Teachers can utilize A.I. (Artificial Intelligence) softwares in order to brainstorm ideas about instruction, activities, assessments etc. In this way it is used as a tool to foster creativity. In the same way teachers communicate with each other and bounce ideas off of each other. The profession requires collaboration in many aspects especially in regards to instruction. Use of (A.I) will increase the number of creative opportunities. Use of interfaces such as ChatGPT or EDU Aide provide teachers with endless opportunities to apply new activities and ideas to their own lesson plans and instructional plans. A.I. is not meant to substitute the creative thinking that goes into creating lesson plans. Rather it is encouraged to be used to assist with new ideas that would either benefit students or enhance the lessons they have already composed. For example, Teachers who are developing a lesson on Word recognition and are struggling to come up with a creative launch or Do Now; can insert the criteria of their lesson such as “The Subject, and the grade intended into an A.I. software and will receive several suggestions for Do Nows and Launches related to the lesson’s theme.
A.I. can also be used to provide differentiation of instruction to students depending on their learning preferences and abilities. For students who have a stronger understanding of content and the material. A.I. can be used to create questions and activities that are more challenging for them students. It can also be used in the opposite sense, where questions and activities can be made easier for students who are struggling.
Glossaries are alphabetical lists of terms and words found in or relating to a particular subject, text, or dialect, with brief definitions. With the help of A.i. softwares these lists with definitions can easily be created and used.
My instructions: Create a glossary of terms related to reading
ChatGPTs Response:
Of course, here's a glossary of terms related to reading:
Book: A written or printed work consisting of pages bound together, containing literary or informational content.
Novel: A long fictional narrative that typically describes characters and events in the form of a story. Novels come in various genres, such as romance, mystery, science fiction, and fantasy.
Nonfiction: Literature that presents factual information or discusses real events, people, places, or ideas. Nonfiction includes genres like biography, autobiography, history, essays, and journalism.
Fiction: Literary works that are imagined or invented by the author, often involving characters, events, and settings that are not real. Fiction includes novels, short stories, and plays.
Genre: A category or type of literature characterized by a particular style, form, or content. Common genres include romance, mystery, thriller, science fiction, fantasy, horror, historical fiction, and poetry.
Provide immediate personal feedback - Teachers can streamline their commenting/grading process, by submitting assignments into an A.I. software, while commanding it to provide feedback based on a specific criteria or in accordance to specific guidelines. Additionally, A.I. can assist teachers with providing the appropriate feedback should they require assistance formulating a response to a student’s work.
Use of A.I. creates various opportunities for teachers to create questions that will challenge their students and get them to think critically. A.I. can assist with the generation of (ITS) or Intelligent Tutoring Systems. The goal of (ITS) is to adjust the material so that it matches the academic level of an individual student, as well as the level of knowledge the student is displaying at the time that the (ITS) is being created.
If given precise criteria to use when creating a rubric, A.I. can create one for teachers, that they can use and apply when grading their students’ assignments. This provides teachers the opportunity to save time on this task.
Artificial Intelligence can act as a translating software as well. For ELL students who are not yet fluent in reading and comprehending the English Language. Teachers can copy and paste a text into any A.I. software and ask for a translation in the student’s native language. This can be done for assessments, homework assignments, classwork activities, etc. A.I. software can also be used to create lessons and activities appropriate for students with special needs. As stated earlier A.I. requires detailed instruction as far as the role it will be playing, and the task you are asking it to perform.
Using A.I. to create new forms of assessment can benefit teachers in their diverse instruction or assessment methods. Providing students with multiple assessment opportunities will benefit teacher instruction and make lessons more engaging. These varying assessment opportunities will give students chances to engage their background knowledge and apply it to content specific assessments.
Artificial Intelligence softwares such as ChatGPT and Grammarly are useful writing tools for students as they provide real time feedback, guidance on how to make grammatical or spelling corrections. Additionally, A.I. can assist students who are struggling with writer’s block. Using Artificial intelligence to brainstorm new ideas is something that both teachers and students can take advantage of. A.I. can be harnessed to foster creativity, and open the mind to new possibilities.
Provide current information on technologies, pedagogies, and content specific material - Artificial Intelligence is still a new tool being integrated into the classroom. It holds a plethora of information about varying topics. A.I. can be used to educate educators about new pedagogies and methods of integration within the classroom. It would be a good modeling tool for teachers and administration to utilize when leading professional development workshops. It is important to understand that the information provided by A.I. is up to the interpreter, meaning it is discouraged to use A.I.'s words verbatim, and it should be used as a guide or a method of insight.
A.I. software can assist in the creation of instructions across all subjects. The first that comes to mind is Science instruction, or Lab instructions, which require students to follow a specific order of instructions. A.I. can be instructed to come up with a list of directions and instructions pertaining to a particular assignment.
Title: Determination of Vitamin C Content in Fruits by Iodometric Titration
Aim:To determine the concentration of Vitamin C (ascorbic acid) in various fruits using iodometric titration.
Materials:
Fruits (e.g., oranges, lemons, strawberries)
Distilled water
Iodine solution (0.1 M)
Starch solution
1 M sulfuric acid (H2SO4)
0.1 M sodium thiosulfate (Na2S2O3)
Burette
Pipettes
Conical flask
White tile or background
Titration apparatus
Stopwatch or timer
Bunsen burner (if required)
Safety goggles
Gloves
Lab coat
Preparation of Solutions:
a. Prepare a 0.1 M iodine solution by dissolving the required amount of iodine in distilled water and standardizing it against sodium thiosulfate solution.
b. Prepare a starch solution by dissolving a small amount of starch in distilled water.
c. Dilute the 1 M sulfuric acid solution to a suitable concentration (e.g., 0.1 M) if necessary.
d. Prepare a 0.1 M sodium thiosulfate solution.
Preparation of Sample:
a. Select fresh fruits and extract the juice using a juicer or blender.
b. Filter the juice to remove any solid particles.
c. Dilute the fruit juice appropriately to ensure the Vitamin C concentration falls within the linear range of the standard curve.
Titration Procedure:
a. Pipette 10 mL of the diluted fruit juice into a conical flask.
b. Add 1 mL of 1 M sulfuric acid to the flask to acidify the solution.
c. Place the flask on a white tile or background.
d. Titrate the solution with the iodine solution (0.1 M) from the burette while stirring continuously.
e. As the solution approaches the endpoint, add the iodine solution drop by drop and observe for the appearance of a blue color, indicating the endpoint.
f. Once a permanent blue color is observed, stop the addition of iodine.
g. Record the volume of iodine solution used.
Blank Titration:
a. Perform a blank titration using distilled water instead of fruit juice. This helps to account for any background iodine consumption.
Data Analysis:
a. Calculate the moles of iodine consumed during the titration.
b. Use the stoichiometry of the reaction between iodine and ascorbic acid
Sources:
Vladan Devedžić. “Web Intelligence and Artificial Intelligence in Education.” Journal of Educational Technology & Society, vol. 7, no. 4, 2004, pp. 29–39. JSTOR, http://www.jstor.org/stable/jeductechsoci.7.4.29. Accessed 28 Apr. 2024
Trustee urges provincial strategy on AI use in schools. (2024). Toronto Star (Canada).
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