [here](https://docs.google.com/presentation/d/114bNMlXweLZhlQjKU34kaMXK35-BqtB1qD2_NGu3E-I/edit?usp=sharing).

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**Introduction • 00:00**

- Lulu introduces the session and agenda.

**Ice-breaking news • 01:52**

- Ice breaking introduces session late start and potential international participants joining.
- Glance at branding update and rebranding of slides before diving into exam prep activities.
- Discussion on AI in education note about India mandating AI curriculum from grade three and implications for Flint schools.

**Exam prep activities • 03:57**

- A preset AI tutoring activity is selected to create a review experience for pre-algebra students using older exam questions.
- Flint is demonstrated, highlighting chat-like interactions, the ability to simulate a session, and how Flint handles problem-solving prompts.
- The facilitator explains how to customize prompts, tracking of prompts for newer activities, and how to view back-and-forth conversations within activity settings.
- Jitender asks about GDC availability in Flint and used in IB/I GCSE contexts. Lulu Gao clarifies calculator limitations and confirms current calculator modes and thanks him for this feedback for the team.

**Tips and ideas for activities • 18:47**

- Discussion covers best practices for creating prompts, including previewing, iterating, and using examples to guide content.

**Student creation of chats and activities • 20:19**

- Explanation of student and teacher perspectives on using chats and activities, highlighting that Flint responds differently to teachers and students and showing examples of a teacher session versus a student session.
- Notes on student-created activities, the popularity of a specific activity type, and how public libraries house activities for easy access, with emphasis on adaptation for different examination styles (SAT, ACT, AP, IB).
- Lulu demonstrates how to create a student study guide in Flint, showing steps from selecting help to generate a guide and then adjusting it for student view.
- A student-focused workflow is shown: uploading resources, specifying topics, units, timeframes, and preferred formats to tailor the study guide.
- Discussion confirms hand-drawn graphs can be uploaded and graded by Flint using the Whiteboard tool or photos, with feedback provided and alignment to the IB mark scheme.
- During use cases, concerns about preventing copy-paste graphs are raised; limitations noted on restricting uploads, while instructors can design activities to enforce hand-drawing and monitor student sessions.
- Strategies to ensure academic honesty are debated, including optionality of assignments, in-class administration for required tasks, and revealing how practice improves grades; emphasis on balancing AI support with authentic work.
- Workflow improvements discussed: after reviewing a student chat, transcripts can be converted into documents, pasted into Flint to automatically generate activities, and instructors can reuse content to create new activities efficiently.

**Audience shareout • 39:43**

- Lulu Gao introduces a sharing segment where heads in the room hear updates and context from a recent conference in Jakarta.
- Lulu Gao discusses a Spanish teacher's classroom activity where students interview peers, create and use new activities in Spanish, and provide feedback, illustrating student collaboration and usage of Flint for exam prep.
- Sanjeev asks about German language practice tools and feedback, prompting Lulu Gao to confirm Flint can function as a speaking partner and support feedback in German or other languages.
- Geetha Venugopal describes using Flint as a personal tutor with a concise 10-word prompt and emphasizes iterative prompting and guided questions to ensure mastery.
- Geetha Venugopal highlights analytics features for teachers and the usefulness of follow-up activities based on classroom strengths and weaknesses.

**Conclusion • 52:30**

- Lulu outlines future Flint Campfires and resources.
- Lulu shares QR codes for people to check out the [Campfire Calendar](https://luma.com/flint-teachers?k=c), [Flint's Instagram](https://www.instagram.com/flintk12/) (which has a bunch of teacher-facing content), and the [Flint Community](https://community.flintk12.com/).