Tag: student writing

Most Teachers Rethinking How They Set Assignments Due to AI

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A diverse group of eight teachers or educators are gathered around a conference table in a modern library or academic setting, engaged in a discussion. Two male teachers stand and point at a large, glowing holographic display above the table, which is split into two sections: "TRADITIONAL ASSIGNMENT DESIGN" and "AI-INTEGRATED PROJECTS." Each section contains pie charts, diagrams, and keywords like "CRITICAL THINKING," "HUMAN-AI COLLABORATION," and "ETHICS," illustrating a shift in pedagogical approaches. A large red bracket and arrow point from the traditional to the AI-integrated section, symbolizing the transition. Other teachers at the table are working on laptops with glowing interfaces. Image (and typos) generated by Nano Banana.
A significant majority of teachers—8 out of 10—are actively re-evaluating their assignment design strategies in response to the rise of AI. This shift reflects a crucial effort to adapt educational methods, ensuring assignments remain relevant, promote critical thinking, and address the capabilities and challenges presented by artificial intelligence. Image (and typos) generated by Nano Banana.

Source

Tes

Summary

A British Council survey of 1,000 UK secondary teachers reveals that 79 per cent have changed how they design assignments because of artificial intelligence. The rapid integration of AI tools into student learning is reshaping assessment practices and communication skills in classrooms. While 59 per cent of teachers are creating assignments that incorporate AI responsibly, 38 per cent are designing tasks to prevent its use entirely. Teachers report declines in writing quality, originality, and vocabulary, as well as shorter attention spans among students. Education leaders, including Amy Lightfoot of the British Council and Sarah Hannafin of the NAHT, call for guidance, training, and proportional expectations to help schools manage AI’s growing influence while maintaining academic integrity and creativity.

Key Points

  • 79 per cent of teachers have altered assignment design due to AI.
  • 59 per cent integrate AI intentionally, while 38 per cent design tasks to exclude it.
  • Teachers report reduced writing quality, narrower vocabulary, and shorter attention spans.
  • 60 per cent worry AI is changing how students communicate and express ideas.
  • Education unions call for clearer national guidance and funded teacher training on AI use.
  • Experts highlight the need to balance innovation with safeguarding originality and ethics.

Keywords

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URL

https://www.tes.com/magazine/news/secondary/teachers-rethinking-assignments-artificial-intelligence

Summary generated by ChatGPT 5

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Educator Voice: Generative AI has no place in my classroom

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A stern-faced female teacher stands in the middle of a traditional classroom, holding up a cardboard sign with "GENERATIVE AI" written on it and a large red 'X' through the words, signifying rejection. In the foreground, on a student desk, a laptop screen displays a similar "no AI" symbol. The blackboard behind her has phrases like "CRITICAL THINKING" and "HUMAN CONNECTION" written on it. The classroom is filled with empty wooden desks and chairs, globes, and bookshelves, suggesting a focus on traditional learning values. Image (and typos) generated by Nano Banana.
A growing number of educators are taking a firm stance against the integration of generative AI in their classrooms, citing concerns that it detracts from critical thinking and genuine human connection. This “Educator Voice” reflects a deliberate choice to prioritise fundamental learning principles over emerging technological tools. Image (and typos) generated by Nano Banana.

Source

PBS NewsHour Classroom

Summary

Teacher and writer David Cutler argues that generative AI, particularly ChatGPT-5, has become too powerful to coexist with authentic writing instruction. After testing the system, he found it could flawlessly imitate student voices and produce fully cited essays indistinguishable from genuine work. Cutler contends that AI now replaces—not supplements—the thinking process, undermining the slow, reflective work through which students develop reasoning and expression. To restore intellectual independence, he has banned take-home essays in favour of monitored, in-class writing and peer revision. He likens AI’s impact to calculators in maths, but warns that, unlike computation, writing cannot be meaningfully automated without losing thought itself.

Key Points

  • ChatGPT-5 can now mimic student writing styles with near-perfect accuracy, including voice and citation.
  • AI erodes the process that builds writing skill and patience; it replaces rather than supports thinking.
  • Cutler plans to require all substantial writing to occur in class under supervision.
  • He uses secure digital tools like Digiexam to monitor real-time writing processes.
  • The real danger is dependence: students may start trusting algorithms over their own judgement.

Keywords

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URL

https://www.pbs.org/newshour/classroom/classroom-voices/educator-voices/2025/10/generative-ai-has-no-place-in-my-classroom

Summary generated by ChatGPT 5

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