3 Ways to Use MagicSchool to Support English Language Learners

We all know artificial intelligence (AI) is hitting the education field at a rapid pace. Many different companies are trying to corner this market. In my work as an elementary educator specializing in English learning, I’ve found MagicSchool to be a standout option for bringing AI into the classroom in a meaningful way. It’s easy to use and gives teachers a lot of control, and much of the program is available with a free account. While it can be helpful for students across settings, it is particularly impactful for English language learners (ELLs), and the three tools outlined below are a great place to start as a teacher looking to leverage AI. Please note that all links to MagicSchool templates require a free account to access.

GETTING STARTED WITH MAGICSCHOOL

The nice thing about this program is that you can create “Student Rooms,” which house only the AI tools you want students to access for a particular assignment. Before adding tools to your student room, you can tailor each one with specific prompts, classroom information, or state standards.

I recommend using the “Preview as a student” function before assigning any tools, so you can play around with it, note any issues, and improve your original prompts. You can easily share your student room by copying the share link and adding it to your learning management system.

3 MAGICSCHOOL TOOLS THAT SUPPORT ENGLISH Language LEARNERS

1. Language Tutor: I use this tool to help my ELLs practice for our end-of-year statewide English Language Proficiency (ELP) test. To use this tool, start by selecting the language that students are proficient in, as well as the language that students are practicing and what level they are currently at in that language. 

For my setting, I have both a Russian/English and Spanish/English language tutor tool in my student room. I then uploaded additional information to this tool, such as our state’s ELP standards (found on our Department of Education website), as well as practice test items.

Before assigning the tool to students to work with independently, I model how to use the tool for the class as a whole group: I display the “Preview as a student” version on the screen and select one of the options to work on—such as describing a story or using full sentences—input a response based on what it asks, and ask for student input on how to improve my response.

While modeling how to use the tool, it is helpful to point out key features of the tool to students, such as the option to have text translated or read aloud, or how to use speech-to-text. Additionally, the tool includes scaffolds like sentence starters that students can use to enhance their initial responses. After modeling to the whole class, you can gradually release students into working in pairs, and finally, individually.

On your end, as the teacher, you can monitor their input live, get flags for inappropriate language (still in beta), and see a report of individual student engagement levels. Some drawbacks are that it cannot generate images, so students cannot practice describing images, which is common on the ELP test. It cannot assess their speech the way the test would but offers speech-to-text as a similar option. You also must consider how you will have students alternate between writing and speaking (using speech-to-text or typing), to get practice in both of those language domains.

2. Writing Feedback: I utilize this tool to help provide students with immediate feedback on their written responses.

To get started using the Writing Feedback tool, input class information such as grade level, writing standards, and writing format. Next, provide any additional information you can on the type of response you hope to see from students. In my class, we often use RACES (Restate the question, Answer, Cite text evidence, Explain, and Summarize), so I upload a sample response in that format to help the program know what to look for.

Then, input any additional information on what requirements you are looking for—for example, “I want students to include at least three words from this academic vocabulary list” (make sure to upload/include the list).

Students can type their writing into the program on the spot, copy and paste it from elsewhere, or upload it. If it’s a longer piece that they’ve handwritten, and you’re worried that it may be too time-consuming for a student to type it out, they can use the speech-to-text option. Within the program, they can copy and paste their previous responses to work on the edits suggested by the program, instead of retyping it every time.

It helps them to better align their writing with the format, standards, and requirements you input. This would not take the place of peer review or teacher feedback, but it does allow students to work more independently and get more assistance earlier on in the writing process.

3. Escape Rooms: Found under “Resources,” this tool provides a fun, gamified way for students to review academic content they have been working on. It’s a great way to give them extra practice before an assessment or to remind them of key information they will need to know before starting the next unit of study.

To get started with the Escape Room tool, input grade-level information, as well as what standards are being targeted. If you use a curriculum or program that is digital, you can even copy and paste lessons or pacing guide information into the escape room setup, so it knows exactly what students have been learning about.

This tool is also great as a whole class activity. I recommend doing it as a whole group activity the first time you use it so you can model how to complete the escape room for students. You can use the “Preview as a student” view to project it on your screen. You can read the clues yourself or use the read-aloud button and then give students time to think of the answer independently or in pairs. Call on a student to share and type in their response, whatever it is. The program will give additional help if the answer is incorrect.

It can even help with spelling if words in your answer are misspelled. After you do this with the whole class, I recommend allowing students to use escape rooms with a small group or in pairs, as it allows for more student interaction, collaboration, and engagement.