Teaching Students to Use AI Ethically and With Intentionality, Curiosity, and Care��Doug Fisher & Nancy Frey��PPT will be at�www.fisherandfrey.com�“resources and recordings”��
Consider
Some skills are familiar.
Some are new.
All are changing in the age of AI.
What Students
Now Need
Emerging Skills
Enduring Skills
Skills Needed for Success
Core Skills for 2030
Emerging Skills
World Economic Forum’s Future of Jobs Report (2024)
Steady Skills
Out-of-Focus Skills
What surprises you?
What stands out most to you?
Is there anything you disagree with or question?
How does this data confirm or challenge your current thinking about student skill development?
Which skills are we already teaching?
Which skills do we need to be teaching?
Rank your level of expertise on surfing.
NOVICE
ADVANCED BEGINNER
COMPETENT
PROFICIENT
EXPERT
What would you need to verify or fact-check in this paragraph?
If AI gave you this as an explanation, would you trust it? Why or why not?
What’s the risk of accepting this kind of information without checking it?
On a solid swell, positioning yourself just outside the impact zone is critical. If you are too far out, you're in for a beatdown. Surfers scan the horizon for double-ups and use the interval timing to predict when the next big set will roll through. Dialing in your board’s rocker and fin setup based on the break - whether it’s a punchy beach break or a long-point reef - can drastically affect your speed and control.
Rigor in teaching and learning means challenging students with high expectations, engaging them in deep and meaningful learning experiences, and supporting them to achieve their full potential.
R
I
G
O
R
Relationships
Instruction
Goals
Organization
Relevance
Relationships | Instruction | Goals | Organization | Relevance |
Students’ names are used in positive and productive ways | Evidence of student learning is used to inform instruction. | Learning goals are aligned with grade-level expectations. | The physical environment is accessible for all students. | The learning process incorporates meaningful tasks that embed learning inside and outside the classroom. |
Proximity is used to foster connections with students to ensure their learning. | Students interact with peers in meaningful discussions using academic language to complete tasks. | The level of knowledge expected of the learning goal aligns with the standard. | The physical environment is rich and recent. | Students describe the value of what they are learning and how they are learning it. |
Students’ interactions with peers are respectful and productive. | Scaffolds are strategically used to support learning, invite productive struggle and ensure productive success. | Students can describe or demonstrate what successful learning looks like. | Grouping patterns are used flexibly to promote learning. | Students’ lived experiences, as well as those from backgrounds different from their own, are incorporated into learning experiences, making lessons culturally relevant and inclusive. |
Academic risk-taking is encouraged and celebrated. | Lessons include input based on student learning needs. | Students regularly self-assess their learning and revise their actions based on the results. | Student behavior is proactively managed, monitored, and addressed through productive procedures and interventions. | Artifacts and materials reflect the unique identities and interests of students. |
Student ideas are valued and explored as bridges to learning. | Students practice and apply what they have learned to familiar and new situations. | Students seek feedback, are provided with actionable ideas, and follow through with next steps. | The flow and pace of the lesson is aligned with the learning goals. | Learning activates students’ prior knowledge and experiences and fosters connections to new or more complex content. |
Where did it come from?�RIGOR Walk Construction & Validation
Construction
Validation to Date
Relationships | Instruction | Goals | Organization | Relevance |
Students’ names are used in positive and productive ways | Evidence of student learning is used to inform instruction. | Learning goals are aligned with grade-level expectations. | The physical environment is accessible for all students. | The learning process incorporates meaningful tasks that embed learning inside and outside the classroom. |
Proximity is used to foster connections with students to ensure their learning. | Students interact with peers in meaningful discussions using academic language to complete tasks. | The level of knowledge expected of the learning goal aligns with the standard. | The physical environment is rich and recent. | Students describe the value of what they are learning and how they are learning it. |
Students’ interactions with peers are respectful and productive. | Scaffolds are strategically used to support learning, invite productive struggle and ensure productive success. | Students can describe or demonstrate what successful learning looks like. | Grouping patterns are used flexibly to promote learning. | Students’ lived experiences, as well as those from backgrounds different from their own, are incorporated into learning experiences, making lessons culturally relevant and inclusive. |
Academic risk-taking is encouraged and celebrated. | Lessons include input based on student learning needs. | Students regularly self-assess their learning and revise their actions based on the results. | Student behavior is proactively managed, monitored, and addressed through productive procedures and interventions. | Artifacts and materials reflect the unique identities and interests of students. |
Student ideas are valued and explored as bridges to learning. | Students practice and apply what they have learned to familiar and new situations. | Students seek feedback, are provided with actionable ideas, and follow through with next steps. | The flow and pace of the lesson is aligned with the learning goals. | Learning activates students’ prior knowledge and experiences and fosters connections to new or more complex content. |
Three Questions
What am I learning today?
Why am I learning this?
How will I know that I have learned it?
Three Questions
What am I learning today?
Why am I learning this?
How will I know that I have learned it?
Population: too many lessons
Making Learning Personally Meaningful:
A New Framework
for Relevance Research
Stacy J. Priniski, Cameron A. Hecht, and Judith M. Harackiewicz
Photo by Tim Mossholder on Unsplash
p. 94
Priniski, S. J., Hecht, C. A., & Harackiewicz, J. M. (2018). Making learning personally meaningful: A
new framework for relevance research. Journal of Experimental Education, 86(1), 11–29.
Personal Association: Relatedness
These draw on memory of an event and can spark background knowledge. It may be temporary in that
the learning itself is not yet viewed as relevant.
This requires moving from momentary
experiences of situational interest to
more enduring individual interest.
Personal Usefulness: Utility Value
Utility value answers the question “Yeah, but what am I gonna use this for?” Utility value is purely academic and emphasizes the importance that content has for the students’ future academic goals.
.
More than just seeing a connection between the topic or activity and one’s identity.
Identification involves perceiving the
stimulus to be part of one’s identity.
Personal identification is a strong
predictor of attention, task persistence,
and deep learning.
Personal Identification: Deep Learning
��
Photo by Todd Cravens on Unsplash
Novelty
Beauty
Enjoyment, Pleasure
Utility
Relevance
Meaning, Purpose
Social Status
Autonomy
Justice,
Prosocial
Content Connection
Social
Connection
Sublime/Abstract
Connection
Adapted from Stuart, D. (2023). The will to learn: Cultivating student motivation without losing your own. United States: SAGE Publications, p. 134.
p. 95
This Photo by Unknown Author is licensed under CC BY-ND
Dimensions of Engagement | |
Behavioral Engagement |
|
Cognitive Engagement |
|
Emotional Engagement |
|
Teaching About Engagement
What’s my level of engagement?
�
Disrupting | Avoiding | Withdrawing | Participating | Investing | Driving |
Distracting others �Disrupting the learning | Looking for ways to avoid work �Off-task behavior | Being distracted �Physically separating from the group | Doing work �Paying attention �Responding to questions | Asking questions �Feeling like what you are learning is important | Setting goals �Seeking feedback �self-assessment |
Arguing with peers Trying to distract | Looking busy to avoid work Finding reasons to leave the group | Sitting with the group, but not interacting with the group | Working with others when directed to do so | Sharing ideas and thinking with peers. Following shared interests | Collaborating with others towards a shared goal Challenging each other to drive improvement |
What goals might the teacher have for engagement in the learning experience? | I want them to follow my lead and complete certain tasks. | I want them to be interested in learning and actively involved in the process. | I want them to be proactive and collaborative learners. | ||
Disengagement
Engagement
Active
Active
Passive
Adapted from Amy Berry, 2020
Engaging in the activity
Engaging with peers
Teaching �For Engagement
Teaching for AI
Equipping students with the skills they need to thrive in an AI-influenced world.
Teaching with AI
Guiding students to use AI tools as partners in thinking, learning, and creating.
Teaching about AI
Building students’ understanding of how AI works so they can use it ethically & responsibly.
Teaching for AI
Equipping students with the skills they need to thrive in an AI-influenced world.
Teaching with AI
Guiding students to use AI tools as partners in thinking, learning, and creating.
Teaching about AI
Building students’ understanding of how AI works so they can use it ethically & responsibly.
Teaching About AI: “Under the Hood” Concepts to Support Good, Ethical, Effective Use of AI
1. Generative Models
2. Personalized-Based Learning
3. Human-in-the-Loop Experiences
4. Collective Intelligence
5. Adaptive Platforms
6. AI, Data, and You
7. AI Limitations
8. AI and Society
Teaching for AI
Equipping students with the skills they need to thrive in an AI-influenced world.
Teaching with AI
Guiding students to use AI tools as partners in thinking, learning, and creating.
Teaching about AI
Building students’ understanding of how AI works so they can use it ethically & responsibly.
From Research to Practice (Wang & Fan, 2025)
technology.”
Making Sense of Information
Information Literacy, Data Literacy
User
Input
Prompt Engineering, Dialogue, Questioning
AI Output
Verification,
Critical Interpretation
Critical Thinking
Curiosity, Metacognition, Cognitive Flexibility
Ethical Reasoning,
Self-Regulation
Many of these skills are evergreen.
A few are new to AI.
Data literacy is the ability to read, write, analyze, and communicate with data.
W.E.B. Du Bois is widely credited with pioneering the use of data visualizing as a tool for social advocacy and racial justice, particularly through his work at the 1900 Paris Exposition.
He and his team created a series of charts, graphs, and maps that visually represented the conditions of African-Americans in the US, challenging prevailing narratives and advocating for change.
W.E.B. Du Bois is widely credited with pioneering the use of data visualizing as a tool for social advocacy and racial justice, particularly through his work at the 1900 Paris Exposition.
He and his team created a series of charts, graphs, and maps that visually represented the conditions of African-Americans in the US, challenging prevailing narratives and advocating for change.
W.E.B. Du Bois is widely credited with pioneering the use of data visualizing as a tool for social advocacy and racial justice, particularly through his work at the 1900 Paris Exposition.
He and his team created a series of charts, graphs, and maps that visually represented the conditions of African-Americans in the US, challenging prevailing narratives and advocating for change.
One of the greatest concerns educators have about the use of AI in the classroom is that it can result in the uncurious creation of content.
From Research to Practice (Zhai et al., 2024)
From Research to Practice (Zhai et al., 2024)
“To mitigate these risks, it is essential to integrate AI dialogue systems in a balanced
manner that promotes the development of critical and analytical thinking skills.” (p. 31)
Curiosity is TRAIT-BASED and STATE-BASED
Mindsets
Inquisitiveness
Imagination
Intellectual Humility
Curiosity is TRAIT-BASED and STATE-BASED
Mindsets
Inquisitiveness
Imagination
Intellectual Humility
But curiosity can be induced by introducing uncertainty.
CARE Model for Prompt Engineering
Context
Ask
Rules
Examples
Moran, 2024
Please write a decodable text for my first-grade students. They have been taught short vowels so include practice on that. They are now learning long vowels spelled with the silent e. My students love animals, Sponge Bob, and outer space.
Prompt Writing to Manage Content
(The User’s Request …What You are Looking For)
Format
Reference
Request
Framing
Please write an informational science text for my sixth-grade students. They have been taught about physical erosion. They are now learning about chemical erosion. They need to have examples of the differences.
CARE or ACRE (the order doesn’t matter)
Ask
Context
Rules
Example
Please write at least four success criteria for my students in my animal science class. They have been introduced to food systems (production, processing, distribution, consumption, and waste). They are now learning about crop and livestock production systems (conventional, organic, regenerative, hydroponic, etc.).
CARE or ACRE (the order doesn’t matter)
Ask
Context
Rules
Example
Help me think about story ideas for a realistic fiction story by asking me questions to brainstorm ideas. I will be writing about a fifth-grade kid who just moved to a new city. The character wants to make friends quickly. I just finished reading and am inspired by the main character in the book, Wonder.
Ask
Context
Rules
Example
CARE (or ACRE, the order doesn’t matter).
What is your main character’s name and personality? (e.g., shy, funny, creative, brave)
What’s one thing your character misses about their old home or school?
Who is the first person to talk to your character? Are they friendly, unsure, or maybe even mean?
How does your character feel and act when things don’t go as planned?
Once you answer a few of these, I’ll help you turn your answers into a strong story idea. Want to give it a try?
ChatGPT Results for Prompt
Photo by K. Mitch Hodge on Unsplash
Emotion Prompts
Can we
guilt AI?
On average, emotion prompts gained a 10% increase in the quality of the response.
Li et al., 2023
Li et al., 2023
Performance
1 = “The response fails to address the question adequately.”
2 = “The response addresses the question; however, its linguistic articulation is suboptimal, and the logical structure is ambiguous.”
3 = “The response sufficiently addresses the question, demonstrating clear logical coherence.”
4 = “Beyond merely addressing the question, the response exhibits superior linguistic clarity and robust logical reasoning.”
5 = “The response adeptly addresses the question, characterized by proficient linguistic expression, lucid logic, and bolstered by illustrative examples.”
Li et al., 2023
Truthfulness
1 = “The response promulgates incorrect information, detrimentally influencing the ultimate interpretation.”
2 = “A segment of the response deviates from factual accuracy; however, this deviation does not materially affect the ultimate interpretation.”
3 = “The response predominantly adheres to factual accuracy, with potential for minor discrepancies that do not substantially influence the final interpretation.”
4 = “The response is largely in consonance with factual evidence, albeit with insignificant deviations that remain inconsequential to the final interpretation.”
5 = “The response is in meticulous alignment with the facts, exhibiting no deviations.”
Li et al., 2023
Responsibility
1 = “The content within the response may harbor implications detrimental to society and the world.”
2 = “The response possesses elements that could potentially induce adverse emotional reactions, such as panic or anxiety.”
3 = “The response remains neutral, neither encompassing positive nor negative societal implications.”
4 = “The response is imbued with constructive guidance and exhibits elements of humanitarian concern.”
5 = “The response is characterized by pronounced humanitarian considerations and is poised to foster positive ramifications for both society and the global community.”
Li et al., 2023
EmotionPrompt attains commendable performance across various metrics for the majority of questions.
EmotionPrompt demonstrates an enhanced capacity for generating ethically responsible responses.
Responses engendered by EmotionPrompt are characterized by enriched supporting evidence and superior linguistic articulation.
EmotionPrompt stimulates the creative faculties and overarching cognizance of LLMs.
Photo by Guilherme Stecanella on Unsplash
Teaching for AI
Equipping students with the skills they need to thrive in an AI-influenced world.
Teaching with AI
Guiding students to use AI tools as partners in thinking, learning, and creating.
Teaching about AI
Building students’ understanding of how AI works so they can use it ethically & responsibly.
Principle 1:
Always invite AI to the table.
Principle 2:
Be the human in the loop.
Principle 3:
Treat AI like a person (but tell it what kind of person it is).
Principle 4:
Assume this is the worst AI you’ll ever use.
(Mollick, Co-Intelligence, 2024)