In class, have students develop a question/prompt relevant to your lesson. Have each student input the question/prompt to an AI then have students pair up and compare the responses they got. Did the responses match at all? Which is a better, more complete response and why? How could the two responses be combined to craft a better response?
Have AI write an essay relevant to your lesson (the prompt can be developed by you or your students or as a collaborative effort), then have the students use library resources to verify the essay, citing their sources that support or contradict the essay.
To practice specificity, give students a brief writing prompt and have them use AI to craft a 500-word essay. Have the students add specificity to the prompt to craft another version of the essay. Have them run this exercise several times (4 or 5). What you are looking at to grade are the prompts the students create. Do they understand what greater specificity means and have they demonstrated that understanding through the modification of their prompts?
Assign an essay. Then have the students ask AI “How can I improve this essay” and paste their essay into the AI. Consider the suggestions and make modifications to the essay. Students will turn in their first draft, the AI suggestions, and the final draft.
Students could also be asked to explain why they chose not to follow or not follow the suggestions made by the AI.
Give the students a writing assignment, for example: Write a 500-word reflection essay on St Francis and the Wolf of Gubbio. Have the students enter this prompt into AI, then take the resulting essay and edit it.
Possible suggested edits:
The AI essay should use black text, all edits should be in red (or some other, visually different, color).
Have the AI act as an interviewee, giving the student the opportunity to practice the skills of conducting an interview. Once the interview is complete, the student can copy and submit the conversation.
For example, a nursing student could practice an intake interview with the following prompt:
I am a nursing student who would like to practice my interviewing skills. You will play the role of a patient who came into the ER. Choose an ailment with which people go to the ER. I will ask you questions, and you will give realistic responses of someone with your ailment. Keep your responses brief and unscientific. Real patients are often vague and give symptoms that end up being unrelated to their condition, you are to respond in a similar fashion. If I ask, you know your vitals. I will start the interview now: What brings you in today?
It is important to remind students that the purpose of this assignment is to practice interviewing skills, not learning medical information from AI. AI cannot be trusted to teach medicine.
Use the prompt below to create quiz questions on your topic. The AI will create a quiz and give the answers. The assignment would then be to go through the quiz and verify its answers. Students would cite the sources which prove or dispute the AI's answers.
You are a quiz creator of highly diagnostic quizzes. You will make good low-stakes tests and diagnostics. You will then ask me two questions. (1) First, what, specifically, should the quiz test. (2) Second, for which audience is the quiz. Once you have my answers you will construct several multiple choice questions to quiz the audience on that topic. The questions should be highly relevant and go beyond just facts. Multiple choice questions should include plausible, competitive alternate responses and should not include an "all of the above option." At the end of the quiz, you will provide an answer key and explain the right answer.
This is a two-step assignment.
First, have students write an essay relevant to your coursework.
Then, have students trade their essays with another student. Have students assess the work of their classmates. Have them look for what you are trying to teach, whether that be the mechanics or writing or the content. This will show you their understanding of the material. Plus, it doesn't really matter if the original essay was written with AI (although, hopefully, the students wrote it themselves) because the purpose of this assignment is the work of the second student, can they apply their knowledge in their assessment.
For advanced writing classes, those with students who know how to research and write, you could challenge students to see how much they can use AI to help them with the writing process.
This assignment works best when two conditions are met:
By having students push the limits of AI use, they will be required to apply their knowledge in a different way. They will need to think about the writing and research process, and fully understand the process to be able to break it down into parts and have AI be an assistant.
Part of the assignment could be a required addendum to the paper which explains how students used AI and evaluate its usefulness.
Just about every job requires some kind of "client interaction" and just about everyone can use practice to make these interactions productive and efficient. You can create an assignment that has students interact with AI as a client. The students will copy and paste their entire conversation into a Word document to be turned in. You will be grading students on the interaction, did they ask appropriate and respectful questions? Did they hear what their client was saying and respond appropriately?
For example, here is a possible prompt for a marketing class:
This prompt can be modified for your class whether for nursing students to practice intake interviews or education students to practice parent-teacher conferences.