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How can we ensure that using a tool like Gemini does not hinder the development of critical thinking and problem solving?

How do we balance AI assistance with independent learning?

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How might the introduction of a tool like Gemini impact classroom dynamics and student behavior?

How do we keep a tool like Gemini from being a distraction?

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What are some potential concerns parents might have about their children using a tool like Gemini?

How might we proactively address those concerns?

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What policies or guidelines need to be developed regarding acceptable use of a tool like Gemini?

How should these policies be enforced?

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This is very difficult to capture and frame because we believe we have to continue to understand how kids are using it and learning it. We need to teach students how to prompt AI. Do we ask students to turn in the prompts they use to get to their results. This would show their thinking, evolution, and depth of understanding. How do we teach students to scaffold their prompts to show their learning. We also need students to learn how to evaluate the AI responses and evaluate the responses, and consider are they biased, is the information up to date, do you cross reference from other resources.

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Teaching research skills and helping students understand to look beyond the "Gemini" generated response that populate first and what do they need to look at beyond that first result as they are researching. How do we teach students to look beyond all the Gemini tools that students are going to see right away in our Jeffco "Google World". Do they have the tools to compare and contrast these results? How do we take away the fear that has been instilled by some students to never use it while other classrooms are giving them the message to go ahead any try these tools. We need to provide guidance, support, and teaching to help them learn the tools that can help them.

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We need to educate the parents as well. What learning can we provide them? This is hard because parents are at so many entry points with their understanding/lack of understanding and opinions.

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We need to get our students ready for the future and this is it. We need to teach it, believe in it, support it, integrate it . . .

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One way that we can ensure that students engage in critical thinking and problem-solving with AI tools is to intentionally teach students to use AI as a tool. In my classes, we talk a lot about how to use AI as a supplement, not a substitute. for instance, we use it for vocabulary, SAT prep questions, generating ideas, asking follow up questions, "peer editing" after peer editing to show them how a good peer edit protocol should go. It's a great tool!

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Screen monitoring, shared editing, and strong policy and enforceable consequence are good ways to manage AI use.

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This one is a challenge. Some parents have asked me why I don't let students just let AI write for their students. I show them a few examples of how AI can get things wrong that I have copied into Google Docs, and have a conversation around that issue.

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All of these ideas are great, and I will say that a district policy with a clear spectrum of use sounds like a great way for schools to ground themselves in consistency. Then, schools could expand to add other expectations. for example, requiring students to document and reflect on each use of AI both within and outside of the established parameters.