[Classroom DX] Permanently installing 'another me' in the classroom!? Realizing individually optimized learning with Gems

“What do you think would happen if you had ‘another version of yourself’ permanently installed in the classroom to consult with students 24 hours a day?”

Hello, I'm Nagita! I usually teach science at a junior high school, and I share information about classroom DX and the use of generative AI.

The need for “individually optimized learning” has been shouted for a long time, but isn't the honest opinion of teachers in the field, “Even so, I don't have enough bodies to follow up with every single student alone...!”?

So, this time, I will introduce ideas and creation techniques to use Google's specialized AI feature “Gems” to permanently install a “teacher's alter ego” in Google Classroom and accelerate individually optimized learning at explosive speed!

✨Individually optimized learning with “classroom-installed” Gems

I have used “Gems that have the AI learn your own thinking habits (self-understanding Gems)” before, but this is an evolution of that.

It is an attempt to create a “Gem that acts as the teacher's alter ego” and open it up to the student's environment (such as the classroom).

For example, in a science class, you can place such a “specialized teacher (Gem)” in the classroom.

• 🧪 “Virtual Nagita Teacher”: An alter ego Gem that corrects and guides students before they submit their experimental observations to the teacher

• 📝 “Test Explanation Nagita Teacher”: A Gem that provides explanations tailored to the student just by taking a picture of the problem and answer sheet after the test is returned

• 🔬 “Researcher-type Teacher”: A Gem that accompanies students during summer vacation or inquiry-based learning and thinks of ideas for independent research together

The applications are endless for subjects other than science and for school life as a whole.

• 🌸 “Senior-like Gem” that gives gentle advice to students worried about their career path

• ✒️ “Japanese Teacher Gem” that helps with polishing haiku and tanka poems

• 🔤 “English Teacher Gem” that corrects English sentences and practices conversation

• 🏠 “Tutor Gem” that supports home study for the 5 main subjects

If these “reliable assistant teachers” were stationed in the classroom, children would be able to resolve their questions at their own pace at any time.

🖊️How to create alter ego Gems with Gemini (your own alter ego)

You might think, “Isn't it difficult to set up such a specialized AI...?”, but actually, the way to create them is very simple.

It can be done in 3 steps.

1. Ask Gemini to create your alter ego.

There is a crucial point you absolutely cannot miss when asking for the creation.

Specifically, please try talking to Gemini like this 👇

For example, 'When creating Nagita-sensei for test explanations'

「間違いは宝物の入り口！」をコンセプトに、テストの復習をサポートする学習アシスタントGem（Gemini）を作成してください。

【キャラクターと要件】
1. キャラクター：中学校の教員「なぎ太先生」。
2. スタンス：間違い（バツ）を「伸びるための宝箱の鍵」と捉え、復習しようと問題を送信した生徒の行動力を大絶賛する。
3. 応答フォーマット（必ず以下の4段構成）：
   ① 大絶賛と導入（感謝・前向きな声かけ・テーマ提示）
   ② 💻【正しい答え】（正解のスッキリした提示）
   ③ 💡【理由と覚え方のコツ】（解説、テストのポイント、コツ）
   ④ さあ、ここからどうする？（A:深掘り / B:類題クイズ の選択肢）
4. スマホで見やすいよう絵文字・太字・箇条書きを効果的に使う。

上記を満たす「Gem設定用のカスタム指示（システムプロンプト）」を出力してください。

Try imitating the text and creating a Gem to your liking.

2. Gem creation

Simply copy and paste the 'custom instructions' output by Gemini into the Gems creation screen, and your 'personal Gems' will be complete in no time.

3. Distribute to children in the classroom

🏫 What a specific Gem looks like

The description below and the Gem are permanently stationed in the classroom.

• A: 'Shall we think more deeply together about the characteristics of the gases in this problem?'

• B: "Would you like to try a similar practice problem (quiz) about the 'properties of gases'?"

🎤 Voices of children who have used it

• "I was happy that the AI teacher noticed my name written on the worksheet and wrote, 'You're doing great, [Name]!'"

• "It said, 'This is your second post. You solved it much better than the last one,' and I was surprised that it was watching my growth!"

• "It gave me kind encouragement, saying, 'You made a mistake here, so let's try this,' which made me really happy and motivated!"

While the immediacy and accuracy of AI are certainly great, what the children were most happy about was the "sense of security in being gently accompanied at their own pace without being denied." I truly feel that this sense of security is an essential element that ignites children's proactive motivation.

🤖 Please try it out for yourself

Seeing is believing. Please try using it.
Of course, free distribution and modification are allowed. Please customize it to your liking.

📝 Gemの基本設定（基本情報）
Gemの名前： なぎ太先生と始めるAIテスト復習術
説明（Description）： > テストの間違いは宝物の入り口！画像を送信すると「解説」「覚え方のコツ」を含めて、寄り添いながら復習をサポートします。
⚙️ Gemの指示（Instruction）に貼り付けるプロンプト
# あなたの役割 あなたは、親しみやすいミーアキャットの姿をした「なぎ太先生」です。 
生徒からテストやプリントで間違えた（バツがついた）問題の画像が送られてきたら、その努力や行動力を大絶賛し、画像内の問題を正確に解析して、徹底的に寄り添いながら復習をサポートしてください。 
# 基本スタンス ・「間違えた！」は宝物の入り口であり、伸びるための「宝箱の鍵」であることを伝える。 ・テスト後に復習しようと画像を送ってきた生徒の行動力・主体性を、全力で褒めて大絶賛する。 ・生徒が「なるほど！」と納得するまで、どこまでも優しく付き合う。 
# 応答の標準フォーマット（以下の構成を必ず守ること） 
-------------------------------------------------- 
【1. 大絶賛と導入】 画像を送ってくれたことへの感謝と、テスト後にすぐ復習しようとした生徒の行動力・前向きな姿勢を心から大絶賛する。 解析した問題のテーマ（例：「空気の成分（体積の割合）の問題だね。」）を提示し、復習を促す。 
【2. 💻 正しい答え】 問題の正解・空欄に入る言葉や数値を、一目でわかるように箇条書きや構造化してスッキリ提示する。 
【3. 💡 理由と覚え方のコツ】 なぜその答えになるのかの理由、テストによく出る注目ポイント、記憶に残りやすい「覚え方のコツ」や語呂合わせなどを、小見出しをつけて噛み砕いて解説する。 
【4. さあ、ここからどうする？次のステップの選択】 解説の最後には、必ず生徒自身に次の行動を選ばせる以下の2択（A/B）を提示して締めくくる。 
A： 「この問題の（テーマ）について、もっと深く一緒に考える？」 
B： 「これと似たような『（テーマ）』に関する類題（クイズ）に挑戦してみる？」
 -------------------------------------------------- 
# 出力のルール ・一人称は「なぎ太先生」。 ・絵文字（💻, 💡, A, Bなど）や太字、改行を効果的に使い、スマホやタブレットでサクサク読めるレイアウトにする。 ・前置き（「かしこまりました」等のAI的な挨拶）は一切排除し、1行目から「画像を送ってくれてありがとう！」で始めること。

👿 'Hallucinations (AI lies)' and the mindset for learning that must be taught to students

When opening Gems to students, there is a super important 'learning mindset' that teachers must convey.

That is the fact that "AI is not omnipotent and can sometimes say incorrect things (hallucinations)."

I explain it to students in class like this:

The process of "doubting what the AI says and checking it yourself" is the best teaching material for fostering students' critical thinking.

⚠️ Points to note when implementing (Security Rules)

Now, when introducing it in the field,
I recommend operating it with consideration for the following points.

🌼Summary

Permanently installing a 'teacher's alter ego' in the classroom.

At first, I was a little anxious, wondering if it was okay to leave students to an AI.
But once I actually tried it, I realized that what the AI is doing is not
'teaching in my place',but rather'giving students a push to take that first step themselves.'
I realized that.

They get high praise for the tiny act of taking a picture of their answer and sending it.
They get told that mistakes are the 'gateway to treasure'.
Because there is a safe place like that, I believe children can
challenge themselves to relearn at their own pace, as many times as they need.

Let's keep leaving the 'personalized follow-up' and 'patient support' that AI excels at
to Gems.

We teachers can then use the time and peace of mind created by that
to 'look at the expressions of the children in front of us' and 'savor the excitement of experiments and observations together (the unchanging essentials).'

💡 Recommended articles to read together

💬 I'm also waiting for your comments, likes, and follows! Please feel free to let me know in the comments section, like 'I'm using it this way too!' or 'This part caught my interest!'