This is the third in a series of AI in Education specials, where I speak to the world’s leading experts about how AI is changing teaching and learning.
The insight about the top-end expertise potentially lost if busy teachers never have to be immersed in assessment theory and minimal variation and designing diagnostic questions stood out for me. It was painful to learn to plan lessons “from scratch” and some of mine were terrible but I’m glad I learned how. I’m glad busy trainee teachers who are carrying higher pastoral and parental expectations have a bank of centralised resources in many quarters (Oak, Trusts, departments) but I hope those who want to also get the thrill and skill of planning for the learners in front of them.
As a fairly new teacher, I have used AI to generate quiz questions and such. Yet, I know I have to check through the questions carefully because some of the items are indeed … trash. It’s the teacher who best understands the students’ needs and can craft questions that truly challenge them to apply target knowledge in meaningful contexts.
Peninsula School District has an external-facing website for that: https://psd401.ai/. In general, we see more teacher and operational use than use by students, with some notable exceptions by teacher or department.
We also have an open-source AI coaching tool that can use video to get around some of the issues Adam raises with transcript analysis. It's not likely to be as good as working with a human coach, but it is far more available: https://cantonwinej.substack.com/p/from-a-question-i-couldnt-answer.
Please put Adam in tough with Noah who heads up a Swedish educational AI company. I'm convinced that he would see huge benefits of using AI in education the way they are developing their oeohect... and maybe, Adam could help refine and perfect their project?
Nice post with some excellent points by both of you!
One question for you or Adam - when there were AI errors in the output for A-level Chemistry & his students found those errors - is that evidence of learning?
Those students used their knowledge (of A level Chemistry or what he had taught them) - surely that is some sort of evidence of learning?
Would love to know what you or Adam think about this? 👍👍😊
The insight about the top-end expertise potentially lost if busy teachers never have to be immersed in assessment theory and minimal variation and designing diagnostic questions stood out for me. It was painful to learn to plan lessons “from scratch” and some of mine were terrible but I’m glad I learned how. I’m glad busy trainee teachers who are carrying higher pastoral and parental expectations have a bank of centralised resources in many quarters (Oak, Trusts, departments) but I hope those who want to also get the thrill and skill of planning for the learners in front of them.
As a fairly new teacher, I have used AI to generate quiz questions and such. Yet, I know I have to check through the questions carefully because some of the items are indeed … trash. It’s the teacher who best understands the students’ needs and can craft questions that truly challenge them to apply target knowledge in meaningful contexts.
"What is your school doing about AI?"
Peninsula School District has an external-facing website for that: https://psd401.ai/. In general, we see more teacher and operational use than use by students, with some notable exceptions by teacher or department.
We also have an open-source AI coaching tool that can use video to get around some of the issues Adam raises with transcript analysis. It's not likely to be as good as working with a human coach, but it is far more available: https://cantonwinej.substack.com/p/from-a-question-i-couldnt-answer.
Please put Adam in tough with Noah who heads up a Swedish educational AI company. I'm convinced that he would see huge benefits of using AI in education the way they are developing their oeohect... and maybe, Adam could help refine and perfect their project?
Best wishes, David Moorse
Contact:
Noah langerts [noah@gradr.se]
Deep knowledge is key…. in every aspect. Teacher reading of extended student responses is surely vital. How else do we know them individually.
Nice post with some excellent points by both of you!
One question for you or Adam - when there were AI errors in the output for A-level Chemistry & his students found those errors - is that evidence of learning?
Those students used their knowledge (of A level Chemistry or what he had taught them) - surely that is some sort of evidence of learning?
Would love to know what you or Adam think about this? 👍👍😊