This was a fantastic reflection and left my brain swirling about the types of writing experiences my students engage in throughout the year. Writing is a daily, reflective, and intimate experience that I need, whether it includes an audience or not. In the classroom, there are times in which the students' humanity and sense of self are centered in the writing experience. There are other times, more than I care to admit, when the focus on standards squashes their thinking, their interpretations, their reactions, and, yes, their feelings. I, too, can see where a student would want AI to do this type of work for them. This is why I want the dishwasher to wash my dishes, and if there were a 'clothes folder,' I would invest in it. Yes, I need to do household jobs, but I don't want to live there. Students need to learn about structures, skills, and analysis but don't want to live there. At least let the analysis be their thinking. Writing is a skill but also an art. I see when my students are engaged. It is when they write for their own purposes. It is when they are "thinking" and "feeling." The question is how to infuse humanness into all of the writing experiences. Thank you for the reminder to center this purpose.
So glad that Stephanie Kratz's "Difficult Conversations" resonated with you, and thanks for mentioning it! Just popping in here to encourage your readers (and you!) to consider writing for The Important Work. We need to hear more voices from classrooms, which is why I started The Important Work. Info on submitting here: https://theimportantwork.substack.com/p/call-for-proposals
It took ChatGPT 5 seconds to create a comparative analysis essay assignment which resembled a state performance essay task. It took 5 minutes of prompts (which I thought of mind you) to refine it so there was a scaffolded outline. It took 1 hour of adapting it myself to make it fit the need of my students. And it took 5 days of front loading and direct instruction so students can hopefully engage in a transfer of learning.
I wouldn’t have had to use ChatGPT if there was a curriculum that came with what I was looking for.
If Ai will be grading state tests, we might as well have Ai take the tests.
This opens up a whole conversation about going back to go forward.
Will those in charge who have the most basic understanding of Ai listen to the educators who know more….?
This was a fantastic reflection and left my brain swirling about the types of writing experiences my students engage in throughout the year. Writing is a daily, reflective, and intimate experience that I need, whether it includes an audience or not. In the classroom, there are times in which the students' humanity and sense of self are centered in the writing experience. There are other times, more than I care to admit, when the focus on standards squashes their thinking, their interpretations, their reactions, and, yes, their feelings. I, too, can see where a student would want AI to do this type of work for them. This is why I want the dishwasher to wash my dishes, and if there were a 'clothes folder,' I would invest in it. Yes, I need to do household jobs, but I don't want to live there. Students need to learn about structures, skills, and analysis but don't want to live there. At least let the analysis be their thinking. Writing is a skill but also an art. I see when my students are engaged. It is when they write for their own purposes. It is when they are "thinking" and "feeling." The question is how to infuse humanness into all of the writing experiences. Thank you for the reminder to center this purpose.
When I fold clothes and do dishes … I find it forces me to me in no other moment but that moment which is a gift of sorts…. 😊
So glad that Stephanie Kratz's "Difficult Conversations" resonated with you, and thanks for mentioning it! Just popping in here to encourage your readers (and you!) to consider writing for The Important Work. We need to hear more voices from classrooms, which is why I started The Important Work. Info on submitting here: https://theimportantwork.substack.com/p/call-for-proposals
It took ChatGPT 5 seconds to create a comparative analysis essay assignment which resembled a state performance essay task. It took 5 minutes of prompts (which I thought of mind you) to refine it so there was a scaffolded outline. It took 1 hour of adapting it myself to make it fit the need of my students. And it took 5 days of front loading and direct instruction so students can hopefully engage in a transfer of learning.
I wouldn’t have had to use ChatGPT if there was a curriculum that came with what I was looking for.
If Ai will be grading state tests, we might as well have Ai take the tests.
This opens up a whole conversation about going back to go forward.
Will those in charge who have the most basic understanding of Ai listen to the educators who know more….?
Thanks for the shout out. I echo Jane’s comment that I’m glad that you found my article useful. Teaching is often invisible work. Let’s talk about it!