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Overview of AI Literacy materials available

Kat C?

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Collection of Prompt librairies via Eric Curts

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Collection of Prompt librairies via Eric Curts

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AI chatbots are powerful tools to assist teachers and students. But as the name "chatbot" suggests, it is a two-way conversation, and what you say to them has a big impact on the quality of the response you get back.

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AI chatbots are powerful tools to assist teachers and students. But as the name "chatbot" suggests, it is a two-way conversation, and what ...

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National CyberDay '24 - Gibbly #1 What is Artificial intelligence

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By Dan Fitzpatrick (Author)

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With Emma Pass of EmpowerED EDU.

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Introducing AI to the Classroom: For Teachers

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Teachaid.ca - uses Alberta curriculum standards to create units & lessons

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Teachaid.ca - uses Alberta curriculum standards to create units & lessons

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Empower Yourself as an Educator

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Create customized teaching materials in minutes with TeachAid's AI suite, including lesson plans, assessments, interactive presentations, and learning activities.

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A PRPS favourite! Create leveled resources from an article, pdf/text or from scratch. Add Vocab lists, Quizzes at various thinking levels, and send directly to Google Forms or save in Docs or PDF.

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Large Language Model Prompting Guide from Code.org  + Khan Acad.

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Large Language Model Prompting Guide from Code.org  + Khan Acad.

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Large Language Model Prompts for Educators (AI101 branded)

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AI 101 for Teachers Large Language Model Prompting Guide

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The MLA's method for citing sources uses a template of core elements-standardized criteria that writers can use to evaluate sources and create works-cited-list entries based on that evaluation. That new technologies like ChatGPT emerge is a key reason why the MLA has adopted this approach to citation-to give writers flexibility to apply the style when they encounter new types of sources. In what follows, we offer recommendations for citing generative AI, defined as a tool that "can analyze or summarize content from a huge set of information, including web pages, books and other writing available on the internet, and use that data to create original new content" (Weed).

You should

cite a generative AI tool whenever you paraphrase, quote, or incorporate into your own work any content (whether text, image, data, or other) that was created by it

acknowledge all functional uses of the tool (like editing your prose or translating words) in a note, your text, or another suitable location

take care to vet the secondary sources it cites (see example 5 below for more details)

See below for specific examples. And keep in mind: the MLA template of core elements is meant to provide flexibility in citation. So if you find a rationale to modify these recommendations in your own citations, we encourage you to do so. We've opened this post up for commenting, so let us know what you think and how you're using and citing generative AI tools!

Using the MLA Template

Author

We do not recommend treating the AI tool as an author. This recommendation follows the policies developed by various publishers, including the MLA's journal PMLA.

Title of Source

Describe what was generated by the AI tool. This may involve including information about the prompt in the Title of Source element if you have not done so in the text.

Title of Container

Use the Title of Container element to name the AI tool (e.g., ChatGPT).

Version

Name the version of the AI tool as specifically as possible. For example, the examples in this post were developed using ChatGPT 3.5, which assigns a specific date to the version, so the Version element shows this version date.

Publisher

Name the company that made the tool.

Date

Give the date the content was generated.

Location

Give the general URL for the tool.

Example 1: Paraphrasing Text

Passage in Source

Paraphrased in Your Prose

While the green light in The Great Gatsby might be said to chiefly symbolize four main things: optimism, the unattainability of the American dream, greed, and covetousness ("Describe the symbolism"), arguably the most important-the one that ties all four themes together-is greed.

Works-Cited-List Entry

"Describe the symbolism of the green light in the book by F. Scott Fitzgerald" prompt. The Great Gatsby ChatGPT, 13 Feb. version, OpenAI, 8 Mar. 2023, chat.openai.com/chat.

Example 2: Quoting Text

Passage in Source

Quoted in Your Prose

When asked to describe the symbolism of the green light in The Great Gatsby, ChatGPT provided a summary about optimism, the unattainability of the American dream, greed, and covetousness. However, when further prompted to cite the source on which that summary was based, it noted that it lacked "the ability to conduct research or cite sources independently" but that it could "provide a list of scholarly sources related to the symbolism of the green light in The Great Gatsby " ("In 200 words").

Works-Cited-List Entry

"In 200 words, describe the symbolism of the green light in The Great Gatsby" follow-up prompt to list sources. ChatGPT, 13 Feb. version, OpenAI, 9 Mar. 2023, chat.openai.com/chat.

While we've provided fairly detailed descriptions of the prompts above, a more general one (e.g., Symbolism of the green light in The Great Gatsby prompt) could be used, since you are describing something that mimics a conversation, which could have various prompts along the way.

Example 3: Citing Creative Visual Works

If you are incorporating an AI-generated image in your work, you will likely need to create a caption for it following the guidelines in of the MLA Handbook. Use a description of the prompt, followed by the AI tool, version, and date created:

Fig. 1. "Pointillist painting of a sheep in a sunny field of blue flowers" prompt, DALL-E, version 2, OpenAI, 8 Mar. 2023, labs.openai.com/.

You can use this same information if you choose to create a works-cited-list entry instead of including the full citation in the caption (see MLA Handbook, sec. 1.7).

Example 4: Quoting Creative Textual Works

If you ask a generative AI tool to create a work, like a poem, how you cite it will depend on whether you assign a title to it. Let's say, for example, you ask ChatGPT to write a villanelle titled "The Sunflower" that-you guessed it!-describes a sunflower and then quote it in your text. Your works-cited-list entry might look like this:

"The Sunflower" villanelle about a sunflower. ChatGPT, 13 Feb. version, OpenAI, 8 Mar. 2023, chat.openai.com/chat.

If you did not title the work, incorporate part of or all of the first line into the description of the work in the Title of Source element:

"Upon the shore . . ." Shakespearean sonnet about seeing the ocean. ChatGPT, 13 Feb. version, OpenAI, 8 Mar. 2023, chat.openai.com/chat.

For guidance on using descriptions and text from the work itself in the Title of Source element, see the MLA Handbook, 5.28 and 5.29.

Example 5: Citing Secondary Sources Used by an AI Tool

You should also take care to vet the secondary sources cited by a generative AI tool-with the caveat that AI tools do not always cite sources or, when they do, do not always indicate precisely what a given source has contributed. If you cite an AI summary that includes sources and do not go on to consult those sources yourself, we recommend that you acknowledge secondary sources in your work.

For example, let's say that you ask Bing AI to explain the concept of the political unconscious, citing sources, and it provides the following answer:

Let's say that you then decide to quote from the final sentence. You need to click through to the source listed in the note in order to get more information than just a URL for the source. There, you will read the following:

Now, you can treat Oxford Reference as your source since Bing AI was merely a research conduit to the source (see MLA Handbook 5.34 for more information). If for some reason you want to treat a source cited in a generative AI tool as an indirect source-and you know it is, in fact, the source for the information provided by the AI, follow the guidance in section 6.77 of the MLA Handbook.

Note

1. At the time of writing this post, ChatGPT doesn't have a built-in feature to create a unique URL to the conversation. However, an outside tool like the Chrome extension ShareGPT can generate such a link. If you use that type of outside tool, include the unique URL that the tool generates instead of the general URL.

DALL-E allows users to download the AI-generated images they create or generate a publicly-available URL that leads to an image. If you choose to create a shareable link for an image you generate with DALL-E (or other similar AI image generators), include that unique URL that leads to the image instead of the general URL.

Works Cited

MLA Handbook. 9th ed., Modern Language Association of America, 2021. MLA Handbook Plus, 2021, mlahandbookplus.org/.

Weed, Julie. "Can ChatGPT Plan Your Vacation?" The New York Times, 16 Mar. 2023, www.nytimes.com/2023/03/16/travel/chatgpt-artificial-intelligence-travel-vacation.html.

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How do I cite generative AI in MLA style? | MLA Style Center

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The MLA's method for citing sources uses a template of core elements-standardized criteria that writers can use to evaluate sources and create works-cited-list entries based on that evaluation. That new technologies like ChatGPT emerge is a key reason why the MLA has adopted this approach to citation-to give writers flexibility to apply the style when ...

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GenAI Chatbot Prompt Library for Educators

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GenAI Chatbot Prompt Library for Educators

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We have a variety of prompts to help you lesson plan and do administrative tasks with GenAI chatbots like ChatGPT, Claude, Bard, and Perplexity.

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We have a variety of prompts to help you lesson plan and do administrative tasks with GenAI chatbots like ChatGPT, Claude, Bard, and Perplexity.

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Use AI to Create & Print Decodables based on your students' needs.

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Science of Reading decodables generated for each student and an AI tutor which gives students feedback as they read.

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This can help you write better AI prompts. Somewhat limited in the free version. A good place to learn about HOW to prompt.

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Enjoy unlimited access to ChatGPT 4 Turbo, Dall-E, Google Bard, Llama, Stable Diffusion, and more, all at no cost to you.

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https://richardjamesrogers.com/wp-content/uploads/2023/01/50_Awesome_Chat_GPT_Prompts.pdf

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Teacher time saving tools + student facing chatbots to increase individualization and personalization

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Techy ELA Teacher Holly Clark gives ideas for teaching ELA and other courses in an AI World.

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Sam Kary Twitter:
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The Ultimate Guide to Lesson Design with AI - The AI Infused Classroom

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Sam Kary Twitter: New EdTech Class Twitter YouTube: @newedtechclass Sam Kary is a Digital Media Literacy and Makerspace teacher with 15 years of experience as a classroom teacher, instructional coach, and education consultant. He founded New EdTech Classroom, a teacher-led organization dedicated to helping educators use technology to relevant, engaging, meaningful learning experiences.

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article: Here's how I used ChatGPT to assess student writing

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(article via Ditch That Textbook)

Educator Deborah Cleveland sees the potential for AI assistants like ChatGPT.

One place she really wanted to examine: assessing student writing.

So she did 10 interactions with ChatGPT to show how it can be our teaching assistant to help us grade.

Her interactions included:

🗣 Providing feedback on student writing

⚖️ Justifying grades on student writing

📋 Creating -- and using! -- a rubric to grade

✅ Adjusting ChatGPT's scoring criteria on the fly

See all of Deborah's interactions -- and judge ChatGPT's responses yourself!

Read: Here's how I used ChatGPT to assess student writing

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Can AI assistants like ChatGPT help us assess student writing in the classroom? This post shares a series of interactions with ChatGPT to provide feedback on student writing.

Deborah Cleveland is an Instructional Designer for AEA Learning Online, where she builds online professional development for educators throughout Iowa. You can find her on Twitter (@Dcleveland00) and on LinkedIn.

Time -- or lack of time -- is every educator's nemesis. There are so many things that need their attention and yet there is so little time.

However, in recent months, artificial intelligence -- specifically ChatGPT -- has exploded into our lives with the promise that it will save us time, help everyone be more efficient, and allow us to individually and collectively achieve more than we thought possible.

But is it true? Can AI deliver on its promise?

Let's find out.

To help us get a better handle on this and see if AI is really amazing as it sounds, I've decided to put it to the test. In this post, I'm going to look at how AI can help us assess student writing.
Essential Question: Can AI (ChatGPT) assist with grading student writing and providing meaningful and timely feedback?
Grading student writing and providing meaningful and timely feedback is important when it comes to helping students become better writers. It is especially challenging when you have between 25 and 150 pieces of writing to look at.

Below, I'll share the 10 interactions I had with ChatGPT in this conversation. You'll see the prompts I used and AI's response I copied the conversation. At the end, I'll reflect on the experience and share any lingering questions I still have.

Here are a few things to watch:

How it grades the writing prompts similarly/differently

The criteria it comes up with for a rubric

How it applies the rubric

How it adjust as I ask it to adjust

Let's dive in!

Interaction #1: General grading of writing assignment

Deborah: Can you grade this writing 3rd grade writing assignment*?
" There are many kinds of squids. The giant deep-sea squid can be longer than a city bus, and they are cousins of the octopus. A squid has a long body and ten arms. They live in the Caribbean. The Squid protects itself by hiding. A Squid can squirt out a blob of inky stuff. The inky blob may confuse hungry creatures. Its eggs come in handy because it surrounds itself with eggs and protects itself that way. Isn't this amazing that it can be camouflaged in one second? They hide by moving with jet propulsion. If a shark tries to attack a squid, it will shoot out ink so it confuses the shark and zips away. Remember about the eggs? This is something like it. They swim together to protect themselves. They squirt out dark liquid to hide themselves from enemies. They change their colors and patterns to blend in with their surroundings. Therefore you can see that the squid have many ways of hiding."
ChatGPT: As an AI language model, I can provide feedback on the writing assignment based on certain criteria, but please note that grading assignments typically involves subjective evaluation and requires human judgment. Here's an example of how an AI could provide feedback on this 3rd grade writing assignment:
Grading Feedback:

Organization (3/5): The writing has a clear topic sentence at the beginning, but the rest of the paragraphs lack clear transitions between ideas. Consider using transition words or phrases to help make the writing flow more smoothly.

Content (4/5): The writing includes relevant information about squids, such as their size, arms, habitat, and defense mechanisms. However, some details could be further explained or expanded upon for a more comprehensive description.

Grammar and Mechanics (3/5): There are several instances of errors in punctuation, capitalization, and verb tense. Review and revise for proper grammar and mechanics, including ending sentences with proper punctuation and using consistent verb tense throughout the writing.

Vocabulary (4/5): The writing includes appropriate vocabulary for a 3rd grade level, such as "squirt," "camouflaged," and "jet propulsion." Consider using more descriptive words and varied sentence structures to enhance the writing.

Overall Impression (4/5): The writing demonstrates a good understanding of the topic and includes relevant details about squids. With some improvements in organization, grammar and mechanics, and vocabulary usage, the writing could be more polished and effective in conveying idea

Note: The grading criteria and feedback provided by an AI may vary depending on the specific AI model and its programming, and it should be used as a reference only. It's always important to have a qualified human teacher or instructor review and provide feedback on student assignments to ensure accurate and comprehensive evaluation.

Interaction #2: Justification of scores

Deborah: How did you come up with these scores?

ChatGPT: As an AI language model, I do not have the ability to assign scores. The scores provided in the example grading feedback were purely fictional and included for illustrative purposes only. In a real-world scenario, the grading criteria and scores for a writing assignment would be determined by the teacher or instructor based on established rubrics, guidelines, and their professional judgment.

The example grading feedback was generated based on common criteria that may be used to evaluate a 3rd grade writing assignment, such as organization, content, grammar and mechanics, vocabulary, and overall impression. These criteria were applied in a subjective manner to provide feedback on potential areas of improvement in the given writing assignment. However, it's important to note that grading is a complex process that involves human judgment and may vary depending on the specific requirements and expectations set by the teacher or educational institution.

Interaction #3: Use of a rubric

Deborah: If I have you create a writing rubric for a 3rd grade sample, adjust it to meet my needs, can you use that to "grade" a piece of writing and provide the writer with feedback?

ChatGPT: As an AI language model, I can certainly help you create a writing rubric for a 3rd grade sample and provide feedback on a piece of writing based on that rubric. However, please note that the feedback generated by an AI should be used as a reference only and should not be considered a substitute for human evaluation and feedback.

Criteria:

Organization:

(Score 4) Writing has a clear introduction, body, and conclusion with appropriate use of paragraphs.

(Score 3) Writing has a clear introduction and conclusion, but may have some inconsistencies in paragraphing.

(Score 2) Writing has some attempt at organization, but lacks clear introduction, body, or conclusion.

(Score 1) Writing is disorganized and lacks clear structure.

Content:

(Score 4) Writing includes relevant details, facts, or examples that support the main idea.

(Score 3) Writing includes some relevant details, facts, or examples, but may lack consistency or specificity.

(Score 2) Writing includes limited or unrelated details, facts, or examples.

(Score 1) Writing lacks relevant content or is off-topic.

Grammar and Mechanics:

(Score 4) Writing demonstrates correct use of punctuation, capitalization, and verb tense.

(Score 3) Writing has some errors in punctuation, capitalization, or verb tense, but does not significantly impact readability.

(Score 2) Writing has frequent errors in punctuation, capitalization, or verb tense that may impact readability.

(Score 1) Writing has pervasive errors in punctuation, capitalization, or verb tense that significantly impact readability.

Vocabulary:

(Score 4) Writing uses a variety of age-appropriate vocabulary with precise word choices.

(Score 3) Writing uses some age-appropriate vocabulary, but may lack variety or precision.

(Score 2) Writing uses limited or basic vocabulary that may not be age-appropriate.

(Score 1) Writing lacks appropriate vocabulary or word choices.

Overall Impression:

(Score 4) Writing is engaging, well-crafted, and demonstrates strong effort and creativity.

(Score 3) Writing is generally engaging and shows effort, but may have some areas for improvement.

(Score 2) Writing is somewhat engaging, but lacks polish or effort.

(Score 1) Writing is not engaging, poorly crafted, or lacks effort.

Interaction #4: Creation of a rubric in a table

Deborah: Create the rubric you just described and put it in a table.

ChatGPT: Sure! Here's the same writing rubric for 3rd grade in a table format:

Using this table, you can assign scores to each criterion for a given piece of writing, and the AI can provide feedback based on the scores and criteria established in the rubric. Remember to use human judgment and expertise in conjunction with the AI-generated feedback for a comprehensive and accurate evaluation of student writing.

Interaction #5: Scoring student work with rubric

Deborah: Can you use this rubric to grade and provide comments to the learner about this writing sample:
"the giant deep-sea squid can be longer than a city bus, and they are cosins of the octopus. a squid has a long body and ten arms. They live in the Caribbean. The Squid protects itself by hiding. a Squid can squirt out a blob of inky stuff. The inky blob may confuse hungry creatures Its eggs come in handy because it surrounds itself with eggs and protects itself that way. Isn't this amasing that it can be camouflaged in one second They hide by moving with jet propulsion. If a shark tries to attack a squid, it will shoot out ink so it confuses the shark and zips away. Remember about the eggs this is something like it. They swim together to protect themselves. They squirt out dark liquid to hide themselves from enemies. They change their colors and patterns to blend in with their surroundings."
ChatGPT: Based on the rubric provided, here's an example of how the writing sample could be graded and feedback provided to the learner:

Overall Score: 12/20

Feedback:

Keep up the good work! Consider revising and editing your writing to improve the organization, clarity, and mechanics for a stronger and more effective composition.

Interaction #6: Scoring more student work

Deborah: Here is another student response can you use this rubric to grade and provide comments to the learner about this writing sample:
"There are many kinds of squids. The giant deep-sea squid can be longer than a city bus, and they are cousins of the octopus. A squid has a long body and ten arms. They live in the Caribbean. The Squid protects itself by hiding. A Squid can squirt out a blob of inky stuff. The inky blob may confuse hungry creatures. Its eggs come in handy because it surrounds itself with eggs and protects itself that way. Isn't this amazing that it can be camouflaged in one second? They hide by moving with jet propulsion. If a shark tries to attack a squid, it will shoot out ink so it confuses the shark and zips away. Remember about the eggs? This is something like it. They swim together to protect themselves. They squirt out dark liquid to hide themselves from enemies. They change their colors and patterns to blend in with their surroundings. Therefore you can see that the squid have many ways of hiding."
ChatGPT: Based on the rubric provided, here's an example of how the second writing sample could be graded and feedback provided to the learner:

Overall Score: 15/20

Feedback:

Great job! Your writing demonstrates a good understanding of the topic, and you've included relevant details to support your ideas. Keep practicing and refining your writing skills for continued improvement.

Interaction #7: Challenging AI scoring of student work

Deborah: I think the first sample had a much lower score for grammar and mechanics. There were several misspelled words, missing periods, and the first words of the sentences were not capitalized. Can you regrade the first sample and incorporate some of those errors into the feedback.

ChatGPT: You're right, I apologize for the oversight. Based on the errors in the first writing sample, here's an updated grading and feedback:

Overall Score: 8/20

Feedback:

Keep working on your writing skills and paying attention to grammar and mechanics to create more polished and effective pieces of writing.

Interaction #8: Adjusting grading system for student work

Deborah: Using this same attention to spelling and grammar provide scores and feedback for this text:
"There are many kinds of Squids. The giant deep-sea Squid can be longer than a city bus and they are cousins of the octopus. Squid have a long body and ten arms. They live in the Caribbean. The Squid protects it self by hiding. A Squid can squirt out a blob of inky stuff. The inky blob may confuse hungry creatures. Its eggs come in handy because it surrounds itself with eggs and protects itself that way. Isn't this amazing that it can be camouflaged in one second? They hide by moving in jet propulsion. If a shark tries to attack a Squid it will shoot out ink so it confuses the shark and zips away. Remember about the eggs? This is something like it. They swim together to protect themselves. They squirt out dark liquid to hide themselves from enemies. They change their color and patterns to blend in with their surroundings. Therefore you can see that the squid have many ways of hiding."
ChatGPT: Based on the errors in grammar and mechanics in the provided writing sample, here's the grading and feedback:

Overall Score: 12/20

Feedback:

Great job on the content and organization! Keep working on improving your grammar and mechanics skills to further enhance your writing.

Interaction #9: Highlighting errors identified by AI

Deborah: what grammar and mechanics errors do you see?

ChatGPT: Based on the provided writing sample, some of the grammar and mechanics errors include:

These are some of the grammar and mechanics errors that can be addressed through proofreading and editing to enhance the clarity and accuracy of the writing.

Interaction #10: Challenging AI grading

Deborah:I don't understand why it should be "squid protect". explain

ChatGPT: I apologize for the confusion. The correct verb tense to use in this case would be "Squid protects" because "Squid" is a singular noun, and in the present tense, singular nouns usually take the third person singular verb form. So, the sentence should read, "The Squid protects itself by hiding." to maintain subject-verb agreement. Thank you for bringing that to my attention.

Reflections:

Time: This whole interaction took me about 15 minutes, which is a decent amount of time when you consider how quickly a teacher could grade this individual writing assignment. However, part of that was me "training" the AI model to do what I wanted it to do by asking it questions. Now that the model knows what I want and I have better prompts to put in, I am certain I could speed this process up. Scaling ChatGPT for use would require a more developed workflow.

Observation 1: Early in the conversation, ChatGPT graded the assignment, but mentioned that grading assignments is subjective and should involve a human element or judgment. Oddly, when it stated its own limitations, that made me feel more at ease. (Interaction 1 & 3)

Observation 2: ChatGPT was able to examine specific text that I copied and pasted into it. When I altered the text, its responses changed. The fact that ChatGPT was able to tease out the nuances of what I was inputting is just mind blowing. (Interactions 1, 5, and 6)

Observation 3: In interaction #7 I disagreed with the score it gave in interaction #6 and I asked it to regrade and give it a lower score. It did just what I asked. The point here is that ChatGPT will do what it is asked. It doesn't need an explanation or a reason. While it is great to have something that listens and does what you ask, remember you get what you put in. If you have a bias and you ask ChatGPT to reflect that bias, it will.

Observation 4: Interactions #9 and #10 really get me excited! In #9 it points out a verb tense error and in #10 (with a little additional prompting) it explains the error. I love this because students can then see the error, but also get the "why?" so that, hopefully, in the future they don't make the error again.

Observation 5: I pulled this writing sample off of Achieve the Core. I was careful to make sure that this writing sample was free of any student identifiable information. As we wade into using AI or having our students use AI, it is really important to consider federal, state, district, and school policies when inputting student work into AI models like ChatGPT.

Final thoughts

Attempts like the one I modeled will leave you excited, motivated, flabbergasted, irritated, worried, and any probably 100 other emotions, but I think it is worth the rollercoaster ride. AI models like ChatGPT are going to change the world we live in and ultimately alter the reality that our students experience now and in their future. By embracing the challenges of AI and expanding their cognitive horizons, educators will enhance future generations' capacity to thrive in an AI-driven era.

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©2023 Ditch That Textbook by Matt Miller.

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Here's how I used ChatGPT to assess student writing

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Can AI assistants like ChatGPT help us assess student writing in the classroom? This post shares a series of interactions with ChatGPT to provide feedback

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AI 101 for Teachers: Transforming Learning with AI

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PRPS After School AI: Session 1 -Diffit.me

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Join us as we take a quick dive into a generative AI tool that is super helpful for teachers as we work with our diverse class make-ups. You will love Diffit...

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Open this site & scroll down for shifting perspective on "citing" AI to acknowledging AI use

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Open this site & scroll down for shifting perspective on "citing" AI to acknowledging AI use

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Open this site & scroll down for shifting perspective on "citing" AI to acknowledging AI use

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Student Guide for AI Use

AI-powered tools promise to enhance learning, but they also come with big risks. Our new quick guide graphic helps students understand how and when to use these tools wisely and responsibly.

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Student Guide for AI Use - AI for Education

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AI-powered tools promise to enhance learning, but they also come with big risks. Our new quick guide graphic helps students understand how and when to use these tools wisely and responsibly.

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For Students - AI Explore Board (via Matt Miller) 

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For Students - AI Explore Board (via Matt Miller) 

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If you want to edit the explore board to make it more personalized for your class you can do that too! Just click on the link below and click “use template” to create a copy for yourself.

🔗 make a copy and edit it for my class

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AI-assisted "everything" in education.

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An integrated lesson planning platform

All your tools in one place

Source It

The act of using a Large Language Model to write the basis for a generative educational resource. Generating content is only the first step.

Shape It

Look at generated content as a sculptor might a block of marble. Shape the raw material to suit your unique context. Use our suite of personalization tools to more deeply differentiate instruction.

Share It

Cultivate expertise and collaborate with other users. Share your educational resources with a community of practice to reuse, revise, remix, and redistribute to find what works best for students.

Take back your time. Master your craft.

Start teaching with Eduaide today.

1. Join us on Discord

Get help, ask questions, and interact with other Eduaide users and learn how they are using Eduaide.

2. Advisory Board

Learn more about our Advisory Board and how they are helping us build the best lesson planning platform for teachers.

3. Podcasts & Press

If you want to learn more about Eduaide, our philosophy, and our mission, check out our featured podcasts and press.

Copyright © 2024 Eduaide.Ai. LLC All Rights Reserved. Icons provided by Icons8. Site elements by Denys Koltovskyi - stock.adobe.com

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Eduaide.Ai is an AI-driven platform that helps educators create lesson plans, teaching resources, and assessments.

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AI 101 for Teachers: Ensuring a Responsible Approach to AI

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AI 101 for Teachers: Bringing AI to the Classroom

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Prompting (with ChatGPT) Gibbly #2 - (4min)

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Prompting (with ChatGPT) Gibbly #2 - (4min)

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National CyberDay '24 - Gibbly #2 Getting Started with ChatGPT

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No login. Great for littles.

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Turn your sketch into a refined image using AI

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Twee is the ultimate AI tool for teacher efficiency, and it’s currently free! Generate a whole slew of content and resources for you and your students. Twee offers the ability to:

Create questions for any YouTube video in just a few seconds

Generate dialogues, stories, letters or articles on any topic and for any level

Quickly create multiple choice questions, open questions, and True/False statements

Find interesting discussion questions, facts, and quotes by famous people related to the topic

Brainstorm vocabulary related to the topic and create fill-in-the-gap and open-the-brackets exercises

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Twee – Tweak your lessons with the power of AI

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🤯 Create questions for any YouTube video in just a few seconds😲 Generate dialogues, stories, letters or articles on any topic and for any level😱 Quickly create multiple choice questions, open questions, and True/False statements🤭 Find interesting discussion questions, facts, and quotes by famous people related to the topic🤩 Brainstorm vocabulary related to the topic and create fill-in-the-gap and open-the-brackets exercisesAnd much more!

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ChatTube is an AI Chrome extension that you’ll love. Install the extension and go to a YouTube video. It will present itself in the top right corner of the page. The first time you use it, it will ask you to login with Google, and once logged in, you can chat with any video. It gives you the ability to ask 15 questions, including requesting a summary or a transcript! I can see teachers using this AI tool to save time, create presentations, make outlines, and more.C

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ChatTube enables you to chat with any YouTube video - ask questions, get summaries, pinpoint key points and so much more!

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Whether you're a student, a third-grade teacher, a college professor, or a school administrator, this collection is designed with you in mind. No technical expertise required!

Our mission is to transform the way students, educators, and staff in K-12 and higher education institutions interact with generative AI technology like ChatGPT and Bing Chat. By using these prompts, staff can save time and work more efficiently, and students can explore new and exciting learning opportunities.

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Contribute to microsoft/prompts-for-edu development by creating an account on GitHub.

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ISTE TakingITglobal webinar  -Navigating the Generative AI Fontier

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ISTE TakingITglobal webinar  -Navigating the Generative AI Fontier

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If you go to the January 25th recording at this website and take the survey after you watch this video, you will receive ISTE membership (value of $95 USD) and 2 free EdTech books!

https://info.iste.org/en/takingitglobal

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Navigating the Generative AI Frontier in the Classroom

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Guidance for generative AI in education and research

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UNESCO’s first global guidance on GenAI in education aims to support countries to implement immediate actions, plan long-term policies and develop human capacity to ensure a human-centred vision of

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A3: To help other teachers leverage #AI to foster critical thinking me, @DanFitzTweets  and @WeinsteinEdu co-developed a framework to for #medialiteracy. 

ChatGPT doesn't have to mean plagiarism if we use these frameworks 

#AppleEDULeaderChat 
#AppleEDUCommunity
#AIClassroom

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A3: To help other teachers leverage #AI to foster critical thinking me, @DanFitzTweets  and @WeinsteinEdu co-developed a framework to for #medialiteracy. 

ChatGPT doesn't have to mean plagiarism if we use these frameworks 

#AppleEDULeaderChat 
#AppleEDUCommunity
#AIClassroom https://t.co/RItBxcjIeG

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A3: To help other teachers leverage #AI to foster critical thinking me, @DanFitzTweets and @WeinsteinEdu co-developed a framework to for #medialiteracy.

ChatGPT doesn't have to mean plagiarism if we use these frameworks #AppleEDULeaderChat #AppleEDUCommunity#AIClassroom pic.twitter.com/RItBxcjIeG
— Amanda Fox ✈️CURICON ✈️ATL✈️Texas✈️Dublin (@AmandaFoxSTEM) March 10, 2023

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A3: To help other teachers leverage #AI to foster critical thinking me, @DanFitzTweets  and @WeinsteinEdu co-developed a framework to for #medialiteracy. 

ChatGPT doesn't have to mean plagiarism if we use these frameworks 

#AppleEDULeaderChat 
#AppleEDUCommunity
#AIClassroom https://t.co/RItBxcjIeG

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A3: To help other teachers leverage #AI to foster critical thinking me, @DanFitzTweets  and @WeinsteinEdu co-developed a framework to for #medialiteracy. 

ChatGPT doesn't have to mean plagiarism if we use these frameworks 

#AppleEDULeaderChat 
#AppleEDUCommunity
#AIClassroom https://t.co/RItBxcjIeG

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A3: To help other teachers leverage #AI to foster critical thinking me, @DanFitzTweets  and @WeinsteinEdu co-developed a framework to for #medialiteracy. 

ChatGPT doesn't have to mean plagiarism if we use these frameworks 

#AppleEDULeaderChat 
#AppleEDUCommunity
#AIClassroom

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From Dan Fitzpatrick's AI Classroom

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PRPS After School AI: Session 2 - MagicSchool.ai

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Join us as we take a quick dive into a generative AI tool that is super helpful for teachers. This time we will take a look at https://app.magicschool.ai/ wh...

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Teachers: Follow These Experts To Learn AI

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Via Tom Mullaney

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Before using AI in K-12 classrooms, teachers, administrators, and district leaders should understand what AI is and is not. Implementing AI apps without a solid foundational understanding does not serve students. But who to turn to for critical analysis of AI instead of hype?

Following these experts has helped me understand AI. Their work has influenced my posts about using a chatbot as a guest speaker and the 100% ethical AI app. With one exception, these are experts on AI, not K-12 education. Get clarity on AI, then think about using it in the classroom.

This list has none of the three B's. That means:

These experts often speak about the ethical concerns of AI. Neither "an AI apocalypse" nor "student cheating" come up when they address AI ethical concerns.

With that, let's meet the experts. Please follow them.

Timnit Gebru

Scientist and AI ethicist Dr. Timnit Gebru was the co-head of Google's AI Ethics team until she co-authored a paper Google objected to. The paper, On the Dangers of Stochastic Parrots: Can Language Models Be Too Big?🦜 (opens PDF), argued that Large Language Models such as ChatGPT and Gemini amplify bias and environmental racism. Two of Gebru's co-authors are on this list. Anyone interested in AI should read their work.

She is now the Founder and Executive Director of the Distributed AI Research Institute (DAIR) and the founder of Black in AI, a community of Black researchers working in AI.

Here is Gebru's TEDx talk about AI and marginalized communities.

Margaret Mitchell

Mitchell makes sense of Gemini's recent problems in her Time Magazine piece, Ethical AI Isn't to Blame for Google's Gemini Debacle.

Here is a TED talk Mitchell gave about AI while still at Google.

Emily Bender

Dr. Emily Bender is a computational linguist and Linguistics Professor at the University of Washington.

Bender co-authored a 2022 research paper, Situating Search (opens PDF), which argued that Large Language Models (LLMs) are not a search tool.

Bender is a co-author of the Stochastic Parrots paper. According to a profile of Bender in New York Magazine, "A stochastic parrot (coinage Bender's) is an entity "for haphazardly stitching together sequences of linguistic forms ... according to probabilistic information about how they combine, but without any reference to meaning." "Stochastic Parrots" is an easy way to remember what LLMs do. Anyone interested in AI should read the profile.

At 11:45 of this episode of the Tomayto Tomahto podcast, she said, "The issues and dangers that we identified [in the Stochastic Parrots paper] have not been addressed."

Here, Bender spoke about interacting with chatbots.

In this video, Bender and Mitchell talk about data sets and bias.

This is OpenAI CEO Sam Altman's response to the term "Stochastic Parrots."

As someone who wrote on March 9, 2020, "The fears over Coronavirus may be more hype than substance," I should probably not throw stones at someone for saying something so incorrect. At least mine didn't denigrate all of humanity.

Alex Hanna

Hanna talks about algorithmic bias and AI in this video.

Joy Buolamwini

In an interview, Buolamwini said, "We can address algorithms of exploitation by establishing creative rights that uphold the four C's: consent, compensation, control, and credit. Artists should be paid fairly for their valuable content and control whether or how their work is used from the beginning, not as an afterthought."

Buolamwini shared an approach all schools should take when evaluating AI apps: "We continue to ask questions that go beyond hype or doom and ask if the AI systems being adopted in our schools, workplaces, and hospitals actually deliver what they promise."

Watch Buolamwini's TED talk to learn about algorithmic bias.

"We continue to ask questions that go beyond hype or doom and ask if the AI systems being adopted in our schools, workplaces, and hospitals actually deliver what they promise."Dr. Joy Buolamwini, 'Unmasking AI' and the Fight for Algorithmic Justice
A conversation with Dr. Joy Buolamwini, By Nabiha Syed, The Markup, November 18, 2023

Here Buolamwini delivers her poem, "AI, Ain't I A Woman?"

Sasha Luccioni

Dr. Sasha Luccioni is a scientist and AI researcher. She and Dr. Mitchell are two of the writers of an interesting post about AI watermarking - the practice of labeling synthetic content.

In Luccioni's TED talk, she addressed the actual harms of AI. Neither "students cheating" nor "AI taking over the world" is among them.

Meredith Broussard

In this video, Broussard spoke about what AI is and how that is related to intelligence.

Luiza Jarovsky

Luiza Jarovsky is a lawyer and CEO of Implement Privacy who focuses on AI and privacy.

Jarovsky said something about writing and generative AI that resonates: "If you have something to say, say it...If you don't have anything to say, don't stuff it with AI-generated text." She was referring to LinkedIn comments, but to me, that quote applies to all writing.

Gary Marcus

In this TED Talk, Marcus spoke about how he loves AI, but is worried about its direction and risks.

Paris Marx

Dan Meyer

Dan Meyer is the only expert on this list with a K-12 background. His Math-focused Substack critically examines educational technology. His thoughts on AI in the classroom are sober and informed. As the excitement about AI in education grew, Meyer retained his critical lens. For samples of the wisdom Meyer brings to the conversation about AI in education, please read his posts, Happy 60th Birthday, ChatGPT!, Khanmigo Doesn't Love Kids, and Generative AI Asks Teachers to Eat Scraps From the Table.

Essential Resources

Here are resources you can use to learn about AI from the experts:

Continuing The Conversation

What do you think? Whose insight do you turn to understand AI? Comment below or Tweet me at @TomEMullaney.

Does your school or conference need a tech-forward educator who critically evaluates AI? Reach out on Twitter or email mistermullaney@gmail.com.

Blog Post Image: The blog post image is a mashup of three images. The background is Education and reading concept by Sensay on Adobe Stock. The books and lightblub icon is 3d minimal self-development concept by peerapong on Adobe Stock. The robot is White male cyborg thinking and touching his head 3D rendering by sdecoret on Adobe Stock.

AI Disclosure:

I wrote this blog post without the use of any generative AI. That means:

I developed the idea for the post without using generative AI.

I wrote an outline for this post without the assistance of generative AI.

I wrote the post from the outline without the use of generative AI.

I edited this post without the assistance of any generative AI. I used Grammarly to assist in editing the post. I have Grammarly GO turned off.

I did not use any WordPress AI features to write this post.

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Teachers: Follow These Experts To Learn AI

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Before using AI in K-12 classrooms, teachers, administrators, and district leaders should understand what AI is and is not. Implementing AI apps without a solid foundational understanding does not serve students. But who to turn to for critical analysis of AI instead of hype? Following these experts has helped me understand AI.

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

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

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via @herfteducator

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

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Getting Started w ChatGPT: A step-by-step guide

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Getting Started w ChatGPT: A step-by-step guide

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A step-by-step guide to getting started with ChatGPT.pdf

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AI 4 ALL - Premade lessons ABOUT AI for high school students

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AI 4 ALL - Premade lessons ABOUT AI for high school students

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This expanding website has pre-made lessons that help teach students about vaious facets of AI.

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AI will change the world. Who will change AI?

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Level up Classroom AI - Gibbly #3 (4min) 

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Level up Classroom AI - Gibbly #3 (4min) 

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National CyberDay '24 - Gibbly #3 Leveling up the Classroom

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Large Language Models (LLMs) AI Explained by Common Craft (VIDEO)

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Explained by Common Craft

Artificial intelligence tools, like ChatGPT, can generate original responses to human questions and commands. Behind the scenes, these tools depend on a Large Language Model or LLM. This video explains how LLMs help AI generate responses with human-like qualities.

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Large Language Models (LLMs) AI Explained by Common Craft (VIDEO)

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Artificial intelligence tools, like ChatGPT, can generate original responses to human questions and commands. Behind the scenes, these tools depend on a Large Language Model or LLM. This video explains how LLMs help AI generate responses with human-like qualities.

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This article contains a nice comparison chart of some well known AI lesson plan generators

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One of the most tedious tasks a teacher endures is lesson plan creation. Some draconian school districts make teachers turn in lesson plans. It's such a contentious issue that school unions make it a plank in their platform. What if you could turn this tedious task into a fun exploration of the possible? Now, with AI-powered lesson plan generators, that's easy to do. Let's explore my top five lesson plan generators.

Have you read the blog entry, Prompts for Lesson Planning with ChatGPT?Get access to an editable prompt template and a variety of prompts for several content areas.

A Quick Checklist

Wish you had a checklist to assess these AI lesson plan generators? Here's a checklist I came up with that outlines what I'm looking for in these tools. You may be looking for something different, so feel free to customize the checklist for your own use.

Checklist items on my list include:

No account creation necessary. Who wants to create yet another account?

Single sign-on (SSO). If login is required, will it allow me to sync up to Google or Microsoft?

Copy and paste. Is it easy to copy the lesson plan format to another doc or platform (e.g. Google Docs, MS Word, etc.)?

TEKS alignment. Does this lesson plan document sync with state or national standards?

Lesson plan format. Is the generated lesson plan organized into elements included in traditional lesson formats?

Many lesson plan formats follow Madeline Hunter's lesson elements. You might expect to see some of these elements in the lesson plans AI tools can generate.

AI Prompt

When possible, I used a prompt similar to the one that appears below to test each of these AI lesson plan generators:

Write a lesson plan for Texas sixth grade classroom that addresses the following TEKS:

The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and/or globes. The student is expected to:

(A) identify and explain the geographic factors responsible for patterns of population in places and regions;

(B) explain ways in which human migration influences the character of places and regions;

(C) identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions; and

(D) identify the location of major world countries for each of the world regions.

While a bit long, it worked quite well in some instances. In others, it wasn't even an option. You can see the results of the lesson plan generators in this Google Doc. The verdict? did the best of them all.

This free AI-powered website is easy to use and the interface is straightforward, as you can see below:

One distinguishing feature? The use of a Bloom's Taxonomy Selection showcases a variety of verbs:

The website makes it easy to copy your lesson plan into your device's clipboard. At that point, you can paste it into a word processor for further editing/revision. The history, civics, and geography subjects are limited to India, so you won't get US-relevant lessons for those. Science, math, and English are other topics available.

A little bit more robust than the option above, you can see examples for all grade levels (K-12). In order to see the full lesson plan, you must create an account, but you can create an account using a Google login or sign up via email.

As you might expect, ChatGPT does a nice job generating lesson plans. One of the best features of ChatGPT, aside from ease of use, is how it groups activities and offers a time range for each.

For example, a "locating Major Historical and Contemporary Societies" activity takes about 15 minutes. You can see some of the key expectations below:
Locating Major Historical and Contemporary Societies (15 minutes)

Distribute world maps and globes to the students.

Review latitude and longitude and how they are used to determine absolute location.

Teach the students how to locate various major historical and contemporary societies on the maps and globes.

Have the students practice locating and labeling these societies on their own.

One problem with the ChatGPT lesson plans is that they may mention handouts, templates, and worksheets without providing them to you. Of course, you can find a variety of worksheets (e.g. latitude and longitude handout) online. See my full prompt and what ChatGPT generated.

And, again, be sure to check out this blog entry on lesson plan prompts for ChatGPT.

This AI works quite well. You can attach up to five files of 100 mb each, including PDF and TXT. When asked to generate a lesson plan, what it came up with actually referenced specific TEKS. Claude divided the lesson plan in these ways:

While it could have provided a little more information on assessments, it's an easy item to follow-up on. I prompted Claude.ai with this:

Come up with two exit ticket sets of questions that address these TEKS:

6.2A - Locate various major historical and contemporary societies on maps and globes using latitude and longitude to determine absolute location

6.2B - Identify and explain geographic factors responsible for patterns of population in places and regions

6.2C - Explain ways human migration influences the character of places and regions

6.2D - Identify and explain factors responsible for the location of economic activities in places and regions

6.2E - Draw sketch maps that illustrate various places and regions

And, it generated the following:
Exit Ticket Set 1

1. Using latitude and longitude, locate two major societies on a world map. (6.2A)

2. Explain two geographic factors that lead to population patterns in Asia. (6.2B)

3. How has migration from rural to urban areas influenced the character of cities? Explain. (6.2C)

4. What are two factors that determine where manufacturing facilities are located? (6.2D)

Exit Ticket Set 2

1. Label the following items on a world map: The Sahara Desert, Mount Everest, Rio de Janeiro, Cairo. (6.2A)

2. How does access to fresh water impact population patterns? Explain. (6.2B)

3. Give one example of how immigration has shaped the culture of a place or region. (6.2C)

4. Why are major seaports often located where they are? What geographic factors determine their location? (6.2D)

5. Draw a simple sketch map of Europe, labeling at least 5 countries. (6.2E)

Again, what I like about this is how Claude labeled the items. It tied each exit ticket question to a specific TEKS.

The AutoClassmate website offers some great AI-powered tools. They describe their service in this way:

The Auto Classmate AI-Powered Lesson Plan Generator will enable you to create a highly-customizable, editable, and unique Lesson Plan to implement in your classroom.

The Lesson Plan Generator allows you to easily align your lesson plan with state standards with the click of a button. Powered by OpenAI's GPT-4, this lesson planning tool will revolutionize the way you create content for your classroom.

After using our AI Lesson Planning tool, you will also be able to have conversations about your lesson plan with our AI-Powered Instructional Coach Chatbot.

As you can see, it offers the ability to align lessons to state standards. You can see what the GPT-3.5 version comes up with. The GPT-4 version requires an account, and pricing is $10 a month.

Other Lesson Plan Generators

More lesson plan generators are appearing every single day. Here are a few more teacher-recommended AI lesson plan generators for your consideration.

Please be aware that they may have free trials but could cost money for extended usage.

You can continue to track available tools via the chatGPT for Teachers Facebook group. A few other groups to explore include ChatGPT and AI for Educators, AI Tools for Education, ChatGPT Teachers: AI Tips and Tricks for Educators. Which AI lesson plan generator will you try first?

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Lesson planning can be a very time-consuming task for teachers. Explore five AI lesson plan generators that can make planning go faster!

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PRPS After School AI: Session 3 - Curipod

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Join your instructional coaches for another quick dive into one of our favourite AI tools. Catch us live or watch the recording later.

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PRPS After School AI: Session 4 -Canva Magic Images

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Join us as we take a quick dive into a generative AI tool that helps us to create images. Canva's magic image tool is free if you have a Canva for EDU accou...

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These products can be used in many different ways, and are also called "foundation models." This category includes products like generative AI, such as chatbots and products that create images from text inputs, translation tools, or computer vision models that can examine images and detect objects like logos, flowers, dogs, or buildings.

These products are built for a specific purpose, but they aren't specifically designed for kids or education. Examples of this category include automated recommendations in your favorite streaming app, or the way an app sorts the faces in a group of photos so you can find pictures of your niece at a wedding.

This category is a subset of Applied Use products, and it covers products specifically built for use by kids and teens, either at home or in school. This category also includes education products designed for teachers or administrators (such as a virtual assistant for teachers) that are ultimately intended to benefit students in some way.

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Common Sense Media's Artificial Intelligence initiative aims to help parents, educators, and policymakers understand the impact of AI on our kids through AI product ratings & reviews, AI literacy curricula, original research, and more.

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When ChatGPT was released in November 2022, teachers and schools were reeling with the implications of this powerful new AI tool.

This AI assistant - and other AI assistants like it - are capable of answering questions, writing essays, explaining ideas, answering questions, and more.

It caused us to ask lots of questions.

We wondered about cheating. Are students going to use this to cheat? But ... is it cheating if everyone has access to it and it's a commonly used tool? What do we consider cheating anymore?

We wondered about how it would change classwork students have done for decades - and how to use it to plan lessons.

We wondered how it would change the classroom. The school. The teaching profession.

We're still wondering about all of this.

The shock factor has subsided a little. We've had a little time to acquaint ourselves with these AI assistants - as well as other AI-driven tools.

Now, we're on to the next tier of questions. We're trying to understand the place of AI in schools and classrooms. We're trying to create policy - for classrooms, for districts, for education as a whole.

What are some of the essential AI discussions that schools need to address?

Here are 10 important ones that can get the conversation going.

1. What AI-related student behavior do we want to avoid?

This is where the minds of many of us go first - and rightfully so. If we're in charge of teaching and learning (or supporting those who teach and learn), we want to preserve the learning of our human students. We want them to think. We still want them to develop skills. We need to prepare them for the future world to be good employees, good friends and family members, good citizens.

To do that, we need to establish some guardrails - the kind on highways and roads that keep cars where they can operate safely. But before we do that, let's ask ourselves a crucial question. Do these guardrails support students' ability to thrive in a future that includes AI - or do those guardrails support a current construct that makes us feel safe and comfortable? Just remember ... guardrails don't help anyone if they block us from where we need to go.

2. How can - and should - students use AI responsibly?

When we start the conversation about AI in schools, many of us want to go first to what we think students shouldn't do. It's understandable - and natural to protect what we think will be best for our students. But this is only one side of the conversation.

We can't just create rules and punishments for what we don't want students to do. We need to provide guidance on how AI can be used responsibly. Because, let's be honest. It can be used responsibly! Many of us in education are thrilled at the support and efficiency AI gives us - and the time it'll save us. It's a game changer for us as educators - and it should be a game changer for students, too!

(We also have to recognize that whether we're advocating it or using it in classrooms, students are probably using it - whether they're of age to use it or not!)

Let's provide a vision of how AI can be used responsibly, ethically and justifiably in a classroom context (and, in turn, a real world context). If you work with students long enough, you learn that an over-emphasis on rules and punishments lead to students poking holes in the rules - and trying to find loopholes for the punishments. When we don't share how AI can be used responsibly, we leave a vaccuum - and in a vaccuum, it's the students who are left to decide if something is responsible. That's a tough spot for a child or adolescent choosing between doing the work and finding an easy way out. Let's discuss and model how AI should be used instead of focusing solely on how it shouldn't be used.

3. What skills - in general and AI-related - will students need to prepare for their future?

This is a tough question to answer because it involves forecasting the future. Truthfully, we really don't know yet what skills students will need to prepare them for the future. But we can make some pretty good predictions.

Try this thought activity: Ask yourself, "What does AI make possible today?" Then, follow that up with a series of "What will it be able to do tomorrow? And after that? And after that?" Create a digital (or paper) flowchart, letting your mind hover on each stop to really consider what might come next. You might surprise yourself at your results.

If you'd rather leave the predictions to the AI futurists, there are tons of them online whose mission is to make guesses about what the next 5, 10, or 20 years will look like.

We look at all of this evidence with a discerning eye and a focus on how this applies to what we teach, how our students learn, and what we're preparing our students for.

4. Is any of our classwork focused on skills (or activities) that are becoming obsolete?

Don't worry. This question isn't going to imply that all classwork and instruction we've ever done is suddenly obsolete. Lots of quality classroom practices still prepare students' minds - and their skills and abilities - for the future of work. But as things change, some of them won't. Over time, we should examine our teaching practices to make sure they're still relevant to our students' future.

Let's take the essay for example. Now, large language models (LLMs) can write reasonable essays in seconds. (I know, English teachers, and I agree ... they're not superb essays. Just reasonable. But they'll get better with time.) If we want students to continue to write traditional essays as they have for decades (or longer), we need to consider relevance. How do the skills needed to write an essay serve students in their future - in 5, 10, or 20 years? Why are we using an essay as an evaluative task - and what do we gain from it as teachers?

I'm not saying the essay is dead. We just need to go back to the fundamentals to remind ourselves why we're assigning it - and refocus on the benefits it brings our students. (And, of course, this goes for other classwork beyond essays.)

5. Is there a double standard between how we're using AI as adults and what we expect from students?

I've seen teachers glow about the time AI can save them and the ideas it provides - and, in the next breath, criticize students who might use it in the same way. Sure, we're adults. And yes, we have more life experience and education than our students. But, for our students' sake, we have to protect ourselves - and them - from "that's the way we've always done it" thinking.

An example: A teacher told me she didn't want students to use AI as a writing aid because they haven't developed their writing skills yet - as she had. This statement didn't sit well with me. It feels a bit like saying a kid should read the whole instruction manual of a video game before they go play it. This never happens, though! They learn the game as they play it.

I hope we're careful with the line of thinking that students aren't ready to use AI because of a lack of prerequisite skills. It's dangerous ground. It runs the risk of being a quiet way of preserving a comfortable status quo in our teaching (that might not be relevant anymore).

6. How could the use of AI be harmful for students?

So far, you could argue that this post has been very pro-AI and its place in schools and the classroom. (And that would probably be a fair assessment.) Even though it's a big part of our students' future, we have to recognize that it presents some dangers. It's our job to mitigate some of the risk those dangers pose. We can't completely eliminate those risks - and to do so would fail to prepare students for a world in which AI plays a big part. But we can mitigate some of the risk.

For example, responses created by AI models can be inaccurate - and those inaccuracies can create misunderstandings that could follow our students their whole lives. AI models demonstrate bias - based on gender, race, location, age, and other factors - and those biases can impact students' worldviews whether they realize it or not. It poses privacy issues related to information collected - and how that information is used.

Because there are potential dangers and risks, that's not to say that we should immediately ban and discourage using AI in any form. Let's be honest. Life is risky. Whenever we drive an automobile, there's danger of injury from accident, danger to the environment from pollution, etc. But when we weigh the benefits against the risks, most of us are willing to drive automobiles. We should weigh the benefits against the risks - and we should also encourage our students to weigh them, too.

7. How could it be harmful if students don't use AI?

You might consider two types of errors in this world - errors of commission and errors of omission. Errors of commission are errors made while doing something. Errors of omission are committed when we don't do anything. It's easy to consider all of the concerns when it comes to using AI in schools and classrooms. But we also must consider what happens if we don't use it at all.

Let's imagine a student who's 10 years old today. In eight years, this student will graduate high school. Four years later, she will graduate college/university. What disadvantages will she face if she has no experience with AI - and the benefits and advantages it brings - when she enters higher education or the workforce? She might use AI irresponsibly and suffer the consequences, being punished at school or at work. Or she might not know how to use it at all, struggling to gain an advantage against her peers - or to simply do her work efficiently and effectively enough to keep pace.

Of course, this isn't a carte blanche suggestion to promote any and all use of AI in classrooms and schools. It's up to us (and to our students) to decide what's in their best interest. But if our students don't learn anything about the place of AI in work, in learning, and in life, they'll likely suffer the consequences once they leave the confines of the school.

8. What's our stance on AI detectors and their place in teaching?

As AI assistants like ChatGPT began to spread, the cry from teachers was clear: "Is there a detector I can use to know if my students used AI to do their work?" The answer is a clear "yes but." Yes, lots of those tools are readily available online these days - and you can use many of them for free.

Here's the "but." Most of them are wildly inaccurate. They're prone to say that AI-created text was written by a human. They'll also say that human-created text was written by AI. This fact alone should encourage us to be very, very careful in deciding their place in the classroom.

Concern #1: Consider that a student writes an essay himself and turns it in - and an AI detector tells you a majority of it was generated by AI. What happens if you accuse that student of cheating and he has indeed done all of the work himself? Think of the potential damage to student-teacher relationships it could create - and the cold academic culture it could create as word spreads.

Concern #2: Accusing a student of "cheating with AI" can be very unclear, messy, gray area. What, exactly, constitutes cheating with AI? On the polar ends of the "using AI vs. using the human brain" spectrum, the judgments are easy. We don't like when students use AI to completely avoid thinking and skill development (see: copy/paste AI responses). We like when students do lots of the thinking and skill development with their own brains. But there's lots of gray area in the middle. What if they ask AI for ideas to help them with their work? What if they ask AI for feedback? What if they generate a passage of text with AI and edit/adjust it to their liking? You might see some of these examples as responsible and others as responsible. But when there's a lack of transparency and students don't know, accusing them unspecifically of "cheating with AI" can be harmful.

The most beneficial use of AI detectors I've seen so far is to start a conversation. Sometimes, a student's writing doesn't read like their usual writing. Sometimes, something's amiss and you want to investigate. (Sometimes, the student's writing includes the phrase "as a large language AI model, I'm unable to ..." and you know something's up.) When that happens, you might show a student your concerns and discuss the root of the issue - and how you can work together to resolve it.

9. Are we comfortable with the practices of the AI companies and tools we're using?

Many of the points above make a big, big assumption. They assume that, by using these AI tools, we implicitly agree with the way the companies that create them do business. That doesn't have to be the case. If we have concerns about the fundamental way these AI tools and businesses are constructed, we might choose not to use them.

Case in point: AI image generators. Use text to describe an image you'd like, and they'll create it. (Granted, some tools create better results than others.) But how do those image generators learn how to create images? They have lots of images in their dataset, the library that they're trained on. And how did those images get into that dataset? Not by permission of the creators, who own the rights to those images.

In essence, image generators learn how to create images through intellectual property to which they haven't been given permission. If we ask an image generator to create art in the style of a contemporary visual artist who's still alive, it's doing so for free - without any compensation to the artist who created the images the AI learned from. In a way, it's intellectual property theft.

The same goes for AI assistants based on large language models. Case in point: me. I've published hundreds of articles at Ditch That Textbook on teaching with technology. I'm sure some or all of my work is in the dataset of AI assistants. Their product thrives because of people like me, but I'm not compensated in any way.

Some people aren't comfortable with that - or other concerns, like bias or the potential harm that bad actors could create with AI - so they won't use them.

10. How will we get and share new ideas to evolve our practice forward?

We're still trying to figure out the place artificial intelligence should have in learning, in the classroom, and in schools. Our best hope to figure out what works - and what doesn't - so we can evolve our practice is through collaboration and sharing.

How might we do that? When educators share with co-workers across the hallway - or across the district. When educators share their best ideas - and lessons learned from their failures - online through blogs, social media, and video. When educators attend conferences and get-togethers to hear people in other districts and other states - and those with fresh perspectives and new ideas.

Want to get up to speed quickly? Find a pipeline of new ideas and perspectives. (Of course, I think the Ditch That Textbook newsletter is one of the best sources for this. You can subscribe for free here.) Be willing to share what works for you - and to listen to what works for others. Our very best hope is to work together.

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10 AI discussions schools should have now

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When ChatGPT was released in November 2022, teachers and schools were reeling with the implications of this powerful new AI tool. This AI assistant -

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PRPS After School AI: Session 5 - Project Read

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Nov 22. Join us as we take a quick dive into a generative AI tool that is super helpful for teachers as we work with our diverse class make-ups. We will do a...

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PRPS After School AI: Session 6 -SchoolAI

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SchoolAi.com has many of the “teacher time saver” tools that have recently become popular, BUT it can also totally personalize and individualize learning for…

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Aiding Creativity: Students can harness generative AI to spark creativity across diverse subjects, including writing, visual arts, and music composition.

Collaboration: Generative AI tools can partner with students in group projects by contributing concepts, supplying research support, and identifying relationships between varied information.

Communication: AI can offer students real-time translation, personalized language exercises, and interactive dialogue simulations.

Content Creation and Enhancement: AI can help generate personalized study materials, summaries, quizzes, and visual aids, help students organize thoughts and content, and help review content.

Teacher Support

Assessment Design and Analysis: In addition to enhancing assessment design by creating questions and providing standardized feedback on common mistakes, AI can conduct diagnostic assessments to identify gaps in knowledge or skills and enable rich performance assessments. Teachers will ultimately be responsible for evaluation, feedback, and grading, including determining and assessing the usefulness of AI in supporting their grading work. AI will not be solely responsible for grading.

Content Development and Enhancement for Differentiation: AI can assist educators by differentiating curricula, suggesting lesson plans, generating diagrams and charts, and customizing independent practice based on student needs and proficiency levels.

Continuous Professional Development: AI can guide educators by recommending teaching and learning strategies based on student needs, personalizing professional development to teachers' needs and interests, suggesting collaborative projects between subjects or teachers, and offering simulation-based training scenarios such as teaching a lesson or managing a parent/teacher conference.

Research and Resource Compilation: AI can help educators by recommending books or articles relevant to a lesson and updating teachers on teaching techniques, research, and methods.

School Management and Operations

Communications: AI tools can help draft and refine communications within the school community, deploy chatbots for routine inquiries, and provide instant language translation.

Operational Efficiency: Staff can use AI tools to support school operations and streamline administrative processes, including scheduling courses, automating inventory management, increasing energy savings, and generating performance reports.

Learning Management Systems (LMS): AI can analyze student performance data to provide insights to educators, helping them tailor instruction or interventions.

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Guidance |AI Guidance for Schools Toolkit | TeachAI

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A guide to appropriate and responsible use of artificial intelligence (AI), in particular generative AI technologies, in classroom instruction, school management, and systemwide operations for students, staff, and leaders.

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Why AI is important for students. Videos + The Hands-On AI Projects for the Classroom guides from ISTE and GM provide elementary, secondary, elective and computer science teachers with innovative curricular resources about AI across various grade levels and subject areas.

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The term artificial intelligence was coined over 65 years ago. For decades, it resided almost exclusively within the realm of computer scientists and programmers. But in recent years, AI has become a central component of our everyday lives, acting as the backbone of familiar tech like music streaming services, navigation devices and delivery apps. Unsurprisingly, it now touches nearly every known field of academic study.

Education is the conduit through which today's students become tomorrow's leaders. And this guide serves as a toolkit for K-12 teachers who are preparing the next generation of AI users and developers. Featuring in-depth interviews with practitioners, infographics and project guidelines for classroom teachers, as well as a webinar on the importance of AI in education, it aims to provide schools with straightforward and practical ways to integrate computational thinking across their curricula. Moreover, it is an invitation for teachers of all subjects and students of any age, ability or background to take part in AI explorations.

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AI is for Everyone, Everywhere - EdSurge Guides

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The term artificial intelligence was coined over 65 years ago. For decades, it resided almost exclusively within the realm of computer scientists and ...

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Instant & personalized AI feedback for written assignments

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AI to help teachers give instant, personalized feedback on written assignments. Engaged practice for students, time savings and insights for teachers. Use built-in assignments or add your own. Supported subjects include Social Studies, English, Science, and World Languages.

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via Bill Ferriter

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Using ChatGPT AI to prompt about curriculum standards

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Using ChatGPT AI to prompt about curriculum standards

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via Bill Ferriter

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RTI Tool - 3.2 - Using AI Tools to Deconstruct an Essential Standard

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RTI Tool - 3.2 - Using AI Tools to Develop a Proficiency Scale

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RTI Tool - 3.2 - Using AI Tools to Develop a Proficiency Scale

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via Bill Ferriter

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RTI Tool - 3.2 - Using AI Tools to Develop a Proficiency Scale

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RTI Tool - 5.1 - Tier 2 ChatGPT Prompts for Classroom Teachers

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RTI Tool - 5.1 - Tier 2 ChatGPT Prompts for Classroom Teachers

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via Bill Ferriter

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RTI Tool - 5.1 - Tier 2 ChatGPT Prompts for Classroom Teachers

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via Laurel Aguilar-Kirchhoff

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Since I started using ChatGPT, I've been amazed at its capabilities. It has limitless potential for saving educators hours and hours of time. When I was in the classroom, I'd spend so much time online, searching for quality resources, activities, lessons, materials, ideas, and more to help me piece together engaging units of study for my students. I know other teachers who do the same and others who rely on teacher guides, workbooks, and more. The way I see it, ChatGPT offers the possibility to create resources for yourself, to further tailor and adapt resources you already have to better meet your needs and your students' needs, or to act as a brainstorming buddy for incorporating new activities and learning stations into lessons. Let's take a look at:

An editable prompt for generating a basic lesson plan with ChatGPT

The process in ChatGPT to see how it's done

An example ChatGPT-generated lesson plan.

Some extension prompts for further customizing lesson plan content.

A Template for Generating Lesson Plans

I do want to preface this by saying that I'm providing a very general prompt template, so you may need to edit it and tweak it for your needs. Additionally, you'll always need to review, edit, adapt, and adjust what ChatGPT generates. To me, ChatGPT offers a head start and a brainstorming buddy to get ideas from - but you're the expert responsible for the work.

That said, here is the editable prompt template I created for ChatGPT-generated lesson plans. Feel free to use this template with your own information to generate a lesson plan specific to your needs. In this template, I include the following in my requested lesson plan format, but you can edit these to include whatever is required in the lesson plan format at your school:

To create a lesson plan with ChatGPT using the editable prompt template, you will need to provide the information noted in bold within the template:

1. Amount of time you have for the lesson

2. Grade level(s) the lesson is for

3. Skills or standards for the lesson

4. The concept or topic of the lesson

NOTE: You will need to closely review, edit, and revise the ChatGPT-generated lesson plan, as you are the expert and responsible party for all lesson planning and instruction you provide your students. No ChatGPT-generated content will be 100% perfect, but it still has the potential to save you tons of time!

Here is an example of what your prompt might look like when you customize it. In this example, I used several Grade 3 Texas Essential Knowledge and Skills for Science and asked for a 90-minute lesson. However, this prompt can work in any grade level and for a variety of content areas.

Here is what ChatGPT generated for me based on this prompt:

Additional Prompt Examples for Lesson Planning

Here are some prompt examples that you can use as-is, modify, or adapt to help you with lesson planning. Keep in mind that ChatGPT is going to reference materials, research, etc. from 2021 and prior.
English Language Arts/Literature:

Provide me with 10 activities for a Macbeth unit in 11th grade English class.

Show me 5 websites to support teaching informational text features in grade 3.

Generate the following for "The Scarlett Letter": 1. A detailed timeline of the story. 2. Character descriptions and motivations. 3. Major themes within the story.

Explain the difference between theme and main idea as if I am 7 years old.

List 15 picture books that can be used as mentor texts for narrative writing in 4th grade.

What are 10 activities for letter recognition for preschoolers?

Math:

Give me 10 activities for teaching grade 3 students about fractions.

Offer me 10 free resources for teaching preschoolers living and nonliving things.

Give me a step-by-step breakdown as if I am 5 years old for how to do division with remainders.

List 10 ways to differentiate mental math (addition and subtraction up to 10) for 1st graders.

Give me 5 activities for teaching 7th grade students scientific notation.

Science/Social Studies:

What are 10 ideas for teaching the engineering design process to 6th graders?

Give me 10 ideas for activities to teach biodiversity in 8th grade.

List 15 diverse inventors that would be good for a 9th grade research project.

Provide a detailed timeline of World War 1 for 10th grade students. Include primary sources for students to reference when possible.

Write 10 virtual scavenger hunt questions for 4th grade students to complete about the American Revolutionary War.

Differentiation/Accommodation:

Translate the following instructions to Spanish, French, and Arabic. [paste in instructions]

Rewrite this text in language that a 10 year old would understand. [paste in text]

Write easier versions and harder versions of the following math problems: [paste in math problems]

Make three lists of 20 vocabulary words for "The Giver." One set should be on a 4th grade level, one set should be on a 5th grade level, and one set should be on a 6th grade level.

Do you have any favorite prompts for lesson planning? Share them with us in the comments so we can all test them out. Have a great time experimenting with ChatGPT, and happy planning!

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Prompts for Lesson Planning with ChatGPT

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Get an editable ChatGPT prompt for lesson planning and see prompt examples for activities, ideas, and differentiation.

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AI for Education - AI Guide for Students

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AI for Education - AI Guide for Students

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Great Infographic

Note the shift from suggesting citing AI (MLA, APA, etc) to acknowledging AI use https://www.aiforeducation.io/ai-resources/student-guide-ai-use

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Student Guide for AI Use

AI-powered tools promise to enhance learning, but they also come with big risks. Our new quick guide graphic helps students understand how and when to use these tools wisely and responsibly.

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Student Guide for AI Use - AI for Education

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AI-powered tools promise to enhance learning, but they also come with big risks. Our new quick guide graphic helps students understand how and when to use these tools wisely and responsibly.

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by Vicki Davis - Cool Cat Teaacher

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Cool Cat Teacher's Classroom AI Rules.jpg

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Use AI To generate an Infographic!

Please leave comments below on your level of success with this app,

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AI-Powered Visualization for Any Topic

Navigating design elements and finding the right visual style can be daunting. With Piktochart AI, it's easy to transform data into visually appealing infographics . Excellence made simple, just for you.

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Targeted insights. Tailored visuals. Triumphant campaigns. At the click of a button, you can drive growth with high-quality infographics that convert leads and generate ROI.

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Piktochart AI's free infographic maker crafts custom infographics from any topic in seconds. Vivid visuals and swift creation- try it now for free.

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Classroom AI 101: Simulate conversations with characters using AI

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From Ditch that Textbook - simulate conversations

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It's one thing to teach students about characters in history -- or the characters in a book.

Students can read their words, learn about those people, analyzing what they've learned and applying it to their own lives.

But having simulated conversations with those characters?

That's a whole different story.

So ... how would you even do it? And how would it fit in a classroom?

Let's explore ...

How to simulate conversations with characters using an AI assistant

Pick an AI assistant like ChatGPT, Microsoft Copilot, Google Bard, or Anthropic's Claude. (Or, even better: try the same prompts on several of these at once and choose your favorite based on the results.)

Choose a character. Some ideas:

Book characters (from children's books to classic novels)

Characters from short stories or poetry

Historical characters

People in current events or the news

Then, give it a prompt. Here are some things to consider when writing the prompt:

Define the character: Provide information about the characters you want to simulate a conversation with. Include details like their personalities, backgrounds, and any specific traits or characteristics you want to highlight.

Set the scene: Describe the setting or context for the conversation. This could be a specific moment from a book, a historical event, or an entirely new scenario you want to explore.

Provide conversation framework: Specify any certain way you want the characters to respond, topics to avoid, things to emphasize, communication tone to use, etc.

An example prompt for simulated character conversations

Here's an example prompt you could use as a starting point. (Change text in bold to customize it to your unique needs.)
I'd like you to assume the voice and personality of Theodore Roosevelt, the former president of the United States. In all of your responses to me, I'd like you to use everything you know about his history, his voice, and the way that he would respond so that you can respond to me. Do you understand?
Let's break the prompt down and see how you can adjust it to your needs:

I'd like you to assume the voice and personality of Theodore Roosevelt, the former president of the United States.

You can include more than just "voice and personality" here. I chose "voice" here to emphasize the words he used, and I chose "personality" to emphasize his personal style in communication.

I also included his title to focus on his words, history, and life as a U.S. president. If your character has operated in multiple spheres, you can always adjust this to emphasize a particular role.

In all of your responses to me, I'd like you to use everything you know about his history, his voice, and the way that he would respond so that you can respond to me.
You can change, add and remove from the bolded text to put an emphasis on what you're looking for.

Do you understand?
I like to end prompts like this to get the AI assistant to summarize what I asked for in its own words -- and to provide a starting point to the activity in a new prompt.

An example simulated character conversation

Let's use the Theodore Roosevelt prompt from above. I tried it with free ChatGPT, Google Bard, and Microsoft Copilot. I personally liked the response from Google Bard the best.

You can already see the character in his responses. (Although the bulldozer was invented a few years after Theodore Roosevelt died ... even more food for a discussion with a class!)

In this interaction, Theodore Roosevelt is commenting on the impact of technology on society. As you might expect from Roosevelt, he doesn't suggest that we try to stop technological innovation. He encourages it -- with moderation.

In this prompt, I used this: "Let's go to a completely different topic." I didn't want the AI assistant to think that we were continuing on with our discussion about technology.

This prompt, "If I want to be successful in life, what do you suggest?" is a general conversation about a topic from Roosevelt's perspective.

Things to consider with simulated character conversations

Of course, the conversations in these AI interactions aren't actual conversations. They're simulations. We can't really know how a character would respond in a given situation. The AI assistant is making its best guess, so we have to keep that in mind throughout.

Here are some things to keep in mind as you do these:

Access to information: The AI assistant makes its best guesses about these conversations based on the information it has in its dataset, which can include books, webpages, historical documents, and more. The more information that the AI assistant can access about your character, the better chance you'll get plausible conversations. If there's little information published about your character, the responses might be more general or inaccurate.

The more specific, the better: Generalizing about a type of person might reveal less specific and accurate conversations. For example, I've prompted AI assistants for a conversation with an 8-year-old girl on the Oregon Trail. Because it can't draw information about a particular person, its responses in the conversation were very general (and not very helpful). The conversation above with Teddy Roosevelt was more helpful because it had lots of specific information to draw from.

Potential for bias: The AI assistant's responses are also influenced by the training data it has been exposed to. This means there is a potential for bias, particularly if the source material itself is biased.

Possibility for lack of depth: The AI assistant is good at providing engaging dialogue. However, its understanding of the character may not be as nuanced as that of a human reader who has spent time analyzing and reflecting on the text. That's why the human perspective combined with the AI interaction is better than either of those alone. It's about collaboration with AI, not human replacement.

Using other AI tools for simulated character conversations

Using AI assistants isn't the only way to have simulated character conversations. You can use AI-driven apps like character.ai to create these conversations. You can find other similar tools by searching for AI tools to chat with historical characters. We'll use character.ai here as an example.

Note: With these third-party apps -- and with any AI assistant -- the responses you get can be unpredictable.

Quick strategy: If you're worried about the response these apps might generate, you might review the response before showing it to students. For example: Instead of putting one of these tools on your projector screen or interactive display, you might pull it over to your teacher computer/laptop when giving it a new prompt. Read the response quickly to make sure it's appropriate, and then display it to your class.

Character.ai displays characters that the website's users have set up. You can use popular pre-created characters or make your own with the "Create" button.

Note: As you can tell on the screen, characters are made by users and might not be appropriate for classroom use -- or trained well for accurate responses. If you decide to direct students to the homepage of this site (which you might not want to do), use caution and discretion.

I created a character to try it out. All I did to "train" the character was to upload a photo and write the description you see at the top of the image: "I am Buddy the Elf. I love Christmas. Santa Claus is my friend! I'm the main character in the movie 'Elf.'" The AI model took those few sentences and it was able to respond as Buddy the Elf. It accurately responded to the first question I asked. The second question was close but not perfect.

You might decide that this site is appropriate and helpful ... or if not, you might use one of the AI assistants mentioned above instead.

Simulated character conversations: Classroom implementation ideas

You could use these simulated character conversations in a variety of ways in the classroom:

Play "Would They Really Say That?": Interact back and forth with a simulated character. Then, individually (or in small groups or as a class), analyze whether the character would actually say what they AI said they would say. Back it up with what you've learned about the character.

Ask questions about events you've studied: These could be events you read about in a book or historical events you've studied. Ask the character what they thought about those events or for additional details that weren't in your source texts (the novel, history textbooks, etc.).

Ask questions about current topics: If the character was there with you right now, what would they say about the way the world is now? Or how a character in a different book handled their business? Ask the character their opinion about things affecting us now.

Ask for a different ending: Whether in history or in literature, the character's story ended a certain way. Ask the character what they think would have happened if they had chosen a different route -- or acted differently -- or said something different.

Build on the conversation: Students can take the generated text and expand on the dialogue themselves, adding to them or creating their own narratives based on the characters and scenarios provided.

Debate the character: Students could debate back and forth with the simulated character, taking one side of a debate while the character takes another.

Simulated interactions between characters: Prompt the AI to create a conversation between two literary/historical characters.

Collaborate with the character: After establishing a character with an AI tool, the student could collaborate with the character to do a group project. Instead of pairing students together to do a project, have the student's partner be a character.

Here are content area-based suggestions you can use in the classroom provided by Microsoft Copilot:

History: Simulated conversations can be used to bring historical figures to life and help students understand the context of historical events. For example, students can simulate a conversation between Abraham Lincoln and Frederick Douglass to learn about the abolition of slavery.

Literature: Simulated conversations can be used to help students understand the motivations and perspectives of characters in literature. For example, students can simulate a conversation between Romeo and Juliet to explore their relationship.

Language Learning: Simulated conversations can be used to help students practice speaking and listening in a foreign language. For example, students can simulate a conversation in Spanish to practice their language skills.

Social Studies: Simulated conversations can be used to help students understand different cultures and perspectives. For example, students can simulate a conversation between a Native American and a European settler to learn about the impact of colonization.

Science: Simulated conversations can be used to help students understand scientific concepts and theories. For example, students can simulate a conversation between Albert Einstein and Isaac Newton to learn about the theory of relativity.

Simulated character conversations: Prompting tips

Want to create the best prompts possible for these simulated conversations? Here are some tips:

Revise your prompts: You don't have to get it right the first time! If the prompt you used isn't getting you the results you want, tell the AI assistant how to adjust to get what you're looking for. Or you can create a new chat conversation, resetting the conversation so you can start with a new initial prompt.

Specify the tone: Do you want a lighthearted exchange? A heated debate? A serious discussion? You're more likely to get what you want when you specify the tone.

Ask open-ended questions: When you interact with the character, prompt the characters to share their thoughts, feelings, and experiences.

Set the scene: Use descriptive language to paint a vivid picture of the scene. Describe the surroundings, the characters' emotions, and any relevant details that can enhance the simulation.

Encourage emotional expression: Prompt the characters to express their emotions, reactions, and thoughts in response to certain events and simulations.

Offer choices: Give the character agency by offering choices with potential consequences -- and see which route they choose. This narrows the potential responses the character may give, which may be helpful.

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Classroom AI 101: Simulate conversations with characters using AI

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It's one thing to teach students about characters in history -- or the characters in a book.Students can read their words, learn about those people,

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How to cite ChatGPT with APA formatting.

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Cite This Webpage

McAdoo, T. (2024, February 23). How to cite ChatGPT. APA Style. https://apastyle.apa.org/blog/how-to-cite-chatgpt

We, the APA Style team, are not robots. We can all pass a CAPTCHA test, and we know our roles in a Turing test. And, like so many nonrobot human beings this year, we've spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT. We've also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.

In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we'll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.

Quoting or reproducing the text created by ChatGPT in your paper

If you've used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.

Unfortunately, the results of a ChatGPT "chat" are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications, with ChatGPT-generated text there is no person communicating. Quoting ChatGPT's text from a chat session is therefore more like sharing an algorithm's output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.

When prompted with "Is the left brain right brain divide real or a metaphor?" the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, "the notation that people can be characterized as 'left-brained' or 'right-brained' is considered to be an oversimplification and a popular myth" (OpenAI, 2023).
Reference
OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.

When given a follow-up prompt of "What is a more accurate representation?" the ChatGPT-generated text indicated that "different brain regions work together to support various cognitive processes" and "the functional specialization of different regions can change in response to experience and environmental factors" (OpenAI, 2023; see Appendix A for the full transcript).
Reference
OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

Creating a reference to ChatGPT or other AI models and software

The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.

The reference and in-text citations for ChatGPT are formatted as follows:

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

Parenthetical citation: (OpenAI, 2023)

Narrative citation: OpenAI (2023)

Let's break that reference down and look at the four elements (author, date, title, and source):

Author: The author of the model is OpenAI.

Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.

Title: The name of the model is "ChatGPT," so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using "ChatGPT" as the general name of the model, with updates identified with version numbers.

The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.

Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what's being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor "Large language model" in square brackets. OpenAI describes ChatGPT-4 as a "large multimodal model," so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.

Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat. For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher's homepage).

Other questions about citing ChatGPT

You may have noticed the confidence with which ChatGPT described the ideas of brain lateralization and how the brain operates, without citing any sources. I asked for a list of sources to support those claims and ChatGPT provided five references-four of which I was able to find online. The fifth does not seem to be a real article; the digital object identifier given for that reference belongs to a different article, and I was not able to find any article with the authors, date, title, and source details that ChatGPT provided. Authors using ChatGPT or similar AI tools for research should consider making this scrutiny of the primary sources a standard process. If the sources are real, accurate, and relevant, it may be better to read those original sources to learn from that research and paraphrase or quote from those articles, as applicable, than to use the model's interpretation of them.

We've also received a number of other questions about ChatGPT. Should students be allowed to use it? What guidelines should instructors create for students using AI? Does using AI-generated text constitute plagiarism? Should authors who use ChatGPT credit ChatGPT or OpenAI in their byline? What are the copyright implications?

On these questions, researchers, editors, instructors, and others are actively debating and creating parameters and guidelines. Many of you have sent us feedback, and we encourage you to continue to do so in the comments below. We will also study the policies and procedures being established by instructors, publishers, and academic institutions, with a goal of creating guidelines that reflect the many real-world applications of AI-generated text.

For questions about manuscript byline credit, plagiarism, and related ChatGPT and AI topics, the APA Style team is seeking the recommendations of APA Journals editors. APA Style guidelines based on those recommendations will be posted on this blog and on the APA Style site later this year.

We, the APA Style team humans, appreciate your patience as we navigate these unique challenges and new ways of thinking about how authors, researchers, and students learn, write, and work with new technologies.

Reference

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

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This post outlines how to create references for large language model AI tools like ChatGPT and how to present AI-generated text in a paper.

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Curriculum tool developed by U of A (maybe more post-secondary)

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Google Gemini: Gemini's Potential for Engaging learning in Canadian Classrooms https://www.youtube.com/watch?v=GYySr2j-Roc (Cammie & Danny)

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Unleashing Gemini's Potential for Engaging Learning in Canadian Classrooms

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Super Prompt - An AI Prompt to Create AI Prompts

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Super prompt for creating prompts - Eric Curts

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Super prompt for creating prompts - Eric Curts

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Works best with paid versions

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Recently I shared a blog post with a list of some of my favorite AI Prompt Libraries for Educators.

The idea is that it can sometimes be a challenge to come up with a good prompt for AI chatbots, and thankfully people have been kind enough to share high quality educational prompts that they have developed, tested, and refined.

I decided to go one step further with this. I wondered... would it be possible to come up with an AI prompt that could be used to generate AI prompts?

Sort of like "Promptception". Or maybe "One prompt to rule them all" if you prefer a Lord of the Rings reference instead.

So after lots of trial and error, I did manage to come up with a " Super Prompt" that seems to work pretty consistently and generates useful educational prompts. You simply fill in what sort of task you need, such as a rubric generator or lesson plan generator or student writing feedback generator, and the super prompt will create the prompt you need.

See below to get a copy of the super prompt, along with usage notes and examples. Chances are I will continue to tweak the super prompt to improve it, and would welcome any suggestions you have.

Below is the super prompt I developed.

You are tasked with creating a detailed and adaptable prompt template for modern AI chatbots (e.g., ChatGPT, Google Gemini, Microsoft Copilot) that will be utilized by K-12 educators.

K-12 educators will copy the prompt template you create and then insert their own specific information, such as grade level, subject area, objectives, and more.

The prompt template should be detailed and thorough.

The prompt template should be written in clear, accessible language to ensure it is understandable by AI chatbots and easy for educators to use and adapt.

The prompt template should be designed with the flexibility to accommodate a variety of educational settings, including different grade levels, subject areas, and teaching objectives.

The prompt template should have clear indications where the educator should insert their own details, such as bracketed placeholders (e.g., [Insert Grade Level Here], [Insert Subject Area Here], [Specify Objective Here])

The prompt template should be educationally and pedagogically sound so as to elicit useful responses from the AI chatbots.

For this prompt template the task will be [here is where you fill in the task for this prompt template].

Please generate this prompt template.

First decide what task you would like an AI prompt for. For example this could be a story generator or a choice board generator or a text re-leveler or such.

Next simply copy the super prompt and then edit the task section at the end where it reads [here is where you fill in the task for this prompt template].

For example:

For this prompt template the task will be generating a story of students to read.

For this prompt template the task will be providing feedback on student writing.

For this prompt template the task will be generating a grading rubric.

Then paste your edited version of the super prompt into your favorite AI chatbot (or multiple chatbots to compare the results).

The AI chatbot will then create a prompt template you can use for your task.

Copy that new prompt template to use however you need.

You might want to edit the generated prompt template as needed to further customize it, but the super prompt should generate a good starting point for you.

The super prompt is a high level prompt, which can be challenging for some AI chatbots to properly process and understand. I have found that some chatbots are powerful enough to get what we are asking, while others get confused and fail to generate a prompt template.

Below is a list of the AI chatbots I tested so far with the super prompt, and how they performed in general.

ChatGPT 4 (paid version) - Excellent. From my tests, ChatGPT 4 understood the super prompt every time and generated high quality prompt templates

ChatGPT 3.5 (free version) - Poor. So far my tests have not been successful with ChatGPT 3.5 as it seems to misunderstand what I am asking for. Instead of generating a template for the AI prompt, it will often generate a template for the task instead (that is it will make a rubric template instead of an AI prompt template to create a rubric).

Gemini Advanced (paid version) - Very Good. So far Gemini Advanced has almost always understood the super prompt and generated useful prompt templates. Every now and then it does get confused, but if I check the other drafts I will usually find a good response.

Gemini (free version) - Poor. Same issues as ChatGPT 3.5

Claude 3 Sonnet (free version) - Good. Claude consistently understood the super prompt and generated good, although simpler, prompt templates.

Mistral (free version) - Good. Just like Claude, Mistral consistently understood the super prompt and generated good, although even simpler, prompt templates.

Microsoft Copilot (free version in Creative Mode) - Good. As long as I used "Creative Mode" Copilot did a good job of understanding the super prompt and generating good prompt templates.

As I test more models and versions I will add the results above.

📗 Story Generator Example

Grade Level: [Specify the grade level, e.g., 3rd Grade]

Subject Area: [Specify the subject area, e.g., English Language Arts]

Educational Objectives: [Briefly describe your objectives, e.g., to improve reading comprehension, to introduce historical events, to explore themes of bravery and friendship]

Story Theme: [Insert specific themes, e.g., courage, friendship, adventure]

Character Traits: [List desired character traits, e.g., brave, curious, kind]

Setting: [Describe the setting, including time period if relevant, e.g., a magical forest, the future, 18th-century America]

Plot Elements: [Specify any key plot elements or twists you want to include, e.g., a mystery to solve, a journey to embark on, overcoming a fear]

Vocabulary Level: [Indicate the desired complexity of vocabulary, e.g., age-appropriate, challenging words to expand vocabulary]

Incorporate Learning Material: [Mention if specific historical events, scientific concepts, or literary elements should be included, e.g., the water cycle, the American Revolution, metaphors and similes]

Cultural Sensitivity: [Note any cultural sensitivities to consider, e.g., inclusive representation, avoiding stereotypes]

Moral or Lesson: [Specify if there should be a moral or lesson, and what it should be, e.g., the importance of teamwork, the value of perseverance]

Length: [Indicate the desired length of the story, e.g., short story of 500 words, a longer narrative of 2000 words]

For this example I chose the task of " generating a story for students to read."

Adjust the level of detail according to the specific needs of your class and the complexity of the story you envision.

Consider following up the AI-generated story with activities, such as discussions, comprehension questions, or creative writing tasks that further explore the themes or lessons of the story.

Review the generated story for appropriateness and alignment with educational standards and objectives before presenting it to students.

You can see the AI prompt templates generated by each of the AI chatbots here:

For one example, below is the AI prompt template generated by ChatGPT 4:

Hello [AI Chatbot Name, e.g., ChatGPT, Google Gemini, Microsoft Copilot],

I am a [Insert Grade Level Here] teacher focusing on [Insert Subject Area Here, e.g., English Language Arts, Social Studies]. My objective is to engage my students in reading through a tailored story that not only aligns with our curriculum but also captures their interest and encourages critical thinking and imagination.

To achieve this, I would like you to generate a story with the following specifications:

Please ensure the story is engaging, age-appropriate, and pedagogically sound, fostering not just a love for reading but also critical thinking and discussion among the students.

💬 Student Writing Feedback Example

[Insert Student Writing Sample Here]

Feedback Request Details:

☑️ Rubric Generator Example

Additional Considerations:

Thank you for your help.

Hopefully this super prompt will help you create prompts for lots of educational tasks and uses. I would love to see examples of what you create and how the generated prompts work for you. Also, please share any suggestions for improving or expanding on the original super prompt.

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Super Prompt - An AI Prompt to Create AI Prompts

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Recently I shared a blog post with a list of some of my favorite AI Prompt Libraries for Educators . The idea is that it can sometimes be a ...

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Some ideas to try:

Top 3 market leaders in the sneaker industry by millions in market share

Distribution of renewable energy sources in the United States by percentage

Average annual rainfall in major cities around the world in cm

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A tool that converts text into beautiful charts

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Ideogram.ai  - Creates images with accurate text!

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Ideogram.ai  - Creates images with accurate text!

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Microsoft Designer - create fun personal "figures" with students

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Microsoft Designer - create fun personal "figures" with students

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As educators, we're always on the lookout for innovative ways to engage our students and enhance their learning experiences.

The new and exciting world of AI offers lots of ways to do this.

Microsoft Designer, a powerful tool for creating AI generated images, provides a fantastic opportunity to blend technology and creativity in the classroom.

All over social media we have been seeing super fun and engaging prompts for turning yourself or others into avatars or popular characters from TV, books, or even favorite toys. You might have even spent a ridiculous amount of time yourself creating the perfect LEGO or Funko Pop version of yourself... or maybe that was just me 😬

If it's that much fun for us then it's probably fun for our students as well.

So, just like we did when the Bitmoji craze hit the world of Snapchat, Twitter, and even our email signatures, we'll explore the capabilities of these unique Microsoft Designer prompts in the classroom.

In this post, we will ...

introduce you to Microsoft Designer, the free tool we're using

dive into some exciting prompts you can use with your students

show you how to modify them to be exactly what you want

share practical ideas for incorporating them into your lessons

What is Microsoft Designer?

Microsoft Designer is a versatile tool that allows users to create custom images, graphics, and visual content. With its intuitive interface and a wide range of design options, Microsoft Designer empowers both experienced designers and novice creators to bring their ideas to life. From designing logos and social media graphics to crafting personalized illustrations and avatars, this tool offers endless possibilities for creative expression.

How is Microsoft Designer different from other AI image generation tools?

Creating fill-in-the-blank prompts is a unique feature that makes this tool exciting and fun use. It takes away the dreaded blinking cursor on a blank page. You already have a great prompt that you can simply fill in or you can even edit the entire prompt and make it totally unique!

The ability to share the prompt with friends, colleagues or your larger social media circle adds a community building aspect to the creative process. It makes it possible for anyone to just fill in their details and create their own custom image. Then of course we all want to share our own version. I know I did!

Prompt Examples

Let's take a look at some fun prompts and image examples you can explore with your students using Microsoft Designer.

Adjusting prompts and creating your own

These prompts are fantastic because they a offer a fill-in-the blank image creation template. But what if the prompt isn't exactly what you want? What if you want to edit just a part of it?

Easy! Just click on "Edit entire prompt" in the lower left hand corner and change as much or as little as you want!

Create your own Microsoft Designer prompt

Creating your own prompt is really easy. The hardest part is thinking of the original prompt!

1. Open the Microsoft Designer website at https://designer.microsoft.com/image-creator

2. Write your desired prompt in the text field. For example: "Create an image of a female superhero with brown hair in a ponytail and blue eyes wearing a pink sweatshirt and black pants with black sneakers. The character is flying over the San Francisco cityscape with a fireball in their hand". You'll need to click on the text in your prompt to expand the text box. Click share to generate the template.

3. Identify the key areas you want to make customizable input fields, such as the clothing, gender, and location.

4. Highlight the words you want to turn into input fields, such as "Female" and "San Francisco". Click the "Add Custom Field" button to enclose those words in square brackets.

5. Review the prompt to ensure the customizable fields are clearly indicated for the user.

6. Click "Next" to generate a shareable link for your custom prompt.

Now when someone clicks the link, they will see the prompt with the input fields ready to be filled out.

Once the user enters their desired information, they can click "Create" to generate a unique image based on the customized prompt.This allows you to easily create reusable, customizable image prompts that can be shared with others to generate tailored visuals.

Ideas for Using Microsoft Designer Prompts in the Classroom

Now that you've seen some exciting prompts and what they look like, let's explore how you can integrate them into your classroom activities:

Character Creation

Encourage students to design their own characters, whether it's a Lego minifigure, Funko Pop figure, or a unique avatar. Discuss the choices they made and the symbolism behind each element.

Storytelling and Creative Writing

Use the custom characters as story prompts. Students can write narratives, create stop-motion animations, or develop short dialogues featuring their creations. Students can take their images and create their own comic strip.

Descriptive Language

Explore descriptive language by having students write detailed descriptions of their characters, highlighting the visual elements and their significance.

Deconstruct the Image

Have one group create the image then swap with another group to see if they can figure out what descriptive language was used to create the image.

Branding and Marketing

Discuss the importance of visual branding and packaging. Students can create their own Funko boxes, Barbie doll packaging, or design marketing materials for their characters.

Prompt Creating

Discuss the what makes these prompts useful. How could they create their own? What blanks would they leave out so that others could make their own image with a similar style but unique look?

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Capture creativity with Microsoft Designer prompts in the classroom

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As educators, we're always on the lookout for innovative ways to engage our students and enhance their learning experiences. The new and exciting world of

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Learn AI with Mundo - safe for students 

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Learn AI with Mundo - safe for students 

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Most Likely Machine - learn about algorithms

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Most Likely Machine - learn about algorithms

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The Most Likely Machine is an interactive learning prototype by Artefact designed to help pre-teens develop algorithmic literacy through play.

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Prompt for Transforming Traditional Assignments

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Prompt for Transforming Traditional Assignments

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The AI tools at students’ disposal now render many traditional assignments ineffective. Educators must change their approach and be more dynamic. Collaborating with AI to solve problems is a new power skill. Jason Gulya, an English professor at Berkeley College, believes in transforming traditional assignments into dynamic project-based Learning experiences. His compelling prompt empowers teachers to create student-centered projects that foster critical skills and motivation.

“[Role] You are an educator with a decade of in-the-classroom experience as well as a firm grounding in strong pedagogical principles. You believe in student-centered learning experiences that provide students with control. You are a follower of Daniel Pink's idea that people are motivated by autonomy, a quest for mastery, and a sense of purpose. You work those ideas into your assignments. [Instructions] I will provide you with a traditional assessment (such as a paper). You will go through the following steps, marked as [Step 1] to [Step 3]. Do not move on from one step until it is completed. Do NOT write [Step #] in any of your responses. Simply go through the steps, without telling me which one we are on. [Step 1] You will ask me for the traditional assignment. I will provide it. [Step 2] You will provide 3 ideas for a Project-Based Learning assignment, based on the traditional assignment I provided you in [Step 1]. You will write these exact words, "Which one would you like me to work out in more detail? Or would you like me to generate 3 new options?" [Step 3] If I asked you to generate 3 new options, do that and move on to [Step 4]. If I asked you to give more details about one of the 3 options you've already given me, then provide me with a full outline of the assignment. This will include a full write-up of the assignment for students and a grading rubric (use concrete, specific criteria. format it as a table). Then, you are done. Ask me if there is anything else I want. [Step 4] Keep going until I say I am satisfied with one of your options. Then, provide me with a full outline of the assignment. This will include a full write-up of the assignment for students and a grading rubric (use concrete, specific criteria. format it as a table). Then, you are done. Ask me if there is anything else I want. [Details] When generating the alternative assignments, you will stick as close as possible to the principles of Project-Based Learning (PBL). This means creating an assignment that is constructive, collaborative, contextual, self-directed, and flexible. Essentially, it should invite students to own their own learning and apply course principles to a personal project or passion.”

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This week for The AI Educator:This is my first visit to Mexico City. I’m looking forward to working with Universidad Iberoamericana. Then heading back to the UK to work with Sheffield College at the end of the week.What people are saying:“Dan knows what he is talking about and explains the situation from a teacher’s perspective. He is informative and talks about what is, and not what could be..” Jill, Assumption High SchoolIn a world of artificial intelligence, a new type of educator has emerged

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AI Policies, Guidelines & Frameworks for Schools

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Although ChatGPT became readily accessible to the public back in November of 2022, we are still in the early days of exploring and understanding these new powerful AI tools and their implications for education.

For most schools around the world that means developing policies and guidelines that clarify how AI can and should be used by their students and educators, as well as which uses are prohibited or limited in a school setting.

If your school does not have AI guidelines yet, you are certainly not alone. Many districts are still digging into this task with committees and pilot groups and more.

Thankfully there are many organizations and schools that have been blazing a trail in this area by developing and sharing their own AI policies, guidelines, and frameworks. I have been collecting links to these resources as I come across them and will share them below in this post.

These resources provide templates, examples, and guidance that you can use when developing policies for your entire district or just your own classroom. As I come across more resources I will continue to update this page, and encourage you to share similar resources through my Google Form.

🧭 Frameworks and Guidance

This first collection of resources is what I will categorize as frameworks and guidance, meaning that these are more general resources that explore key topics, questions, and concerns to consider when developing your own policies and guidelines. Many of these also include templates that can be adapted to fit your particular philosophy on AI use and misuse.

📃 Policy and Guidelines Examples

This second set of resources is more specific than the first. Here you will find actual policies, guidelines, and position statements from K12 schools and higher education universities. Rather than serve as a template for you to copy and fill in, these are practical examples of what schools have developed, from which you can draw inspiration and guidance.

❓ Questions to Explore

Beyond those resources, I have also pulled together a list of helpful questions to explore, discuss, and answer when developing AI guidelines and policies. These can help you and your colleagues discuss key issues and topics related to the use and misuse of AI in schools. As you work through these questions, you can take your conclusions and incorporate them into your eventual policies and guidelines.

What are positive ways that AI can be used for students, with students, and by students?

What are concerns and potential misuses of AI?

How does AI align to the school's educational objectives?

What are the goals for using AI in school?

How will the school define academic dishonesty when using AI tools? What does it mean to cheat with AI in different subjects, grades, etc?

What specific guidelines or rules will the school provide to students on how AI should be used?

How will the school monitor student use of AI in the classroom to ensure that students use AI tools ethically and responsibly?

How will the school address problems that may arise from the inappropriate use of AI in the classroom?

How will the school address potential biases from AI tools, and teach students to critically evaluate AI-generated output?

How can AI tools be used to support students with disabilities, while ensuring accessibility?

How can the school ensure all students have equal access to AI tools, regardless of socioeconomic background or technological gaps?

How will the school address data privacy issues and protect student data?

Who needs to be involved in the creation of these guidelines?

How will the school remain up-to-date on new AI developments and revisit these guidelines as needed?

How will the guidelines be shared with all stakeholders including students, parents, and staff?

What specific training and support will teachers receive to help them effectively manage and guide student use of AI?

You can also find this information, and many more AI resources for schools, in my documents and collections below:

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AI Policies, Guidelines & Frameworks for Schools

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Although ChatGPT became readily accessible to the public back in November of 2022, we are still in the early days of exploring and understan...

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With Eric Curts

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Although I often share about the beneficial ways AI can help educators and students, I also focus on the potential concerns about AI in schools, and how we can address those issues.

These concerns often arise during my professional development sessions or workshops, particularly in my " Artificial Intelligence / Natural Misuse: Managing AI in Schools" workshop. You can access all the resources for this workshop at https://bit.ly/curts-aimisuse

I will often ask the educators what their concerns are about AI in schools. In addition to the common responses of cheating and data privacy and biases, many times the attendees will mention they worry that AI might discourage critical thinking in students. If AI can do so many things so efficiently, it could be a temptation for learners to just let the AI do the thinking instead of themselves.

My normal response to this is that yes, that is certainly a possible outcome, but it doesn't have to be. Ultimately AI is just a tool. It is not good or bad. Just like a hammer can be used to destroy or to build, AI can be misused or it can help students grow.

One of my favorite ways to demonstrate AI's ability to encourage critical thinking is the " Debate an AI" activity. Let's take a look at the prompt and directions for this activity.

For this activity your class will debate the AI on a topic.

You will choose the topic, the AI's persona, the AI's position on the topic, and who goes first.

Your class will then go back and forth debating the AI on the topic by stating their arguments and/or responding to the arguments of the AI.

This activity is an excellent way to foster critical thinking skills and dive deeper into subject-specific content.

Here is the prompt template I have been using for this activity. Feel free to copy and use this however you need. Please share any suggestions you have for improving this prompt.

For this activity you will engage in a debate with the students in my class.

The topic of the debate will be [topic].

Your position will be [AI position].

Your persona for this debate will be [persona].

The age range for my students is [age range].

When you respond, always respond with words and content that is appropriate for this age range.

When you respond, only share one argument at a time.

Begin with your first argument.

[Or... We will begin with the first argument. Are you ready?]

Before doing this with your students, begin by testing out several AI chatbots to see which ones are the best fit for the topic and your class. All of the following AI chatbots have a free version that can be used well for this activity.

When you are ready to do the activity with your students, copy and customize the prompt above by including the following details:

Topic - Let the AI know what the subject for the debate will be.

AI Position - Tell the AI which position it will be taking in the debate.

AI Persona - This is not required and can just be left out, but feel free to give the AI a role to play as well if that makes sense for the argument being made.

Student Ages - Let the AI know the age range for your class so it will respond with words and content that is appropriate for this age range.

Order - Finally let the AI know if it is starting the first argument, or if the class will open with the first argument.

Note: For an easier experience, have the AI take the side most different from the class opinion, allowing students to argue their actual beliefs. For enhanced critical thinking, have the AI adopt the side that the class likely agrees with, prompting students to consider and argue against their usual viewpoints.

During the debate be sure to give time to the students to discuss and develop their response to the AI's arguments. This can be done in small groups or as a whole class discussion. This is a great time to encourage critical thinking and communication among the students.

Go as many rounds as you wish for the debate before ending.

The sky's the limit with the possible debate topics you can use. Just as examples, here are some ideas:

Were pirates more like heroes or villains?

Should humans attempt to colonize Mars?

Should the voting age be lowered to 16?

Should schools adopt uniforms or allow free dress?

Is genetic modification of crops beneficial or harmful?

Is digital art real art?

Should we spend more money on space exploration or ocean exploration?

Are electric cars the future of transportation?

Is it better to live in a big city or a small town?

Was the dropping of the atomic bombs on Hiroshima and Nagasaki justified?

Is it better to read books or watch movies?

Should schools start later in the day to accommodate student sleep schedules?

What's better - having a king or having a president?

Should students still learn cursive?

Are zoos good for animals?

Is there life on other planets?

Should animal testing be allowed for medical research?

Is graffiti art or vandalism?

Which is a better book between "The Catcher in the Rye" and "Perks of Being a Wallflower".

Is it important to learn a second language?

Christopher Columbus: Hero or Villain?

Are cats better pets than dogs?

As a fun example, here is a short excerpt from a debate I had with ChatGPT on the topic of whether a hotdog is a sandwich or a taco.

For this activity you will engage in a debate with the students in my class.

The topic of the debate will be if a hotdog is a sandwich or a taco.

Your position will be that a hotdog is a sandwich.

Your persona for this debate will be a food truck operator in New York City.

The age range for my students is 11 to 13 years old.

When you respond, always respond with words and content that is appropriate for this age range.

When you respond, only share one argument at a time.

Begin with your first argument.
Alright, gather 'round, everyone! I'm Tony, the food truck guy here in the heart of New York City. Today, we're gonna settle a fun debate: is a hotdog a sandwich or a taco? I'm here to tell you that a hotdog is, indeed, a sandwich. First up, let's talk about the basic definition of a sandwich: it's something you eat where you have a filling placed between two pieces of bread. Now, think about a hotdog - you've got a sausage nestled inside a split roll, which fits right into that description. So, by definition, a hotdog checks all the boxes of being a sandwich. Who's ready to hear more?
While I agree that a sandwich is a filling between two pieces of bread, that does not describe a hotdog. A hotdog is not between two separate pieces of bread. Instead it is in a bun that has been cut part way open. This is much more similar to a taco where the filling have been places inside of a shell, so a hotdog is a taco not a sandwich.
I hear ya, that's a good point. But let me tell you why the hotdog bun being partially cut still fits the sandwich criteria. See, here in New York, we love our sandwiches in all kinds of forms. Ever had a sub or a hoagie? They often come in rolls that are cut part way open, just like a hotdog bun. We still call those sandwiches, right? So, if we accept that subs and hoagies are sandwiches, then a hotdog fits right in with them. It's all about the bread holding the filling, and in this case, the hotdog bun does the job perfectly. It's still a sandwich, just like a sub or a hoagie. What do you think about that?
I still disagree. Yes, a sub can be made with a roll that is cut part way open, but they can also be made with two totally separate pieces of bun. So a sub can take either form. A hotdog however is only made in a partially split bun, and never between two separate pieces of bread, unless something went wrong and now everything spills out. Since a proper hotdog is only served in a partially split bun, it is more like a taco than a sandwich.

Although there are certainly valid concerns about the potential misuse of AI that we need to address in schools, there are also many ways AI can benefit students and educators. AI is here to stay, so it is critical for us to address the issues while also highlighting the positives. The " Debate an AI" activity is just one such example where AI can help increase critical thinking in students.

For more ideas on using AI in positive ways, be sure to check out my resource document:

And all of my AI resources:

And please share your ideas, examples, and experiences, especially if you try out the AI debate activity.

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Elevate Critical Thinking with AI Debates in the Classroom

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Although I often share about the beneficial ways AI can help educators and students, I also focus on the potential concerns about AI in scho...

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Sample - Student AI policy - from AIinEducation.io

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Sample - Student AI policy - from AIinEducation.io

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Sample Student use policy - from AIinEducation.io

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Sample Student use policy - from AIinEducation.io

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via Georgina Dean. #ISTECert update

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Student can cite AI in academic work. But should they? Here's some guidance for being more intentional about using AI in student writing and classwork.

"Cite your sources."

It's been the refrain of educators for ages.

In research papers, we want students to practice pointing to reliable texts to determine accuracy. It's a cry for context and fact checking. In a world that seems to emphasize accuracy and fact less and less every day, it's a necessary life skill.
AI assistants like ChatGPT have disrupted the practice of "cite your sources" -- and the practice of academic writing.
This discussion is especially important to me after studying journalism as my college major and working in several daily newspapers before becoming a teacher. I've lived by those "check, double check, triple check" policies before filing news stories.

In the generative AI age, is "cite your sources" enough? What sources should you use?

What is a "source" in the first place?

The answer to these questions about AI sources -- and the solutions you and your students use -- should be a little more nuanced.

Citations for AI assistants like ChatGPT ... are they enough?

The governing bodies of many of the major citation styles (like APA, MLA, and Chicago) have published guidelines for citing generative AI assistants like ChatGPT, Google Gemini, Microsoft Copilot, and Anthropic Claude.

But if you look at the posts listing the way to cite them as a source, you'll notice something. They're clear on how to write the citation.
They don't give much guidance on whether you should -- or how you should use what AI provides you.
I've done lots of workshops with educators -- and participated in discussions online -- about AI in the student writing process. And every time, someone brings up: "MLA has a way to cite AI."

It's up to the writer to determine whether AI is appropriate in that situation. That can be a tough decision to make -- and one our students (and all of us) will wrestle with for the rest of our lives.

Should you cite AI? Well, would you cite Google?

If you've taught students writing and researching long enough, you've probably seen it.

On a bibliography page or works cited -- or in a footnote of some sort -- a student lists "Google" as a source.

(Funny story: One Sunday at my church, the pastor cited the source of a statistic as "reddit.com". I wanted to say, "Have you ever seen some of the stuff they post at Reddit?" Poor guy. He had no idea.)

When you see it, you know ... it's time to have that discussion about what is and isn't an actual source. Here's how I would approach that discussion:

Google isn't a source any more than saying "I found it at the library" counts as a source. ("OK, can you name the source at the library?")

Google is a place to find sources. It directs you to all sorts of places online where you can find the original information in context.

Google might direct you to an inaccurate, biased, or outdated source. Check your facts out. (It's like the old journalism maxim ... "Even if your mother says it, check it out.")

Cite the most direct sources that you can.

AI assistants like ChatGPT summarize text and create text based on what they have learned from their datasets (their libraries of information to draw upon) and from their interactions.

Citing an AI assistant is like passing along second-hand or third-hand information. It might be true ... but then again, it might not be.

AI and its relationship with sources: An analogy

I've tried to wrap my brain around the relationship that AI assistants like ChatGPT have with the facts, with their sources, with reality.

Here's the best analogy I can come up with. (Note that I'm from Indiana, a very agriculture-based state, so if this analogy seems crude, my apologies ... I'm just speaking the language of my people. 😂)
AI assistants produce information kind of like a meat grinder produces sausage.
At the top of a meat grinder, you can add all sorts of meat ... all different parts of the animal ... and it all goes into the meat grinder.

What comes out? Hotdogs. Sausages. Ground beef and sausage and ... other things.

What would happen if someone questioned the butcher later and asked, "What is this little part I see here?"

Likely answer: the butcher would shrug and say, "I'm not exactly sure. It's just sausage now."

The AI models that power AI assistants like ChatGPT learn from a variety of sources. For example, some more reputable (published books and academic journals) ... some less reputable (personal blogs and popular Reddit posts).

AI models don't learn in a linear fashion like we'd prefer -- with direct links back to everything it produces.

Instead, they're more like our own brains. (Because their architecture is inspired by the human brain.) We file away lots of things in our memory and often say, "I can't remember exactly where I heard this, but ...".

We wouldn't cite "I can't remember exactly where I heard this" from a friends, family or colleagues. Unless we can see the information in context, there will be doubt.

When might you cite AI as a source

So why in the world would reputable citation sources like MLA, APA, Chicago and others give us citations for something we might not even want to include?

Because there might be times when using AI as a source is, indeed, the most direct source for our information.
Example: When we're talking about AI and want to show what an AI model produced.
Let's say you're writing a research paper or an article or even an essay about generative artificial intelligence. To provide an example of an output by the AI model, you might need to include the text it created so you can comment on it.

Because, in that case, it's the source of the original text -- the exact example that you want to include -- you would quote it directly and cite it in your bibliography.

There are lots of times, of course, when you would NOT use AI as a direct source.

Another analogy: Let's imagine that a politician claims something as fact in a speech. A writer could report that the politician said it, and that would be fact. But would it be a reliable source? Just because someone said it doesn't make it fact. (It might make it fact that the person said it, but again ... that's only helpful if we are speaking to the way the politician was communicating and not trying to gather facts.)

Just because AI said it doesn't make it fact ... and it doesn't give us permission to state it as such.

Can you "plagiarize" AI assistants?

Let's say that an AI assistant creates a response to a prompt. Sometimes, writers (not just students, but adult writers, too!) will use the whole response verbatim in a paper, an essay, an article, or some other form of writing.

This underlines a concern that many of us educators have had since AI assistants like ChatGPT have been available -- we don't want students "plagiarizing" with AI.

(Did you notice my quotation marks around the word "plagiarizing"?)

Everyone throws the P word around with reckless disregard. I understand why, but there's a problem.
You can't plagiarize AI.
(Note that I'm not saying copy/paste/submit from AI is OK.)

Here's why: the concept of "plagiarism," as it's defined today, has to do with passing someone else's work off as one's own. The idea of "someone" being another human.

Black's Law Dictionary defines "plagiarism" as: "The act of appropriating the literary composition of another, or parts or passages of his writings, or the ideas or language of the same, and passing them off as the product of one's own mind."

It's based on intellectual property -- the creative work of a human being.

Prompt an AI assistant to create some text for you. Then ask it who owns the response. It'll tell you that it doesn't own it. Why? Because it's not human.

What does this demonstrate? That our definitions aren't keeping up with the rapid pace of technology.

So ... what do we do? Let's be precise about the words that we use. What don't we want students to do? We don't want them to pass off AI generated text as their own. And then, let's be clear and specific about how they can (should) (might) use AI in their work and how not.

AI responses are impermanent and fleeting

If all of the previous reasons weren't enough, there's also this issue: when AI creates a response, it's hard to refer others to it.

When AI responds to a prompt, it's likely that the response lives in your account for that AI assistant. But it's likely not published to the web and made to be a finished product.

Sure, lots of the AI assistants do allow you to create a shareable link to a response. But those are intended for temporary, informal access to the response ... not as publication of a solid source.

The idea behind cited sources is to promote trust -- to allow the reader to review the claims, to check them out, to see the facts in context so they can make their own judgments.

Citing an AI response that can't be accessed and verified doesn't do that.

Which AI assistants cite their sources well?

Today, I prompted several major AI assistants -- ChatGPT, Google Gemini, Microsoft Copilot, Anthropic Claude, and Perplexity -- with a question: "What are the most populated cities in the United States?"

A caveat: I asked this question knowing that it was directly verifiable with data online. But here's the problem: large language models weren't created to be a replacement for search engines. They're not really made to look up facts and real-time information. AI models take static data and train on it, looking for patterns, commonalities, and consistencies. Then they make their best guess at what they think the answer should be. So, by admission, I'm asking it to do something it wasn't made to do. But it does shed light on the differences between the assistants and their practices on citing sources.

Here's what I found, ranking from most forthcoming with sources to least:

Perplexity (free version) started with a source -- linked and summarized and right at the top -- before it even presented its response to my question.

Microsoft Copilot (free version) linked to sources in footnotes with its initial response to my prompt -- without my having to ask.

ChatGPT (free version based on GPT-4 model) gave a detailed response with population statistics -- but without sources cited. I asked for sources and it asked me if I wanted it to look it up using real-time information. It then provided the same stats as before but with a link to World Population Review -- whose information contradicted the ChatGPT data slightly (swapping a different city into fifth place by a very narrow margin and adding two New York City boroughs as cities after listing NYC as first overall).

Claude (free version based on Claude 3.5 Sonnet) listed 10 cities and said it couldn't cite sources, explained that the data came from its original training data, and suggested sites that would have that type of data.

Gemini (paid advanced version) listed five cities and said it couldn't cite sources. Its brief explanation said that the data came from its pre-training and that population rankings are "widely known" and can be easily verified.

So, what did we learn from this exercise?

Some AI assistants -- Perplexity and Copilot -- lead with sources even if we don't ask.

ChatGPT would provide sources if prompted but didn't start with them.

Claude and Gemini wouldn't provide direct sources to verify their information.

The standard we expect in classrooms would not match the effort provided by some of these AI assistants!

Four practices we can implement with AI assistants and sources

If we want to get this right -- and help students to improve their thinking and their skills -- what can we do?

Here are four ideas I like related to that topic ...

1. Use AI when we have a clear reason to do so -- and when it helps us reach our goals. Provide students with guidance about what AI can help them do so that it helps them to develop as human beings. And discourage their use of it when it doesn't help them to think or develop skills. Most students aren't getting any guidance whatsoever. Be that trusted adult who has their best interest at heart.

2. Encourage transparency with use of AI. If students are going to use AI in their work, encourage them to be transparent with it. Disclaimers are a good starting point. Encourage them to make a note at the end of their work disclosing how AI was used in their work. If AI is used directly -- copied text or AI-generated media -- encourage them to label it.

3. Use AI as a way to get back to the original source. Again, remember that AI wasn't really made to do this in the first place. But if an AI assistant can help you get back to an original source for information or data, students can then cite that more direct source. Citing the most direct source is better than citing the means of getting to it (i.e. an AI assistant or search engine).

4. Skip AI all together and search for direct sources yourself. If AI is best at creating "original" text and not best at providing data that's verified by a source, consider not using it at all. Use the searching tools that do provide the sources you're looking for.

Generative artificial intelligence is still new technology to many of us. We're trying to figure out how it fits in our lives -- and in our academic work.

Be the guiding force for students to help them understand the implications of it -- and when it should and shouldn't be used.

We get the opportunity to cast a vision and set the culture for how this technology is used responsibly. Let's not miss out on it!

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Can you cite AI in classwork? Should you?

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Student can cite AI in academic work. But should they? Here's some guidance for being more intentional about using AI in student writing and classwork.

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Turn your sketch into a refined image using AI

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Vicki Davis on the Generative AI Podcast

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Vicki Davis on the Generative AI Podcast

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TGA9 (part 1) @coolcatteacher Vicki Davis: AI and Human Intelligence + AI in the Classroom

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Common Sense Media - How to Handle AI in Schools

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Common Sense Media - How to Handle AI in Schools

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ChatGPT and Beyond: How to Handle AI in Schools | Common Sense Education

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Here’s what educators can do as this technology evolves.

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Want ChatGPT to become an instant expert? Try this 3-step hack from Reddit:

1. Ask for “20 words describing a [specific specialist].”

2. Request a four-sentence prompt using those words to “summon this specialist.”

3. Paste that prompt into a new chat.

The result? Instead of generic bullet points, you'll get a conversational expert who guides you through complex topics with natural paragraphs and deeper insights.

Our favorite insight: It's like the difference between saying “know about taxes” versus summoning someone who'll “walk me through each step of my tax return.”

This article is taken from the March 24, 2025 issue of The Neuron.

via Lori Gracey @ TCEA (need login) https://tcea.mobilize.io/main/groups/83598/lounge/posts/1497405

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AfterSchool AI Sandbox - WeWillWrite  (Apr 8, 2025)