Jebette Caterina

Teaching moments seem to be a natural component of being a responsible purveyor of AI usage and sharing the depth of all psotives and negatives of using this tool. As in the implementation of a tool in general, one must yield it in a measured way, yet all the while understanding that the tool is organic in many ways. Therefore, professional development must be consistent and continuous so we are kept current.

This module covers specific approaches to protect integrity of all stakeholders so that all are included in their given scope of work and completion of tasks. I will use caution when using AI and being aware that on the other end of this will be an admission to colleagues and students of usage; well aware that quite a few will have a tendency  to disregard my academic scholarship  and years in the private sector (just human nature).

Useful content to employ in everyday actions and assessments of daily experiences both personal and professional. Quick mitigation of bias needs to be addressed consistently and judiciously.

Reviewing the three ways to interact with AI seems to be common sense. The Tell, Team, and Trust modalities mimic what humans do everyday; it makes sense that those steps would be replicated in the interfaces we have with AI.

Hopefully, professional educators have explicit CT (critical thinking) training. I am catching on to the tone and style of the AI voice; this will help me when I am assessing student work.

Regarding the possible downsides to students reaching out to AI for emotional support and companionship is indeed worrisome. The chatter amongst some of my students is how many of their peers have "relationships" with a ChatGPT presence. When I brought this up in class, some giggled and some looked down; need to observe more and explore opportunities to discuss this with the students.

As I have mentioned before, Maryann Wolf's work is an integral part of helping student writers appreciate how literacy and  neurology work together. As I read through this module, I stopped and noted the "neural network architecture" of ChatGPT and at the central understanding of how language works. This aspect validated my decision to include "Proust and the Squid" as required reading for my class.

Like so many other professional educators, I am curious to learn more about how AI functions and how our students are already using it. I plan on curating a few resources for my college Comp 101 to read and leverage this into discussion, sharing, and writing about how we will incorporate these opportunities in our class content.

I had one class last year where I experienced the Gen Z stare in real time. It was a challenge due to the class size; I think there was no where for any of them to hide in the crowd. It took a lot of patience on my end to meet them where they were and continue to make sure I was observing and listening to the class in order to cover the content. I pivoted a lot during the lessons and created activities on the fly (more small group work) than I had planned on, but at the end… >>>

At my school, there is a large poster to remind all of us that we are working toward the YET. I cannot count how many times I have said that to myself and to my students. They "get the yet!"

It is simple, but creates and provides the energy and momentum toward the growth mindset. And if it is simple and easy to use more folks will do it.