# data[].attributes.headline
Challenge: What is the future teaching and learning? 

# data[].attributes.subject
Challenge: What is the future teaching and learning? 

# data[].attributes.body
I have moved back to Bluebooks and paper for benchmarks and high-stakes assignments; when students use the computer to submit writing assignments, I use Google Classroom with the Revision and Brisk extensions, but I do not love being a "police officer". When a few students admitted to using ChatGPT or Perplexity AI this year, they did not deny that they used it and some said "I forgot to cite it".

What will the future of learning look like with AI? Padlet AI Generated Image: "Schools of the Future with Students Learning" (N.B. It is interesting that most of these students are wearing glasses--is that perhaps because the AGI is taking ideas directly from their brain and putting it right into a computer?)

# data[].attributes.wish_content.attachment_props.alternative_text
School of the future with students learning

# data[].attributes.body
45-minute class periods make this difficult

# data[].attributes.body
Why teach them how to write? Because they need to be able to argue against authoritarianism in all forms, without computers. BY HAND.

# data[].attributes.body
I want to know what we agree on as a school. If some teachers are open to using AI for giving students immediate feedback during the drafting process (which seems like a potential benefit), and others don't... are grades equitable?

# data[].attributes.body
I have used Magic Classroom to create rubrics and questions for primary source documents.

# data[].attributes.body
MagicSchool - Choiceboards, rubrics, chatbots and personal assistants to track questioning, bias; assessment and planning --presentation generator for Slideshows writing prompts, multiple choice Qs, reading quiz prep: SAT-style assessments-text-dependent Qs, DOK questions, "Make it relevant" lessons, models and scaffolds- podcast scripts, Rap Battles; differentiated readings, DBQ prompts, clarity in instructions, real world examples, song generator, SMART Goals, Standards Unpacker

Perplexity - research process, questions, citations, attribution

Brisk - Grow and Glow feedback based on department rubrics for writing and verbal assessments, Slideshow creation, targeted feedback

Padlet - collaboration, media tools, discussion boards, AI-generated images with discussion posts, original content and videos

# data[].attributes.body
I don't think personal computers can be used with internet for any authentic student work. What do I do with that realization?

# data[].attributes.body
I'm thinking about buying personal slates and turkey feathers to use as quills.

# data[].attributes.body
I worry about whether or not students are really coming up with the ideas or if they are just parotting what a robot told them. Tracking down the root of their thinking is extremely time consuming.

# data[].attributes.body
I have struggled with addressing academic integrity issues related to AI this year, as some students will emphatically deny that they have used Chat GPT, even though it is abundantly clear to me that they have done so.

# data[].attributes.headline
I have found Magic School as a useful tool to create some informal content assessments 

# data[].attributes.subject
I have found Magic School as a useful tool to create some informal content assessments 

# data[].attributes.body
Padlet (AI features "recipe", timelines, maps, collaborative tools)

MagicSchool

Brisk

ChatGPT

Revision History

Notion

Canva

Padlet AI Generated Image: "Teaching Tools for AI in Upper School History in the future"

# data[].attributes.wish_content.attachment_props.alternative_text
Teaching Tools for AI in Upper School History in the future

# data[].attributes.body
Students have used AI to generate and edit their writing (including on in-class writing assignments with their screens facing mine).

# data[].attributes.headline
We should highlight the benefits and challenges. Teaching kids how to use it and not teaching specific programs is essential because more programs are always going to come up, but the ethics remain the same.

# data[].attributes.subject
We should highlight the benefits and challenges. Teaching kids how to use it and not teaching specific programs is essential because more programs are always going to come up, but the ethics remain the same.

# data[].attributes.headline
Students using it through the whole process

# data[].attributes.subject
Students using it through the whole process

# data[].attributes.body
Students are using AI to write, but also to read/summarize so the writing piece represents AI reading too.

# data[].attributes.body
Different assignments are no longer trustworthy. Whether it be harknesses (with prep and the questions being shared ahead of time), writing, or homework. Even if they sign an honor code, if they think other people are using AI (and therefore getting a "leg up" on a potential grade), they probably will use it.

# data[].attributes.headline
They still need to learn how to think critically...

# data[].attributes.subject
They still need to learn how to think critically...

# data[].attributes.body
I'd love a clear policy for history and English to guide how I teach and assess students

# data[].attributes.headline
Paying close attention to draft history-which is not foolproof and is time consuming.

# data[].attributes.subject
Paying close attention to draft history-which is not foolproof and is time consuming.

# data[].attributes.headline
It hasn't come up this year, thankfully.

# data[].attributes.subject
It hasn't come up this year, thankfully.

# data[].attributes.headline
I have not used it yet because I am still trying to figure out the best way to use it.

# data[].attributes.subject
I have not used it yet because I am still trying to figure out the best way to use it.

# data[].attributes.body
Yes, quite a bit. I use it for helping to illustrate the student's work, as examples of bad writing (write me a story that's entirely a run-on). And I use it on the backend to provide feedback on my lesson plans.

# data[].attributes.body
I have had one-on-one conversations with my students that have violated the academic integrity guidelines that I clearly outlined for AI usage. Then I followed up with the mother. The assignment got a 0.

# data[].attributes.headline
Shifting to a more "mastery" focused form of assessment

# data[].attributes.subject
Shifting to a more "mastery" focused form of assessment

# data[].attributes.body
As AI continues to change at rapid paces, it can be difficult to think at a pace ahead of it's speed of evolution--but I believe a shift in the way we assess will be important to developing how students become independent thinkers beyond their years here at King--shifting from technical skills to metacognitive skills (moving from a focus on coding structure, to a focus on algorithmic thinking as a skill, for example. )

we are definitely in the middle of a shift from the "Digital Age" to the "Innovation Age".

# data[].attributes.body
None. Have used in partnership with students. The AI has been used as a tool bag for creative ideas and doesn't replace the skill we are looking to develop.

# data[].attributes.body
-Chatgpt

-Sight Reading Factory

-Exploring UDIO

# data[].attributes.body
Eleanor:

Parodies to Songs (Weird Al style)

Came to her computer and parameters but couldn’t just copy and paste.

Mendez-

Sight Reading Factory for practicing

Helping create lyrics or chord progressions for composition projects

# data[].attributes.body
ChatGPT // Canva AI // Firefly

# data[].attributes.headline
None. I keep my class very transparent so if they don't know, they don't do it until they learn again from me. It is ok to say I did not understand the topic I taught and we go again in the class over and over again until they learn it.

# data[].attributes.subject
None. I keep my class very transparent so if they don't know, they don't do it until they learn again from me. It is ok to say I did not understand the topic I taught and we go again in the class over and over again until they learn it.

# data[].attributes.headline
Trust and bond with your class/students.

# data[].attributes.subject
Trust and bond with your class/students.

# data[].attributes.headline
encourage them to think and be creative. Ideas are important, not how to execute it in the world of AI. So students need ideas for sure. They definitely need to learn how to prompt to chatgpt to get the right output. 

# data[].attributes.subject
encourage them to think and be creative. Ideas are important, not how to execute it in the world of AI. So students need ideas for sure. They definitely need to learn how to prompt to chatgpt to get the right output. 

# data[].attributes.headline
In electronics I allow students to use AI to create 100% of their code. Their job is to build electronics/circuits and make them work. The code in that class is not the goal, it's an impediment to the level of electrical engineering they can actually achieve.

# data[].attributes.subject
In electronics I allow students to use AI to create 100% of their code. Their job is to build electronics/circuits and make them work. The code in that class is not the goal, it's an impediment to the level of electrical engineering they can actually achieve.

# data[].attributes.body
I have learned that I don’t envy any English teachers…in that specific field it appears there is a recurring metric ton of extra work necessary to ensure AI isn’t actually doing their students’ work for them, and also a depressingly-large number of students (at least initially) that try to pass off AI-completed assignments as their own.

# data[].attributes.body
I haven’t used AI in the classroom yet, but I’ve learned some things today that I’m looking forward to trying.

# data[].attributes.body
I am intrigued by the idea of students using AI in the classroom to possibly generate scripts or story ideas, but I have a long way to go in order to feel in control of that kind of a lesson

# data[].attributes.body
I think we have to grapple with helping students understand the value of learning to think for themselves. I'm not sure how to do that with the tsunami of information they get that says the opposite...that they should do it the easy way, etc.

# data[].attributes.body
None so far because my students don't write essays or other extended pieces that could be done with AI

# data[].attributes.body
I have used MagicSchool so far.

# data[].attributes.body
I have used AI to generate lesson plans and give me information on topics that is specific to a MS age.

# data[].attributes.body
I have used Adobe Firefly with students to help generate and brainstorm ideas for a composition- visual references

# data[].attributes.body
Student use of AI has (in my experience) not helped those students develop any necessary skills, but rather students who routinely use AI are demonstrably worse at performing basic tasks and appears to undoes any critical-thinking prowess they may have had prior to assignments.

# data[].attributes.body
pictures

# data[].attributes.body
Encourage use as an enhancement not substitute

# data[].attributes.body
Authenticity, correct answers

# data[].attributes.body
ChatGPT as an improved version of grammar and spelling check.

# data[].attributes.body
I’ve had success with uploading articles to ChatGPT and having it generate questions that require critical thinking.

# data[].attributes.body
I have used AI as a model to demonstrate how a possible response to prompts or crafting poetry can be unreliable.

# data[].attributes.body
I find myself not trusting students when they have written assignments as much anymore.

# data[].attributes.body
Handwritten work

GoGuardian & and GForms in “locked mode”, but this only works for school-managed devices

# data[].attributes.body
Starting larger writing assignments for myself. Content inspiration. Shorter writing assignments for myself.

# data[].attributes.body
I'm still concerned about the environmental and ethical impacts of AI despite the fact that it is here to stay, therefore I have not used it yet and haven't found it useful.

# data[].attributes.headline
ChatGPT makes example sentences for vocabulary quizzes. You can also upload a copy of a quiz and have it make another version of the same quiz so that students sitting next to each other can have different versions of the quiz to prevent cheating. 

# data[].attributes.subject
ChatGPT makes example sentences for vocabulary quizzes. You can also upload a copy of a quiz and have it make another version of the same quiz so that students sitting next to each other can have different versions of the quiz to prevent cheating. 

# data[].attributes.body
When students find something challenging, they now look to AI instead of asking for help or taking a risk.

# data[].attributes.body
Sabrina's session on rubrics gave me some good tools to get improve my feedback.

# data[].attributes.body
In CompGov, there are argumentative essays. I give Chat the prompt, and tell it to defend one side of the argument. However, I tell it that if my students make solid counterpoints, that it should concede. They argue against Chat until they convince it with enough evidence. They are not allowed to use their computers in this exercise.

# data[].attributes.body
I am going to try using an image generator

# data[].attributes.headline
Gemini and magic school for prompts and chat bots

# data[].attributes.subject
Gemini and magic school for prompts and chat bots

# data[].attributes.headline
Sketchbooks that stay in classroom as well as monitoring technology usage

# data[].attributes.subject
Sketchbooks that stay in classroom as well as monitoring technology usage

# data[].attributes.body
Huge ethical quandaries

Teaching critical thinking

Teaching writing

# data[].attributes.body
Creating rubrics

# data[].attributes.body
Twee

DeepAI

Suffit

Class Companion

# data[].attributes.body
I have found AI to be very helpful to break writer's block, or creative block.

# data[].attributes.headline
I’m not sure how much AI is too much in writing papers

# data[].attributes.subject
I’m not sure how much AI is too much in writing papers

# data[].attributes.body
Creative content

# data[].attributes.headline
Be transparent and walk them through usage strategies. 

# data[].attributes.subject
Be transparent and walk them through usage strategies. 

# data[].attributes.body
None that I know of.

# data[].attributes.headline
They should see AI as a tool yet not rely on it for their work.

# data[].attributes.subject
They should see AI as a tool yet not rely on it for their work.

# data[].attributes.body
Great experiences shared! Excited to try these ideas out!

# data[].attributes.body
Scavenger hunts, long term assignments, pop quizzes, study guides

# data[].attributes.body
Helping kids understand the “lines in the sand”.

# data[].attributes.body
None. Still haven’t (knowingly) used any.

# data[].attributes.body
Diffit

ChatGPT

MagicSchool

# data[].attributes.headline
I try to use it to create practice tests, but they are only about 80% accurate

# data[].attributes.subject
I try to use it to create practice tests, but they are only about 80% accurate

# data[].attributes.body
Chagpt and ai image generators help my students visualize and flesh out their ideas.

# data[].attributes.body
Creating practice sets for students

# data[].attributes.body
I use ChatGPT and Gemini to create content and extra practice for students.

# data[].attributes.body
Students used AI to generate images of iconic scenes from The Odyssey. They had to first find quotations from the text that gave the essential details, then write up prompts and tweak the prompts based on what was generated. Finally, they had to write a reflection on how accurate the image generation was and how it helped them deepen their understanding of the text.

# data[].attributes.headline
Hard to distinguish if it is student’s work when we do the writing or project at home. 

# data[].attributes.subject
Hard to distinguish if it is student’s work when we do the writing or project at home. 

# data[].attributes.body
Not at all

# data[].attributes.headline
No longer using personal computers to complete major assessments 

# data[].attributes.subject
No longer using personal computers to complete major assessments 

# data[].attributes.headline
I’ve used some Magic School when looking for some ideas for phrasing comments.

# data[].attributes.subject
I’ve used some Magic School when looking for some ideas for phrasing comments.

# data[].attributes.body
Mostly w/building and refining rubrics

# data[].attributes.body
ChatGPT for culture learning is very useful. Plenty of good resources and images.

# data[].attributes.body
I haven’t experimented yet. However, I am curious about its usage in art creation

# data[].attributes.headline
Students have used it to misrepresent original work.

# data[].attributes.subject
Students have used it to misrepresent original work.

# data[].attributes.body
Creating questions and reading content on historical topics

# data[].attributes.body
Magic school to help refine science fair ideas into testable projects

# data[].attributes.body
Perplexity for research