CONTENTS

Introduction: ........................................................................................................................................................... 3
Use of Chat GPT to support the Teaching Standards ............................................................................................. 4
Teacher Training Session ........................................................................................................................................ 8
Impact on teaching ................................................................................................................................................. 9
Overcoming the fear of Chat GPT ......................................................................................................................... 10
Ten ways teachers can use Chat GPT to reduce workload ................................................................................... 10
20 ways to use ChatGPT in the classroom by @jmattmiller ................................................................................. 11
10 education based tools that are powered by Chat GPT and artificial intelligence:........................................... 12
How to structure the perfect prompt for a better output: .................................................................................. 12
Temperature Settings: .......................................................................................................................................... 13
Suggested student AI policy: ................................................................................................................................ 13
Checking students writing for AI generated content ............................................................................................ 14

ACKNOWLEDGEMENTS/SOURCES:

@jmattmiller

Dan Fitzpatrick – Thirdbox.org

@HerftEducator

Dr Phillipa Hardman
INTRODUCTION:

Artificial Intelligence (AI) has the potential to revolutionise the way we approach education in secondary
schools, by providing personalised teaching, increasing student engagement and motivation, and making data-
driven decisions. By integrating ChatGPT into teaching, we can create a more effective and efficient learning
environment for our students.

ChatGPT is an artificial intelligence (AI) platform developed by OpenAI that uses advanced natural language
processing techniques to generate human-like text responses. ChatGPT is designed to understand and
generate text in a variety of styles and formats, making it a powerful tool for a range of applications, including
education.

For teachers, ChatGPT can be used to create chatbots and conversational interfaces that can engage students
in learning and provide personalised feedback in real-time. For example, ChatGPT can be used to create
language tutors that provide grammar and writing advice, virtual study partners that help students prepare for
exams, or virtual classroom assistants that answer students' questions and provide guidance as they work
through course material.

Overall, ChatGPT is a powerful tool that can enhance the educational experience for students by providing
personalised support and feedback and making learning more engaging and interactive.

This document outlines a comprehensive AI strategy for secondary schools, by utilising ChatGPT as a key
component.

Goals:

1. To enhance the learning experience for students through personalised teaching and adaptive
learning.
2. To improve student engagement and motivation through interactive and immersive technology.
3. To increase the efficiency and effectiveness of teaching and learning through data-driven decision
making.

Implementation:

1. Utilise ChatGPT to create personalised learning experiences for students. This can include
personalised lesson plans, real-time feedback, and one-on-one tutoring sessions.
2. Integrate ChatGTP into the curriculum to provide students with interactive and immersive learning
experiences. This can include interactive quizzes, games, and simulations.
3. Use data collected through ChatGPT to inform teaching and make data-driven decisions. This can
include identifying areas where students are struggling, and tailoring teaching to meet their needs.
4. Provide training and support to teachers on how to effectively use ChatGPT in their teaching.
5. Evaluate the effectiveness of the strategy through regular assessments and surveys of students,
teachers, and parents.

Risks:

There are several potential risks that staff and students need to be aware of when using Chat GPT, including:
 1. Misuse or abuse of the model: Chat GPT could be used to spread misinformation or propaganda, to
impersonate other individuals online or be used to plagiarise information.
2. Bias and discrimination: Chat GPT is trained on a dataset of text from the internet, which may contain
bias or discriminatory language. This could lead to the model reproducing and amplifying these biases
in its output.
3. Incorrect information: Chat GPT is a prototype and uses a language model to generate text. It has the
potential to make up responses or give incorrect information.
4. Privacy concerns: chat GPT may have access to sensitive or personal information if it is used in certain
applications, such as entering student information to generate personalised responses.
5. Dependence: increasing reliance on Chat GPT and similar models could lead to a decrease in critical
thinking and problem-solving skills in humans.

USE OF CHAT GPT TO SUPPORT THE TEACHING STANDARDS

1. Set high expectations which inspire, motivate and challenge pupils

• Establish a safe and stimulating environment for pupils, rooted in mutual respect
• Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

For example, a teacher could input the following prompts:

Prompt "Generate a classroom activity for a Year 12 Philosophy class on the topic of Ethics that will challenge
students to think critically and deeply about complex moral issues."

Prompt: "How can we use literature and storytelling to promote mutual respect among students in the
classroom?"

Prompt: "Generate a lesson plan for a mixed-ability Year 7 class that includes differentiated activities to
support students with different learning needs on the topic of volcanoes."

Prompt: Generate a list of specific and actionable steps that a student can take to improve their performance
in [subject/task]."

2. Promote good progress and outcomes by pupils

• Be accountable for pupils’ attainment, progress and outcomes

• Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
• Guide pupils to reflect on the progress they have made and their emerging needs
• Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
• Encourage pupils to take a responsible and conscientious attitude to their own work and study.

For example, a teacher could input the following prompts:

Prompt: “Analyse and provide feedback on the writing piece submitted by student <Insert name>”. ChatGPT
could then analyse the writing piece and generate a response that includes feedback on grammar, structure,
and content, as well as an overall assessment of John Smith's attainment and progress in writing.
Prompt: “I have a class of Year 8 pupils who have previously studied the Anglo-Saxons and the Vikings. I want
to create a lesson plan that builds on their prior knowledge and challenges them to think critically. Generate a
lesson plan that includes a variety of activities and assessments.”

Prompt: "I have just finished a unit on the Industrial Revolution with my Year 9 history class. I want to create a
reflection activity that helps students reflect on what they have learned and identify any areas where they
need further support. Generate a reflection activity that includes open-ended prompts and questions"

Prompt: "I am a secondary school teacher and I have a diverse class of students, including English language
learners and students with learning disabilities. I want to understand how to effectively differentiate
instruction to meet the needs of all my students. Provide me with examples of strategies and resources that
can be used to differentiate instruction for diverse learners in a secondary school setting."

Prompt: "I am a secondary school teacher and I want to help my students develop self-motivation and self-
regulation skills. Provide me with strategies and resources for promoting self-motivation and self-regulation in
the classroom."

3. Demonstrate good subject and curriculum knowledge

• have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’
interest in the subject, and address misunderstandings
• demonstrate a critical understanding of developments in the subject and curriculum areas, and promote
the value of scholarship
• demonstrate an understanding of and take responsibility for promoting high standards of literacy,
articulacy and the correct use of standard English, whatever the teacher’s specialist subject
• if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

For example, a teacher could input the following prompts:

Prompt: "I am a maths teacher and I am teaching a unit on geometry to my Year 8 class. I want to create
engaging and interactive lessons that foster pupils' interest in the subject, address any misconceptions and
align with the national curriculum. Generate a lesson plan that includes a variety of activities and
assessments."

Prompt: "I am a science teacher and I am teaching a unit on climate change to my Year 10 class. I want to stay
updated on the latest research and developments in the field of climate change and promote the value of
scholarship to my students. Provide me with a list of current research and articles, journals and books on
climate change that align with the national curriculum and are suitable for Year 10 students."

Prompt: "I am a geography teacher and I want to incorporate language instruction into my lessons to promote
high standards of literacy, articulacy, and the correct use of standard English. Provide me with strategies and
resources for incorporating language instruction into my science lessons for Year 11 students."

4. Plan and teach well structured lessons

• impart knowledge and develop understanding through effective use of lesson time
• promote a love of learning and children’s intellectual curiosity
• set homework and plan other out-of-class activities to consolidate and extend the knowledge and
understanding pupils have acquired
• reflect systematically on the effectiveness of lessons and approaches to teaching
• contribute to the design and provision of an engaging curriculum within the relevant subject area(s)
For example, a teacher could input the following prompts:

Prompt: “Generate a glossary of terms and definitions and put this in a table for a unit I am teaching on
earthquakes”

Prompt: “Create a choose-your-own adventure story based on a tour of the Tate Modern gallery and keep
asking me to choose an option before moving on to the next part of the story.”

Prompt: “Create innovative and creative homework activity that consolidates and extends the knowledge and
understanding pupils have acquired after completing a GCSE lesson on Brecht in drama”

Prompt: “Generate ideas for sharing and discussing teaching practices with colleagues in a secondary school”

Prompt: “Provide me with strategies and resources for creating an engaging physical education curriculum that
is tailored to the needs and interests of Year 8 students."

5. Adapt teaching to respond to the strengths and needs of all pupils

• know when and how to differentiate appropriately, using approaches which enable pupils to be taught
effectively
• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to
overcome these
• demonstrate an awareness of the physical, social and intellectual development of children, and know how
to adapt teaching to support pupils’ education at different stages of development
• have a clear understanding of the needs of all pupils, including those with special educational needs; those
of high ability; those with English as an additional language; those with disabilities; and be able to use and
evaluate distinctive teaching approaches to engage and support them.

For example, a teacher could input the following prompts:

Prompt: “Produce a scaffolded activity to teach students with low literacy levels the topic of inference. Include
a fully written worksheet to support the activity”.

Prompt: “Summarise and simplify the following paragraph <Insert below> for EAL students. Produce a glossary
of the key words”.

Prompt: “Can you provide a list of ten scaffolding techniques a teacher could use with students to differentiate
an activity or topic”.

Prompt: “Create a learning activity to teach the topic of photosynthesis to a year 8 science class. Include two
activities to stretch higher ability students and two activities to support low ability students”.

6. Make accurate and productive use of assessment

• know and understand how to assess the relevant subject and curriculum areas, including statutory
assessment requirements
• make use of formative and summative assessment to secure pupils’ progress
• use relevant data to monitor progress, set targets, and plan subsequent lessons
• give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond
to the feedback.

For example, a teacher could input the following prompts:

Prompt: “Generate an annotated work sample for a persuasive writing task that compares a novice essay to a
proficient essay”.

Prompt: “Use the mark scheme above <add mark scheme> to mark and assess the following exam answer.
Include two strengths and two areas for development”.

Prompt: “Generate a formative assessment activity for a year 11 Maths class on the writing process.”

Prompt: “Generate an assessment rubric for a year 7 science experiment that assesses the learning outcome
‘understand the steps of the scientific method’.”

7. Manage behaviour effectively to ensure a good and safe learning environment

• have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and
courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour
policy
• have high expectations of behaviour, and establish a framework for discipline with a range of strategies,
using praise, sanctions and rewards consistently and fairly
• manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve
and motivate them
• maintain good relationships with pupils, exercise appropriate authority, and act decisively when
necessary.

For example, a teacher could input the following prompts:

Prompt: “Generate a list of verbal and nonverbal ways to acknowledge appropriate behaviours in a year 9
Design Technology class.”

Prompt: “Generate ideas for positive interactions with students in non-classroom settings.”

Prompt: “Generate ideas for offering assistance or extension to students who may be passively disengaged or
disruptive in a secondary school Art class.

Prompt: “Plan an assembly reinforcing the idea of appropriate behaviour in the school community.
Additionally create a poster that can be placed in classrooms to backup the ideas in the assembly.”

8. Fulfil wider professional responsibilities

• make a positive contribution to the wider life and ethos of the school
• develop effective professional relationships with colleagues, knowing how and when to draw on advice
and specialist support
• deploy support staff effectively
• take responsibility for improving teaching through appropriate professional development, responding to
advice and feedback from colleagues
• communicate effectively with parents with regard to pupils’ achievements and well-being.

For example, a teacher could input the following prompts:

Prompt: “Design six history extracurricular activities, each lasting one hour for a group of year 8 students.
Make the activities fun and engaging.”

Prompt: “Generate ideas for sharing and discussing teaching practices with colleagues in a secondary school”.

Prompt: “Create a template email to parents that I can use to communicate my pupils’ achievements. Focus
the template around three areas; conduct, independent study and effort.”

Prompt: “Make a list of five innovative ways to deploy a teaching assistant in my class”.

TEACHER TRAINING SESSION

Introduction to ChatGPT: Begin the session by explaining what ChatGPT is and how it can be used in the
classroom. Provide a brief overview of the technology and its capabilities, such as natural language processing
and text generation.

Login instructions: Before starting the session, ensure that everyone has an account on OpenAI and that they
are logged in. Explain the process of creating an account and logging in to OpenAI.

Go to the OpenAI website (https://openai.com/) and create an account.

Once you have an account, log in.

Hands-on demonstration: Show the teaching staff how to use the OpenAI GPT-3 by providing a hands-on
demonstration. This could include a live demo of it in action, or a step-by-step guide on how to use it.

Use cases: Discuss specific use cases for ChatGPT in the classroom, such as automating grading of student
essays, generating flashcard questions, or summarizing reading materials. Provide examples of how these use
cases can be implemented and the benefits they can provide.

Practical exercise: Encourage participants to work on a task that utilises ChatGPT, such generating personalised
feedback for student writing. Provide specific prompts to use during the exercise, such as:

"Write an assembly on a particular topic"

"Create a multiple-choice question and its options on a topic"

"Summarise a news article on a current event"

Group activity: Discuss the implications of both staff and students having access to this technology. How may
your teaching practice change as a result? What risks are there and how can you mitigate these?

Q&A: Allow time for questions and answers, so that the teaching staff can ask any questions they may have
about the technology and its implementation.

Follow-up: Provide resources for the teaching staff to refer to after the training session, such as
documentation and tutorials, and follow up with them to ensure that they are able to successfully implement
the technology in their classrooms. Create a channel on Teams where staff share examples of usage or discuss
the benefits and limitations.
IMPACT ON TEACHING

ChatGPT and other language models like it have the potential to revolutionise education in several ways in the
next 10 years. It is unlikely to replace educators entirely, but as we are already seeing it will disrupt the
profession considerably and the role of a teacher is likely to change significantly.

1. Personalised learning: ChatGPT can interact with students and provide customised responses, helping
each student learn at their own pace.
2. Automated grading and feedback: ChatGPT can assist teachers in grading assignments and providing
feedback, freeing up time for teachers to focus on other tasks.
3. Improved accessibility: ChatGPT can make education more accessible to students, particularly those with
disabilities or limited resources.
4. Supplementing traditional teaching: ChatGPT can be used as a supplement to traditional teaching
methods, providing students with additional resources and support.

However, it's important to note that while language models have great potential to improve education, they
should not replace human teachers completely. The role of human teachers in education is irreplaceable, as
they bring empathy, critical thinking, creativity, and a personal touch to the learning experience.

As AI powered systems are increasingly able to handle repetitive and routine tasks, teachers will focus more on
developing a students’ critical thinking, problem solving and creative skills. There will be an increased focus for
schools on 21st Century Skills and developing ‘softer work skills’ as this is what will differentiate the workforce
of the future.

Source: World Economic Forum - The 16 skills learners need to develop

OVERCOMING THE FEAR OF CHAT GPT

Naturally teachers will have concerns around the adoption of Chat GPT in education. So far, the main concerns
have centred around three areas:

1. Student’s using ChatGPT to plagiarise

2. Students relying on ChatGPT and not developing their own skills
3. AI replacing job opportunities when students leave school

To counter these teachers should:

• Incorporate collaborative learning: Group projects and in-class activities that encourage collaboration can
help students develop a sense of shared ownership of the work they produce and discourage them from
relying on external sources.
• Encourage critical thinking: Ask open-ended questions and encourage students to analyse, synthesise, and
evaluate information, rather than just memorising or copying it.
• Provide opportunities for self-expression: Offer writing or presentation assignments that allow students to
express their own opinions, thoughts, and experiences. This can help to foster a sense of personal
investment in their work.
• Give frequent feedback: Regular feedback can help students understand what they are doing well and
where they need to improve. This can also encourage students to take pride in their work and see the
value of putting in effort to produce original content.
• Foster a growth mindset: By emphasising the importance of the learning process and helping students see
mistakes as opportunities to grow, teachers can foster a growth mindset that values effort over
achievement and encourages students to engage in their work.
• Flip the lesson to allow students to use ChatGPT for knowledge gathering and synthesis then use lesson
time for supervised writing where students are using the knowledge gained to create original content.
• Create lesson plans focused around 21st century skills and the softer skills students will need in the
workplace.

10 WAYS TEACHERS CAN USE CHAT GPT TO REDUCE WORKLOAD

1. Grade students work – Give Chat GPT the exam question, mark scheme and students answer and then ask
it to grade and provide reasoning.
2. Provide feedback – Ask Chat GPT to provide feedback. Guide the feedback by asking it to focus on certain
areas e.g application, things they can improve.
3. Create model answers for questions – You could also get it to create a fill the blanks exercise from this
answer and get students to fill in parts of the question and evaluate which is best.
4. Create a unit of work – Visit app.educationcopilot.com which is built on ChatGPT software and can create
units of work based on your specification.
5. Create a lesson plan – Do this directly on ChatGPT or via app.educationcopilot.com.
6. Create questions – Type in a case study or text and ask CHatGPT to create questions based on this to aid
comprehension or knowledge retrieval.
7. Create a lesson booklet or knowledge organiser for a topic – Ask ChatGPT to provide key words, multiple
choice questions, and differentiated content for higher and lower ability pupils.
8. Create a presentation – Go to app.educationcopilot.com then go to ‘workshop and ‘PowerPoint
generator’.
9. Write a student report, reference or parents evening notes – Provide some key words, grades and effort
ratings and get ChatGPT to produce the report.
10. Response to emails – Paste an email into ChatGPT and get it to draft an appropriate response. Use it as a
starting point then personalise.

20 WAYS TO USE CHATGPT IN THE CLASSROOM BY @JMATTMILLER

10 EDUCATION BASED TOOLS THAT ARE POWERED BY CHAT GPT AND ARTIFICIAL
INTELLIGENCE:

1. Replika - A personal AI-powered chatbot that can be used as a language tutor or study companion.
2. DialogueFlow - A conversational AI platform that enables the development of chatbots for a variety of
educational use cases.
3. Chatspin - A random video chat platform that uses AI to connect students from around the world for
language practice and cultural exchange.
4. Eduflow - An AI-powered learning platform that provides personalized feedback and support to students
in real-time.
5. ToMe - A natural language processing tool that provides real-time feedback on writing, including
grammar, spelling, and style.
6. CoPilot - A personal AI tutor that provides real-time feedback and support to students as they work
through course material.
7. MidJourney - A creative AI platform that enables the creation of unique images, animations, and other
visual content for use in educational contexts.
8. DALL-E - A creative AI platform that enables the creation of unique images, animations, and other visual
content for use in educational contexts.
9. Cognii - An AI-powered conversational platform that provides real-time feedback and support to students
as they work through course material.
10. Classcraft - An AI-powered learning management platform that creates a gamified educational experience
for students.

Note: All these platforms should be used in line with BET Trust Data protection policies including creation of
DPIAs

HOW TO STRUCTURE THE PERFECT PROMPT FOR A BETTER OUTPUT:

Simulate persona: Decide on the persona or voice that the chatbot should adopt for the prompt, such as a
subject expert, a student, or a neutral third-party. Example: "Simulate the persona of a science teacher
answering a student's question about photosynthesis."

Task: Clearly define the task or goal for the chatbot prompt, such as answering a specific question, generating
creative writing, or solving a problem. Example: "Generate a persuasive essay on the importance of reducing
carbon emissions."

Steps to complete the task: Outline the specific steps that the chatbot should take to complete the task, such
as gathering information, generating ideas, or structuring the output. Example: "Gather information on the
effects of carbon emissions on the environment, generate arguments supporting the reduction of carbon
emissions, and structure the essay in an introduction-body-conclusion format."

Context / constraints: Provide context for the task and any constraints that the chatbot should consider, such
as specific time frames, audience, or tone. Example: "Consider a high school audience and a persuasive tone
for the essay, and limit the output to 500 words."

Goal: Specify the desired outcome for the chatbot prompt, such as accuracy, creativity, or persuasiveness.
Example: "The goal of the essay is to effectively persuade the reader of the importance of reducing carbon
emissions."
Format output: Determine the format for the chatbot's output, such as text, audio, or visual. Example: "The
output should be a written essay in plain text format, suitable for copying and pasting into a word processing
program."

TEMPERATURE SETTINGS:

The temperature is one of the most important prompts when using Chat GPT. It has a significant impact on the
output that is generated. The temperature controls how much randomness is in the output.

In general, the lower the temperature, the more likely Chat GPT will choose words with a higher probability of
occurrence. It is particularly useful when we want Chat GPT to complete something, where there is only one
answer and vice versa, if you want to generate ideas or complete a story, a higher temperature will bring more
variety.

The temperature range is between 0 and 1 with one being the most randomly generated response and 0 being
the most predictable. A temperature of 0.5 will be somewhere in between. Typically, a temperature of 1 gives a
more humanlike and creative response and is less likely to be picked up as AI generated content.

To use this prompt, you can enter something like: “Create a short story. Temperature: 0.7”

SUGGESTED STUDENT AI POLICY:

• Purpose: The use of ChatGPT is intended to support students in their learning and to provide educational
resources and assistance.
• Minimum effort prompts: ChatGPT is not intended to be a replacement for student effort or original work.
Students must put in their own effort to understand the material and to produce original content.
• Fact checking: Students must verify the accuracy of information obtained from ChatGPT and must not rely
solely on the output of the chatbot.
• Acknowledging use of AI: Students must acknowledge the use of ChatGPT in their work and must properly
cite any sources used, including the chatbot.
• Appropriate use: ChatGPT should be used for educational purposes only and must not be used for
cheating, plagiarism, or any other unethical behaviour.
• Responsibility: Students are responsible for their own use of ChatGPT and must comply with all school
policies.
• Confidentiality: Students must maintain the confidentiality of their interactions with ChatGPT and must
not share confidential or personal information with the chatbot.
• Monitoring: The use of ChatGPT will be monitored by school staff to ensure compliance with this policy.
• Sanctions: Students who violate this policy may face sanctions, including but not limited to loss of
technology privileges, grade penalties, and other consequences as determined by the school.
• Ongoing review: This policy will be reviewed and updated on a regular basis to reflect changing technology
and best practices.
CHECKING STUDENTS WRITING FOR AI GENERATED CONTENT

OpenAI Text Classifier is a tool that can be used by teachers to check for AI-generated content in students'
writing by comparing the writing to known examples of AI-generated text. The tool can analyse text and assign
it a probability score for each class of text, such as "human-written" or "AI-generated." If the score for "AI-
generated" is higher than a certain threshold, the text can be flagged as potentially being generated by AI.

This process can help teachers identify instances of students using AI-generated text in their writing, which
may be against academic integrity policies. By using OpenAI Text Classifier, teachers can quickly and accurately
check large amounts of student writing for AI-generated content and take appropriate action, if necessary.

Additionally, OpenAI Text Classifier can also be used to check for plagiarism in students' writing, by comparing
their text to a database of known sources. This can provide teachers with valuable insights into their students'
writing and help them promote academic integrity in their classrooms.

https://platform.openai.com/ai-text-classifier