A recent article explores how teachers can strategically use AI to support student-led inquiry and critical thinking. It suggests teachers can prompt AI chat bots to simulate real-world scenarios for students to analyse, empower students to independently use them for problem-solving through scaffolded practice, and programme the chat bots to act as an expert mentor on a topic of study. Using ChatGPT, for example, in these ways allows students to harness AI as a tool to aid their learning and thinking, whilst also developing their ability to critically evaluate its responses. The article argues skilful use of AI chat bots can boost student-led inquiry whilst teaching students how to position AI as a supportive rather than authoritative source.
The article's suggested approaches of using ChatGPT to simulate scenarios, empower critical thinking, and act as an expert mentor could provide helpful support for autistic students who, like me, processes information and language in a big-picture, gestalt style. Having the AI generate full narratives and conversations in response to prompts can allow autistic gestalt language processors (GLP) to absorb key details, perspectives, and solutions in a more holistic, contextualised way that aligns with their gestalt learning preferences. This can make complex topics more accessible. Guiding students to critically analyse ChatGPT's responses can also help these students evaluate the gestalt before internalising information. Overall, strategically harnessing AI's ability to provide detailed narratives and expertise could make classroom inquiries more engaging and understandable for all students.
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Using AI to Support Student-Led Inquiry?
Using AI to Support Student-Led Inquiry?
Using AI to Support Student-Led Inquiry?
A recent article explores how teachers can strategically use AI to support student-led inquiry and critical thinking. It suggests teachers can prompt AI chat bots to simulate real-world scenarios for students to analyse, empower students to independently use them for problem-solving through scaffolded practice, and programme the chat bots to act as an expert mentor on a topic of study. Using ChatGPT, for example, in these ways allows students to harness AI as a tool to aid their learning and thinking, whilst also developing their ability to critically evaluate its responses. The article argues skilful use of AI chat bots can boost student-led inquiry whilst teaching students how to position AI as a supportive rather than authoritative source.
The article's suggested approaches of using ChatGPT to simulate scenarios, empower critical thinking, and act as an expert mentor could provide helpful support for autistic students who, like me, processes information and language in a big-picture, gestalt style. Having the AI generate full narratives and conversations in response to prompts can allow autistic gestalt language processors (GLP) to absorb key details, perspectives, and solutions in a more holistic, contextualised way that aligns with their gestalt learning preferences. This can make complex topics more accessible. Guiding students to critically analyse ChatGPT's responses can also help these students evaluate the gestalt before internalising information. Overall, strategically harnessing AI's ability to provide detailed narratives and expertise could make classroom inquiries more engaging and understandable for all students.
The AutSide is a reader-supported publication. To support my work, consider becoming a paid subscriber.