So nice to read about classroom practices that come from a place of trust!
Like you, I teach small, seminar-style courses about history, but with two major differences. I start the class with a discussion about attention and the culture we want to create during our time together. I share that students in previous classes suggested that in future classes I prohibit the use of phones and laptops unless they are absolutely needed. Last fall, that led to an agreement in my classes, shared and enforced by the students, to put away digital technology during class discussion. (Note: I encourage students to connect with me and/or disability services if they need accommodations.)
The other major difference is that last fall I encouraged students to use AI as an educational and writing technology, if they wanted to do so. I was teaching a class about AI in technology studies, not history, and so that variety of experiences with AI led to some engaged discussion about when and why students made the choice to use it. The writing assignments were more personal reflection, and as I explained, I wanted to know what they were thinking and feeling about AI as educational technology, not read text generated by a machine. That led to some fantastic essays, along with a few that seemed smooth and empty. More important, I had a chance to talk with students individually and in small groups about the choices they made.
Next year, I will be back to teaching a history class. I honestly don't know how to handle the fact that the language machines will now produce a polished research essay in a matter of minutes. I'll be reading your blog to help me figure that out. Thanks!
Hi Rob - since you're teaching small seminar-style courses like me, perhaps making some time for students to work on assignments in class, and check-ins with you where you see them outline / draft / polish etc will help. This is how I've made space for them to not feel like they have to cheat (in the sense that most cheating is done because students panic and run out of time). I also ungrade, so all assignments are formative until the very end of the trimester, and if I spot something that seems odd, I can flag it and talk to the student about how that happened / why they chose the expression they did, and ask them to update it.
Absolutely! We do a lot of writing in class, often paragraphs to start the assignments. We also read in class. I leaned harder into ungrading than I ever have this past fall...not sure I can ever go back. When I talk with colleagues about this, the most common reaction is "that all seems nice, but I teach a class of 60 or 100." And, yeah. This kind of approach doesn't scale.
I love the predictive-text exercise and the readings! I am wondering what you do do when you encounter student writing that appears to be AI generated. I’ve found that the student discussions you outline do not eliminate AI use.
Hi Miruna. I work into later classes in a trimester lots of opportunities for students to work on their assignments in class, and check-ins with me one on one, which means I haven't yet had someone turn in work that I hadn't seen them working on themselves. I have had phrases turn up in papers that seem too slick / not in the students' voice, but because I practice ungrading, all assignments are formative until the very end of the trimester, which allows me to flag the phrasing and ask for citation, or to ask for how they thought of the phrasing etc. They then have the opportunity to correct.
So nice to read about classroom practices that come from a place of trust!
Like you, I teach small, seminar-style courses about history, but with two major differences. I start the class with a discussion about attention and the culture we want to create during our time together. I share that students in previous classes suggested that in future classes I prohibit the use of phones and laptops unless they are absolutely needed. Last fall, that led to an agreement in my classes, shared and enforced by the students, to put away digital technology during class discussion. (Note: I encourage students to connect with me and/or disability services if they need accommodations.)
The other major difference is that last fall I encouraged students to use AI as an educational and writing technology, if they wanted to do so. I was teaching a class about AI in technology studies, not history, and so that variety of experiences with AI led to some engaged discussion about when and why students made the choice to use it. The writing assignments were more personal reflection, and as I explained, I wanted to know what they were thinking and feeling about AI as educational technology, not read text generated by a machine. That led to some fantastic essays, along with a few that seemed smooth and empty. More important, I had a chance to talk with students individually and in small groups about the choices they made.
Next year, I will be back to teaching a history class. I honestly don't know how to handle the fact that the language machines will now produce a polished research essay in a matter of minutes. I'll be reading your blog to help me figure that out. Thanks!
Hi Rob - since you're teaching small seminar-style courses like me, perhaps making some time for students to work on assignments in class, and check-ins with you where you see them outline / draft / polish etc will help. This is how I've made space for them to not feel like they have to cheat (in the sense that most cheating is done because students panic and run out of time). I also ungrade, so all assignments are formative until the very end of the trimester, and if I spot something that seems odd, I can flag it and talk to the student about how that happened / why they chose the expression they did, and ask them to update it.
Absolutely! We do a lot of writing in class, often paragraphs to start the assignments. We also read in class. I leaned harder into ungrading than I ever have this past fall...not sure I can ever go back. When I talk with colleagues about this, the most common reaction is "that all seems nice, but I teach a class of 60 or 100." And, yeah. This kind of approach doesn't scale.
thanks for this! I really like your approach, and I think I'm going to snag a couple of these readings for my own courses. :)
I love the predictive-text exercise and the readings! I am wondering what you do do when you encounter student writing that appears to be AI generated. I’ve found that the student discussions you outline do not eliminate AI use.
Hi Miruna. I work into later classes in a trimester lots of opportunities for students to work on their assignments in class, and check-ins with me one on one, which means I haven't yet had someone turn in work that I hadn't seen them working on themselves. I have had phrases turn up in papers that seem too slick / not in the students' voice, but because I practice ungrading, all assignments are formative until the very end of the trimester, which allows me to flag the phrasing and ask for citation, or to ask for how they thought of the phrasing etc. They then have the opportunity to correct.