I believe that Gen AI can be used collaboratively both by students and teachers in classrooms. This would likely work better with an older age group of students, since they are more aware of internet safety and the use of Gen AI compared to younger ages. I think that introducing Gen AI at a grade 6 level is an appropriate level to start at. During this age, students are maturing and becoming less codependent on teachers but still require that support every now and then which makes them be be ble to use AI for various things. In my grade 6 classroom, I would incorporate a small lesson about safety and AI regulations and when to use and and when not to use it to set clear boundaries for the students. At a grade 6 level, I would incorporate GenAI as a brainstorming tool. For example, students could use AI to generate different writing prompts or ideas for projects. I believe that working alongside Gen AI tools still encourages creativity and critical thinking, and students are then able to develop those ideas into their own. However, I do not believe it is acceptable to allow the use of AI on writing assignments that prevents student creativity and takes away from their learning. 

Generative Artificial Intelligence May Help Teachers. Does It Work for Students?

If I were Pat’s teacher and he was needing to meet the learning objectives through a differentiated assignment, I would have identified what spcecific learning outcome or skill this assignment covers. If it was literary studies on Shakespeare that would limit his choice a bit further, but I would potentially have made a 1-1 meeting with Pat discussing his learning needs and interests. Through having that conversation with Pat, we could figure out what best suits him at the moment of his assignment. That could have been by opening it up to be a project, an activity, artwork, musical piece of the story etc… In order to not take too much of my time I would have set the grading expectations to be the same for every type of assignment, and make the guidelines clear. By communicating with Pat and allowing him to choose the type of project he wants to do, the differentiated assignment becomes clearer and reduces any added pressure on the teacher.