Question: How are you redesigning tasks to make student thinking visible? 

Ashleigh Brewer, Former Educator and Senior UX (User Experience) Writer at Turnitin, shares:

"As a former educator, I usually started from the end. If I wanted students to produce a literary analysis of a short story or poem, I first thought about what I needed to see before the final essay: how they were reading, what they noticed, where they were confused, what questions they asked, and how their interpretation changed. That shaped the scaffolding around the assignment..." 

From our recent poll, one TEN member asked:
“How could I design an assessment that would allow students to either make effective use of AI, or to elect not to use it (depending on personal preference) while ensuring that core learning outcomes are met?” (submitted anonymously) 

Melissa Rofer, Educator at Los Gatos High School, California, shares: 

"For writing I only want to incorporate AI use at the very last stage, and preferably only for upper grades like seniors. Then I would guide students as they learn to leverage LLMs for future career efficiency while still maintaining their own personal writing voice and authentic questioning. 

For earlier grades I would continue to discuss the current state of AI as it relates to our course content (there are often many literature connections to the concept of AI or technology changes as they impact the human experience)..." 

Share your perspective on today’s question and learn from fellow educators shaping how AI fits into teaching and learning.