The best laid schemes o’ Mice an’ Men Gang aft agley- Robert Burns
Services mentioned and tested in this article
- Cathoven https://www.cathoven.com/ In text link here cathoven
- Easy-Peasy https://easy-peasy.ai/ In text link here easy-peasy
- Teachology https://www.teachology.ai/dashboard in text link here teachology
- Writecream https://www.writecream.com/ai-study-guide-generator/ in text link here writecream
I am one of those teachers that beginning educators and many administrators hate. I am experienced enough (28 years) as a teacher to boil down a lesson plan to about four lines on a coffee-stained napkin and have a lesson come out perfectly each time. I know my material intimately and I understand my students and their abilities. I can perceive the limits of their attention spans and levels of interest in a given topic, and I know when it’s time, for the sake of morale, to let the class go early, or give free time. Sometimes, a little more accuracy in planning might be required though, especially when planning a new theme.
I will spend weeks researching new themes for my classes. In that time I will find the materials I will need, plan the projects and tasks based on desired outcomes, and create learning objects and assessments I need for the class. Usually I do a pretty good job of it. One of the previous topics I have used is gaslighting and I think we will be covering it again next time. This is a controversial topic and I have had students have a visceral reaction to it.
I like to use three words to describe effective topics and learning…personal, local, and meaningful. In short, is the topic personal for a student (have they experienced it before?) Is it local, meaning can whatever the implications of the topic be perceived in the student’s milieu? Is the topic meaningful…is it realistic to expect students to absorb and apply what they learn?
I will be reusing this topic next semester, and while most of the students reacted favorably to that block of classes, I feel like it could be a bit more organized. So, with that in mind, I am going to use AI to help me plan a block of lessons using “ Gaslighting” as a theme. So, let’s see what’s involved.
Which AI to use?
A quick search in Google using “AI lesson planning” as a query turned up quite a few resources. Even specifying ‘free resources’ brought up just as many services. I am not being paid to promote any of these resources so I will say whatever I want about the service I choose…and being an indecisive teacher, I chose the first one I saw which was Easy-Peasy. AI.
EASY-PEASY
I signed up using my Google ID and away I went. From the dashboard…image below, you can see some of the options available to you. To get to the lesson planner, just type the term into the search box. Fill in the template and you will get a lesson plan returned quickly.
I chose three output options and I received three, very general lesson plans for using Gaslighting as the theme for an EFL class. See the various lesson plans created by easy-peasy ai and teachology ai at this link.
Now, Easy-Peasy made a very general (or classic) lesson plan for one class period. Nothing fancy, and none too specific. How can you make it a bit more specific? Remember, you are talking to a computer. If you ask a general question, it will give you a general answer. Specificity is the key. I want my EFL classes to emphasize language production, so I went back to the lesson planning form and instead of the subject being English as a Foreign Language I changed it to English as a Foreign Language Speaking (See results here) I have highlighted the tasks that involve verbal communication in the second plan.
TEACHOLOGY
Another interesting AI for lesson planning is Teachology. I was able to specify project-based learning, but also had the options of inquiry based learning or direct instruction. Here’s the lesson plan it gave me. Furthermore, I could build assessments with it, too. I am going to be giving my co-workers a workshop on AI, and I will probably use this one as an example. I have included the whole lesson plan below.
Retrieved 4/13/24 from https://www.teachology.ai/lessons/editor/3015f11d-c29e-43cf-95e7-753bd4b414d0
English as a Foreign Language Speaking about Gaslighting
The English as a Foreign Language lesson plan aims to develop students’ speaking skills on the topic of gaslighting. Gaslighting is a form of emotional abuse that involves manipulating someone into doubting their perceptions and reality. The lesson will start with a pre-reading activity to assess students’ prior knowledge about the topic. Next, students will be given an article about gaslighting in relationships to read and discuss with their peers. They will be encouraged to express their opinions and personal experiences with gaslighting. Following this, students will be asked to prepare a role-play activity where they will act out a scenario involving gaslighting, which will allow them to practice their speaking and empathetic skills. Finally, the lesson will end with a reflection exercise where students will share their thoughts on what they learned about gaslighting and how they can avoid it in their personal relationships
Objectives & Outcomes
Understand the concept and forms of gaslighting (understand)
Analyze an article about gaslighting in relationships and interpret its meaning (analyze)
Discuss the concepts and implications of gaslighting with peers (apply)
Distinguish between healthy communication practices and gaslighting tactics (evaluate)
Formulate a role-play scenario depicting an instance of gaslighting (create)
Recall facts and information learned about gaslighting to promote awareness in personal relationships (remember)
Idea Brainstorming
As a group, brainstorm and write down all you know about the term “gaslighting”. Conduct a class discussion around those ideas and set the stage for the forthcoming project by clarifying misconceptions
Outcomes:
Understand the concept and forms of gaslighting (understand)
Discuss the concepts and implications of gaslighting with peers (apply)
Skills:
Collaboration
Curiosity
Growth Mindset
Role-Play Scenario
In pairs, prepare and perform a brief role-play scenario that depicts a situation involving gaslighting. Use your understanding of the concept to demonstrate its influence in relationships
Outcomes:
Understand the concept and forms of gaslighting (understand)
Formulate a role-play scenario depicting an instance of gaslighting (create)
Skills:
Creativity and Innovation
Problem Solving
Communication
Research Project
Investigate various scholarly articles and write a comprehensive paper on the understanding of gaslighting within relationships, incorporating reflections on personal experiences, if comfortable
Outcomes:
Analyze an article about gaslighting in relationships and interpret its meaning (analyze)
Distinguish between healthy communication practices and gaslighting tactics (evaluate)
Recall facts and information learned about gaslighting to promote awareness in personal relationships (remember)
Skills:
Critical Thinking
Grit and Perseverance
Initiative
Revisit Journal Entry
Revisit your initial journal entry on gaslighting. Write a new entry, defining gaslighting now and the effects it can have on relationships based on what you’ve learned. Discuss the difference in your understanding before and after the project
Outcomes:
Understand the concept and forms of gaslighting (understand)
Discuss the concepts and implications of gaslighting with peers (apply)
Skills:
Socio-emotional Awareness
Growth Mindset
Suggestions
Idea Brainstorming
As a group, brainstorm and write down all you know about the term “gaslighting”. Conduct a class discussion around those ideas and set the stage for the forthcoming project by clarifying misconceptions
Word Web
Create a word web in pairs. Write “gaslighting” at the center of your paper and jot down any words or phrases you associate with the term. Share your mind maps with the class to gather a broad range of concepts related to the topic
Initial Journal Entry
In your learning journal, write a brief entry about what you think gaslighting means and how it can affect relationships. You will revisit this entry at the end of the unit
Role-Play Scenario
In pairs, prepare and perform a brief role-play scenario that depicts a situation involving gaslighting. Use your understanding of the concept to demonstrate its influence in relationships
Reflective Skits
In small groups, create short skits that demonstrate different forms of gaslighting. Each skit should end with an analysis and discussion of the demonstrated scenario
Analysing Dialogues
In groups, analyse small dialogues from fictional sources to identify any signs of gaslighting. Discuss your findings and the implications of such communication practices within the group
Research Project
Investigate various scholarly articles and write a comprehensive paper on the understanding of gaslighting within relationships, incorporating reflections on personal experiences, if comfortable
Public Awareness Campaign
Independently or as a group, develop a public awareness campaign (poster, pamphlet, video, website, etc) designed to educate others about the hazards and signs of gaslighting
Constructive Dialogues
Pair up with a classmate and collaboratively devise two dialogue scenarios – one displaying gaslighting and another exhibiting healthy communication. Discuss and compare your dialogues within the class
Revisit Journal Entry
Revisit your initial journal entry on gaslighting. Write a new entry, defining gaslighting now and the effects it can have on relationships based on what you’ve learned. Discuss the difference in your understanding before and after the project
Online Discussion
Participate in an online discussion board with the rest of your class. Post your thoughts and reflections on the project, as well as the knowledge gained on gaslighting and how it can impact relationships
Reflection Collage
Create a visual collage that captures your learning journey through this project. This can include key takeaways, moments of insight or any revelations. Present your collage to the class and explain your understanding
Again, I need to emphasize that the necessary step in using AI bots with your lesson planning is specificity! Here’s the prompt I gave to the Teachology AI: English as a Foreign Language Speaking about Gaslighting. I received better activities with Teachology, but then I was also able to specify what kind of instruction I was going to use. That’s why
I should also add that Teachology allows you to link or add previously existing instructional material. I didn’t try it for this writing, but soon I will give it a go and let you know.
WRITECREAM
Of course, none of these lessons will work without material or learning objects for the lesson. So where do you get those. Gaslighting is a reasonably current topic, so you would think there would be lots of material about it out there, and there is. YouTube is chock-a-block full of videos on the subject (some are for mature audiences) and there are over 5000 links to the topic in the Google News search for the term. Lots to use. But what if I want a specific text about the topic that is at my students’ level of English? You can also generate a study guide at https://www.writecream.com/ai-study-guide-generator/ and you will get something that looks like this:
**Study Guide: Gaslighting Among Young Adults** **Key Concepts** * **Gaslighting:** A form of psychological manipulation in which one person seeks to sow seeds of doubt and undermine the victim’s sense of reality. * **Young adults:** Individuals between the ages of 18 and 25 who are particularly susceptible to gaslighting due to their developmental stage and social experiences. * **Common tactics:** * Denial or altering of events * Shifting blame * Trivializing or discrediting the victim’s feelings * **Consequences:** * Loss of self-esteem and confidence * Difficulty forming healthy relationships * Increased risk of anxiety and depression **Text Analysis** **Introduction** * Describe the prevalence of gaslighting among young adults. * Explain why young adults are particularly vulnerable. **Body Paragraph 1: Common Gaslighting Tactics** * List and define the common tactics used by gaslighters. * Provide examples of how these tactics can manifest in relationships. **Body Paragraph 2: Consequences of Gaslighting** * Discuss the psychological and emotional consequences of gaslighting. * Explore the impact of gaslighting on relationships and self-esteem. **Body Paragraph 3: Identifying Gaslighting** * Provide tips for identifying gaslighting in relationships. * Discuss the importance of recognizing and acknowledging gaslighting. **Conclusion** * Summarize the key points discussed in the guide. * Emphasize the importance of seeking help if you are experiencing gaslighting. * Provide resources for additional information and support. **Study Questions** 1. What are the defining characteristics of gaslighting? 2. Why are young adults particularly susceptible to gaslighting? 3. Describe the various tactics that gaslighters use. 4. How can gaslighting impact the victim’s sense of reality? 5. What are the potential consequences of gaslighting for young adults? 6. How can you identify gaslighting in a relationship? 7. What are some strategies for coping with and escaping gaslighting? 8. Where can you find help and support if you are experiencing gaslighting? Retrieved 4/14/24 from:https://www.writecream.com/ai-study-guide-generator/
CATHOVEN
As for original content to use for my class on Gaslighting, I usually turn to Cathoven https://www.cathoven.com. I have used Cathoven’s tools for a couple of years now, and I think their products are generally very good. The site contains an analyzer to detect the CEFR level of the reading you want to use in your class. My students need to be challenged and reading at a higher level than their B1 will do just that. I can copy and paste and existing text to determine its CEFR level. I prefer sometimes to go with something directly aimed at my student’s zone of proximal development. So, I just go to Cathoven and use the reading generator, specify the subject, the level, and grammar aspects I want in the text. See image:
After I input all the information including grammar structures, I click generate and wait a few minutes for the text to be created (By the way, in most cases with AI, nothing happens instantaneously). The text is generated and displayed in an adjoining window.
I recommend copying the text and pasting. For some reason, my Word downloads are blank. Here’s the whole text:
(Analyzed by “hub.cathoven.com)
Gaslighting, a form of emotional abuse, has become increasingly recognized among young adults. This subtle, yet harmful practice involves manipulating someone into questioning their own sanity. It often starts with small instances of misinformation, creating a seed of doubt. Over time, the targeted individual may start to mistrust their own memories and perceptions.
Understanding gaslighting involves recognizing patterns of behavior from the past. Many young adults have recounted situations where a partner had downplayed their feelings. By saying things like ‘You’re being too sensitive,’ the partner had been undermining the person’s emotions. When looking back, victims typically realize they had been dismissed or had not been taken seriously when they had expressed concerns. This realization often comes too late, as the psychological damage has already been inflicted.
It’s not just romantic relationships where gaslighting takes root. Friendships and family dynamics can be breeding grounds for such abuse as well. Victims often find that their loved ones had been minimizing their experiences for years. Instances where a friend had assured them they were misremembering an event are common. Young adults might share that, in hindsight, they had not been paranoid, but justified in their worries. Unfortunately, by the time they arrive at this understanding, they may have endured significant emotional turmoil.
Preventing gaslighting starts by fostering open, honest communication. Young adults should feel comfortable sharing without fear of being judged. It is crucial for communities to support individuals who have the courage to speak up about their experiences. This support involves acknowledging what they had been going through and affirming that their feelings are valid. Encouraging the reporting of misleading behavior as it happens can help stop gaslighting at its onset.
In conclusion, gaslighting is a serious issue that requires attention and action. By educating young adults on the signs of manipulative behaviors and reinforcing the importance of trust in relationships, we can work towards a future where emotional abuse is no longer a common occurrence. Collective vigilance is key in rooting out gaslighting and supporting those recovering from its effects. To accomplish this, we should continue promoting understanding and ensure that young adults are prepared to both recognize and respond effectively to such manipulative tactics.
In addition to the text generator, there is also a text analyzer, and also a video analyzer. See image, left. The free version will analyze 3 minutes or less. The paid version is good for 15 minute maximum videos. I can also have Cathoven create assessment questions based on the readings I provide.
So, all in all, a very useful set of tools at Cathoven.
To conclude, there are bunches of tools out there to help even the most advanced, or least experienced teachers out there. I have only tried a few. You can do a lot of things for free on the sites I have mentioned, but if you plan to do more in depth planning and generation of learning objects, presentations, and assessments, maybe you should consider paying for a plan. As of this writing, the fees seem reasonable. It might also be worth your while to keep checking the web for new services. AI for everyone has only recently begun. Who knows what will be next. Anyway, You will have to see for yourself which services work the best, but the ones mentioned above should cover many of your lesson planning and learning object needs.