S'more Info SessionSep 10, 2026

S'more Info Session — Activities 101

Learn how to use Flint Activities to create pre-guided AI learning experiences — exit tickets, flipped classrooms, flashcards, adaptive practice, debate prep, and office hours support.

Teddy Lane | Customer Success Engineer at Flint

In this S’more Info Session, Teddy Lane introduces Flint Activities — pre-guided AI learning experiences where teachers set the learning goals, conversational boundaries, and assessment criteria before students ever start chatting. Unlike open-ended chats, activities keep every conversation focused on what you want students to learn, while giving you class-wide and per-student data on how they are thinking. The session walks through six classroom use cases spanning government, Spanish, English, and math.

Content covered in this session includes:

The difference between open-ended chats and pre-guided activities in Flint, and when to use each.
How activities let teachers set learning goals, define how Sparky converses with students, and control how questions are answered.
Using activities as exit tickets to surface class-wide strengths, gaps, and misconceptions at the end of a lesson.
Reviewing Sparky’s class summaries, individual session analytics, and suggested follow-up activities without reading every submission.
Checking whether text was pasted into a student’s conversation when a response doesn’t sound like the student.
Designing flipped classroom activities so students develop their ideas at home and arrive ready to discuss.
Building activities with Sparky versus building manually, and using speech-to-text to dictate activity instructions.
Configuring primary and secondary languages, reading-only, speaking-only, and writing modes, speech rate, and voice for world language classes.
Attaching rubrics — teacher-created or Sparky-generated — with auto-grading, student visibility, and analysis guidelines.
Setting session time limits, response time limits, start dates, and due dates for an activity.
Sharing activities with a class, through an LMS link, or with a join code.
Creating interactive flashcard study tools and other customizable interactive artifacts, demonstrated with vocabulary from Romeo and Juliet.
Using adaptive practice and pre-assessments in math so question difficulty adjusts to each student’s level, demonstrated with factoring quadratic equations.
Having students upload photos of handwritten work for Sparky to analyze and grade.
Reviewing and overriding Sparky’s rubric grades, dictating feedback with speech-to-text, and sharing feedback with students via email.
Preparing students for debates by practicing arguments, organizing textual evidence, and delivering their case out loud, demonstrated with Of Mice and Men.
Aligning activities with Common Core and other standards attached to a class.
Building an office hours support bot that draws on your syllabus, unit plans, standards, and AI policy to answer student questions in context.
Importing curriculum documents into a class and approving standards from your school’s curriculum library.
Allowing students to start fresh activity sessions across multiple days, and closing the loop with individualized feedback.

Slides from the presentation can be found here.

Got more questions, comments, or feedback for this topic? Feel free to raise them within the Flint Community.

00:00 Introduction

Teddy Lane welcomes educators back for the new school year and previews the focus of the session: how activities work in Flint and how they differ from open-ended chats.
The agenda covers the difference between chats and activities, the pedagogical moves activities support — exit tickets, flipped classrooms, language and listening practice, and more — and individual use cases across subject areas, ending with a Q&A.
Teddy explains that chats are open-ended and powerful for teacher ideation and student exploration, while activities are pre-guided sessions where the teacher sets the learning goals, how Sparky converses with students, and how it answers questions.

03:29 Using activities as exit tickets

Using a 10th grade comparative government class studying presidential versus parliamentary systems, Teddy shows how an activity can serve as a formative exit ticket at the end of a lesson.
From the student’s perspective, Sparky opens the conversation with the task already set — akin to a worksheet waiting on the student’s desk — with scaffolding documents and clear learning goals so students know when they have met the requirements.
After students submit, Sparky summarizes class-wide strengths and areas of improvement and suggests a follow-up activity that can be used as an entrance ticket or homework for the next day.
Teddy demonstrates per-student session analytics, diving into an individual conversation to see the full chat, the summary, and whether any text was pasted in.

08:46 Flipped classroom setup and grading

Teddy walks through building an activity from scratch for an 11th grade Spanish class practicing preterite versus imperfect tense, completed by students before class so class time can focus on conversation and deeper application.
The demo shows building with Sparky versus building manually — giving Sparky your “Cliff Notes” so it can write the full lesson plan — and using the speech-to-text tool to dictate instructions much faster than typing.
Teddy tours the manual builder: the overview, Sparky’s role and guidelines, the greeting message, and the language settings, including primary and secondary languages, speaking-only and listening modes, speech rate, and voice.
The grading section covers attaching a Sparky-generated rubric, customizing categories, enabling auto-grading, making the rubric visible to students, and setting analysis guidelines and standards alignment.
Assignment settings include chat versus file-upload formats, session and response time limits, start dates, and due dates, plus sharing through the class page, an LMS link, or a join code.

19:25 Interactive flashcards and vocabulary practice

Teddy creates an interactive flashcard study tool for a 9th grade English class studying vocabulary from Romeo and Juliet, combining dictated instructions with a pasted-in vocabulary list.
Sparky builds an interactive artifact with three modes — flashcards, quiz, and review — that students can work through at their own pace, with missed cards returning to the stack.
Interactive artifacts are customizable in the builder chat, and the same approach can produce simulations and other study tools aligned to exactly what you are teaching.

24:42 Adaptive math practice and analytics

In a 10th grade math class working on factoring quadratic equations, Teddy shows how activities support adaptive practice and pre-assessments for students entering at different skill levels.
The class view surfaces a live overview of where students get stuck, per-student strengths and areas of improvement, and rubric scores by category.
Teddy demonstrates the grading window: reviewing Sparky’s grades, adjusting rubric levels, and dictating overall feedback with the speech-to-text tool.
Because the assignment is adaptive, each student receives different questions matched to what they demonstrate they know, with hints and difficulty adjustments along the way — and students can upload photos of handwritten work for Sparky to analyze.
Class-level areas of improvement help teachers triage which students to check on and decide what to reteach next class.

30:53 Debate preparation and speaking practice

For a 9th grade English class debating the conflict at the end of Of Mice and Men, Teddy shows how speaking mode extends beyond world languages into any subject.
The activity has students pick a side, build textual evidence, and then practice delivering their argument out loud, with Sparky giving feedback on cadence, evidence quality, and delivery.
The activity is aligned with English Common Core standards attached to the class, and Teddy shows how teacher-facing analytics separate literary analysis strengths from spoken delivery strengths.
Insights from student preparation help teachers set debate ground rules, plan in-the-moment interventions, or postpone the debate to spend a class period strengthening textual evidence.

35:02 Office hours support and curriculum context

Teddy builds an office hours support bot for a 12th grade math class, pairing activities with Flint’s curriculum features so Sparky acts as another set of hands while the teacher meets with students one-on-one.
The demo shows importing an AI policy, syllabus, and unit plans into a class, and approving Common Core standards from the school’s curriculum library.
With curriculum attached, Sparky first asks students which unit, week, and concept they are working on, narrowing its help to the right learning objectives before answering questions.
Students can start fresh sessions on different days, and teachers can review conversations afterward, add individualized feedback that closes the loop on office hours visits, and notify students via email.

42:46 Q&A

Latha Ramamurthy asks whether Flint can recognize typos and transcription errors in prompts; Teddy confirms Sparky handles these, notes the speech-to-text mishap in the demo came from pronunciation, and shows that dictated text can always be edited before sending.
Teddy closes by pointing educators to recordings at flintk12.com/webinars and to Flint’s office hours, community, and Instagram page for follow-up questions.

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