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WAB Faculty & Staff

AI for Faculty: Adapt

Learning at WAB is a transformative process which is intentional and iterative, challenging and joyful, and serves an authentic purpose. 

WAB Definition of Learning

Culture is more powerful than technology. At WAB we are guided by our Mission, Core Values, Definition of Learning and IB Programme Standards & Practices. We have amazing educators, engaged students, a supportive community and approaches to teaching and learning that promote agency, inquiry, personalisation and meaningful learning. Our approaches are informed by and in alignment with UNESCO's guidance. 

Human interaction and learner-mentor relationships are key to being adaptive in a rapidly-evolving tech landscape. 

WAB's Approaches to AI

Cautious Curiosity

There is a lot to learn about, and to be inspired by. Open-minded inquiry with a focus on cautious pilots/testing will help explore how we can adapt and thrive, whilst staying true to who we are. 

Safety & Ethical Considerations

GenAI carries many safety and ethical considerations, including privacy, data security, ethics, integrity and our local regulatory environment. Explore some of these on the tabs above. 

Collaborative Exploration

Don't go it alone. If you are curious about GenAI use in your classes, please reach out to your library-edtech teams, Dir. Innovation or Head of EdTech & IT. 

Reflective Innovation

Innovations can have unknown impacts. As we explore, we need to reflect on our experiences. In a rapidly-changing environment, tools and effects can change over time, so do check if what we think is true remains so. 

Ongoing Research & Development

We have been researching GenAI in education since before ChatGPT, and are committed to continued R&D. Relevant resources and uses will be curated onto these guides, and we welcome contributions and ideas from colleagues. 

How Are Our Students Already Using GenAI?

AI in the PYP & MYP

Adapting Teaching & Learning

Preparing Learners for a Faster Future

An Oct 2023 demonstration of GenAI powers: multilingual deepfakes, made with HeyGen Labs. 

(If You) USEME-AI is a model developed at WAB in Dec'22, designed to guide conversations around adapting to GenAI in Education, in alignment with Cultures of Thinking and UNESCO Guidance. Find out more here. 

(If You) U S E M E -A I (Draft1.2) by Stephen Taylor
SJTYLR (If You) USEME-AI Slides by Stephen Taylor

Mitgations, Adaptations or Innovations?

Consider the following approaches to GenAI in your classrooms. 

Mitigations:

How do we protect essential elements of our course or process, to maintain integrity?

Adaptations:

How can GenAI tools augment or improve our processes? 

Innovations:

How can GenAI inspire innovation as we rethink learning? 

Adapting to AI in Assignments: Avoiding the 'Invisible Middle'

Avoiding the 'invisible middle' through interactive assignment creation

Schools should support, teach and "highlight the importance of academic integrity throughout both a student’s whole learning journey and within assessments." IB 2022. 

One of the biggest concerns about AI writing tools is that they can produce good-quality text quickly. For some, this generates the concern that students might use it to 'cheat' on assignments. The risks of this are higher when there is an 'invisible middle' between setting the assignment and getting the final product. At WAB, we have an approach that is student centred, inquiry-focused and involves a lot of conferencing and feedback, so teachers can see students' progress, giving feedback and iterating on work as they go. Students are taught about Academic Integrity. 

Here are some more suggestions for how to adapt to AI in assignments: 

  • Time is a statement of our values. If a piece of work is important enough to be assessed, it is important enough to be given class time.
  • Unpack assignments with students in class, including rubrics and some potential exemplars. AI can help with this, if you don't have past student work to use.
  • Move off the screen in early drafting stages of idea generation, concept-mapping, organisation and thinking routines.
  • Give choice in the response, to avoid receiving 30 copies of the same thing.
  • Plan for checkpoints along the way, for feedback, discussion and drafting.
  • Give conferencing time for peer-peer feedback and evaluation.
  • Submit in class. Even if a student is not 'finished', there is a piece for assessment, and they can make improvements by an agreed time later. This also avoids zeroes or missing work.
  • Consider a 'research methods' section in the assignment, next to the references, that has students identify the AI/tech tools they have used, and for what purposes. 

The 'Killer-App' for teaching and learning with integrity in an AI world: working with your teacher-librarians and EdTech team!