In my work on building a chatbot to support inquiry design (I’m calling it deep IDM), a nagging issue has been the overwhelmingness of AI. Guessing you’ve had this experience where you ask a chatbot for some information, feedback on an idea, inspiration, or whatever, and the response is over
I’m working with ChatGPT to build a conceptual framework for a chatbot that would support teachers in designing inquiry lessons using the Inquiry Design Model. My work began with an exchange about design parameters, features, and the structure of a chatbot to scaffold teachers through the challenges of designing an
Time present and time pastAre both perhaps present in time future,And time future contained in time past.If all time is eternally presentAll time is unredeemable. —T.S. Eliot, Burnt Norton Teachers know all so well the unredeemable quality of time. It’s in short supply. Time constrains and fixes us in place.
I’ve been thinking about a theory for using AI in history education. By theory, I mean what I expect to be true based on general ideas and principles. Expectations are fickle, so this is a tricky endeavor. Seems reasonable to talk to ChatGPT about this to help untangle my emerging
What will school look like in 2044 – 20 years from now? Different? For sure. Unrecognizable? Likely. Better? … I have come to believe two things about this question. AI can be a force for good in education, but we must be focused on the aims of education as we
There’s a TS Elliot poem from a play called The Rock. It’s a mediation on the human condition and our use of data… read on. Choruses from The Rock – T.S. Eliot The Eagle soars in the summit of Heaven,The Hunter with his dogs pursues his circuit.O perpetual revolution of
With the rise of AI, I’m thinking about what it means to be human? How is the human experience lifted up or pulled down by AI? Do you care if it’s a human or a bot? If your interaction with an AI bot meets your human needs, does it really
In her book Humanly Possible, Sarah Bakewell writes about being human as culture, morality, science, optimism, and more. Bakewell opens with a musing on the Roman playwright Terence’s line about humans. “I am human, and consider nothing human alien to me” Bakewell explains that the line was a gag in
These are inquiries that fit in the 9th grade World History 1 course (ONLY 1 SEMESTER)
Possible inquiries for World History. Will need to be broken down into units or concepts– this is just the first glance.
This Building Block Inquiry stack will look at examples of extremism both left wing and right wing throughout American History.
These four inquiries explore profound aspects of the human experience—from historical suffering and political ethics to fundamental economics and the nature of the American identity—all of which can evoke a sense of Awe.
Photography serves as a poignant story of the past, offering visual narratives that transcend time and space. Through the lens of historical photographs, we gain intimate glimpses into pivotal moments, societal shifts, and individual experiences frozen in time. These images capture the essence of historical events, from wars and revolutions to everyday life, allowing students to empathize with the people and their stories.
Activism as a focus for inquiry invites students to explore how individuals and groups take action to promote change in their communities, nations, and the world. Through examining historical and contemporary examples of activism, students can engage with questions of justice, citizenship, and the responsibilities of participation in democratic life. Inquiries centered on activism encourage learners to consider both the motivations behind civic action and the strategies used to influence public policy and opinion.
