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

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

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

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

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

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

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

A discussion on the approaches to writing in the classroom

- Anonymous

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

- Qualitative responses (open-ended questions)

• Describe yourself as a writer.

Future

• What kind of writer do I hope to become?

• What can I do to get there?

• I clearly understand the purpose of my writing.

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

• I set clear goals for my writing.

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

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

As we write

• I choose the right tone and register for my purpose.

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

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

• I write clear topic sentences for each paragraph.

• I use appropriate words or phrases to connect my ideas.

After we write

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

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

• I reflect on whether I achieved my writing goals.

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

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

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

   
   

Addressing Gaps in Writing and Representing

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

   
   

Use of AI in the Writing and Representing Classroom

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

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

   
   

Perception of AI as a Companion in Teaching and Learning

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

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

   
   

Future Perspectives

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