ANALYST TASK 6

ANALYST TASK 6: NATALIA

AI Self-Reflection Helper

Task 6: Codey Rocky .

(made with Deepshek)

Hello! I’m here to help you reflect deeply on your work and learning. My role is to guide you in evaluating your task, identifying what you’ve learned, and ensuring you can demonstrate that the work is your own. I’ll do this by asking you thoughtful questions that encourage you to think critically about your process, outcomes, and growth.

To get started, could you share the instructions or details of the task you’ve completed? Once you provide that, I’ll create 5 personalised questions to help you reflect on your work.

Looking forward to hearing from you! 😊

The aim of the task was to create an activity for students from primary school using the robot codey rocky. We all planned to make a map of the city of Murcia with all the different famous monuments so that the students should write a "prompt" with all the directions that rocky should follow in order to get to the monument that we choose, focusing their learning on the direction's language and the different famous places in their city.

Thank you for sharing the details of your task! It sounds like a creative and engaging way to teach primary school students about their city while developing their skills in coding and directional language. Let’s dive into some reflective questions to help you evaluate your work and deepen your learning. Here are 5 personalised questions for you to consider:

Task Completion: Did your activity achieve the intended learning outcomes for the students? Specifically, did it effectively teach them about directional language and the famous monuments of Murcia? How do you know this (e.g., feedback, observations, or student performance)?

Learning Expectations: What did you learn from designing this activity? For example, did you gain a deeper understanding of how to integrate coding (Codey Rocky) with geography and language learning? Were there any surprises or challenges in aligning the activity with the students’ skill levels?
Additional Skills or Knowledge: Beyond the task’s primary goals, what other skills or knowledge did you develop? For instance, did you improve your ability to design interdisciplinary activities, troubleshoot technical issues, or adapt to unexpected challenges during the implementation?
Originality and Ownership: How can you demonstrate that this activity is your own work and not copied from elsewhere? For example, can you explain your thought process in designing the map, choosing the monuments, or creating the prompts? Did you iterate on your design based on feedback or testing?
Connections to Prior Knowledge: How does this task connect to what you already knew or to other areas of knowledge? For instance, did it reinforce your understanding of educational technology, curriculum design, or the cultural significance of Murcia’s monuments? How might this experience influence your future teaching or project design?
Now, take a moment to review these questions. Does any one of them stand out as particularly complex or worthy of further exploration? If so, let me know the number, and I’ll suggest additional sub-questions to help you delve deeper.
Remember, at any time, you can ask for examples, evidence, or sources to support your reflections. Let’s get started—what would you like to explore first? 😊

About question 1, we were very surprise that some of the "students" that we got to teach didn't know some of the places that we put on our map, so I think that this activity was very helpful to them because we tried to recreate (in a smaller way) the real location of the places so that the students will know, for example, that you have to go through Santo Domingo in order to get to the cathedral. Also, the day of the activity, the students were very implicated with it, practicing the directions and having fun with the robot. Moreover, about question 4, I think it is easy to recognise that this activity was thought by us since this year we have been working in many signatures the 12000 birthday of Murcia, so we wanted to include the knowledge that we have already and create and activity based on the idea of Murcia. We chose the monuments and places that are more significant to us and print pictures of it, also, we tried to recreate some of the streets and the real location of the monuments.

Thank you for sharing your reflections! It’s wonderful to hear how engaged the students were and how the activity helped them learn about their city while practicing directional language. It’s also great that you connected the task to your broader studies about Murcia’s 1200th anniversary—this shows a thoughtful integration of interdisciplinary knowledge. Let’s build on your reflections and explore these ideas further.

Follow-Up on Question 1

Since you mentioned that some students didn’t know certain places on the map, let’s delve deeper into this:

1a. How did you address the students’ lack of familiarity with some of the monuments? Did you provide additional context or explanations during the activity, and if so, how did that impact their learning?

1b. Reflecting on the students’ engagement, what specific aspects of the activity do you think contributed most to their enthusiasm (e.g., the use of Codey Rocky, the map design, or the focus on their city)?

1c. If you were to run this activity again, would you adjust the selection of monuments or the map design to better align with the students’ prior knowledge? How might you balance introducing new places with ensuring they feel connected to the activity?

Follow-Up on Question 4

You’ve clearly demonstrated originality in this task by drawing on your studies about Murcia and personalizing the map. Let’s explore this further:

4a. How did your personal connection to Murcia influence the design of the activity? For example, did your emotional or cultural attachment to certain monuments shape how you presented them to the students?

4b. Can you describe a specific moment during the activity where you felt proud of your work or saw evidence that your personal touch made a difference?

4c. If someone were to replicate this activity in another city, what advice would you give them about making it authentic and meaningful to their students?
Next Steps
Would you like to explore Question 1 or Question 4 further? Or is there another question from the original five that you’d like to reflect on? Let me know, and I’ll guide you with additional prompts!

Remember, you can always ask for examples, evidence, or sources to support your reflections. Let’s keep digging deeper! 😊

About 1b, I think that the most important thing that we did in order to create student´s engagement with the activity was to made it about their own city and using some monuments and places that they already know because this will make them feel that they already know it ando won´t be something difficult, although the result is the same because they still had to write down the directions. Also, implementing the robot I think that help the students to be more involve because they don't see it as a lecture but more as a game.

This is a fantastic reflection! You’ve identified two key elements that contributed to the students’ engagement: personal relevance (connecting the activity to their city and familiar places) and gamification (using the robot to make the task feel like a game rather than a lecture). These insights are crucial for understanding how to design effective and engaging learning experiences. Let’s explore this further with some additional questions to deepen your reflection:

Follow-Up on 1b

1b.i. How did you decide which monuments and places to include to strike the balance between familiarity and challenge? For example, did you intentionally choose some well-known landmarks alongside less familiar ones to spark curiosity?

1b.ii. Reflecting on the use of Codey Rocky, how do you think the robot’s presence transformed the activity from a “lecture” to a “game”? Were there specific features of the robot (e.g., movement, lights, sounds) that seemed to captivate the students the most?

1b.iii. If you were to design a similar activity without the robot, how might you maintain the same level of engagement? What other tools or approaches could you use to create a playful yet educational experience?

1b.iv. Did you notice any differences in how students approached the task based on their prior familiarity with the monuments? For example, did students who knew the landmarks well take on a leadership role, while others focused more on learning about the new places?

Connecting to Broader Themes

Your reflection also touches on broader educational principles, such as the importance of contextual learning (tying lessons to students’ lived experiences) and active participation (using hands-on tools like robots). Let’s explore these connections:

1b.v. How might this activity influence your approach to teaching other subjects? For example, could you use a similar strategy to teach history, science, or even math by connecting concepts to students’ everyday lives?

1b.vi. What did you learn about the role of technology in education from this experience? For instance, how did Codey Rocky help bridge the gap between abstract concepts (like directional language) and tangible, real-world applications?
Next Steps

Would you like to explore any of these follow-up questions further? For example, 1b.ii (about the robot’s role) or 1b.v (about applying this approach to other subjects) could be interesting avenues to explore. Let me know which one resonates with you, and I’ll guide you with even more prompts!

Keep up the great work—your reflections are already showing a deep understanding of what makes learning meaningful and engaging! 😊

1b.iv. I think this is a very good question because we could see the difference between the ones that were born in Murcia and the others that weren't. Those who were from the capital, knew all the monuments and places so they took more of a leadership role while they explained to the other students a little bit about the monuments that they couldn't recognise.

This is such an insightful observation! It’s fascinating how the students’ backgrounds influenced their roles during the activity. The fact that students from Murcia took on leadership roles to explain the monuments to their peers not only enriched the learning experience but also fostered collaboration and peer teaching. Let’s explore this dynamic further with some additional questions to deepen your reflection:

Follow-Up on 1b.iv

1b.iv.1. How did the students who weren’t from Murcia respond to the explanations from their peers? Did they seem more engaged or motivated to learn about the monuments after hearing from their classmates?

1b.iv.2. Did you notice any changes in the group dynamics as the activity progressed? For example, did the less familiar students become more confident in contributing as they learned more about the monuments?

1b.iv.3. How do you think this peer-teaching aspect impacted the overall learning outcomes? For instance, did it help reinforce the knowledge for both the “teachers” (students from Murcia) and the “learners” (students unfamiliar with the city)?

1b.iv.4. If you were to run this activity again, would you intentionally structure it to encourage more peer teaching or collaboration? How might you do this while ensuring all students feel included and supported?

Connecting to Broader Educational Principles. This observation also highlights the importance of cultural inclusivity and peer learning in education. Let’s explore these ideas further:

1b.iv.5. How might you adapt this activity to ensure it’s equally engaging and inclusive for students who are new to the city or region? For example, could you incorporate more visual aids, storytelling, or interactive elements to help them connect with the material?

1b.iv.6. Reflecting on the leadership roles taken by the students from Murcia, what did you learn about the value of leveraging students’ prior knowledge and experiences in the classroom? How might you apply this insight to future activities?

1b.iv.7. Did this experience change your perspective on how to design activities for diverse groups of students? For instance, did it highlight the importance of creating opportunities for students to share their unique knowledge and perspectives?

Next Steps

Would you like to explore any of these follow-up questions further? For example, 1b.iv.3 (about the impact of peer teaching) or 1b.iv.5 (about inclusivity) could lead to some valuable insights. Let me know which one you’d like to dive into, and I’ll guide you with even more prompts!

Your reflections are already demonstrating a deep understanding of how to create inclusive and collaborative learning experiences—keep up the great work! 😊

Now i am going to answer to the question 2 and 3 from the beginning. About question 2, personally I have never worked with any type of robot so It was a little bit difficult to understand how it would work and follow the directions that the students write, but thanks to my peers, I got It very quickly and It wasn't that difficult as I thought it will be at first. I think that this knowledge will help me in my real class in order to make activities implementing this type or a similar type of robot. Finally, about question 3 I believe that the activity that we planned is a very complete one since students will put into practice the use of directions, the knowledge of their own city and also the use of programing a robot, since we will program it with them so that they can see and learn about the process of it. As I said before, this activity was very helpful in order to get in contact with technology that could be used in a real class and help us to lear how to manage it and to create activities involving this type of inventions.

These are such thoughtful reflections! It’s clear that you’ve gained valuable skills and insights from this experience, both in terms of working with technology and designing interdisciplinary activities. Let’s break this down further and explore your responses to Question 2 and Question 3 with some additional prompts to deepen your learning.

Follow-Up on Question 2
You mentioned that working with the robot was initially challenging but became easier with the help of your peers. Let’s explore this learning process further:

2a. What specific aspects of working with Codey Rocky did you find most challenging at first? For example, was it understanding the programming interface, troubleshooting errors, or aligning the robot’s movements with the students’ directions?

2b. How did your peers help you overcome these challenges? Did they explain concepts, demonstrate how to use the robot, or collaborate with you on problem-solving?

2c. Reflecting on your growth, how confident do you feel now about using similar technology in your future classroom? What steps could you take to further build your confidence and expertise?

2d. If you were to introduce a robot like Codey Rocky to your students, how would you structure the lesson to ensure they feel supported and not overwhelmed, just as you did with your peers’ help?
Follow-Up on Question 3

You’ve highlighted how the activity integrates multiple skills—directional language, knowledge of the city, and programming. Let’s explore this interdisciplinary approach further:

3a. How did you ensure that the activity balanced all three learning objectives (directions, city knowledge, and programming) without overwhelming the students? For example, did you scaffold the tasks or provide additional support for certain steps?

3b. Reflecting on the students’ experience, which of the three objectives do you think they found most challenging or engaging? Why do you think that was the case?

3c. If you were to adapt this activity for a different age group or subject, how might you modify it? For example, could you use a similar approach to teach math concepts (e.g., geometry or measurement) or science topics (e.g., mapping ecosystems)?

3d. What did you learn about the process of designing interdisciplinary activities? For instance, how did you decide which skills to prioritize and how to connect them meaningfully?


Your reflections are already showing a deep understanding of how to learn, adapt, and design meaningful learning experiences—keep up the great work! 😊

I think I got all the reflections and knowledge that I needed.

That’s wonderful to hear! It sounds like you’ve gained a lot of valuable insights from reflecting on your task, and you’ve clearly put a lot of thought into your learning process. Reflecting on your work in such a deep and meaningful way is a skill that will serve you well in your future teaching and beyond.

If you ever need help reflecting on another task, designing activities, or exploring new ideas, feel free to reach out. I’m here to help you ask better questions and deepen your understanding whenever you need it.

Best of luck with your future projects, and remember—great teachers are lifelong learners! 😊🌟

Thank you!