EDUC 5313 Week 4: Trying Magic School

 

In this episode of Trying Technology I Have Never Used Before, I explored Magic School, a website many educators and schools have adopted. While it certainly has potential, my initial experience was mixed. Specifically, I tested the Lesson Plan Generator and AI Tutor features to evaluate their usefulness for classroom application.

1. Lesson Plan Generator has Room for Improvement

Using the Oklahoma Academic Standard 7.A.2.2 (“Solve multi-step problems with proportional relationships, such as percent increase or decrease, discounts, tips, unit pricing, mixtures, and similar figures”), I asked the generator to focus on tax and tip—a concept with real-world relevance. I also requested integration of ISTE Standards and the Triple E Framework.

The lesson plan generated technically aligned with the Oklahoma standard, but it lacked depth and rigor. The plan suggested posing a question, demonstrating a formula, and assigning a worksheet. That approach, while functional, resembled a pre-digital classroom routine. The lesson mentioned Triple E “Engagement” and an ISTE standard but did not meaningfully connect them to the activity. Its assessment—simply completing a worksheet—was basic and uninspiring.

To improve the lesson’s quality, I would replace the worksheet with a Google Sheets activity where students calculate taxes and tips interactively. This modification would both integrate technology meaningfully and enhance student engagement.

Here is a direct link to the lesson plan: 7th Grade OAS 7.A.2.2: Tax and Tip focus

If rigor is the goal, the Lesson Plan Generator fell short. While it acknowledged multi-step problem-solving and real-world contexts, it did not encourage deeper reasoning, multiple solution paths, or student reflection. Drawing on Authentic Intellectual Work principles, a more rigorous lesson would challenge students to apply mathematical reasoning creatively and explain their process in context.

2. AI Tutor: Where the Magic Happens

In contrast, the Magic School AI Tutor impressed me. This tool requires students to actively interact with the AI to make progress. Students can indicate whether they are beginners or more advanced, allowing the AI to tailor its responses. Teachers also receive performance feedback through the dashboard, identifying student progress and misconceptions.

For example, after brief direct instruction on tax and tip, I would have students use the AI Tutor to check their understanding and receive just-in-time feedback. This promotes formative assessment and supports the Triple E Framework—specifically:

• Engagement: Students actively converse with AI, making learning interactive.

• Enhancement: The AI provides targeted explanations and scaffolds.

• Extension: Students can continue learning independently or asynchronously.

The AI Tutor supports students’ self-regulation and gives teachers actionable insights into student readiness for the next concept.

If you want to check out the tool I used, click here: Dine and Decide - Understanding Tax and Tip

3. Alignment with Oklahoma AI Guidance

The Guidance and Considerations for Using Artificial Intelligence in Oklahoma K-12 Schools emphasizes human-centered AI use. AI tools should be intentionally selected, framed by educators, and followed by student and teacher reflection (Oklahoma State Department of Education [OSDE], 2024). It also advises that AI should enhance learning, not replace thinking (OSDE, 2024). My experience aligned with these recommendations: the AI Tutor supports reflection and differentiated feedback, while the Lesson Plan Generator requires substantial human revision to reach instructional quality.

The document also promotes transparency and disclosure through the AI Acceptable Use Rating Scale, requiring educators and students to identify how AI was used (OSDE, 2024). I plan to apply this by having students disclose how they interacted with the AI Tutor and reflect on whether its feedback was accurate.

Personal Takeaway

Although I have limited experience using AI directly in classroom instruction, my work as a Curriculum Assistant frequently involves AI for research and alignment tasks. I find AI useful for saving time and generating starting points, but—consistent with Oklahoma’s guidance—every output must be critiqued and refined by humans.

In short, the Lesson Planner may not yet be classroom-ready without detailed input, but the AI Tutor has strong potential as a tool for formative assessment, differentiation, and engagement—when implemented intentionally and ethically.

Resources: 

International Society for Technology in Education. (2016). ISTE standards for students. ISTE.

Kolb, L. (2011). Triple E Framework. University of Michigan, School of Education.

Magic School, Inc. (n.d.). AI for educators | MagicSchool. https://www.magicschool.ai/

Newmann, F. M., King, M. B., & Carmichael, D. L. (2007). Authentic instruction and assessment: Common standards for rigor and relevance in teaching academic subjects. State of Iowa Department of Education. https://vdoc.pub/documents/authentic-instruction-and-assessment-728sj1u45440

OSDE. (2024). Guidance and Considerations for Using Artificial Intelligence in Oklahoma K-12 Schools. Retrieved from: https://oklahoma.gov/content/dam/ok/en/osde/documents/services/standards-learning/educational-technology/Guidance-and-Considerations-for-Artificial-Intelligence-in-Oklahoma-Schools.pdf