ChatGPT Slides

Generative AI & ChatGPT
Implications for teaching, learning, creativity, and productivity
@j0hnburns | International Schools Services
Say ‘Hi’ in the chat, let us know where you’re coming from!
Copyright 2023 International Schools Services. All rights reserved. Materials are intended for individual use. Not for distribution, reproduction, or publication.
Generative AI & ChatGPT
Implications for teaching, learning, creativity, and productivity
@j0hnburns | International Schools Services
Say ‘Hi’ in the chat, let us know where you’re coming from!
#ISSedu
Share insights, resources, ideas, applications and more.
#Links
Session snapshot
1. Overview — What is ChatGPT and generative AI?
2. Use cases — Good, Bad, and Ugly
3. Evolving practices — Prompts, Evaluation, and Assessment
4. Professional insights — DEIJB, Agency, and Personalisation
5. What’s next? — Bing AI, tools, resources, and Q&A.
Practical
Copyright 2023 International Schools Services. All rights reserved. Materials are intended for individual use. Not for distribution, reproduction, or publication. #ISSedu
1. Overview
What is ChatGPT and generative AI?
LARGE
🤖
Language Model (LLM)
Trained on:
300 billion words

570GB
100K novels
5000 years of non-stop conversation
“Write 300 words on the importance of
agile furniture in classrooms”.
Agile furniture and movement in the classroom is becoming increasingly important as
education shifts towards more interactive and collaborative learning styles. Agile
furniture refers to furniture that is easy to move, recon gure, and adapt to di erent
learning activities. This includes things like modular tables, mobile whiteboards, and
chairs that can be easily moved and arranged to facilitate group work and other
collaborative activities.
🤖
One of the key bene ts of agile furniture is that it allows for greater exibility in the
classroom. Traditional classroom layouts, with xed desks and chairs, can be limiting
and restrict the way that students learn. With agile furniture, however, teachers can
Hi! easily adapt the classroom to suit the needs of di erent activities and lesson plans.
For example, a teacher can quickly recon gure the classroom to create a collaborative
work space for a group project, or a more traditional lecture-style setting for a
presentation.
In addition, agile furniture can also promote movement and physical activity in the
classroom. Studies have shown that movement and physical activity can improve
focus and concentration, as well as overall well-being. For example, standing desks,
balance balls, and other active seating options can help to keep students engaged
and focused during class. Similarly, mobile whiteboards and other collaborative tools
can encourage students to get up and move around the classroom as they work on
group projects and other activities.
There are a number of products on the market that can help to create an agile
classroom. Some examples include:
• Modular tables: These tables can be easily recon gured and rearranged to suit
di erent learning activities. They also often include built-in power and data
ports, making it easy for students to connect laptops and other devices.
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Limitations
May occasionally generate
🤖
incorrect information.
Hi!
May occasionally produce harmful
or biased content.
Limited knowledge of world and

events after 2021.
🤖 Hi!
#ISSedu
#ISSedu
2. Use cases
Good, Bad, and Ugly
chat.openai.com
#ISSedu
Let’s start with some good ones.
“Can you write a HS math lesson plan that teaches
students about inverting matrices?”
Lesson Title: Inverting Matrices
Objectives:
• Students will be able to de ne the inverse of a matrix and explain its signi cance.
• Students will be able to use matrix algebra to calculate the inverse of a matrix.
• Students will be able to use the inverse of a matrix to solve systems of equations.
Materials:
• Graphing calculators
• Whiteboard and markers
• Handouts of practice problems
Warm-up:
• Begin the lesson by reviewing basic matrix operations such as addition, subtraction, and multiplication.
• Ask students to work in pairs to solve a few simple matrix problems on the board.
• Review the solutions as a class and address any misconceptions or di culties students may have.
Direct Instruction:
• Introduce the concept of the inverse of a matrix and its signi cance in solving systems of equations.
• Use examples to show students how to calculate the inverse of a matrix using matrix algebra.
• Show students how to use the inverse of a matrix to solve systems of equations.
• Use a graphing calculator to demonstrate the process and to help students visualize the calculations.
Guided Practice:
• Provide students with a set of practice problems to work on in pairs.
• Circulate the room to assist students as needed.
Independent Practice:
• Assign a set of independent practice problems for students to complete as homework.
• Provide feedback and review the solutions in the next class.
Assessment: #ISSedu
• Give a quiz or test to assess students' understanding of inverting matrices.
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“Could you integrate technology into it?”
Lesson Title: Inverting Matrices
Objectives:
• Students will be able to use technology to de ne the inverse of a matrix and explain its signi cance.
• Students will be able to use technology to use matrix algebra to calculate the inverse of a matrix.
• Students will be able to use technology to use the inverse of a matrix to solve systems of equations.
Materials:
• Graphing calculators
• Interactive Whiteboard or Projector
• Online Matrix Calculator, such as: https://www.matrixcalc.org/en/inverse.html
• Online interactive tools for solving systems of equations, such as: https://www.desmos.com/calculator/i7fjxqo0xm
• Handouts of practice problems
Warm-up:
• Begin the lesson by reviewing basic matrix operations such as addition, subtraction, and multiplication using an online matrix calculator.
• Ask students to work in pairs to solve a few simple matrix problems on the interactive whiteboard.
• Review the solutions as a class and address any misconceptions or di culties students may have.
Direct Instruction:
• Introduce the concept of the inverse of a matrix and its signi cance in solving systems of equations using the interactive whiteboard.
• Use examples to show students how to calculate the inverse of a matrix using online matrix calculator.
• Show students how to use the inverse of a matrix to solve systems of equations using online interactive tools for solving systems of equations.
• Use a graphing calculator to demonstrate the process and to help students visualize the calculations.
Guided Practice:
• Provide students with a set of practice problems to work on in pairs using the online matrix calculator and the online interactive tools for solving
systems of equations.
• Circulate the room to assist students as needed.
Independent Practice: #ISSedu
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“I need a unit on Ancient Rome suitable for grade 10s.”
Unit Title: Ancient Rome
Grade Level: 10
Duration: 4-5 weeks
Overview: In this unit, students will explore the history, culture, and legacy of Ancient Rome. They will examine the political, economic, social, and religious
structures of the Roman Empire and their impact on the world today. Students will also investigate the contributions of signi cant gures, events, and
achievements of Ancient Rome and analyze their relevance to contemporary society.
Learning Objectives:
1. Identify the key features of Ancient Rome's political, economic, social, and religious structures.
2. Explain the signi cance of Ancient Rome's contributions to the world in areas such as art, literature, architecture, and technology.
3. Analyze the legacy of Ancient Rome and its relevance to contemporary society.
4. Conduct research and present ndings on signi cant gures, events, and achievements of Ancient Rome.
5. Develop critical thinking skills through analysis, evaluation, and interpretation of historical evidence.
Lesson Plan:
Week 1: Introduction to Ancient Rome
• Introduction to the unit and course expectations
• Overview of the geography and history of Ancient Rome
• Exploration of the origins and evolution of the Roman Republic
• Discussion on the political, economic, social, and religious structures of Ancient Rome
Week 2: Daily Life in Ancient Rome
• Investigation of the daily life of Ancient Romans, including family life, education, entertainment, and food
• Analysis of the role of slavery in Ancient Rome
• Discussion on the impact of Ancient Rome's achievements in architecture, engineering, and technology
Week 3: Famous Figures and Events in Ancient Rome
• Research and presentation on signi cant gures in Ancient Rome, such as Julius Caesar, Augustus, and Cleopatra
• Examination of key events in Ancient Rome, such as the Punic Wars and the rise of Christianity
• Discussion on Ancient Rome's contributions to art, literature, and philosophy
Week 4: Legacy of Ancient Rome #ISSedu
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“Include strategies for bilingual and multilingual
(BML) learners.
Details:
• In order to create a culturally responsive classroom, it's important to incorporate the experiences and perspectives of bilingual and multilingual students into
the curriculum. For example, you could include readings and discussions in multiple languages on the experiences of di erent cultures in Ancient Rome, such
as the in uence of Egyptian culture on Ancient Rome or the role of Latin as a dominant language in the Roman Empire.
• You could also incorporate visual aids such as maps, timelines, and images that re ect the diversity of Ancient Rome and highlight the contributions of
di erent cultures.
• It's important to create a safe and inclusive classroom environment that values the perspectives and experiences of all students, including bilingual and
multilingual students.
Strategies:
• Provide bilingual resources such as reading materials, videos, and podcasts that can be used in both languages. For example, you could provide bilingual
texts on the history of Ancient Rome, or bilingual videos on Roman architecture.
• Incorporate bilingual discussion groups where students can discuss the content in both languages. For example, you could have students discuss the social
and economic structures of Ancient Rome in both English and their rst language.
• Encourage students to use their rst language as a tool for learning by having them create bilingual vocabulary lists or summaries of the content in their rst
language. For example, you could have students create a bilingual vocabulary list on key Roman gures and events.
• Incorporate graphic organizers and other visual aids to support language acquisition and comprehension. For example, you could use graphic organizers to
help students understand the di erent branches of Roman government.
Opportunities for di erentiation:

• Provide additional support through one-on-one conferences or small group instruction with a teacher or peer tutor. For example, you could provide extra
support to bilingual and multilingual students who need additional help understanding the content in English.
• O er modi ed assignments or assessments that take into account the students' level of English pro ciency. For example, you could provide modi ed written
assignments or assessments that include bilingual options.
• Use technology tools such as translation software or text-to-speech software to support language acquisition and comprehension. For example, you could
use translation
Copyright software
2023 International to provide
Schools Services. bilingual resources
All rights reserved. to students
Materials who
are intended need them.
for individual #ISSedu
use. Not for distribution, reproduction, or publication.
• Encourage students to bring in examples of Ancient Rome from their own cultural backgrounds and make connections to the content
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“Create a Individual Education Plan for a 13 year old who
is struggling with reading. Their Lexile level is 645L.”
Objective: To improve the student's reading skills and increase their reading comprehension.
Assessment: The student's current reading level will be assessed through the use of standardized reading assessments (such as the
Lexile measure) and progress monitoring tools.
Instruction:
• Short, simple books will be used as the foundation of the reading instruction.
• The student will read a mix of ction and non- ction books, with a focus on books that interest them.
• The use of graphic novels and comic books will be incorporated to build the student's interest in reading.
• The student will practice reading comprehension skills through discussions and questions about the books they have read.
• The student will be encouraged to take notes as they read to reinforce their understanding of the material.
Instructional Strategies:
• Direct instruction in reading strategies, such as prediction and summarization.
• Guided reading, in which the teacher will work with the student to support their understanding of the material.
• Partner reading, in which the student will read with a peer to build their con dence and comprehension skills.
• Independent reading time, during which the student will choose and read books on their own.
Frequency and Duration: The student will engage in reading instruction for 30 minutes per day, 5 days per week.
Evaluation: The student's progress will be evaluated through regular assessments, such as the Lexile measure and progress
monitoring tools. Additionally, the student's reading comprehension will be evaluated through discussions and questions about the
books they have read.
Accommodations: As needed, the student will receive accommodations such as extra support during reading instruction, the use of
Copyright 2023 International
audio books, Schools Services.
and additional time All
forrights reserved.
reading Materials are intended for individual use. Not for distribution, reproduction, or publication.
assessments. #ISSedu
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“A carrot / stick approach isn't a great way to encourage
students.”
1. I apologize for any confusion caused. You are correct that using a rewards system as a way to encourage individuals and may not be the best
approach to foster positive relationships, Instead, positive reinforcement and constructive feedback can be more e ective in promoting positive
behavior and helping readers thrive.
2. Create a positive reading environment: Create a comfortable and quiet space for reading, and provide a wide range of age-appropriate books and
other reading materials.
3. Provide choices: Give the student a choice of books or reading materials that are of interest to them. This can help them feel more in control of the
reading process and more motivated to read.
4. Make reading interactive: Encourage the student to engage with the text by asking questions, making connections, and discussing the book with
others.
5. Incorporate technology: Use technology to make reading more interactive and engaging, such as e-books, reading apps, and online reading
programs.
6. Use read-alouds: Read aloud to the student or have them listen to audio books to help develop listening comprehension and build background
knowledge.
7. Provide opportunities for independent reading: Encourage the student to read independently, and provide opportunities for them to share what
they've read with others.
8. Support from adults: Show enthusiasm for reading by reading yourself and talking about the books you're reading and what you're learning from
them.
9. Celebrate successes: Recognize

Services. and celebrate
reserved.small successes, such as nishing a book or reading a certainor number of pages.
Copyright 2023 International Schools All rights Materials are intended for individual use. Not for distribution, reproduction, publication. #ISSedu
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“Create some HTML that will integrate in Canvas for a
Choose Your Own Adventure game that teaches upper ES
students about the Pharaohs of Ancient Egypt.
<!DOCTYPE html>
<html>
<head>
<title>Pharaohs of Ancient Egypt</title>
</head>
<body>
<h1>Pharaohs of Ancient Egypt</h1>
<p>Welcome to the Choose Your Own Adventure game about the pharaohs of Ancient Egypt! You are a young Egyptian prince, and you
must make decisions that will determine the fate of your kingdom. Choose wisely!</p>
<h2>Chapter 1: The Rise to Power</h2>
<p>As the youngest prince of Egypt, you have always been fascinated by the history of the pharaohs. One day, your father the
king falls ill, and you are faced with a choice:</p>
<ul>
<li><a href="#chapter2a">Study the history of the pharaohs to gain wisdom and knowledge</a></li>
<li><a href="#chapter2b">Train in the art of war to prepare for battle</a></li>
</ul>
<h2 id="chapter2a">Chapter 2A: The Wise Prince</h2>
<p>You decide to study the history of the pharaohs and gain wisdom and knowledge. As you delve deeper into the stories of the
great pharaohs, you realize that true power comes from the people. You become a beloved ruler, respected by all of Egypt.</p>
<p>Now, you must make another decision:</p>
<ul>
<li><a href="#chapter3a">Invest in education and infrastructure to improve the lives of the people</a></li>
<li><a href="#chapter3b">Develop a strong alliance with neighboring kingdoms to secure peace</a></li>
</ul>
<h2 id="chapter2b">Chapter 2B: The Warrior Prince</h2>
#ISSedu
<p>You decide to train in the art of war, preparing for battle. As you become a fierce warrior, you lead your army to victory
“Detect any bias in this article.”
It appears that this article contains bias in the way Jacinda Ardern has announced she will step down as New Zealand prime
minister next month. She made the announcement on Thursday morning
that it describes Prime Minister Ardern's time as leader. during a press conference, revealing she will remain in the role until
February 7.
The article describes her as a "reluctant leader" and
Ms Ardern, who was elected to the top job in 2017, said was resigning
references several negative events that occurred during because she doesn’t have “enough in the tank”.
her tenure.
“I am leaving because with such a privileged job comes a big responsibility.
The responsibility to know when you are the right person to lead – and also
Additionally, the article's reference to the fact that Prime when you’re not,” she said.
Minister Ardern became pregnant before taking o ce
and its mention of her plans to marry her partner could “I know when I have enough left in the tank to do it justice.
be seen as an attempt to personalize her decision to
“I am human. We give as much as we can for as long as we can and then
step down, rather than focusing on her reasons for it’s time. And for me, it’s time.
doing so as stated in her press conference.
“To Neve, mum is looking forward to being there when you start school
next year. And to Clarke, let’s get married.”
Ms Ardern was a reluctant leader, stepping into the role of Labour leader
just seven weeks out from the 2017 general election after Andrew Little
stepped down.
She was the top choice for the role, becoming a clear favourite among
voters, despite being just 37. Before being elected to the top o ce she
learned she was pregnant with her rst child, sparking questions on how
she would be able to lead the country with a newborn.
She gave birth to daughter Neve on June 21 in 2018 and returned to work
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What trends can you identify in this data?
From the data you provided, I can see several trends: Math Reading Writing
67 79 74
• Generally, the scores in math are lower than the scores in reading and writing. 54 57 57
The average score in math is around 70, while the average scores in reading and
86 75 74
writing are around 75 and 70 respectively.
59 67 63
• There is a wide range of scores among the students, some students have scores 62 72 64
as low as 40 in math, while others have scores as high as 100 in reading and 95 94 89
writing.
89 94 100
• Some students have scores that are consistent across subjects, for example, a 57 68 65
student who scores around 85 in math, reading and writing. While others have a 54 56 55
wide range of scores, for example, a student who scores 57 in math, 68 in
81 75 66
reading and 65 in writing.
71 85 86
• There is a group of students that have high scores in reading and writing but 40 37 36
relatively lower scores in math, and a group of students that have high scores in 59 63 61
math but relatively lower scores in reading and writing.
65 64 71
It's important to keep in mind that this data is limited and may not re ect the overall 76 71 70
performance of the students. To have a complete understanding of student 73 84 84
performance, it would be necessary to have more data, such as demographic 58 66 68
information, and other factors that may in uence student performance, as well as to
54 66 57
compare these scores with other data such as previous years scores, national
averages or other benchmarks. 70 66 67
48 57 52
47 45 45
62 69 65
78
Copyright 2023 International Schools Services. All rights reserved. Materials are intended for individual use. Not for distribution, reproduction, or publication. 86 84#ISSedu
62 73 70
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18.Helping to track and manage student progress
19.Creating collaborative workspaces or group projects
20.Helping to manage classroom behavior and discipline
21.Providing professional development resources
22.Generating report cards or transcripts
23.Creating and managing online courses or programs
24.Providing support for special needs students
25.Helping to plan and organize eld trips or excursions
26.Creating and managing student portfolios
27.Generating and managing student data
28.Providing resources for parent engagement
29.Creating and managing student groups or clubs
30.Providing support for English language learners
31.Helping to manage and maintain technology in the cla
32.Creating and managing online communities or forums
33.Providing support for distance or remote learning
34.Helping to integrate technology in the classroom
35.Creating and managing digital textbooks or e-books
36.Providing support for project-based learning
And lots more… 37.Helping to manage and maintain school library resourc
38.Creating and managing student databases or records
39.Providing
Copyright 2023 International Schools Services. All rights reserved. Materials are intended for individual support
use. Not for distribution, for
reproduction, STEM education
or publication. #ISSedu
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But, that’s just the tip of the iceberg…
So, what’s the bad?
1. Plausible, but incorrect
1. Plausible, but incorrect.
1. Plausible, but incorrect.
Number 4 isn’t right. Garry Wills famously wrote “Lincoln at Gettysburg,” and Lincoln himself wrote the Emancipation
Proclamation, of course, but it’s not a bad start. Then I tried something harder, asking instead about the much more
obscure William Henry Harrison, and it gamely provided a list, nearly all of which was wrong.
2. Downtime, outages, failed responses
#ISSedu
And the ugly?
And the ugly?
1. Unethical applications
And the ugly?
#ISSedu
And the ugly?
#ISSedu
And the ugly?
1. Unethical applications Via @bleepingcomputer
#ISSedu
And the ugly?
1. Unethical applications Via @bleepingcomputer
#ISSedu
And the ugly?
2. Bias, lack of diverse representation, racism, stereotypes.
#ISSedu
#ISSedu
3. Evolving Practices
Prompts, Evaluation, and Assessment
Giving prompts
Three Laws Of Robotics
Giving prompts
No personal, identi able, or

sensitive data
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Giving prompts
“Create a list of genius hour projects for grade 1 students”
Genius Hour projects for Grade 1 students can be a fun way to encourage curiosity, creativity, and a love
of learning. Here are some ideas:
1.Animal research project - Students can choose an animal and research its habitat, diet, and other
interesting facts.
2.Insect investigation - Students can learn about di erent insects and their unique features, such as the
life cycle of a butter y or the importance of bees.
3.Plant exploration - Students can learn about the di erent types of plants and their uses, and even start
their own garden.
4.Weather observations - Students can track the weather and learn about how it changes throughout the
year.
5.Solar system study - Students can learn about the di erent planets in our solar system and create their
own planet models.
6.Community helpers research - Students can learn about di erent community helpers, such as
re ghters, doctors, and police o cers.
7.Creative writing - Students can write their own stories or poetry, and even create their own illustrations.
8.Music and art exploration - Students can learn about di erent types of music and art, and create their
own masterpieces.
9.Science experiments - Students can conduct simple science experiments, such as making a volcano or
learning about density.
10.Healthy living project - Students can learn about the importance of healthy living and create a healthy
meal2023
Copyright plan or exercise
International routine.
Schools Services. All rights reserved. Materials are intended for individual use. Not for distribution, reproduction, or publication. #ISSedu
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Giving prompts
“Speci c and detailed”
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Giving prompts
TANO Prompt
Task: What do you want?
Audience: Who is it for?
Non-negotiable: What MUST it have?
Output: What format should the nal product be in?
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Giving prompts
TANO Prompt
Create a list of genius hour projects that can be completed with minimal support by
Task:
students in grade 1.
Audience: This is for parents and guardians who will be working alongside the child.
Each project must include a task name, brief description, common core standard,
Non-negotiable: instructions in bullet form, practical tips for teaching their child that are related to the unique
task, materials required, safety considerations and online links that could be useful.
It should be a table with key content areas under separate columns. Also include an emoji
Output: in the task name.
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Giving prompts
Original TANO
Animal research project - Students can
choose an animal and research its
habitat, diet, and other interesting facts.
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Giving prompts
TANO Prompt
Task: What do you want?
Audience: Who is it for?
Non-negotiable: What MUST it have?
Output: What format should the nal product be in?
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Giving prompts
TANO Prompt
You are now a Japanese Tutor that specialises in providing students with mini lessons in
Task: romaji.
Grade 8 students of mixed ability. Some have never studied Japanese, others have
Audience:
completed a single year in Grade 7.
1. I will speak to you in English and you will help me learn romaji
2. You will encourage me to type my own romaji prompts which you will check for accuracy.
Non-negotiable: 3. Based on my level of accuracy, you will deliver mini lessons to me.
4. You will occasionally ask questions to determine which directon to take the mini lesson.
You will use a casual, reassuring tone. You will provide positive reinforcement and ask for
Output:
feedback in regards to your teaching style
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Giving prompts
TANO Prompt
“Hello and welcome to our Japanese class! I'm excited to teach you today.
Let's start by talking about romaji. Romaji is a way of writing Japanese using the Roman alphabet, which is
the same alphabet we use for English. So, for example, "こんにちは" in Japanese can be written as
"konnichiwa" in romaji.
To help you learn romaji, I'll speak to you in English and you can write down the Japanese words in romaji.
After you write them down, I'll check your work for accuracy.
Now, let's try writing down some basic Japanese phrases in romaji. I'll say the phrase in English, and you can
write it down in romaji.
How do you write "hello" in romaji?
John: Konnichiwa
Great job! That's correct. "Hello" in romaji is spelled "konnichiwa".

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Giving prompts
TANO Prompt
You will proofread scienti c experiments conducted by biology students and suggest
Task: changes to them inline with this set of criteria (X).
Grade 11 IB Biology students at an international school. This is their rst semester of

Audience:
Biology.
1. You will ask the student to enter their experiment.

Non-negotiable: 2. You will ask additional questions about the experiment and await their responses.
3. Based o their answers, you will suggest changes to their experiment in line with the criteria sheet.
Output: You will provide an updated experiment based off the feedback the student provides you.
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Giving prompts
TANO Prompt
“Great, that sounds like a good experiment to investigate the e ect of di erent types of soil on plant growth. Here are
some questions to ensure that their experiment is well-designed and their data is reliable:
1.Have you considered using more than one type of plant? Using multiple plants can provide a more representative
sample of the e ect of soil type on plant growth.
2.Have you considered using the same brand of tomato seed for each pot to ensure consistency? Using the same brand
of seed can reduce variability in growth rates and make it easier to identify di erences in growth due to soil type.
3.How will you ensure that the plants receive the same amount of light and water throughout the experiment? Variations in
these factors can a ect the growth of the plants and impact the reliability of the data.
4.Will you use any statistical analysis to determine if the di erences in growth between soil types are signi cant? This can
help to determine if any di erences observed are due to chance or if they are likely due to the e ect of soil type.
5.Have you considered any potential sources of error in your experiment and how you might address them? For example,
variation in the size of the tomato seeds, di erences in the temperature or humidity of the environment, or variability in
the soil composition can all a ect the growth of the plants.
Also, here are some potential changes to the experiment:

• If the students have not considered using the same brand of tomato seed, I would recommend they do so to ensure
consistency in the growth rates of the plants.
• If the students have not considered using statistical analysis to determine if the di erences in growth between soil #ISSedu
types are signi cant, I would recommend they do so to provide more rigorous analysis of the data."
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Giving prompts
“Provide research on X authored by
historically marginalised groups”
“Let’s take turns co-authoring…”
“Check this code and TANO Prompt

explain how I might make it
more e cient”
“Hey Siri, let’s have a conversation in
Mandarin about X”
“Ask me questions and then generate
prompts that will boost my e ciency as
a teacher”
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Coach with in inite patience
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Giving prompts
https://docs.google.com/presentation/d/17b_ocq-GL5lhV_bYSShzUgxL02mtWDoiw9xEroJ5m3Q/edit#slide=id.gc6f83aa91_0_79
Giving prompts
owgpt.com #ISSedu
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Giving prompts
https://www.reddit.com/r/ChatGPTPromptGenius/ #ISSedu
Evaluating responses
“Plausible, but incorrect.”
“Tools and techniques”
Tools
https://researchguides.ben.edu/source-evaluation www.librarianyarns.com
Techniques
👦
🧒👩 and/or 🤖
“Write two sentences on the causes of World War 1”.
“World War 1 was caused by a complex set of factors, including the competition for power and resources
among European nations, the system of alliances that divided Europe into two opposing camps, and the
assassination of Archduke Franz Ferdinand of Austria-Hungary by a Serbian nationalist. These factors
created a tense atmosphere of suspicion and distrust, which eventually led to the outbreak of war in 1914.”
“Use the CRAAP evaluation on the above reply. Include research”.

“Currency: The information in my irst paragraph is based on historical research and accounts, and it re lects
the current understanding of the causes of WW1. However, it's important to note that new information and
interpretations may emerge over time, which could impact our understanding of the topic. Therefore, it's
important to consider how recent the information is and whether it re lects current scholarship. For example, a
recent book on the subject, "The War That Ended Peace" by Margaret MacMillan, provides a comprehensive
analysis of the causes of WW1 based on the latest research.
Relevance: The causes of WW1 are a crucial topic in the study of history and international relations, as they
help us understand the complex factors that contributed to the outbreak of one of the deadliest con licts in
human history. When evaluating relevance, it's important to consider whether the information is appropriate
for
f
f
f
f
“Score your response inline with
this rubric.”
“Here's a self-evaluation of my response based on the CRAAP test rubric:
Currency: 4 (The information provided is current and re ects the current

understanding of the causes of WW1)
Relevance: 3 (The information provided is relevant to the topic of the

causes of WW1, but it is not exhaustive and may not be appropriate for all
purposes)
Authority 1 : 4 (The information is not in uenced by any known bias or

agenda, and is widely accepted by experts in the eld)
Authority 2: 4 (A range of historically factual accounts from di erent

authors)
Accuracy: 4 (The information provided is generally accurate and re ects

the commonly accepted view among historians and scholars)
Purpose: 3 (The purpose of the response is to provide a brief summary of

the causes of WW1, but it is not intended to be a comprehensive analysis,
and may not be appropriate for all purposes)
Overall score: 22 (Based on this self-evaluation, my response appears to

be generally credible and reliable, but may not be appropriate for all
purposes or contexts.)”
fl
fi
fl
ff
fl
Tools Techniques
Or train ChatGPT on any other one

+ 👩 🤖
👦🧒
Thoughts on assessment
https://gptzero.me/ #ISSedu
platform.openai.com/ai-text-classi er #ISSedu
fi
#ISSedu
Assessment triangulation
Varied strategies bene t all learners
#ISSedu
fi
4. Professional insights
DEIJB, Creativity, and Learning
Dr. Dana Watts
Director of Learning, Research & Outreach
@teachwatts
Joel Jnr Llaban
Director of Diversity, Equity, Inclusion & Justice
@JoelJrLLABAN
5. What’s next?
Bing AI, Tools, resources, and Q&A
Bing AI
bing.com/new
Jump through some hoops
Access to the web
#ISSedu
@emollick
Other AI
perplexity.ai
midjourney.com
liki.ai #ISSedu
f
Integrations
https://summarizergpt.web.app/ #ISSedu
https://chrome.google.com/webstore/detail/chatgpt-for-google/jgjaeacdkonaoafenlfkkkmbaopkbilf #ISSedu
https://shareshortcuts.com/shortcuts/2311-alexia.html #ISSedu
#ISSedu
https://chrome.google.com/webstore/detail/speak-to-chatgpt/nodogckedbjone eafgjckbhjdehggc #ISSedu
fi
Resources (edu)
www.youtube.com/watch?v=oIQ2zR3ym3g&t
https://learn.wab.edu/innovation/ai
Session snapshot
1. Overview — What is ChatGPT and generative AI?
2. Use cases — Good, Bad, and Ugly
3. Evolving practices — Prompts, Evaluation, and Assessment
4. Professional insights — DEIJB, Agency, and Personalisation
5. What’s next? — Bing AI, tools, resources, and Q&A.
#Links
Q&A
Quick Re lection:
Gots/Wants
Share your thoughts via the chat :)
f
What’s one thing you
‘Got’ out of this
session?
Now what might you
‘Want’ to explore next?
iss.edu
#ISSedu
Design Thinking: Crash Course for Leaders
March 21
Getting Started with Data Analytics

April 25
iss.edu
#ISSedu
Thanks!
@j0hnburns
jburns@iss.edu
www.iss.edu

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Generative AI & ChatGPT

Implications for teaching, learning, creativity, and productivity

@j0hnburns | International Schools Services

@j0hnburns | International Schools Services

300 billion words

Limited knowledge of world and

Opportunities for di erentiation:

9. Celebrate successes: Recognize

Three Laws Of Robotics

No personal, identi able, or

Audience: Who is it for?

Non-negotiable: What MUST it have?

Output: What format should the nal product be in?

Audience: Who is it for?

Non-negotiable: What MUST it have?

Output: What format should the nal product be in?

How do you write "hello" in romaji?

Great job! That's correct. "Hello" in romaji is spelled "konnichiwa".

Grade 11 IB Biology students at an international school. This is their rst semester of

1. You will ask the student to enter their experiment.

Also, here are some potential changes to the experiment:

“Let’s take turns co-authoring…”

“Check this code and TANO Prompt

“Plausible, but incorrect.”

“Use the CRAAP evaluation on the above reply. Include research”.

Currency: 4 (The information provided is current and re ects the current

Relevance: 3 (The information provided is relevant to the topic of the

Authority 1 : 4 (The information is not in uenced by any known bias or

Authority 2: 4 (A range of historically factual accounts from di erent

Accuracy: 4 (The information provided is generally accurate and re ects

Purpose: 3 (The purpose of the response is to provide a brief summary of

Overall score: 22 (Based on this self-evaluation, my response appears to

Or train ChatGPT on any other one

Getting Started with Data Analytics

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