Curious? Here’s a sneak peek at what we’re cooking up:

• Essay prompts that’ll make AI scratch its virtual head
• The secret sauce for blending analytical muscle with creative flair
• The art of making students think about their thinking

Warning: This episode may cause spontaneous lesson plan redesigns and uncontrollable excitement about essay grading. Listen at your own risk – your students might actually start looking forward to writing assignments!

Check out the Back to School Freebies: https://www.mudandinkteaching.org/backtoschool24

Perfect Match Essay Writing Resources: https://www.teacherspayteachers.com/Product/The-Perfect-Match-A-Reality-TV-Inspired-Literary-Analysis-Essay-Workshop-11956460

Key Concepts

1. Evolution of essay teaching methods
2. Balancing creativity and analytical rigor
3. Adapting to the challenges posed by AI in education
4. Implementing student choice and personalized learning
5. Integrating pop culture and real-world connections in essay prompts
6. Developing metacognitive skills through multi-layered analysis

Episode Timestamps

– 00:00 – Introduction: The challenge of essay writing in the AI era

– 00:39 – Reflection on past teaching methods

– 02:41 – The shift towards personalized engagement and creativity

– 03:59 – Introducing the new essay assignment structure

– 07:57 – Benefits of the new approach for teachers and students

– 12:13 – Supporting students through resources and checkpoints

– 18:04 – Addressing potential challenges and cheating concerns

– 19:56 – Real-world skills developed through the new essay format

– 23:15 – Detailed breakdown of sample essay prompts

– 27:14 – The importance of meta-analysis and critical thinking

– 28:33 – Teaser for the next episode on incorporating pop culture into units

Detailed Summary

The Evolution of Teaching Essay Writing

The host reflects on their journey as an English teacher, from using traditional methods with rigid requirements to embracing a more process-oriented approach. They discuss the challenges of maintaining personalized engagement with students while managing workload and time constraints.

A New Approach to Essay Assignments

The episode introduces an innovative essay assignment structure for the upcoming school year. Key features include:

• A set of creative prompts for each unit throughout the year
• Students choose to complete one literary analysis essay per semester
• Prompts are designed as projects that combine creativity with analysis
• Examples include adapting novels into video games and creating soundtracks for pivotal scenes

Supporting Student Success

To ensure students are well-supported in this new format, the host has developed:

• A comprehensive guide to literary analysis
• Resources for specific skills like thesis statement writing and paragraph structuring
• Prompt-specific resources and guiding questions
• A structured process with checkpoints and peer review integration
• One-on-one proposal meetings with each student

Addressing the AI Challenge

The elephant in the room: AI’s ability to generate essays. Their approach aims to:

• Make assignments less susceptible to AI-generated content
• Focus on the creative process and personal reflection
• Encourage critical thinking and application of concepts in unique contexts

Real-World Skill Development

The new essay format is designed to foster skills that will be valuable in an AI-dominated future, including:

• Managing multiple streams of information
• Synthesizing data from various sources
• Cross-disciplinary thinking
• Project-based problem-solving
• Self-directed learning
• Combining creativity with analytical skills

Sample Prompt Breakdown

Detailed look at two sample prompts:

1. Creating a social media campaign for Frankenstein’s creation
2. Developing a storytelling playlist for a novel

These prompts demonstrate the multi-layered analysis required, including textual analysis, media analysis, ethical considerations, and comparative analysis with real-world examples like Beyoncé’s concept albums.

Meta-Analysis and Critical Thinking

A key feature of the new essay format is the emphasis on meta-analysis. Students are required to reflect on their own creative and analytical processes, adding depth to their understanding and developing crucial metacognitive skills.

Opportunities for Discussion

1. How can we balance creativity and analytical rigor in essay assignments?
2. What are the potential benefits and drawbacks of giving students more choice in their essay topics?
3. How can we effectively prepare students for a future where AI plays a significant role in writing and information processing?
4. What strategies can educators use to make essay writing more engaging and relevant to students’ lives?
5. How might this approach to essay writing impact students’ preparedness for higher education and future careers?

We’d love to hear your thoughts on this innovative approach to essay writing! Share your experiences, ideas, or concerns about adapting essay assignments for the AI era. Connect with us on social media or email us on Instagram @englishclassroomarchitect.

Don’t forget to subscribe to our podcast for more insights on evolving teaching practices and strategies to engage the modern student. Our next episode will dive into incorporating pop culture into English units – you won’t want to miss it!

The post 45. Then and Now: How AI Turned Essay Writing from Chore to Creative Challenge appeared first on English Classroom Architect.

The film Quiz Show documents the early years of television, specifically America’s fascination with quiz shows, and the scandal that rocked the early medium when producers fixed the results of popular shows in order to ensure popularity for their show sponsors.

Teachers may be hesitant to teaching with film. But not only does teaching with film provide context for the time for Fahrenheit 451 and The Crucible, it also sheds light on America’s complicated relationship with knowledge and learning, providing opportunities for rich discussion in high school English classrooms.

The film itself is not only ripe for curriculum connections, it is a great movie as a standalone. Among many honors, it won a Golden Globe for Best Film – Drama, and Robert Redford won a Golden Globe for Best Director. The cast is star studded, and students will likely recognize Ralph Finnes who they know as Lord Valdemort. While nothing will please everyone, this is a film the vast majority of my students found engaging.

I love when texts can serve multiple functions, and I found that teaching with film, specifically the The Quiz Show, is one that really packs a punch. I have used this opportunity for teaching with film to provide historical context, deepen contextual understanding of America’s relationship with knowledge, help students synthesize text for Socratic Seminars, and help make thematic connections between the 1950s and today.

Teaching with Film to Explore Parallel Themes in Quiz Show, The Crucible, and Fahrenheit 451

I initially planned to use the film Quiz Show simply for the historical and cultural context it could provide to the texts we were reading that were written during the 1950s: The Crucible, Raisin in the Sun, and Fahrenheit 451. But, as I started to plan how I was going to implement my ideas for teaching with film, I realized the conceptual pairings were quite deep, and could even connect to The Great Gatsby,  as well.  Across these works, the interplay between power structures and the dissemination of knowledge forms a recurring motif – the multifaceted ways in which those in control wield their influence over information, shaping perceptions and determining truth.

In a world where books are banned and intellectualism is suppressed, the manipulation of knowledge becomes increasingly important for us to address. In Fahrenheit 451, the oppressive government maintains control by erasing history, altering narratives, and substituting substance with superficiality. What makes this all the more terrible is that the society of the novel got to this point because people gradually gave up their willingness to think critically. As we guide our students through the bleak landscape of Fahrenheit 451, we explore the implications of a society devoid of critical thinking and the perilous consequences of a society that seeks to stifle enlightenment.

The Crucible, set against the backdrop of the Salem witch trials, unveils the danger of unchecked authority. The manipulation of knowledge, in this case through false accusations, not only tears at the fabric of a community but reveals how those in power can exploit fear and hysteria to maintain control. Through the lives of the characters we help our students to understand information can be weaponized to serve ulterior motives.

Moving from the pages of literature to the silver screen, teaching with the film The Quiz Show thrusts us into the realm of reality television and media manipulation. Here, the contestants’ quest for knowledge is manipulated by unseen hands seeking to construct an image of success. The power structures at play are hidden beneath the surface, shaping the narrative for entertainment value and ratings. As we peel back the layers of deception, we confront the disconcerting reality of how media can influence perceptions, reinforcing the notion that even in the pursuit of knowledge, manipulation can obscure the truth.

Across these narratives, the common thread is the potent connection between power and the control of knowledge. Whether through censorship, accusation, or media manipulation, we’re confronted with the sobering reality that those who hold authority possess the capacity to mold reality itself. 

Examining the American Relationship with Knowledge

America has a complicated relationship with knowledge. On one hand, we celebrate success related to knowledge. On the other hand, culture communicates that people can be “too smart for their own good” and in popular culture book smarts are often looked down upon and labeled outcasts. Americans are often skeptical of people that are too bookish.  As a result, the pursuit of knowledge is often central in American literature. 

When I taught this last I really went down a rabbit hole. My students were completing a video essay about a 1950s topic for their summative and they needed to incorporate a film of their choice, The Crucible, and Fahrenheit 451. To have a sample and to troubleshoot the process, I completed the assignment myself. My project incorporated the film The Quiz Show. We watched it as a class, and I felt like my project would reinforce and deepen their previous conversations and assignments. I chose the topic because I knew there would be content to work with, but as I worked through the assignment, I came to realize the deep connection among these three texts. 

As I delved into the historical and cultural factors shaping the American knowledge culture, a luminous figure stepped onto the stage—Mortimer Adler. An eminent philosopher, educator, and early proponent of the Great Books movement, Adler’s influence resonated deeply in my exploration. His philosophical tenets advocating for the pursuit of knowledge and critical thinking found a home with the Van Doren family, who were close friends and confidants of Adler.

I had not made the connection until I was into my research, but I already had knowledge of Charles Van Doren through his work with Adler as I have read their book How to Read a Book, which suggests “how” is through active and critical connection with the content. The book is a direct reaction to the fallout of The Great Books movement. Adler wanted people to engage with these “great books,” but in reality they often became an educational shortcut. Visually, people could appear learned by displaying novels associated with deep thinking, even if they had not actually read the tomes they displayed. 

As Charles navigated the fallout of the quiz show scandal, his affiliation with Adler served as a shield, offering a degree of insulation that his counterpart, Herbert Stempel, did not enjoy. Adler was Chairman of the Board of Encyclopedia Britannica, not coincidentally the place where Charles Van Doren got a job after he lost his job at Columbia following his Congressional subcommittee testimony and admission that he participated in the rigging of the show, Twenty-One. 

Intriguingly, this connection amplifies the narrative of The Quiz Show. Charles Van Doren’s association with Adler not only highlights his intellectual prowess but also provides a glimpse into the power structures at play. 

This juxtaposition of both affinity to and reppelance of knowledge mirrors the themes woven into Fahrenheit 451 and The Crucible, where power and influence over knowledge become instruments that can either shield or subjugate.

Through the prism of Adler’s influence, we discern the intricate web of connections that shape the American knowledge culture. From the suppression of books in Fahrenheit 451 to the machinations of power in The Crucible and The Quiz Show, the interplay between knowledge, authority, and society’s dynamics becomes a tapestry of exploration, urging us to unravel its intricacies and become architects of a more informed and discerning future.

Reflecting on the Relevance of “Quiz Show” in the Modern Era

By teaching with the film, students will see a clear connection between The Quiz Show and reality television. The manipulative tactics that emerge in the film’s game show scandal mirror the tactics often employed in reality TV, where narrative crafting and selective editing can skew perceptions for entertainment purposes.

While America shines as a knowledge superpower, we’ve developed a paradoxical relationship with education and learning. In our pursuit of individualism and free thought, we’ve sometimes downplayed the significance of education, even expressing skepticism towards intellectual pursuits. This blend of skepticism and pride creates a unique landscape—one where our students must traverse the contours of truth and falsehood with caution.

The Quiz Show might be a period piece, but its connections to truth, deception, and ethics still resonate loudly in our lives. From fake news to social media filters, our world is brimming with situations that make us question what’s real and what’s not. Teaching with the film provides opportunities for connecting these contemporary issues with the film’s themes, and we can empower our students to be critical thinkers and responsible consumers of information.

With the creation of the Internet, now everyone can put out content and have a voice. The voice can be built on strong, factual content, but it can also be made up of baseless information. Now it is not so simple to know what is valid or fake just by looking at it. Artificial intelligence and the growing possibility of deep fakes confounds this possibility. 

In the ever-evolving landscape of information, where tweets (are they still called tweets now that Twitter is now called X?) become headlines and videos go viral before breakfast, our students are navigating a whirlwind of content like never before. 

We must guide our students towards a deep understanding of the complexity of information, fostering the skills they need to dissect, evaluate, and discern the real from the fabricated. By nurturing these skills, we’re empowering a generation to question, analyze, and challenge.

Teaching with the film Quiz Show and Integration with The Crucible

Looking at The Quiz Show alongside Arthur Miller’s The Crucible, an interesting intersection of history and literature emerges. Through this juxtaposition, we offer our students a chance to peer into the historical contexts that underpin these works, unraveling the societal pressures that have shaped human behavior across different eras.

In The Quiz Show, set against the backdrop of the 1950s, the allure of television’s rising influence in American households exerts an undeniable pull. Just as the characters in The Crucible grapple with the societal pressures of the Salem witch trials, where conformity and maintaining appearances were paramount, the contestants and decision-makers in the film wrestle with their roles in an emerging media culture.

Teaching with the Film Quiz Show and Integration with Fahrenheit 451

In the digital age, where technology weaves a tapestry of connection and convenience, Fahrenheit 451 takes on new resonance. As we explore the role of media and technology in shaping knowledge, the parallels between Bradbury’s vision and contemporary realities come into focus. The omnipresence of screens, the inundation of information, and the manipulation of narratives mirror the all-encompassing technology depicted in the novel.

The cautionary echoes of Fahrenheit 451 reverberate beyond its fictional pages, urging us to scrutinize our own culture. By drawing parallels between Bradbury’s dystopian universe and contemporary society, we encourage our students to recognize warning signs that echo in our midst. The erosion of critical thinking, the proliferation of shallow entertainment, and the subversion of truth are threads that weave through both narratives.

While these parallels scream to us, our students may be too deep in the muck and mire to easily see how strong the connection between their lives and the text is. In a recent Socratic Seminar, several students admitted they did not actually read the text assignment for the day, but they did not see that their behavior was similar to what happened in Fahrenheit 451 that led to the dystopian society, but instead only railed on societies that censor knowledge seeing the dangers that lie in other countries. Students need to understand the impact their actions have on our knowledge culture and also recognize the consequences of complacency. 

Teaching with the Film Quiz Show and Integration with The Great Gatsby

As we look into the root causes of the quiz show scandal, we see that television marketing drove the decisions of the producers. The decision to reduce Hebert Stempel with Charles Van Doren was one of optics, and their choice was done under the guise of viewership and their relationship with their sponsor, Geritol. Producers wanted America to continue to tune in, and they believed the polished academic Charles Van Doren had more draw than the previous winner, Herbert Stempel. By exploring this dynamic, Quiz Show explores the dynamics of class and ethnicity at play in the 1950s. 

In The Great Gatsby, Jay Gatsby manipulates reality in an effort to present the perfect image of himself. Similar to the methods employed by quiz show producers in the 1950s, Jay Gatsby bends and breaks rules and laws in order to achieve the ultimate picture of success. 

With this parallel, students can look into the role that media and marketing play in their perception of the truth. 

Beyond Teaching with Film: Cultivating Critical Thinking and Media Literacy

• Engage in Socratic Seminars to encourage discussions on power dynamics, manipulation, and censorship, fostering open dialogue and diverse perspectives.
• Utilize Close Reading and Textual Analysis to explore key scenes, uncover layers of meaning, and identify motifs related to power and knowledge.
• Foster Reflective Writing to bridge personal experiences with themes of power, manipulation, and information, promoting personal growth and deeper connections.
• Develop Critical Media literacy through Media Analysis Projects that evaluate news sources, recognize bias, and draw parallels between media manipulation in texts and contemporary challenges.
• Facilitate Ethical Dilemma Discussions to encourage consideration of the ethical impact of knowledge on individuals and society, promoting conversations on responsibility, accountability, and knowledge dissemination.
• Promote Responsible Consumption by teaching students to navigate and evaluate information with discernment, empowering them to distinguish between reliable sources and disinformation.

Conclusion

By teaching with film, we infuse our pedagogy with the power to shape not only literary understanding but also the very foundations of intellectual engagement. By celebrating the achievements of the past, confronting the challenges of the present, and preparing for the uncharted territories of the future, we pave the way for a generation that thrives as critical thinkers, ethical consumers of information, and champions of knowledge culture.

The post The Challenge of Navigating Truth in the Digital Age: 3 Lessons from ‘Quiz Show’ appeared first on English Classroom Architect.

In this episode I share my personal journey with ChatGPT and my own challenges of AI in the classroom. I address concerns surrounded AI-generated content and share strategies for assessing and grading student work in the Age of AI. I explore the potential impact of AI on different industries and offer insights into the increasing importance of student authenticity and creative expression. Tune in for a conversation on how teachers can navigate the integration of AI in their classrooms (or not!) While avoiding burnout.

Today, I want to share a story that unfolded during my recent literary analysis unit on The Water Dancer, where AI’s presence became both fascinating and concerning.

As I guided my students through this engaging unit, providing them with all the necessary tools and scaffolding, I was disheartened when some of them turned in assignments completed with the assistance of Chat GPT, an AI language model. To my disappointment, the responses were far from satisfactory, often filled with fabricated details and nonsensical answers. This experience led me to reflect on the challenges we face as educators when it comes to AI-generated content and the implications it has on students’ writing abilities.

While there are challenges of AI in the classroom, the increasing availability of generative AI is not without benefits. The most exciting thing about AI in the English classroom is that it gives an impetus to help students understand and express their own unique and creative selves. Some key points:

• It helps students find and share their humanity, which makes them unique and creative.
• Students need to develop skills to get to the heart of what makes a piece of writing tick and bring their own spin, not just replicate AI.
• This helps students prepare for a future where AI will replace mediocre work, so they need to develop their individuality and creativity.

In this podcast, we will explore various aspects of AI in education, including the limitations and potential of AI tools like Chat GPT, as well as the ethical considerations and struggles we encounter as we strive to ensure academic integrity. Together, we will seek innovative strategies to tackle these issues, empowering ourselves and our students to embrace the benefits of technology while maintaining a strong focus on genuine learning experiences.

Key Points Discussed in This Episode

Personal Story: Literary Analysis Unit on The Water Dancer

• Disheartening discovery: Students using AI language model for assignments
• Reflection on challenges faced by educators with AI-generated content
• Implications for students’ writing abilities and academic integrity

Exploring AI in Education

• Understanding the limitations and potential of AI tools like Chat GPT
• Ethical considerations and struggles related to AI in education
• Balancing technology’s benefits with maintaining genuine learning experiences

Practical Solutions and Strategies for Challenges of AI in the Classroom

• Discussing innovative approaches to tackle challenges posed by AI
• Empowering educators and students to embrace AI as a powerful tooll

Nurturing critical thinking, creativity, and authentic writing skills alongside AI usage

• Discussions and Experiences
• Sharing personal stories and experiences related to AI in education
• Examining the evolving landscape of AI’s role in the education sector

Opportunities for Discussion Based on this Episode

Transcript

Okay, so I’m pretty excited to get into this. AI has been rapidly changing, and I think it brings a lot of possibilities and also a lot of trepidation, especially on the part of us high school English teachers because we have already probably seen this being a potential problem that could be very large.

Personal Experience: Challenges with AI in the Classroom

I’ll tell you about what happened with me. In the spring. I was doing a unit on the water dancer, and as a literary analysis unit. I felt so good about it because I had walk students through the different pieces. I think that I did a pretty good job if I don’t say so myself that I had really set the students up so that this formative assessments were leading to the summative assessments, they had everything that they needed, it was really scaffolded they could go back to their assignments to get the quotes, they didn’t really need to go back to the book much at all.

So everyone that had stayed with me on the assignments had everything. So that meant that when students use ChatGPT to complete their assignment, I was pretty disappointed. And what was pretty interesting as I said, they had read The Water Dancer, which is a book that is not in the corpus of ChatGPT because of when it was published, and I tested it out a little bit when we got into the assignment to see what chat GBT would give me.

And it was a little comical to be honest. It gave me some assignments that were I don’t know, they were kind of like, perhaps they made sense if you knew what the book was about, generally, but there was a lot that was made up. And if I asked for a quote, quote, it was I asked for some questions that were just comprehension questions. And it just made up answers. I guess it probably had a summary or it had a little bit of information. So then it just, you know, extrapolated and embellished around that.

But for that reason, when students gave me assignments that were based on ChatGPT I knew immediately because it didn’t make any sense, not only was the writing just flat and basic. The details themselves didn’t make sense because they they didn’t they didn’t make sense.

I’ll tell you another story quick. So one of my students gave me I was like, what happened? What did you see? And they said that they had found something online. And they gave it to me, and it was the most hilarious summary that I had ever. It was so funny because it it was it had some of the details kind of of the text, but not really because it just wasn’t following the whole narrative.

Future Challenges of AI in the Classroom: Improvement of Technologies

So that was ChatGPT in the spring. And now we’re actually in a different version of ChatGPT. So right now the ChatGPT. framework, like what it’s based off of, is GPT-3, but a four exists. So it’s really three and a half. But I do find that it generates better responses now.

I’ve done some experiments and and, you know, kick the tires on it a little bit and it does give much better responses now than it did in the spring. So I don’t know. It still makes things up.

Because we are in the business of getting students to write themselves. So if they are giving us things that are written by ChatGPT, not only is it sad, it makes us cry, it also leads to a lot of frustration because of what happens next. Because I’m not really sure how this is going go because right now, okay, like let’s say that we know we know for sure that they did not write this that it was written by AI.

So you may have had access to or know of tools that did plagiarism detection that could detect for AI. I’ve tested those out recently as well, like chat, or what is it called GPTZero is not doing it. It is not very successfully identifying AI so I would say that’s probably unless it gets an upgrade. Not going to work. I don’t know how other like Turn It In has a plagiarism detector. Maybe that’s working better. But here’s the problem.

Challenges of AI in the Classroom: AI Evidence

So let’s say that something is detected as being written by AI. Then what? There’s no paper trail, right? So there’s nothing to say. Look, this is what came off of the internet. This is what you wrote. They’re exactly the same. It’s all very like loosey goosey and I just don’t know how well that’s going to stand up. So not only is there a lot of time put in on our part to figure out what the heck is going on.

Because we know that the student didn’t write this but then if we are able to say that it was written by AI then there’s the paperwork of discipline referrals, having conversations talking to the parents, there’s all this that is going to feel I think going forward very uncomfortable, because we don’t have solid evidence in order to say that this is not happening. So there’s a lot of stress, stress on our part, right?

Challenges of AI in the Classroom: Cheaters Are Going to Cheat

And I’m sorry to bring this up in the summer when you guys are relaxing, I’m relaxing too, but I will say I have some ideas for how to go about approaching this that I think will feel better. Of course, nothing’s gonna be perfect. All the students that want to cheat will cheat.

But I did I also wanted to tell you that I did a little bit of a investigation, a little bit of research on YouTube about chat GPT and plagiarism, and this isn’t even where I was. intending to go. But this is what I found. There are so many videos, so many videos, y’all so many videos of people giving students advice for how to get around the plagiarism checkers. So I think if a student wants to cheat, they’re going to do it.

So I think we need to have a different strategy and I will give you a couple ideas that I have. Okay, so idea one, okay. And I also have to tell you the last one I am so so so excited about I think this is the most excited. I’ve been talking to you so far, because I don’t know I think I think this is gonna be really good.

I’m just really excited, but I’m leaving this to last so that I can you know, leave something for excitement. So stay till the end. All right. So, first idea.

Challenges of AI in the Classroom: Blended Classrooms

My first thought is that we need to focus more on process. So what a couple like some of my colleagues outside of the building in the building, whatever. Some people what their reaction is here is to say, Okay, well, if we can’t trust that they’re going to do the right thing on the computer, then we need to have them handwrite everything. Write everything by hand.

Okay, so I don’t know about you, but I just can’t go back there. I don’t use a lot of paper in general for for reasons like I have gone through the process of saying, This is why I’m not going to use paper. I don’t want to spend my life at the copier. I don’t feel like oh my gosh, and this is going to be like a little bit controversial, but I don’t know that blended learning works as well as people want it to because I think that students lose paper especially when they’re not used to having paper all the time.

They just do not keep track of paper I feel like now there are the students that are actually able to keep track of and organize themselves with paper are so few and far between.

Challenges of AI in the Classroom: Paper Trail

And I found last year actually made it a goal last year to be a little bit more blended to incorporate more paper than I had in the past and I regretted it because I felt like when I gave feedback on paper students it was as if it didn’t exist. Like they lost the paper. And then when I told them that the feedback existed on their paper, they did not believe me. Like the paper was gone. The feedback didn’t exist. It’s like the paper never existed.

And I think it’s the same way like there’s no paper trail, you know, like when everything’s online, everything’s in the same place. There’s a paper trail, even if they were to resolve my comments, we can get them back like everything that I’ve told them is existing somewhere. And with Google classroom or we use Schoology like there’s a lot of like safeguards in place so that students have a copy. I have a copy. We have a lot of where did when did changes happen? When were things turned in? It just feels better to me and I keep like I said, I can’t go back, but maybe, maybe that’s you.

But this is the thing. I still found that we’re like comparing to my colleagues, the ones that did use paper. Okay, the ones that use paper for the whole process, they did not have people using ChatGPT but they had they spent so much time so much time and the students just don’t get it. So what we’re trying to do by it’s like throwing the baby out with the bathwater in my opinion. It’s like using a hammer when you need like a scalpel, you know?

So I don’t think that’s the answer. Maybe this will work better for you because your teaching style was already closer to writing by hand anyway, but really, this what I’m really trying to give people here and the conversation that I want to have is how we can do things in a way that is easier for us and I really do feel like paperless is easier. Maybe not if you can’t, if you are not able to grade on the computer, in which case, nevermind, but for a lot of us I think that it’s just it’s just easier.

So I’d say if you’re in a mindset where you do use a lot that’s electronic. Let’s not go back, because I don’t think that that is the answer. It’s like it’s definitely a band aid. Regardless, it’s a band aid that will only get you so far. And it’s really at the expense of a lot because when we say that we want to use technology it’s for it’s for reasons like we’ve come to find that there are useful applications. So okay, I’ve talked a lot about that.

Challenges of AI in the Classroom: Need for Policy Clarity

Let’s move on to the next one. Okay, so the second thing that I think we really need to do is have clear guidelines around the use of AI. So this means that we need to for ourselves, clarify what our process or what we find acceptable and I think there’s there’s so much where students already use AI like we use AI in our daily lives. And I think to say we you can make your own decisions about how much you want to let in. But I think that it won’t only be that we have more opportunities for AI.

I think students will have greater access between the time that we were out of school and now there have been more of these chat interface tools. Like there’s Google Bard. There’s Bing has an AI on there. And I don’t know if anybody else did this, but I’m in the pilot. I don’t, I don’t okay, so here’s the pilot. So Google actually has now added that is embedded in Google Docs. So it’s in I haven’t tried everything, but it’s it’s definitely in Google Docs. And it’s in sheets. I think it’s in slides too.

So you can just like highlight something and say expand, it gives you some responses, and then you can just copy and paste it. So I would hope that Google wouldn’t put that in our education version. But I don’t know maybe they would. And if it’s not, this year, maybe in five years, you know, so I think that is something that we just need to keep in mind and say like this is not going to get easier, so we need to deal with it.

So think about what are the processes that you feel good about? And the ones that you don’t just make some policies around them. So that it’s clear to students. So if you’re gonna say you cannot use any generative AI, then make that clear, but I would say and I thought about this a lot over the last couple weeks. I think that my policy as long as this is going to be okay with my department and with my school.

I think my policy is going to be that it needs to be cited. And I’ll get into a little bit more of some other ideas that I have that I think I’m probably going to implement but I think having it be cited. Let students know like I know that it exists. I’m expecting you to remain responsible about it. And if you do use it, you need to tell me so that I can keep that in mind.

I think it’s going to come down to how then do I grade it? So that’s something I still need to figure out. Like, what does it mean to grade something that was written by AI? And I would expect that especially because I’m saying you have to cite it that it couldn’t just be like you’re copying and pasting something from AI and turning it in like maybe they’re using it for a outline or for I don’t know, so I think getting some, like maybe Can I get some help with rewarding this or checking grammar?

There’s a lot of things that I think might be more appropriate to use ChatGPT, maybe you’ve listened to me brainstorm that lesson. You’re like, No, I don’t want to do any of those things. And that’s fine. But I think, at least clarifying for students. These are the things that I don’t want you to do, so that they don’t have anything like when it comes out. They’re not like oh, I didn’t realize I know you didn’t want me to completely cheat. So I think that’s important.

Okay. So clear guidelines. And I think once we say that, if we do say that they can use chat GPT for various reasons. Then we introduce the idea that they have to fact check. Because like I was saying up at the top that there’s information that chat GBT doesn’t have and will just make up and not tell you that it hasn’t, that it’s not true.

Challenges of AI in the Classroom: Fact Checking

And actually I did a query the other day, where I asked it for wasn’t looking for. Oh, I was asking for short stories that weren’t that were more contemporary and had a lot of trouble. Can I come up with anything and it kept giving me answers and I’m like, um, that’s not a thing. And they’re like, Oh, so sorry. Let me give you something else and then they’ll give me something else that was made up and I said, Can you just not make things up? Like, just give me as many as you can, and then it still made things up.

So I think fact checking like once we say you can use chat GBT, then the fact checking is a part that we would teach like, that’s part of the process. So that’s something to think about as well. Um, okay. So then the next thing that I think that we need to consider is okay, so, so we can, actually so, okay, so we can make this more of part of the process.

So I was saying maybe we ask it for an outline, but maybe we give students an avenue that is guided, or AI assisted. So that would mean that we would say, Okay, if you’d like it to provide an outline, go ahead, do that. Now, show me the outline that it gave you. Just copy that chat, and put it in this document. That’s going to be part of your, like process documents that you’re giving me.

Then you say you asked ChatGPT to for some suggestions for improvement. Great. Show me that chat. Show me what you asked it. And what it gave you back. So that’s something that I think if you are really being upfront about it, like this is the process that I would like you to go through or you can go through if you choose

I want you to tell me how it’s going so that I can go back and kind of follow through and also that would help you as a teacher, if they are using the AI assistance to know where they were having trouble and where you might want to fill in going forward like okay, they had trouble with the idea generation like doing that on on their own. Alright, let’s figure out how to do that. In a way that’s not so AI assisted the next time.

So let me give you some ideas for how to go forward or you had trouble with X, Y or Z whatever that is. If you know what that asked for help for. Then you can use that in your personalization going forward. Okay, so that is something like using a chat log one suggestion that I really liked. I was listening to a business podcast, and they were talking about using ChatGpT for I think marketing copy. And what they said was what they would do is first so they would tell chat GBT, I’m about to ask you for some support for writing my marketing copy, but first I would like you to get to know my business.

So ask me 20 questions that I will answer to say that you have more information about my business to better help me write my marketing copy. And I think that this is a really interesting strategy. I tried this out 20 questions is a lot. So maybe we say five or 10 to a student but say the prompt that they’re going to start with with ChatGPT is I’m writing a essay or a whatever on prompt and give them the prompt. I’d like some support me but before I do that, before you do that for me, asked me five or 10 questions about the reading or about the prompt or whatever to help me or to help you help me.

So I think that’s a strategy to get started in. Kind of like reframing what chat GBT could be for them, so it’s not going to be a year. Giving me something that I’m just going to turn in as if it’s my own. It would be really more like a assistance. So I think that there are two ways that we want to maybe think about ChatGPT if we’re going to incorporate into the classroom. One is as an assistant like I’ve just been talking about.

The second would be as a brainstorming partner. So that would be like, give me 10 ideas about this and then it would be like using those and like okay, I have an idea, let’s go and then they would be off of ChatGPT or maybe they would go back and be like, I’m having trouble with this idea. I could go here there and then maybe ChatGPT could say like, okay, like if you do this, then this if you do that, then that so it’s able to kind of play out that scenario. So that might be a way that is depending on your comfort level, a way to go.

Alright, so those are two things. Okay, now this is we’re getting into the part where I’m very excited. Okay, so I think that what’s most important about everything related to ChatGPT and the generative AI is to make sure that students understand that it’s important and actually very dangerous to get hooked on chat GBT in a way, that they are reliant on it.

And when I say dangerous, I think that I’m not being too overdramatic here because Okay, so this is what creatives are saying so, like copy editors marketers, authors, people that make coffee for a living are saying that they do see chat GBT being important going forward indefinitely. Honestly, taking people’s jobs, maybe, but not taking everybody’s jobs.

So it’s really that actually before I get into that I’m going to talk to you about Seth Godin. Um, he has been a little bit on a tear but he’s been talking about how, what’s what chat JpT will do is replace the mediocre.

What that means is that people that are at this level, this mediocre level, like what ChatGPT gives is mediocre. It’s like average, it’s fine. So if that’s where you are, not you, you are awesome, but anybody that is giving mediocre work, that’s what you’re replaceable. And I think that’s a little it’s a kind of scary place for people that are not doing not awesome.

But so I think that that leads to an opportunity for us I guess this is why like, I sound a little bit like sadistic now that I’ve said that this is what I’m excited about. But what I’m excited about is helping students to understand their own unique and creative selves. Because that’s, that’s what gets me excited, is helping them to know that and now there’s like this impetus like it’s it’s not just oh, I’d like that because it’s fun. And it’s, it’s great for you to be yourself and to be able to express that.

It’s, they have to know if they want a job, you know. I mean, people people will have jobs. Well, we’ll figure out how it goes. But, I mean, some some of the jobs are going to be feeding the AI some of the but but I think it’s a real a real situation to think about that. The there will be jobs that are displaced due to the rise in the eye. That’s just a fact. Right? I think that’s what we’re all about.

We’re about helping students to get to the heart and soul of a piece figuring out what makes it tick, replicating that bringing our own unique spin. And I think that’s just it’s gotten me so excited. So I think that Okay, so this brings me to, this is what I’m excited about, but I was so excited that I decided to make you some things. I made a lot of different pieces that I want to share with you. So what I was just talking about this, this need for people to be more individualized or individual like be themselves and show their humanity.

That is, I think where we want to start. We want to start with that idea that our students need to find and share their humanity because that’s what makes them unique. So it’s those things like that, that like spark that. You know, real, authentic self. That’s what we need to find for them or help them find and express. And that’s that’s what that’s what we got this for right.

So what I did was, I made you a unit that I’m giving you for free that gets at that that helps you to work with your students to set the tone. I imagined it or imagined it being delivered at the beginning of the year. So it’s setting the stage for this is what I’m expecting out of you and our classroom and our time together, that we find what makes us unique and special.

And we’ll celebrate that we’ll celebrate that in the works that we read, and the writing that we do and the projects that you create, because it’s very important because of the future world that you are going to live in the jobs that you are going to have. You need to be able to do that. So those are the skills that we’re going to work on.

So that unit, like I said, it’s completely free. And I’ll put a link in the show notes. I hope that everybody grabs it. The second thing that I mentioned before, I believe but I’ll say it again, is I’ve also made you a toolkit and this toolkit. I am pretty darn excited about this as well. So this is something that you can use to clarify your attitude towards AI in the classroom.

I think there are a lot of different aspects to think about. So this toolkit kind of walks you through this. It has a lot of fun pieces and has a quiz that you can take a little self assessment. It has some case studies for you to work through some discussion questions that you can use on your own or I think they would work really well in a in a collaborative team are in a department with your best English friends.

I think that would that would be really fun in a really nerdy English way. So there’s that toolkit. It also has a challenge a seven day challenge that you could use in the lead up to school if you choose and a what’s it called a little bit of a template for you to craft your own policies towards AI that you can use in your classroom this coming year. So I hope that you are able to use those tools.

Remember, I will put those in the show notes and I would love to hear what you’re thinking about what I’ve put forward what you’re thinking about AI in your classroom how it went for you last year. What you’re going to change out for next year.

As I said, I think that this is really exciting and we have we have a lot of opportunities. And I think that we should take those like what was frustrating about last year and kind of turn it on its head so that we can really get our students engaged and thinking about the future. That’s it, and thanks for sticking around and I will talk to you next time.

Resources to Address Challenges of AI in the Classroom

• Free Unit: ChatGPT in the Classroom: Embracing the Future with Creativity, Individuality and Engagement in the Age of AI
• Exploring AI in Education Through Transcendentalism: Navigating the Implications and Important Discussions for High School English Teachers
• Discussing AI Ethics through a Transcendentalist Lens: Inspire Students to be Informed and Empowered Citizens

I’d love to talk with you more about your ideas for addressing challenges of AI in the classroom. What are your plans? What are you still working through? I’d love to hear from you! You can find me @englishclassroomarchitect on Instagram.

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• Template for Classroom Policies
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The post 5. The REAL Reason We Need to Talk About ChatGPT: The Opportunities and Challenges of AI in the Classroom appeared first on English Classroom Architect.

We need to think about ChatGPT in the classroom now that students are easily able to interface with artificial intelligence. Last school year, Open AI released ChatGPT, the artificial intelligence language model developed by OpenAI. While artificial intelligence is not new, the power to directly interface with artificial intelligence in natural language conversations on a wide range of queries and prompts is. The GPT technology has the potential to revolutionize many industries, including education.

The Rise of AI in Education

Some of my students (maybe yours, too!) realized that ChatGPT was able to generate essays and responses within seconds. As a result, what I came to realize is that ChatGPT will also confidently make up answers. I found this to be true because I had a handful of students turn in essays for their essay on The Water Dancer that had completely made up quotes, which is a problem I had not encountered before. While this was frustrating on many levels, it led me to better understand the field of artificial intelligence and the impact it will have on our students. The emergence of ChatGPT in the classroom has the potential to be a hindrance and also lead to exciting possibilities. 

I have been thinking about and researching artificial intelligence quite a bit, and in an interesting feedback loop and demonstration of how AI is already shaping our lives, my Google and YouTube Discover feeds are filled with information about the impact, promises, and potential consequences of artificial intelligence.  

ChatGPT and Generative AI: AI’s Potential to Revolutionize the Classroom

So, here’s the thing. I may be overdramatizing when I say it, but I think we as educators are at a critical moment. We have the choice to embrace technology and shape our students’ perceptions and interactions or we can ignore the importance AI has and will increasingly have in their worlds. 

I heard from many teachers at the end of the year, frustrated by student use of AI and the additional time teachers were spending checking students for plagiarism of AI. Now, in this moment where ChatGPT, Google Bard and others are in their infancy stages, we also have some control on how we react to the use of AI and we can create systems that do not lead to increased work on our part. 

English Teachers and AI: Leveraging Human Guidance Alongside AI

With its ability to understand and generate human-like text, ChatGPT and other generative AI models can become an invaluable tool for educators and learners. They can facilitate deep discussions, provide alternative perspectives, and encourage critical thinking. By interacting with ChatGPT in the classroom and under our guidance, students can enhance their communication skills, broaden their knowledge, and explore innovative ideas.

However, as my students so aptly demonstrated last year, it is important to acknowledge the limitations of ChatGPT. While it can provide impressive responses, it is not a substitute for human interaction, expertise, or nuanced understanding. ChatGPT may sometimes generate incorrect or incomplete information, and it can inadvertently exhibit biases present in its training data. These limitations highlight the significance of human guidance and critical thinking when engaging with AI technologies like ChatGPT.

I created this unit to give educators some ideas for how to discuss the use of AI with their students – both practically by giving students parameters for acceptable and ethical use in the classroom, and also more broadly by discussing the role AI will have on education and the workforce. I’ve also created a guide for high school English teachers, as we are the discipline that may be the most impacted by generative AI and ChatGPT in the classroom, at least initially. 

As I spent time learning about the effect AI is having on various industries, I thought more and more about the lessons embedded in media and literature and how English teachers are also uniquely positioned to have deep and important conversations about mindset around artificial intelligence and the opportunities for what we value as educators – creativity and critical thinking, as well as skills like fact checking, questioning, and analysis.  

This unit aims to explore the implications and complexities of artificial intelligence in our lives. By engaging with ChatGPT and examining its capabilities, we will encourage students to reflect on the opportunities and challenges presented by AI. It serves as a starting point for fostering discussions around the role of AI in education, society, and the ethical considerations that arise as we navigate this rapidly evolving technological landscape. Through the use of poems, podcasts, television episodes and articles, the goal is to empower students to become discerning users of AI technologies, capable of leveraging their strengths while also recognizing their limitations.

Unit Introduction

Through this exploration, we can foster a sense of agency, creativity, and ethical responsibility, ensuring that AI technologies like ChatGPT become valuable tools in the pursuit of knowledge and understanding. Using a variety of activities, discussions, and multimedia resources, we will encourage students to reflect on the opportunities and challenges presented by AI and its impact on education, society, and the workforce.

Literary works, media, and real-world examples will be used to explore AI’s representation and implications, encouraging students to think beyond the technology itself and consider its broader societal impact. Students will explore themes such as creativity, independent thinking, and diversity of perspectives, and how these values align with the use of AI in education.

By the end of the unit, students will have developed the skills and knowledge necessary to navigate the complexities of AI responsibly. They will understand the benefits and limitations of AI tools like ChatGPT in the classroom and outside of it and be equipped to critically evaluate and utilize AI-generated content effectively. Empowered with a strong ethical framework, students will be prepared to engage with AI technologies in a way that aligns with their values, promotes responsible use, and contributes to their personal and academic growth.

Unit Objectives

• Develop critical thinking skills in analyzing AI-generated content and recognizing its limitations.
• Foster ethical and responsible use of AI technologies, including guidelines for acceptable use for generative AI like ChatGPT in the classroom.
• Explore the potential benefits and risks of AI, considering diverse perspectives and contrasting viewpoints.
• Examine the impact of AI on education and the evolving role of educators in shaping students’ perceptions and interactions with technology.
• Empower students to become discerning users of AI technologies, capable of leveraging their strengths while understanding their limitations.
• Promote creativity, independent thinking, and diversity of perspectives in the context of AI and education.

Unit Structure

Section 1 – Introduction to ChatGPT and AI

• Provide an overview of ChatGPT and its capabilities as an AI language model.
• Discuss the emergence and significance of AI in various industries, including education.
• Explore the promises and potential consequences of AI, setting the stage for deeper discussions.
• Introduce policies around generative AI like ChatGPT in the classroom.

Click to access the resources for this section!

Section 2 – Responsible AI Use and Ethical Considerations

• Investigate how AI is transforming the education landscape and the role of educators.
• Discuss potential career opportunities and challenges arising from AI integration in the workforce.
• Examine the skills and mindsets necessary to thrive in an AI-driven world.
• Engage students in discussions and activities that foster ethical responsibility in their AI use.

Click to access the resources for this section!

Section 3 – Unveiling the Ethical Dilemmas: AI’s Influence on Society and Education 

• Explore literary works, poems, television episodes, or other media that address AI-related themes.
• Analyze how AI is portrayed in these works and discuss the potential implications on society and education.
• Encourage students to reflect on the lessons embedded in literature and media concerning AI’s impact on creativity, critical thinking, and diverse perspectives.
• Consider the importance of maintaining space for reflection, vulnerability, and genuine human connection in the face of technological distractions
• Discuss the ethics of ChatGPT in the classroom.
• Explore the concepts of control, autonomy, and dependency and their relation to the growing influence of AI systems and algorithms in various aspects of our lives.

Click to access the resources for this section!

Section 4 – Unraveling the Complexities of Being Human in the Age of AI 

• Establish guidelines and parameters for the responsible use of AI in the classroom.
• Discuss the importance of avoiding plagiarism, understanding AI limitations, and critical thinking when interacting with AI technologies.
• Address the biases and ethical concerns that may arise with AI models like ChatGPT.
• Engage students in hands-on activities where they interact directly with ChatGPT in the classroom.
• Encourage them to generate responses, critically analyze outputs, and compare them to human-generated content.
• Foster discussions on the strengths and limitations of ChatGPT (in the classroom and in the world), the role of human guidance, and the importance of critical thinking when utilizing AI tools.

Click to access the resources for this section!

Section 5 – Reflective Thinking: Exploring AI’s Impact and Personal Growth 

• Provide opportunities for students to reflect on their personal beliefs, values, and concerns regarding AI in general, as well as ChatGPT in the classroom, specifically.
• Engage in creative activities such as writing assignments, debates, or multimedia projects that allow students to express their understanding and perspectives on AI-related topics.

Click to access the resources for this section!

Natural Opportunities for Next Units

• Frankenstein – continue conversations about what it means to be human, the importance of empathy, and the responsibility of the creator (and user) as new technologies emerge.
• Fahrenheit 451 – a unit on Fahrenheit unit could look at the dangers of conformity and the power of individuality. Of special interest could be a focus on how the dystopian future of Fahrenheit 451 came about: initially the small actions of people, not the controlling actions of the government. Also focusing on the dangers of complacency and the importance of self-reliance and individual thought could allow for continued and looped conversations.
• Transcendentalism – a unit about Transcendentalism allows students to continue thinking about the role AI plays and will play in their future life while thinking about how this aligns or is misaligned with traditional American thinking.  
• Explore using AI to support writing instruction. Check out Annotated ELA’s strategies for teaching narrative writing with ChatGPT.

The post ChatGPT in the Classroom : Full Unit Plan for Embracing the Future with Creativity, Individuality, and Empathy in the Age of AI (2023-24) appeared first on English Classroom Architect.

Engaging students in discussions about AI within the framework of Transcendentalism offers numerous benefits. By analyzing AI ethics and implications, students develop critical thinking and analysis skills, honing their ability to evaluate the impact of technology on our lives. Exploring AI-related topics also allows us to bridge the gap between Transcendentalist ideals and contemporary issues, empowering students to become informed citizens of the digital age.

AI and Transcendentalism

If you already teach Transcendentalism or can find a natural place for it in your curriculum, a discussion of AI can add to relevancy and real-world applications. An essential question of this unit for an American literature course could be: “Have we strayed from the foundational American ideals of Transcendentalism or are we still in line with these thinkers?

Integrating discussions about AI within the realm of Transcendentalism yields interesting connections and opportunities for exploration. Transcendentalist principles encourage individuals to embrace their unique identities, rely on their own inner wisdom, and find solace and inspiration in nature. As we navigate the world of AI, we can contemplate how these concepts intersect with our interactions with AI technologies and algorithms. We can question whether AI enhances or hinders our ability to express individuality, foster self-reliance, and maintain a profound connection with the natural world.

Exploring Individuality in the Context of AI

When we think about Transcendentalist principles, which encourage individuals to embrace their unique identities and resist conformity, the impact of AI-driven personalization algorithms on these ideals becomes important. The algorithms, by tailoring content and recommendations to our preferences, can inadvertently create filter bubbles or echo chambers, limiting our exposure to diverse perspectives, challenging ideas, and alternative viewpoints. This narrows our digital experiences and can potentially stifle individuality, as it becomes easier to remain within our comfort zones and avoid encountering content that challenges or expands our thinking.

AI-driven personalization algorithms can reinforce existing biases and stereotypes by basing recommendations on past behaviors and preferences. This can lead to a feedback loop, where individuals are continually presented with content that aligns with their existing beliefs and interests, without being exposed to alternative perspectives. In this way, personalization algorithms can inadvertently contribute to the reinforcement of echo chambers and hinder the development of a well-rounded and informed individual.

Additionally, the personalization of online experiences through AI algorithms can influence self-expression. As individuals are presented with content that aligns with their known preferences, there is a risk of self-expression being confined within predetermined boundaries. The potential for serendipitous encounters, exploration of new ideas, and the development of unique perspectives may be diminished in an environment heavily shaped by personalization algorithms. This can pose challenges to the Transcendentalist ideals of self-expression and the discovery of one’s own truth, as the algorithmic tailoring may limit the exposure to diverse and unconventional viewpoints that can contribute to personal growth and self-discovery.

To navigate the potential implications of AI-driven personalization algorithms on individuality and self-expression, it is essential for individuals to be aware of the algorithms’ influence and actively seek out diverse perspectives. Engaging in critical thinking, consciously seeking out content outside of personalized recommendations, and actively participating in communities that foster open dialogue can help individuals resist the potential negative effects of personalization algorithms.

Educating students about the functioning of AI algorithms and their impact on personalization can also empower them to make informed decisions about their online experiences. By understanding how algorithms work and the potential biases they may introduce, individuals can be more discerning consumers of information, actively seeking out different viewpoints and questioning the algorithmically generated content. 

This prompting could be done intentionally by English teachers. After reading excerpts of Emerson’s essay “Nature,” teachers could lead students to reflect on the results of their own social media feed and to critically evaluate what viewpoints and bias they may be receiving from the algorithm and make action plans to help them enlarge and perhaps challenge their perspectives. Students could also be challenged to consider whether their feeds and their practices around them encourage conformity or self-reliance.

Incorporating Transcendentalist principles into discussions about AI-driven personalization algorithms can encourage students to reflect on the balance between convenience and individuality, the importance of actively seeking diverse perspectives, and the need to resist conformity. By structuring opportunities for critical reflection and fostering an awareness of the potential limitations of personalization algorithms, individuals can strive to maintain their unique identities, embrace a diverse range of viewpoints, and ensure that their online experiences remain conducive to personal growth, self-expression, and the pursuit of truth.

AI and Ethical Considerations

AI-powered tools can assist individuals in exploring their interests, discovering new content, or recommending learning resources based on their preferences. Social media platforms like Instagram, TikTok, and YouTube, as well as MOOC platforms like Coursera and Khan Academy can be used for personal learning. Companies use AI to connect users with content with a goal of giving them the best content to fit a user’s needs, keeping them on their platform. These AI applications can enhance or hinder the process of self-discovery and introspection, as they can introduce bias to the information users are given. Transcendentalists believed the ideal source of inspiration is nature itself. While AI tools can help us to attain the ideal of seeking personal truth and wisdom, it is done at the cost of our connection to nature.

AI technologies and algorithms can either enhance or hinder individuality, self-reliance, and the connection with the natural world. It is important for people to maintain their connection with their inner self to use these tools as ways to improve and not let technology control them. 

Strategies for Incorporating AI Discussions in Transcendentalism Instruction

To infuse AI discussions into our Transcendentalism instruction, we can employ various strategies. This can be achieved through debates, case studies, and collaborative projects that encourage students to explore the ethics of AI.

Discussions

Thought-provoking prompts and activities can initiate engaging conversations about AI’s influence on individuality, self-reliance, and the natural world. Exploring AI-generated literature and artworks enables students to critically analyze and interpret these creations through a Transcendentalist lens. Additionally, incorporating discussions on the ethics of AI and its impact on society prompts students to reflect on the intersection of technology and human values. 

Here is a set of questions teachers can use with students to guide discussion around ethics of AI:

1. How do we ensure transparency and accountability in AI algorithms? Should companies or developers be responsible for disclosing the inner workings of AI systems?
2. How can AI impact employment and job opportunities? What are the ethical considerations of automation and AI replacing human workers?
3. How do AI algorithms learn and make decisions? What ethical challenges arise when AI systems have the potential to learn from biased data or reinforce existing prejudices?
4. Should there be limits on the use of AI in certain fields, such as healthcare, finance, or criminal justice? What are the potential risks and ethical considerations in these domains?
5. How can AI impact personal agency and autonomy? Should individuals have the right to know when they are interacting with AI systems rather than humans? Why or why not?
6. How can we address the digital divide and ensure equitable access to AI technologies? What are the ethical considerations of AI exacerbating existing inequalities?

Projects

Students can collaborate on a whole-class project, designing AI-driven social justice campaigns that align with Transcendentalist principles. They can explore how AI can be utilized to address social inequalities, promote inclusivity, or raise awareness about important issues. Students can create multimedia presentations, websites, or social media campaigns that showcase their proposed AI-powered initiatives and emphasize the ethical considerations and human values associated with these projects. 

Research and Identify Social Justice Issues: Encourage students to research and identify social justice issues that resonate with them and align with Transcendentalist principles. They can explore areas such as racial justice, gender equality, environmental sustainability, accessibility, or any other pressing societal concerns. This initial research will help students understand the complexity of the issues and identify opportunities where AI can make a positive impact.

Brainstorm AI Solutions: Facilitate brainstorming sessions where students can generate ideas for AI-powered solutions to address the identified social justice issues. Encourage creative thinking and exploration of different AI technologies, such as machine learning, natural language processing, computer vision, or data analytics. Students can consider how these technologies can be leveraged to promote inclusivity, empower marginalized communities, or drive systemic change.

Develop Campaign Concepts: Once students have identified social justice issues and potential AI solutions, they can start developing campaign concepts. Encourage them to think holistically about their campaigns, considering the target audience, messaging, and desired impact. Students can articulate their campaign goals, whether it’s raising awareness, mobilizing action, or fostering dialogue. They should also incorporate Transcendentalist principles, emphasizing the importance of individuality, self-reliance, and the connection with the natural world in their campaign concepts.

Design Multimedia Presentations or Websites: Students can create multimedia presentations or websites to showcase their proposed AI-powered initiatives. These presentations or websites can include visually engaging content, such as infographics, videos, or interactive elements, to effectively communicate their campaign messages. Students should highlight the ethical considerations and human values associated with their projects, explaining how their initiatives align with responsible AI ethics, Transcendentalist principles, and promote social justice.

Social Media Campaigns: Encourage students to leverage social media platforms to amplify their campaign messages. They can create social media campaigns that utilize AI-powered tools, such as sentiment analysis or natural language processing, to gauge public opinion, engage with the audience, or disseminate information. Students should pay attention to AI ethics and its responsible use in their social media campaigns, ensuring transparency and promoting inclusivity.

Reflect and Iterate: Throughout the process, provide opportunities for students to reflect on their campaign ideas, iterate on their concepts, and receive feedback from peers and instructors. Encourage critical thinking and self-reflection, prompting students to consider the potential implications and unintended consequences of their proposed AI-driven social justice campaigns. Emphasize the importance of ethical decision-making, responsible data use, and the alignment with Transcendentalist values in their campaign designs.

By expanding on these suggestions, students can not only develop their understanding of AI’s potential for promoting social justice but also engage in meaningful collaborations that emphasize ethical considerations and human values. This approach allows students to apply their knowledge of Transcendentalism and AI to real-world problems, fostering empathy, critical thinking, and the ability to effect positive change in society.

Case Study Research

Case studies can be used as a way to highlight ethical considerations in AI development and implementation. They can examine real-world scenarios where AI intersects with social justice issues or poses ethical dilemmas. Students can discuss the implications of these cases from a Transcendentalist perspective, considering the impact on human values, justice, and the balance between technology and nature.

Here are some examples of case studies that students can investigate to explore AI ethics:

1. Facial Recognition Technology: Students can examine the use of facial recognition technology in various contexts, such as surveillance, law enforcement, and commercial applications. They can delve into the ethical concerns related to privacy, surveillance, and potential biases or inaccuracies in facial recognition algorithms. The case study can involve analyzing real-world instances where facial recognition technology has been implemented and discussing the ethical implications from a Transcendentalist perspective.
2. Algorithmic Bias in Hiring and Recruitment: Students can research and analyze cases where AI algorithms have been used in the hiring and recruitment process. They can explore how algorithms may perpetuate biases based on gender, race, or other protected characteristics. Students can discuss the ethical implications of relying on AI algorithms for decision-making and reflect on how these biases align with Transcendentalist principles of equality and fairness.
3. Autonomous Vehicles and Ethical Dilemmas: What actions should AI powered autonomous vehicles take when in life-threatening situations? Students can examine case studies that highlight these ethical considerations and explore the potential conflicts between preserving human life and property. They can analyze different approaches to programming ethical decision-making in autonomous vehicles and reflect on the implications of these choices through a lens of Transcendental ethics.
4. Content Moderation and Online Speech: Students can investigate the challenges of content moderation in online platforms and social media. They can explore case studies that involve AI algorithms used for detecting and removing inappropriate or harmful content. Students can discuss the ethical considerations related to freedom of speech, censorship, and the balance between protecting users and preserving open discourse and connect to the philosophies surrounding free speech and censorship of early Transcendental thinkers.
5. Predictive Policing: Students can investigate how algorithms analyze data to identify areas or individuals at higher risk of criminal activity. They can explore how such practices raise concerns about bias, privacy, and the potential infringement on civil liberties. Students can examine specific case studies where predictive policing algorithms have been employed and critically evaluate their impact through the lens of Transcendentalist values.

These case studies provide students with real-world examples that highlight the ethical challenges and implications of AI technologies. By analyzing these cases, students can develop a deeper understanding of the potential consequences of AI and engage in thoughtful discussions about the intersection of technology and Transcendentalist principles.

Creative Writing 

Students can collaborate on a project where they explore Transcendentalist principles and leverage AI language models to generate nature-themed poems. They can input Transcendentalist texts or descriptions of nature into the AI model and use the generated output as inspiration to create their own poetic compositions. This project combines the exploration of AI capabilities with the expression of Transcendentalist ideals through creative writing.

To expand on this assignment, teachers could have students analyze the original, the generated poem, and their original work to consider the commonalities and differences, as well as the inspiration they took from each as they created their own poem.

The Importance of Human Ingenuity

While AI technologies offer incredible capabilities, it is important to emphasize the distinct qualities that make us human. As the technology behind ChatGPT improves, the conversation about the future role of humans in creative enterprises evolves with it. Creators (copywriters, marketers, content creators, etc.) believe that as AI takes on some of the roles that humans have done for millenia, jobs will shift to emphasize the pieces of creative work that separate AI from humanity – the parts that are most human. What makes us human, including storytelling and sharing experience will be at a premium. As such, our work should continue to focus students on those aspects of our curriculum. 

What’s the difference between interacting with an AI-powered virtual assistant or chatbot and a human? Does knowing that someone is interacting with a chatbot change the communication dynamic? As interactions with AI and chatbots increase, there is a potential consequence of reducing empathy for people. Teachers can make space for students to have conversations about the importance of genuine human connections in the digital age. 

As AI continues to evolve, English teachers should emphasize the importance of human creativity, emotional intelligence, and moral decision-making. A strategy is to encourage students to explore how these uniquely human traits intersect with Transcendentalist values and the potential implications of AI on their development. By cultivating these skills, students can harness the power of AI while preserving and nurturing their own individuality and authenticity.

A strategy teachers can use to continue to have these conversations throughout the year is using literature as a springboard for discussing contemporary, real-world issues. Doing so will allow students to loop back to these conversations and continue to deepen their understanding of what makes us human and what we need to protect as technology evolves.

Conclusion:

By intertwining discussions about AI with the teachings of Transcendentalism, we unlock new dimensions of inquiry, reflection, and critical thinking for our students. Integrating AI into Transcendentalism instruction allows us to explore the implications, benefits, and challenges of technology while staying true to the core principles of Transcendentalism. By nurturing students’ understanding of both realms, we equip them with the necessary skills to navigate the evolving landscape of AI while fostering individuality, self-reliance, and a profound connection with the world around them. Together, let us embark on this transformative educational journey, where Transcendentalism and AI converge to shape the minds of the future.

A natural next step after a unit looking at AI and individuality and self-reliance could be a unit exploring conformity and its consequences with an anchor text of Fahrenheit 451 or a smaller unit using the film The Quiz Show. 

What Do English Teachers Do About Chat GPT?

ChatGPT and other natural language processors available to the general public allow for people to use a chat interface to access AI generation. As a result, students now have at their fingertips powerful tools that can be used positively, but can also be used as unethical shortcuts to their education journey. I’ve developed a guide to help English teachers think through and clarify their attitude and approach to student use of AI in their respective classrooms.  

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The post Discussing AI Ethics through a Transcendentalist Lens: Inspire Students to be Informed and Empowered Citizens appeared first on English Classroom Architect.

Addressing this evolving facet of society should not be “one more thing” that English teachers have on their plates. Instead, we should look to ways that we can weave discussions of AI in education into our curriculum. One such opportunity is in a place that may seem unlikely on the surface: in teaching Transcendentalism. The United States is built on Transcendental thought, and by exploring the implications of AI in the context of Transcendentalism, teachers can help students contemplate not only our contemporary landscape, but also how the issues we face connect to the issues Americans have faced for hundreds of years. 

Integrating AI discussions into Transcendentalism instruction calls for us to acknowledge the challenges and ethical dilemmas that arise. The increasing reliance on AI may pose threats to personal privacy, human connection, and even personal identity. By addressing these concerns openly, we encourage students to become conscious users of AI and advocates for ethical AI practices. By fostering thought-provoking conversations, we can equip our students with critical thinking skills to navigate the evolving landscape of AI while staying true to the core values of Transcendentalism.

Understanding Transcendentalism

Before we dive into the implications of AI in education, let’s review the essence of Transcendentalism. This 19th-century philosophical and literary movement, celebrates the power of individualism, self-reliance, and a deep connection with nature. Transcendentalist literature, like that of Ralph Waldo Emerson and Henry David Thoreau, urges readers to question societal norms, seek personal truth, and find wisdom and beauty in the natural world.

In the context of Transcendentalism, one of the core principles is the encouragement of individuals to question societal norms and institutions. Transcendentalists believed in the importance of personal truth and the rejection of conformity to external standards or expectations. They emphasized the power of individual thought and intuition in discovering one’s own path and understanding of the world.

When it comes to exploring the implications of AI in education, this aspect of Transcendentalism becomes relevant. AI technologies, with their growing presence and influence, often shape societal norms and structures. They can have significant implications for various aspects of human life, including privacy, identity, and social interactions. Teenagers spend upwards of 5+ hours on social media a day. As a result, they are the consumers of AI algorithms that push posts and videos in front of them with the goal of keeping them on the app. AI-powered recommendation algorithms can shape individuals’ preferences and influence their decision-making processes, reinforcing or challenging societal norms and biases.

Transcendentalist ideals of questioning societal norms align with the need to critically examine and understand the implications of AI technologies. Encouraging students to explore AI within the framework of Transcendentalism prompts them to think independently, challenge the status quo, and analyze the ethical, social, and personal implications of AI in their lives. This connection provides a framework for students to engage in thoughtful discussions and analysis of AI’s impact on personal autonomy, ethics, and the potential consequences of unquestioned adoption of AI technologies.

Facilitating Reflective Exercises

AI can be used as a tool to help us understand ourselves, and we can also think about the importance of self and identity in a world where AI has an increasing role in our lives. Incorporating reflective exercises is essential when discussing AI alongside Transcendentalism. Encourage students to journal or engage in group discussions where they can express their thoughts on how AI aligns or diverges from Transcendentalist principles. Prompt them to consider the potential effects of AI on their personal growth, connection with nature, and self-reliance. By engaging in these reflective practices, students deepen their understanding of both Transcendentalism and AI, fostering introspection and critical self-analysis.

While tools like ChatGPT now allow us to interact directly with artificial intelligence, the majority of us use AI on a daily basis. Some of these applications of AI can help us to better understand ourselves and our world.

AI can relate to self-reflection and introspection in several ways:

1. Quantified Self: AI-driven technologies, such as wearable devices and self-tracking apps, allow individuals to collect and analyze vast amounts of personal data. This data can provide insights into various aspects of one’s life, including physical activity, sleep patterns, and mood. AI algorithms can process this data to generate personalized feedback and recommendations, fostering self-reflection and encouraging individuals to make positive changes.

Many of us already integrate AI into our lives in this way. Apple watches incorporate AI technologies to enhance their functionalities and provide personalized experiences. Here are a few examples of how AI is utilized in Apple watches:

• Activity Tracking: Apple watches use AI algorithms to track and analyze various physical activities, such as steps taken, distance traveled, and calories burned. The AI algorithms process the sensor data from the watch’s accelerometer, gyroscope, and heart rate monitor to provide accurate and personalized activity metrics.
• Health Monitoring: The Apple Watch includes features like heart rate monitoring, electrocardiogram (ECG) recordings, and blood oxygen level measurements. AI algorithms are employed to interpret the collected health data and identify patterns or irregularities that may indicate potential health issues. These insights can help users monitor their well-being and take proactive measures.
• Siri Integration: Siri, Apple’s virtual assistant, is integrated into the Apple Watch. Siri utilizes natural language processing (NLP) and machine learning algorithms to understand and respond to user commands and queries. Through AI, Siri can provide answers, perform tasks, and assist with various functions on the Apple Watch.
• Fall Detection: The Apple Watch Series 4 and later models feature fall detection capabilities. AI algorithms analyze data from the watch’s accelerometer and gyroscope to identify sudden impacts or falls. If a fall is detected, the watch can initiate an alert and offer options for emergency assistance.
• App Recommendations and Personalization: Apple watches employ AI algorithms to learn user preferences and behavior patterns. Based on this understanding, the watch can provide personalized app recommendations, suggest relevant notifications, and tailor the user experience to their specific needs and interests.

2. Chatbots and Virtual Assistants: AI-powered chatbots and virtual assistants can engage in conversations with users, providing an opportunity for self-reflection. These AI systems can prompt individuals to articulate their thoughts, feelings, and experiences, creating a space for introspection and self-expression. Chatbots designed for mental health support, for example, may encourage users to reflect on their emotions and help them gain insights into their well-being.
3. Sentiment Analysis: AI techniques, such as sentiment analysis, can be employed to analyze written or spoken text and extract emotional cues. This technology can assist individuals in understanding their own emotions by analyzing their written or verbal expressions. By using AI-powered tools, individuals can gain deeper insights into their emotional states, identify patterns, and reflect on their own thought processes.
4. AI-generated Art and Creativity: AI algorithms can generate art, music, and other creative works. Engaging with AI-generated creative content can prompt individuals to reflect on the nature of creativity, human expression, and the unique aspects of human artistic endeavors. It can also raise questions about the role of AI in creative processes and the distinction between human creativity and AI-generated creations.
5. Digital Well-being: AI-driven tools and applications designed to promote digital well-being can assist individuals in reflecting on their technology usage patterns. These tools track screen time, app usage, and notifications, providing users with insights into their digital habits. By reflecting on their digital behaviors and considering the impact of technology on their well-being, individuals can make informed decisions about their tech usage and cultivate healthier relationships with digital devices.

Overall, AI can play a role in facilitating self-reflection and introspection by providing individuals with data, prompts for reflection, and insights into their own behaviors, emotions, and creative expressions. However, it is important to critically examine the limitations and potential biases of AI systems and balance the benefits of technology with the need for genuine human introspection and self-understanding.

Encouraging Student-Centered Exploration

Incorporating discussion about AI in education settings allows students to take an active role in exploring the connections between Transcendentalism and AI. Provide them with opportunities to conduct independent research, present their findings, and engage in meaningful debates. The assignments and project ideas below encourage students to critically reflect on the role of AI in self-reflection and introspection. They provide opportunities for students to explore the potential benefits, challenges, and ethical considerations associated with using AI technologies for personal growth, self-understanding, and ethical decision-making.

1. AI and Mindfulness Practices: Have students engage in a project where they explore how AI can intersect with mindfulness practices and self-reflection. They can research and review AI-powered meditation or mindfulness apps, virtual reality experiences, or biofeedback devices. Students can evaluate the potential benefits and limitations of integrating AI technologies into mindfulness practices and reflect on how it affects their ability to be present, focus, or develop self-awareness.
2. AI and Personal Digital Assistants: Assign students to investigate personal digital assistants (e.g., Siri, Bixby, Alexa, Google Assistant) and their role in self-reflection and introspection. They can analyze how these AI-powered devices or applications shape individuals’ interactions with themselves, their emotions, or their personal goals. Students can discuss the ethical considerations surrounding data privacy, personalization algorithms, or the potential biases embedded in these systems.
3. AI and Ethical Self-Assessment: Have students engage in an ethical self-assessment project where they reflect on the impact of AI technologies on their ethical decision-making. They can examine real-world AI applications, such as facial recognition, algorithmic bias, or autonomous vehicles, and reflect on the ethical implications of these technologies on individuals and society. Students can develop their own ethical frameworks or guidelines for AI use and discuss how AI intersects with their personal values and principles.

These student-centered approaches empower learners to take ownership of their education and delve deeper into the nuances of both Transcendentalism and AI.

Conclusion

While AI can be a tool used to promote self-reflection and introspection, human engagement is important. AI can generate responses based on data sets, but it is important that when people access these responses they do so actively and critically. Following a unit exploring AI and Transcendentalism, a natural next step could be to look at science fiction. Looking at the novel Do Androids Dream of Electric Sheep?, Frankenstein, or even exploring the video game Detroit: Becoming Human would be interesting pieces of fiction to explore what makes us human and our responsibility and role in this world of increasing technology. Another natural connection could be to continue conversation of identity into The Great Gatsby and talk about persona and social construction.

The post Exploring AI in Education Through Transcendentalism: Navigating the Implications and Important Discussions for High School English Teachers appeared first on English Classroom Architect.

Confronting the Allure of Instant Gratification and its Consequences

Let’s explore how our digital culture has become coupled with the concept of instant gratification. Social media platforms, with their instantaneous feedback loops and viral content, have cultivated a society that craves immediate validation and fulfillment. We must encourage students to reflect on the implications of this desire for instant gratification in their own lives. By drawing connections between the characters’ pursuit of immediate pleasures in The Great Gatsby and the allure of instant gratification on social media, we can shed light on the deeper themes and messages conveyed in Fitzgerald’s work.

Multiple characters in the novel display their desire for instant gratification: Tom engages in an extramarital affair, displaying his dominance and ignoring the emotional well-being of those around him; Daisy embodies the superficiality of the 1920s, constantly seeking comfort and satisfaction. Myrtle is obsessed with the gifts Tom gives her and she believes that by having an with him it will improve her social class. Jay Gatsby has put in hard work, but he has taken shortcuts to achieve his wealth, hoping to regain Daisy’s affections. The seeking of instant gratification leads to the destruction of each character. These examples showcase what The Great Gatsby teaches us about the consequences of such choices and the universal relevance of this theme.

It is well known that social media users become addicted to the dopamine hit of a like, comment, or new follower. According to Forbes Advisor, “39% of U.S. online users admit to feeling the addictive pull of the digital rabbit hole that is social media, with 9% of these users agreeing completely with the statement ‘I am addicted to social media.’” This addiction is often tied to feelings of inadequacy. In May of 2023, the U.S. Surgeon General issued an advisory warning of the growing concern about the correlation between social media use and depression. Opportunities for our teens to engage in critical reflection are paramount to controlling their mental health. Timeless novels like The Great Gatsby can help teens to understand that while their specific circumstances are different, their motivations and reactions are a part of human nature. Knowing that they are not alone can help students better connect with the novel and also their world and those around them.

Nurturing Digital Literacy and Critical Thinking Skills

Transitioning from the allure of instant gratification, let’s address the pressing need for digital literacy and critical thinking skills in today’s digital landscape. It is crucial for students to develop the ability to analyze social media critically, question the reliability of information, and recognize the influence of media platforms on their perceptions and behaviors. Much like the unreliable narrator in The Great Gatsby, the digital realm requires a discerning eye. We can equip students with the necessary tools to navigate this realm by providing resources and activities that cultivate digital literacy and critical thinking skills, empowering them to engage with social media and literature thoughtfully.

We, as English teachers, understand the importance of application of analysis skills to everyday life. We can make the connection more explicit by discussing the role of critical thinking in analyzing social media content, including strategies for fact-checking, identifying biases, and recognizing inflammatory and misleading news. Teachers can guide students to discuss the impact of algorithms and evaluate the credibility of online sources. By emphasizing the relevance of these skills beyond the classroom, students can understand their broader significance in their personal and professional lives.

Implementing Ideas for Teaching The Great Gatsby

To conclude, let’s explore practical strategies for incorporating the discussed concepts into the classroom while teaching The Great Gatsby. Embracing technology can create interactive learning experiences that resonate with students. Virtual discussions and online collaboration tools enable thoughtful conversations and encourage the application of digital literacy and critical thinking skills. By leveraging technology effectively, educators can provide students with a rich and engaging learning environment that marries the themes of instant gratification and digital literacy within the context of The Great Gatsby. To further investigate, students could create social media profiles for the characters in the novel and analyze how their online presence reflects their desires for instant gratification. 

In a different post, I looked at the mistakes teachers make when creating their Great Gatsby unit plans and included the danger of spending too much time on ineffectual context. But, a way that building context could really strengthen a unit and provide multiple opportunities to address curricular standards is by asking students to  research and present on the historical context of the 1920s, comparing it to the current digital era and discussing the implications for society.

If your school has an SEL program, teachers can tie The Great Gatsby to these lessons. Connecting to digital media and ethics provides students with applications of what The Great Gatsby teaches us to real-world problems. By fostering interdisciplinary connections and integrating technology thoughtfully, educators can create immersive learning experiences that deepen students’ understanding of The Great Gatsby and its relevance in the digital age.

Conclusion

One of the key takeaways from what The Great Gatsby teaches us is about the perils of chasing immediate satisfaction. By delving into the characters’ relentless pursuit of instant pleasures and drawing parallels to our society’s obsession with instant validation through social media, we gain a deeper understanding of the consequences that arise from prioritizing short-term gratification over long-term fulfillment.

Bringing these lessons into the classroom, we can leverage technology to create engaging learning experiences that intertwine the themes of instant gratification and digital literacy. Virtual discussions, online collaboration tools, and multimedia projects provide students with the opportunity to delve deeply into The Great Gatsby while honing their digital skills.

In essence, what The Great Gatsby teaches us is that true fulfillment transcends the allure of immediate satisfaction. By embracing patience, self-reflection, and meaningful connections, we can find lasting fulfillment amidst a world driven by instant gratification. Through a balanced approach that combines literary analysis and digital literacy, we empower ourselves and future generations to navigate the complexities of our fast-paced world while gaining a deeper understanding of human nature and the pursuit of long-term fulfillment.

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• The Great Gatsby Chapter 1 Character Analysis and Social Media Jigsaw Activity – capitalize on your students interest and knowledge of social media and get them engaging and moving as they connect to the identity construction of character in American Dream Research Project for Teaching the Research Process – using a narrative process for synthesizing research, students will evaluate Hollywood’s portrayal of the American Dream.

The post What The Great Gatsby Teaches Us: Exploring Instant Gratification and Digital Literacy in The Great Gatsby appeared first on English Classroom Architect.

Social media plays a major role in the lives of many teenagers. Even for those that are not active on social media, they are all aware of the dangers and pitfalls, as well as the opportunities of social platforms. Using the awareness our students have to social media can be used as a bridge to teaching The Great Gatsby. Leveraging students’ familiarity with social media platforms can lead to a deeper examination of themes, a clearer understanding of the social structures of the novel, an awareness of the construction and illusion of identity, and a translation of the parallels of instant gratification between then and now. By tapping into their familiarity with these platforms, educators can unlock a treasure trove of creative ideas for teaching The Great Gatsby. 

Connecting Modern Realities with Classic Literature

Social media platforms have revolutionized the way we communicate, form identities, and navigate relationships. The Great Gatsby, with its exploration of illusion, wealth, materialism, and social dynamics, offers a lens through which we can examine these modern phenomena. As educators, we have the opportunity to tap into students’ understanding of social media and leverage it to enrich their exploration of the novel. We can guide our students to make connections between the characters’ false personas and the carefully curated profiles they encounter online, sparking deep discussions and critical thinking.

To make The Great Gatsby resonate with students, it’s crucial to establish a connection between the novel and their contemporary experiences. Social media provides an excellent entry point, as it mirrors the social dynamics depicted in the book. By drawing parallels between the personas individuals craft on social media and the characters’ false identities in the novel, students can gain a deeper understanding of the themes and motivations driving the story.

Social Media As a Social Experiment

One of my guilty pleasures is reality television. Here’s the scene: I’m sitting in my living room, binge watching The Circle, a popular show on Netflix. The Circle is a social reality game where contestants live alone in apartments and communicate to one another solely through a closed social marketing platform dubbed The Circle. Each week players vote someone out. The criteria for elimination is completely up to each individual player. The twist is that players can play as themselves or they can do a fake persona. What is interesting to me about this game is that some people will hunt for the catfish, but others decide that they don’t care about the persona and what is more important is the type of person that they are projecting (which could be “real” even if they are catfish). 

At some point, it occurred to me how similar this scenario is to Jay Gatsby, who I have come to describe as the ultimate catfish before catfishing became a thing and it sparked a slew of ideas for teaching The Great Gatsby. If we eliminate the illegal ways Gatsby made his money (which is a significant problem, but put that aside for a moment), is the projection of a new version of himself something that we should shun? Or is he actually the exaggerated version of a self-made man? That bootstrap mentality is at the heart of the romanticized version of The American Dream, is it not? Or, bringing his illegal dealings back in, is that need to separate his climb from his achieved status what makes Gatsby’s fakeness so negative?

We as readers see this social dynamic in The Great Gatsby, with Nick Carraway. As Nick receives more information about characters he changes his judgements about them. For Gatsby, while he internally judges and admonishes, outwardly he remains a steadfast friend. At least from what Nick tells the reader, he reacts in the opposite way to her. He receives little additional information about her, but becomes increasingly judgmental and distances from her. Evaluating the reasons why he has these different approaches can lead to interesting conversations among your students. 

Analyzing the Phenomenon of Persona Construction 

Starting with social media and the fabrication of identity acts as a launching pad for discussing the illusion of identity in The Great Gatsby. On social media, people often present idealized versions of themselves, masking their true identities. This intriguing phenomenon aligns with the themes of illusion and identity portrayed in The Great Gatsby.  As students delve into the novel, we can invite them to explore the concept of online personas and the motivations behind these constructed identities. Encouraging reflection on the consequences of maintaining false facades and examining how these facades affect their relationships with others can foster meaningful conversations. By intertwining these discussions with relevant passages from the novel, students can gain a deeper appreciation for the characters’ struggles and the timeless exploration of identity in The Great Gatsby.

We’ve seen multiple people demonstrate the opportunity of going from nothing to something, and we have seen people completely build their persona. An example is Kim Kardashian who is known for being famous for being famous. She has completely built her empire to the point where people often forget about how she first came into the public spotlight. What is the difference between Kim Kardashian and Jay Gatsby? Where do we draw the line between what we would call projecting an idealized version of ourselves and an identity that is considered a false persona? 

How can you build on this in your classroom? Ideas for Teaching the Great Gatsby

1. An assignment I did earlier in my career is casting celebrities to portray each of the characters. A new twist is to look at celebrity social media and use their posts, along with the text of The Great Gatsby,  to justify the castings. This encourages students to think about the image the character is portraying and separating it from the comments Nick makes about them.
2. Going back to The Circle, this year I tried an immersive experience similar to the reality show. Students impersonated characters and tried to build alliances with the direction that they could play up whatever qualities they wanted, but they had to play their character with fidelity to The Great Gatsby. Each session they voted out a character. It was interesting to see them really flesh out character motivations and make connections.
3. I really like assignments where students track an idea or concept throughout the text. Students can consider how genuine a character is being at various points in the novel. These would make great graphs!

These ideas for teaching The Great Gatsby are designed to spark meaningful discussions and critical thinking.

Ideas for Teaching the Great Gatsby by Uncovering Themes Related to Wealth and Materialism

Wealth and materialism are central to The Great Gatsby, and social media provides an excellent backdrop for exploring these concepts. By exploring the relationship between social media and materialism, we can provide students with a fresh lens through which to examine the impact of material possessions, the pitfalls of consumer culture, and the role of wealth in shaping individuals’ lives and aspirations. By weaving in real-life examples from social media platforms, we can help students connect the dots between the novel and their own experiences.

To use another example, we saw the relationship of Jay-Z and Beyonce unfold, fumble, and strengthen through the media and their music. Throughout their time as music powerhouses the two have projected images of strength and power, amidst their moments of vulnerability. 

I like to use them as an example for The Great Gatsby because to me they are arguably an embodiment of Jay Gatsby. They have both invented and reinvented themselves in order to climb the social ladder and they are now a power couple of hip hop. They are considered “new money” and have embraced the labels of their roots and demanded seats at the metaphorical table. Beyonce especially has leaned into her country background, but has also positioned herself with the establishment. We see this posting visually with a recent music video where the two videotaped inside the Louvre, associating themselves with respected art even beyond the music industry. 

Both Jay-Z and Jay Gatsby are ambitious and driven individuals who rose from modest backgrounds to become incredibly successful. They amassed considerable wealth and used it to create a lavish lifestyle filled with extravagant parties and possessions. Gatsby throws extravagant parties to display his wealth and attract the attention of his lost love, Daisy Buchanan, while Jay-Z’s success in the music industry allowed him to enjoy a luxurious lifestyle.

The two have used their music videos and social media to reinforce images of wealth and power. 

The Rise of Social Influencers

Marketing experts predict that we are moving away from this model, but teenagers are very familiar with social influencers that gain a following and then make money through affiliate marketing and endorsements, sometimes for products that do not fit their following and they have not even used. This has led to another way that social media nurtures false personas. Here is another opportunity to test Jay Gatsby against contemporary social media. In Gatsby’s mind, he has created everything that Daisy wants—meaning he can give her all the shirts and flowers money can buy. But, there is something missing. It is something genuine that is long gone. Similarly, influencers do make money, but for some that take any deal that they are given, it is at the expense of their credibility. 

This sparks ideas for teaching The Great Gatsby incorporating their understanding of social media and social influencers:

1. Discuss Jay Gatsby as a brand. Students may be familiar with personal branding as a business strategy. Give examples and ask them how successful they believe Gatsby is at creating his brand.
2. Take this a step forward and ask students to create marketing materials for Jay Gatsby. These could be traditional like magazine ads, or they could include social media channels. Students can discuss the choices made in the campaign and the potential impact on Gatsby’s image and relationships
3. Ask students to identify the places characters have influence over one another. You can design activities where they argue for the most powerful character.
4. Host a Socratic Seminar discussing these issues. Here are some questions to get you started:
   1. How does Jay Gatsby’s pursuit of wealth and social status parallel the concept of personal branding in today’s era of social media influencers? Discuss the strategies he employs and the impact on his personal brand.
   2. In what ways does Jay Gatsby’s obsession with creating a persona and attracting Daisy Buchanan resemble the methods used by social media influencers to cultivate a following and monetize their online presence? Explore the similarities and differences between their approaches.
   3. Analyze the consequences of Jay Gatsby’s relentless pursuit of wealth and status. How does his desire for material possessions and the illusion of success affect his relationships and personal fulfillment? Can you draw any parallels to the potential pitfalls of social media influencers focusing solely on monetary gains?
   4. Discuss the notion of authenticity in both Jay Gatsby’s character and the world of social media influencers. How do false personas and the pressure to maintain a certain image impact individuals’ credibility and genuine connections with others?

Through these assignments, students can critically analyze the themes and characters of The Great Gatsby in the context of social media and personal branding, fostering a deeper understanding of the text and its relationship to contemporary issues.

Examining Relationships and Social Circles

Social media heavily influences how relationships are formed, maintained, and perceived. The Great Gatsby offers a rich exploration of complex relationships and social circles, reminiscent of the cliques and online communities that thrive in the digital realm. As we guide our students through the novel, we can encourage them to reflect on the impact of social media on their own relationships and social dynamics. How do virtual connections differ from face-to-face interactions? What are the advantages and drawbacks of these online relationships? By intertwining these questions with character analysis and discussions on the characters’ relationships in the novel, we can foster deeper understanding and critical thinking about the complexities of human connection in both the digital age and the 1920s.

In a world where Snoop Dogg calls Martha Stewart a friend, the rigidity of social circles may feel fabricated to teenagers. But, through social media they also have a fishbowl view of the fragility of some social networks. Comparing the social dynamics depicted in The Great Gatsby, such as the concept of the “East Egg” and “West Egg,” to social media’s influence on cliques and online communities becomes real for students when we talk about viral posts, social influencers, and cancel culture.

For students that have created relationships entirely online with no intention of ever meeting in real life, they can understand Jay Gatsby’s situation. People show up to his parties, but don’t show up for him. As a result, he would rather think people believe the rumors about him than uncover the truth of his beginnings. If Jay Gatsby was real and alive today would he have been treated the same? 

Assignment Ideas:

• Online Relationship Reflection: Have students reflect on their own experiences with online relationships. Ask them to write a reflective essay discussing the similarities and differences between virtual connections and face-to-face interactions. Encourage them to draw parallels between their experiences and the relationships depicted in the novel. What advantages and drawbacks do they see in these online relationships?
• Social Circle Comparison: Ask students to research and analyze contemporary social circles or cliques formed through social media. They can compare these online communities to the social dynamics in The Great Gatsby. Students can create a presentation or a written analysis discussing the similarities, differences, and the impact of social media on the formation and maintenance of these circles.

Incorporating students’ familiarity with social media, these ideas for teaching The Great Gatsby bridge the gap between classic literature and contemporary experiences.

Conclusion

By leveraging students’ understanding of social media, educators can unlock a wealth of ideas for teaching The Great Gatsby. These innovative approaches connect the themes and social dynamics of the novel to students’ contemporary experiences, fostering deeper engagement and critical thinking. Incorporating activities that explore the illusion of identity, uncover themes of wealth and materialism, examine relationships and social circles, and confront the allure of instant gratification, teachers can create a dynamic learning environment that resonates with students and enhances their understanding of this timeless literary work.

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• The Great Gatsby Chapter 1 Character Analysis and Social Media Jigsaw Activity – capitalize on your students interest and knowledge of social media and get them engaging and moving as they connect to the identity construction of character in The Great Gatsby

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