December 26, 2023 • 19 mins
Kids are cheating with AI, and it's definitely become a problem. As an ardent AI enthusiast, I've previously shared my excitement for this revolutionary technology. However, the dark side emerges as students increasingly turn to AI as a shortcut, sidestepping the genuine learning process.
In this episode, we're diving deep into the fascinating realm of AI, exploring its impact on education, and addressing the challenges it brings to the table. In this episode, I present five strategic hacks aimed at making it more challenging for students to succumb to the allure of AI-driven shortcuts. These practical tips not only thwart cheating but also foster authentic learning experiences.
Still figuring out lesson planning? Grab my free Lesson Planning Guide here 👉🏼https://teachersneedteachers.com/lessonplan
I have a new YouTube channel! Join me over there and subscribe!
Got questions, feedback, or want to be on the show? You can email me at kim@teachersneedteachers.com
Connect with me
In this episode, we're diving deep into the fascinating realm of AI, exploring its impact on education, and addressing the challenges it brings to the table. In this episode, I present five strategic hacks aimed at making it more challenging for students to succumb to the allure of AI-driven shortcuts. These practical tips not only thwart cheating but also foster authentic learning experiences.
Still figuring out lesson planning? Grab my free Lesson Planning Guide here 👉🏼https://teachersneedteachers.com/lessonplan
I have a new YouTube channel! Join me over there and subscribe!
Got questions, feedback, or want to be on the show? You can email me at kim@teachersneedteachers.com
Connect with me
- Subscribe to Apple Podcasts, Google Play Music, or Stitcher
- Join my Facebook Group
- Message me through Instagram
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:00):
Welcome to the Teachers Need Teachers Podcasts, the podcast for teachers who don't want
to just survive teaching, but actuallythrive. It has been a while since
I last posted because I got sick, And what's kind of interesting is that
I posted my last episode about howto prepare for substitute days, and then
(00:21):
I got sick and I used allthat information because I was out for a
while. So if you haven't checkedout that episode, be sure to do
that. And I'm really excited abouttoday's episode because I've been reading a lot
of information lately about students cheating withAI, and I definitely wanted to address
it. Even though it's only bannedabout a year. Since chat GPT was
(00:42):
unveiled to the public, AI haspermeated pretty much every aspect of our lives.
It has been useful in so manydifferent ways than people could have even
dreamed of, but it's also becomequite a headache in the education space.
It seems like people are on eitherside of the fence when it comes to
AI. They're all in and superexcited about using it and their teaching in
(01:03):
their classrooms, or they're assembling teamsto try to find out ways to battle
this technology in education. I absolutelylove AI and specifically things like chat GPT,
but I do acknowledge that students aren'tusing it effectively and are frankly being
pretty lazy about it. They're justasking AI to write their assignments for them
and just pass it off as theirown, which ill So in this episode,
(01:26):
I'm discussing five hacks that will makeit harder for your students to cheat
in the age of AI. Stayuntil the end because I have a bonus
tip that's going to work for alot of you, and you don't want
to miss out. The first stepto making your assignments more cheap proof is
to get a baseline of your student'swork. I would suggest that you do
some kind of paper and pencil assignmentto make sure that it's authentic, and
(01:48):
I would make it really low stakes. In fact, I wouldn't even grade
this initial assignment. You would bemore along the lines of show me what
your teacher taught you last year,show me what you know in my particular
subject, and just make it sothat the students don't necessarily feel compelled to
cheat in any way and they don'tfreeze, and they'll actually show you what
it is that they can do.You could even make it a group assignment
(02:09):
if that makes it easier for thestudents, But I would suggest giving them
some easier material, something that theyshould have already learned by the time that
they've got to you, and thenhave them work through that and write out
their answers, whether it's math orscience or any subject, just basically what
is it that they're coming to youwith and so that they can give you
authentic work. And if you teacha subject where students are going to have
(02:31):
to site sources or anything like that, go ahead and ask them to do
that as well. Now, oneof the reasons why I like to do
this is because the different programs thatuse AI, like chat, GPT or
Bard, they have their own voice. They have a particular syntax and cadence
that after a while of using them, you kind of get used to the
(02:51):
way that it sounds. So havinga baseline of how they actually write or
how they actually work their thought process, you can compare something that they in
that maybe doesn't seem like it's reallythere, You can compare it to the
baseline, and that can be furtherproof that they probably cheated on it.
It's actually pretty interesting to see howeach AI functions. For example, what
(03:12):
chat GPT, when you ask thema question, they will repeat the question
in the introductory sentence, and thenthey'll give you the answer, and then
they'll have a conclusion, and alot of times Google Bard, they like
to give you things in bullet points, and they also kind of summarize what
you just said, and they don'tnecessarily provide you with as much of a
conclusion, but just the way,it's kind of like having a conversation with
(03:34):
different people, you can just kindof tell, or even like if you
text someone, you can tell justby the way that they text who they
are. So next, you're definitelygoing to have to tweak some of your
assignments and create more specifications and requirements. So this is really important because the
AI isn't capable of fulfilling all ofthe requirements for your assignment, especially if
you're picky. So what this couldlook like is requiring a certain format for
(03:59):
your submission. For example, myPLC, we teach seventh grade English,
we require what we call the raceparagraph format, and so race is R
for rey, A is answer,C is site, and E is explained.
Although it's more like racist is becauseI do cite and explain twice,
plus I require a summarizing sentence.So if a student goes into chat GPT
(04:24):
or Bard and asks it to writea race paragraph about a particular subject,
most of the time when those paragraphscome back, it's not in the proper
format. It doesn't fulfill my particularrequirements. For example, when they cite
their evidence for me, they haveto use direct quotes. Also for their
explanations, they need two sentences,and those sentences cannot paraphrase or summarize the
(04:45):
quotes. Sometimes I even require thatthey use certain transition words or certain phrases.
And so the more specific that youcan be in terms of your requirements
in which you put on the rubric, the harder it is for them to
use AI to cheat. For math, you could do something that require that
they divide their work up into certainsections they number or label each step.
Maybe they have a more metacognitive areawhere they have to write out their thinking
(05:11):
process on that and it has tobe like on a certain area of the
page. It just makes it alittle bit harder for them to do copying
and pasting. And I would definitelydeduct points from any deviation from your format,
so that students learn that they haveto do it precisely and in this
way, and they're going to findthat it's actually more work for them to
use AI to help them with theassignment than to just figure it out on
(05:32):
their own. It's gotten to thepoint where when I'm using AI to create
multiple choice quizzes, it can't evengive me the exact format that I need
in order to import it into mylearning management system, and so I still
have to go in and tweak somethings. It's also given me incorrect multiple
choice answers when I've asked it abouta particular story, and so you still
(05:55):
have to go back and check yourwork to make sure that the AI is
correct. And I've had even studentssubmit assignments using AI. The quotes that
they use in there didn't even existin the story, and so everyone pretty
much has to be careful when they'reusing it because AI isn't full proof.
Something that I would also consider isyour revision, redo retake policy. Now
(06:15):
there's going to be a subset ofkids who are going to cheat regardless of
what your policy is because they justdon't want to do the work. They're
just lazy, they don't want todo the work. But at the same
time, they don't want to behassled by their parents because they have an
F in your class, So they'regoing to use AI to cheat. But
then there's also those students who becausethey want to go to a higher level
college or university and grades really matterfor them because of that, they are
(06:42):
cheating so that they don't get abad grade in your class. And so
sometimes if you have a really strictpolicy where you don't allow revisions or any
kind of retakes, you're more likelyto get students who are going to cheat.
The next thing that you can dothat will definitely forward any attempts to
just copy and paste from AI isto require and proof. So what this
would look like for a writing assignmentis you would require sources and citations for
(07:06):
the assignments. And I know itdoesn't apply to every situation, but if
you can make it apply to writingassignments specifically, you're going to find that
students are going to be less likelyto cheat if you do this. So
one thing that you could do iscreate a minimum number of citations, say
five to ten per assignment, andthen I would ask students for screenshots of
(07:27):
the sources. So let's say thatthey had to read a nonfiction article and
then they had to do some kindof write up about it, and they
would have to include a quote fromthe article. What I would want them
to do is not only quote it, but also screenshot it. That way,
you know for sure that they knowwhere that quote is in the article
and that they didn't just pull itfrom AI. And then if you do
(07:47):
allow them to paraphrase the evidence,they still need to include a screenshot of
the actual quote. And here's whyI took a class for my own professional
development, and I decided that Iwas going to see if I could use
AI to help me with my assignmentsand what that would look like and what
would happen, because honestly, Iwas just curious, not that I needed
the help because I am an Englishteacher, but I just wanted to see
(08:11):
what it could do. I haveto tell you that in many ways,
it kind of sucked. So somethingthat I tried doing was copying a chapter
from the textbook and pasting it intothe AI and then asking it to pull
quotes to support a certain claim.Something that I like to do is the
double check and find where that quoteis in the text. And I would
(08:31):
go back and I couldn't find thatquote in the text. I would do
a control F and search specific wordsin the quote that it gave me,
and it didn't exist. So thenI thought, well, maybe just paraphrase
it for me. So then Istill had to dig through the chapter to
find that particular quote that it waspulling from, and it was just the
same amount of work as if Ihad just done it myself. If anything,
(08:52):
it took longer. I've also foundthat sometimes the AI just makes up
things. So if you're asking studentsto give you the original quote, if
you're asking them to give you theoriginal citation, then they are less likely
to cheat because it doesn't do themany good. It's easier if they just
go and find the quote themselves,rather than having chat GPT you write it
(09:13):
out for them and then have togo back and find where it lines up
with the quote. I also askedvarious AI programs to give me a list
of studies that I needed for aresearch paper. So I just wanted to
see if you could give me websitesor scientific studies so that I wouldn't have
to look it up myself. Buthere's what I did. I took the
ten studies that it gave me,and I actually search for those. And
(09:35):
I'm a fairly good googler, Soif I don't find something on the first
try, I know how to tweakit so that I can really find what
it is that I'm looking for.And I would say that only about half
of those sources actually existed. It'slike it made up these articles or journals
or studies. I don't know whatit was, but I couldn't find at
least half of them. So thenI had to still go to like Google
(09:58):
scholar and find our goals on myown. But it's not necessarily the most
reliable thing. So if you havesomething like that where the students have to
prove to you that something exists,or that they have to prove where they
found something, it's going to bea lot harder for them to cheat.
So then I mentioned for writing assignmentsthat they would have to cite sources,
but this also works for something likescience. So if they're doing elaborator,
(10:22):
there's a good chance that you're havingthem apply something that they learned in the
textbook. So what you could dois require them to cite sources from the
textbook or cite information from the textbookto back up their claims. What this
could look like in math is askingthem to show their work and again to
be really metacognitive in terms of puttingout their thought process of Okay, why
(10:43):
did I do that next step?Why did I do that other stuff?
And also properly labeling it. Youcould also incentivize them not cheating by allowing
them to get full points if theydo test corrections or if they go back
and fix certain answers, but theyhave to explain where their faulty thinking was,
(11:03):
and then they could still get fullpoints, or at least they could
earn back some of the points thatthey lost. If students are struggling in
your class and they're doing poorly onthe homework, and then they can go
back and fix it by just tellingyou what it is that they got wrong,
then they're less likely to cheat becauseyou're letting them take risks and you're
encouraging that learning process for them.You know, in extreme cases of cheating
(11:24):
and math, something else that youcould consider doing, which could seem like
a little more work, is todo an oral exam, So you could
give kids the types of questions thatyou're going to ask them ahead of time,
let's say like ten to twenty questions, and then on the day of
their oral exam they pull out aquestion from a JAR and that's someone that
they're going to have to work outin front of you and again be metacognitive
(11:46):
and think out loud, and theirwhole exam grade just kind of rides on
that one question. I mean,even if you gave them the questions ahead
of time, if they use AIto help them with that, they're not
really going to do so well inperson on that exam. You can figure
out who needs reteaching or some remediation, and then you can help them catch
up later on. Now this nextpart will be a little bit controversial,
(12:09):
but you can kind of take thewind out of your student sales by actually
requiring them to use AI. Imean, if you can't beat them,
join them. And what's great aboutthis is that you can actually show them
the limitations of AI so that theyare less likely to depend on it.
So, for example, you coulddo a before and after assignment, so
(12:31):
students have to write out their assignment. Let's say in class paper and pencil.
You give them a prompt and theyjust have to write it out and
then they have to go in andtype that into the AI and ask for
feedback. All the programs will givethem feedback on their writing, and then
they have to revise their writing basedon that feedback. And I would add
the additional step of having them highlightwhat it is that they fix. So
(12:56):
if they fix sentence structure or grammaror whatever it is that they fix that
chat GPT told them to do,they have to actually highlight that. So
again, yes they could copy andpaste it being rewritten in AI, but
they have to take that extra stepof going through it anyway to highlight where
it was fixed. And of courseI would ask for screenshots of all of
the steps to prove that they actuallystarted out on their own, they went
(13:20):
to chat GPT, they read thefeedback, and they revised it. Another
fun assignment, maybe if you teachscience or social studies is to have them
ask AI for information. Maybe youcan give them certain questions that they're going
to ask the AI, and thenthey have to fact check the answers that
they get. That could really turnit into a great conversation because they'll see
(13:41):
that AI is wrong a lot oftimes, and like I did with that
one class that I was taking,you can have them ask the AI for
ten sources for a research paper,just ten sources for something in general,
and then they could go and lookup those sources and decide, Okay,
would those actually be something that Iwould use in my assignment or does it
(14:01):
even exist in math? You couldgive them a concept that they have never
learned before and have them ask chatGPT or Bart or any other AI to
teach it to them, and thenyou could give them a quiz later on
to see just how well the AItaught it to them, and then you
could have a discussion about that,like how did it teach you how to
solve this? What types of examplesdid it give you so that you could
(14:24):
learn this concept? And then youcould also then just teach a regular lesson.
But it's a really good learning experiencefor them to see what the AI
can and cannot do and that it'sdefinitely not a replacement for you as a
teacher or for them, and they'rethinking as a student to come up with
these types of assignments where they haveto use AI, I would think,
like a student in your class,what would compel them to cheat, but
(14:48):
would compel them to use the AIin your class and then actually have them
do that. So again, ifI have a race paragraph, I would
have my students ask the AI towrite a race paragraph about a certain topic
and then have a discussion with eachother about just how good or bad that
race paragraph. Adding these requirements wherethey do have to use the AI,
(15:09):
they're still learning along the way.They're learning during the process so that they
can see what it is not onlythat the AI can do, but also
they are validating the information that's comingout, and they're still absorbing the concept
or whatever it is that you wantthem to learn in that process. I
mean, I have to tell youI've used it, like I said,
for multiple choice questions and things likethat, a lot of the answers were
(15:31):
wrong, and you might be tellingme that my prompt isn't good or that
I'm using it incorrectly. But ifI'm using it incorrectly and I like to
use AI, you can just imaginehow your students are using it. And
finally, I think it would betime well spent if you had an honest
conversation with your students about how AIis it going to replace them or they're
thinking Now, you want to makesure that you have this conversation from more
(15:54):
of a sympathetic place. I mean, people have been cheating on assignments for
ever. They've just gotten more sophisticatedin their methods. I mean I remember
kids sitting outside of their lockers copyingeach other's work, or hiding in the
bathroom copying each other's work. Andthen when they had cell phone cameras,
they were taking pictures and sending itto each other, or they were taking
(16:15):
screenshots on their iPads. I mean, the kids have just gotten really savvy
in terms of how they cheat.But just remember they've always cheated, So
we don't want this to be alecture about how they shouldn't cheat or use
AI to cheat. That's not thepoint. And then you're just going to
tune you out if you come atit from that angle. You need to
know that students are willing to dieon this hill in terms of using AI
(16:37):
as a tool, and no matterhow much you try to fight it,
if they want to use it,they're going to use it. So let's
try to come at it from adifferent way. Let's communicate to them that
the students still need to learn thematerial and it's really important for them,
especially if they're going to have aconversation with their peers in class about this.
If they didn't learn the material,frankly, they're going to look dumb.
(17:00):
I mean, they know what it'slike to be in a group and
not know the material. They didn'tdo the work, and they're just sitting
there while everyone else is frustrated withthem. If they rely on the AI
to always do their homework for themor their assignments, they're not going to
learn. AI can't build a betterbody for us in a gym anymore then
it can build our brains. Soour brains should be doing the heavy lifting
(17:22):
and not the AI. The AIshould absolutely be a tool that we could
all use. The way that Ilike to use AI honestly is to use
it as a launching point to giveme ideas, to help me get unstuck,
to help me phrase something when it'scoming out pretty ugly and clunky,
and so I put down that ugly, clunky sentence and it just kind of
cleans it up for me. Ifeel like students should want their authentic voices
(17:45):
to be heard, and that whatthey present to you as a student should
be the best that they have.It should be this is the best that
I can do. Take it orleave it. I'm willing to improve it
and make it better if you helpme. But this is really what I
know. I just feel like asstudents, as they're getting older, they
(18:06):
have their right and the responsibility tomake sure that we know who they are
and that we know what they're capableof doing, and not try to hide
behind a robot something along those lineswhen you're having this conversation with your students.
Because I've told my students how muchI do like AI. I've written
articles for them to analyze and rateand answer questions and annotate with the help
(18:26):
of AI, and I'm really openabout it. And so I think if
you come from more of a hey, this is a really cool tool,
and I think you can help themsee how using it to cheat is not
going to help them in the longrun. Now, as promised, my
bonus tip is to use a lockdownbrowser. Now, your school or district
will probably have to purchase this,but this is something that is being used
(18:49):
by California and when it gives itsstandardized testing every year, and basically it
locks down the student's device, whetherit's an iPad or if it's a tablet,
or if it's a computer, itlocks it down so that they can't
go to any other tab or windowor app or program or anything. It
literally locks them into that exam.So if you have a lot of cheating
(19:12):
when it comes to online exams andkids are using AI or just using study
guides or whatever, then purchasing alockdown browser is really going to help curb
that. Now, if you haven'tplayed with AI yet but you want to,
and you don't know where to start, then I would definitely suggest checking
out episode one ten or I dogive you some prompts and also show you
(19:34):
how to better craft your prompts whenyou're asking AI to do things for you.
And so go ahead and check thatout so that you can kind of
start to play with it and getan understanding of how it works. Thanks
for hanging out today with me,and I will see you next time.
Welcome to the Teachers Need Teachers Podcasts, the podcast for teachers who don't want
to just survive teaching, but actuallythrive. It has been a while since
I last posted because I got sick, And what's kind of interesting is that
I posted my last episode about howto prepare for substitute days, and then
(00:21):
I got sick and I used allthat information because I was out for a
while. So if you haven't checkedout that episode, be sure to do
that. And I'm really excited abouttoday's episode because I've been reading a lot
of information lately about students cheating withAI, and I definitely wanted to address
it. Even though it's only bannedabout a year. Since chat GPT was
(00:42):
unveiled to the public, AI haspermeated pretty much every aspect of our lives.
It has been useful in so manydifferent ways than people could have even
dreamed of, but it's also becomequite a headache in the education space.
It seems like people are on eitherside of the fence when it comes to
AI. They're all in and superexcited about using it and their teaching in
(01:03):
their classrooms, or they're assembling teamsto try to find out ways to battle
this technology in education. I absolutelylove AI and specifically things like chat GPT,
but I do acknowledge that students aren'tusing it effectively and are frankly being
pretty lazy about it. They're justasking AI to write their assignments for them
and just pass it off as theirown, which ill So in this episode,
(01:26):
I'm discussing five hacks that will makeit harder for your students to cheat
in the age of AI. Stayuntil the end because I have a bonus
tip that's going to work for alot of you, and you don't want
to miss out. The first stepto making your assignments more cheap proof is
to get a baseline of your student'swork. I would suggest that you do
some kind of paper and pencil assignmentto make sure that it's authentic, and
(01:48):
I would make it really low stakes. In fact, I wouldn't even grade
this initial assignment. You would bemore along the lines of show me what
your teacher taught you last year,show me what you know in my particular
subject, and just make it sothat the students don't necessarily feel compelled to
cheat in any way and they don'tfreeze, and they'll actually show you what
it is that they can do.You could even make it a group assignment
(02:09):
if that makes it easier for thestudents, But I would suggest giving them
some easier material, something that theyshould have already learned by the time that
they've got to you, and thenhave them work through that and write out
their answers, whether it's math orscience or any subject, just basically what
is it that they're coming to youwith and so that they can give you
authentic work. And if you teacha subject where students are going to have
(02:31):
to site sources or anything like that, go ahead and ask them to do
that as well. Now, oneof the reasons why I like to do
this is because the different programs thatuse AI, like chat, GPT or
Bard, they have their own voice. They have a particular syntax and cadence
that after a while of using them, you kind of get used to the
(02:51):
way that it sounds. So havinga baseline of how they actually write or
how they actually work their thought process, you can compare something that they in
that maybe doesn't seem like it's reallythere, You can compare it to the
baseline, and that can be furtherproof that they probably cheated on it.
It's actually pretty interesting to see howeach AI functions. For example, what
(03:12):
chat GPT, when you ask thema question, they will repeat the question
in the introductory sentence, and thenthey'll give you the answer, and then
they'll have a conclusion, and alot of times Google Bard, they like
to give you things in bullet points, and they also kind of summarize what
you just said, and they don'tnecessarily provide you with as much of a
conclusion, but just the way,it's kind of like having a conversation with
(03:34):
different people, you can just kindof tell, or even like if you
text someone, you can tell justby the way that they text who they
are. So next, you're definitelygoing to have to tweak some of your
assignments and create more specifications and requirements. So this is really important because the
AI isn't capable of fulfilling all ofthe requirements for your assignment, especially if
you're picky. So what this couldlook like is requiring a certain format for
(03:59):
your submission. For example, myPLC, we teach seventh grade English,
we require what we call the raceparagraph format, and so race is R
for rey, A is answer,C is site, and E is explained.
Although it's more like racist is becauseI do cite and explain twice,
plus I require a summarizing sentence.So if a student goes into chat GPT
(04:24):
or Bard and asks it to writea race paragraph about a particular subject,
most of the time when those paragraphscome back, it's not in the proper
format. It doesn't fulfill my particularrequirements. For example, when they cite
their evidence for me, they haveto use direct quotes. Also for their
explanations, they need two sentences,and those sentences cannot paraphrase or summarize the
(04:45):
quotes. Sometimes I even require thatthey use certain transition words or certain phrases.
And so the more specific that youcan be in terms of your requirements
in which you put on the rubric, the harder it is for them to
use AI to cheat. For math, you could do something that require that
they divide their work up into certainsections they number or label each step.
Maybe they have a more metacognitive areawhere they have to write out their thinking
(05:11):
process on that and it has tobe like on a certain area of the
page. It just makes it alittle bit harder for them to do copying
and pasting. And I would definitelydeduct points from any deviation from your format,
so that students learn that they haveto do it precisely and in this
way, and they're going to findthat it's actually more work for them to
use AI to help them with theassignment than to just figure it out on
(05:32):
their own. It's gotten to thepoint where when I'm using AI to create
multiple choice quizzes, it can't evengive me the exact format that I need
in order to import it into mylearning management system, and so I still
have to go in and tweak somethings. It's also given me incorrect multiple
choice answers when I've asked it abouta particular story, and so you still
(05:55):
have to go back and check yourwork to make sure that the AI is
correct. And I've had even studentssubmit assignments using AI. The quotes that
they use in there didn't even existin the story, and so everyone pretty
much has to be careful when they'reusing it because AI isn't full proof.
Something that I would also consider isyour revision, redo retake policy. Now
(06:15):
there's going to be a subset ofkids who are going to cheat regardless of
what your policy is because they justdon't want to do the work. They're
just lazy, they don't want todo the work. But at the same
time, they don't want to behassled by their parents because they have an
F in your class, So they'regoing to use AI to cheat. But
then there's also those students who becausethey want to go to a higher level
college or university and grades really matterfor them because of that, they are
(06:42):
cheating so that they don't get abad grade in your class. And so
sometimes if you have a really strictpolicy where you don't allow revisions or any
kind of retakes, you're more likelyto get students who are going to cheat.
The next thing that you can dothat will definitely forward any attempts to
just copy and paste from AI isto require and proof. So what this
would look like for a writing assignmentis you would require sources and citations for
(07:06):
the assignments. And I know itdoesn't apply to every situation, but if
you can make it apply to writingassignments specifically, you're going to find that
students are going to be less likelyto cheat if you do this. So
one thing that you could do iscreate a minimum number of citations, say
five to ten per assignment, andthen I would ask students for screenshots of
(07:27):
the sources. So let's say thatthey had to read a nonfiction article and
then they had to do some kindof write up about it, and they
would have to include a quote fromthe article. What I would want them
to do is not only quote it, but also screenshot it. That way,
you know for sure that they knowwhere that quote is in the article
and that they didn't just pull itfrom AI. And then if you do
(07:47):
allow them to paraphrase the evidence,they still need to include a screenshot of
the actual quote. And here's whyI took a class for my own professional
development, and I decided that Iwas going to see if I could use
AI to help me with my assignmentsand what that would look like and what
would happen, because honestly, Iwas just curious, not that I needed
the help because I am an Englishteacher, but I just wanted to see
(08:11):
what it could do. I haveto tell you that in many ways,
it kind of sucked. So somethingthat I tried doing was copying a chapter
from the textbook and pasting it intothe AI and then asking it to pull
quotes to support a certain claim.Something that I like to do is the
double check and find where that quoteis in the text. And I would
(08:31):
go back and I couldn't find thatquote in the text. I would do
a control F and search specific wordsin the quote that it gave me,
and it didn't exist. So thenI thought, well, maybe just paraphrase
it for me. So then Istill had to dig through the chapter to
find that particular quote that it waspulling from, and it was just the
same amount of work as if Ihad just done it myself. If anything,
(08:52):
it took longer. I've also foundthat sometimes the AI just makes up
things. So if you're asking studentsto give you the original quote, if
you're asking them to give you theoriginal citation, then they are less likely
to cheat because it doesn't do themany good. It's easier if they just
go and find the quote themselves,rather than having chat GPT you write it
(09:13):
out for them and then have togo back and find where it lines up
with the quote. I also askedvarious AI programs to give me a list
of studies that I needed for aresearch paper. So I just wanted to
see if you could give me websitesor scientific studies so that I wouldn't have
to look it up myself. Buthere's what I did. I took the
ten studies that it gave me,and I actually search for those. And
(09:35):
I'm a fairly good googler, Soif I don't find something on the first
try, I know how to tweakit so that I can really find what
it is that I'm looking for.And I would say that only about half
of those sources actually existed. It'slike it made up these articles or journals
or studies. I don't know whatit was, but I couldn't find at
least half of them. So thenI had to still go to like Google
(09:58):
scholar and find our goals on myown. But it's not necessarily the most
reliable thing. So if you havesomething like that where the students have to
prove to you that something exists,or that they have to prove where they
found something, it's going to bea lot harder for them to cheat.
So then I mentioned for writing assignmentsthat they would have to cite sources,
but this also works for something likescience. So if they're doing elaborator,
(10:22):
there's a good chance that you're havingthem apply something that they learned in the
textbook. So what you could dois require them to cite sources from the
textbook or cite information from the textbookto back up their claims. What this
could look like in math is askingthem to show their work and again to
be really metacognitive in terms of puttingout their thought process of Okay, why
(10:43):
did I do that next step?Why did I do that other stuff?
And also properly labeling it. Youcould also incentivize them not cheating by allowing
them to get full points if theydo test corrections or if they go back
and fix certain answers, but theyhave to explain where their faulty thinking was,
(11:03):
and then they could still get fullpoints, or at least they could
earn back some of the points thatthey lost. If students are struggling in
your class and they're doing poorly onthe homework, and then they can go
back and fix it by just tellingyou what it is that they got wrong,
then they're less likely to cheat becauseyou're letting them take risks and you're
encouraging that learning process for them.You know, in extreme cases of cheating
(11:24):
and math, something else that youcould consider doing, which could seem like
a little more work, is todo an oral exam, So you could
give kids the types of questions thatyou're going to ask them ahead of time,
let's say like ten to twenty questions, and then on the day of
their oral exam they pull out aquestion from a JAR and that's someone that
they're going to have to work outin front of you and again be metacognitive
(11:46):
and think out loud, and theirwhole exam grade just kind of rides on
that one question. I mean,even if you gave them the questions ahead
of time, if they use AIto help them with that, they're not
really going to do so well inperson on that exam. You can figure
out who needs reteaching or some remediation, and then you can help them catch
up later on. Now this nextpart will be a little bit controversial,
(12:09):
but you can kind of take thewind out of your student sales by actually
requiring them to use AI. Imean, if you can't beat them,
join them. And what's great aboutthis is that you can actually show them
the limitations of AI so that theyare less likely to depend on it.
So, for example, you coulddo a before and after assignment, so
(12:31):
students have to write out their assignment. Let's say in class paper and pencil.
You give them a prompt and theyjust have to write it out and
then they have to go in andtype that into the AI and ask for
feedback. All the programs will givethem feedback on their writing, and then
they have to revise their writing basedon that feedback. And I would add
the additional step of having them highlightwhat it is that they fix. So
(12:56):
if they fix sentence structure or grammaror whatever it is that they fix that
chat GPT told them to do,they have to actually highlight that. So
again, yes they could copy andpaste it being rewritten in AI, but
they have to take that extra stepof going through it anyway to highlight where
it was fixed. And of courseI would ask for screenshots of all of
the steps to prove that they actuallystarted out on their own, they went
(13:20):
to chat GPT, they read thefeedback, and they revised it. Another
fun assignment, maybe if you teachscience or social studies is to have them
ask AI for information. Maybe youcan give them certain questions that they're going
to ask the AI, and thenthey have to fact check the answers that
they get. That could really turnit into a great conversation because they'll see
(13:41):
that AI is wrong a lot oftimes, and like I did with that
one class that I was taking,you can have them ask the AI for
ten sources for a research paper,just ten sources for something in general,
and then they could go and lookup those sources and decide, Okay,
would those actually be something that Iwould use in my assignment or does it
(14:01):
even exist in math? You couldgive them a concept that they have never
learned before and have them ask chatGPT or Bart or any other AI to
teach it to them, and thenyou could give them a quiz later on
to see just how well the AItaught it to them, and then you
could have a discussion about that,like how did it teach you how to
solve this? What types of examplesdid it give you so that you could
(14:24):
learn this concept? And then youcould also then just teach a regular lesson.
But it's a really good learning experiencefor them to see what the AI
can and cannot do and that it'sdefinitely not a replacement for you as a
teacher or for them, and they'rethinking as a student to come up with
these types of assignments where they haveto use AI, I would think,
like a student in your class,what would compel them to cheat, but
(14:48):
would compel them to use the AIin your class and then actually have them
do that. So again, ifI have a race paragraph, I would
have my students ask the AI towrite a race paragraph about a certain topic
and then have a discussion with eachother about just how good or bad that
race paragraph. Adding these requirements wherethey do have to use the AI,
(15:09):
they're still learning along the way.They're learning during the process so that they
can see what it is not onlythat the AI can do, but also
they are validating the information that's comingout, and they're still absorbing the concept
or whatever it is that you wantthem to learn in that process. I
mean, I have to tell youI've used it, like I said,
for multiple choice questions and things likethat, a lot of the answers were
(15:31):
wrong, and you might be tellingme that my prompt isn't good or that
I'm using it incorrectly. But ifI'm using it incorrectly and I like to
use AI, you can just imaginehow your students are using it. And
finally, I think it would betime well spent if you had an honest
conversation with your students about how AIis it going to replace them or they're
thinking Now, you want to makesure that you have this conversation from more
(15:54):
of a sympathetic place. I mean, people have been cheating on assignments for
ever. They've just gotten more sophisticatedin their methods. I mean I remember
kids sitting outside of their lockers copyingeach other's work, or hiding in the
bathroom copying each other's work. Andthen when they had cell phone cameras,
they were taking pictures and sending itto each other, or they were taking
(16:15):
screenshots on their iPads. I mean, the kids have just gotten really savvy
in terms of how they cheat.But just remember they've always cheated, So
we don't want this to be alecture about how they shouldn't cheat or use
AI to cheat. That's not thepoint. And then you're just going to
tune you out if you come atit from that angle. You need to
know that students are willing to dieon this hill in terms of using AI
(16:37):
as a tool, and no matterhow much you try to fight it,
if they want to use it,they're going to use it. So let's
try to come at it from adifferent way. Let's communicate to them that
the students still need to learn thematerial and it's really important for them,
especially if they're going to have aconversation with their peers in class about this.
If they didn't learn the material,frankly, they're going to look dumb.
(17:00):
I mean, they know what it'slike to be in a group and
not know the material. They didn'tdo the work, and they're just sitting
there while everyone else is frustrated withthem. If they rely on the AI
to always do their homework for themor their assignments, they're not going to
learn. AI can't build a betterbody for us in a gym anymore then
it can build our brains. Soour brains should be doing the heavy lifting
(17:22):
and not the AI. The AIshould absolutely be a tool that we could
all use. The way that Ilike to use AI honestly is to use
it as a launching point to giveme ideas, to help me get unstuck,
to help me phrase something when it'scoming out pretty ugly and clunky,
and so I put down that ugly, clunky sentence and it just kind of
cleans it up for me. Ifeel like students should want their authentic voices
(17:45):
to be heard, and that whatthey present to you as a student should
be the best that they have.It should be this is the best that
I can do. Take it orleave it. I'm willing to improve it
and make it better if you helpme. But this is really what I
know. I just feel like asstudents, as they're getting older, they
(18:06):
have their right and the responsibility tomake sure that we know who they are
and that we know what they're capableof doing, and not try to hide
behind a robot something along those lineswhen you're having this conversation with your students.
Because I've told my students how muchI do like AI. I've written
articles for them to analyze and rateand answer questions and annotate with the help
(18:26):
of AI, and I'm really openabout it. And so I think if
you come from more of a hey, this is a really cool tool,
and I think you can help themsee how using it to cheat is not
going to help them in the longrun. Now, as promised, my
bonus tip is to use a lockdownbrowser. Now, your school or district
will probably have to purchase this,but this is something that is being used
(18:49):
by California and when it gives itsstandardized testing every year, and basically it
locks down the student's device, whetherit's an iPad or if it's a tablet,
or if it's a computer, itlocks it down so that they can't
go to any other tab or windowor app or program or anything. It
literally locks them into that exam.So if you have a lot of cheating
(19:12):
when it comes to online exams andkids are using AI or just using study
guides or whatever, then purchasing alockdown browser is really going to help curb
that. Now, if you haven'tplayed with AI yet but you want to,
and you don't know where to start, then I would definitely suggest checking
out episode one ten or I dogive you some prompts and also show you
(19:34):
how to better craft your prompts whenyou're asking AI to do things for you.
And so go ahead and check thatout so that you can kind of
start to play with it and getan understanding of how it works. Thanks
for hanging out today with me,and I will see you next time.
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