Hi Annette, thank you for another thoughtful article. Some of us are thinking about how we can create new writing assignments to allow students to make thoughtful choices with AI. One barrier seems to be that writing instructors may feel that adjusting previous assignments to integrate AI is additional and unplanned labor. Therefore, it may be easier not to deal with AI. I think continuously interrogating our writing assignments is an opportunity for growth as teachers, but do you have any advice for teachers who may feel hesitant, or even resentful, that they now have to fold in additional steps accounting for AI usage into assignments? Thank you for this fantastic series!
Thanks so much for this. I teach 9th grade English. As the year wraps up, I'm thinking hard about how to rework assignments to account for the growth of AI. This offers a lot of food for thought. Your 4th point about being more welcoming to students is important, though it's also hard to achieve when you have big class sizes. I kind of feel like all of this comes back to the issue teachers have been screaming about for years: "WE NEED SMALLER CLASS SIZES." When you've got 15 kids in a room instead of 30, you can support them in ways that don't make them want to run to ChatGPT or Claude instead of coming to you. Excellent work here.
Oh my, I couldn't agree more! The kind of teaching I could do as a college prof with 40 students versus what I could do teaching 110 students high school English was different in part because I could meet with all the them individually in college. The best answer to "personalized learning" isn't tech or AI, but better teacher-student ratios! I'm glad you find this work helpful. :)
Well done. It's a complex picture that'll continue to evolve each year.
yes, already studies from 2023 are quite dated....!
What a comprehensive look at what we know about AI and how we can help keep students engaged. I loved the Marie Condo analogy!
I try to apply her philosophy for my house, too, but I'm less successful there! haaaa.
Her philosophy plays a big role in Gilmore Girls: A Year in the Life, so I feel special affection for it!
Hi Annette, thank you for another thoughtful article. Some of us are thinking about how we can create new writing assignments to allow students to make thoughtful choices with AI. One barrier seems to be that writing instructors may feel that adjusting previous assignments to integrate AI is additional and unplanned labor. Therefore, it may be easier not to deal with AI. I think continuously interrogating our writing assignments is an opportunity for growth as teachers, but do you have any advice for teachers who may feel hesitant, or even resentful, that they now have to fold in additional steps accounting for AI usage into assignments? Thank you for this fantastic series!
Thanks so much for this. I teach 9th grade English. As the year wraps up, I'm thinking hard about how to rework assignments to account for the growth of AI. This offers a lot of food for thought. Your 4th point about being more welcoming to students is important, though it's also hard to achieve when you have big class sizes. I kind of feel like all of this comes back to the issue teachers have been screaming about for years: "WE NEED SMALLER CLASS SIZES." When you've got 15 kids in a room instead of 30, you can support them in ways that don't make them want to run to ChatGPT or Claude instead of coming to you. Excellent work here.
Oh my, I couldn't agree more! The kind of teaching I could do as a college prof with 40 students versus what I could do teaching 110 students high school English was different in part because I could meet with all the them individually in college. The best answer to "personalized learning" isn't tech or AI, but better teacher-student ratios! I'm glad you find this work helpful. :)