A Brock-led research team has mapped out a strategy to help high school teachers guide their students on the responsible use of artificial intelligence (AI) tools such as ChatGPT.
write an essay from scratch without leaning on these tools, but these tools are everywhere," says Brock Professor of Education Governance and Policy Analysis Louis Volante."We have a responsibility to teach students how to approach the use of AI tools in an ethically defensible manner, because even in the world of work, they're going to encounter these types of applications.
In this model, students start to learn by grasping foundational ideas and their related terms and facts and then move onto connecting these ideas with experiences and knowledge they've already gained. From this fusion, students can generate innovative ideas that can be applied to solve problems in new ways.Understanding ideas: Students learn how to fact-check AI-generated text by gathering information from a number of credible sources and comparing it to what is being presented as"fact.
Making connections: Students examine words and sentence lengths in AI-generated text and assign scores evaluating the complexity of words and whether there's a mix of short and long sentences. Students then make the text livelier and more engaging, and connect ideas to their personal environments and experiences.
Creating extensions: Students take the text to a new level"in ways that demonstrate critical, creative and higher-order thinking" by evaluating the limits of arguments presented in the AI-generated text, brainstorming alternatives and suggesting a new way forward that comes from the"This last step separates human work from AI-generated content, and it is where secondary teachers should increasingly focus their instruction," says the paper.
In addition to connecting ideas to their personal contexts, students can develop"deep thinking" in other ways. These include outlining actions they plan to take to address a specific challenge such as
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