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Access Flint: Difference between revisions
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Mvanmierlo (talk | contribs) (Created page with "== General Tips and Tricks == *As with any Generative AI, be '''''specific''''' and practice careful '''''prompt engineering''''' *Find a '''''website''''' to use as a starting point - create a '''''Tutor''''' directly from that *Find a '''''document''''' (PDF/Word) to use as a starting point - create a '''''Tutor''''' directly from that *Identify in your prompt how you want students to interact with the AI. '''''What are the learning goals and objectives?''''' *Be speci...") Â |
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== General Tips and Tricks == | == đ General Tips and Tricks == | ||
*As with any Generative AI, be '''''specific''''' and practice careful '''''prompt engineering''''' | *As with any Generative AI, be '''''specific''''' and practice careful '''''prompt engineering''''' | ||
*Find a '''''website''''' to use as a starting point - create a '''''Tutor''''' directly from that | *Find a '''''website''''' to use as a starting point - create a '''''Tutor''''' directly from that | ||
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*Be specific for what constitutes a good response vs. an incomplete response so that students can get the most helpful feedback. | *Be specific for what constitutes a good response vs. an incomplete response so that students can get the most helpful feedback. | ||
== Students == | == âī¸ Students == | ||
INSTRUCTIONS HERE TODO*** | INSTRUCTIONS HERE TODO*** | ||
== Teachers == | == đĢ Teachers == | ||
=== Access Flint === | === Access Flint === | ||
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"Make a formative assignment where students are interrogated about the deeper meaning of the poem. Ask students to highlight specific passages that resonate with them, and ask students to do an analysis based on the overall sentiment of the poem. The interaction should be extremely conversational, and help students unpack the deeper meaning in the reading." | "Make a formative assignment where students are interrogated about the deeper meaning of the poem. Ask students to highlight specific passages that resonate with them, and ask students to do an analysis based on the overall sentiment of the poem. The interaction should be extremely conversational, and help students unpack the deeper meaning in the reading." | ||
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==Remember...== | ==â ī¸ Remember...== | ||
*No AI is perfect. Check for errors, and make it clear to students that this is a practice tool to engage with content beyond typical readings and assignments. | *No AI is perfect. Check for errors, and make it clear to students that this is a practice tool to engage with content beyond typical readings and assignments. | ||
*This should be used as a formative assessment tool. Think of this as a substitute for reading quizzes, reading checks, or brainstorming sessions. | *This should be used as a formative assessment tool. Think of this as a substitute for reading quizzes, reading checks, or brainstorming sessions. | ||
*The assignments are only going to be as good as the content, prompts, and resources that go into creating the Tutors. Remember that! | *The assignments are only going to be as good as the content, prompts, and resources that go into creating the Tutors. Remember that! | ||