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Windsor, Hawkesbury, Blue Mountains Principal Network Meeting

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Windsor, Hawkesbury, Blue Mountains Principal Network Meeting

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Explore the layers of a learning progression in reading comprehension or mathematics using ACER’s Learning Progression Explorer.

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Data access, use and governance and generative AI

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The department continues to restrict student access to generative AI applications on devices within department networks. As part of its commitment to duty of care for all its students, the decision to restrict access is due to the lack of reliable safeguards preventing these tools from exposing students to potentially explicit and harmful content. While department staff have access to generative AI tools, the following guidelines are recommended for safe, ethical usage.

Safeguard personal information

When using generative AI tools for teaching and learning, it is essential to manage personal information effectively and ensure proper de-identification processes are in place.

What is personal information?

Personal information is any information that can be used to identify an individual directly or indirectly. It could be a student's name, address, class, school, family details, fingerprints or a combination of information from which a student or other individual can be identified. The information can be in recorded in paper files, electronic records, video recordings and photographs.

For more information, visit Managing personal and health information.

De-identification of personal information

De-identification involves removing, anonymising, or masking personal information so that it can no longer be used to identify an individual. This process is crucial to protect privacy and comply with data protection regulations.

The following techniques will help you safeguard sensitive information and comply with data protection regulations while maintaining the utility of the data for analysis and learning purposes.

Data anonymisation: Replace or alter personal information in the text using information that cannot be linked to the individual.

Data masking: Replace personal information in the text, such as email addresses or phone numbers, with fictional data that retains the same format.

Include only relevant data: Choose only information that is relevant.

Verify and edit AI generated content for accuracy and suitability

The department supports the NSW mandatory ethical principles for the use of AI, and advises all DoE staff to verify and edit AI generated content to ensure accuracy and suitability of the output. Teachers should be carefully assessing if the AI generated content supports the first two teaching Standards.

1. Know students and how they learn

2. Know the content and how to teach it.

There are currently no tools that can reliably detect AI generated content and their output should not be used as evidence of student use of generative AI.

Stay up to date with training

The department requires all school staff to stay-up to date with mandatory training, such as cybersecurity, data breach response and child protection training. The department advocates for protection of personal information, including sensitive information.

Use effective prompting

Writing a clear and effective prompt can greatly improve the quality of output from generative AI tools, while also reducing errors or irrelevant responses. Provide clear roles and examples when creating a prompt, which involves defining a character and role for the AI tool, giving a clear task, providing examples and additional guidelines, specifying the type of output required, and including any extra phrases to improve the prompt. These steps help the AI model understand the task more accurately and produce results that meet the required specifications. See this article for an overview, or for training in prompting, see How to research and write using generative AI tools.

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Guidelines regarding use of generative AI (ChatGPT)

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These key principles will help you use generative AI, such as ChatGPT and DALL-E, safely, ethically and effectively.

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The Joy of Leadership Workshop Presentation

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The Joy of Leadership Workshop Presentation

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Met South West Conference Presentation Version (2)

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Using AI to support collaborative practices implementation guide

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Professional Learning for Improvement in Student Outcomes

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Professional Learning for Improvement in Student Outcomes

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Leading Collaboration for School Improvement

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Leading Collaboration for School Improvement

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ChatPDF is the fast and easy way to chat with any PDF, free and without sign-in. Talk to books, research papers, manuals, essays, legal contracts, whatever you have! The intelligence revolution is here, ChatGPT was just the beginning!

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Consensus is an AI academic search engine for peer-reviewed literature—your research OS for finding, organizing, and analyzing science 10x faster.

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Evaluative thinking is a disciplined approach to inquiry and reflective practice. It helps us to use good evidence to make sound judgements.

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Cognitive Load Theory In Practice - CESE

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Cognitive Load Theory In Practice - CESE

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High Impact Professional Learning to support student progress and achievement

The cycle of professional learning for principals, executive, teachers and non-school based teachers, which focuses on deepening teaching practice for ongoing growth in student learning, is underpinned by 5 elements outlined in the High Impact Professional Learning model.

The 5 HIPL elements are:

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What is high impact professional learning?

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The cycle of professional learning for principals, executive, teachers and non-school based teachers, which focuses on deepening teaching practice for ongoing growth in student learning, is underpinned by 5 elements outlined in the High Impact Professional Learning model. The 5 HIPL elements are:

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Planning Professional Development on ChatGPT

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Planning Professional Development on ChatGPT

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Planning Professional Development on ChatGPT

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In December 2022, I facilitated an informal workshop on the implications of artificial intelligence (AI) for what and how we teach. After showing a demo of , a social studies teacher, clearly frustrated by the potential for students to misuse the technology by plagiarizing, commented, "Why would they create this? It's like they loaded a gun and just left it there for any student to use." After showing the same demo a few weeks later, a special education teacher remarked, "This is a game changer! It's really going to help my struggling readers."

AI is creating unique challenges for schools and PD providers. From outrage to excitement, the release of ChatGPT-an AI chatbot with advanced language processing capabilities-is eliciting a range of powerful emotions from educators. Furthermore, AI is advancing at a breakneck speed, outpacing traditional forms of PD in which an expert offers advice during a beginning-of-the-year presentation.

Based on my experience as an instructional coach and workshop facilitator on student-centered technology, in order to address these challenges, we must update our model of PD to ensure educators 1) gain enduring insights on how to craft curriculum that is meaningful in the AI era, and 2) build the reflective capacity necessary to update their practices long after they attend a ChatGPT-inspired workshop.

PD providers must create spaces where educators can share their feelings about this disruptive technology, reflect on its implications, and collaboratively identify concrete steps to ensure their curriculum and policies continue to meet the needs of 21st century learners.

Here are the lessons I have learned so far for providing PD that acknowledges both the challenges and opportunities AI is creating in education today.

Prepare with Intentionality

Before or at the start of a workshop, ask participants to complete a brief survey like to learn more about their professional roles, level of familiarity with ChatGPT, and questions or concerns about its use. This information will allow you to strategically create groups and tailor your content to the needs of the educators in attendance.

Start by demonstrating in real-time what ChatGPT can do. More than any explanation of neural networks and large language models, seeing ChatGPT in action will help teachers begin to grapple with how disruptive the technology is. (If you're worried about ChatGPT's servers being overloaded during your workshop, make a screencast of demos beforehand.)

You can use your survey responses to demo ChatGPT prompts that align with the subjects taught by educators in attendance to help them see first-hand the implications of AI on their curriculum.

As just one example-here, tailored to the humanities-I asked ChatGPT to write an editorial:

If you want more ideas on how teachers can use ChatGPT to help design assessments, lessons, and writing supports check out these from the Teaching Channel.

Create Space to Process

Experiencing ChatGPT for the first time almost always generates strong emotions-and it's understandable that teachers who have painstakingly refined lesson plans over many years might initially fear AI.

Encouraging participants to share how they feel establishes a norm of valuing psychological safety and interpersonal risk-taking-two characteristics of highly successful teams, according to by Amy Edmondson, professor at Harvard Business School.

So, we first need to create a space where teachers' feelings about AI are validated in order to get to a place where they can begin to have thoughtful conversations about pedagogy.

Here is a sequence of questions I suggest educators discuss in small groups to help them process emotions, place advancements in AI in the appropriate context, feel secure by identifying curriculum they want to preserve, and, finally, explore how they might begin to shift instruction:

What was your initial reaction to the ChatGPT demo? Curious, frustrated, apprehensive, excited?

To what extent is ChatGPT similar to and different from earlier technological advancements such as Google Translate, WolframAlpha, Wikipedia, etc.?

What can AI now do that we still want students to learn and know how to do? How can we ensure students are, in fact, the ones doing the work?

What skills will be less important in a world of knowledge work aided by AI? Which skills are uniquely human and will therefore become increasingly rare and valuable? How should we shift our curriculum accordingly?

Provide a Lens

It can be tempting to simply give teachers a list of "dos and don'ts" for modifying assignments in the ChatGPT era-and it might even be a necessary Band-Aid if there isn't sufficient time for extended PD. Yet, this temporary fix robs teachers of the opportunity to build their reflective capacity for evaluating curriculum through an AI lens.

Since advances in AI will outpace the frequency with which states update learning standards, teachers must feel empowered to regularly refresh their curriculum while considering:

Do my assessments ensure students are truly engaging in high levels of learning?

Are the skills and content of this lesson still relevant in a world where AI is readily accessible?

To model this process, you can share an example of an assignment and lead a discussion on how educators could modify it by incorporating ChatGPT. For example, below is a discussion board assignment students in my high school economics class completed in the pre-ChatGPT era, circa August 2022:

After the facilitator provides a description of the assignment's purpose and context, educators in small groups could use a protocol like the following-modeled on the Examining Assessments protocol from the Center for Leadership & Educational Equity (aka the School Reform Initiative) - to assess and analyze potential modifications:

Protocol for Analyzing Assessments through an AI Lens

What do you see? Gather information about the assignment without judgment. What learning objectives is this assignment intended to assess?

Complete a part of the assignment. What are the strengths of this assignment?

If this assignment was completed by a student with access to ChatGPT, what would it tell us about what this student knows, understands, and is able to do?

How would you modify the assignment to ensure high levels of student learning were genuinely taking place?

After using a protocol like this one, here is how I modified the assignment in January 2023:

When you compare the assignment from August 2022 to January 2023, you will notice a few changes:

I asked students to identify and explain direct quotes from the reading instead of simply writing a definition of utilitarianism. This pushes students to do a closer reading and increases the likelihood that students did the work themselves.

Instead of asking students to summarize critiques of utilitarianism, I asked them to rank them and defend their ranking. Even if students used ChatGPT to generate the critiques, they would still have to evaluate the relative merit of each one themselves.

I asked students to use examples from our class discussion to ensure they were attentive (and because, to the best of my knowledge, ChatGPT wasn't listening to our conversations). This ensured that students truly understood and could apply the examples to support their position instead of dropping in examples AI generated for them.

After practicing modification on a sample assignment like the "Utilitarianism Reflection" in small groups, teachers can then take turns discussing a lesson of their own that they believe could be updated or enhanced with the use of AI. Intentionally creating groups with a mix of feelings toward and experience with ChatGPT can help teachers consider a range of differing perspectives. After they have discussed the assignments, ask each group to list the suggestions they offered. This will build a knowledge base that every participant can revisit and add to as they continue to try different strategies.

Build a Team

Technology is advancing too quickly for any one person to have all the answers. Nearly every member of the school community will be affected by AI and will need to consider shifts in curriculum, teaching methods, family involvement, and school policies.

To provide a more comprehensive approach to the wide-reaching disruption of AI, plan to conduct a series of workshops with various stakeholders to discuss:

Parents and Community Members

How can we partner with community members to learn how AI is changing their jobs and better understand the future of work?

Librarians

Administrators and School Leadership Teams

Technology Departments

How will we balance equitable access to new AI tools while complying with student protection laws? How can we leverage tools like ChatGPT to between students who have access to tutors and college-educated family members and those who don't? How will we stay current on new AI tools and educate colleagues about their capabilities? (Microsoft has already released ChatGPT-like features in Bing .)

A child born today will graduate from high school in the year 2040. No one knows exactly what schools and society will look like then, but one thing is certain: our students will live, learn, and work in ways that will forever be changed by AI. While the pace of advancements in AI presents real challenges for educators, it's also an opportunity to create schools where each student leaves with the knowledge, skills, and disposition to adapt and thrive in a rapidly changing world.

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Planning Professional Development on ChatGPT

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How to help educators feel heard, supported, and empowered to address the role of AI in education.

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AI and ChatGPT Tools and Articles from ASCD and ISTE

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International Society of Technology in Education research and courses

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International Society of Technology in Education research and courses

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AI and ChatGPT Tools and Articles from ASCD and ISTE

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Explore educational books, articles, blogs, and more from ASCD and ISTE about artificial intelligence and ChatGPT.

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Cognitive load theory: Research that teachers really need to understand

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This paper describes the research on cognitive load theory and
what it means for more effective teaching practice.

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Explore the layers of a learning progression in reading comprehension or mathematics using ACER’s Learning Progression Explorer.

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This QRG can be shared with teachers who have never accessed ChatGPT.

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This inaugural issue explores why critical and creative thinking skills, combined with deep subject matter knowledge, will be so crucial for today’s children to thrive in an increasingly complex world.

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This second issue of Future EDge focuses on ethical understanding, an important general capability in the Australian Curriculum and NSW syllabuses, and one which is critical to preparing students to become informed and thoughtful citizens who can respond to change and navigate complexity.

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Issue 3 - 'Teaching and technology'

The third issue of Future EDge considers the rewards and risks of bringing emerging technologies, including AI, into the classroom, and the importance of including students and teachers in conversations about using these technologies to support learning and teaching.

This issue includes a foreword by the Minister for Education and Early Childhood Learning,the Hon.Sarah Mitchell MLC, and features contributions from:

Associate Professor Erica Southgatefrom the University of Newcastle, who discusses the importance of teacher involvement in the design and implementation of AI in schools, and some potential benefits and risks of emerging technologies in classrooms.

Department SecretaryMark Scott, who reflects on an extraordinary year for students and teachers, why students must be at heart of technology use in the classroom and what the NSW AI strategy means for education.

Leading US data privacy experts Professor Evan Selingerand Amelia Vance from the Future of Privacy Foundation,who provide a practical guide to engaging students in learning about AI privacy and ethics, and highlight the importance of managing the risks of bringing AI into the classroom.

Professor Genevieve Bell and Dr Amy McLennan from the 3A Institute at the Australian National University, in conversation with recently retired department Deputy Secretary Leslie Loble, about how education should shape technology design, and how the education system can create and support the next generation of designers.

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The third issue of Future EDge considers the rewards and risks of bringing emerging technologies, including AI, into the classroom, and the importance of including students and teachers in conversations about using these technologies to support learning and teaching.

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Artificial Intelligence Ethics Policy | Digital.NSW

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The Artificial Intelligence Ethics Policy sets out five overarching principles that are designed to ensure best practice use of AI, focusing on trust, transparency, customer benefit, fairness, privacy and accountability.

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A Teacher's Prompt Guide to ChatGPT aligned with 'What Works Best'.pdf

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A Teacher's Prompt Guide to ChatGPT aligned with 'What Works Best'.pdf

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Note: Generative artificial intelligence (AI) tools are changing rapidly as will citation advice. We recommend checking this FAQ regularly.

Use of generative AI is not permitted in some subjects and some assignments. If unsure, you should confirm with your Subject Coordinator.

When you refer to content produced by generative AI tools, such as ChatGPT, you must acknowledge the source of information by citing it correctly.

As the source of information is not recoverable by the reader, describe the prompt (the question you asked) and / or content generated by AI in your writing and follow the reference format for a personal communication by providing all the details in-text. Include the name of the communicator/program (e.g. OpenAI ChatGPT) as the author and be as precise as you can with the date that you created it.

You do not need to provide a reference list, bibliography, or works cited entry.

You may like to consider including the generative AI output in an appendix or supplemental materials. If you require further information on the specific requirements for your assignment, please refer to your Learning Guide or contact your Subject Coordinator.
Examples APA 7
In-text citation format

(Author, personal communication, Month Day, Year)

Author (personal communication, Month Day, Year)

Example

A recent study (OpenAI ChatGPT, personal communication, January 16, 2023) showed that...

OpenAI ChatGPT (personal communication, January 16, 2023) indicated that...
Harvard WesternSydU
In-text citation format

(Author, personal communication, Day Month Year)

Author (personal communication, Day Month Year)

Example

A recent study (OpenAI ChatGPT, personal communication, 16 January 2023) showed that...

OpenAI ChatGPT (personal communication, 16 January 2023) indicated that...
MLA 8
In-text citation format

Example

A recent study (OpenAI ChatGPT) showed that...

OpenAI ChatGPT indicated that...
Vancouver
Include the nature and source of the information followed by 'unreferenced' in parentheses.

In-text citation format

(Author, Year Month Day; unreferenced)

Author (Year Month Day; unreferenced)

Example

A recent study (OpenAI Chat GPT, 2023 Jan 16; unreferenced) showed that...

OpenAI ChatGPT (2023 Jan 16; unreferenced) indicated that...
Chicago 17
Unpublished interviews or personal communications are only cited in footnotes. All details are provided in the footnote.

Footnote format

24. Author, type of communication, Month Day, Year.

Example

24. OpenAI ChatGPT, personal communication, January 16, 2023.
AGLC 4
Footnote format

ᶠᵒᵒᵗⁿᵒᵗᵉ ⁿᵘᵐᵇᵉʳ Output from program, creator to recipient, Day Month Year.

Example

¹ Output from ChatGPT, OpenAI to Bob Smith, 16 January 2023.

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How do I reference content from ChatGPT and other AI tools? - Library FAQs

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Note: Generative artificial intelligence (AI) tools are changing rapidly as will citation advice. We recommend checking this FAQ regularly. Use of generative AI is not permitted in some subjects and some assignments. If unsure, you should confirm with your Subject Coordinator.