Teaching Critical & Creative Thinking in the Age of AI  transcript

Welcome back.

So up next, we have a session packed with practical ideas for anybody teaching students who are already using AI.

Doctor Ken Beatty brings decades of experience as an instructor, as an author, as a researcher, and as a teacher trainer.

He spent much of his career exploring how technology can support better teaching and learning.

And what I appreciate most about Ken is that he approaches AI as an educator first.

He's so deeply interested in what these tools mean in real classrooms with real students and how teachers can use them thoughtfully rather than simply simply reacting to them.

So this is definitely one to take some notes for.

Doctor Beattie, over to you.

Thank you so much, Vince.

And yes, I am Ken Beattie, Doctor Ken Beattie.

Actually, I did my PhD 25 years ago in 2001.

And during that time I've been thinking about these issues because my PhD was in computer assisted language learning.

So I've been thinking about everything to do with and leaning up to artificial intelligence, but my own passion has to do with critical thinking and creative thinking.

And I'm very happy to have this opportunity with Pearson to share some ideas with you.

I've thought about some of the questions that I have and I focused tried to focus on five questions that start off with what exactly is artificial intelligence?

Because we're surrounded by it.

Everybody gets so much information these days about artificial intelligence, but what is it exactly?

What problems does artificial intelligence create in the classroom?

I know that your mind's running right now about plagiarism and so forth.

How can artificial intelligence promote critical thinking?

How can artificial intelligence promote creative thinking?

And what else?

What else must must we teach in the age of artificial intelligence?

So during the next little bit of time that we have together, I'm going to try to answer these five questions, but I'm also going to do something else.

A bonus.

I'm going to share strategies, strategies that you can use in the classroom the next day that you're in, strategies that can help your students to use AIA little more efficiently, a little more effectively.

Let's begin.

So the first question again is what exactly is artificial intelligence?

Now you'll have lots of ideas and definitions and so many examples yourself.

And we certainly now live in the age of artificial intelligence.

We see the explosive growth in artificial intelligence tools.

There's a little diagram here showing a number of them with applications to many fields, not just the classroom, but everything in life.

It seems somehow all of a sudden is tagged with artificial intelligence.

It's a, it's a big change in our society actually.

And artificial intelligence seems so expansive.

It does seem to be everywhere.

And moreover, it seems sometimes a little scary.

Seems a little scary because we're sometimes confusing science fiction and science fiction predictions with actual science.

Now the places where we're scared, where we sort of have big concerns or have to do with things like general AI, super AI, theory of mind AI, and self aware AI, self aware AI and all of those together is kind of artificial intelligence that thinks on its own and is aware of itself and maybe is starting to think, hmm, do we really need these human beings or not?

That's science fiction.

In fact, all we have in 2026 is 3 forms of artificial intelligence, and each of these, curiously, is kind of defined by memory.

Now, the lowest one and the simplest 1 is just reactive artificial intelligence.

You see this every day.

There's simple systems like spam filters.

They don't have any thought, they don't have any memory.

There's nothing going on there.

They just do a simple function over and over again.

Limited memory.

Artificial intelligence is built on training data.

We'll come back to this a couple of times that's we've heard so much about artificial intelligence scouring the Internet and now increasingly books to get ideas about how language fits together and what new ideas it can incorporates.

But it has no ability at this level to sort of maintain a conversation.

Might answer a question, but no conversation.

What we're really experiencing is a form of narrow AI.

Now this narrow AI, you know, has aspects of limited memory AI and it's trained generally for single purposes from answering questions to self driving cars.

But you know yourself, you're not going to ask yourself driving car to write an essay and you don't expect, you know, ChatGPT or something to again drive your car.

So it's kind of single purpose.

Most of it.

There is no general intelligence, There's no super intelligence where it can do a number of different things like some sort of sentient robot off of a Star Wars movie.

Okay, so narrow AI, we've we've got it down to that.

So how does that work?

Well, it's essentially a large language model and that's a type of artificial intelligence that's trained on a massive data set of text and code.

So it's really looking at everything on the Internet as much as it can, trying to figure out all the information that's there.

And, and, and increasingly that information is also being drawn.

You'll have seen the stories in the news and in in recent months about how these artificial intelligence companies are buying up old books, buying up old books and they're they cut off the spines, they run the pages through scanners and they're trying to learn essentially as much as possible from things that are not necessarily published on the Internet.

The Internet was an easy, easy place to go and find these things.

But now they're going digging deeper to try to expand their knowledge, expand their understanding.

We'll, I'm going to come back to that with something else.

But all of that, all of that, all of that information essentially allows a large language models to understand and generate some what seems like human like text, translate languages, write different kinds of creative content and answer your questions in an informative way usually.

Now, is artificial intelligence intelligent?

I mean, this is the big question and the answer, The answer I am happy to say really is no, no, it's not really intelligent.

That's kind of a wrong word that's been used here.

A tool like ChatGPT has no understanding of knowledge.

It merely collates bits of words together based on statistical probabilities and that using that it can produce some useful text.

So it's really kind of pattern recognition.

And when you see the phrase better late than never, Oh yes, you know that word, it pops into your mind because you are a supercomputer, That better late than never phrase is a collocation because those words naturally go together.

Does it have to be like that?

Yeah, No, not at all.

Of course, you could say better late than Monday, better late than than an hour from now, better late because there's 1000 things you could say.

But ChatGPT and other AI programs are looking for the most frequent ones.

And of course, it's going to pick up other clues from the conversation or the instructions or the requests that you have to try to figure out what the answer should be.

So if we want to get a better understanding of how AI works, is somebody John Searle in 1980?

Yes, I know, 100 years ago John Searle actually wrote about artificial intelligence at that time and he said any artificial intelligence is going to be like useless thought experiment in like a Chinese room.

So you can imagine you put some Chinese into a Chinese question or something into one side of a box and all of a sudden you wait and then a few minutes later out of the other side of the box comes an answer and you think, oh, the box is so intelligent.

It's such an amazing thing.

Well, we sort of feel the same way about computers and such and artificially intelligence.

But in fact, inside the box, what's going on?

There's a guy with a guidebook, and the guidebook says this.

It says, OK, when this message comes in, look it up and find the symbols.

And then if these symbols are there, then write these other symbols and put it out the other side.

Does the guy understand Chinese?

Not at all, not at all.

So that's really what it's working.

And that's where we're missing that intelligence that they talk about in artificial intelligence.

It seems intelligent.

It certainly seems intelligent.

It does a lot of amazing things.

It collects lots of information.

It sorts them in interesting ways.

It can organize ideas faster and sometimes in unexpected ways.

But again, at the end of the day, it's really just following a set of rules.

So what are some strategies?

OK, I promise you I'm going to share lots of strategies in this session.

So what are some of the strategies?

So one is explore learners attitudes about artificial intelligence from excitement to fear.

Now we all have this.

We all have a mix of emotions about artificial intelligence.

I'm excited.

I do lots of creative and fun things and make little pictures, including several that I've used in this presentation.

But I'm also a little afraid.

I have two sons.

What are they gonna do for work?

What are they gonna do for work?

Is artificial intelligence going to put them and most of the population out of work?

I don't know.

I have to discuss these things with students, explain the abuses of artificial intelligence in terms of privacy and threats.

All of a sudden, students are, you know, putting a lot of information about themselves in the Instagram and TikTok and other posts that they put online.

And those are susceptible to artificial intelligence taking their private details and using them maybe in nefarious ways.

Have learners explore how AI can be used to complement learning, not to replace it.

It's a complement learning and how and why things like plagiarism and cheating are unacceptable.

And then finally, identify some practical aspects of artificial intelligence that can enhance language learning.

Again, not replace it.

So things that can really help in some ways.

Now, this seems very vague in general.

Yeah, OK, you can do that.

But I'm going to give you more examples as we go through, so stay tuned.

OK.

The second question is what problems does AI create in the classroom?

And I, I wish we were sort of in a room, you know, and had together because I'm sure you could all share lots of ideas that you've already experienced about problems with artificial intelligence in the classroom.

But before we before we dump on artificial intelligence, we have to accept a fact.

And that is the fact that each new technology shines a light on our classroom practice.

What do I mean by that?

Well, let me give you an example.

In 18 O1, Scottish teacher James Pillens attached a large piece of slate to his classroom wall.

What did he do?

He created the first blackboard, 18 O one.

I thought it would have been years before that, or hundreds of years before that, this new technology, as well as his invention of colored chalk.

He took white chalk, he mixed it up with some pigments from different colors, and all of a sudden he had colors because he taught geography and he wanted to do his maps and different colors.

But it changed classroom interactions.

So what do I mean by that?

Well, at the before James Pillen started doing this and other people started adopting it, students would have their books and they'd be heads down looking in their books, or they would have individual little slates, surprisingly, like iPad tablets of some kind, and they would write on those they weren't sharing in the same way.

Suddenly, suddenly the blackboard changed the way in which students could share information, the ways in which the teacher could share information.

All of a sudden the teacher could write something up.

Everybody heads up, looking up at the board, students could come up, make their corrections, make give their answers, do things like that.

And so it really changed the way in which teaching and learning took place.

Now that's the truth.

That's true for every new technology that comes into the classroom, but it also has an impact.

And part of the impact of that sometimes for some technologies can be something we call cognitive or learning offloading.

It's the way in which we think, and we're offloading it.

We're giving it to someone else.

So AI innovations raise questions about how languages are taught and learned and every other subject is taught and learned.

AI and Google before it impact learner memory.

So this is something Marshall wrote in 2022, a couple of other researchers as well.

Now, I have experience from this just as you do.

I was, I was in a teaching in school long time ago.

I started off as a secondary school teacher, math, social studies and the English, but calculators arrived for the first time.

And so when calculators arrived, you know, all of a sudden I could see the decline in students numeracy, their ability to sort of calculate and do things like memorize the times table started to go down.

And even I remember, you know, when I was a high school student and someone brought one of the first scientific calculators into in my chemistry classroom.

And Mr.

Dawson said, well, it's not like when you're older, you'll always be walking around with a calculator.

And now I think, OK, Mr.

Dawson, you are so wrong.

I've got one on my phone.

I've got one on my watch.

Yeah, no, I have them all the time.

But in terms of AI, it's similar.

Research shows that relying on AI tools diminishes students critical thinking and creative thinking.

Now at the end of this presentation, I've got 22 references, so you can look up some of this stuff.

You don't have to believe me.

Read the full studies.

So it raises questions in a central question posed by all of this.

Of course, as teachers, is this it breaching academic integrity?

You know, is it basically the, you know what the ways in which we're using AI in the classroom where students are using it?

Is it leading to false content?

Do they plagiarize existing content?

The AI itself is a plagiarizing it does it create original content, so-called original content without any human effort or expertise.

And the potential for bias or discrimination in AI generated text is huge.

So that bias problem is because it takes information that's maybe very dated.

It might take something from 50 years ago or something.

It finds something and then it presents it like it's true today, when in fact we've moved on as a society.

Questions to consider.

All right, that's a lot of questions to consider.

And teachers feel alone, alone.

Many professors feels as if they are on their own.

This was one quote he said.

I'm not getting any guidance on how to dissuade a is use in the classroom.

So many teachers feel this way that, you know, not only not only this is big new thing, but they don't feel like their school, you know, their their, their departments or their schools or colleges or universities are giving them the information they need to sort of like deal with these problems.

So fortunately, I was at a conference in Salt Lake City a couple months ago, and I went to a wonderful presentation by Schrachter and Nestor Hooke, and they had they had just two simple questions to ask.

And they're great because you can ask these in your class.

Does the use of artificial intelligence interfere with course objectives?

What do we mean by that?

OK, so say university essays or essays in high schools, doesn't matter.

They typically ask students to do the same sorts of things, which is write essay sections from everything from titles and abstracts, references, you know, intro paragraph, everything else.

They have to identify differences between different essay types.

Is it argumentative?

Is it something else?

Compare and contrast.

They have to master specific citation styles, MLAAPA, Chicago style, and they have to synthesize complex ideas, not just to say one idea, but put ideas together in some ways.

Now, these are things which we expect the student to be able to do.

Can artificial intelligence do them?

Oh yeah, of course they can do all of them.

But part of the problem, part of the problem, part of the problem is that is that there is no the students don't have any critical thinking sort of skills associated with that.

And because of that, and because of that, they can't even look at what the AI did and say, was this good or was this bad?

OK, what's another strategy?

Does the use of artificial intelligence unfairly represent learner effort or ability?

And again, again, the question is quite obvious, If the student is having AI write the essay, then it's not really their ability.

And a big job, a big job we have as teachers is graduating students, graduating them from kindergarten, high school, from university, from doctoral programs.

I teach master's and doctoral students and you know, this is, this is a problem because we're, we can no longer say to employee employers, yes, our students can do the jobs in your business.

And we don't want to say, well, these students can use AI to do maybe some of the jobs in your business.

It's not when we want to go gets worse, gets worse.

There's something called cognitive death debt, and this is a wonderful study that was done last year at MIT.

They showed, they showed that students who used artificial intelligence to write essays used less of their brains than a second group using Google and far less than 1/3 group who were writing with no digital help whatsoever, just pencil and the paper.

How did they figure that out?

How do they do that?

Well, fantastic.

They, they put these sort of big hair Nets over all the students heads with 3030 sort of little electrodes on it to sort of measure brain activity.

What did, what happened when they did that?

Well, the students using artificial intelligence basically lights off nobody home.

With the Google students, a little more illumination, sort of let's say fireflies or something like that.

But with the students who were handwriting things, their brains, their brains lit up like Christmas trees.

They were so engaged and so many parts of their brains in solving the problem of writing the essay, they were using their brains.

It gets worse, it gets worse.

These AI enabled students lost thinking skills because what they did is 3 months later, they asked the students to write the same essays, same topic, everything else and they asked them to just use pencil and and paper.

Now when the AI group did that, they were stumped.

They did horribly, horribly.

They couldn't even remember what they had written in the first, in the first essay when they had used AI.

So essentially there was damage there.

They found the same thing with doctors looking at doctors looking at scans, radiography scans and things, X-rays.

Using AI for three months then afterwards they've dropped 6%.

It's in the same study, you can read about it.

O what's the strategy tie AI used to learning contracts?

You can find sample contracts available online, but it's better to have your students create them.

Ask them say, say, you know, how do you think you should be using AI in your things?

Make them debate it, figure it out and then write a contract and make them sign.

It just means that they take a little more responsibility for their learning.

But in admit all of this and you know, I'm not I'm not saying that we just proceed exactly the way that we have before.

In fact, we don't.

If students can turn to ChatGPT or other language models for quick and easy answers, then there is a problem with the lesson.

I read this and I thought, wow, what do I do with that?

What do I do with that?

OK, so maybe yes, and we've all been in those classes ourselves as students where we thought, oh, this is boring or something like that, or we wish we had a a machine to write lines over and over again or something.

But again, this is really we have to sort of question what we're doing in the classroom and maybe focus on other things.

Now, what's a strategy?

Ask learners to use AI.

It's fine, but maybe also to reflect on it, not all the time, but from time to time, just say I want you to use as AI in your in your essay or or whatever activity you're doing, but but document what you're doing.

Tell me the questions you're asking.

Tell me the answers it gives and what you what use you make use of it.

Now I'm a teacher.

I was thinking, wow, this came out and ChatGPT came out in November 2022.

A couple months later, I was starting to teach a course with my graduate and doctoral students and I flipped the paradigm.

Instead of saying no, no, no, you can't use AI, I went the opposite way.

I said use it as much as possible, but I want to know what you're what you're doing with it.

I didn't know what to expect.

I wasn't really sure what they would end up doing with it.

So a couple of examples, Chachi, one of my students, Japanese native speaker, lives in Tokyo and she said she wrote her paper in the normal way, paper and, you know, pencil.

And then at the end of it, she said Chachi PD academicized my paper and it was quite insightful for her because it went through and it changed her paper.

And when she looked back at it, she had a realization about things that she was doing.

For example, she did an awful lot of hedging.

Hedging is where she was taking basically ideas like I believe, I think, I feel, and using that in front of sentences.

Chachi took them off.

Also, she was too verbal.

She was saying in 100 words what she could say in 20.

So a Chachi PT also crunched things down, taught her things.

Another student did something else I'll tell you about in a moment, but the problem is it's very authoritative.

Now, in her case, that was good.

But in other cases, because it sounds like it knows what it's talking about so much, it can be problematical.

In fact, it can lead to what we call hallucinations.

So with another student, I'm reading through his paper.

I get down there, BD 2023 says, and it's a little citation of my own work.

And of course, my ego, you know, is fanned a little bit.

That sounds great.

Go to the references.

Perfectly perfectly written.

BDK 2023, the name of the article, the journal system, one of the best journals out.

Only one problem, I didn't write it.

I didn't write it at all.

The student had gone and said find, find a quote by, you know, Doctor Ken Beattie about this.

And I have written a lot.

I've written for system Journal before as well, you know, so I have written a lot.

I have textbooks on computer assisted language learning, but this was purely invented.

So false citations, what's the bigger problem with that?

There's consequences to it.

The consequences are these.

There's a worry that if AI delivers its false answers confidently and with the ring of truth, they may be accepted by people, a development that would only deepen the age of misinformation we live in now.

I talked earlier about scanning and all those old books.

One reason, one reason the AI companies are doing that is because the Internet is becoming polluted with fake news from from other AI models.

It's producing so much content, which is absolutely false, that it doesn't want to use that.

So it's going back to pre computer, pre Internet textbooks to try to get more information.

A little bit scary.

OK, What's the strategy?

Teach students a proper research methods and the ethics of using artificial intelligence.

So have discussions #3 how can we promote critical thinking?

OK, well, the important thing to understand is that critical thinking is a process.

It's a process.

So we have to identify a problem and then go through a number of steps, research and gather information, evaluate biases and so on.

OK, so the important point here is that critical thinking doesn't take place in a moment in a genius head.

It's actually a series of steps.

You may do them very quickly, that's fine.

But it is a series of steps.

And what we want to do is in the classroom is break them up and say, OK, class, identify your problem.

That's the first step, and let them do all that research and gather the information.

Maybe they want to do that with the computer or something.

But again, really looking for information, evaluating biases is, is more personal.

Now we all have biases about things.

If you say what is the best country in the world to live in Canada, right, Of course I'm Canadian.

I would say that, wouldn't I?

So we all have personal biases and we need to evaluate those when we're writing.

There's other issues there.

So when we start with identifying a problem, we want to, we want to basically develop those habits of mind.

We want to develop curiosity among our students.

So what exactly do we mean by habit of mind?

It's just really simply asking these questions.

What do I know?

What don't I know?

What do I maybe think I know, but I might be wrong about.

So, for example, juggling.

Let's take juggling.

What can I juggle?

You know, what can I juggle?

Oh, I can juggle balls.

That's a good one.

I won't do it right now, so I can juggle torches, I can juggle chainsaws.

OK, great.

As a teacher, I know that I don't have to answer those questions or deal with that content in the classroom.

Students already know it.

What don't I know?

Who was the first juggler in history to lose his life in a battle?

What?

What a weird question.

OK, but there's an answer to it.

So his his name was Talifer, and he was he was juggling swords at the Battle of Hasting in Hastings in 1066.

He was trying to enrage the other, joking around, trying to enrage the other army.

And somebody shot an arrow through his head.

OK, you didn't know that.

OK, I can teach you that.

And then the third question is, what do I think I know?

But I might be wrong about say, how?

How long have people been juggling?

OK, there's going to be a lot of answers here from prehistoric times to maybe 1000 years ago.

I asked my sons earlier and they didn't know the first records of it is 4000 years ago in Egypt.

We have pictures on the sides of pyramids or something like that.

So we know that.

So that habit of mind is about asking questions, but a certain kind of questions, not just closed ended questions, not facts.

What we want to do is things that encourage critical thinking.

So you say, if I ask, you say, what is the capital of England, right?

You know, Hermione Granger is going to put up her arm.

Everybody else will be bored and she'll say London, you know, and but it's a boring question.

What's the interesting question?

The interesting question is why is London the capital of England?

Oh, well, I think the Romans set it up first and said that it's on a river.

So the river could have something to do with it.

And well, it's in the South of the country, so it's more maybe fertile.

So anyway, there's lots of reasons and students need to be challenged to think about questions which even you may not know the answer to.

It's OK, it's OK.

You don't have to know everything, right?

So what's another strategy is, is look for other points of view.

And again, this is something that artificial intelligence can do.

It can, it can give you contrary arguments.

So that's very good.

Another thing that it can do is it can tailor explanations.

So this was, this was an idea about looking for three different examples or explanations of a concept.

So I teach, I teach, you know, the subjunctive and tense.

And when I'm doing that, I often say, well, my father used to say to me as a child, if, if if wishes were horses, then beggars would ride.

I have no idea what it was talking.

But of course it's using this subjunctive to sort of equate wishes to something impossible.

And therefore I'm not going to be able to have hamburgers for dinner or something.

I don't know.

So think of an A as an assistant.

Train students to do those prompts on their own.

OK, what's another strategy?

Foster independence.

Now, this is a big thing.

We do focus a lot on facts.

We focus a lot on facts in the classroom.

But the less students need educators to be the main source of knowledge, the more we can focus on those skills, those skills of curating, guiding, critically assessing, learning, and we can help students develop those skills because partly again, shifting our image of what we do as teachers.

Imagine students futures is something why learn English or any other subject?

Why are you, why are you learning this and such?

Now a lot of students will have some ideas, especially if you ask them as a group, individually they might go, I don't know, but suddenly you put them in a class, you ask everybody for all their ideas and they might say, oh, I guess I want to do that too or something.

A lot of them will have things to do with careers in which they need to use English and they won't be able to do that with just AIA.

Good idea is think about their personal futures.

So for example, oh, I want to be an astronaut.

Fantastic.

You want to be an astronaut.

Why don't you ask AI to generate the key language in the field of becoming an astronaut?

You know, ask it questions, create a vocabulary, ask it to create some tests for you and create some other learning resources.

How should you start training now to become an astronaut in the future?

You know, get on to the trampoline.

OK.

Can an AI tutor complement and reinforce and personalize what's being taught in the classroom?

Yes, I think this is a great use for artificial intelligence to complement again.

So this is a quote says when students spend frequent one-on-one instruction time with a tutor, they're learning improves.

Rich people know this.

They get tutors for their kids.

Tutors help clarify complex topics, elicit reflection, and they motivate students to take ownership of their own learning.

So we now have the opportunity to use artificial intelligence tutors to guide students.

OK #4 How can AI promote creative thinking?

Again, like critical thinking, it's a process.

It's not one single step.

It's a series of it's a series of steps.

Ball breaks it into five.

You might break it up in some other way.

Let's go through them.

Research and incubation.

So to get the most out of artificial intelligence, students need to learn to use effective prompts.

So, so they have to be able to ask the right questions to get the right answers.

So first, they should provide context.

Second, be specific.

And 3rd, build on the conversation.

That's some things that they can do is, is continue to ask and continue to probe.

And those skills themselves are critical thinking and creative thinking skills just to probe and keep asking questions.

But it's also vital to give students time to think about projects.

Not like, yes, here's your homework.

It's, you know, please bring it to school tomorrow morning at .

It's giving them more time to think about things that that's the incubation stage.

So they have more time to develop a variety of ideas and ask them, say, give me 10 ideas and then we'll choose one of them.

Illumination.

This is where you have that big idea or something like that.

And AI can be helpful in helping to spark imagination and to encourage creativity among students.

OK, what can I do for fun?

For example, looking at this woman, she doesn't look very fun, but here's a strategy.

Write or tell a story to go with this image.

OK, so this is a this is a digital artist who uses AI to create these images, discuss with a partner, write your story and then Share your story, right?

It's a fun thing to do, but it's but it's again using their creativity.

Another strategy is to create task based projects with multiple steps.

So not just one or two steps, but multiple steps.

So brainstorm an idea on the unit theme, write a script, edit the script, film a script.

Again, these are ones that you want to do partly in class when the students just have pencil and paper to do it and to sort out their ideas.

And then later on, you can insert AI into the process, Ask AI to critique ideas and scripts once it's finished.

But again, the students have used their brains.

They've lit them up like Christmas trees, as we said, and then they can go back and get some feedback again.

They're going to share the type of feedback that they get.

Ask AI to transcribe speech and narration.

This is a great one.

And you all experience this when you're talking to your phone and you're saying, oh, make a note, remind me to get potatoes.

And then instead of potatoes, it writes down something like tomatoes or it just makes a mistake.

That's because you're speaking is wrong.

So the pronunciation needs to improve.

It's a great way for students to improve.

OK ask AI to point to additional ideas or something.

Maybe it says, OK, you should watch some videos about rock climbing and it will give you some other ideas.

OK, Evaluation is an important part of the package for anything, for critical thinking and creative thinking.

But self evaluation is particularly important.

It's not just handing it in.

Did I get an A or AB or AC or AD?

It's actually the students taking a little bit more responsibility.

So starting with again, explain how they've used AI, reflect when AI gives them poor advice or wrong information, and then build in the assessment.

So say, how should your work be evaluated?

Ask the students, how do you think it should be evaluated?

How will you know that you've done a good job and how much is you?

How much is AI?

Want to figure that out in terms of the implementation stage?

Explore genres with AI.

Now, I'm a big one about getting students to read as much as possible, and I don't care what they read.

They can read science books or cookbooks or novels or poems or anything, but it improves your language and it improves your general knowledge to do so.

It can enhance passive language learning and it is a lifetime skill.

Students who enjoy reading will continue learning throughout their lives.

So there's a few things we can we can engage them with.

I'm just giving this example here.

1 strategy is with poetry, and these are ideas that other people have had.

One such project involves asking the chatbot to compose poetry in a specific style, for example, a sonnet or a haiku or a Limerick, after which the students analyze the generated content.

They let them do.

They look at a sonnet and then say, OK, here's some sonnets, what do you think the rules are?

They start counting the syllables and the lines and see what's different.

They'll figure it out.

Another strategy, critique the AI writing.

So 1 teacher had the students create AGP Chat GPTA generated essay on Shakespeare's Romeo and Juliet and she said that my students have never been so engaged in writing.

They wanted to beat the computer and they were tearing apart the AI generated essay.

I think that sounds like so much fun.

Again, it's a critical thinking and it's creative thinking all wrapped up in one.

But wait, isn't Shakespeare too hard?

OK, RR, why must you bear that name?

Renounce your father.

Let love be our only claim.

But if you hesitate and your name, you won't disown.

Promise me your love and I'll cast off my capitalist stone.

What the hell is they talking about?

OK, so here we have a lot a couple of problems.

One, if you if you're a language teacher, you know the common European framework has some words and it doesn't have others.

It doesn't have the word renounce or disown.

They're not on there at all.

The words claim, hesitate and cast are B2.

Not quite high for our students sometimes Promise and and stone or B1.

OK idea.

Use AI to simplify.

What do they say?

Oh RR, why do you carry that name?

Forget your family.

Love will be our flame.

If you won't, just promise you'll be mine.

And I'll leave behind the name Capulet in time.

All right?

It's the same thing.

And it rhymes.

It's just, it's just a wonderful, wonderful application of artificial intelligence.

And you can see how this would help your less able students in the same class as the ones who maybe get it the first time when they're reading the original Shakespeare.

OK #5 we're getting toward the end here.

What else must we teach in the age of artificial intelligence?

OK, well, we have to rethink education a lot.

And again, the focus we've already figured this out is going to be on high level thinking capabilities.

A lot of those are going to be that critical thinking, creative thinking.

But also we're have to focus a lot on AI literacy for them to understand how AI works.

And I've already given you some ideas to get you going there.

But another thing we have to do is teach empathy.

Artificial intelligence does not think as we do.

It's chaotic to us.

It's economical for AI, but it's not an ethical, it's not empathetic, and it's certainly not wise.

Such human characteristics as these are learners, help our learners succeed in work, academia, and frankly, in life in general.

So how do we do that?

Begin.

Well, one one way to begin is to use your textbooks and and give students the opportunities to put themselves in the place of others.

Reading novels, stories, watching videos of movies, things like that.

That's what we naturally do.

We put ourselves in the place of others.

We can do that with our textbooks as well.

Pearson's series I've been involved in start up and again, you could just look at this chapter.

How's it going?

Look at the picture.

Look how complex that is in terms of people smiling, making gestures, greeting each other.

There's so much going on there that AI will never understand.

Can we turn back the clock?

No, AI is here to stay, but both teachers and learners need to explore the best ways to get the most out of AI.

So you have to work with the students on this.

Have learners explore AI tools.

You don't have to do it all yourself.

And a lot of teachers worry like I don't have time.

That's OK.

Get the students to do it.

Create personal, Ask them to create personal materials and class materials as well as assessments.

Let learners teach you and each other.

It's a good way forward.

OK, that's all we have time for today.

Thank you so much.

Again, my name is Doctor Ken Beatty, my e-mail, kenbeattyat-mac.com.

If you want to continue this conversation, you have some suggestions, ideas, complaints, reach out.

I'd love to hear from you.

And a big thanks again to Pearson for hosting us today.