Skip to main content

AI: The Chameleon in my Brit Lit Class

 Mentally, I was drafting an update on how I'm handling AI in my virtual Britlish Lit class when I received this email:

Click for GrammarlyGo


Well, great. 


That blurred the lines, didn't it? 
ai generated image of a chameleon and a stack of books
Created with openart.ai


Over the last few weeks, I've met with over a dozen students to discuss their use of ChatGPT. Surprisingly, they've all been honest about their use of AI to "help" them write assignments in Brit Lit. 

Here is my process:


1. I sent all of my students a friendly "Don't be dumb with AI" message:

            Dear {{First name}}
So far this year, many new tools have become available using artificial intelligence (AI) to assist in various tasks. 
Depending on your age and with your learning coach's permission, you can no doubt find many helpful things out there. For instance, Quickdraw is a fun AI game, and Chefgpt.xyz generates recipes from ingredients you have on hand!
You can also use AI tools to help in the writing process. You can generate ideas or ask for feedback using tools such as Grammarly. 
However, just as you should not submit the work of another student as your own, you should not submit whole assignments that are generated by AI. This is an academic integrity violation. It also does not show me what you have learned so that I can help you continue your education. 
Gull Lake utilizes TurnItIn for academic integrity detection, and this tool also detects AI-generated writing. Assignments flagged by TurnItIn will result in a mandatory student/teacher meeting to discuss the assignment. 
If you have any questions, please reach out to me before submitting an assignment. 

2. Notice an answer that's just "too" perfect.
3. Use AI-detecting Chrome browser extension. If this is flagged, I continue on. If not, I will likely grade the assignment and move on.
4. If the extension flags it, I create a Google doc and upload that to Turnitin. When checking any AI detector, I want a certainty of 75% or better. 
5. Reach out to the student for a chat. I notify them they will have a 0 until I can have a conversation that shows me they understand the content. However, I try to avoid accusatory tones.
6. Hold student a meeting. Discuss content. Check for understanding. Clear up misunderstandings. 
7. Give tips for the ethical use of AI. Update grade. Thank them for helping me to understand how students are using AI.
a female teacher meeting with a student
created on openart.ai


Things I don't do:

1. Make accusations.
2. Ask them to "redo" essays. Honestly, it's impossible to unsee what is there. If the occurrence is in an assignment that covers writing standards, I would give them an alternative that is harder to AI generate. (I would also change that assignment going forward. Fool me once, shame on me, etc). 
3. Pretend that I have all the answers. I've learned a ton of great tips from my students. I might even feel brave enough to play the stock market now. 
chameleon in a zoo


My plan going forward:

1. Require students to share Google Docs with editing rights, so I can see the revision history.
2. Instruct them on the format for citing AI text.
3. Encourage them to include audio explanations of text that is supported by AI. There is no denying the student's own voice. 

Rather than denying or decrying AI, I choose to encourage my students to embrace it, learn it, and master it. I'm preparing them for a future I can't quite see. 

man on a precipice with ai generated space background
Created in Canva with Magic Edit





Comments

Popular posts from this blog

Why I’m Not “Just” an Online Teacher: The Reality of Teaching in the Digital Age

Every now and then, someone refers to me as "just an online teacher." It might be said with curiosity, confusion, or even subtle dismissal. It’s a phrase that seems small, like my work is somehow less than what happens in a traditional classroom. But here’s the truth: I’m not just an online teacher. I am an ONLINE Teacher. I remember a quote about Ginger Rogers that says she "did everything Fred Astaire did, but backwards and in high heels." Online teachers do everything but on a computer and in a different location from their students.  Online Teaching Is Real Teaching Let’s get this out of the way: online teaching isn’t easier, simpler, or less demanding than face-to-face teaching. It’s not an escape hatch from “real” education. In fact, it often requires more intentional planning, more data-driven decision-making, and more individualization to meet student needs. I don’t just post assignments and hope for the best. I analyze engagement data, craft personali...

Using AI? Student Facing Graphic

 

What Does a Virtual Instructional Coach Do?

 Have you ever struggled to explain to people what it is you do all day?  At the intersection of virtual teaching and instructional coaching, I feel this. Many of the excellent resources for instructional coaching are geared toward in-person classrooms.  What does a virtual instructional coach do? The same thing they encourage their teachers to do: Borrow, Adapt, Innovate. Here is a graphic I made to explain my role to my teachers.  Click here to view in Canva This graphic adapts the 5 coaching approaches in Jill Jackson's book,  How to Coach Teachers to Teach (almost) Anything.