# data[].attributes.body
ChatGPT: Thoughts on use in Mathematics Learning

Summary, September 2023

ChatGPT is very useful for definitions and simplified textbook-type explanations.

Its explanations are clearer and more accessible than Wikipedia and many web pages.

Its calculations need to be checked carefully as its wrong answers often have a superficial plausibility.

You can have meaningful follow-up discussions, correcting and enlarging on earlier points.

Answers are text-based with big limitations on diagrams, graphics etc. It’s not the tool of choice for graphs, calculations, algebraic integrals, derivatives etc.

The paid version turns it from a large language model (LLM) to a better mathematical tool using the Wolfram plug-in.

The Code Interpreter plug-in can analyse statistical data sets and write Excel formulae, computer code for algorithms etc.

One of our biggest worries from this software may be with regard to project work such as the Internal Assessment within IB.

It is not a tool that students can use reliably yet for homeworks.

It can potentially help us with lesson preparation, such as by generating exercise questions.

# data[].attributes.body
We discussed how AI could be used to produce example essays at A Level/IB for students to critique. This would help students to understand the limitations of AI in meeting specification and exam criteria.

We discussed the importance of speaking with our students/pupils about academic integrity and rigour, emphasising how using AI limits their potential to engage with higher level thinking and development of study skills.

We discussed the benefit of mini deadlines in the NEA (and elsewhere, such as the Year 8 fieldwork writeup) so that we can see students'/pupils' thinking process and stages of writing. RLA also suggested using the Teacher Only section in OneNote to keep a digital footprint of students' drafts so that we can monitor potential use of AI during earlier versions.

We discussed how we must remain vigilant to potential use of AI through comparing pupils' work with previous work, and hold them to account if we suspect it is not their own work.

# data[].attributes.body
-Since lyric writing is not assessed in Music coursework we have been supporting pupils to use AI for lyric writing in our schemes for many years e.g. rhymezone and song generator. We teach use of AI to prompt creativity, spark ideas and be critically evaluative of outcomes, picking and choosing only ideas that are valuable or useful to the task.
-IB coursework requires rigorous citing of sources and this has fed into our teaching in other specifications/year groups
-We have trialled AI for writing musical compositions and so far they are very unsuccessful but we need to have an ongoing awareness of whether they improve.
- We also have to authenticate coursework according to JCQ rules so a lot of this work is completed in class and we are used to comparing pupils' usual standards/style for any work completed at home.

# data[].attributes.body
We aren't doing anything specific to respond to LLM at present. We suspected that a student had cheated during the Part 1 using Chat GPT because he had access to his own laptop for dictation software. This was investigated and it turned out he had not used it.

RS used Chat GPT last year to generate A Level answers which students then 'marked' and developed.

RS attended a Monmouth INSET which made use of the Beta version of Quizlet with Chat GPT integration. I produced a resource to demonstrate my findings and shared with RLD and DJS.

Some IB students have tried using Chat GPT to give comments on their essays using the Marking Criteria. They have claimed this worked although RS is sceptical and yet to see the evidence!

# data[].attributes.body
We discussed the need to caution students about the use of AI when writing up tasks for the A-Level practical endorsement and IB IAs.

Reinforcing the concept of academic honesty will be the best approach in conjunction with the rest of the guidance in the policy.

# data[].attributes.body
- Ethical discussions of AI is already embedded in our SOW for all years, we can steer this slightly more in the direction of LLMs
- A Level is the only course with an NEA and thus the main concern for AI plagiarism, we will address this when introducing the coursework to our students
- We do not expect AI to be a major concern day to day due to the nature of our classwork/homework, however if it does arise we will deal with it as any other plagiarism
- Use of AI is likely to be easy to detect as AI is generally poor at producing and explaining correct code, and tends to do so in predictable patterns

# data[].attributes.body
We feel that the new policy is very clear with the expectations from all students and for all students to sign.

Currently our use of AI has been:
1. Practical experiment with all students -  to show the harm from just copying an AI response.
2. Used to critique essays that AI produce and students mark,  comment and evaluation these.
3. Used to produce additional essay questions specific to the specification and exam.
4. Use Tome with diagrams.

# data[].attributes.body
We discussed the importance of creative personal expression, tangible ideas, concepts and practical skill development in art, things we believe AI cannot currently do.

We would like to research further into digital image making Ai such as Dall -E2 and Midjourney but most seem to require a subscription. More research needs to be undertaken in this area through discussions with others schools and Ellie will be attending a AI webinar in a couple of weeks which will further inform our understanding of how we can develop our use of AI in the art classroom.

A Level  students write a 3000 word essay. The essay  is developed through a series of set tasks and sketchbook annotation.  Students cite their references in a bibliography.

For all art NEA's students must sign a candidate record form stating that all work is their own.

# data[].attributes.body
1. NCP used for model texts; and asked it to include some linguistic errors for pupils to find

2. Use to create three paragraphs for essays and put into order

3. MJH used to generate material from reading tasks
4. Julia Morris at Millfield is pioneering the use of AI in language teaching – Max to share link to Facebook groups;
5. Used Chat GPT to create questions and content for A level speaking exams so that teachers can plan appropriate questions from it
6. MJH has signed up to get further information on Lingo Teach AI which is to be launched shortly

Questions/concerns

Do we need to reference to this to the pupils, when we use it in our preparation?

we still need to teach the skills to get to the end result

What do we do if pupils just pre-learn from AI for speaking tests?

EJB reassured us that when it's evident that the candidate has used it in the speaking test. it does get penalised by exam boards as candidates normally give themselves away

Should we encourage more flip learning - do all writing tasks in class?

# data[].attributes.headline
As we do not have NEA in psychology, there is no risk of AI in jeopardising assessment qualification.

# data[].attributes.subject
As we do not have NEA in psychology, there is no risk of AI in jeopardising assessment qualification.

# data[].attributes.body
1. We recognise that AI can easily be utilised by students completing essays at home. So, we have introduced a dept policy that all essays are completed under timed conditions in class. Students are only able to use the designated essay template as a plan and this will be carefully checked by the teacher. For those students who use a word processer, a school computer will be issued and not their iPad.

2. The dept is encouraging the flat iPad rule in class when students undertake any written work, to ensure any work completed is authentically their own (teacher to use Apple Classroom).

3. Any use of AI in lessons will be  part of a carefully planned activity  for creative purposes and not for formal assessment purposes. This will be made transparent.

# data[].attributes.body
Updated mark scheme to include a focus on the 'process' at KS3.

# data[].attributes.body
1. As it is both practical and theory based, the practical element cannot be copied and used in lessons via AI as students need to undertake work in person.

2. With regards homework tasks this is harder to mitigate, but specific subject and topic areas are focussed on, which makes it challenging for AI.

3. For coursework and assessments, this in frequently overseen within lessons to get an idea of what students are completed outside of lessons, so less chance of AI interference.