My “How Might We” question became “How might we redesign writing and discussion questions so that both the process and assessment celebrate student growth, building confidence in their original thinking?”
After the 2nd face to face, the thinking behind my question had really progressed from just deterring the use of AI for assessments to a broader consideration for the encouragement of original thinking. My current high school students heavily rely on AI to support the completion of their work because it is faster than taking the time to think and write on their own. However, after some conversations and thought, the question grew to encompass the thought of what teachers can do to encourage and develop critical thinking. Instead of forcing or micro-managing students in their AI use, it is more important to consider what tactics and assessments can promote student growth and celebrate their originality.
As of now, my Action Plan is still in the process of being configured, but there are a few steps that I would hope to accomplish between now and June. On assessments, I would hope to include more in-class activities that promote conversation between students rather than having a focus on screens. With the majority of assessments being completed in class, there is the benefit of interaction to draw conclusions and ask or answer questions with a minimal need for AI, while any homework to be completed would be of a formative nature. Although the probability of providing more work time in class may be low due to the already busy curriculum, it might also prove to allow teachers to have a better understanding of their students as learners, where improvements such as better study habits might be identified and modelled for students.
