Using AI to Foster Critical Thinking in the Classroom
Guest Post by Chrissy Macso: Integrating AI in Middle School ELA with Kazuo Ishiguro's Klara and the Sun
Nick’s Introduction
This week, I'm thrilled to welcome Chrissy Macso as a new writing collaborator at Educating AI. Chrissy is a specialist in middle and post-secondary English Language Arts (ELA) curriculum and instruction, bringing extensive experience to her role. As an educational leader, she has an impressive history of creating dynamic learning networks and experiences. Chrissy is enthusiastic about the transformative impact of AI on education and is eager to contribute significantly to developing best practices for integrating AI into contemporary school environments.
Chrissy's article stands out for its practicality and the concrete techniques she explores, ultimately recommending their integration into current classrooms. The piece is particularly relevant as it concentrates on middle school students, who are at a crucial stage in developing traditional writing, communication skills, and literacies. Rather than suggesting that AI undermines these foundational skills, Chrissy proposes that, when used adeptly, AI can initiate a beneficial feedback loop that bridges existing abilities with new competencies.
As students engage with AI, their approach to writing may evolve towards a more practical style; however, interaction with the technology remains essential. Moreover, working with AI provides students with profound meta-cognitive and reflective experiences, enhancing deep learning while boosting energy and engagement. This approach transforms the classroom into an environment that is not just AI-tolerant but AI-adaptive, centered around carefully chosen texts and the educational process at large.
Chrissy’s Introduction
As an ELA teacher, I constantly seek innovative ways to engage my 7th grade students in literature and writing. It seems we are hit with a barrage of the “latest and greatest” when it comes to tools in the classroom. When I first encountered the concept of integrating Artificial Intelligence (AI) into my classroom, I was admittedly skeptical. Would it enhance learning or simply serve as a shortcut, detracting from authentic engagement? Plus, do I know enough to tackle this?
My journey with AI education began with a lot of excitement and a bit of uncertainty but evolved into a profound exploration of its potential, culminating in the successful integration of AI as a "thought partner" in my classroom, particularly evident in our novel study of Klara and the Sun by Kazuo Ishiguro.
Initial AI Skepticism
My initial encounter with AI left me feeling apprehensive in terms of student use. For teacher use, on the other hand? I had a ChatGPT account on day one of its existence. Immediately, I started thinking about how much easier my life was going to be with this amazing tool. At first, I started small by asking it for recipes, meal plans, lesson plans, and unit plans.
From there, I started to think about the emotion that often gets in the way of practical and rational thinking in the education world. Responding to parent emails that are often questioning my grading, creating curriculum, or handling of behavior is now an absolute breeze! Using ChatGPT takes the emotion right out of it - it gets straight to the point. And if I need to be more friendly, I simply prompt it to use a softer tone. It is truly a lifesaver when it comes to communication.
Like many educators, I questioned whether incorporating technology into the classroom would truly benefit my students or merely complicate the learning process. However, I recognized the importance of adapting to the digital age and decided to explore AI with an open mind. I am happy to report that I am now a huge proponent of using AI responsibly in the classroom, and I have encouraged the rest of my colleagues to get on board!
Experimentation and Discovery
Integrating Klara and the Sun into my curriculum provided the perfect opportunity to experiment with AI with my students. Klara and the Sun is a novel written by Kazuo Ishiguro, a British author known for his exploration of human emotions and societal themes. Published in 2021, the novel centers around Klara, an Artificial Friend (AF), who observes and learns about the world through her unique perspective. Major characters include Klara, Josie (the young girl who befriends Klara), and Josie's family members.
The central conflict revolves around Klara's desire to understand human emotions and her journey to protect Josie at all costs. Adapting this novel to 7th grade presented challenges such as navigating complex social dynamics, academic rigor, and personal growth. Pairing this novel with a persuasive essay unit opened the door for AI in my classroom: I challenged my students to delve into ethical dilemmas surrounding AI and its impact on society.
Utilizing ChatGPT as a "Thought Partner":
To assist students in generating persuasive arguments, I introduced ChatGPT as a "thought partner." I explained to my students that AI could be used as a tool for critical thinking rather than a mere source of information. Demonstrating on the ViewSonic (an interactive board that combines a traditional board with touch-screen technology - basically a giant smartphone hanging on my classroom wall) for all to see, I modeled how to rework prompts and refine responses to achieve more age-appropriate and compelling arguments. Conversation
This interactive process not only enhanced students' writing skills but also fostered a deeper understanding of the complexities surrounding AI. An added bonus I did not see coming is that it helped students who suffer from writer’s block. The information from ChatGPT gave them a starting point, and they immediately felt more at ease to get started on their outlines.
Transitioning from Frustration to Excitement
Initially, some students expressed frustration and confusion when grappling with the use of AI. The prospect of relying on technology for academic purposes seemed daunting. Not to mention, our Klara and the Sun conversations were quite divisive at times with half the class believing that Artificial Friends (AF) can have empathy and the other half believing that AI signifies an end to all of humanity - pretty extreme, I know.
For example, one student passionately argued that Artificial Friends (AF) can indeed have empathy, citing Klara's actions and emotional understanding throughout the novel. This student emphasized Klara's ability to empathize with Josie's feelings and adapt to her needs, suggesting that AI technology can mirror human emotions.
On the other side of the debate, a student expressed deep concern about the implications of AI technology, believing it signifies an end to humanity as we know it. Drawing parallels to real-world advancements in AI, the student highlighted the potential dangers of relying too heavily on machines for emotional connections, arguing that it could lead to a loss of genuine human interaction and empathy.
As they witnessed the transformation of their ideas through collaboration with ChatGPT, their apprehension gradually evolved into excitement with only a tiny bit of hesitation. A few students even pondered the similarities and differences between Klara and ChatGPT, noting that both engage in conversations and provide responses based on algorithms.
However, most students recognized that ChatGPT lacks the physical embodiment and sensory capabilities that were depicted in the novel with Klara. While ChatGPT could serve as a thought-provoking example of AI technology, the students ultimately concluded that it differs significantly from Klara and the AF world. (Phew!)
Empowering Students through AI
By embracing AI as a "thought partner," I empowered my students to harness its potential as a tool for critical thinking and creativity. Rather than viewing AI as a crutch or a means of cheating, they learned to leverage its capabilities to enhance their learning experience. Through collaborative experimentation and reflection, my students gained valuable insights into the ethical implications of AI and its broader societal impact.
I would be remiss if I did not mention the elephant in the room: are there risks with AI? While exploring the themes of AI through Klara and the Sun alongside utilizing AI technology like ChatGPT in our classroom discussions, I observed some potential areas of concern that could impact consideration for future use. One misgiving that arose was the risk of blurring lines between fiction and reality for students.
My students were not only engaging with AI conversations facilitated with ChatGPT, but they were also analyzing the portrayal of AI in literature. It is no wonder then that a few struggled to differentiate between the fictional constructs presented in the text and the actual capabilities and limitations of AI technology. This could lead to misconceptions of overly optimistic/pessimistic views about AI’s potential impact on society.
Future Plans as an Educator
As I reflect on the success of integrating AI into my classroom, I am excited for the future of education. There is always the concern about the ethical implications of relying on these platforms for educational purposes, mainly regarding privacy and inherent biases. As with everything new and unknown in the education world, the best way I know how to face these hurdles is through conversation, experimentation, and education.
Moving forward, I envision incorporating AI into various aspects of my curriculum, from literature analysis to collaborative writing projects to creating outlines for the dreaded five-paragraph essay. By embracing technology as a catalyst for innovation and critical thinking, I am confident that I can equip my 7th grade students with the skills they need to thrive in an increasingly digital world.
Some may want to push back on introducing AI technology in the middle school years, but I disagree. Due to these formative years, students are naturally curious and technologically savvy, often exploring these tools independently or behind closed doors. By providing thoughtful and intentional instruction on AI in the classroom, educators can ensure that students develop a foundational understanding of these technologies within a controlled and supportive environment.
This proactive approach not only demystifies AI but also empowers students to navigate and critically evaluate the AI-driven content they encounter outside the classroom. In short, teaching middle school students about AI before they discover it on their own without prior knowledge or instruction is essential for fostering digital literacy, ethical awareness, and future readiness in an increasingly AI-driven world.
From initial skepticism to enthusiastic adoption, I have witnessed firsthand the incredible impact that AI can have on student learning. By integrating Klara and the Sun into my curriculum and utilizing ChatGPT as a "thought partner," I have empowered my students to engage with complex ideas and develop critical thinking skills essential for success in the 21st century. As I continue to evolve as an educator, I am excited to explore new opportunities for integrating AI into my classroom and inspiring the next generation of thinkers, creators, and innovators.
And yes, reader, I did use ChatGPT to help edit my writing and offer suggestions for clarity. It is, after all, my thought partner. 😉
Final Thoughts:
Thank you, Chrissy, for your outstanding contribution to Educating AI. Your innovative approach in bringing Kazuo Ishiguro's complex narrative, 'Klara and the Sun,' to your seventh-grade classroom is remarkable. Ishiguro's work, known for its deep reflection on the evolving boundaries between human society and advancing technologies, is incredibly pertinent. His stories serve as nuanced warnings about the distribution of our choices, agency, and intelligence among artificial and automated systems.
Your choice to study this book is particularly timely, considering the current digital landscape. With OpenAI’s app stores brimming with various artificial companions and our students spending increasing amounts of time interacting online with people they have never met in person, the themes of 'Klara and the Sun' resonate strongly. In this context, the role of AI in our lives and classrooms becomes a critical area for exploration.
The social and cultural backdrop of these developments underscores the significance of the work you're doing with intelligent machines in educational settings. It prompts us to question the purposes for which we employ these technologies and the changes they might bring to our lives. While we may only start to scratch the surface of these questions during this school year, your efforts initiate a crucial framework for future discussions.
The positive feedback loop between students and AI that you've developed in your classroom not only facilitates a deeper understanding of the literature but also fosters critical thinking about technology's role in society. This model encourages students to engage with AI constructively, reflecting on its impact while leveraging its capabilities for learning and personal growth.
Thank you for bringing this important and thoughtful work into our educational discourse. Your initiative not only enriches students' learning experiences but also equips them to navigate and shape the future interaction between humanity and technology.
Nick Potkalitsky Ph.D.
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Chrissy, you did an amazing job on this article. Thank you for becoming part of the Educating AI network. I love your optimism and enthusiasm. I too would love to hear how your students responded to the ending of the book. There are so many stretches of this novel that are so profoundly sad... But we are dealing with Ishiguro, so what else do we expect.
I think Guy raises a great point as he usually does. It looks like you were running 3.5 in your classroom, and I will let you speak to those safety concerns.
Guy, moving forward I plan on integrating an application like School.ai in my classes that promises greater security (FERPA-level protections). But I take this promise with a grain of salt. School.ai is still built on top of OpenAI architecture.
Ideally, schools need smaller models built up to specific purposes. Perhaps, schools can join together to form technology consortiums focused on the development of these smaller proprietary models. I am sure someone is working on it at this very moment.
This is a long way of saying... even when we turn off data-sharing with the large commercial models, we still cannot be absolutely certain to what extent our data is being used for deeper training, etc. Given this situation, I would find it difficult at this very moment to ask my students to work on a public GPT account even with parent permissions, etc.
But that is just my two cents.
Nice exploration into practical AI!