# IRL: how do you use AI **URL:** \ **Category:** In My Humble Opinion\ **Tags:** ai\ **Created:** [January 10, 2025, 6:03pm UTC](https://boards.straightdope.com/t/irl-how-do-you-use-ai/1012811 "2025-01-10T18:03:51Z")\ **Posts on this page:** 1\ **Showing post:** 47
**Author:** ![MandaJo](https://avatars.discourse-cdn.com/v4/letter/m/ac91a4/32.png) [@MandaJo](https://boards.straightdope.com/u/MandaJo)\ **Post date:** [January 13, 2025, 9:53pm UTC](https://boards.straightdope.com/t/irl-how-do-you-use-ai/1012811/47 "2025-01-13T21:53:04Z")
I posted this in the other AI thread. I use it more than I would have expected, as a teacher. Its very good for a certain kind of task. > [@An unsettling result of using ChatGPT too much](https://boards.straightdope.com/t/an-unsettling-result-of-using-chatgpt-too-much/1012751/26): > > **Vocabulary lists and quizzes**. I can feed it a list of words and ask for brief definitions and sentences that contain context clues, and it just spits them out. I can ask for a story that uses all the words. I read over them, make minimal tweaks, and they are great. I can feed it a text and ask it to flag challenging vocab and generate a list of definitions at whatever grade level I would like. I can feed it a list of words and ask for a morphological analysis. All this was stuff I could do with a dictionary, but in 10% of the time and no worries about copyright. > > **Writing “textbook” copy.** I teach AP Government, and I hate all of the text books. They go into too much detail about irrelevant things, or rely on prior knowledge the students don’t have, or fail to make key distinctions (or make irrelevant distinctions). I know exactly what I want them to know about, say, congressional oversight, but it takes me a long time to write it out. Instead, I ( and many teachers) rely on bullets on slides and hope the kids listen as we explain. With AI, I can quickly generate an explanation that is exactly suited to the amount of time I have for the topic, the prior knowledge of my students, and contains all the relevant information. It does always involve a certain amount of editing. That means I can assign 350 words of reading before class instead of 3500. This makes it much more likely the reading will happen, and that we will have good discussions when they come back. I can also put that 350 words out on Google Classroom with out worrying about copyright fraud. > > **Generating model answers**. In all my classes, we do a lot of 3-5 sentence answers to things. (explain this, give an example of that) and I like to give students model responses to read after they finish their own. The nice thing about using AI for this is that it doesn’t sound like me, it sounds like a textbook, like a model. I don’t want them to try to sound like me, or to think the goal is to sound like me. I want to give them a more neutral model. The other advantage is that sometimes Chat thinks of additional approaches I didn’t. So the model answer they see after they submit their own is more comprehensive. They review the model and then I can ask if they have questions about that, and we get much better discussions. But again, I often have to edit or correct the models. > > **Coming up with language**. At times, it’s really good at helping me find a term for something or wrap my head around an idea that I understand, but am having trouble breaking down for kids. This is when it gets really “chatty” and I don’t directly use anything it produces. It just gives me new approaches for my own thinking. > > **TPS-Forms.** I have a good principal and don’t have to turn in dumb lesson plans or intervention plans or anything, but if I did, I would 100% use ChatGPT for that. > . --- _[View the full topic](https://boards.straightdope.com/t/irl-how-do-you-use-ai/1012811)._