This is going to be a challenging pathway. I tried something like it this year and it takes lots of trust, something that is in short supply these days. What kinds of assignments are your students working on these days? I am asking as a fellow working in the field plotting out my moves for the next school year as I write.
I'm teaching digital media studies so it is a lot of intense critical engagement with online content followed up with reflection and personal insight/ inquiry. They do projects, building things, testing others, etc.
Two years ago in our first meeting, my principal announced that we, the faculty, needed to become “experts” on AI and talked about how it could help with writing. As an English teacher, I knew little about AI and immediately rejected this approach. My curriculum was full and planned, and I was not going to shove this new material on my students. I did have them read articles about negative aspects of AI. I saw this as giving them a balanced view in the face of everything else they were hearing. The pressure to include AI got worse last year, but my students (6th grade) needed to improve their reading and writing skills. They did not need an “artificial” aid to make things easier. This AI pressure did play a part in my decision to retire in June.
This is going to be a challenging pathway. I tried something like it this year and it takes lots of trust, something that is in short supply these days. What kinds of assignments are your students working on these days? I am asking as a fellow working in the field plotting out my moves for the next school year as I write.
I'm teaching digital media studies so it is a lot of intense critical engagement with online content followed up with reflection and personal insight/ inquiry. They do projects, building things, testing others, etc.
Two years ago in our first meeting, my principal announced that we, the faculty, needed to become “experts” on AI and talked about how it could help with writing. As an English teacher, I knew little about AI and immediately rejected this approach. My curriculum was full and planned, and I was not going to shove this new material on my students. I did have them read articles about negative aspects of AI. I saw this as giving them a balanced view in the face of everything else they were hearing. The pressure to include AI got worse last year, but my students (6th grade) needed to improve their reading and writing skills. They did not need an “artificial” aid to make things easier. This AI pressure did play a part in my decision to retire in June.