NJY Thrive Reflection

In the 13 Feb 2025 lesson, we tried using a template for visualisation with a project. Students are patiently trying. Again, different students have different needs, and I prepared videos for them so that they can use the template to "apply knowledge" to their own design, and the outcome was positive. See facilitation plan https://docs.google.com/document/d/1tGY4o68GLYVY5-QjPDIiyQDdr9XJnDFSQub71Cx8Mv8/edit?tab=t.0 I do not need to strain myself, and I can direct my instructions by just saying, Refer to my YouTube video #3 based on students' need. In a self-directed learning classroom with diverse needs of students, we have to create "agents" to help us. YouTube is one "teacher-directed" agent, and Chat GPT is a "self-directed agent. Because GPT cannot provide video based on students' outcomes, I am playing a uniquely human role as a teacher. And I asked Chat GPT what he thinks. Below is what my AI agents did for me, and I particularly like the...

Can we design a task where students cannot cut and paste their responses? I am reflecting on a meeting on using AI in education and asking GPT to convert my reflection into actionable knowledge. Here is how it goes.   You said: "1. Task designed should be broad enough that requires co-thinking with AI by (a) assigning GPT with a role, (b) prompting GPT to solve the problem (c) reflecting about their prompting process. 2. For a task to be broad and of significance to the students, Jonathan suggested "better food in the canteen" as a good example. 3. In (a) Assigning GPT with a role can be used to (i) provide perspectives (e.g in canteen project, it can be the perspective of teachers, students and vendors. And Better food in the canteen may be in the form of better preparation, better taste, healthier choice etc) 4. In (b) - when prompting and interacting with GPT, students need to be critical and demonstrate higher-order thinking (analyse and evaluate what GPT said part b...