Science teacher 🧬🥼 physics specialist ⚡🧲 developer.
Creator of AI 🤖 that marks 📝 and gives tailored feedback 💬 on students free text answers. Free to use.
@ChatPhysics For GCSE I created an equation checker for pupils to practice on. Just tell them to use symbols and it corrects their answer if they use the incorrect case for example.
@jon_hutchinson_ @Oldmanteacher1 @AhmedKhattabUK I'm increasingly believing that assuming that children should making these decisions or putting off the decisions significantly disadvantage the child.
Adults with experience can make better decisions and specialising earlier makes one more competitive in the workforce.
“If I miss this, there’s another thing coming the next day… and the next year… and the next 10 years.”
In our convo on My EdTech Life, Amber reminded us that AI should not be taught through fear. AI literacy matters, but so does balance.
Let’s guide students to build skills that align with who they are and what they love.
🎧 Listen here:
https://t.co/Ax88V8e863
#MyEdTechLife #AIforKids #AIethics #EdTech #FutureReady
@adamboxer1 AI hasn’t replaced my teaching—it’s enhanced it. By saving me time on admin and planning, I can focus more on what truly matters: high-quality teaching and meeting the diverse needs of my students. More time thinking, less time drowning in paperwork. That’s a win for me.
I’ll tell you everything I know for free, including where it can be tricky. I will almost exclusively signpost Ofsted’s own documentation. While it can be hard to see the wood for the trees, they publish it all. You don’t need to pay someone thousands.
@C_Hendrick I've found @up_learn helpful for this. It takes their watching and asks questions on the video.
There are others.
I also set online auto marking prequesit questions and use the weak spots for my initial teaching.
Students learn faster when they see what something is and what it isn’t. One of the most important aspect of curriculum planning + instructional design is effectively using examples and non-examples. 🧵⬇️
@Davidfzc@adamboxer1@ajcarnochan He teaches in a state comprehensive with decently high fsm% in London, I think (I visited).
The kids behave like this due to consistently high expectations. They seem to model the Michaela model.
The first few schools are now trialling this, to join them, message me.
As a bonus, it will be possible, for some exams, to click a button and have an AI mark the rest once you've learned what you can from a question part.
As an examiner, I love the speed at which I can mark when I'm marking a single question part, my eyes trained on the same place on the screen, my fingers on the same keys, by brain imprinted with the mark scheme.
As a teacher I grew frustrated with page turning, forgetting the mark scheme, carrying the papers around, the pure paperwork of adding up marks.
So I built a tool that allows me as a teacher to mark exams on screen like an examiner, and leave feedback.
Want help with marking paper-assessments?
I may be able to mark your science mock exams for £3/paper, or if you're a northern school serving a community with FSM > 24%, you can have the service SUBSTANTIALLY discounted.
For 25p / paper, you can also the tool I've built to mark paper assessments on screen, much like a professional examiner - allowing you to rapidly mark question part by question part and get detailed QLA without the paper work.