Tech EDGE, AI in the Classroom: Creating Assignments in ChatGPT

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05/15/2025 Added

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AI in the Classroom explores how ChatGPT can assist educators in creating assignments. University of Nebraska-Lincoln (UNL) | College of Education and Human Sciences (CEHS) | Department of Teaching, Learning and Teacher Education (TLTE)

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[00:00:00.240]Coming up on AI in the Classroom,
[00:00:02.400]we are going to create assignments in ChatGPT.
[00:00:05.122](upbeat music)
[00:00:10.500]My name is Wachi Williams and here I'm here with Guy Trainin
[00:00:14.640]and he's going to show me how to create assignments in AI.
[00:00:19.500]All right, so, today we're using ChatGPT.
[00:00:22.320]You can try it and I highly recommend it.
[00:00:24.450]If you have access to whatever large language model
[00:00:27.780]you have, use that.
[00:00:29.250]But I actually like trying different models
[00:00:32.520]to see if I'm getting something different as I go along.
[00:00:36.090]I created a really simple prompt,
[00:00:38.190]and we often talk about this.
[00:00:40.320]You can create a more elaborate prompt.
[00:00:42.450]One of the things I didn't do here
[00:00:43.860]that I probably should have done
[00:00:45.270]is actually talk about grade level.
[00:00:47.010]So, that's an interesting side conversation.
[00:00:49.530]But what I've done is asked for an assignment
[00:00:53.760]for learning earth science in an outdoor classroom
[00:00:56.220]and adding a rubric based
[00:00:58.830]on the Next Generation Science Standards,
[00:01:01.950]because it is really important for us as teachers
[00:01:04.560]to anchor things in standards.
[00:01:06.030]This is a requirement.
[00:01:07.050]This is also really good practice
[00:01:09.360]because that means there's continuity for our students
[00:01:12.150]and also there's that building of skill.
[00:01:14.760]So, if you haven't heard
[00:01:16.290]about the Next Generation Science Standards,
[00:01:19.110]please go take a look.
[00:01:20.730]But you can see that immediately, ChatGPT tells me,
[00:01:23.557]"Here's what I understand about this."
[00:01:25.710]Which is always lovely.
[00:01:28.410]And what you can see is, it did create.
[00:01:30.900]It called it Exploring Earth's systems in Action.
[00:01:33.840]It talks about an objective.
[00:01:35.790]Always good to read it thoroughly and make sure,
[00:01:38.310]is this the right thing?
[00:01:39.510]Now, if you have an objective in mind before,
[00:01:42.330]put that in to prompt.
[00:01:43.838]Then it will guide everything that has happened.
[00:01:47.730]And you can see the steps for the lesson.
[00:01:52.260]This is very short.
[00:01:53.130]If you want bigger, more detail,
[00:01:55.200]you can ask for more detail.
[00:01:56.670]We'll do that in a second.
[00:01:58.320]And here is the piece that I love,
[00:02:00.930]the alignment with the standards,
[00:02:03.300]which is critically important.
[00:02:05.280]And it even talks about which one of these.
[00:02:08.580]Now, again, you want to remember
[00:02:11.130]that LLM sometimes imagine things,
[00:02:13.860]sometimes they, quote-unquote, hallucinate,
[00:02:16.170]so you want to go and make sure that this is appropriate
[00:02:19.200]and this is not an invention.
[00:02:21.690]And my favorite is, if you need a rubric,
[00:02:24.300]LLMs are pretty good at creating rubrics.
[00:02:27.300]MagicSchool, for example, has a whole thing that it does.
[00:02:32.460]What questions do you have?
[00:02:34.140]I actually didn't give any assignments,
[00:02:37.230]like multiple-choice questions or any long-essay questions.
[00:02:42.450]So I think you can add that.
[00:02:45.390]Yes, so that's a great idea.
[00:02:48.030]I think it's on purpose, because science,
[00:02:49.980]we tend to journal, we tend to ask more complex questions
[00:02:53.370]and to do the observation, collecting data,
[00:02:55.830]and processing data.
[00:02:57.270]And you can see that here, for example,
[00:02:58.980]it's got a journal, it's got sketching and labeling,
[00:03:02.250]which is really important
[00:03:03.510]as you're watching natural phenomenas.
[00:03:05.550]And then there's an element of group discussion
[00:03:08.130]and reflection question.
[00:03:09.480]But if you say,
[00:03:11.437]"Can you add a quiz to the plan?"
[00:03:15.870]Then...
[00:03:18.270]I love the fact that ChatGPT first says,
[00:03:20.827]"Absolutely, I can."
[00:03:22.560]It's so amenable.
[00:03:24.390]But here is a very quick way to take a quiz
[00:03:30.840]and you can see that it created seven questions.
[00:03:34.830]Some of them are multiple choice, some of them are
[00:03:38.220]a short answer. Short answer.
[00:03:39.810]And so, you can quickly turn that
[00:03:41.460]into a a worksheet.
[00:03:44.970]But you can also say,
[00:03:47.617]"Create 10 questions
[00:03:48.840]or create three questions." Questions.
[00:03:50.010]So, again, the level of control is really about prompting
[00:03:55.080]and what you do with that prompt.
[00:03:57.480]Let's say, "Create a vocabulary list
[00:04:01.740]to go with the lesson."
[00:04:03.120]For example, if we have English learners
[00:04:08.580]and we want to make sure that they have access
[00:04:10.980]to the vocabulary because some of the vocabulary may be new,
[00:04:15.150]here's a list of the vocabulary.
[00:04:16.920]And you can see that this is
[00:04:18.390]what we call tier 3 vocabulary.
[00:04:20.130]It's highly scientific,
[00:04:21.090]it's highly specific kind of vocabulary.
[00:04:23.760]But without this vocabulary,
[00:04:25.080]you cannot actually understand the unit.
[00:04:27.090]So it is critically important vocabulary
[00:04:30.540]for understanding what is going on.
[00:04:35.280]So, that's a way to create a set of things that will apply.
[00:04:41.730]So, if you do have an outdoor classroom,
[00:04:44.070]and this is this example,
[00:04:45.510]and you want to create a quick opportunity
[00:04:49.080]to do something meaningful with science
[00:04:50.820]while you're going outside,
[00:04:52.020]this will be a great way to do that.
[00:04:57.000]Again, you want to make sure as you're creating
[00:05:00.660]that you are creating things that are within the standards
[00:05:04.830]that your school or district or state,
[00:05:07.110]or in this case, the national standards in science.
[00:05:13.770]And you want to make sure
[00:05:15.300]that it is grade level-appropriate,
[00:05:17.700]that the vocabulary is appropriate
[00:05:19.230]and you have these supports
[00:05:21.210]for students from different backgrounds as you do the work.
[00:05:26.010]Yeah. All right?
[00:05:27.150]Any other ideas about how we can do assessment here?
[00:05:31.050]So, we've had a quiz, we've had some supports,
[00:05:34.230]we've had open-ended questions, short questions.
[00:05:36.960]We had multiple-choice questions in a quiz.
[00:05:40.620]And of course, we had a rubric.
[00:05:43.020]So, the other thing you can develop really effectively
[00:05:47.850]is case studies.
[00:05:49.410]So, if you want and your students to grapple
[00:05:52.920]with the case studies around an issue,
[00:05:55.080]you can ask the same-
[00:05:59.460]Question. In this case ChatGPT.
[00:06:02.460]All right, so, today-
[00:06:04.830]We learned about creating assignments in ChatGPT.
[00:06:10.380]And we'll see you next time on AI in the Classroom.
[00:06:12.899](upbeat music ending)

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Tech EDGE, AI in the Classroom: Creating Assignments in ChatGPT

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