Avenue Instructor Standards for TELL 02/05/24 version 12 Reflection: Can learners see themselves in at least some of the digital material in your classroom? Do they see the activity in relation to their needs? ☐ I think about my learners’ contexts when creating technology-enhanced or online activities. ☐ I have learners incorporate their own lives and contexts in online or technology-enhanced task-based activities. ☐ I create technology-enhanced activities that encourage learners to get out of the classroom and gain or use real-world experience. PI 3.5. Use technology tasks to build creativity, reflection, and community. WebQuests with learner-driven group projects can encourage creativity and build on what learners bring to the classroom. Digital binders let learners reflect on their work and see progress. Apps like Flip (formerly Flipgrid) let learners share video and comments, and the Google Classroom suite provides platforms for real-time collaboration. When learners use guided peer review that focuses on praise rather than criticism, it can build community while encouraging formative self-assessment. It is important to work through the challenges and foster a welcoming, collaborative environment, especially in fully online classes. Reflection: How often do learners think about their own choices, how they learn, with whom, and why? What have you done to help them feel more welcome and be more focused and connected? ☐ I encourage learners to use technology in creative and collaborative tasks. ☐ I guide learners in reflecting on their choices about how they learn with technology. ☐ I ensure that everyone feels welcome and included, especially in fully online classes. PI 3.6 Identify, adapt, and create effective prompts for generative AI. Prompts are commands to the AI, serving as the heart of generative AI. A well-crafted prompt can produce the desired results quickly. For example, tell the AI, “You’re teaching English to adults at the intermediate level. Create a simple dialogue of about 16 lines between two friends who are talking about looking for a job that does not require much English. Do not use idiomatic expressions.” Poorly-crafted prompts will take several iterations to produce an appropriate response. Instructors should learn about the elements needed to create classroom materials or assessments that are appropriate to their learners from AI tools. More apps are emerging to help instructors craft prompts. Instructors who understand how prompts work can do a more effective job of evaluating prompt output.
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