Hello Steve, I want to thank you for this thoughtful and expansive essay. I am a retired AP History teacher and administrator. It has been interesting reading the veari9ous essays on AI, and seeing the many positions being taken on its use. I hope you have a productive rest of the year. All the best, Richard
I think the key here is what you encourage vis seeing the research log (though they could likely fake that too) and, crucially, including a live in-class examination/exercise to see if they actually did ANY research on their own. Otherwise, we won't necessarily know and they won't necessarily learn.
It might be interesting to build a research task scenario on a broad area like the Civil War where students work in trios on a project on an aspect of it. Their interactions with the bot in class would give them the opportunity to use the bot under your mentorship as a tool for creating artifacts for a multimedia presentation. Presentations could be scheduled according to a historical timeline, and as the expert in the room, you could press them on the accuracy and depth of each presentation. (In my study with Nick we’re having success with writing mentor prompts for students to experience in class with reflective discussions). Then you could frame an in-class essay exam to assess the depth, coherence, and questions they still have about the Civil War.
Hello Steve, I want to thank you for this thoughtful and expansive essay. I am a retired AP History teacher and administrator. It has been interesting reading the veari9ous essays on AI, and seeing the many positions being taken on its use. I hope you have a productive rest of the year. All the best, Richard
I think the key here is what you encourage vis seeing the research log (though they could likely fake that too) and, crucially, including a live in-class examination/exercise to see if they actually did ANY research on their own. Otherwise, we won't necessarily know and they won't necessarily learn.
It might be interesting to build a research task scenario on a broad area like the Civil War where students work in trios on a project on an aspect of it. Their interactions with the bot in class would give them the opportunity to use the bot under your mentorship as a tool for creating artifacts for a multimedia presentation. Presentations could be scheduled according to a historical timeline, and as the expert in the room, you could press them on the accuracy and depth of each presentation. (In my study with Nick we’re having success with writing mentor prompts for students to experience in class with reflective discussions). Then you could frame an in-class essay exam to assess the depth, coherence, and questions they still have about the Civil War.
Ha! Great minds, Terry ...
https://docs.google.com/document/d/1lDEIjkGxWQiQ50_A4YBrqc04x7lZ9001n90yWwh3SdU/edit?usp=sharing
Yep. That’s the way for sure. The bot is really a collaborative textbook that sometimes hallucinates. Whaddya gonna do? Lemons and lemonade eh?