AI Tools for Teaching and Learning

Course #30225: English 20 M-01- College Composition II

AI Tools, Reflection, Conscious of Choices

During the fall semester, when I took the AI Tools for Teaching and Learning class in this FLC class, I became more comfortable with the concept of AI and became more open-minded about using AI tools and suggesting them to my students. In the spring semester, I comfortably created some assignments that asked students to use AI and some in-class activities using the AI tool. As a writer, I use Grammarly to check my work. As a teacher and as an English learner, I have always been developing and improving my writing skills, so I found Grammarly useful if I pay attention to the suggestions. I wanted them to use it as a tool to make their learning more effective. I knew that the students had been using AI, but I wanted them to be mindful about using it. Therefore, in this project, I am sharing with you how I designed my course to let my students use AI tools for learning, analyzing, researching, and how I use them ( as a teacher) to create in-class activities. Through the process of using AI tools, my students and I reflected on the process, and we tried to learn more about why we use them, when we use them, and how to use them.

Reflection on Instructional Change:

This semester, I started implementing the AI concepts in three different ways:

1- For this practice, I used an AI tool to help me create a sample for the third project of my Multimodal Composition in my English 20 (Composition II). As I mentioned in Discussion #1, I give three options to my students, and one of the options is changing one of the previously written essays to another form of communication, such as PPT slides. Since I permitted the students to use an AI tool for this assignment, I created an AI sample to see how it works. I chose one of the old essays I wrote during my undergraduate years, and the AI tool I picked was Gemini. I have attached my old essay and the outline, and the guidelines that Gemini gave me. I will explain it more in the next question.

For this practice, I used an AI tool to help create a sample for the third project of my Multimodal Composition in English 20 (Composition II). I gave them three options, and one of the options was changing one of the previously written essays to another form of communication, such as PPT slides. Since I permitted the students to use an AI tool for this assignment, I created an AI sample to see how it works. I chose one of my old essays written during my undergraduate years, and my AI tool was Gemini.

I loved using Gemini for the first time, and I learned how this tool could be a good assistant for creating guidelines and instructions for each mode of communication and media in this project, so I plan to develop this project for next semester with details about using AI. This tool did not create the final product for me; it just helped me with an outline and wonderful tips that I needed to create PPT slides, and this made me happy because it is safe to ask students to use it. Thus, I think it can be a good tool for improving writing. I liked the conversation that the AI had with me, even though it helped me to improve my prompts and questions to get better results. It suggested some other AI tools that could be used for creating actual PPT slides, since Gemini is just text-generated AI. I am going to share this experience with my class, and I might ask them to get instructions for other media that they are going to use for this project via Gemini.

By learning how to use AI tools and how to write the right prompt in AI tools to have an effective conversation, I created a Grammar project for my multilingual class that I think was very helpful and improved their editing skills a lot.

2- For this activity, I created a prompt by using an AI tool. To write my prompt, I started having a conversation with the AI tool and mentioned my learning objectives and draft of my rubric, and criteria. The AI tool helped me to write that prompt. I read it and revised it carefully since I noticed some parts were very robotic. In the prompt, I cited the AI tool properly and mentioned it in class when I explained the assignment, that this is the way the AI tool should be cited. This was the way I, as a teacher, implemented an AI to create this part of the project.
The project asks students to use the Grammarly tool to revise three of their papers, and then they should compare the original draft with the revised draft to see what their mistakes are. Then they should write a reflection on the process.

As a teacher, using the AI tool saved me time creating the prompt, and I also found that the students became more mindful about their editing and revising process. I know that they have been using Grammarly, but my goal was that they become aware of their errors and be conscious when they see the red mark on their essays by the tool. They should choose whether they change it or not and why.

Some quotes from my students about this project:

"When I got feedback on my papers from Grammarly, I noticed a few patterns in my errors. A small common error I noticed was forgetting to put certain commas or punctuation in between transitions. I also noticed I use very direct and emotional words when explaining things"( Student A, 2025).

"The use of Grammarly helped me identify my most frequent errors in writing. It made me pay attention to every word and sentence to revise it effectively and make my writing flow clearly. It gave me great suggestions for how I can fix the grammar errors in my writing, such as article usage, capitalization, prepositions, spelling, etc. I plan on using Grammarly in my future writing assignments to help me identify my mistakes and find ways to revise them for clarity and quality. I won’t rely on it because I know that it’s important to analyze its suggestions, as not every suggestion is helpful. For my future writing assignments, I will use several strategies to avoid common grammar mistakes in my writing. For instance, I will use Grammarly to point out my most common errors and provide suggestions" ( Student B, 2025).

3- After taking this FLC course, I am more confident in having conversations about AI tools with my students and guiding them when they misuse them. I am more confident in creating assignments using AI tools for my classes. This semester, I also added my AI policies to my syllabus, as you can see as one of my chosen images in the table. In addition, in one activity at the beginning of the semester, I asked students to find resources for their genre analysis by using AI tools. I got very surprising answers in their reflection after the project. This was the activity that I shared in my observe and analyze session. Moreover, I used AI tools this semester to generate different grammar quizzes, and this also helped me save time. Overall, I think this FLC course has helped me expand my teaching practices and become more efficient.

AI Tools for Teaching & Learning Workshop from the Chancellor's Office course helped me

to learn what an AI tool is. How to define this tool for students, and what kind of activities can we create using AI tools?
to know different AI tools and what each can do. We were asked to do an activity using one of the suggested AI tools.
to learn how to detect AI-generated content. I usually do not use any plagiarism tools to investigate if my students use any online sources improperly because I always try to be engaged with the process of my students' writing and know their writing styles, so if there is any problem, I would find it out and solve the problem pedagogically, and this FLC course confirmed my approach and showed me that the best detector is the teacher.
to explore different resources that can later be used. I found a very good mapper that, when I clicked on different sections of the mapper, gave me different instructions.
to learn how to write an AI policy for my syllabus and my assignment if the students use an AI tool.

Evidence of Instructional Change

Evidence of Instructional Change

In this video, I explained a workshop that I created at the beginning of the semester about finding sources by using AI tools. This is an image of my Grammar project in which the students edit their own papers by using Grammarly and write a reflection on the process.	Having a conversation with an AI tool to generate instructions for changing an essay into a PPT. Conversation #1 with an AI tool for generating instructions for changing an essay to a PPT. Conversation #2 with an AI tool for generating Instructions for changing an essay to a PPT.	The evidence of achievement for AI Tools for teaching and Learning Course.

Practice and Reflect Teaching and Learning with AI:

I found this course very helpful in increasing my AI literacy. As I mentioned in my FLC course reflection, I have many plans to use AI to improve my in-class activities, write my lesson plans, and make my reading samples for different levels of my multilingual students.

Course Syllabus for English 20 M- 01

Course Schedule for English 20 M-01

Samadi, Parisa [Syllabus] English 20 M 01- MW Spring 25- 1.docx

Samadi, Parisa Course schedule English 20 M-01 Spring 25- 1.docx

Faculty Bio

Faculty Bio
Faculty Picture	Faculty Professional Background
	Parisa Samadi: I am a lecturer in the English Department at Sacramento State, teaching composition courses at different levels. I have been teaching here since 2016. I am really passionate about teaching, and I believe that I learn from my students more than they learn from me. If you ask my family, they will tell you how much I love my students and how much they are precious to me. I always try my best to help them succeed in their education and their life.

Funding Source
	This work was supported by: US Department of Education P031S230256 and P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.