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Now, we're wondering ...

Calculators.
Search engines.
Google Translate.
Wikipedia.
PhotoMath.#ChatGPT.

They disrupt traditional teaching.

We adapt. Education evolves forward.

Blocking them isn't the answer.

Making education more relevant is.
- Matt Miller (@jmattmiller) December 14, 2022

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⭐️ Add thoughts, ideas, resources in the comments at the bottom! ⭐️

Define: ChatGPT, GPT3, chatbots, and artificial intelligence.

These are some of the important things to understand as we wrap our brains around what this is and how to navigate it in the classroom.

I'll do plenty of my own human thinking and reasoning, but for the purposes of information, I'm going to let ChatGPT give us working definitions to use:

1. ChatGPT, what are you?

I am an artificial intelligence assistant trained by OpenAI to help answer questions and provide information on a wide variety of topics. I am not a physical being, but rather a program that is designed to process and generate text based on the input I receive. My primary function is to assist users like you by providing information and answering questions to the best of my ability. I have been designed to have a conversational style and can understand and respond to natural language input. I do not have personal experiences or feelings, and my responses are based solely on the information and knowledge that has been programmed into me. Is there anything else you would like to know?

2. What is GPT3?

GPT-3 (Generative Pre-trained Transformer 3) is a language generation model developed by OpenAI. It is a neural network-based machine learning model that is trained on a large dataset of text data to generate human-like text. GPT-3 has the ability to perform a wide range of language tasks, including translation, summarization, question answering, and text generation. It can be fine-tuned on specific tasks or used to generate text in a more general sense. GPT-3 has received a lot of attention due to its impressive performance on various language tasks and its ability to generate human-like text.

3. What is a chatbot?

A chatbot is a computer program designed to simulate conversation with human users, especially over the Internet. Chatbots are often used in customer service, marketing, and other areas where being able to communicate with customers or users in a natural, human-like way is important. Chatbots can be programmed to understand and respond to specific commands or questions, or they can be more general and able to hold a conversation with users on a wide range of topics. They can be integrated into websites, messaging apps, and other digital platforms, and they can be programmed to use natural language processing (NLP) techniques to understand and respond to user input. Chatbots can be very useful for automating tasks and providing quick responses to frequently asked questions, but they are not as advanced as some other artificial intelligence (AI) systems and may not be able to hold more complex or nuanced conversations.

4. What is artificial intelligence?

Artificial intelligence (AI) refers to the ability of a computer or machine to perform tasks that would normally require human intelligence, such as learning, problem-solving, decision-making, and more. There are several different approaches to building AI systems, including machine learning, where a system is trained on a dataset and can improve its performance over time, and rule-based systems, where the system follows a set of predetermined rules to make decisions. AI can be applied to a wide range of areas, including natural language processing, image and video recognition, robotics, and more. The goal of AI research is to create systems that can perform tasks at least as well as, or ideally better than, humans. AI has the potential to revolutionize many industries and transform the way we live and work, but it also raises important ethical and social questions.

What are the implications for the classroom?

As soon as the genie was out of the lamp, so to speak, there were effects of ChatGPT and AI on teaching and learning. Whether we felt those impacts right away or not, as soon as it was released, things have the potential to change. Below, we'll talk about ChatGPT in particular, but know that this is just the first one ... and we're thinking long-term about new products to come later.

1. Students can use ChatGPT to do their assignments.

There. I'll just say it clearly and plainly since we're all thinking it. For lots of assignment types (not all of them!), students can ask ChatGPT to do the work for them. They can copy/paste the work into a document or your learning management system and submit it.

2. TurnItIn and other plagiarism checkers can't catch it.

What ChatGPT creates is an original work each time you ask it. It creates something new every time you ask, and its responses are not in the databases of plagiarism checkers. ChatGPT doesn't keep a log of responses it creates, and even if it did, I'm thinking OpenAI (creator of ChatGPT) has no incentive to make all of that available to plagiarism checkers. (Even if it did, the processing power necessary to query that database would be enormous.)

Some people will, undoubtedly, try to find ChatGPT detectors to track down students using it (in a similar way to plagiarism checkers). You may find them. I found one on social media called GPT-2 Output Detector Demo. It's a demo, so it's not a finished product. It's based on GPT2 technology (which is a predecessor to the GPT3 technology that ChatGPT is using as of the writing of this post).

Also, it can be wildly inaccurate. I copied a blog post I wrote into it and it identified it as 92.54% chance of being real. I copied something out of ChatGPT and it identified it as 99.98% chance of being fake. ("Fake," being the term for "written by a bot.") A poem ChatGPT created for a friend, however, was flagged as real.

Beware of using detectors as your way of dealing with this.

They're not reliable. And this approach isn't the long-term solution to helping your students become modern learners.

3. Schools and districts will try to block it, but that won't stop much.

Immediately, IT admins are going to have to decide if they want to block ChatGPT with their internet firewalls. And lots of them will indeed block it. If they do, I hope they don't think that they've solved the "problem" they think they have on their hands.

First of all, blocking ChatGPT on the school's network won't do much. Sure, students won't be able to access it with their school devices on the school network. But did you know that students have cell phones? Phones that operate on a cellular network that the school can't control? They can run to the bathroom, sit in a stall, ask ChatGPT for answers, copy them to a document, come back to class, and transfer the text on that document into their assignment and turn it in. (They can do that at home, too. Or on the bus. Or quietly under the desk in the classroom.)

Whether to block ChatGPT school-wide is still a decision schools and districts have to make.
The bigger decision is: what will teaching and learning look like going forward now that this technology is available?
(Check out the section below called, "Should we block it or try to ban it?")

4. ChatGPT and forthcoming chatbots like it have their limitations.

When you load ChatGPT for the first time, it even tells you what some of its limitations are. Here are a few that it states -- and some others to be aware of for schools/classrooms:

It may occasionally generate incorrect information. As of publication of this post, it's still in "free research preview." That means it's an imperfect product that they're trying to improve.

It may occasionally produce harmful instructions or biased content. Any artificial intelligence is as good as the dataset it's drawing from -- and how it uses it. It has to make judgment calls just like humans do. Bias exists in judgments. It's still learning how to work with and eliminate its bias.

It has limited knowledge of world and events after 2021. Think of its dataset in a sealed box. It isn't drawing from current events. It can't pull anything from social media. It can't even search the active internet.

It won't make ethical decisions for you. I've asked it a few things where it has to make decisions based on morals, ethics and personal values. It has declined, explaining that that's beyond the scope of what it's trained to do.

I've heard that it struggles to do math sometimes. I admit this is a really, really subjective thing to include with very little to back it up. I keep seeing posts on social media about this. Take this for what it's worth to you.

5. School/class uses of ChatGPT, chatbots, and AI aren't all bad.

Lots of teachers are making judgment calls about the use of this new technology, and many are concerned about its immediate impacts. Here's the truth: it'll make lots of teachers reconsider some types of assignments they'll assign going forward. Hey, they don't want to know how a bot will respond to their prompts, questions, and assignments. They want to use it to gauge learning in a human being. It makes sense.

But let's put it this way. There are some really, really mindless, terrible writing prompts out there ... and math worksheets ... and project assignments. If we're looking long-term, this technology will eventually start to push some of those terrible assignments out and force us to come up with something new. It'll probably be painful, and many of us will probably hate parts of the process. But in the end, we will evolve to something better.j

Also -- just like we did with the calculator, Wikipedia and Google searches -- students and teachers will find productive, meaningful ways to use this new technology for teaching and learning. (More on that below.)

6. Students will have to learn how to navigate life with AI.

Big picture, this is a shift students will deal with for the rest of their lives. Artificial intelligence will continue to get better and better. This version of ChatGPT is the weakest, most rudimentary artificial intelligence of its kind our students will ever use. My friend Holly Clark called it the "Commodore 64 of AI" -- a technology that was revolutionary at the time but is now seen as antiquated and obsolete.

Students will have to wrestle with questions of humanity -- what sets us apart as humans? When should AI be used, and when shouldn't it be?

They'll wrestle with questions of obsolescence -- what can I do that AI can't do? How can I do my best to be sure my work, my passions, my place in this world isn't replaced by artificial intelligence?

They'll wrestle with ethical questions -- how can AI use be fair, equitable, unbiased, good? What happens if it gets in the hands of bad actors? How can I make sure I'm using it in an ethical way?

How do I teach class tomorrow knowing this exists?

Now we know there's an AI product that students can use to do their assignments. And we can't block it. And maybe we feel powerless.

What do we do tomorrow? How do we write lesson plans knowing that this exists -- so that students continue learning right now and don't just turn in answers from a bot?

Consider this your "break glass in case of emergency" section.

1. There's no shame in using paper and pencil -- for now.

I don't think this is the right answer long-term. But in this section of this article with the green background, we're talking about how to weather the storm TODAY until we understand what to do next.

If we close up the computers and ask students to write something on paper, we know it's being generated by their own brains. If you have a crucial essay that needs to be written -- and you're not ready to re-imagine the education system and innovate teaching today -- this can help you survive tomorrow.

But please ... please, please, please ... please do not plan for the long-term like this. This AI technology isn't going away, and its effects will be sprawling and widespread.

2. Make use of collaborative learning and discussions.

When Google Translate started growing, it made people ask questions like we are with ChatGPT. Do I need to learn a language? Then, we learned, if we want to have a true conversation with another human and build relationships, we can't do that effectively by typing everything into Translate. (Even though 90 Day Fiance tried to prove otherwise.)

When students discuss, they do so from their own working and long-term memory. Sure, they can look up quick answers, but to carry on a conversation, most of the work comes from their own thinking. After a discussion, students can recap the discussion and share their reflections about it ... and that's much harder to do with a bot.

Collaborative learning can have these kinds of benefits, too. When students work together, even if they're pulling information from Google or Wikipedia or ChatGPT, they're still talking about what they got, if it fits, how to organize it, how to communicate it effectively, etc.

3. Have students make creative demonstrations of learning.

There's so much benefit from classroom creativity that goes beyond trying to beat an AI chatbot. Creativity in learning can help students with motivation. It can help them make use of their own unique talents and skills. It can help them feel seen and heard and noticed.

When students take what they've learned -- or information they've found from other sources -- they're engaging in elaboration. And that's a good thing.

"Elaboration in learning involves meaning-enhancing additions, constructions, or generations that improve one's memory for what is being learned." ( via ScienceDirect)

Take what you've learned (or gathered). Organize it. Make something with it. And while you do that, you're better understanding what you have.

4. Use retrieval practice, brain dumps, and other memory strategies.

Retrieval practice is the idea of strengthening your long-term memory by recalling everything you can about a specific topic. It seems too easy and too good to be true, but it's been backed by cognitive science for decades. This is a study strategy that helps students strengthen what they've already learned and reflect on what they are learning.

Students can do a "brain dump," where they recall (on paper, verbally, in a document, etc.) everything they know about topics like:

What do you remember from class yesterday?

What do you remember about (this topic) we studied a week ago?

What do you remember about (this topic) we studied last semester?

What do you know about (this topic) we haven't studied yet?

What do you know about (this person)?

What do you know about (this very broad topic)?

What do you know about (this narrow subtopic)?

Brain science (much of which can be found at RetrievalPractice.org) tells us at that these brain dumps build long-term memory the best when they are ungraded. They're a study skill, not a formative assessment.

These memory strategies focus on what students have already learned, and they're pulled from student memory -- not from an AI bot.

If teachers aren't ready to embrace AI, how can they teach without students using AI to cheat? It is important for teachers to be aware of the potential for students to use AI to cheat and to take steps to prevent it. One way to do this is to use methods of assessment that cannot be easily cheated, such as open-ended questions or projects that require original thought and creativity. Teachers can also use tools such as plagiarism detection software to check for copied content in student work. In addition to preventing cheating, it is also important for teachers to educate their students about the appropriate and ethical use of AI. This can include discussing the potential risks and consequences of using AI to cheat, as well as the importance of honesty and integrity in academic work. Ultimately, it is important for teachers to stay up to date with the latest technologies, including AI, and to be proactive in addressing any potential issues that may arise in the classroom. This may require teachers to seek professional development opportunities or to collaborate with others who are more familiar with AI.
Source: ChatGPT via chat.openai.com (2022)

Can I use this as a tool for teaching and learning?

The answer here, I believe is: ABSOLUTELY. The longer that AI and tools like ChatGPT are around, the more that teachers will try new teaching and learning strategies with it.

The more that teachers try new things and share them widely, the more that the educator community will move forward with new ideas. In short: we will figure this out together, even though it will take some time.

But ... what will it look like?

Here are some ideas, brainstormed by me (a human), by others (with citations provided) and by the bot (because, why not ask it too?).

ChatGPT doesn't just write your students' essays for you.

20 ways ChatGPT can help you teach/learn

🧵 /startthread

1. Ask ChatGPT to write your lesson plans. (Or at least to get some new ideas.)
- Matt Miller (@jmattmiller) December 19, 2022

1. Use it as a more complex, nuanced source of information than Google.

During conversations with students and in-class discussions, we can ask ChatGPT (and other tools like it) to provide us the information we need to drive a conversation forward. The bot's response isn't the first and last word in the conversation. Rather, it just provides details that we can use to discuss a topic.

2. Use it to provide students access to lots of good examples.

Think about how musicians and artists develop their style. They copy their mentors. They take their favorite influences and emulate them. Artists take a canvas to an art gallery or the park, and they paint what they see.

I keep remembering this quote from fashion designer Yohji Yamamoto, which I learned about through Austin Kleon's book, Steal Like an Artist:

"Start copying what you love. Copy copy copy copy. At the end of the copy you will find yourself." -- Yohji Yamamoto

This is also the benefit of being well-read. When students see enough good examples, they start to know what to expect of good writing. Good reasoning. Good logic. They see the hallmarks of it and they can emulate it ... much like a writer or painter emulates the greats.

Artificial intelligence can give students unlimited good examples. (Note that I didn't say "great" examples, but "good.") Ask it for an essay about a certain topic. Then ask it again and it'll give you something different. Then ask it again. Then ask for a slightly different version, specifying something you'd like to see.

When it's time for the student to create something of their own, much like an artist or musician studying the greats, the student will draw from the examples they've seen.

3. Use it to remix student work.

Students create something for class: a story, an essay, a poem, a recap of something they've learned. Then, they can ask ChatGPT (or a similar tool) to remix it for them.

My favorite example to date of this comes from Donnie Piercey, a fifth grade teacher and the 2021 Kentucky Teacher of the Year. He took a student story and asked ChatGPT to remix it as a nursery rhyme, a soap opera, a sea shanty, and a children's book -- with suggested illustrations! Listen as he tells the story in the video below.

When students see how their work has been remixed, it can open them up to new opportunities.

4. Ask it for definitions (on a variety of levels).

If you need a concept explained or defined, ChatGPT (or a similar tool) can provide that explanation -- and do it in as detailed or simple a manner as you'd like.

On episode 99 of the Partial Credit Podcast, Jesse Lubinsky shared that he asked for a definition of "faith" in terms a child would understand. That helped me realize that it can give definitions, descriptions, and explanations -- we expected that -- or it can level them up or down in complexity however we ask.

5. Ask it for feedback for student work.

We know that one key aspect to effective feedback is that it's timely. With traditional paper-based work, students turn it in and must wait for teachers to grade it -- and return it! -- before they can see feedback. Lots of edtech tools are letting us get feedback to students more quickly -- whether automated or through direct communication with a teacher or classmate.

ChatGPT (or a similar tool) can be another source of feedback. When students finish a written work, they can copy/paste their work into ChatGPT and ask how they can improve their writing. For example, I copied one of my blog posts into ChatGPT and simply asked how I could improve it. It gave me a list of five suggestions, including transitional phrases, adding more examples, and breaking it up into shorter paragraphs. (Better start a new paragraph now ...)

Of course, it's up to the student -- and based on what the student has learned about writing -- to decide whether to implement the advice and how.

6. Ask it to do some teacher tasks for you.

Ask ChatGPT (or a similar tool) to write some lesson plans for you. Or some questions for a quiz. Ask it for some jokes about your content so you can slip those into class. Of course, you don't have to use everything that it provides you verbatim. But it might give you a starting point you can modify -- or if you already have something, it can give you ideas to improve.

7. Add it to the "think pair share" thinking routine.

Augmenting the think-pair-share with ChatGPT could be one of the biggest tech-enabled leaps in pedagogy:
* Think
* Pair
* ChatGPT
* Pair
* Share
- Sarah Dillard (@dillardsarah) December 5, 2022

I love this line of thinking from Sarah Dillard (Twitter: @dillardsarah), and if you click on it and look at the whole thread, she explains it more. Students think about a prompt, then discuss it with a classmate. Then they do any searches they want on ChatGPT. They pair back up to discuss what they've found. Then they share with the class.

Using ChatGPT and AI doesn't have to be THE way we teach certain things, but it can add important steps to existing frameworks.

8. Grade the bot.

Jen Giffen (Twitter: @virtualgiff) talked with her high school-aged students about the use of AI and tools like ChatGPT. (We talked on the phone. You'll see that the phone call sparked lots of ideas!) After that conversation, she suggested this idea:

Give a writing prompt to ChatGPT (or a similar tool). It could be a different writing prompt than you'll give your students. Read the essay that the bot creates for you.

Then, give the students the rubric you'll use to grade them and ask them to grade the response from the artificial intelligence.

This helps students to be reflective about the grading process -- and about their own writing process. When students get grades on their own work, it's easy to take it personally -- or to dismiss it because it makes them feel like they've messed up a lot. But when they critique the work of a bot that doesn't have feelings, it eliminates a lot of those emotions.

9. Debate the bot.

This came from that conversation with Jen, too, and she said she's seen this one shared on social media a lot.

Let students (as individuals, in pairs or small groups, or even as a whole-group activity) debate ChatGPT (or a similar tool).

Students take one side of a debate. The AI takes the other. Students plug their points in and ask the bot to rebut.

It gives them low-stakes practice -- and as much practice as they want -- to hone their debate skills. Plus, they may see talking points for their own stance (or that their opponent may use) so they can strengthen their argument.

10. Ask the bot for advice.

One more takeaway from this conversation with Jen! (Although several of the ideas below were sparked during that conversation ... so, you know, credit where credit is due.)

Jen asked ChatGPT very generally, "Give me some advice." It gave her some general (yet very good) ideas on managing stress and relationships and mental wellbeing.

A bot can't be a replacement for counseling or medical help. But we do take advice from friends, family ... even strangers sometimes. If students are struggling with just about anything, they can get advice from this artificial intelligence -- an AI that's working with much of the entirety of the internet as its dataset.

11. Use it to summarize texts.

If a text that your students are reading is in the dataset of ChatGPT (or a similar tool), they could always try to ask it for a summary of the whole thing -- or of certain chapters, sections, acts, scenes, etc. This is what we used SparkNotes and Cliff's Notes for years ago. Of course, SparkNotes and Cliff's Notes were controversial in the past -- "if they read those, they'll never read the text!" -- but eventually we found ways that they could support learning, too.

Seeing a summary of a text that you've just read can help you process what you've read. It's similar in nature to a book club. You hear what other people think and observe about the text and it helps inform your view of it.

This could also be a helpful strategy for reviewing before a quiz or a test.

12. Use it for insight into big, difficult-to-solve problems.

Before you read this one, just remember ... I taught high school Spanish for 10+ years. I'm not a math or science teacher, and I kind of struggled with those during school. That said ...

If you -- or your students -- come up with a math or science problem bigger than you know how to solve (or don't want to take the time to solve), ask ChatGPT (or a similar tool).

If it can solve it, it'll show you an answer. But, more importantly, you'll gain some insight into the process of solving it. And even if it can't solve it, it'll tell you why.

You could also ask it bigger societal questions to see what it would say. I asked it how to solve world hunger, and here's what I got:

Eliminating world hunger is a complex and multifaceted challenge that requires the efforts of governments, international organizations, and individuals around the world. Some strategies that have been proposed to address this issue include:

1. Increasing agricultural productivity: This can be done through the use of advanced technologies such as precision farming and genetically modified crops, as well as by improving infrastructure and access to education and training for farmers.

2. Reducing food waste: Up to one-third of all food produced in the world is lost or wasted, which represents a significant opportunity to increase food availability. Reducing food waste can be achieved through better storage and transportation systems, as well as by increasing awareness about the issue.

3. Improving distribution systems: In many cases, food is available, but it is not distributed effectively to those who need it most. Improving distribution systems, including supply chains and transportation networks, can help get food to the people who need it.

4. Promoting economic development: Economic growth can lead to increased food production and greater access to food, as well as the resources and infrastructure needed to address food insecurity.

5. Providing emergency food aid: In times of crisis, such as during natural disasters or armed conflict, providing emergency food aid can help prevent starvation and malnutrition.

Ultimately, addressing world hunger will require a combination of these and other approaches, as well as strong political will and sustained commitment from governments and other organizations.
Source: ChatGPT via chat.openai.com (2022)

14. Anticipate the response you'd expect from AI.

If your students have been studying a topic, this could be a great retrieval / brain dump activity -- and a way of ranking the importance of all the things they've learned about the topic.

Tell them that you're going to ask ChatGPT (or a similar tool) to summarize what they've been studying. Ask them what they think the bot will say. It'll prompt them to recall knowledge from their memory (which strengthens long-term memory). Plus, when they rank them in importance (because the bot won't list everything it knows), they'll have to give a justification.

All of this leads to deeper understanding of the material -- and strengthened long-term memory.

15. Take several responses and make a better product.

ChatGPT often has a button at the bottom of a response that says "regenerate response." That's because each time you ask it a question, it generates something original, doing the work from scratch every time.

If you were asked to pick a movie as your favorite, describe it, and tell why you like it in 60 seconds, your response each time would be a little different. (For me, the movie would probably be different every time!) It's an original, unique work each time. ChatGPT works kind of like that every time.

Ask it to answer a question or write something for you. Then ask it again ... and again ... and again. Get five (or more!) versions of the same prompt.

Have students (individually, in pairs/small groups, or even ask a class) take the best parts from those versions and turn it into a better final product.

This can be a scaffolding strategy for students who struggle to write essays or papers. It introduces them to some of the strategy of crafting a written work without all of the taxing effort of doing the whole thing.

16. Create personalized learning experiences.
Response from ChatGPT to "How can AI be used to help teach in the classroom?" AI can be used to create personalized learning experiences for students by adapting the content and pace of instruction to each student's needs and abilities. This can be achieved through the use of adaptive learning software, which adjusts the material based on the student's performance.
Source: ChatGPT via chat.openai.com (2022)

17. Provide tutoring or coaching.
Response from ChatGPT to "How can AI be used to help teach in the classroom?" AI can be used to provide one-on-one tutoring or coaching to students, either in person or remotely. This can be particularly useful for students who may not have access to human tutors, or for subjects that are difficult to teach in a traditional classroom setting.
Source: ChatGPT via chat.openai.com (2022)

18. Generate prompts and questions to facilitate discussions.
Response from ChatGPT to "How can you (ChatGPT) be used to help teach in the classroom?" I can be used to facilitate discussions among students by posing questions and prompts that encourage critical thinking and encourage students to engage with the material in a deeper way.
Source: ChatGPT via chat.openai.com (2022)

19. Provide information and answer questions.
Response from ChatGPT to "How can you (ChatGPT) be used to help teach in the classroom?" I can be used to provide students with information on a wide range of topics, and to answer their questions on those topics. This can be particularly useful for subjects that may be difficult to understand or that require a lot of background knowledge.
Source: ChatGPT via chat.openai.com (2022)

20. Supplement in-person instruction.
Response from ChatGPT to "How can you (ChatGPT) be used to help teach in the classroom?" I can be used to supplement in-person instruction by providing additional resources and materials for students to explore on their own, or by offering additional support and assistance outside of the classroom.
Source: ChatGPT via chat.openai.com (2022)

Should we block it or try to ban it?

If we block ChatGPT (or tools like it) and think we're solving a problem, we're deluding ourselves.

There are two decisions that need to be addressed since ChatGPT was released.

A big, systemic decision that needs to be made is: What will teaching and learning look like with ChatGPT and AI in existence?

We've started unpacking that above (and in conversations all over the globe).

But there's a more pressing question, and it's one that requires a bit of nuance ...

Do we block it at school?

Immediately, schools and districts must decide whether to block access to it on school networks and devices.

That decision, however, won't solve "the problem." (I use quotes because I'm not convinced that the proliferation of AI is a problem. It really does disrupt how we have done -- and are doing -- school, though.)

Students still will have access to it. It's like social media. It can be blocked at school. But students can access it (as I mentioned above) on their phones under a desk, in the restroom, on a bus, at home ... anywhere. They'll get access.

But someone has to decide. Should it be blocked at school?

What educators in my social media circles are saying ...
The resounding answer has been, "No, don't block it."
Their rationale: This is the future. It's not going anywhere. Students must have access to it. It'll prepare them for the future. Why would we want to keep students from accessing something so powerful?

There's something to know about these social media circles, though. Lots of people in them aren't in the classroom and don't have a good perspective on what full-time teachers go through.
(Full disclosure: I don't teach full time anymore either. I'm in my wife's and kids' schools a lot, but I don't teach full time.)
The ones in these social media circles that are in the classroom? They're dreamers (like me). They've seen the ways the system is broken. They're ready for change.

In the end -- if we're playing the long game (and I think we are), I side with them.

Generally.

What regular teachers in regular classrooms are saying ...
If you walk into any given classroom in schools across the United States (and some parts of the world)? The resounding answer has been, "Please block it. Right now!"
These are the teachers who write lesson plans. Every single day.

They grade student work. Every single day.

They teach and supervise and facilitate class. Every single day.

They never have enough time to do what they need. Their checklist is never complete.

There's a level of survival in these classrooms.

Reinventing their teaching methods and assignments at the drop of a hat because a new AI bot came out?

They just don't have time for that. (And they don't have the capacity in their already fractured personal wellness to do that.)

I understand.

I think, deep down inside, these teachers know the potential of AI and tools like ChatGPT. They know that it's going to change how teaching and learning looks.

They just need to survive the day. The week.

They need to survive until break.

They're on the front lines, dealing with all sorts of difficult situations and a lack of resources and a lack of respect for the classroom and the teaching profession.

They also just did this. Do you remember? (If you don't, you probably haven't taught in a classroom for a few years.)

Teachers are just starting to feel a sense of normality after pandemic-induced remote teaching. They had to reinvent the way they teach -- immediately! -- to a remote format, one that most weren't prepared for, technologically or pedagogically or logistically.

As teacher wellness expert Mandy Froehlich (Twitter: @froehlichm) said, they're trying to get out of emergency mode. And when you finally get out of emergency mode, there's a let-down ... an emotional, sometimes physical, response to the trauma you've dealt with.

So to those that look down their noses at teachers who are begging for this to be blocked, let's just remember the recent past. And let's also remember that they likely understand the impact of this.

They just want to survive the week. Survive until break.

Survive until we get a spare moment to think about this. Learn about it. Brainstorm some ways to change our assignments so that they can't

A proposal for schools/districts that's a middle ground

(Hear my justification for this proposal in the video) Let's block it until the end of the school year.
Let's not make a long-term decision to block ChatGPT (and tools like it) forever.

Let's also not make a long-term decision to leave it open forever.

(I'm not totally confident that this is the right answer. But I haven't heard anyone argue for the middle ground yet, so I want to add this voice.)

Let's agree to block it on student devices and networks (and allow it on teachers devices/networks if possible) just until the end of the school year.

To look at their assignments and consider how they'd like to change them in light of this new technology.

To look at how they teach and how this might be incorporated in it.

To look at how technology like this might augment classroom discussions

Here's why ...

Teachers need some time to regroup ...

... and on and on.

We need some space. Some time. A little room to ponder, to sit with all of this. To talk to other educators about what they think. To talk to students and to parents.

Let's just give teachers a little space.

However, let's also make a few things clear.

1. This isn't the long-term answer. This is a stopgap to help struggling teachers to survive this sudden change.

2. Students still will have access to this. Just because we block this on student networks and devices doesn't mean they won't plug your writing prompts and questions into this technology. This just buys you a little time to finish the year with your traditional assignment types to come up with something new.

A faculty-wide discussion and brainstorming session about best ways to teach and learn is in order at the end of the year. Everyone shares their best ideas and prepares for their implementation. (And let's pay the teachers for this extra meeting, OK?)
1. Will this technology be blocked on school networks and devices? 2. How will we evolve our teaching practice now that these technologies exist?
Then, at the beginning of next school year, let's open the ChatGPT floodgates.

Even if this isn't the solution you (or your school/district) comes to, there are two decisions that need to be made:

Blocking ChatGPT district-wide is one decision.

Deciding how teaching/learning happen while it exists is another. (to me)

If a district thinks blocking it will solve the problem, they're deluding themselves.

Blocking it can be one part of a solution, I believe. https://t.co/CvHCT2RqSQ
- Matt Miller (@jmattmiller) December 14, 2022

What other resources can help me learn about this?

Below is a list (albeit incomplete!) of resources I've found in the weeks after ChatGPT came into existence. I'll share links along with why I like them as resources. Please add other resources -- even your own! -- in the comments below!

ChatGPT in Classrooms: What to Know (U.S. News and World Report) -- Students, teachers and others in education weigh in on this new AI tool and the implications it has in the classroom.

What can English teachers do about ChatGPT (Learning in Room 213) -- This post explores what ChatGPT is, the problems with blocking it, and suggestions: entice personal engagement, avoid formulaic assignments, build critical thinking, etc.

No, Artificial Intelligence Won't Destroy High School English (or Any Other Subject) (John Spencer, Spencer Author) -- I've waited to read this because I wanted to create my own piece of content without copying anyone, but I've been excited to see John's thoughts on it. Hang on a second, let me read it ... Yep, it's as fantastic as I expected. Some of John's points include: "Almost any task can be automated, but what's the joy in that?"; "If we outsources every task, we might short-circuit the learning"; and "AI can't replace your voice." This is really, really good.

Human Skills in a World of Artificial Intelligence (John Spencer, Spencer Author) -- In this post (which dovetails wonderfully with the one above), John outlines the problems with a couple approaches to AI and advocates for another one: "the human approach."

The conversation about how much we care (Twitter thread by Evan Weinberg @emwdx) -- This thread doesn't seem to have gotten much attention, but I really like where Evan's going with it. He introduces it with: "As we see start to see how easy it is for a tool like #ChatGPT to generate text that sounds convincingly like us, it is starting the conversation about how much we care. We care a lot more than we might initially admit."

Ideas for using ChatGPT in the Classroom (IB English Guys) -- They opened up this collaborative Google Doc to share ideas. There are 10+ ideas with rationale and comments from educators.

AI Homework (Stratechery) -- This is an interesting, thoughtful, nuanced look at the intersection of homework and artificial intelligence. He talks about the struggles that ChatGPT has with math, and he even runs a virtual machine (like a Linux terminal) inside ChatGPT.

Yes, Teachers, You Should Be Panicking About AI (The Broken Copier) -- This post provides six reasons why we should be concerned about ChatGPT and AI (in light of the condition of education in many classrooms right now), helping us make sense of how we move forward.

The College Essay is Dead (The Atlantic) -- This was one of the first posts I saw (that was circulated widely) about the impact of ChatGPT in education. It's a paid article on The Atlantic. I subscribed so I could read it so that I could tell you ... it's talking points and not much else. If you'd like to read commentary about it and you're a subscribers to The Atlantic, go for it. I wouldn't pay for it ... especially since I'm focused on what we can actually do with this technology.

No, ChatGPT is Not the End of High School English. But Here's the Useful Tool It Offers Teachers (Forbes) -- Here's the best point in this whole article (so you don't have to read it): ChatGPT is an excellent prompt tester. Think you've come up with a good writing prompt? Feed it to the chatbot. If it can come up with an essay that you would consider a good piece of work, then that prompt should be refined, reworked, or simply scrapped.

Learning More about Chat GPT in Education (Jennifer Casa-Todd) -- Jen has written books about social media, digital literacy, and technology's impact on children's lives. She shares some of the best things she's found about the topic.

Education is about to radically change: AI for the masses (Nate McClennen and Rachelle Dené Poth for Getting Smart) -- AI already does and will continue to impact education - along with every other sector. Innovative education leaders have an opportunity to build the foundation for the most personalized learning system we have ever seen.

Let's Chat: OpenAI and ChatGPT (THRIVEinEDU podcast by Rachelle Dené Poth) -- Have you tried OpenAI yet? What has your experience been? Rachelle shares some background info, insights, questions and more in this episode. She also shares at her blog: www.Rdene915.com.

Chatbots in Education: Middle School and High School (Heather Olvey and Terri Files) -- These teachers pulled together slide decks with ideas for implementing chatbots in the classroom.
Have a resource to add -- yours or from someone else? Share it in the comments below!

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ChatGPT, Chatbots and Artificial Intelligence in Education

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Now, we're wondering ... Calculators.Search engines.Google Translate.Wikipedia.PhotoMath.#ChatGPT. They disrupt traditional teaching. We adapt. Education evolves forward. Blocking them isn't the answer. Making education more relevant is.- Matt Miller (@jmattmiller) December 14, 2022 Jump straight to a section (click a button below): ⭐️ Add thoughts, ideas, resources in the comments at the bottom!

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i had to write a 400+ word essay about something (don't wanna share just in case). I used chat gpt to write 90% of it, added i few more things from myself, changed the text a little bit, and then i submitted it to turnitin. i was extremely nervous to get a high plagiarism %, but... It was all good. i was surprised that the plagiarism % was <5%. i can tell you safely that chat gpt works on turnitin very well. But just in case, make sure that you are not just copying and pasting. change words, sentences, etc. to your writing style to make it look legit. peace everyone, wanted to share my experience about chat gpt.

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I submitted an essay to turnitin using Chat GPT...

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i had to write a 400+ word essay about something (don't wanna share just in case). I used chat gpt to write 90% of it, added i few more things from myself, changed the text a little bit, and then i submitted it to turnitin.

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AI Detector - Accurate Chat GPT, GPT4 & AI Text Checker Tool

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Detect chatGPT content for Free, simple way & High accuracy. OpenAI detection tool, ai essay detector for teacher. Plagiarism detector for AI generated text

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After seeing an activity in "The Lighter Side" AmericanEnglish.state.gov, I asked for this lesson plan. I introduced it to my students today and asked them to bring to class their own Palindrome activities which we will compare for unique AI quality "?" and to post on our Wakelet Resources Page.

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Chat GPT - Palindromes 3.30 Upper Intermediate

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Summary of 21st century best practices in English as a Foreign Language Teaching with references as per CGPT (1) (3) (1)

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The AI Topic Nobody Is Talking About

Despite the widespread growth of generative AI and the potential adoption of AI-generated content by enterprise companies, there is an elephant in the room that is rarely discussed.

Who owns the IP of AI-generated content?

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The AI Topic Nobody Is Talking About Despite the widespread growth of generative AI and the potential adoption of AI-generated content by enterprise companies, there is an elephant in the room that is rarely discussed. Who owns the IP of AI-generated content?

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We should use it for the following reasons:

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We should use it for the following reasons:

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ChatGPT as a teaching tool, not a cheating tool

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How to use ChatGPT as a tool to spur students’ inner feedback and thus aid their learning and skills development

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Using AI Tools to Lesson Plan | Edutopia

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Artificial intelligence tools like ChatGPT can help educators find activities that are set up to teach designated skills.

Like countless educators, I've always found that developing my lesson designs is a time-consuming task that takes hours of prep time.

Luckily, artificial intelligence (AI) developments now enable teachers to leverage AI capabilities through innovative apps like ChatGPT and Education Copilot to streamline instructional design preparation. AI technology has become faster and can be leveraged as a highly intelligent personal assistant and time-retrieval genie.

Aside from teaching it and benefiting from Google using predictive analytics to improve my research, I didn't know that AI could enhance my collaborative lesson planning with the teachers I coach or my own lessons at Old Dominion University until my good friend Elizabeth Peña, who is a business marketing coach, introduced me to the power of ChatGPT.

Here are two time-effective ways you can use ChatGPT to assist your planning for learning in your classroom.

Use ChatGPT to Google

Don't misinterpret this section header- ChatGPT and Google are different. The latter is primarily a tech-based search engine. The former is a conversational AI model (or chatbot) that responds like a human to the questions we input. That means we don't have to click through different links to find what we need. Here's how: Google pulls information from all over the internet, but users can condition ChatGPT to retrieve data it's trained on, and it gets smarter over time. That means we can train the AI model to keenly personalize our search requests.

I recently developed a unit plan requiring students to compose a personal narrative about their experiences with leadership and service. Using my instructional alignment tool to guide mapping, I typed in the queries below in sequence to direct ChatGPT to get me vital information instantly.

1. My middle school students have to write a personal narrative about their experience with leadership and service. Which two or three specific Common Core State Standards are relevant to this task?

2. Now rewrite those standards into three to four "I can" statements. Although the chatbot can give you a great starting point, you may need to reword these into learning goals better suited for your students.

3. What formative assessments (formal and informal) can I use to check my students' understanding of these standards?

4. Given your "I can" statements, what lessons can I teach to help my students write their best personal narratives?

5. Which high-yielding strategies can I use to teach these lessons? I aim to engage all my learners in tandem with increasing academic achievement.

6. You mentioned using "differentiated instruction." What methods can I use to support my English language learners to improve their narratives?

7. Please provide the sources you used for your responses with websites.

For teachers looking to increase their lesson-planning productivity, there isn't one way to map and align curriculum and instruction. Feel free to continue using your methods and templates and tweak these questions to suit your own lesson ideation needs better:

To help you see the power of the AI assistant, I've provided screenshots of our interaction in this document. After viewing the link, notice how detailed, coherent, and relevant ChatGPT's responses can become, tailored to meet the user's needs. Answers won't always be perfect, and you may need to restate your queries if the chatbot's responses need to be corrected. Also, you can use the app's thumbs-up and thumbs-down features to teach the AI model to improve future responses.

Use ChatGPT to Plan Activities

Many teachers are always looking to boost engagement and real-world application by making instruction more project-based and passion-driven through allowing kids to engage in activities typically carried out outside of school, by adults at work. In my coaching work, I often see great ideas put to rest because of a need for clarity on beginning and implementing a complex task requiring expert guidance. ChatGPT can quickly assist in providing critical steps, needed resources, budget recommendations, and timelines.

1. I'm having my _____-grade class design a _____ to be displayed in our school, but this is the first time we've done it. What are the proper steps to take?

2. I teach _____-grade _____. Which specific ELA and math CCSS apply to this activity?

3. Please rewrite these standards into "I can" statements in the context of the _____ design.

4. What tools and resources will we need to plan and design the _____?

5. Please put the categories and budget amounts into a table. Use the medium for each projected amount for each category. I need to provide it to our budget coordinator.

6. I see my kids every day for 50 minutes. About how many weeks will the _____ design need?

7. We live in _____. Please provide local _____ we can contact for further guidance. Please provide their websites and social media accounts if available.

8. Please provide websites and sources you used for the _____ design steps and standards.

For example, I recently developed a project-based learning unit, and the major student product was a class mural. I didn't have experience in mural design, but after I input my queries, the chatbot produced fantastic and reliable feedback. We now have a course of action for moving our project plans forward.

Lastly, as you work with AI models, you may need to restate questions in order to teach them to provide better results. Undoubtedly, more AI models are headed our way. But no matter how advanced AI models become, they will never replace the human touch. Therefore, I always say, embrace tech along with our human ingenuity.

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Artificial intelligence tools like ChatGPT can help educators find activities that are set up to teach designated skills.

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Prompt: Write a one-page essay introducing yourself to the class. In your essay, include your name, where you're from, your interests and hobbies, your academic and career goals, and anything else you'd like to share with the class. Be sure to proofread your work for spelling, grammar, and punctuation errors before submitting it.This prompt allows students to showcase their ability to write clearly and coherently, as well as their attention to detail and their ability to edit their own work. Additionally, it gives you the opportunity to learn more about your students' backgrounds, interests, and aspirations, which can be helpful in getting to know them and tailoring your instruction to their needs.

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Prompt: Write a one-page essay introducing yourself to the class. In your essay, include your name, where you're from, your interests and hobbies, your academic and career goals, and anything else you'd like to share with the class. Be sure to proofread your work for spelling, grammar, and punctuation errors before submitting it.This prompt allows students to showcase their ability to write clearly and coherently, as well as their attention to detail and their ability to edit their own work. Additionally, it gives you the opportunity to learn more about your students' backgrounds, interests, and aspirations, which can be helpful in getting to know them and tailoring your instruction to their needs.

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AIcyclopedia | The largest AI encyclopedia

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AICYCLOPEDIA | The latest AI News, Tools, & Learning

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AICYCLOPEDIA | The latest AI News, Tools, & Learning

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Latest News See More Filter by categories Filter by categories AI Featured Gadgets Government & Policy Hardware Politics Science Technology More Science December 24, 2024 Hardware December 24, 2024 Featured December 24, 2024 Science December 24, 2024 Government & Policy December 23, 2024 Government & Policy December 23, 2024 Discover AI Tools Select…Free TrialPaid Select […]

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Since the launch of ChatGPT, I've been asked to present at conferences, webinars, and school meetings about Artificial Intelligence and its potential impact on the classroom, teachers, and education at large. While I've been enjoying sharing and learning, there is one key message I've been compelled to push:

As educators, we have a moral imperative to teach our students about Artificial Intelligence.

As painful as this is for many of us, especially those among us who are scared that AI will take their jobs, it's true.

As educators, it's our duty to prepare our students for their future, and one of the key technologies that will shape their world is Artificial Intelligence (AI). AI has already made itself a ubiquitous presence in our daily lives, but most people haven't thought of it in those terms. From smartphones to self-driving cars, and it's here to stay. With this in mind, we have a moral imperative to teach our students about AI and services like ChatGPT.

Now, you may be thinking, "But I'm not an expert on AI, how can I teach it?" That's okay! Our goal is not to turn our students into AI experts. Rather, we want to equip them with the skills and knowledge they need to navigate an AI-driven world. By teaching our students about the basics of AI and ChatGPT, we can help them understand how these technologies work, their potential benefits, and the ethical issues that come with them.

If we don't teach our students about AI, they are likely to develop bad habits when using it. It's easy to worry about plagiarism and academic dishonesty, but if we're not there to teach students what that means in the new world, how will they make thoughtful and appropriate decisions around their own use of these bots?

While a lot of people are still concerned about potential misuses, AI also has the potential to revolutionize education. It can personalize learning, provide real-time feedback, and help identify gaps in student understanding. By teaching our students about AI, we're not just preparing them for the future but also showing them how AI can benefit their education and their lives.

Teaching our students about AI and ChatGPT is crucial in preparing them for their future. We don't need to be AI experts, but we should equip our students with the skills and knowledge they need to understand and use AI responsibly. By doing so, we can help them develop critical thinking skills and an understanding of how technology works. So, let's embrace the moral imperative and prepare our students for a world where AI is an ever-present reality.

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Since the launch of ChatGPT, I've been asked to present at conferences, webinars, and school meetings about Artificial Intelligence and its potential impact on the classroom, teachers, and education at large.

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Using AI to make teaching easier & more impactful

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I don't need to start this post with the usual predictions that AI will transform our classrooms. It is obviously happening. Students are cheating with AI. Students are getting help with AI. I have required AI for all my classes this semester, and I hear more instructors are doing the same. GPT-4 tutors are being launched by large organizations (both Khan Academy and Duolingo currently have them). The world is changing fast.

But one thing that is not changing is the best way for people to learn. We have made large advances in recent years in understanding pedagogy - the science of learning. We know some of the most effective techniques for making sure material sticks and that it can be retrieved and used when needed most.

Unfortunately, many of these advanced pedagogical techniques are time-consuming to prepare, and many instructors are often overworked and do not have the resources and time to add them to their teaching repertoire. But AI can help. In the rush to deliver AI benefits directly to students, the role of teachers is often overlooked. AI tutors, as exciting as they are, do not replace the complex role of a teacher in front of a class. But not enough effort seems to be going towards applying AI to help instructors. We have a new paper that tries to remedy that gap, by providing some research-backed approaches to pedagogy, and the AI prompts (for GPT-4, GPT-3.5, and other AIs) to implement them. You can read the paper here, but I wanted to summarize some of those approaches.

Explaining complicated ideas often means giving students lots of examples so they can truly grasp what you mean. When teachers provide multiple examples, it helps students understand abstract concepts in a real-world way, challenges them to think critically, and shows how subtle aspects of ideas can work in different situations. Ultimately, this approach makes it easier for students to apply what they've learned in new areas.

However, coming up with good examples is hard work for teachers, who already have enough on their plates. They have to think about whether examples will capture students' interest, connect to what they're learning, and have the right amount of detail without being too simple or too complex. The balance is key, since examples that are too complicated will just confuse students, while ones that are oversimplified won't actually teach them much.

AI can help teachers generate a ton of diverse examples tailored to what students care about and what they're working on. With AI-generated examples, teachers can make sure they're accessible but also informative. Of course, the teacher remains critical, because they need to vet the ideas and decide how to deploy them. AI just makes the job easier.

You can click this link to get Bing to generate examples: https://sl.bing.net/bePdl4o9xf2 (this new feature of sharing links to in-process conversations is a little like sharing programs - paste it into a browser with Bing access to start the prompt)

Or you can use ChatGPT, and paste this prompt in: I would like you to act as an example generator for students. When confronted with new and complex concepts, adding many and varied examples helps students better understand those concepts. I would like you to ask what concept I would like examples of, and what level of students I am teaching. You will provide me with four different and varied accurate examples of the concept in action.

In the paper, we discuss more about how to assess the quality of examples. You can share the ones you like directly with the class, or use them as part of an in-class exercise. For example, you can ask students to compare and contrast these examples: what different aspects of the concept does each highlight?

Helping students truly understand new ideas is key to teaching them anything. To do this, teachers need to get where their students are coming from, carefully plan how they'll explain things, give students hints to follow along, and use analogies to bring big concepts down to earth. The goal is for students to be able to explain what they've learned in their own words.

But coming up with lots of ways to explain a single topic can take a ton of time and effort. It can be hard figuring out how to pitch ideas at just the right level, include background info, and adapt for different learning needs. This is where AI can help out.

AI can generate different explanations, walk through ideas step-by-step, and add in more examples. If some students are struggling, AI can provide simpler summaries to get them caught up. Teachers can also use AI to improve their own explanations by making them simpler or adding more examples. But it's important to remember AI-made explanations should be a starting point. Teachers need to check them over before using them with students.

Prompt for Bing : You can use the following link to get Bing to generate explanations: https://sl.bing.net/koA1v8uUzw4.

For ChatGPT, try: You generate clear, accurate examples for students of concepts. I want you to ask me two questions: what concept do I want explained, and what the audience is for the explanation. Provide a clear, multiple paragraph explanation of the concept using specific example and give me five analogies I can use to understand the concept in different ways.

We describe how to check these results for effectiveness and errors in the paper, but, once you have vetted these examples, you can use them in class, hand them out to students as a study guide to supplement their knowledge, or use them as the basis for exercises.

Students hate tests, but they are some of the most effective learning tools we have. Contrary to the popular belief that tests only serve to assess knowledge, they actually play a pivotal role in the learning process itself. By incorporating repeated testing and knowledge retrieval, students are better equipped to retain information in the long term.

Low-stakes tests offer active retrieval practice, encouraging students to recall information from memory, which in turn enhances their ability to remember and retrieve information later on. And these tests provide valuable feedback on students' understanding of the material, helping them identify gaps in their knowledge and adjust their learning strategies accordingly. This not only aids in information processing but also prepares students for high-stakes exams.

While low-stakes tests has clear benefits, they can be hard for teachers to put together. Creating good questions, providing scores and feedback, and ensuring questions match what students should know takes significant time and effort. AI can help. They can generate practice questions and provide targeted feedback, allowing instructors to focus on teaching instead of test-making. With AI support, students may learn concepts more deeply through continual practice that sticks with them beyond the lesson.

Here's how to do it in ChatGPT: You are a quiz creator of highly diagnostic quizzes. You will make good low-stakes tests and diagnostics. You will then ask me two questions. (1) First, what, specifically, should the quiz test. (2) Second, for which audience is the quiz. Once you have my answers you will construct several multiple choice questions to quiz the audience on that topic. The questions should be highly relevant and go beyond just facts. Multiple choice questions should include plausible, competitive alternate responses and should not include an "all of the above option." At the end of the quiz, you will provide an answer key and explain the right answer.

The expertise of the instructor in avoiding AI errors is key here, as is their judgement in the types of questions to ask. Once that is done, there are many ways to use these quizzes. One option for including tests in a class is integrating test questions in a discussion or lecture. They give instructors insight into any misconceptions or errors students might have and allow them to make a decision: Is it time to move on, or do I need to adjust the lesson?

Low-stakes tests can be given to students in class as a group exercise in which teams report out their responses, followed by a class discussion. They can be assigned as individual classwork or homework or posted in an online discussion forum. Additionally, tests can be distributed in class, and after completing the tests, students can then be given the answer key. They can compare their responses with the correct responses. A follow-up to such an exercise might be a reflection: What skills do you think you need to work on? How might you improve?.

Short check-in exercises are key for helping students and teachers understand the course material. They provide real-time feedback, allowing them to identify gaps in knowledge and areas that need clarifying. While grading assignments shows students their progress, these informal checks for understanding promote active learning and help motivate students by demonstrating that the instructor genuinely values their needs.

One such assessment method, commonly known as the "1-minute paper" or "muddiest point" exercise, promotes active learning and self-reflection. Students are encouraged to summarize their knowledge, pinpoint any uncertainties, and share their perspectives on the material covered. This not only helps identify gaps to be addressed in subsequent classes, but also fosters increased student engagement and motivation by demonstrating that instructors are genuinely responsive to their needs.

To design such an assessment, instructors can choose a specific focus, such as an activity, topic, or class discussion. They can then formulate a question that will reveal both what students have comprehended and what they find perplexing. Potential questions might include: "What was the most important idea or concept discussed in today's class, and why is it significant?" or "What has been the most challenging concept so far, and what aspects did you struggle to understand?" By prompting students to think more deeply about the course material, these assessments can pave the way for a more enriching and engaging learning experience. Then they can use AI to help summarize the results.

To have the AI help quickly summarize student responses, instructors can create a Google Doc or any shared document and ask students to submit their responses. Then, instructors can submit a set of collective responses to the AI with the following prompt: I am a teacher who wants to understand what students found most important about my class and what they are confused by. Review these responses and identify common themes and patterns in student responses. Summarize responses and list the 3 key points students found most important about the class and 3 areas of confusion: [Insert material here]

You can obviously use this analysis after class to help you see where students stand, or even in-class to see what points you might want to cover (or ask students to cover) further. Students also often love these sorts of exercises because they feel like their feedback is being listened to.

Incorporating distributed practice into the learning process is important for helping students build strong and adaptable knowledge. Unlike massed practice, where topics are taught one after the other without much connection, distributed practice means revisiting material several times over an extended period. This approach helps students form better mental models, remember those half-forgotten facts, and really get a deeper understanding of concepts.

Now, even though it's useful, fitting distributed practice into the mix can be a bit tricky because of how course materials are usually structured and students' preference for massed practice. But AI can help. One way to bring distributed practice into the classroom is by introducing a topic and reviewing it after specific intervals, like a week, a month, and at the end of the semester. Teachers can use AI to whip up brief topic overviews and questions for ongoing assignments or assessments, adjusting the difficulty level as needed.

Linking new ideas to concepts students already know promotes deeper learning, and AI can lend a hand by weaving past topics into lectures or discussions. By asking the AI to find relationships between concepts, teachers can present various connections between ideas, making them clearer for students.

You can use the following link to get Bing to generate distributed practice exercises and tests: https://sl.bing.net/hnKI78bzvzw or you can ask ChatGPT: You are an expert teacher who provides help with the concept of distributed practice. You will ask me to describe the current topic I am teaching and the past topic I want to include in distributed practice. You will also ask me the audience or grade level for the class. Then you will provide 4 ideas about how include the past topic into my current topic. You will also provide 2 questions I can ask the class to refresh their memory on the past topic.

Once the instructor has some good responses from the AI, distributed practice can be implemented in a number of ways. In terms of timing, scheduling exercises and tests that space out practice across a course and that allow for some forgetting, is optimal. For instance, once students show evidence of understanding about one topic, practice of that topic (in the form of an assignment or a quiz) may be scheduled once some time has passed; students will need to work hard to pull out that knowledge from memory and that effort will help them access this information next time. You can use the AI output to make sure that happens.

AI is an incredibly exciting tool for teaching. It is widely-available, inexpensive, and fast to experiment with. We hope instructors will try some of the techniques in the paper to get a sense of how AI can make applying complex pedagogical approaches more effective and less burdensome.

And, for those worried about AI, it is worth remembering that, despite decades of hype from VCR classes to Massive Online Courses, technology has not replaced teaching. Instructors, and class interaction, play a vital role in making learning happen. AI allows new forms of learning and pedagogy that can benefit instructors, and their classes. As instructors, we have to experiment to learn the best techniques that work for us, and our students.

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Using AI to make teaching easier & more impactful

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I don't need to start this post with the usual predictions that AI will transform our classrooms. It is obviously happening. Students are cheating with AI. Students are getting help with AI. I have required AI for all my classes this semester, and I hear more instructors are doing the same.

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AI Could Improve Assessments of Reading, Writing Skills

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AI Could Improve Assessments

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(TNS) - Artificial intelligence might be able to drive cars, treat disease, and train your front door to recognize your face. But can it crack the toughest nut in literacy: Helping kids comprehend what they read?

AI is evolving to meet reading instruction and assessment needs, some experts say. For instance, some believe it won't be long before tools that use AI's natural language-processing capabilities to measure skills like phonemic awareness are commonplace in schools. Intelligent tutors that can coach students to demonstrate in writing an understanding of a text they've read are already emerging.

If AI can improve reading instruction and assessment, it could fill important gaps, educators say.

Reading assessments can serve a variety of purposes: to identify which students need extra help; to diagnose students' trouble spots; and to monitor progress, which can gauge whether a particular intervention is working.

But at this point, there isn't a single digital or analog product on the market that can do all those things well, said Matthew Burns, a professor of special education at the University of Missouri and director of the University of Missouri Center for Collaborative Solutions for Kids, Practice, and Policy.

Moreover, the most important reading skill-comprehension-is also the toughest to measure and teach, Burns said. Partly that's because it must assess what students know and the strength of their vocabulary, not just whether they can sound out words.

"Our assessment of reading comprehension is very surface-level," he said. "We have to figure out a better way to do it. I wouldn't be surprised if AI was part of the solution to get a really good assessment" of reading comprehension.

But he added a big caveat: "I don't think technology can replace a teacher."

DIGITAL ADAPTIVE TOOLS GET GOOD REVIEWS FROM TEACHERS BUT CAN'T DO IT ALL

For now, digital adaptive tools-most of which don't include an AI component-are among the most widely used technologies to help teachers assess students' reading abilities.

Adaptive reading software adjusts the level of difficulty for students based on what they are mastering, advancing them to higher levels or pushing them back to more basic instruction based on how well they are performing. Adaptive assessments are also used, though plenty of teachers still continue to measure students' reading ability without digital tools.

Digital adaptive tools can save teachers a lot of time and effort, said Heather Esposito, a technology teacher coach for New Jersey's Cherry Hill district who previously worked as an English teacher and reading specialist.

In the past, she said, teachers might sit with a student while they read a few passages from a story or article, keeping track of errors, self-correction, and other factors to determine the child's fluency level. Then they might ask the student to tell them about what they read, asking different questions to gauge comprehension.

"That takes a lot of time," Esposito said. "So that's why software programs came in to try and help with that."

That's likely why Esposito and other educators generally find adaptive reading software useful, according to a survey of 1,058 educators conducted by the EdWeek Research Center from Jan. 26 through Feb. 1. Forty-four percent said they think the tech does a better job of accurately assessing a students' reading level than non-adaptive software or pen-and-paper methods, including 14 percent who said it does a "much better job."

That's compared to just 18 percent who said it does a worse job, including 4 percent who said it is "much worse." Thirty-eight percent said the effectiveness is about the same.

The current tools have clear limitations, however, Esposito pointed out. Teachers should never rely just on adaptive tools to assess student reading levels, she said.

Teachers need to closely supervise students taking adaptive assessments because they "aren't foolproof," said Catherine Snow, a professor at Harvard's Graduate School of Education who specializes in children's literacy development.

Students can press a wrong button without realizing it, altering their score, Snow said. Or kids could get a low score on an adaptive assessment because it's making them do a boring task and they disengage. While the tools can often adapt to a kids' reading level, many are less able to adapt to a students' particular interests, Snow added.

"Kids have things they want to read about and things they don't want to read about," she said. "We sort of ignore that, with a 7-year-old and say, 'He's not reading this! He's not getting his practice in!' Well, it's some story about dolls and princesses. He doesn't really care."

What's more, students might not take the assessment particularly seriously. "We know as adults that this assessment could be consequential," Snow said. "The kid just thinks it's another stupid thing he's being asked to do."

There are structural weaknesses too. Some digital reading tools examine reading fluency in part by looking at how quickly students read, Snow said. "Those assessments, in my view, incentivize teachers to push for speed reading, rather than for deep reading, which often means you have to slow down."

Like Esposito, Snow finds digital tools particularly lacking when it comes to reading comprehension. "Comprehension is what's really hard to measure," Snow said. "There are very few tests that even hint at the deeper comprehension levels that we would really like kids as young as third or fourth grade to be able to get into."

That's not a trivial problem, she added. "Comprehension is what it's all about, right? Really, that's the reason we're teaching kids to read."

COULD AI HELP MEASURE STUDENTS' READING COMPREHENSION AND IMPROVE WRITING?

Some educational technology and literacy organizations are optimistic that adding AI to adaptive reading tools might offer the best opportunity yet to tackle that missing reading comprehension piece.

For instance, Quill, a nonprofit ed-tech literacy organization, has created an AI-powered tool that can read students' answers to open-ended questions about a passage or article. The tool can then coach students to use evidence from the text, as well as proper grammar, to improve their responses. That can help give students the practice they need to improve both their reading comprehension and writing skills, said the organization's founder and CEO, Peter Gault.

Building reading comprehension through writing is a contrast from the typical approach, Gault said. "Almost every reading tool today uses multiple-choice questions as the main mechanism for then demonstrating your knowledge of the text. Our perspective on multiple choice is that it is a shallower way of learning."

Khan Academy, a nonprofit digital learning company with more than 145 million registered users, is also considering using AI to help with students' reading comprehension and writing.

"In the next year, there's going to be ways that you can actually do reading comprehension and writing at the same time, where there's a passage, and then the AI essentially works with the student to construct essentially a five-paragraph essay, arguing a point anchored in that essay," said the organization's founder, Sal Khan, in an interview. "So, it's both reading comprehension and writing at the same time. Stuff like this never happened before."

For her part, Esposito has already been experimenting with the latest version of ChatGPT, the AI-powered writing tool that emerged late last year. She's asked it, for instance, to explain the hero cycle-a common language arts concept-to a 10-year-old who loves video games, or a 15-year-old who reads manga, a popular genre of Japanese graphic novels. The tool produced responses that were much better than she had expected.

"You could take a topic or a concept and ask it to level it" to match the students' reading level and "to make it more meaningful" given a kid's personal interests, Esposito said. And she expects the tools will only improve with time.

"AI is a hard trend," Esposito said, meaning it's here for the long term. ChatGPT is just an early iteration, she said, likening it to the search engines of the late 1990s.

But even powerful AI technology still needs substantial teacher input, she said. "It's about striking a really good balance of seeing the potential that's out there with AI, finding the tools that work best for you and your students and knowing that you can pivot at any point," Esposito said.

Snow seconded that sentiment, and cautioned teachers to rely on their own judgment even as increasingly complex AI reading tools emerge.

"Teachers should always know that their instincts might be better" than the people who designed the software or the school leaders who purchased it, Snow said. "If they think something is not really working very well, it might be because it's not really working very well, and they should be cautious about imposing it on students."

©2023 Education Week (Bethesda, Md.). Distributed by Tribune Content Agency, LLC.

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AI Could Improve Assessments of Reading, Writing Skills

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(TNS) - Artificial intelligence might be able to drive cars, treat disease, and train your front door to recognize your face. But can it crack the toughest nut in literacy: Helping kids comprehend what they read? AI is evolving to meet reading instruction and assessment needs, some experts say.

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"Write a short essay (approximately 300-500 words) introducing yourself and describing your goals and expectations for this class. In your essay, please address the following questions:    What are your academic and career interests, and how do you see this class fitting into your overall academic and professional goals?    What strengths do you bring to the class, and how do you think you can contribute to the learning community?    What challenges or concerns do you anticipate in this class, and how do you plan to overcome them?    What do you hope to learn or achieve in this class, and how will you measure your success?"This writing prompt will allow you to assess your students' writing skills in terms of organization, clarity, coherence, and grammar, while also giving you valuable insights into their background, interests, and expectations for the class. It will also help you establish a rapport with your students and gain a better understanding of their needs and goals, which can inform your teaching strategies and approaches.

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"Write a short essay (approximately 300-500 words) introducing yourself and describing your goals and expectations for this class. In your essay, please address the following questions:    What are your academic and career interests, and how do you see this class fitting into your overall academic and professional goals?    What strengths do you bring to the class, and how do you think you can contribute to the learning community?    What challenges or concerns do you anticipate in this class, and how do you plan to overcome them?    What do you hope to learn or achieve in this class, and how will you measure your success?"This writing prompt will allow you to assess your students' writing skills in terms of organization, clarity, coherence, and grammar, while also giving you valuable insights into their background, interests, and expectations for the class. It will also help you establish a rapport with your students and gain a better understanding of their needs and goals, which can inform your teaching strategies and approaches.

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"Write a personal narrative about a significant moment in your life. Describe the event in detail, including the setting, characters, and actions. Use sensory details and descriptive language to help your reader visualize the experience. Be sure to include reflections on the impact the event had on you and what you learned from it."

This writing prompt will help you assess your student's ability to write a clear, well-organized narrative with attention to detail and descriptive language. It will also give you insight into their ability to reflect on personal experiences and draw meaningful conclusions. On one page, students should be able to introduce the event, describe the setting and characters, recount the actions and dialogue, and provide thoughtful reflections on the experience. You can use this prompt as a baseline for assessing their writing skills and then use the results to tailor your instruction and feedback throughout the course.

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"Please write a short paragraph (150-200 words) introducing yourself to the class. In your paragraph, include your name, where you are from, what you are studying, and what you hope to achieve in this class. Make sure to proofread your writing for grammar, punctuation, and spelling errors before submitting your work."This prompt allows students to introduce themselves to the class while also giving you a chance to assess their writing skills. It provides a clear set of expectations and a specific word count, which helps to standardize the assignment and make it easier to evaluate. Additionally, by asking students to proofread their work, you can assess their attention to detail and ability to self-edit their writing.

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"Please write a short paragraph (150-200 words) introducing yourself to the class. In your paragraph, include your name, where you are from, what you are studying, and what you hope to achieve in this class. Make sure to proofread your writing for grammar, punctuation, and spelling errors before submitting your work."This prompt allows students to introduce themselves to the class while also giving you a chance to assess their writing skills. It provides a clear set of expectations and a specific word count, which helps to standardize the assignment and make it easier to evaluate. Additionally, by asking students to proofread their work, you can assess their attention to detail and ability to self-edit their writing.

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Sure, here's a writing assignment prompt that could help you assess your students' writing skills on the first day of class:"Write a brief (1-2 page) essay on a topic of your choice. The essay should include an introduction, body paragraphs, and a conclusion. Your writing will be evaluated based on the following criteria: organization, clarity, grammar, punctuation, and overall effectiveness of communication. This assignment is not meant to be a formal assessment, but rather a way for me to understand your writing skills and areas for improvement. Please use standard formatting (12-point font, double-spaced) and submit your essay by the end of class."This prompt allows students to choose a topic that interests them, which can make the assignment more engaging and relevant to their interests. At the same time, the prompt also sets clear expectations for the assignment and provides you with a clear framework for evaluating your students' writing skills. By asking students to include an introduction, body paragraphs, and a conclusion, you can assess their ability to organize their thoughts and communicate them effectively. Additionally, by evaluating their grammar and punctuation skills, you can gain insight into their overall level of writing proficiency

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Sure, here's a writing assignment prompt that could help you assess your students' writing skills on the first day of class:"Write a brief (1-2 page) essay on a topic of your choice. The essay should include an introduction, body paragraphs, and a conclusion. Your writing will be evaluated based on the following criteria: organization, clarity, grammar, punctuation, and overall effectiveness of communication. This assignment is not meant to be a formal assessment, but rather a way for me to understand your writing skills and areas for improvement. Please use standard formatting (12-point font, double-spaced) and submit your essay by the end of class."This prompt allows students to choose a topic that interests them, which can make the assignment more engaging and relevant to their interests. At the same time, the prompt also sets clear expectations for the assignment and provides you with a clear framework for evaluating your students' writing skills. By asking students to include an introduction, body paragraphs, and a conclusion, you can assess their ability to organize their thoughts and communicate them effectively. Additionally, by evaluating their grammar and punctuation skills, you can gain insight into their overall level of writing proficiency

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Contributors: John Schulman, Barret Zoph, Christina Kim, Jacob Hilton, Jacob Menick, Jiayi Weng, Juan Felipe Ceron Uribe, Liam Fedus, Luke Metz, Michael Pokorny, Rapha Gontijo Lopes, Shengjia Zhao, Arun Vijayvergiya, Eric Sigler, Adam Perelman, Chelsea Voss, Mike Heaton, Joel Parish, Dave Cummings, Rajeev Nayak, Valerie Balcom, David Schnurr, Tomer Kaftan, Chris Hallacy, Nicholas Turley, Noah Deutsch, Vik Goel, Jonathan Ward, Aris Konstantinidis, Wojciech Zaremba, Long Ouyang, Leonard Bogdonoff, Joshua Gross, David Medina, Sarah Yoo, Teddy Lee, Ryan Lowe, Dan Mossing, Joost Huizinga, Roger Jiang, Carroll Wainwright, Diogo Almeida, Steph Lin, Marvin Zhang, Kai Xiao, Katarina Slama, Steven Bills, Alex Gray, Jan Leike, Jakub Pachocki, Phil Tillet, Shantanu Jain, Greg Brockman, Nick Ryder, Alex Paino, Qiming Yuan, Clemens Winter, Ben Wang, Mo Bavarian, Igor Babuschkin, Szymon Sidor, Ingmar Kanitscheider, Mikhail Pavlov, Matthias Plappert, Nik Tezak, Heewoo Jun, William Zhuk, Vitchyr Pong, Lukasz Kaiser, Jerry Tworek, Andrew Carr, Lilian Weng, Sandhini Agarwal, Karl Cobbe, Vineet Kosaraju, Alethea Power, Stanislas Polu, Jesse Han, Raul Puri, Shawn Jain, Benjamin Chess, Christian Gibson, Oleg Boiko, Emy Parparita, Amin Tootoonchian, Kyle Kosic, Christopher Hesse

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We've trained a model called ChatGPT which interacts in a conversational way. The dialogue format makes it possible for ChatGPT to answer followup questions, admit its mistakes, challenge incorrect premises, and reject inappropriate requests.

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Impact and Role of AI Technologies in Teaching, Learning and Research in Higher Education

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Impact and Role of AI Technologies in Teaching, Learning and Research in Higher Education

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Times Higher Education https://www.timeshighereducation.com/campus/spotlight/ai-and-university

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The Age of AI has begun | Bill Gates

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In my lifetime, I've seen two demonstrations of technology that struck me as revolutionary.

The first time was in 1980, when I was introduced to a graphical user interface-the forerunner of every modern operating system, including Windows. I sat with the person who had shown me the demo, a brilliant programmer named Charles Simonyi, and we immediately started brainstorming about all the things we could do with such a user-friendly approach to computing. Charles eventually joined Microsoft, Windows became the backbone of Microsoft, and the thinking we did after that demo helped set the company's agenda for the next 15 years.

The second big surprise came just last year. I'd been meeting with the team from OpenAI since 2016 and was impressed by their steady progress. In mid-2022, I was so excited about their work that I gave them a challenge: train an artificial intelligence to pass an Advanced Placement biology exam. Make it capable of answering questions that it hasn't been specifically trained for. (I picked AP Bio because the test is more than a simple regurgitation of scientific facts-it asks you to think critically about biology.) If you can do that, I said, then you'll have made a true breakthrough.

I thought the challenge would keep them busy for two or three years. They finished it in just a few months.

In September, when I met with them again, I watched in awe as they asked GPT, their AI model, 60 multiple-choice questions from the AP Bio exam-and it got 59 of them right. Then it wrote outstanding answers to six open-ended questions from the exam. We had an outside expert score the test, and GPT got a 5-the highest possible score, and the equivalent to getting an A or A+ in a college-level biology course.

Once it had aced the test, we asked it a non-scientific question: "What do you say to a father with a sick child?" It wrote a thoughtful answer that was probably better than most of us in the room would have given. The whole experience was stunning.

I knew I had just seen the most important advance in technology since the graphical user interface.

This inspired me to think about all the things that AI can achieve in the next five to 10 years.

The development of AI is as fundamental as the creation of the microprocessor, the personal computer, the Internet, and the mobile phone. It will change the way people work, learn, travel, get health care, and communicate with each other. Entire industries will reorient around it. Businesses will distinguish themselves by how well they use it.

Philanthropy is my full-time job these days, and I've been thinking a lot about how-in addition to helping people be more productive-AI can reduce some of the world's worst inequities. Globally, the worst inequity is in health: 5 million children under the age of 5 die every year. That's down from 10 million two decades ago, but it's still a shockingly high number. Nearly all of these children were born in poor countries and die of preventable causes like diarrhea or malaria. It's hard to imagine a better use of AIs than saving the lives of children.

In the United States, the best opportunity for reducing inequity is to improve education, particularly making sure that students succeed at math. The evidence shows that having basic math skills sets students up for success, no matter what career they choose. But achievement in math is going down across the country, especially for Black, Latino, and low-income students. AI can help turn that trend around.

Climate change is another issue where I'm convinced AI can make the world more equitable. The injustice of climate change is that the people who are suffering the most-the world's poorest-are also the ones who did the least to contribute to the problem. I'm still thinking and learning about how AI can help, but later in this post I'll suggest a few areas with a lot of potential.

In short, I'm excited about the impact that AI will have on issues that the Gates Foundation works on, and the foundation will have much more to say about AI in the coming months. The world needs to make sure that everyone-and not just people who are well-off-benefits from artificial intelligence. Governments and philanthropy will need to play a major role in ensuring that it reduces inequity and doesn't contribute to it. This is the priority for my own work related to AI.

Any new technology that's so disruptive is bound to make people uneasy, and that's certainly true with artificial intelligence. I understand why-it raises hard questions about the workforce, the legal system, privacy, bias, and more. AIs also make factual mistakes and experience hallucinations. Before I suggest some ways to mitigate the risks, I'll define what I mean by AI, and I'll go into more detail about some of the ways in which it will help empower people at work, save lives, and improve education.

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Bill Gates explains why AI is as revolutionary as personal computers, mobile phones, and the Internet, and he gives three principles for how to think about it.

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ESL Video Lessons and Teaching Material - ESL Meets AI: How We Can Make Our Lives Easier with ChatGPT

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1/14/23 ChatGPT (Generative Pre-trained Transformer), a form of Artificial Intelligence, was launched on November 30, and in no time, many high school and college teachers panicked. LinkedIn posts and newspapers all decried the impact of the tool on original writing, the inability of plagiarism

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Play - Guessing games - the character of a movie. Wordladder, Madlibs.

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See the prompt templates.

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ChatGPT helps you get answers, find inspiration, and be more productive.