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(Gen)AI Assisting You and Your Classroom

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TO DO:

  • Sign up for/login to SchoolAI
  • Go to: bit.ly/3D474b1

Jennifer Colby

Librarian

Huron High School

Ann Arbor Public Schools

Melissa Gordon

CTE Teacher

Huron High School

Ann Arbor Public Schools

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ABOUT US

Melissa Gordon is Career and Technical Education (CTE) teacher at Huron High School. She specializes in teaching accounting, personal finance, and business management. Recognized as a Distinguished Educator by NextGen Personal Finance, she was introduced to ChatGPT by her students when it first launched. Last school year, she co-lead the Ann Arbor Public Schools AI Study Group with Jennifer Colby to explore the ethical, pedagogical, and creative dimensions of using AI technology in school. She has completed the Artificial Intelligence Explorations for Educators course by the International Society for Technology in Education (ISTE) and holds certifications as an educator for Diffit, Magic School, and her favorite tool, SchoolAI.

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Jennifer Colby is a Teacher Librarian at Huron High School. Starting her career immediately before the school's IB consideration phase in 2014, she is responsible for creating, implementing, and improving library services support for the MYP Personal Project, DP Extended Essay, CP Reflective Essay, and other IB course work in collaboration with teachers and IB coordinators. Last year she co-lead the Ann Arbor Public Schools AI Study Group with Melissa Gordon to explore the ethical, pedagogical, and creative dimensions of using AI technology in school. She attended this Summit last year and spoke with Sal Khan. FUN FACT! Melissa went to the same elementary school that Jennifer’s dad taught 5th grade at… but did not have him for a teacher.

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What is ARTIFICIAL INTELLIGENCE?

Technology programmed to mimic human intelligence. AI allows machines to learn, adapt, and perform tasks like humans.

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REACTIVE

Tools that respond to specific “inputs” without learning from past experiences.

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PREDICTIVE

Tools that analyze historical data and experiences to predict future events or behaviors.

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GENERATIVE

Tools that generate new content or “outputs” from learned patterns.

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Slide content: thomasc@aaps.k12.mi.us

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Agenda

Ethical Considerations of Using GenAI

Student Dependency

  • Preventing Over-Reliance
    • Student/Teacher/District Guidance

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Intellectual Property and Plagiarism

  • Citations

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Impact on Teaching

  • Integrating AI into your classroom�

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Ethical Considerations

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Ethical Considerations: Key Components

Bias and Fairness: AI can perpetuate bias, reinforce stereotypes, and/or exclude certain groups.

Privacy and Data Security: Many AI tools collect and analyze personal data. Consider: FERPA, COPPA, HECVAT

Equity and Access: Not all students have access to AI technologies.

Environmental Impact: Data servers consume HUGE amounts of energy.

Student Dependency: Using GenAI as the ‘go-to’ is very tempting.

Intellectual Property and Plagiarism: GenAI raises questions about originality and ownership.

Impact on Teaching: GenAI changes teacher roles and interactions w/students.

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Student Dependency

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Using GenAI as the ‘go-to’ is very tempting/pervasive.

We must encourage the thoughtful use of GenAI as a supplement, not a replacement, to foster critical thinking and problem-solving skills.

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Students, teachers, AND districts need guidance in place.

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Educational Paradigm Shift

Think about when wide access to calculators came to be, and how that compares to GenAI use in education.

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AI as a Resource Tool

Like calculators, AI should be viewed as a helpful tool, not a replacement for learning.

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Support, Privacy & Safety

Focus on teaching others to use AI appropriately and safely.

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Shift from Product to PROCESS

Emphasize the learning process over just the final product.

Clear Use Guidelines

Empower educators while enhancing learning and protecting rights and well-being.

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GenAI Guidance

  • Key Principles
  • Scenarios
  • Flowchart for students
  • Preventing/detecting GenAI Use
    • Teacher-based approaches
    • Student-based approaches
    • District guidance

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Key Principles

  1. Did the student use AI to help them learn, if so then it is acceptable.
  2. Did the student use AI to pretend they did something they did not? Then this is not acceptable” (IBO).

“There are no hard rules when dealing with AI. Educators should use their discretion with each student. If in doubt, refer to the following key principles:

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IB GenAI Use Guidance: Scenarios (IBO)

Scenario

Outcome

1.

A student uses AI for a summary of key points for their essay and suggests references to cite.

Acceptable.

2.

A student uses AI for a summary of counter-positions or alternative viewpoints on a question or issue and explores these further.

Acceptable.

3.

A student uses AI to find quotes on the essay topic and simply copies them without investigating further.

NOT acceptable.

4.

A student instructs AI to develop a research question grounded in an IB subject for investigation, with or without elaboration on a topic area.

NOT acceptable.

5.

A student uses AI to write an essay for them and paraphrases it into their own words.

Depends on context –

but generally NOT acceptable.

6.

A student uses AI to generate a paragraph or two for the essay, such as the introduction or summary of an argument, and then uses this as a model for their own content.

Depends on context –

but generally acceptable.

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Scenario

Outcome

7.

A student writes an essay, then copies it into AI and asks the tool to rewrite it for them.

Generally NOT acceptable – but nuanced.

8.

A student writes the essay in one language and then uses AI to translate it into another language for submission.

NOT acceptable.

9.

A student uses AI to suggest improvements for grammar and sentence construction but not a wholescale rewrite.

NOT acceptable for IB assessment. Probably acceptable in other contexts.

10.

A student uses AI to “mark” their work and provide feedback for improvement.

NOT acceptable for IB assessment. Probably acceptable in other contexts.

11.

A student asks AI to “re"ect” on a topic, process or question and uses this unchanged in their assessment.

NOT acceptable.

12.

A student tries to hide their use of AI. Not acceptable, even if their use of AI was correct

NOT acceptable, even if their use of AI was correct.

13.

A student uses AI to generate a template for the structure of their essay.

Depends on context –

but generally acceptable.

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  • TEACHERS also need guidance on how to prevent and detect student cheating with GenAI.
    • It is known that AI checking tools are unreliable, so teachers need alternative methods they can use to ensure students are not simply using AI to generate content.

Preventing/detecting GenAI Use

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  • Look for inconsistencies in writing style, a lack of personal voice, over-reliance on facts without analysis, unusual phrasing, or abrupt changes in writing quality compared to previous work.
  • Use Turnitin (school subscription)
  • Use Google Docs “Version history”
  • Use Draftback (free Google Chrome extension)

Teacher-based approaches:

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  • Submit assignments in stages to track progress
  • Write assignments in class by hand
  • Active in-class discussions
  • Give presentations along with written assignments
  • Complete oral assessments

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  • What else?

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Student-based approaches:

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We know our students…

New tools to prevent/detect generative AI are being created every day…

as are new ways to subvert those tools.

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“School did nothing wrong when it punished student for using AI, court rules” (Brodkin)

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So we need District-wide guidance in place

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AAPS AI & Data Security DRAFT Recommendations

PURPOSE

Ensure the use of emerging AI tools that are aligned with the AAPS Equitable Framework to protect student privacy and data.

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DRAFT ONE-PAGER

Ensuring student data privacy and legal compliance is crucial when using AI in education. Addressing these concerns in advance can foster a safe environment for students and future AI integration.

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AAPS AI Bill of Rights DRAFT

PURPOSE

Ensure that all students and educators benefit from the ethical and equitable use of artificial intelligence technologies in a teaching and learning setting.

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DRAFT ONE-PAGER

Aims to protect individuals’ privacy, promote transparency and prevent algorithmic discrimination or bias in AI applications, fostering an inclusive learning environment.

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CLICK ME!

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Intellectual Property and Plagiarism

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Teachers must educate students about the importance of:

  • Maintaining/preserving intellectual property
  • Proper citing

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GenAI Citation Guidance

  • Guidance is in flux.
  • Guidance applies to all citation styles.
  • Look to your citation style “guru” for specifics.
    • We use the Purdue OWL
  • Rule to live by with citations:
    • Only include the information that exists.

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MLA 9 Citation Guidelines

“Author: Do not treat the AI tool as the author. Instead, describe the output in the title.

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Title of Source: Describe what the AI generated, some tools name the conversation. If this is not available, include the original prompt.

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Title of Container: Name the AI tool (e.g., ChatGPT).

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Version: Specify the version of the AI tool, including the version date if available.

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Publisher: Name the company that created the tool.

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Date: Provide the date the content was generated.

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Location: Use a general URL for the tool. If a unique URL is available, include that instead.” (MLA)

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Citation for content on previous slide

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"MLA 9 Citations for Generative AI." SchoolAI, 9 Oct. 2024,

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https://app.schoolai.com/sc/cm220jm8d00z7srpksd3pe85a.

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WHAT ABOUT INTELLECTUAL PROPERTY?

  • Should a citation be included for the original source used?
    • We think: YES! (in your Works Cited)

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Original source citation for Works Cited:

“How Do I Cite Generative AI in MLA Style?” MLA Style Center, 17 Mar. 2023, https://style.mla.org/citing-generative-ai/.

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TITLE OF SOURCE

TOOL

DATE

LOCATION (UNIQUE URL FOR CONVERSATION)

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A note about using published texts…

“When considering the ethical concerns of sharing published texts with platforms like SchoolAI for text leveling and translation, here are some key points to consider:

  • Copyright Infringement: Ensure that the text you are sharing is not protected by copyright, or that you have the necessary permissions to use it for these purposes. Sharing copyrighted material without permission could violate intellectual property laws.
  • Fair Use: Determine whether your use of the text falls under fair use exceptions (Fair Use Analysis tool), which might allow limited use for educational purposes without permission. However, this can vary by jurisdiction and specific use case.
  • Attribution and Integrity: Maintain the integrity of the original text and provide appropriate attribution to the author or publisher, especially when using or altering the text for educational purposes.
  • Cultural Sensitivity: Be mindful of the cultural context and sensitivity of the text, ensuring that translations or modifications do not distort the original meaning or offend cultural norms.” (Ethical)

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MLA 9 Citation Examples for different GenAI uses

“Paraphrasing Text- Paraphrased content about the symbolism of the green light in The Great Gatsby.

"Describe the symbolism of the green light in the book The Great Gatsby by F. Scott Fitzgerald" prompt. ChatGPT, 13 Feb. version, OpenAI, 8 Mar. 2023, chat.openai.com/chat.

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Quoting Text- Quoted material from an AI response about a literary theme.

"In 200 words, describe the symbolism of the green light in The Great Gatsby" follow-up prompt to list sources. ChatGPT, 13 Feb. version, OpenAI, 9 Mar. 2023, chat.openai.com/chat.

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Generated Visual Work- An AI-generated image of a pointillist painting.

"Pointillist painting of a sheep in a sunny field of blue flowers" prompt, DALL-E, version 2, OpenAI, 8 Mar. 2023, labs.openai.com/.

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Generated Textual Work- A poem titled "The Sunflower" generated by AI.

"The Sunflower" villanelle about a sunflower. ChatGPT, 13 Feb. version, OpenAI, 8 Mar. 2023, chat.openai.com/chat.

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Citing Secondary Sources- Information about the political unconscious from a secondary source via AI.

Oxford Reference. "Political Unconscious." Accessed through Bing AI. Oxford University Press, 2023.” (MLA 9)

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Impact on Teaching

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GenAI changes teacher roles and student interactions.

  • GenAI tools can help you prepare for classroom needs.
  • We need to model appropriate GenAI use for our students.

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PAUSE!

Are you signed up/logged

into SchoolAI?

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SchoolAI--Hold on to your seat!

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SchoolAI

Learn SchoolAI in Under 15 minutes (watch later)

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For teachers:

  • Reduce barriers
  • Customize lessons
  • Save time

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For students:

  • Jumpstart engagement
  • Personalized support
  • Build transferable skills

Why Use SchoolAI?

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SchoolAI Demos Worksheet

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Tools (for teachers):

Assistants (for teachers):

Spaces…for students!

  • Lesson Plan
  • Worksheet
  • Rubric
  • Text Leveler
  • Text Translator
  • Vocabulary List
  • And more!
  • Coteacher
  • AI in Education Coach
  • Curriculum Coach
  • Research Assistant
  • And more!
  • Unlimited possibilities!

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SchoolAI TOOLS… each in 60-ish seconds

  • Lesson Plan
  • Worksheet
  • Rubric
  • Text Leveler
  • Text Translator
  • Vocabulary List

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They aren’t automatically created FOR you, YOU are still responsible for the input!

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Lesson Plan Generator for MYP

SchoolAI IB Tool Resource

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SchoolAI TOOLS Choice Board Activity

Engage in Task

Self-Reflection

Share Out

  • A lesson plan for an upcoming unit
  • A worksheet for a specific topic
  • A rubric for an assessment.
  • A leveled text for differentiating instruction.
  • A translated text for multilingual learners.
  • A vocabulary list for a new unit.
  • Other ideas?

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  1. How does this tool enhance your teaching practice?
  2. What challenges did you encounter while using the tool?
  3. How does this tool support learning and engagement?
  4. How might you integrate this tool into your regular teaching routine?
  1. Resource you created.
  2. Intended use
  3. Your key insights or ‘aha’ moments do you have from using the tool
  4. How you will integrate it into your classroom practice
  5. Questions or areas for further exploration

Turn and talk.

SchoolAI Tools.

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SchoolAI ASSISTANTS… each in 60-ish seconds

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Your own personal assistant!

  • Coteacher
  • AI in Education Coach
  • Curriculum Coach
  • Research Assistant

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SchoolAI ASSISTANTS Choice Board Activity

Engage in Task

Self-Reflection

Share Out

  • Coteacher: Simulate planning a lesson or activity and explore how Coteacher can enhance student engagement and learning experiences.
  • AI in Education: Investigate how AI tools can be integrated into classroom practices and identify potential benefits and challenges.
  • Curriculum Coach: Work on aligning a lesson or unit with standards and learning objectives, using the assistant for guidance and feedback.
  • Research Assistant: Conduct a brief research task or inquiry using the assistant to gather information and insights on a specific educational topic.

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  • How did the assistant support or enhance your task?
  • What are the potential applications of this assistant in your daily teaching practice?
  • What limitations or challenges did you encounter?
  • How does this assistant align with your current teaching goals?
  • The task you completed using the assistant
  • Key takeaways or insights from the experience
  • Ideas for integrating the assistant into your teaching
  • Questions or areas for further exploration

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Melissa’s personal favorite: Ask Coteacher or Curriculum Coach to tell me what the misconceptions are going to be about my lesson and to give me solutions ahead of time :)

Turn and talk.

SchoolAI Assistants.

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SchoolAI Spaces

What is a Space? Link to a Space Designer

“SchoolAI Spaces are AI-powered learning experiences that teachers design for students within the parameters of the content or learning experience they would like their class to have.

The best place to begin with Spaces is on the Discover page, which can be found by selecting the Spaces drop-down menu at the top of the page.

This page hosts over 10,000 pre-created spaces ready to launch and learn. SchoolAI created these Spaces with the prompt language already added so that any user, despite skill level, can use a Space with minimal effort, allowing teachers and students to get started immediately.

The Discover page functions as a comprehensive library catalog of Spaces, meticulously organized into various collections to streamline the search process. It enables users to effortlessly find and utilize the resources best suited to their needs.“ (Level)

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SchoolAI Spaces for Everyday Use

  • Sidekick - designed as a personalized learning environment tailored to meet each student's unique needs and preferences. It offers customized support, enrichment resources, and a platform for exploring interests beyond the standard curriculum. It aims to enhance student engagement and facilitate individualized learning pathways.
  • Exit Ticket - designed to quickly assess student understanding and learning at the end of a lesson or class, providing immediate feedback for teachers to tailor future instruction and address any learning gaps. It is an efficient tool for gauging teaching effectiveness and student engagement with the material.
  • BellRinger - designed to kickstart class sessions with engaging activities and prompts that warm up students' thinking, focus their attention, and set the tone for effective learning throughout the day. It serves as a dynamic tool for activating prior knowledge and sparking curiosity.
  • Video Explorer - designed to engage students while watching a video, the chat will pause the video periodically to review key information through a question-and-answer conversation. It serves to deepen students' understanding while watching video content.

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School Space Prompt Library

What do you want to create?

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Need help getting started?

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SchoolAI Space Prompt Library: �Stuck on how to design your Learning Experience?

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SchoolAI IB Resource: International Baccalaureate Schools Space Inspiration Station

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Media to Engage With

ListServs to sign up for:

  • The AI School Librarian
  • TLDR

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People to follow:

  • Dan Fitzpatrick--The AI Educator
  • Eric Curts--Control Alt Achieve
  • Shelly Palmer--Daily Newsletter
  • Ethan Mollick--Blog and Resources (we get to hear him speak at the Closing Keynote)

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Books to read:

  • AI for Educators by Matt Miller (also has a great website; wrote Teach Like a Pirate)
  • The AI Infused Classroom by Holly Clark--website

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Questions?

�bit.ly/3D474b1

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Jennifer Colby

colby@aaps.k12.mi.us

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Melissa Gordon

gordonm@aaps.k12.mi.us

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WORKS CITED

Brodkin, Jon. “School Did Nothing Wrong When It Punished Student for Using AI, Court Rules.” Ars Technica, 21 Nov. 2024,

https://arstechnica.com/tech-policy/2024/11/school-did-nothing-wrong-when-it-punished-student-for-using-ai-court

rules/.

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“Ethical Concerns in Sharing Published Texts”. SchoolAI Coteacher chat. 21 Oct 2024,

https://app.schoolai.com/sc/cm2j1c1wc0ameybdddfv72xj5.

“How Do I Cite Generative AI in MLA Style?” MLA Style Center, 17 Mar. 2023, https://style.mla.org/citing-generative-ai/.

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International Baccalaureate Organization. Evaluating 13 scenarios of Artificial Intelligence (AI) in student coursework. 2024,

Evaluating 13 Scenarios of Artificial Intelligence_long.pdf. https://drive.google.com/file/d/1i9M3TKd3qi-9sY

slusA5zGSv8kouk1W5/view.

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McKendrick, Joe. “Who Ultimately Owns Content Generated By ChatGPT And Other AI Platforms?”. Forbes. 22 Feb 2023,

https://www.forbes.com/sites/joemckendrick/2022/12/21/who-ultimately-owns-content-generated-by-chatgpt-and-other-a

-platforms/.

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“Level 1 Certified Educator.” SchoolAI, 21 Oct. 2024,

community.schoolai.com/c/level-1-certified-educator/sections/220670/lessons/846505.

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“MLA 9 Citations for Generative AI”. https://style.mla.org/citing-generative-ai/?utm_campaign=sourcemar23&utm_

medium=email&utm_source=mlaoutreach.

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"MLA 9 Citations for Generative AI." SchoolAI, 9 Oct. 2024, app.schoolai.com.

https://app.schoolai.com/sc/cm220jm8d00z7srpksd3pe85a.

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Extras if Internet Doesn’t Work…

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Extras if Internet Doesn’t Work…

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Extras if Internet Doesn’t Work…

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