TL;DR:
- Initial hesitation about AI in ELA classrooms was based on misconceptions.
- Embracing AI tools like Classroom Companion enhances student learning and provides instant feedback.
- AI doesn’t replace teachers, but transforms their role into facilitating learning.
AI…In the ELA Classroom?
I’m not going to lie. When I first thought about using AI in my ELA classroom, all I could think was, “Why would I want students to let a computer do their work and think FOR them? Doesn’t that go against everything we stand for as teachers? Aren’t we supposed to ensure that our students don’t use AI for their work?”
Those questions that reeled in my mind were misconceptions. At least in the way I was envisioning AI in the classroom. I soon realized my hesitation to embrace AI hindered my ability to facilitate learning in my classroom. Indeed, we don’t want to show students how to use AI to replace their thinking skills. But there are so many amazing uses for AI in our everyday lives, so why not show students how empowering it is to use it to level up our ideas and clarify our thinking?
Using a platform like this doesn’t replace a student’s job as a student. It's not replacing my job as a teacher, either. Rather, it’s transforming my role to a teacher facilitating learning with my students. Click To TweetEmbracing AI in My ELA Classroom
My district introduced our staff to a platform called Classroom Companion, a free AI platform that helps teachers provide personalized feedback to students. After doing some initial investigating, I decided I’d give it a try with my ELA classes. We were about to start narrative writing and I thought this would be the perfect way to try it.
Setting Up the Assignment
After creating your account, the next step is to create an assignment. You can generate an assignment with AI, import a file or paste text, use existing assignments in their content library, or create from scratch. I created my assignment from scratch. Then I added the name of the assignment, essay prompt, and assessment criteria.
For our 7th grade narrative, I input the following information based on the grading criteria established with my curriculum team:
Essay prompt: I can write a logical, detailed narrative about real or imagined events or experiences using proper spelling/grammar.
Rubric:
- Establish a lead/introduction, context, and point of view to engage and orient the reader by introducing a narrator and/or characters & setting.
- Organize the events to match the intended plot structure, and use transition words and phrases to show order of events or changes in setting.
- Use narrative techniques such as dialogue, pacing, and description (sensory details and/or figurative language).
- Conclude a story that allows the reader to understand the resolution.
- Use proper spelling/grammar in writing.
Then What?
Students set up an account of their own. Then they copy and paste their writing into the platform. It instantly gives them feedback on the areas outlined in the assignment criteria/rubric. (I did try this out before launching it with my students. I wanted to ensure the feedback given would be both valuable and easily understood by 7th grade students. So, I used ChatGPT to write a partial draft of a story that I input into the platform. After my trial, I loved what I saw and knew I would move forward in piloting this in my classroom.)
Introducing the Platform to Students
As soon as the first few students reached the “AI Feedback” portion on our Narrative Grid, I heard questions like: “What is this?” and “What am I supposed to do here?” Being the first time students have done anything like this, I realized I’d have some explaining to do.
I knew this needed to be a teachable moment. We ended up in a whole-class discussion where I explained what this step of the Grid and writing process would be all about. I showed them that this platform would give each of them instant feedback on their work. How each student in our classroom—at the same time—could copy and paste their narrative draft into the platform, press a button, and, in seconds, get feedback on every area they would be assessed on. Something I am physically incapable of doing as one single teacher in the classroom.
I reminded them that I would still be reading their stories and offering feedback, but this was an added layer of instant feedback that I simply could not offer daily throughout their writing process.
In our discussion, I also drew a connection to a novel we had read together in our previous unit, The Giver by Lois Lowry. We’d had many discussions about the society in which the characters lived, and how under strict control they had little to no choice in their daily lives. I reminded students that we don’t want to give up the power of our minds by having technology always do all the thinking for us (i.e. don’t tell ChatGPT to write your narrative for you), but when used appropriately, it can provide so many benefits to us that we should take advantage of!
“What do I do after it gives me feedback?”
“What? How does it know that?” and “How can it give me feedback that fast?!” were just a couple of many remarks of amazement I heard from students during this process.
The next question that came was, “What do I do after it gives me feedback?”
After students copy and pasted their draft into the platform, it gave clear and organized feedback broken down into the categories of the rubric I had entered: introduction, organization, narrative techniques, conclusion, spelling/grammar. Each category had feedback organized in 2-3 bullet points, sharing both things students did well and areas for improvement.
I realized I needed to facilitate the editing & revision process in this new territory.
Unlike some platforms that might change the work for you (like ChatGPT if I told it to), Classroom Companion won’t revise the work for students. And thank goodness! It simply tells them what to focus on in their revisions.
By the end of the year, students knew exactly what to do with the feedback I gave to them—whether we met in a 1:1 conference or I left comments in their Google doc or on Canvas. Suddenly, they were getting feedback in a new way and were unsure how to approach the next steps.
I shared with students that they should go through and review each point of feedback, considering each one. If they needed my assistance with understanding or applying the feedback, they would use our Grid Tracker to indicate they needed my help. It was just like the comments I would give them in person or virtually, it’s just now coming from AI.
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Using a platform like this doesn’t replace a student’s job as a student. It’s not replacing my job as a teacher, either.
Rather, it’s transforming my role to a teacher facilitating learning with my students.
This entire process allowed me time to have more intentional writing conferences with my students. Could I have read their stories and given similar feedback to what the AI gave them? You bet. Would it have taken me hours to get through one class? And then another round of hours when assessing their final drafts? You bet again.
The AI feedback simply initiated the conversations I would have with my students.
I still met with each one to offer additional support. Just like I don’t want my students to use AI to replace their ability to think and learn for themselves, I don’t want to use it in a way that intentionally replaces my role.
Some conferences with students can be done with self-checks or in small group meetings, but writing can be really personal so I prefer to have 1:1 conferences. Especially in our narrative unit. In a classroom of 30 students, it takes a long time to get to every student for these writing conferences. As much as I try to avoid this, there may be days between our 1:1 conferences. And even when I get to a student for their conference, I simply can’t read their draft with fidelity multiple times before they submit it. (I had some students writing 15+ page stories.)
With a platform like Classroom Companion or any other comparable platform, students get immediate feedback focused on the areas in which they will be assessed. This allows me to focus on deeper issues, provide more personalized guidance, and make efficient use of class time by dedicating it to intentional, meaningful writing conferences.
Scratching the Surface
To be honest, only having used this platform one time for one assignment at the end of the school year, I think I’ve barely scratched the surface of all the ways I can use this throughout the year. I’m excited for the upcoming year ahead so I can explore all the ways it can be used throughout each unit.
I’d love to hear your thoughts on how else I can use this platform in my ELA classroom. Are you using anything like this in your classroom? I’d love to hear from you! Reach out to me on X or IG (@MissPitstick) or email Kari@teachbetter.com!
About Kari Pitstick
Kari Pitstick is a 7th grade English Language Arts teacher and Cross Country and Track & Field coach in Illinois. She’s also the Director of Digital Content for the Teach Better Team. She graduated from Illinois State University in 2015 with a bachelor’s in Middle Level Education, and American College of Education in 2018 with a master’s in Curriculum & Instruction.
She knew she wanted to teach at the middle level since she was in middle school herself. One of her main missions is to provide a safe and friendly environment for students to explore their passions as learners and as people.
Kari is an avid reader, spending most of her free time reading and writing, and she hopes to share that passion with all those around her—students and adults, alike!
