# data[].attributes.attachment_caption
Source: The Design Thinking Toolbox (Lewrick, Link and Leifer, 2020) p.137. 

# data[].attributes.body
Based on the insights gathered, what are the key problems and needs we have identified?

What are the possible success criteria that students hope to achieve?

How can we ensure that our inquiry question is specific, actionable, and centred on the needs of students and teachers to attain their success criteria?

# data[].attributes.body
How have our learnings from various conferences reinforced or shaped our understanding of the affordances of AI, particularly in the English classroom and/or the writing process? For example, what is AI and what is it not? What can it do and what can it not do? How do we encourage metacognition and critical thinking in a digital age?

# data[].attributes.attachment_caption
Source: The Design Thinking Toolbox (Lewrick, Link and Leifer, 2020) p. 57

# data[].attributes.body
What are some challenges faced by teachers and students in the teaching and learning of writing processes?

How do we plan on identifying these challenges? What methods can we use to gain insights from students and teachers?

# data[].attributes.attachment_caption
Source: The Design Thinking Toolbox (Lewrick, Link and Leifer, 2020) p. 163. 

# data[].attributes.body
What AI tools or technologies could be leveraged to support our solutions?

How can we involve students and teachers in the ideation process to ensure their needs and perspectives are incorporated?

# data[].attributes.body
How can we ensure that our prototypes effectively address the problem statements defined earlier?

How will we gather feedback on our prototypes from students and teachers?

What criteria will we use to evaluate the effectiveness of our prototypes?

# data[].attributes.body
I attended the Future Ready Brains conference, where a common thread presented by the speakers is : AI is not meant to replace the thinking process - it is meant to enhance it. It is also not a quick fix to questions that students may have, as this does not foster creativity and problem-solving skills.

In writing, students can easily generate ideas using AI. A simple prompt “Write an argumentative essay about why people should consume less fast food” can generate a perfect essay. However, when given a new topic or even a tweak in topic, students are unable to think on their own if they are used to being spoon-fed by the chatbot.

We want students to generate their own ideas, based on a series of questioning that raises their awareness on a particular topic:

Why are people eating unhealthily? Who are eating unhealthily? What are the implications?

This is when AI can come in to encourage students to think about the topic using multiple perspectives, through prompt generation.

# data[].attributes.body
How are we using AI to drive students’ inquiry from their individual starting points in the writing process?

Teacher: “where are you in the writing process?”

A discussion on the approaches to writing in the classroom

# data[].attributes.body
It is increasingly apparent that we cannot shy away from the use of AI in the EL classroom. We could more consciously consider how AI can be tapped on when designing students' writing experiences.

# data[].attributes.body
Learning from the experience of having used AI in W&R (building awareness) and then engaging in talk (ItD) (monitoring and regulating); and the cycle begins all over again in another unit of learning, perhaps. Could be designed as an inquiry for the entire class to engage in. This is where DT principles can be applied.

# data[].attributes.attachment_caption
Source: The Design Thinking Toolbox (Lewrick, Link and Leifer, 2020) p. 155. 

# data[].attributes.body
- Sec 3 students

- Anonymous

- 5-point scale (Always, often, sometimes, rarely, never)

- Qualitative responses (open-ended questions)

# data[].attributes.body
Now

Describe yourself as a writer.

Future

What kind of writer do I hope to become?

What can I do to get there?

# data[].attributes.body
Before we write

I clearly understand the purpose of my writing.

I know who my audience is and what they might think about the topic.

I set clear goals for my writing.

I observe the real world to come up with ideas (e.g. from books, movies)

I can select and organise my ideas that are relevant to the purpose of my writing.

As we write

I choose the right tone and register for my purpose.

I select words and phrases that are appropriate for the topic.

I use various sentence types (e.g. short or long, simple or complex).

I write clear topic sentences for each paragraph.

I use appropriate words or phrases to connect my ideas.

After we write

I review and revise my draft (e.g. improve coherence of facts ideas, details // change, add and/or reorder words, phrases and/or sentences // delete language and/or content inappropriate to the topic // use appropriate tone and register)

I edit and proofread my work (i.e. check for spelling, punctuation and grammar).

I reflect on whether I achieved my writing goals.

# data[].attributes.body
Assessment of Students' Proficiency in Writing and Representing

1. How would you describe the overall proficiency of your students in writing and representing?

2. What specific strengths and weaknesses do you observe in your students' writing skills?

3. What are the processes in writing your students struggle with?

Addressing Gaps in Writing and Representing

4. What approaches are you currently using to address gaps in your students' writing and representing skills? Can you provide examples of successful interventions?

Use of AI in the Writing and Representing Classroom

5. Are you currently using any AI tools or applications in your writing and representing classroom? If so, which ones and how?

6. What impact have you observed from using AI tools on your students' writing skills and engagement?

Perception of AI as a Companion in Teaching and Learning

7. What are your overall thoughts on using AI as a learning companion (for students) in the teaching, learning and assessment in writing and representing?

8. Are there any concerns or challenges you have encountered or anticipate with the use of AI in writing and representing?

Future Perspectives

9. What professional development or training would you find helpful in maximising the use of AI in your classroom?

# data[].attributes.body
What is it that AI can do that we, as teachers, cannot do?