The teacher’s place
AI changes preparation, differentiation and assessment. It does not change who leads the learning.
ObjectiveDefine, in a classroom charter, what a teacher delegates to AI and what they keep.
Analyses by the OECD and by education research agree. AI can lighten preparation, offer differentiated exercises and give quick feedback. It also raises questions of equal access, assessment integrity and dependency. The teacher remains the one who sets the goals, chooses the learning situations and judges what has been learned.
A four-point classroom charter
- What AI can do for the student: explain differently, suggest exercises, proofread.
- What it does not do: write an assessed piece of work in the student’s place.
- How the student declares their use: one line at the end of the work.
- How we assess: at least one test without tools, to measure what has been learned.
References
- OECD (2023). OECD Digital Education Outlook 2023: Towards an Effective Digital Education Ecosystem. OECD Publishing, Paris. doi.org/10.1787/c74f03de-en
- Kasneci, Sessler, Küchemann et al. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences 103, article 102274. doi.org/10.1016/j.lindif.2023.102274