AI In The Classroom

In this Backwards Podcast episode, A.J. Juliani sits down with author, professor, and speaker John Warner to discuss all things artificial intelligence (and how it impacts our current and future education system). John Warner is the author of "Why They Can't Write" and "The Writing Practices" where he discusses the need for a more creative and authentic approach to teaching writing. ChatGPT and other artificial intelligence tools have completely changed the landscape of writing for schools and work - this episode tackles those changes head-on.

A Few Links

• John Warners article: Freaking Out About ChatGPT—Part I.

• In a World of AI, Our Students Need Project-Based Learning - blog + video by John Spencer

• 7 Ways Teachers Can Harness the Power of AI for Learning - video by S.J. Juliani

• The Future of Artificial Intelligence (AI) in Education: Should Educators Be Concerned? - Article by Paul Ketko

• What is ChatGPT, the artificial intelligence text bot that went viral? - ABC article

• Watch A.J Juliani’s video: ChatGPT and AI in Education - What is going to be eliminated? What opportunities will be created?

• Creative Learning Solutions in a ChatGPT World - Article by A.J. Julian

• Try out ChatGPT

• Try out Perplexity Ask. Perplexity Ask, a new search interface that uses OpenAI GPT 3.5 and Microsoft Bing to directly answer any question you ask. Inspired by OpenAI WebGPT, instead of displaying a list of links, Perplexity Ask summarizes  search results and includes citations so that you can easily verify the accuracy of the information provided.

• Try out PhotoMath + PhotoMath Promo

• Teachers Fear ChatGPT Will Make Cheating Easier Than Ever - Forbes article

•  Artificial Intelligence (AI) Literacy [Crowdsourced] 

Sparked by a quick exchange with Dr Nick Jackson, I created this collaborative document to outline some of the emerging dispositions, skills, knowledge and tools related to AI Literacy. Here's a little more from the document.

This document aims to outline the facets of AI literacy for students and educators. We all rely on these emerging competencies as we explore and interact with these tools. The audience is curious educators, teachers and students. The problem we are solving with this documentation is How educators and students can leverage Artificial Intelligence (AI) tools as assistants and coaches in the learning and creative process.

• Stumbling With Their Words, Some People Let AI Do The Talking - [The Washington Post]

The article from Drew Harwell, Nitasha Tiku and Will Oremus shines a light on an actual application of ChatGPT to support written communication. The story is about how Ben Whittle, with help from Danny Richman, uses AI with his business emails.

"Now, when Whittle dashes off a message, the AI instantly reworks the grammar, deploys all the right niceties, and transforms it into a response that is unfailingly professional and polite."

This cuts through all the hype and experimentation we are wading through. This is an excellent story of how technology improves access!

• Collaborative Creative Writing with OpenAI’s ChatGPT [Andrew Mayne]

The article by Andrew Mayne, who works for OpenAI as a Science Communicator, offers some essential nuances in how we might work with an AI assistive technology like ChatGPT. Here's the prompt:

Let's write a science fiction story together. Ask me for input about characters, plot etc.

This initial setup means the ChatGPT asks questions rather than spits out text reams. This style of interaction is much more helpful for younger students.

The chat interface makes it easy to converse with the model and work towards a goal, like learning something new or playing a game. I’ve found that it can be beneficial for brainstorming. 

• New Modes of Learning Enabled by AI Chatbots [Social Science Research Network]

I loved this work by Ethan and Lilach Mollick from the University of Pennsylvania, Wharton School, exploring three different instructional design challenges and how AI can help. Here is the abstract:

Chatbots can produce high-quality, sophisticated text in natural language. The authors of this paper believe that AI can be used to overcome three barriers to learning in the classroom: improving transfer, breaking the illusion of explanatory depth, and training students to critically evaluate explanations. The paper provides background information and techniques on how AI can be used to overcome these barriers and includes prompts and assignments that teachers can incorporate into their teaching. The goal is to help teachers use the capabilities and drawbacks of AI to improve learning

Choice - Everything is powered up by a layer of AI, which creates a paradox of choice for many students. Many feel that we did not ask for AI, which is forced into our learning tools. Teachers strain to control the learning environment more, pulling choice away from students. Progress is stalled, and old "reliable" methods are resurrected.

Responsibility - Large chunks of the learning and creative process are outsourced to AI assistants in every hyper-anthropomorphised flavour. A crisis of trust arises as the first feedback response is always "synth?". Ethical responsibility is kept at a distance as students engage with strained and obfuscated tools that bear no resemblance or connection to their origins. AI becomes more opaque to students.

How Might AI Increase Learner Agency?

Voice - With an increase in AI Literacy, students will make more informed decisions about the ethical architecture of their learning experience. This will include the implications of using different AI language and image models. More avenues for support arise that allow students to share their voices.

Choice - a retooling of teaching and learning generates new ways for students to express themselves. A new category of tools allows more students to share, create and demonstrate their understanding. AI helps students and educators align the experience to personal needs.

Responsibility - increased access to timely, high-quality feedback via AI assistance allows students to expand their control over the experience. Personalised learning assistants, controlled and trained by students, adapt, grow and develop with every learner - the responsibility for learning shifts in a way we have not seen before. The role of the teacher change, and the student is empowered.

Also, Tom Barrett has launched a new newsletter called Promptcraft where he will share everything you need to know about artificial intelligence for education. (Sign Up HERE)

Promptcraft is for anyone who wants to:

• Stay updated on the latest news, developments and research in AI for Education

• Discover how AI can impact our work in education and learning ecosystems

• Learn from experts and practitioners who are using AI to create innovative solutions

• Get practical tips and resources to apply AI in your projects and improve your AI Literacy.

Dr. Monica Burns is a former classroom teacher, Author, Speaker, and Curriculum & EdTech Consultant. Visit her site ClassTechTips.com for more ideas on how to become a tech-savvy teacher.

Can teachers use the popular AI tool ChatGPT to save time? In this episode, I share seven things teachers can do with ChatGPT tomorrow to save time completing your daily tasks inside and outside of the classroom. If you’re looking for ways to use this innovative technology to accelerate your workflow and work smarter, not harder, this episode is for you!

Some Links

• Easy EdTech Podcast with Monica Burns 

• Sign up for ChatGPT

• Connect with Dr. Monica Burns on  Instagram & Twitter

• Free Stuff & EdTech Favorites from Monica Burns

• 10 Things Teachers Can Do with ChatGPT to Save Time (Blog Post)

• 7 Google Calendar Tips for Teachers (Blog Post)

• Keyboard Shortcuts 101 Quick Tips & Tricks for Students (Podcast Episode)

• Video Journals in the Classroom (Blog Post)

• How to Make An Animated Winter Video (Blog Post)

• Grappling With AI Writing Technologies in the Classroom (Edutopia article)

• Truth for Teachers Podcast

Prompt: 

List and analyze 4 PYP central ideas for the conceptual understanding of migration that includes a conceptual focus on perspective and causation for grade 5 students.

Response:

Migration as a Complex Process: Migration is a multi-faceted and dynamic process that is influenced by a variety of individual, cultural, political, economic, social, and environmental factors. 

• Understanding the complexities of migration helps students appreciate the variety of factors that can impact the decisions of individuals and families to move from one place to another.

Perspective and Experience of Migrants: The perspectives and experiences of migrants are shaped by their individual circumstances, cultural backgrounds, and the attitudes and policies of the communities and countries they move to and from. 

• This central idea highlights the importance of considering multiple perspectives when exploring the topic of migration, and encourages students to develop empathy and understanding for the experiences of migrants.

Causes of Migration: The causes of migration are diverse and may include poverty, conflict, environmental degradation, and lack of access to basic resources such as food, water, and healthcare. 

• Analyzing the causes of migration helps students to understand the underlying factors that drive individuals and families to move, and can contribute to a deeper appreciation for the complex global issues surrounding migration.

Effects of Migration: The effects of migration on individuals, families, communities, and societies are diverse and can range from positive outcomes such as increased economic opportunities and cultural exchange, to negative impacts such as discrimination, cultural displacement, and loss of community and cultural identity. 

• Understanding the effects of migration is crucial for students to gain a holistic understanding of the topic, and can help to promote a more nuanced and informed perspective on migration.

Prompt: 

List 6 lines of inquiry for the conceptual understanding of migration with a conceptual focus of perspective and causation for grade 5 students.

Response:

1. What is migration and why do people move from one place to another?

2. How does our own background and experiences shape our perspective on migration?

3. What are some common reasons for migration and how do they vary among different groups of people?

4. How does migration impact families and communities, and why do these impacts differ based on various factors such as race, class, or gender?

5. How do governments and policies influence migration patterns, and how does this impact people's lives?

6. What is the relationship between migration and human rights, and why is this a contentious issue for some people?

Prompt: 

What teacher questions/provocations could drive these inquiries?  (This is a follow-up question to Lines of Inquiry).

Response:

1. What is migration and why do people move from one place to another?

• Have you ever moved or known someone who has moved from one place to another?

• Why do you think people might choose to migrate from one place to another?

2. How does our own background and experiences shape our perspective on migration?

• What do you know about your own background and experiences that might influence your thoughts about migration?

• How might someone with a different background or experiences see migration differently?

3. What are some common reasons for migration and how do they vary among different groups of people?

• Can you think of some examples of why people might migrate from one place to another?

• Why might different groups of people have different reasons for migrating?

4. How does migration impact families and communities, and why do these impacts differ based on various factors such as race, class, or gender?

• What are some ways that migration might impact families and communities?

• Why might these impacts be different for different groups of people based on factors such as race, class, or gender?

5. How do governments and policies influence migration patterns, and how does this impact people's lives?

• Can you think of some examples of how governments and policies might impact migration?

• How might these policies affect the lives of migrants and those in their communities?

6. What is the relationship between migration and human rights, and why is this a contentious issue for some people?

• What are human rights, and how are they related to migration?

• Why might this issue be contentious for some people?

Prompt: 

List 4 possible provocations that students could engage in at the beginning of the unit to get them interested.  (This is a follow-up question to Teacher Questions).

Response:

1. Mapping Migration: Ask students to create a map of the world and mark on it places where they, their families, or someone they know have lived or are living now. Discuss the reasons for these migrations.

2. Perspective Gallery Walk: Create a gallery walk of different perspectives on migration. Students could read quotes, articles, or personal narratives from migrants, politicians, or community members with differing views on migration. Have students write a reflection on what they learned and how it might impact their own views on migration.

3. Acting Out Scenarios: Create scenarios that highlight different reasons for migration and have students act them out. After each scenario, have a class discussion about the challenges and opportunities migrants might face and how different perspectives might influence their experiences.

4. Brainstorming: Ask students to brainstorm a list of words that come to mind when they think of migration. Sort the words into categories such as positive, negative, or neutral, and discuss why they sorted them in that way. Then, have students reflect on what this says about their own perspectives on migration.

Prompt: 

Create learner agency activities for Grade 5 students. (This is a follow-up question to Teacher Questions and Provocations)

Response:

1. Perspective Gallery Walk: Create a gallery walk of different perspectives on migration. Students could read quotes, articles, or personal narratives from migrants, politicians, or community members with differing views on migration. Have students write a reflection on what they learned and how it might impact their own views on migration.

2. Migration Timeline: Have students create a timeline of important events in the history of migration. Encourage them to research and add important dates, events, and individuals who played a role in shaping migration patterns and policies.

3. Storytelling: Have students write and share their own personal narratives about migration. This could include stories of their own migrations or those of family members or people they know. Encourage students to reflect on the reasons for these migrations and the impact they had on their lives and the lives of others.

4. Advocacy Campaign: Have students create a campaign to raise awareness about an issue related to migration, such as the treatment of refugees or the impact of migration on local communities. Encourage students to use their research and creativity to design posters, write letters, or make videos to share their message.

5. Migrant Voices: Have students conduct interviews with people who have migrated to their community. Encourage them to ask about the reasons for their migration, the challenges they faced, and how they have contributed to their new community. Have students compile their findings into a class presentation or a brochure to share with the community.

6. Community Map: Have students create a map of their community that highlights the different cultural groups and the contributions they have made to the community. Encourage students to research the migration histories of these groups and to include this information on their map.

7. Service Project: Have students collaborate on a service project to support migrants in their community. This could include collecting donations for a local immigrant support organization, volunteering at a community center, or creating welcome kits for new arrivals. Encourage students to reflect on how their actions can make a positive impact on the lives of migrants and their communities.

Prompt: 

Create and analyze 2 assessment rubrics that will demonstrate a grade 5 student's conceptual understanding of migration with a conceptual focus on perspective and causation.

Response:

1. Assessment Rubric 1: Migration Concept Map

Criteria: 

• Comprehensiveness (4)

• Accuracy of information (4)

• Use of perspective (2)

• Connection between causes and migration (2)

• Creativity (2)

Total Points: 14

Explanation:

• Comprehensiveness: The student should have a complete and well-structured understanding of the concept of migration, including different types, reasons, and impact on people and communities.

• Accuracy of information: The student should provide accurate and relevant information, supported by credible sources and without any major misconceptions.

• Use of perspective: The student should include different perspectives on migration, such as those of migrants, host communities, and relevant authorities.

• Connection between causes and migration: The student should demonstrate an understanding of the relationship between various causes (e.g. economic, political, environmental) and migration patterns.

• Creativity: The student should use creative ways of representing information, such as images, illustrations, and connections between related concepts.

2. Assessment Rubric 2: Migration Storytelling

Criteria:

• Comprehensiveness (4)

• Accuracy of information (4)

• Use of perspective (2)

• Connection between causes and migration (2)

• Emotional impact (2)

Total Points: 14

Explanation:

• Comprehensiveness: The student should have a complete and well-structured understanding of the concept of migration, including different types, reasons, and impact on people and communities.

• Accuracy of information: The student should provide accurate and relevant information, supported by credible sources and without any major misconceptions.

• Use of perspective: The student should incorporate the perspectives of migrants and relevant others, such as host communities and relevant authorities.

• Connection between causes and migration: The student should demonstrate an understanding of the relationship between various causes (e.g. economic, political, environmental) and migration patterns.

• Emotional impact: The student should use storytelling techniques to create an emotional impact, such as using vivid descriptions, empathy, and appealing to the reader's values and emotions.

Prompt: 

Is this PYP central idea relevant, engaging and conceptual: "Human migration is a response to changes in communities and the environment." Suggest improvements and resulting new central ideas.

Response:

The central idea "Human migration is a response to changes in communities and the environment" is a relevant and engaging starting point for exploring the topic of human migration. However, to make it more conceptual and provide a clearer focus for student learning and assessment, it could be improved in the following ways:

1. Expanding the scope: The central idea could be expanded to consider the broader social, economic, and environmental factors that contribute to migration. This would provide a more comprehensive framework for understanding the issue and encourage students to think more deeply about the interconnected nature of the causes of migration.

2. Adding a focus on agency: The central idea could be revised to emphasize the agency of individuals and communities in responding to changes in their environment. This would encourage students to consider the reasons behind migration and the impact that it has on individuals and communities, and to think critically about the implications of migration for different stakeholders.

3. Incorporating a focus on ethics and morality: The central idea could be expanded to consider the ethical and moral implications of migration. This would encourage students to think critically about the rights of individuals and communities in the context of migration and to consider the responsibilities of different stakeholders in addressing this issue.

With these improvements, the central idea could be revised as follows:

1. The interplay of social, economic, and environmental factors in human migration: This central idea focuses on the complex and interconnected factors that contribute to migration, including social, economic, and environmental causes. It encourages students to think critically about the reasons behind migration and to consider the impact that migration has on individuals and communities.

2. The agency and impact of human migration on communities and the environment: This central idea emphasizes the agency of individuals and communities in responding to changes in their environment and the impact that migration has on communities and the environment. It encourages students to think critically about the implications of migration for different stakeholders and to consider the ethical and moral implications of this issue.

These revised central ideas provide a clearer focus for student learning and assessment, and are more relevant, engaging, and conceptual for grade 5 students.

Prompt: 

Analyze this summative assessment: "Students will choose a way to share their learning about the historic migration they researched." Does it address the central idea: "Human migration is a response to changes in communities and the environment and how could it be improved?" Suggest new summative assessments. 

Response:

This summative assessment "Students will choose a way to share their learning about the historic migration they researched" is a basic form of assessment that provides students with an opportunity to demonstrate their understanding of the topic of migration. However, it does not directly address the central idea "Human migration is a response to changes in communities and the environment." and could be improved to better align with this central idea.

To improve this assessment and better address the central idea, the following suggestions could be considered:

1. Assessing the causes and consequences of migration: Students could be asked to analyze the causes and consequences of migration in their research and present their findings in a way that demonstrates their understanding of the central idea. For example, students could create a presentation or written report that outlines the factors that contributed to migration in their research and the impact that it had on the communities and individuals involved.

2. Encouraging reflection on agency and ethics: Students could be asked to reflect on the agency of individuals and communities in responding to changes in their environment and the ethical and moral implications of migration. This could be done through a written reflection, a presentation, or a discussion that encourages students to think critically about the issue and its impact on different stakeholders.

3. Comparing and contrasting different migrations: Students could be asked to compare and contrast different migrations in terms of the causes and consequences of migration and the agency of individuals and communities involved. This could be done through a presentation, written report, or interactive activity that encourages students to think critically about the complexity of the issue and the various factors that contribute to migration.

These new summative assessments provide a clearer focus for student learning and assessment and are more closely aligned with the central idea "Human migration is a response to changes in communities and the environment."