To engage students in the global aspect of the Global Citizenship topic, a task was set for them to examine a range of global challenges as their characters and to propose the way the community could support solutions and initiatives to address it. This culminated in a groups decisions to hold a fundraising event for a selected charity and a couple of weeks later we held a bake sale to raise funds.

Overall, the decision to integration ChatGPT into lesson creation was a fun and interesting exercise, it engaged students well in the subject and topic, and helped foster stronger relationships between the students and myself. 

I ensured that I was very open with the students about what I was doing in experimenting with AI, why I was doing it and what possible challenges we might encounter. At any time I was prepared to go back to my usual way of teaching if there were any issues. We discussed the ethics of using AI and the limitations. While I really enjoyed using ChatGPT for creating a scenario for learning, It would still be reluctant to rely on it for content creation where reliable, well-researched content is key.

As part of the Global Citizenship topic for Elective Geography, students explore the roles and responsibilities of Australian citizens, connections between Australian citizens and the world, and differences between national and global citizens. While the topic has a definite focus on global issues and citizenship, we began by exploring issues local to the simulated town to help set the scene and get the students comfortable with the scenario before delving into more complex global issues. We engaged in activities to enhance collaborative decision-making and critical thinking and included lots of whole class discussions, group discussions and mock council meetings.

Students were provided with a profile of how their character demonstrates citizenship in the daily life. Below is an example, and the full list is in the downloadable file below.

Chat GPT was very effective at creating these mock supporting documents to create a simulation for the class. I was able to rapidly respond to discussions and events in the class and create new resources for the next class. Students were engaged and felt like they were "playing" while they were learning. These simulation lessons were interspersed with more standard content-based lessons to ensure the syllabus was being addressed properly.

I have a Year 9 Elective Geography class this year and we are just starting the Global Citizenship topic. The topic starts by looking at what citizenship is, roles and responsibilities of citizens and moves on the explore global citizenship and and global challenges. In the first lesson I raised the idea of learning part of the topic through a community/city simulation without having thought the idea through entirely, The students loved the idea. I was thinking that it would be based loosely on a game like SimCity (old school I know) but run more like the way Australian Business Week runs. Students would work as a class and in groups to make decisions about the city and its operation, while learning about concepts like understanding varying perspectives, global awareness, intercultural understanding, shared responsibility and sustainability. I would provide resources and responses to their actions which would drive how the town was running, the interactions between citizens and their exposure to global issues. 

The lesson sequence includes the standard kind of activities where we brainstorm the characteristics of an ideal citizen, discuss the roles and responsibilities of citizens and how Australian citizens are connected to the world. Students completed practice citizenship tests found here: ​Australian citizenship practice test

Setting up the town simulation

Designing the town
Students were provided with some time to work together to create the town. This was a paper-based, cut-and-paste craft activity, which the students seemed to really enjoy. It was a bit "primary school" but I think occasionally the students like being off their computers and doing something hands-on. To build the city we used Paper Cities made by Joel.

A vote was held to name the town: Thneedville

Citizens
The students were given a set of 20 characters and were able to choose their character. I gave them the option of writing their own character if they wanted to. The descriptions of the characters include a name, age, occupation, gender, marital status and number of children. Images were created using purchased clipart, not AI.

I used Chat GPT to create the characters using the following prompt:
Create 20 brief descriptions of characters that are representative of people living in a medium sized town in Australia. Include their name, age, nationality, job, religion, marital status, number of children.
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Town profile and creation
Students were provided with a town profile which included: location, population, population characteristics, employment by industry, age profile, income, dominant industries, economic development, and social issues. 

The ChatGPT prompt to create this was:
Create a community profile for an imaginary town called Thneedville. Include information about population size and make up, employment by industry, age profile, income, dominant industries, economic development, social issues. Base the community profile on the island of King Island in Australia.

Electing the Mayor
Students were asked to nominate themselves if their "character" was willing to run for Mayor. Students worked in groups to briefly develop election campaigns and a Mayoral election was held. A series of newspaper articles were provided that discussed the inauguration of the town and election fo the Mayor.
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The following Chat GPT prompt was used to create an article about the election of the Mayor:
Write a mock newspaper article about a person who has just been elected Mayor of a town called Kneadville which is located on a small island. His election platform was carbon neutral energy, increasing taxes for the rich to invest in social initiatives for the town. Details about the person are: Name: Thomas Wilson
Age: 72
Nationality: Australian
Job: Retired school principal Religion: Christian (Catholic) Marital Status: Widowed Number of Children: 2

These resources took absolutely no time to create, and I was able to easily incorporate information from class discussions into the resources. One of the students commented, "Miss you've done so much work to prepare for this lesson". I told the students that all the resources had been created with Chat GPT, and that I was doing an experiment with them to see how it would work. I explained that I would be able to create resources very quickly that were responsive to what we had been talking about he previous lesson. The students were happy to explore how it would turn out.

One of the challenges of teaching is ensuring that your lessons are designed in a way that supports the learning of the all the students in your class. In the average classroom you might differentiate for high potential students, lower ability students, and EAL/D students. (Adjustments for students with specific diagnoses or disabilities will be addressed in another post). 

What role can AI play in supporting differentiation?
Let's assume you already have a lesson planned for students of general ability on a topic. Either post it online somewhere publicly so that you can just direct the AI tool to the website, or summarise your lesson plan so that it can be easily copy and pasted (ensure the formatting is super simple).

Some prompts you could use in a tool like ChatGPT are:

• Examine this lesson on XYZ <insert website or copy and paste the lesson>. Create a differentiated version of this lesson suitable for a student aged 12 (or whatever age) who has a low literacy and numeracy proficiency. Refer to this website for guidance https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/refining-practice/differentiating-learning/what-to-differentiate
• Examine this lesson on XYZ <insert website or copy and paste the lesson>. Create a differentiated version of this lesson suitable for high potential/gifted students aged 12 (or whatever age).
• Examine this lesson on XYZ <insert website or copy and paste the lesson>. Create a differentiated version of this lesson suitable for a student aged 12 (or whatever age) who has an EAL/D background (you may choose to specify the language background).

A variation on this is:

• Use the lesson found on this website <insert link> . Create a choice board in a table with different learning activities for students with a range of abilities (alternative you could select a specific characteristic or level of ability).

As a trial, of this process I ran the following prompt:

• Examine the lesson found at this website: http://www.hsieteachers.com/blog/writing-task-factors-affecting-consumer-decisions . Create a differentiated version of this lesson suitable for a high potential or gifted student aged 13. Refer to this website for guidance: https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/refining-practice/differentiating-learning/what-to-differentiate

ChatGPT produced a 7-point guide on differentiating the lesson (it was about a page and a half long) including suggestions related to content, process and product differentiation. Examples included providing advanced reading and opportunities for individual exploration (each with several sentences explaining how to do this). It provided a few options for allowing students to use different learning pathways, and also a few options of different products the students could create to demonstrate learning. Some of the advice provided was a bit generic, about differentiation strategies generally, but there were several good suggestions that were practical and could be easily used in the classroom.

Following this I tried the following prompt:

• Use the lesson found on this website http://www.hsieteachers.com/blog/writing-task-factors-affecting-consumer-decisions . Create a choice board in a table with different learning activities for students with a range of abilities.

This prompt provided seven different lesson activities which were reasonably original and fairly different to each other. This was even more successful when I choose a specific learning ability (e.g. for example a student with low literacy levels).

I'm still exploring what this can do for supporting teachers to differentiate, but in these first few tentative steps I think AI definitely has something significant to offer. Moving forward, it will be fairly simple to create multiple differentiated versions of the same lesson very quickly to best cater for our students. The key is going to be knowing how to ask for what you want. My hint: keep asking more questions...

It's that joyful time of the semester again where everyone is setting and marking a lot of assessments and writing junior reports. Tensions are high, patience is low and sleep is something we catch up on during the weekends. Many classroom teachers are writing reports for close to 200 students. While teachers are more than capable to writing their own comments, it is a repetitive task - often commenting many times on the same tasks or skills, and it can be hard to come up with original comments particularly towards the end of the reporting cycle.

I came across a page on SchoolReportWriter discussing using ChatGPT to generate report comments, and while I'm not sure I would want to rely on ChatGPT to write comments about specific students, I was interested to see what it could do to generate comment banks for staff to use across the school. I concentrated on specific elements within a report comment, so that different sentences could be pieced together from different categories to make up a complete (or near complete) comment. Obviously they would still need to be personalised and checked to ensure that they meet the requirements of the school's report style guide.

I used Chat GPT to generate a series of generic report comments for specific topics such as :
- academic achievement based on basic performance descriptors (Outstanding, High, Sound, Basic, Limited)
- attendance
- technology use
- attention and application to school work
- completion of classwork
- research skills
- literacy
- numeracy
- critical and creative thinking

I used ChatGPT and the following prompts to generate the comments:

• Generate ten example comments suitable for a teacher's reports to parents, for high school students aged 12-15 years, for students commenting on their outstanding academic achievement in <subject>. Use @name as a placeholder for the student name and use male pronouns. 
• Generate ten example comments suitable for a teacher's reports to parents, for high school students aged 12-15 years, for students commenting on their high academic achievement in <subject>. Use @name as a placeholder for the student name and use male pronouns. 
• Generate ten example comments suitable for a teacher's reports to parents, for high school students aged 12-15 years, for students commenting on their sound or adequate academic achievement in <subject>. Use @name as a placeholder for the student name and use male pronouns. 
• Generate ten example comments suitable for a teacher's reports to parents, for high school students aged 12-15 years, for students commenting on their sound academic achievement in <subject>. Use @name as a placeholder for the student name and use male pronouns. Include suggestions for improvement such as spending more time on home study, completing all class work and homework, ensuring that he is always concentrating and paying attention in class.
• Generate ten examples comment suitable for a teacher's reports to parents, for high school students aged 12-15 years, for students commenting on their basic academic achievement in <subject>. Use @name as a placeholder for the student name and use male pronouns. Include suggestions for improvement such as developing a rigorous study program, spending more time on home work and class work, completing all class work and homework, completing and submitting all assessment tasks., ensuring that he is always concentrating and paying attention in class.
• Generate ten example comments suitable for a teacher's reports to parents, for high school students aged 12-15 years, for students commenting on their limited academic achievement in <subject>. Use @name as a placeholder for the student name and use male pronouns. Include suggestions for improvement such as asking for help when needed, undertaking study at home, completing all home work and class work, completing and submitting all assessment tasks, ensuring that he is always concentrating and paying attention in class, improving his behaviour and attendance.
• Generate ten example comments suitable for a teacher's reports to parents, for high school students aged 12-15 years, for students who are not attending school regularly which is impacting on their school work and grades. Use @name as a placeholder for the student name and use male pronouns. 
• Generate ten example comments suitable for a teacher's reports to parents, for high school students aged 12-15 years, about their responsible and productive use of technology in learning. Use @name as a placeholder for the student name and use male pronouns.
• Generate ten example comments suitable for a teacher's reports to parents, for high school students aged 12-15 years, who are not demonstrating responsible and productive use of technology in learning. Use @name as a placeholder for the student name and use male pronouns.
• Generate ten example comments suitable for a teacher's reports to parents, for high school students aged 12-15 years, about their level of concentration, attention and/or application to their school work. Use @name as a placeholder for the student name and use male pronouns.
• Generate ten example comments suitable for a teacher's reports to parents, for high school students aged 12-15 years, who are demonstrating a lack of concentration, attention and/or application to their school work. Use @name as a placeholder for the student name and use male pronouns.
• Generate ten example comments suitable for a teacher's reports to parents, for high school students aged 12-15 years, related to strong performance in literacy. Use @name as a placeholder for the student name and use male pronouns.
• Generate ten example comments suitable for a teacher's reports to parents, for high school students aged 12-15 years, related to low proficiency in literacy. Use @name as a placeholder for the student name and use male pronouns.
• Generate ten example comments suitable for a teacher's reports to parents, for high school students aged 12-15 years, related to strong performance in numeracy. Use @name as a placeholder for the student name and use male pronouns.
• Generate ten example comments suitable for a teacher's reports to parents, for high school students aged 12-15 years, related to low proficiency in numeracy. Use @name as a placeholder for the student name and use male pronouns.

I was actually really impressed with most of the comments that were generated, and I ended up with 17 pages of report comments that could be used by most staff. I did go through and make edits. One of the main issues was that some of the comments were generated in first person. I experimented with asking ChatGPT to produce comments in a passive voice, but I didn't like the way the sentences were structured - they were much too clunky. It was easier to rephrase them myself. I also deleted some of the comments because I felt they were too negative, not phrased in a way that parents would appreciate or didn't convey a message that was consistent with the key messages of the school.

Report comment banks are nothing new, but ChatGPT allowed me to generate a comprehensive report comment bank very quickly and I was able to tailor it for specific items. If I was to develop a HSIE specific set I would enter specific tasks, fieldwork, skills, Business Reports, etc. I was impressed with the ability of ChatGPT to complete a job that will hopefully reduce teacher workload. Click the icon below to download the Reports Comment bank generated by ChatGPT.