I had the opportunity to sit down and visit with EVHS AP Spanish Language and Culture teacher Francisco Blanco Betancourt in February to learn about his integration of Generative AI into his instructional practice. Francisco is originally from Colombia, where he was a University professor. Now in his third year in ECSD, Francisco is leveraging Gen AI professionally in planning for his classes as well as integrating the use of Gen AI as a tool for his students.
We began our conversation by exploring Francisco’s process for using Gen AI to tailor his lessons and instruction. His preferred tool is Consensus*. According to the Consensus website, “Consensus GPT allows users to find answers, search for papers, and draft content grounded in scientific research by searching our database of 200M+ papers directly within the ChatGPT interface.” The tool can also provide complete and accurate citations.
*NOTE: Access to this feature is only available with a $20/month subscription, but ensures that the language model is only trained on high quality research, rather than all the content available on the internet.
Using a specific example from Unit 5, Fransico walked me through his planning process. First, in line with backwards planning, he starts with a standard that needs to be unpacked. This particular example was about population and demographics. Francisco, as well as other AP teachers, have been navigating how to merge the skills and point system of AP to the standards-based grading system that ECSD has adopted. In order to tackle this combination, he specifically prompts Consensus to develop a proficiency scale for the AP standard by uploading a copy of the generic proficiency scale and the language of the AP standard. His prompt was something like, “I need a rubric following the proficiency scale document for the following AP skill about population and demographics using the topic of the Venezuelan migration crisis.”
He allows Consensus to do the first draft so as to not overwhelm the algorithm. Gen AI performs better and more accurately if it gets the information step by step. Once it has a first draft, he then prompts Consensus to format the information into a table and provide a description in Spanish and English. He explains, “A table visually makes more sense to me and the translation is perfect. Of course, I always double check the translations as a native Spanish speaker.”
Once he has the basic rubric, Francisco goes through and adds content and topic-specific details. For example, the task for this unit is to write and record an original Podcast (Francisco’s original idea…not ChatGPTs ;). So Fransisco may add details like using graphs and readings to discuss and create arguments around this topic.
In addition to unpacking the standard and designing a bilingual rubric, Francisco also uses Consensus to write criteria for success using Costa’s Levels of Thinking, develop bilingual pre-reading activities with key concepts and vocabulary, and create content-specific, diverse images. He explains, “ChatGPT has a lot of stereotypes in it. So you need to polish those stereotypes.” For example, if you prompt Gen AI to create an image with two students it will create an image with two white students right away. You have to be specific about the race and ethnicity you want to see represented in the image. Francisco emphasized throughout our conversation the need to read and review the AI generated content before actually putting it in front of students. This follows the recommendation whenever using generative AI - "Human in... Human Out!”
Speaking of students, Francisco isn’t afraid to introduce and use Gen AI with students either. For this unit, students were encouraged to utilize AI to assist students in crafting their scripts for their podcast. The AI not only aided in the scriptwriting phase but also provided valuable feedback that enhanced productivity before the students proceeded to the recording stage. Francisco explains, “If students are using ChatGPT or any AI, they will have to work more…because they have to be more cautious. I told them, ‘if you use ChatGPT then my bar is perfect; your paper needs to be spotless.’” He feels quite confident in his ability to determine if a student has purely used Gen AI or not. He clarifies, “I know if students used Gen AI by the complexity of the writing. ChatGPT creates writing with a specific layout that doesn't change unless you prompt it to do otherwise. To break that type of structure you need to have a more advanced writing skill set.”
In summary, Francisco uses Consensus as a thought partner when he is stuck or struggles to incorporate two different systems of instruction. The ultimate results are a blend of the Gen AI output and his own thinking. He adds, “I encourage teachers and students to use ChatGPT - they just need to know how to use it. They shouldn’t be afraid of it because AI won’t do the whole job for you. If you do it correctly, the end results will be more focused and accurate.”
If you would like to learn more about Francisco’s process or visit with him about how to use Gen AI, he can be reached at FRANCISCO.BLANCOBETANCOURT@eagleschools.net.
Francisco! You are brilliant! I love this feature piece on how you are using Gen AI!
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