Design GenAI lesson-planning tools around teacher-specific alignment, integrated multimedia student materials, bite-sized activities, and sustained professional development¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors close with five actionable recommendations: systems should learn and adapt to teachers' individual preferences while balancing surveillance concerns; integrated GenAI programs should "generate a variety of multimedia student materials to go with lesson plans – including worksheets, PowerPoints, handouts and templates, and mathematical visuals" with built-in teacher collaboration; suggestions should be shorter, bite-sized chunks involving one or two active learning approaches at a time; research should address time efficiency; and the field should address big-picture concerns through teacher education on how GenAI works, its affordances, limitations, and ethical implications.

Design Implications¶

Context¶

Requirements¶

• Coupling activity generation with sustained teacher professional development covering mental models of LLMs, dangers of bias and hallucinations, prompt engineering, implementation training, and an ongoing community of practice

Constraints¶

• Specificity to teachers' preferences needs to be balanced with issues of surveillance of teachers using GenAI

Target Learners¶

• Mathematics teachers, especially those new to integrating generative learning

Target Learning Goals¶

• Increasing the prevalence of evidence-based generative learning activities in mathematics instruction

Affordances¶

• Generative Learning Eight Strategies Framework

Related Strategies¶

• Personalized, subject-specific professional support combining teacher characteristics with school-level collaboration and leadership support

Examples¶

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Key Sources¶

• Candace Walkington and Katie Bainbridge. (2025). Mathematics Teachers' Use of Generative AI to Create Active Learning Experiences. https://socialinnovationsjournal.com/index.php/sij/article/view/9994