More fun with ChatGPT
How we structure our prompts makes a HUGE difference
The more I engage with ChatGPT, the more I’m seeing why autistic people love it. Ask it a question, any question, and there’s little it won’t share with you. BUT, and here’s the BIG BUT, it’s biased in its responses. Its responses tend towards “western” and the “dominant Anglo-Saxon” in flavour. Here’s an example.
Prompt: “how to improve the reading of a high school student that doesn't like to read” I teach high school reading development. I am curious as to what it will provide in terms of guidance.
—begin response—
Improving reading skills and cultivating a love for reading can be a gradual process, especially for students who don't enjoy reading initially. Here are some strategies you can try to help a high school student improve their reading abilities and develop a greater appreciation for reading:
1. Encourage reading for pleasure: Offer a wide range of reading materials that align with the student's interests. This can include fiction, non-fiction, graphic novels, magazines, or online articles. Let the student choose what they would like to read, as it increases the chances of engagement.
2. Set aside dedicated reading time: Establish a consistent reading routine by setting aside a specific time each day for reading. Make it a quiet and comfortable environment free from distractions, where the student can focus on their reading material.
3. Start with shorter texts: Begin with shorter books or stories to make reading less overwhelming. Gradually increase the length and complexity of the texts as the student becomes more comfortable and confident.
4. Provide reading support: Offer assistance when needed, such as helping with difficult vocabulary or reading comprehension questions. Breaking down complex passages and discussing them can enhance understanding and foster enjoyment.
5. Explore different genres: Introduce the student to various genres, including mystery, adventure, science fiction, fantasy, or biographies. Experimenting with different genres can help students discover their preferences and find books that resonate with them.
6. Connect reading to real life: Help the student see the relevance of reading by discussing how it relates to their interests, hobbies, or future aspirations. Encourage them to read books that expand their knowledge or explore topics they are passionate about.
7. Use audiobooks: Audiobooks can be a valuable tool for reluctant readers. They allow students to enjoy stories without the pressure of decoding text and can be particularly helpful for auditory learners.
8. Create a reading-friendly environment: Make sure there are plenty of books available in the home or classroom. Visit the local library together and help the student choose books that capture their interest. Surrounding them with books can promote a reading culture.
9. Be a reading role model: Demonstrate your own love for reading and discuss books you enjoy. When students see others valuing reading, it can influence their attitudes and behaviors.
10. Join a book club or reading group: Encourage the student to join a book club or reading group where they can discuss books with peers who share similar interests. These discussions can make reading more enjoyable and provide a sense of community.
Remember, it's important to be patient and understanding while helping a student develop their reading skills. Respect their reading preferences and provide positive reinforcement to motivate their progress.
—end response—
I don’t find the response to be necessarily problematic on its face. But I do notice that it didn’t really address the part where the student doesn’t like to read. The responses assume that if you do the suggested activities, students will grow in their love of reading. it seemingly assumes the best case scenario and borrows from the English Language Instruction Canon. But, at least of third of the human population simply doesn’t like to read. With this in mind, how to you develop reading skills in someone who simply doesn’t like to read?
Prompt: “reconsider the response through the lens of dialectical materialism” Here, I’m asking ChatGPT to consider economic and class factors.
—begin response—
Applying the lens of dialectical materialism to the question of improving the reading skills of a high school student who doesn't enjoy reading involves considering the social and material conditions that shape their attitudes and behaviors. Dialectical materialism emphasizes the interplay between material conditions, social relations, and human consciousness. Here are some ways to approach the topic through this lens:
1. Analyze the material conditions: Consider the material factors that may contribute to the student's disinterest in reading. Factors such as limited access to books, lack of diverse reading materials, or an education system focused on standardized testing might impact their motivation. Addressing these material conditions can create a more conducive environment for fostering a love for reading.
2. Explore the social context: Examine the social structures and norms that influence the student's perception of reading. For example, the dominant cultural narratives, peer pressure, or societal expectations may discourage reading or devalue certain types of literature. By understanding and challenging these social influences, educators and communities can work to create a more supportive reading culture.
3. Engage in critical dialogue: Encourage critical thinking and analysis of the power dynamics embedded in the texts students encounter. Help the student develop a critical consciousness by exploring how different authors and texts reflect social, economic, and political realities. This approach can foster a deeper engagement with reading and help students see its relevance to their lives.
4. Connect reading to social change: Highlight the transformative potential of reading and its connection to broader social issues. By engaging with literature that addresses themes of social justice, inequality, or historical struggles, students can see how reading can empower them to understand and challenge oppressive systems.
5. Consider the role of class struggle: Examine the impact of class differences on access to reading resources and opportunities. Addressing inequalities in access to books, libraries, and educational resources can help level the playing field and create conditions that support a broader love for reading among all students.
6. Emphasize collective learning and collaboration: Encourage collective reading experiences, such as group discussions, book clubs, or peer-led activities. This fosters a sense of solidarity and cooperation, aligning with the principles of collective learning and knowledge sharing inherent in dialectical materialism.
7. Link reading to personal liberation: Help students understand how reading can broaden their horizons, expand their knowledge, and enable personal growth. Emphasize the individual and collective benefits of critical literacy and intellectual development, empowering students to take control of their own learning.
By considering the social and material conditions that shape a student's reading habits, the application of dialectical materialism can inform strategies to improve reading skills. This perspective helps identify the systemic factors influencing reading preferences and provides a framework for creating more equitable and empowering reading environments.
—end response—
I noticed the difference right away. The first response was more individualist in nature. The second, more collectivist. Given that my students come largely from collectivist / communal cultures, I wanted to refine the advice a bit further.
Prompt: “Refine the last response to consider students from Latin-American cultures.”
—begin response—
When considering students from Latin-American cultures through the lens of dialectical materialism in relation to improving their reading skills, it's important to take into account the specific historical, social, and cultural contexts that shape their experiences. Here are some additional considerations to refine the previous response:
1. Address colonial and post-colonial legacies: Recognize the impact of colonization and imperialism on the educational systems and reading practices in Latin-American countries. Historical inequalities and cultural assimilation efforts may have influenced the availability of diverse reading materials and the valuation of indigenous or local knowledge. Acknowledge and challenge these legacies to create a more inclusive reading environment.
2. Emphasize decolonial perspectives: Introduce texts that reflect decolonial and indigenous perspectives to counteract dominant narratives and amplify marginalized voices. By incorporating literature written by Latin-American authors and authors from indigenous communities, students can develop a stronger sense of cultural identity and pride, fostering a deeper connection to reading.
3. Consider language barriers: Recognize that students from Latin-American cultures may face language barriers if their primary language is not English. Provide resources and support to develop their English language skills while also celebrating and valuing their native language. Bilingual or translated texts can help bridge this linguistic gap and facilitate a more inclusive reading experience.
4. Engage with culturally relevant materials: Offer reading materials that reflect the cultural diversity of Latin America. Include literature that explores the region's history, traditions, and social issues. By connecting reading to their own cultural background, students can develop a greater appreciation for literature and see its relevance to their lives.
5. Explore social and political themes: Latin-American literature often delves into social and political realities, including topics such as social inequality, dictatorship, revolution, and migration. Encourage students to critically analyze these themes and connect them to broader social movements and struggles for justice.
6. Foster community engagement: Recognize the importance of community and collective knowledge in Latin-American cultures. Encourage students to engage in collective reading experiences, such as forming reading circles or participating in community-based literary events. This approach not only enhances their reading skills but also strengthens their cultural identity and sense of belonging.
7. Address socioeconomic disparities: Consider the socioeconomic inequalities that may exist within Latin-American communities. Take steps to ensure access to reading materials for all students, regardless of their economic background. This can include providing affordable or free books, establishing partnerships with local libraries or community organizations, or implementing book-sharing programs.
By integrating these additional considerations, educators can create an inclusive and culturally relevant reading environment that respects the diverse backgrounds and experiences of students from Latin-American cultures. This approach aligns with dialectical materialism by acknowledging the influence of historical, social, and economic factors on reading habits and empowering students to critically engage with literature in a way that reflects their own realities.
—end response—
But then, I started to wonder how literacy is addressed in Latin American countries. I learned earlier about Cuba’s almost 100% literacy rate and wanted to know how they approach literacy. So, again, I asked ChatGPT.
Prompt: “Compare the last response to the literacy programs of post-revolution Cuba.”
I’m running a bit long here, so I’ll let you explore the response on your own. For additional knowledge, you can compare the response to the literacy program in Angola. That response is fascinating.
For now, I’ll leave you with this: what you get out of ChatGPT is slanted. To get accurate, contextual responses, you’ll have to be quite specific as to what you’re looking to discover. For an autistic person investigating a topic of interest, ChatGPT is probably our best (current) friend.