This week, I found myself unexpectedly excited while experimenting with ChatGPT’s new image features 🤭. What started as simple curiosity quickly turned into something much more meaningful—especially as I began to see its potential for the classroom.

At first, I was just playing around 🎮. I tried generating comics, 8-bit pixel art, and infographic-style posters without any specific teaching goal in mind. But along the way, I discovered something surprising.

The comic feature, for example, is not just about creating images in a comic style 🦸‍♀️. It actually builds a story 📖. It observes the characters and details in the photo and transforms them into a simple narrative. I genuinely enjoyed this ❤️. The stories may be short and simple, but that is exactly why they work so well for young learners. I can already imagine using them as weekend reading materials or even as engaging texts during lessons ✏️.

Then came the 8-bit style 👾. Initially, I thought it would function just like the comic feature. But with the right prompts, I realized I could go further—turning those pixelated visuals into story-based outputs as well 🎯. That moment felt a little mind-blowing 🤯. It opened up so many creative possibilities, especially for making learning feel like a game or adventure 🎲.

Lastly, I experimented with infographic-style posters using my own selfies 🪞. This might have been my favourite 🥰. The result reminded me of something out of a 19th-century encyclopaedia 📜—detailed, analytical, and oddly beautiful. It even “studied” elements like my hijab and surroundings, presenting them in a structured and almost academic way. There was something charming about seeing myself turned into a subject of observation 🔍.

Looking back, what began as casual exploration has turned into a spark of inspiration 💡. I can clearly see how these tools can be adapted for teaching—whether as reading materials, creative prompts, or even classroom displays 🏫.

I am excited to explore this further and see how it can enrich my lessons 🚀. Sometimes, the best ideas come when we are simply playing and discovering.

Showcase here is stuff teachers made for their classroom use. While some enhance learning, some do motivate learning. I think some of us may have done the same thing, but the key to successful teaching aids is the way a teacher organizes its usage and whether the use will further strengthen learning and achieve the learning objectives. Thanks to Ms. Suhaili Rahmat from SK Arau, Perlis for sharing!

1. Sound the onset then rime.
2. Learners blend the sounds
3. For correct blending, learners feed the robot with the words/pictures.

• Robot talk blending is suitable with learners of L1.
• L2 learners need to have a background knowledge of the language in order to understand robot talk.
• Robot talk can be use to learn syllable once the learners of L2 have been taught the target word.
• The robot horizontal opening on its mouth cause my learners to giggle when they feed him.

Supplies!

Work in Progress

Meet my new friend! MAX

Using velcro to stick teaching aids. The idea is not new, but it is to me.  A teacher offered me a space in her school at the self-access learning centre, so I took it as an opportunity to do a story telling board.

The materials laminated

I choose 3 books for story telling from Eric Carle. I am fascinated by those books because he has a way of telling about nature from an interesting perspective. The books are highly educating with colourful illustration and carefully worded for young learners to understand.

I believe the stories will catch the learners attention at the target school provided that the teachers are able to story tell effectively using appropriate gestures and intonation.

To supplement  the story telling, I searched for lesson plans and activity ideas to be adapted for classroom. Click on the book title to go to the lesson plans.

Before

After

The board is very simple. I posted the title of the board and teachers are free to use the space for story telling. Simply stick the materials accordingly, preferably in sequence to the story. Teachers can choose to leave the materials on board for the rest of the time or continuously to replace it to suit the story line.

I will post the video once I got the chance to visit the school again. In time, I will spend my time dreaming about it!

Let me know if you are interested to do the velcro board at your school. I might want to chip in!

Picture from sparklebox

I am a mess!

My materials are here and there, all over the place.

This year resolution, as a teacher, I would get my stuff a little organized and I have started bit by bit.

Featured here is my attempt to organize my word and picture cards. Recently I bought a laminating machine, and I went into laminating frenzy.

Another big book I would like to share. The story is from the Year One KSSR Textbook.

Recently I've posted on making big book for my pupils. You can download the soft copy from this blog post. The book currently is gaining interest among them because they love it when I story tell.

Some even complimented on how funny I was and I know they were not lying because they were laughing as I 'perform'.

I don't mind if they were laughing at me or with me, as long as I can keep their attention... quite an achievement!

Take a view of the big book I made, and recently I printed another story but have yet to slot it in.

I think I'm falling in love in making this book, hopefully to be able to slot a  story of my own.

It is not my idea. I got it from one of the courses I went to. The facilitator suggested teachers to make a big book of their own. He proposed for a A3-sized folder but I find it expensive, so I make do with my A4 folder and this is it.

Sadly I forgot to snap the pictures of the finished product, but you can have a glimpse of it in the videos below. My son is the star reader in both videos. I hope his voice is audible enough.



The stories are from the textbook. Here are the soft copy if you want to print it on an A4 paper. I printed the stories on a pre-designed paper so that it will be very colourful. I love colourful papers and design, although some might say its a little crowded and looked childish, but I love it! :)

I hope to make more of these as we go through the unit. Till then, enjoy!

Kurikulum Standard Sekolah Rendah (KSSR) has been implemented starting this year to the year one pupils throughout the nation. The curriculum implemented is a revised version of the 2003 syllabus, with the focus of preparing balanced human capital that are capable of transcending over future challenges. The process of holistical changes involved the changes in the current curriculum in terms of organization, contents, pedagogical, time allocation, assessment and the management of curriculum in school. Teachers currently undergoing courses pertaining to this matter and many more are expected to go through the same exposure as the KSSR will be fully implemented by 2015.

Although I am not teaching the level one pupils this year, the panel took initiative to organize KSSR in-house training. The purpose was to inform teachers on the changes in curriculum and to avoid confusion on the subject matter. Materials were presented by GC Madam Hayati Ahmad in an organized manner and explanation were given appropriately.

Upon further readings online, I found some of the websites that provide useful articles and materials pertaining to KSSR. Bear in mind the materials are not mine, I gathered all of it from various websites, download and upload it to my slideshare account for easy viewing. The credit belongs to the owner.

KSSR Materials
Julai5 taklimat+umum+kssr(1)

As I'm reorganizing my stuffs on the blog, Awesome Pedagogy page is reclassified and put into T n L category. So in order not to lost this entry, I make it as a post although it has been posted quite a while.

Vocabulary learning can be explored through various channel. Multi-sensory means vocabulary acquisition through pictures, listening to word sound, repetition and the added use of movement. Kinesthetics is the intelligence that need teachers attention and utilization especially when dealing with young learners.

In teaching songs, teacher can employ the usage of pictures to assist in learning the song and guide pupils understanding.