If any of you have the paid version of ChatGPT, I would recommend creating specific Custom GPT's to incorporate formulas which can be used to give specific kinds of feedback, prompting, or any other instructions you want students to use. They are relatively easy to make and can be shared directly and used by anyone with an account - paid or not.
I’m curious about the use of AI to “mimic” a scaffolded assignment. Do you rely solely on metacognition of the student? Or is there still feedback at the scaffolded stage? I struggle with the fact that learners don’t know what they don’t know: how do they know which parts to abandon? Do we respond to their metacognitive responses?
Thank you for these good questions, Rebecca. Where do you teach? I hear you, re the struggle around learners who don't know what they don't know. On the plus side, I've noticed that students' metacognitive reflections, even when they are limited or off base, give me a window into their thinking that I can then use to design instruction. Re: your question about responding to their metacognitive responses: yes! I've been a fan of Eli Peer Review, which encourages teachers to respond to students' metacognitive revision plans rather than their actual drafts. It's an interesting switch, but has been fruitful for me as a teacher. Thank you again for reading and responding. :) --Jennifer
I’ve become hyperaware of the importance of feedback now that I’m experimenting with a more specs grading approach—I appreciate your response and your work! I teach undergrads and Masters students at a conservatory.
If any of you have the paid version of ChatGPT, I would recommend creating specific Custom GPT's to incorporate formulas which can be used to give specific kinds of feedback, prompting, or any other instructions you want students to use. They are relatively easy to make and can be shared directly and used by anyone with an account - paid or not.
We created custom GPT‘s both for primary archival research as well as for OER writing handbook. Students loved them!
Thank you. I'll be sure to share this with fellow educators. Fits well with my thoughts from a few months back https://acaiberry.substack.com/p/whose-bread-is-it-anyways
This is really helpful and I'm going to save it for when I need to think about how to help my students learn to write.
I’m curious about the use of AI to “mimic” a scaffolded assignment. Do you rely solely on metacognition of the student? Or is there still feedback at the scaffolded stage? I struggle with the fact that learners don’t know what they don’t know: how do they know which parts to abandon? Do we respond to their metacognitive responses?
Thank you for these good questions, Rebecca. Where do you teach? I hear you, re the struggle around learners who don't know what they don't know. On the plus side, I've noticed that students' metacognitive reflections, even when they are limited or off base, give me a window into their thinking that I can then use to design instruction. Re: your question about responding to their metacognitive responses: yes! I've been a fan of Eli Peer Review, which encourages teachers to respond to students' metacognitive revision plans rather than their actual drafts. It's an interesting switch, but has been fruitful for me as a teacher. Thank you again for reading and responding. :) --Jennifer
I’ve become hyperaware of the importance of feedback now that I’m experimenting with a more specs grading approach—I appreciate your response and your work! I teach undergrads and Masters students at a conservatory.