Unboxing Education

 Here’s a clear outline of how a school can enforce differentiated AI policies across classes or assignments without chaos —focusing on consistency in expectations, communication, and accountability while still allowing subject-specific flexibility: 🧭 1. Create a Schoolwide AI Policy Framework Instead of one rigid rule, develop a policy framework with these elements: Core Principles (e.g., “AI should support—not replace—learning”) Acceptable Use Categories : Prohibited : Tasks where AI use undermines learning (e.g., generating entire essays). Permitted with Attribution : Brainstorming, outlining, or revision support. Encouraged : Coding help, data visualization, or simulations. Require teacher discretion within this framework to define expectations per assignment. Refer to established frameworks, like this one from Michigan Virtual. 🧾 2. Require Assignment-Level Disclosure Teachers include an AI Use Policy section on each major assignment: What...

In education, consistency is often championed—but when it comes to setting due dates and AI usage policies, the "one size fits all" approach is more harmful than helpful.  It’s time we acknowledge a simple truth: not all subjects (or students) are the same. So why are we still enforcing blanket rules? 📚 Different Subjects, Different Cognitive Demands Subjects vary not just in content, but in the kind of thinking they require. Consider these examples: Math and Science often rely on sequential problem-solving. Timely practice and feedback are essential. Late work in these subjects may mean missed opportunities to correct misunderstandings before moving forward. English Language Arts requires deeper reflection, drafting, and revision. Rigid due dates can discourage the iterative process that leads to strong writing. Electives like Art, Music, and CTE often assess creativity, iteration, and production over time. Artificial urgency can hinder authentic learning. ...

Between coaching, consulting, parenting, and studying policy, writing can easily fall to the bottom of my list, even though it's really my first love. I’ve always loved ideas, but the process of getting them out of my brain and onto the page hasn’t always been easy. As someone with ADHD and dyslexia, I often struggle with executive functioning, writer’s block, and imposter syndrome. Generative AI has become a surprising ally—one that’s helped me build momentum, stay productive, and still feel like *myself* in my writing. ⚙️ How I Use AI in My Writing Process I use tools like ChatGPT to draft initial copy for blog posts, workshop materials, emails, and more. I’ll often start by giving a few prompts about the message I want to get across or the audience I’m writing for. The AI helps me generate that first messy draft—the hardest part for my brain to start on its own. Any time I have an idea, rather than just jotting it down on a piece of paper (that, let's be honest, I'm...

 What does learning look like in the age of AI? Generated with Adobe Firefly AI Cheating Is Getting Worse AI cheating is hopelessly, irreparably corrupting US higher education AI cheating is overwhelming the education system These headlines tend to frighten educators both about their current work and their future relevance. It has caused me to honestly reflect on what I want my students to do and know upon leaving my courses.  Do I want them to know HOLM  (the acronym for Shakespeare's tragedies)?  Or, do I want them to think critically about human behavior and universal themes? What it comes down to is that I want my students to think about their learning. This is why the use of AI presents problems in the classroom. Not because it shortcuts creativity or gives them ideas they wouldn't have come up with. Those aspects can be assets to certain learners. As I wrote here , I want students to know, or remember, the purpose of assessment, and it's not to submit the corre...

 

“You may delay, but time will not.” —  Benjamin Franklin The most common request I hear from administrators and legal counsel regarding AI is the request to see policy language from someone else. This has resulted in a kind of standoff. Here are two sources that may help you get this process moving along Syllabus Resources Sample Syllabi Policies for AI Generative Tools

 Am I the only one overwhelmed by the possibilities of adding AI to my classrooms? Why do the articles that state  3 Simple Ideas for Introducing AI Into Your Teaching  seem neither simple nor helpful?  I find myself searching for the bridge, the path from the way I've been using curriculum to the future where AI is a natural aid in my students' learning experiences.  I find myself researching how to build a bridge.  What have I been doing to retrofit the curriculum to survive this transition?  I'll share my successes and failures below. AI Detectors From Wikimedia Commons, the free media repository I'll start with the rocky relationship I've had with investigating the use of AI. I teach British Literature and have grappled with AI-generated essays since early in 2023. While the rise of AI brings up important, philosophical discussions about the ongoing value of essay writing (which I discussed in a previous blog post ), the fact is I'm still using cur...

 Need to explain AI to teachers with a variety of background knowledge? Consider these points, policies, and activities.  Coaching AI  Presentation by Betsy Springer

  AI does not take the summer off! While many in education were relaxing at the beach or vegging out to Netflix in their PJs (or was that just me?), AI was plugging away, making developments that made so many of the policies and practices from Spring obsolete.  Once I finished my Netflix binge, I tackled the mountain of AI updates, tools, and trends that I had been bookmarking since June. Here is a round-up of what's new and worth reporting: Nolej Nolej recently released update 1.0. While I fear there may be a requirement to move to a paid plan soon, there is still a free version and it got some new bells and whistles. Most notably, I can now upload a graded quiz to my LMS using SCORM packages: Nolej still offers teachers the ability to create microlearning packages while limiting the AI to only the knowledge provided by the instructor, thus offering some guardrails that don't exist in AI at large Conker Conker has been my go-to for quick, AI quizzes, especially for reteaching...

 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?  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 han...

  The edu-sphere is abuzz with the potential of ChatGPT , both for good and for evil. How should teachers and schools react?  If in the madness of teaching during the holiday season, you missed the coverage of the new chatbot that writes a variety of genres, including essays, lesson plans, and even computer code, you can read more here  and here .  I concur with Matt Miller and others that blocking access to one chatbot is an exercise in futility. For one, filters likely only work on campus networks. Moreover, more chatbot tools will likely emerge as the technology grows in popularity. It would be a waste of manpower to try to keep up with all of them.  What can teachers do, then, but embrace the potential? Embrace, also, the responsibility to incorporate education and model best practices. For instance, MLA and other style guides provide guidelines for citing the outputs of chatbots and other AI tools. Did you use ChatGPT to generate that stellar parent-teache...