Chat GPT 101 with Matt: Doesn’t Create – it generates. It is good at mimicking the way we talk with each other and what humans might say. Its like having access to an ultimate library which stores and helps Chat GPT understand how we use information or language in all the different ways. It crafts a response which is synthesised and coherent so it is personable to your request. Responses are:
- Informative
- Tailored
- Relevant
In general, it is a very advanced computer programme which can generate what humans would say.
Chat GPT sandpit: Let’s try a little something:
Wow! Introduced to ChatGPT by a colleague, I discovered its transformative potential in planning, enabling efficient activity generation for lesson support. Utilising it to refine questions or instructions, I appreciate its ability to enhance clarity and coherence. While avoiding excessive wordiness, I value maintaining my authentic voice in blogging, ensuring a balance between efficiency and personal expression. (I just used the tool to make this paragraph coherent and succinct. Although the words don’t sound like me, the ideas are mine with a hint of my personal voice)
Ethics: It does make mistakes, it can be misunderstood as it is about 3% inaccurate. You do need to think about privacy and confidentiality – it is not private. It does have to report it back to a human at some time. It does add bias and fairness eg. it predicted a teacher is female and a principal is a male. Just because you can do something doesn’t mean you should.
Don’t use Chat GPT to generate content that violates copyright laws.
Be critical of what ChatGPT produces. Is it acceptable? ChatGPT is great for brainstorming and writing lesson plans, but make sure to personalise it for your class or group. There’s a vast amount of ideas to save time—this can be used as a teaching assistant. We are winning! Set up some PLD for yourself, please explain what structured literacy is like I’m a 12-year-old.
Prompt Generation so it allows you to produce a rubric.
Check them before handing them out. Not great for assessment, but perfect for a subsequent text.
Find a prompt you like that works and then copy them and put them on a doc. In order for your responses to be personable to you. Make sure you respond and keep giving it feeback. In conclusion, this has been so informative and is going to make it so much more important to help generate better activities and definitely hopefully engage students.
“I’m gonna get myself connected …” with Fiona: Tuhi Mai, Tuhi Atu
Blogging has emerged as a powerful tool that goes beyond the confines of the classroom, creating connections between schools, individuals, and essentially transforming the way students engage with writing. This transformative impact extends beyond the conventional boundaries of education, fostering connections and enhancing the overall learning experience. Let’s explore the importance of blogging in building connections, both within and beyond the school walls, and its profound impact on student learning and engagement with writing.
Fiona Grant explains the reason why: We are using our class blogging platform to build powerful connections across schools in The Manaiakalani Programme. Tuhi Mai Tuhi Atu empowers our young people to learn to be Cybersmart through leaving quality blog comments and engaging in online behaviour and thinking that elevates positive actions.
The Cybersmart curriculum is embedded in our learn, create, share pedagogy who place our young people at the very centre of their learning.
There are 3 key components at play:
Smart Learners allows learners to confidently navigate and harness their device and learning applications.
Smart footprint: Positive, thoughtful, helpful
Smart relationships: interact with other children, students, and people we don’t know.
@Tanya Mundy discusses this in her blog and makes it more succinct about what is in it.
Primarily, the idea is being able to have a conversation between two parties for eg. tuhi mai, tuhi atu.
In order for our students and the programme to be successful, we have to first spend time setting it up for success: When setting up having a link to the blog on our class site.
- individual blogs
- class blogs
- is there something on our blogs which are new?
- making a connection with the other schools
When thinking about the current students I have, what is the purpose of the blogs and who would benefit from having a blog?
Do I have the right to say who blogs and who doesn’t?
This slide says Empowers teachers to introduce and use our positive, proactive Cybersmart language – so let me unpack that for a little while. If I was seeing this through a culturally responsive lens, how would I react to the questions I’ve just written. I have students where they are confident when in our class and in the playground, but their flaws come out when put in public, and as adults we do too.
“Whaea, I’ve finished. Can I post?” “Have you checked your post makes sense? Does it say everything you want it to say?” I reply. Clearly, I can see the mistakes and the fact that they don’t really express themselves the way it should be. My students want their work to be perfect, I know their expectations are set high and their buddy has given them feedback which says, “Hey this is a great post as I like how you’ve shared your reflection.” So, do I agree for them to post it? “Okay, if you think your post is ready to go, then post it, but let’s just check it with our checklist first please and make sure its a quality blog post.
Culturally responsive to the child’s expectation and to my keen eye to ensure they have done the checklist is pivotal. I like how this is a progressive measure too in terms of their planning, drafting and their publishing.
Making sure to connect is pivotal in the process of blogging with confidence, comparing similarities and differences with other schools and their environments can also ensure we enhance our communication skill. Tuhi Mai, Tuhi Atu is important to get our students blogging and using the opportunity to grow with their writing. I’m keen, are you?
