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Paraphrasing Tool - Rephrase Your Content For Free.

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Paraphrasing Tool - Rephrase Your Content For Free.

# data[].attributes.attachment_link.description
Internet is flooded with the replicas of many tools, and there is no doubt that you will find several websites that are providing the rephrase sentence online service. But we are confident that none of these tools can match the excellence of the rephrase tool by SmallSEOTools.

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Artificial Intelligence is poised to change teaching and learning forever

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Artificial Intelligence is poised to change teaching and learning forever Artificial Intelligence (AI) has the potential to revolutionize teaching and learning as we know it. By using AI-powered tools and strategies, educators can personalize learning, improve student outcomes, and better prepare students for success in the digital age.

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Grammarly stands with our friends, colleagues, and family in Ukraine, and with all people of Ukraine.Learn more

GrammarlyGO brings the power of generative AI to the Grammarly experience, helping you across the digital spaces you write in most. Keep moving with GrammarlyGO, the AI communication assistant that's up to speed on your context and preferred writing style.

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Use GrammarlyGO to unblock your ideas and enable accelerated productivity for teams and individuals. Click the green lightbulb icon to compose, ideate, rewrite, and reply with an AI co-creator informed by your context and goals.

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If you're on a Grammarly Premium subscription in all countries, you have access to GrammarlyGO. Most Grammarly Business and Grammarly for Education (higher education) accounts have access to the beta launch. GrammarlyGO is also available for people with a Grammarly Free account in Australia, Canada, Germany, Japan, New Zealand, Poland, Ukraine, the United Kingdom, and the United States-with more countries added later.

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Grammarly's enterprise-grade attestations and certificationsand user-first approach to security and privacy reflect our practices and policies to keep customers' data safe and secure.

Grammarly's product offerings only access text when you have the product activated. Grammarly never sells customer data and never provides information to third parties to help them advertise their products to you. Rather, Grammarly makes money when people subscribe to our paid offerings.

Any information used to power GrammarlyGO, such as prompt type, prompt text, and the context in which it's used, will be shared with our partners for the sole purpose of providing you with the GrammarlyGO experience. We do not allow any partners or third parties to use your data for training their models or improving their products.

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Discover your next move with GrammarlyGO

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Grammarly stands with our friends, colleagues, and family in Ukraine, and with all people of Ukraine.Learn more GrammarlyGO brings the power of generative AI to the Grammarly experience, helping you across the digital spaces you write in most. Keep moving with GrammarlyGO, the AI communication assistant that's up to speed on your context and preferred writing style.

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MagicSlides App - Create Presentation With AI in seconds

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AI Presentation Maker - Presentation from Topic, YouTube, PDF, URL with AI

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MagicSlides.app is AI-Powered Text To Presentation app that creates presentation slides from any piece of text.

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If you have a regular gmail account, you can use SlidesAI. You don't need a Google Workspace account. Just install SlidesAI fromGoogle Workspace Marketplace

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20 Uses of ChatGPT with Prompts - Alli McCrary

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20 Uses of ChatGPT with Prompts - Alli McCrary

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20 Uses of Chat GPT with Prompts! Public

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Check out this Presentation (4:3) designed by Alli McCrary.

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https://blog.tcea.org/prompts-for-lesson-planning-with-chatgpt/?fbclid=IwAR0o10zohUai70tu5rGbHegNQqPSVJOELMQpE-3QX2u3xLu-AomjSEkg8NU

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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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Classroom Policies for AI Generative Tools

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Classroom Policies for AI Generative Tools

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Classroom Policies for AI Generative Tools

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Bringing AI to School - Tips for Leaders

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Bringing AI to School - Tips for Leaders

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Bringing AI to School-Tips for Leaders.pdf

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Covid Changed Student  Behavior - How Are Schools Responding?

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Covid Changed Student  Behavior - How Are Schools Responding?

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In a visit to schools throughout Northern California, a reporter finds that teachers are still struggling with the aftermath of the Covid-19 pandemic.

It's getting late down by the Oakland, California, harbor. The winter afternoon sun blares through the west windows of the Downtown Charter Academy (DCA); the rays force teachers to angle their grade-level team meetings toward the shadows. Three P.E. educators huddle in a classic training stance for the last hour of a daylong professional development: elbows on knees, shoulders curled, heads cocked up at whoever's speaking.

"It's, like, totally flipped from before," says Coach Gregg Pentony. "Used to be that most of the sixth graders would come in able to run the mile, and you'd usually be able to tell ahead of time which ones were going to struggle. Now? Now it's the opposite: Most kids can't make it, even the ones who look like they should be able to."

But children weren't just physically languishing on their couches. Social life also stalled for much of 2020 and even into 2021, depriving kids of regular practice living, growing, and learning among their peers. Teachers are still seeing the impacts today. "I think they're still resocializing," says sixth-grade DCA teacher Kimberly Chang. "The way people interact in an online space is how students now interact in real-life space-no filter. And that was already hard for middle schoolers before the pandemic: that act of stopping, taking a moment to form your words and think through the consequences of each choice."

But it's increasingly clear that these decisions didn't suddenly end the pandemic's impacts on kids. While there's ample-and largely warranted-public concern about learning loss, this narrow framing underestimates the breadth and depth of the pandemic's effect on children's well-being.

A real recovery will require not just intensive academic interventions, but also intentional efforts to rebuild students' social skills and their sense of belonging in their school communities. That remains the central paradox facing teachers today: Despite all the attention being paid to "lost" learning, schools won't actually be able to get kids back on track academically without doing more to address the pandemic's deeper social and emotional impacts.

Lingering Signs of Dysfunction

For at least the past two years, public education discourse has focused on getting students caught up to "normal" academic expectations for their grade levels. Each new round of the Nation's Report Card brings fresh hand-wringing over the ways that Covid-19 derailed academic trajectories.

But on a recent reporting tour of schools in Northern California, teachers told me that academic recovery is stalling as it encounters the consequences of prolonged social isolation and disrupted learning time.

Early data on children's mental well-being during ( and even before) the pandemic should have been a warning sign. By May 2021, for example, 71 percent of families said the pandemic was negatively affecting their children's mental health, and social isolation topped families' list of unhealthy aspects of the pandemic-ahead of remote learning, excessive screen time, and even fear of the virus itself. It was inevitable that kids brought these struggles-and rusty social skills-back to campus as schools reopened.

On cue, student misbehavior spiked in 2021, EducationWeek's Research Center reported, and has not improved through the early months of 2023, when the researchers last checked in with schools. Children's marination in technology is an inescapable part of this story: The pandemic reignited a national debate about children's access to and reliance on screens, with new studies suggesting possible links between smartphone usage, social media, and youth mental health challenges. A recent study published in JAMA Pediatrics found that nonacademic adolescent screen time roughly doubled during the early pandemic, to an astonishing 7.7 hours per day. The researchers concluded that "despite the gradual reversal of quarantine restrictions, studies have suggested that screen use may remain persistently elevated." In response to widespread concern from teachers, schools and districts are wrestling with ways of restricting student cell phone and technology use on campus.

Accordingly, DCA's eighth-grade team spends part of their professional development day huddling over how to manage in-school technology. They commiserate over the difficulty of keeping kids on task and off the internet during lessons and then share tips for limiting distractions. One teacher says he's resorted to giving students free time on their school-assigned computers at the end of a lesson and then using the school's classroom dashboard app to block inappropriate websites they visit. Another teacher periodically projects students' dashboard screens onto the whiteboard so that their online activity is visible to the class.

Technology is only one variable making it harder for many kids to reacclimate to ordinary classroom activities like small group work and class discussion. Two days after DCA's professional development, a seventh-grade science class at the school is eerily quiet. Students complete a short assignment on geological time scales, and the teacher begins to work through the questions on their sheets. "OK," he announces cheerfully. "What landforms occur at different locations on Earth?"

No one volunteers a response. When the teacher calls on a student, she murmurs something that's too quiet to hear, then shrugs and smooshes up her cheeks with her hands. He tries another student, then suggests that kids discuss their answers with classmates in their table groups. Despite the low-stress, open-ended format, the discussions flounder. "I know we just switched groups," he pleads, "but you still know the people at your table. Don't be afraid to talk."

Strategies for Reengaging and Reconnecting

Educators around the country are experiencing similar classroom dynamics and are scrambling to reengage with students.

"Kids need more than ever to feel safe in a school space, they need to feel engaged in that space, they need to feel like the behaviors of that space support their mental health and well-being," says Houston Kraft, the cofounder of CharacterStrong, a social and emotional learning curriculum. "It needs to feel like we are collectively honoring what happened and not just trying to go back to business as usual, because collectively, young people are like, 'Are you kidding me?'"

How can schools design "whole child" approaches to meet the full range of children's needs at this particular, charged moment? Experiences from two Bay Area campuses, San Jose's Edenvale Elementary and Oakland International High School, offer useful lessons for educators seeking to reengage students and support their social and emotional development.

Defining the scope of the problem: Though the student well-being crisis is shaping teachers' daily work around the country, the particulars of students' social and emotional needs may vary by community, campus, classroom, and individual. Schools will be more effective if they have a clear understanding of their students' specific challenges.

Upon seeing increased rates of chronic absenteeism after the pandemic, Edenvale, a K-6 school in San Jose, California, designed and administered surveys to identify students' views of their own well-being. What they found was jarring: In the 2021-22 school year, only 53 percent of elementary students reported that they could connect with an adult on campus, and the number dropped to 42 percent for middle schoolers. A report issued in 2015 by the National Scientific Council on the Developing Child suggests that a stable relationship with even one caring adult in school, meanwhile, increases student resilience and improves coping strategies.

Focusing on belonging: Staff members at Edenvale combed through their survey data to identify children who said they felt disconnected from the school. In a professional development session, they sifted through the list and assigned themselves to students, ensuring that each child had at least one adult dedicated to regularly checking in and forging a deeper relationship (you can see a similar strategy in practice at Cold Springs Middle School in Nevada, in the video below). Since research shows that students learn best when they are part of a community of trusting relationships, the school prioritized trust building in these connections.

Similarly, when the pandemic forced it to close, Oakland International High School, which serves newly arrived immigrants in Oakland, assigned educators call lists to (1) check on students' overall well-being and (2) provide students with targeted practice in conversational English phrases to help them navigate new pandemic pressures. After reopening, these "case management" check-ins have continued: Educators and noninstructional staff alike commit to regular chats to ask how students are feeling, identify broader challenges they and their families may be facing, and help connect them with community resources to improve learning outcomes.

Funding real change: Fully addressing students' current needs requires more than just identifying challenges and setting new priorities. In many cases, the scope of the problem will require a shift in budgetary allocations or staffing. Edenvale, for example, committed some of its federal ESSER pandemic recovery funds to adding counseling capacity and opening a wellness center where students can go to reset themselves socially and emotionally when things get tough.

Oakland Internationalfound a local grant to enhance the school's after-school programming with the aim of reengaging students and improving their attendance. The school partnered with a local nonprofit, Soccer Without Borders (SWB). The goal was to entice students to attend school so that they didn't miss their biweekly after-school soccer practices, but SWB also incorporates case management practices, checking in with students and connecting them with community services when needed. Perhaps most important, says SWB founder Ben Gucciardi, the work of building a soccer team helps "students from different backgrounds and different cultures... work together concretely." In other words, the team helps students find their place on campus-to find a sense of belonging.

Reworking school spaces for a new era: In response to the stresses of the pandemic, Edenvale created unique, supervised spaces to build students' sense of belonging on campus-beginning with the Wellness Center. After seeing that some students were struggling to reacclimate to the noise and intensity of recess, first-grade teacher Kerry Sommer began opening up her classroom for quiet group play or reading time.

To help students navigate the social tensions and mental health challenges that accompanied returning to in-person learning, Oakland International launched student affinity groups, usually organized around students' ethnicities or home languages. They developed in response to the school's desire to "create space for students to share what's coming up [with] an adult who reflects their community and can support it," says administrator Madenh Hassan. They give students a chance to process challenges-social, emotional, academic, and otherwise-with peers as part of rebuilding their sense of belonging on campus.

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Covid Changed Student Behavior-How Are Schools Responding?

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In a visit to schools throughout Northern California, a reporter finds that teachers are still struggling with the aftermath of the Covid-19 pandemic.

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Social & Emotional Learning (SEL)

To help early elementary students manage big emotions, try breathing exercises and sharing how you deal with overpowering feelings.

Big, sometimes overwhelming, feelings can be hard to contain, especially for our youngest students. In the past three years, many have experienced hardships-loss, grief, isolation, food and housing insecurity-and the fallout in school continues.

Of course, working with big feelings and dysregulation in early elementary school is nothing new. Our pre-K through grade two students have always come to us brimming with excitement, while also bringing their jitters, apprehension, anxiety, and frustrations into the classroom. Unaddressed, big feelings and nervous energy can go viral, with the power to disrupt a classroom in a few minutes or less.

So what to do? How do we help our youngest students feel safe, nurtured, and connected in school? What skills and practices can we introduce for them to learn to ground themselves so that academics can thrive?

MultiSensory grounding techniques

First, we need to make sure we maintain our center and stay grounded. As the teacher, you are the thermostat (not the thermometer) in your classroom. You set the tone. So when things escalate around you, feel your feet on the ground, take a deep breath, rub that stone you carry in your pocket for times like this, or take a whiff of that bottle of calming essential oil. You might also use calming self-talk, like "I've got this" and "Easy does it." According to research, silently messaging ourselves can reframe the story in our head and push back on the brain's stress response.

Consider sharing your practices with students in the moment; as you feel your blood pressure rising, you might name your own big feelings. Model and talk students through some five-finger (aka starfish) breaths as you compose yourself. Invite students to breathe along with you as you take everyone's feelings down a few levels. And if multisensory breathing isn't your thing, consider modeling self-talk or progressive muscle relaxation. Whatever it is that works for you, share it. Letting young people know that we, as adults, experience big feelings, too-and that we have ways to work through them-is powerful stuff.

Have a mindful practice for students to draw on when the going gets tough. They don't call it a "practice" for nothing. Starting the school day with some starfish, rainbow, or snake breaths can help students learn how to calm and center themselves. Some teachers I work with add mindful movement. As students develop a practice that works for them, they can return to it more easily in moments when big feelings threaten to overwhelm them.

Have you ever passed the quiet? This magical practice was shared with me by a pre-K teacher, Mr. Holifield, years ago. He would cup his hands and announce in a quiet whisper that he had the quiet. He'd look into his hands and nod excitedly. Students would perk up and lean in to see what was happening. Mr. Holifield's contained excitement was contagious, and as he had his students pass the quiet around the circle, their rowdy and unregulated excitement calmed down. Mr. Holifield was the classroom thermostat, always.

Create a soothing environment. Playing calm, rhythmic music in your classroom is another way to intentionally quiet the senses. Fluorescent classroom lights can be activating, so consider dimming them; or, if possible, rely on natural light or introduce warmer light sources altogether. I once worked with a teacher who used calming essential oils in her classroom. I made sure to always pop in when walking by her room, inhaling deeply, before going on my way again.

Build a peace corner. Once you've introduced your students to centering and grounding techniques, peace corners can provide them with a place to practice. To start, ask students to draw their peaceful place and discuss what it is about their place that makes it peaceful. Next, look around the room and decide together where a peace corner could go. Also ask students about tools they use to calm themselves. Stuffies? Paper and crayons to draw or doodle? Books about feelings? A glitter jar perhaps? Decorate the space together using student artwork. Once it's ready, have students take turns visiting, emphasizing that we all have moments in which we need to collect ourselves, including us, the adults.

Social and emotional learning (SEL) is key. As teachers, we know that teaching students skills is important. As is practice. Consider introducing talking circles to invite students to share their stories and perspectives while they practice mindful listening and patiently wait their turn. As the talking piece goes around, students make connections with other students, feel less alone, and are able to better understand where peers are coming from. The connections, empathy, and skills that students build in circles can be tapped when they get into a dispute or altercation. Guided skillfully by the adults at first, students learn how to problem-solve and repair harm. With practice, students can begin to host their own circles, using a talking piece to moderate challenging conversations.

So there it is. It may seem like a lot, and we're already dealing with a lot these days. Just take it slow, one step at a time. Reflect and learn with your students. See what works, and keep building.

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Teaching Young Learners Self-Calming Skills

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To help early elementary students manage big emotions, try breathing exercises and sharing how you deal with overpowering feelings.

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what will i do differently this year? NO DO NOT SWITCH OFF YOUR PHONE only MUTE 9:15 : let's get started - : ??? - : ??? - : ??? - : ??? - : ??? 11:45 : final bell Artificial Are we at this conference primarily to be better educators? ... or primarily to become better learners?

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https://docs.google.com/presentation/d/1uGBRN8ZqA1zozhRMAFbxrzHjQQeu03M_dCvoProETR4/mobilepresent?fbclid=IwAR0yacAGP7f9bKL31W0_SUk5i6pkrzwWkaeRvewgSjOBTpLIlm8u2PaFsB0&slide=id.p1

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Toni Updated 5-16_AI Technology and Education

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Dianne Krause - Whissahickon School District

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Dianne Krause - Whissahickon School District

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https://l.facebook.com/l.php?u=https%3A%2F%2Feducraft.tech%2Fchatgpt-in-the-language-learning%2F%3Ffbclid%3DIwAR0kP4w20bkmwFYlW7MDbKPhpKQDSx7cUC_HjBUYWmn2dotfoeWG_KHhvAY&h=AT1lFRowAnQKqfB8gGTIQ19ItJzOMICk31JexlkEcrzd4p3xoOKEO1jxmL5C3wjS0j-eRZJeQoepEJdY6Gqt8HdW9tnw_YWjaELqs8DdXpJWCSPVN4Cho7SGZRpcKUhuew&__tn__=R]-R&c[0]=AT1ncsOB-exw04_Fipcfs5dQeUr3BtVdxXbxbmiPoilFZ_worvgSD9T5Bz89cdqQ6RiqsngTewmJghhU5xVSG0pKZ5U3R68c7iABCs-JYlLUKdRBY9ChWt6gTb-KRa4SfcPaIboOCWnhHKDKhyL3uuzlZfOq4JoX

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ChatGPT for language learning - All the Prompts you need

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A ChatGPT training for language teachers that will help you acquire new skills and techniques you can apply immediately

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Ally McCrary - ChatGPT and AI Overview Session for Teachers

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Ally McCrary - ChatGPT and AI Overview Session for Teachers

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https://l.facebook.com/l.php?u=https%3A%2F%2Fbit.ly%2F3q6U1Qg%3Ffbclid%3DIwAR1hlT-PIexJUaAYa3tDHBn7DIF1yVE8YodG7Qh9xGg-woc4tqZlbtq1Ao8&h=AT1_oIRmrkI7FHGmSs9aHg9qdQ5FmykeHFcQ79ZB-ZA2WLAwm82yeGWjHeV-7bqkR10xMxmqjKTXUXhmN2ECIa0uuN2KFGVzAcM4yId5uJOS5tsQp0sbUnu8XFisRRsHDQ&__tn__=R]-R&c[0]=AT1ncsOB-exw04_Fipcfs5dQeUr3BtVdxXbxbmiPoilFZ_worvgSD9T5Bz89cdqQ6RiqsngTewmJghhU5xVSG0pKZ5U3R68c7iABCs-JYlLUKdRBY9ChWt6gTb-KRa4SfcPaIboOCWnhHKDKhyL3uuzlZfOq4JoX

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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https://libraryguides.laniertech.edu/AI/

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This guide gives you some ideas about how Chat GPT works, how it can be used in class, and what to avoid.

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https://docs.google.com/presentation/d/1uGBRN8ZqA1zozhRMAFbxrzHjQQeu03M_dCvoProETR4/mobilepresent?fbclid=IwAR3v9Z4LxQCe5IsIYK6NW-k9XlGDefhtHRNDhpZWAGH0DeVPjrRS_6fqhIo&slide=id.p1

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Toni Updated 5-16_AI Technology and Education

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Russell Group Generative AI Principles for Usage

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Russell Group Generative AI Principles for Usage

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https://russellgroup.ac.uk/media/6137/rg_ai_principles-final.pdf

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Help and Support: Chicago - Referencing Guide: AI Generated Content

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Help and Support: Chicago - Referencing Guide: AI Generated Content

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Revolutionize your PDF experience - chat with our tool for fast, accurate answers!

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Revolutionize your PDF experience - chat with Pdfs for fast, accurate answers!

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Get instant answers to all your PDF-related questions with our cutting-edge chat tool. Simply upload your PDF and start chatting - our tool has you covered! Say goodbye to the frustration of navigating complex PDFs and get the answers you need quickly and easily. Try it today and experience the power of our PDF chat tool!

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AI-powered lesson plans and classroom resources | Almanack

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Digital lesson planner and resource generator for teachers.

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All devices with the same username and password will synchronise lists. Your list is encrypted on your devices using your username and password. It can not be seen or decrypted by admins or anyone who doesn't have your credentials. Synchronization is not instant, it can take a few seconds for your changes to come through on other devices.

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GitHub - Stability-AI/stablediffusion: High-Resolution Image Synthesis with Latent Diffusion Models

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GitHub - Stability-AI/stablediffusion: High-Resolution Image Synthesis with Latent Diffusion Models

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High-Resolution Image Synthesis with Latent Diffusion Models - GitHub - Stability-AI/stablediffusion: High-Resolution Image Synthesis with Latent Diffusion Models

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Aditya Ramesh, Prafulla Dhariwal, Alex Nichol, Casey Chu, Mark Chen
Engineering, Design, Product, and Prototyping
Jeff Belgum, Dave Cummings, Jonathan Gordon, Chris Hallacy, Shawn Jain, Joanne Jang, Fraser Kelton, Vishal Kuo, Joel Lehman, Rachel Lim, Bianca Martin, Evan Morikawa, Rajeev Nayak, Glenn Powell, Krijn Rijshouwer, David Schnurr, Maddie Simens, Kenneth Stanley, Felipe Such, Chelsea Voss, Justin Jay Wang
Comms, Policy, Legal, Ops, Safety, and Security
Steven Adler, Lama Ahmad, Miles Brundage, Kevin Button, Che Chang, Fotis Chantzis, Derek Chen, Frances Choi, Steve Dowling, Elie Georges, Shino Jomoto, Aris Konstantinidis, Gretchen Krueger, Andrew Mayne, Pamela Mishkin, Bob Rotsted, Natalie Summers, Dave Willner, Hannah Wong
Acknowledgments
Thanks to those who helped with and provided feedback on this release: Sandhini Agarwal, Sam Altman, Chester Cho, Peter Hoeschele, Jacob Jackson, Jong Wook Kim, Matt Knight, Jason Kwon, Anna Makanju, Katie Mayer, Bob McGrew, Luke Miller, Mira Murati, Adam Nace, Hyeonwoo Noh, Cullen O'Keefe, Long Ouyang, Michael Petrov, Henrique Ponde de Oliveira Pinto, Alec Radford, Girish Sastry, Pranav Shyam, Aravind Srinivas, Ilya Sutskever, Preston Tuggle, Arun Vijayvergiya, Peter Welinder

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DALL·E 2 is an AI system that can create realistic images and art from a description in natural language.

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August 16, 2023

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AI and the Future of Teaching and Learning

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AI and the Future of Teaching and Learning

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ChatGPT, based on OpenAI's GPT architecture, is an advanced language model that can be used to create engaging and interactive educational content. This document summarizes various prompts that can be used to enhance the learning experience, promote critical thinking skills in students and help teachers save time.

Planning

"Create a lesson plan for a class of [student level] students that covers [concept] and includes a variety of activities and assessments aligned to [State Standards]."

"Create a lesson plan for a unit on [concept being taught] that includes a variety of activities and assessments and takes into account the following paragraph where I provide a brief description on the skills and knowledge of my students."

"Create a lesson outline with learning intentions, creative activities, and success criteria for a lesson on [concept]."

"Generate a rubric for an 11th grade assesses the learning outcome for an essay 'understand the causes and consequences of the Industrial Revolution' as a table."

"Generate a group assignment for a grade 8th social studies class on the causes of the Civil War that requires full participation from each group member."

"Generate role descriptions for 5 students on this project."

"Generate questions for a getting-to-know-you activity for a high school English class."

"Create a game that will demonstrate Mutually Assured Destruction (MAD) for High School Students that will be played in small 5 person groups and contains a reflection component after the game. The game should last 20 minutes. It should require little set up time. It should align to IDOE American History Standards for 11th Grade."

Assessments

"Create a quiz with 5 multiple choice questions that assesses students' understanding of [concept]."

"Generate a quiz on the concept of the water cycle for a high school science class aligned to IDOE standards."

"Generate an assessment task for 11th grade student that assesses the learning outcome 'understand the causes and consequences of the Industrial Revolution' aligned to IDOE standards."

"Generate a question that assesses a student's understanding of the concept of photosynthesis in a biology lesson."

Exemplars

"Generate an example of a well-written essay on [topic] that meets the criteria for an 'A' grade (above)."

"Generate an exemplar of a well-written essay on [topic] that meets the criteria for an 'A' grade (above), with detailed annotation explaining the success criteria."

"Generate a glossary of terms and definitions for a unit on [concept]."

"Generate a task that asks students to summarize the main points of a lesson on the American Revolution."

Project Based Learning

"Create a PBL assignment mashing up [LBJs War on Poverty] for American History and Mathematics aligned to IDOE Education Standards. This should be a 6-week project."
"Create an introduction letter for the students explaining the project as if they were in LBJ's government."

"Change the project to an 8-week project."

"Generate rubric for the project aligned to the NTN outcome rubric as a table."

"Create a student project plan with roles and responsibilities for a 5-student team."

"Create a list of weekly deliverables."

"Create reflection questions for post project analysis"

"I want you to become my PBL Creator. Your goal is to help me craft the best possible project for my needs. The prompt will be used by you, ChatGPT. You will follow the following process: 1. Specific IDOE standards you want to address. 2. Based on my input, you will generate 3 sections. a) PBL Plan, b) Introduction Document, and c) Questions (ask any relevant questions pertaining to what additional information is needed from me to improve the plan). 3. We will continue this iterative process with me providing additional information to you and you updating the PBL in the Revised PBL section until it's complete."

Differentiation

"Create an assignment that is challenging for students who have a strong understanding of [concept], but also provides support and scaffolding for students who are struggling with the material."

"Rewrite the following excerpt for an [Student Level (ELL, Middle School, 5th Grade, etc.)] '...'."

"Provide a list of vocabulary words from this excerpt that students at a [Student Level] may not know '...'."

"Create a list of differentiated assignments for ELL students [in context of a given assignment]

Feedback

"Generate a list of specific steps that a student can take to improve their performance in [subject/task]."

"Generate an annotated work sample for a persuasive writing task that compares a novice essay to a proficient essay for the causes of the Great Depression."

"Give feedback on the question, "How did African Americans respond to emancipation?" the student answered "After the Emancipation Proclamation..."

Administration

"Create a poster that lists the classroom rules and explains the consequences for breaking them."

"Create a list of 5 professional development activities that could be used to help teachers improve their skills in using data effectively."

"Create a list of 5 types of data that teachers can collect to monitor student learning and progress."

"Create a set of questions that teachers can use to analyze data and identify strengths and gaps in student learning."

"Create a list of 5 teaching strategies that could be used to support the learning needs of this student that has the following data..."

"Generate ideas to indicate transitions in a high school class."

"Create a university reference letter for Jan Doe in my Dual Credit US History Class from Morton High School. She is smart, hardworking, diligent, contentious and a natural leader. She received an A in my class. She plans on attending Taylor University. She also participated in Cross Country where I was the coach. She encouraged her teammates and finished 3rd in the state her senior year. She was also a lead lawyer on Morton's Mock Trial Team."

"I'm trying to improve my understanding of the bank runs in 1920s and 30s conflict. Develop a creative choose-your-own adventure story and keep asking me to choose an option before moving on to the next part of the story."

"I'm trying to improve my algebra. ask me an algebraic question and keep asking me adaptive questions for me to improve."

"Can you help me understand the context and significance of the [Primary Source (ex. Magna Carta)]?"

"Develop three possible research questions on the following topic: 'Reflecting American Freedom through History.'"
"Based on the second research question, develop three further research questions."

"Create an outline for an academic research paper with the following research question: ... "

"This seems like too much information to fit into only 8 pages. Can you condense the outline, for example removing the appendices and simplifying the structure?"

"What are some good primary source materials to start researching?"

"What secondary sources..."

Student Historical Prompts

"Pretend to be a historical figure [Historical Figure] and allow me to ask you questions." The students then can interview the figure.

"What might have happened if [Britain] had responded differently to the [Boston Tea Party]?" or "What would have happened if Woodrow Wilsons 14 points would have been included in the treaty of Versailles."

"Role-play as a [suffragette advocating for women's right to vote in the early 20th century]. Chat to receive feedback on the strategies you employ and the potential impact of your actions."

"What kind of cultural differences might I experience as a time traveler visiting [time or event (i.e. Ancient Rome)?]"

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ChatGPT, based on OpenAI's GPT architecture, is an advanced language model that can be used to create engaging and interactive educational content. This document summarizes various prompts that can be used to enhance the learning experience, promote critical thinking skills in students and help teachers save time.

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AI Scout | AI Tools Directory | Browse Over 1000+ Quality AI Tools

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AI Scout | AI Tools Directory | Browse Over 1500+ Quality AI Tools

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The most updated list of AI tools. Browse from our directory of AI tools. Explore thousands of AI tools like ChatGPT for almost any use or task.

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Join Thousands of Educators, Parents, and Community Members!Subscribe to our free weekly newsletter for tips, insights, and strategies for classrooms and schools. As seen on: What we do BooksWe will be launching our innovative publishing division soon with some of the best stories and strategies in education. Do you have a game-changing idea?

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Decktopus | Create Better Presentations | AI Presentation Assistant

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Decktopus | Create Better Presentations | AI Presentation Assistant

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Twee - Tweak your lessons with the power of AI

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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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Free Paraphrasing Tool | Rephrase Text Fluently with AI

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Paraphrase text online, for free, and with no sign-up. Try our paraphrasing tool to reformulate sentences and paragraphs with the help of AI.

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Generative AI assistance for any writing challenge Try It for Free ⟶

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Millions trust Grammarly's AI writing assistance to communicate with confidence and make writing faster and more delightful. Getting started is simple - download the app today.

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Resources to Explore and Use ChatGPT and AI

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Resources to Explore and Use ChatGPT and AI

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The topic of artificial intelligence (AI) brings up all kinds of feelings as well as valid arguments about where the technology is heading, how to use it ethically, and what kind of guardrails are necessary for kids before it evolves even further (using social media as a cautionary tale). But some things about AI are certain: It's here, kids are using it, and we probably will too.

Keeping in mind the many changes to come, how can we use it right now? For one thing, we can keep reading think pieces, even while we make it work for us because ultimately, that's what it's for. Just like with any other tech tool, the key is figuring out how to use it effectively, rather than letting it use us.

As we explore, it's crucial to keep students at the center of the discussions and encourage critical thinking about this emerging technology. To that end, you can use the lists of "questions to consider" included in each section for yourself and in your classroom.

Get Informed

It's great to start by learning the basics about AI because it's definitely not a monolith. This technology has been around for quite a while in various forms, and it's likely that you already use it on a daily basis (in features like autocomplete and social media algorithms)! Below you'll find some beginner-level explainers, in-depth reports, and webinars to help you understand the different types of AI a bit better.

Explainers

Reports

This U.S. Dept of Education report is very comprehensive and has tons of great info. Use the links in the table of contents to jump around to sections of interest.

This report from Stanford is an ongoing effort to track the impact of AI on lots of different sectors. There are topline summaries and individual chapters, including one on education.

The Wall Street Journal has a collection of articles on various concerns about AI.

Webinars

Podcasts

Questions to consider

What types of AI do you use on a daily basis (like autocomplete, social media algorithms, etc.)? What types are you less familiar with?

Do you have a basic understanding of how the AI you're using works?

What data feeds it? Your own? Other people's content? An up-to-date data set, or one that only includes a specific time frame?

What does the company's privacy policy say about how they use your data and the information you input?

Be Aware

Of course, part of understanding AI is knowing how its pitfalls and limitations can affect everyone, but this is especially important when it comes to kids. Privacy issues, biased content, and misinformation are just some downsides. There are also considerations around mature content and how kids interact with tech that acts eerily human. Beyond that, there are tons of unknowns. Below are some resources that address some key issues.

Privacy and surveillance

This article from CNN breaks down the reasons you shouldn't share personal information with generative AI, including personal photos or videos.

Since AI has been used for things like facial recognition programs for a while, more sophisticated AI introduces new concerns around surveillance (and its embedded discrimination).

As various types of AI evolve and are integrated into platforms we're already using, it will scrape and store more data to feed that AI.

Ethics, equity, and access

Current generative AI is built using proven biased data, so it's essentially flawed. Decisions based on AI, ranging from placement in a certain math class all the way up to home ownership and resume screening can perpetuate that bias and inequity.

Its current use in the criminal justice system and for legal purposes also illustrates these issues.

Similarly, generative AI's lack of representation of all people (and sometimes explicitly prejudicial output) could negatively affect kids' sense of identity.

Though AI can improve accessibility, it's worth considering that, while programs like ChatGPT were free at first, premium fees give users more features that not everyone can afford.

Because generative AI is meant to model natural language, it uses a first-person point of view ("I") and is meant to be conversational. This element can certainly be confusing for kids, especially if it's integrated into products aimed at developing a parasocial relationship.

Misinformation and mature content

Questions to consider

What data was used to train this AI? Is the training ongoing? What biases are already embedded?

How is this data collected, stored, and shared?

How can we verify AI-generated information?

Are the sources used to generate content cited? If not, in what ways is it ethically sound to use what's generated?

When it comes to AI that's used for job hunting, legal investigation, housing applications, and more, how can we be sure the information is accurate and ethical? Who needs to be involved in its creation?

Play around (with privacy in mind)

Once you feel like you have your footing, experiment! Every day, there's a new tool to do things like create your own AI bot, generate images or videos, and stay organized. Without inputting any of your (or your students') private information, play around with these platforms. Below are some tips and tools.

Formulating prompts

Just like there tips and tricks to do an effective Google search, there are some methods to optimize your use of generative (text-based) AI.

Brian X Chen and others at the New York Times wrote a series about AI, including this installment about golden prompts: Use the instruction to "act as if" it's in a specific role or situation. For instance, you can tell it to act "as if you're explaining cell structure to a first grader" or "as if you're a biology teacher."

You can also point out its mistakes to fine-tune your results!

Instead of just generating one response to a prompt, build and save threads that become personalized bots, operating in contexts you've outlined.

Platforms to play with

Note: Check privacy policies before using if you're concerned about privacy.

There are more tools to try every day, but Infinite Drum is a simple one which allows you to choose sounds and rhythms to build your own beats.

Text-to-image tools aren't super sophisticated yet, but they can come up with some interesting images!

This tool lets you "talk to books," meaning that you create a prompt and quotations from books answer you.

Jeremy Caplan from Wonder Tools created some personalized bots that he shares, so that's also an option!

Experiments to try

You're bound only by your own imagination (and privacy considerations), but one interesting experiment is to have generative AI explain complex concepts or the plot of a famous novel, for example, as if it were explaining them to a young kid. It's one way to see how it can summarize and simplify.

Using generative AI to write any type of song (even in a particular style) is an interesting experiment. It might also be useful to generate catchy rhymes to help kids remember concepts.

For those more subversive experimenters, you can also try to test its limits (as we know kids do) and see how it handles requests that "confuse" it. These experiments can also be great discussion starters with students as they explore AI.

Questions to consider

What are ways you'd like generative AI to work for you?

Are there fun ways you might be able to use it in your classroom?

Are there ways you can incorporate generative AI into existing assignments (without compromising student privacy)?

Integrate it

Once you feel ready to either use generative AI to help you accomplish your own tasks or even to use in your classroom, there are plenty of ideas out there. Plus, there are lots of ways to get students thinking about and discussing it. Check out some below.

Lessons, tools, and activities

Potential time-savers

Questions to consider

Now that you've explored, have a sense of what's possible, and understand the limitations of generative AI, how do you think you can use it in your classroom or for your personal interests?

What are some ways you can integrate discussions around AI into your existing curriculum?

As AI (and other tech) evolves and becomes increasingly woven into our lives, how can we help kids think critically about the tools themselves and their use of them?

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Free Resources to Explore and Use ChatGPT and AI | Common Sense Education

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Get an educator-focused approach to information, concerns, and uses for these powerful tools.

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TOP APPs POWERED BY AI THE BEST AI POWERED WEB APPs FIND YOUR APP All Contact for Pricing Free Free Trial Freemium Paid Results See all results 3D Copywriting

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Office of Education Technology - AI & the Future of Teaching & Learning

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Office of Education Technology - AI & the Future of Teaching & Learning

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Overwhelmed by the ever-growing list of AI tools? No need to stress - we've done the work for you! Our blog rounds up the latest and greatest innovations, organised specifically for teachers.

Given that around 2000 new AI tools were launched in March alone, it's nearly impossible for teachers to stay updated on the latest and greatest tools. After all, we want AI to lessen our workload, not add to it with constant innovations. To help, I've compiled a list of the best AI tools for teachers, categorised and summarised below. Stay tuned for more blog posts where I will be testing and comparing these tools, but for now, this serves as a landscape review!

Disclaimer: Please be aware that the list of tools below is not exhaustive and is based on recommendations, online research, and other blogs. I have been given some free trials to access the tools listed and try them out. I will continue to update and expand the list as new tools become available. If you come across any other helpful tools that I may have missed, please do not hesitate to share them with me. Recognising the risks of using AI, bias, copyright, GDPR, and other related policies and procedures is also essential. I highly recommend reviewing my previous blogs on these topics before diving in. Lesson Planning and slide decks
Writing lesson plans can be so time consuming, but these tools make it easy. Whether you need help developing resources, creating activities, or designing slide decks, these innovative tools will help streamline the process and save you time.
Marking and Report writing
With so much to do as a teacher, marking and report writing can often feel like a chore. However, AI tools can help alleviate some of this burden by automating these tasks. Keep in mind, though, that using these tools may require sharing pupil data, so it's important to be aware of the risks and follow your school's policy on data privacy.
Admin and Organisation
Wish you had a personal assistant to take control and help you with organisation, well these AI tools claim to help you to do that. From diary planning to writing emails - check them out!
Adaptive Tools
We all want our pupils to be able to access our lessons and enjoy the learning but sometimes there are barriers that prevent this, so why not check out these AI tools which are improving pupils access to learning.
Personalised Learning
In an ideal world, teachers would have sufficient time to customize every lesson according to the unique needs and interests of each student. However, this is often not the reality! So why not try these AI bots who claim to do that for you...!
Chat Bots
With the widespread use of Chat GPT in the news, it's safe to assume that chatbots need no introduction. Here our some of the ones we found that could be useful for teachers:

Chat gpt - open AIs chat platform that is now integrated into many other products including Microsoft.

Bard - Googles chat gpt eqivielant.

Poe - App based chat bot but this one claims to be faster than all the others!

Andi - A chatbot designed for children to use, claims to have more guard rails to protect against bias and inappropriate content, so if fully tested could be used in class.

Creativity
Want to inject some more creativity into your lessons? Then look no further than this list of AI tools !

Canva - free online design software that has some AI powered features, make quick posters and presentations using their range of templates.

Stable Diffusion - Text to image software that will create any image based on your description or prompt.

Dall.e - Type in a description of an image and it will create 6 options of images you can use - part of open AIs offerings.

Scribble diffusion - Turn your sketch into a refined image using AI - I can see many pupils loving this!

Scribble Dibble - Similar to scribble diffusion but this is an app that allows you to take a picture of a drawing and turn it into a refined image

Research / Academic Writing
Decided to embark on your masters or MPQ journey? Or simply want to stay upto date with the latest subject research? Then these AI tools are for you.

Elicit - Dont be scared by the name ! This tool allows you to enter your research question and it will suggest articles for you that are relevant from 175 million papers

Paperpal designed specifically for academic writing it will help you to proof read and redraft your work.

Scholarcy summarises any article that you need to read into interactive flashcards or quick summary documents to make academic reading faster

Chatpdf - Allows you to upload a research paper and ask it questions and it will generate responses from the paper!

Scispace - combines the last two tools by summaring the research papers you upload and allows you to ask them questions !

Lateral - helps speed up reading by converting your documents into short snippets - like a highlights reel!

With new tools coming out each week I am sure there are many great ones I have missed, drop me a comment below with your favourites!

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Cite this

Ayubi, E. (2023, April 7). 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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Cite this Ayubi, E. (2023, April 7). 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.

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Acceptable Use Policy for AI in the ELA Classroom

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Acceptable Use Policy for AI in the ELA Classroom

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Teachers of ELA classes will need to provide an Acceptable Use Policy for AI in the ELA Classroom. When school starts back up this is going to be essential for every ELA teacher to provide.

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LibGuides: ChatGPT and Generative AI: Citing AI

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LibGuides: ChatGPT and Generative AI: Citing AI

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Guide of resources and strategies for handling ChatGPT and other AI in the classroom.

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The AI Classroom: The Ultimate Guide to Artificial Intelligence in Education (The Hitchhiker's Guide for Educators Series) 

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The AI Classroom: The Ultimate Guide to Artificial Intelligence in Education (The Hitchhiker's Guide for Educators Series) 