Do's, Dont's, Tips and Tricks

You are an IB Economics teacher. List possible ideas to focus on for [Insert Unit Title] Internal Assessment commentary. Ideas should be consistent with the IB Economics

Subject guide. Put them in bullet point format. 

You are an IB Economics teacher. Use two metaphors and two analogies to explain

[insert concept/theory] Put them in bullet point format.”

“You are an IB Economics teacher. Use the Feynman Technique to explain

[insert concept/theory].

I've written an analysis on [insert economic theory/concept]. Can you suggest ways

to deepen my argument or additional angles to consider?”

"How can I more effectively apply [insert theory/concept] to [insert real world

example]? Are there any common pitfalls to avoid?

I've included a [insert type of diagram] to illustrate [why you included diagram].

What are the best practices for labeling and explaining diagrams in IB economics?”

“You are an IB Economics teacher. Provide tips on how to effectively use a diagram

to support an analysis of [type of diagram] on stakeholders.

I've evaluated a [government policy] in the [type of market]. Can you suggest

criteria or perspectives I should consider to provide a balanced evaluation?"

"In discussing the effects of [government policy] in [real world example], I've

presented arguments for and against. How can I strengthen my critical analysis of

these viewpoints?

Acceptable Use:

• Scenario: Students are studying the human body. They use an AI-powered 3D model to explore the different organ systems and their functions.

• Rationale: The AI model allows students to visualize complex structures in an interactive way, enhancing their understanding.

• Scenario: Students are designing an experiment to test the effectiveness of different fertilizers on plant growth. They use an AI tool to analyze historical weather data to help them plan their experiment.

• Rationale: The AI tool allows students to access and analyze large datasets they wouldn't be able to handle manually, enriching their research design.

Unacceptable Use:

• Scenario: Students are writing a lab report on the results of their plant growth experiment. They use an AI tool to rewrite their findings and conclusions without properly understanding the data or the scientific process.

• Rationale: This is plagiarism and undermines the learning objectives of the experiment.

• Scenario: Students rely solely on an AI simulation to "conduct" a virtual experiment on the effects of gravity on different objects. They don't understand the scientific principles behind the simulation.

• Rationale: Students miss out on the hands-on learning experience and the critical thinking involved in designing and conducting a real experiment.

Acceptable Use:

• Scenario: Students are working on a research paper on climate change. They use an AI tool to find relevant scientific articles and data sources based on their keywords.

• Rationale: The AI tool saves students time and effort in the research stage, allowing them to focus on analyzing and interpreting information.

• Scenario: Students are writing a creative story. They use an AI story starter to generate ideas for plot or character development. They then write the story themselves.

• Rationale: The AI tool sparks creativity and helps students overcome writer's block, but they still develop their own narrative voice.

Unacceptable Use:

• Scenario: Students use an AI writing tool to generate an entire essay for a history assignment. They don't research the topic or analyze any primary sources themselves.

• Rationale: This is plagiarism and defeats the purpose of the assignment, which is to develop research and writing skills.

• Scenario: Students rely solely on an AI thesaurus to find synonyms for their creative writing assignments without considering the context or connotation of the words.

• Rationale: Students miss out on developing their vocabulary in a meaningful way and understanding the nuances of language.

Acceptable Use:

• Scenario: Students are practicing solving quadratic equations. They use an AI-powered practice platform that provides immediate feedback on their attempts and suggests alternative solution methods.

• Rationale: The AI tool allows students to receive personalized feedback and guidance, helping them learn from mistakes and improve their problem-solving skills.

• Scenario: Students are working on a project to model the trajectory of a rocket launch. They use an AI simulation tool to visualize different launch scenarios based on the variables they input.

• Rationale: The AI tool allows students to experiment with complex mathematical models in a safe and engaging way, deepening their understanding of physics concepts.

Unacceptable Use:

• Scenario: Students use an AI calculator to solve all the problems on a math quiz without understanding the underlying mathematical concepts.

• Rationale: This approach doesn't help students develop problem-solving skills or critical thinking, which are essential for learning math.

• Scenario: Students rely solely on AI-generated graphs and charts to present their findings in a math project without understanding the data they represent.

• Rationale: Students need to be able to interpret and explain data visually, which this approach bypasses.

Acceptable Use:

• Students use an AI tool to create a timeline of historical events related to a specific topic they are studying (e.g., the American Revolution).

• Students use an AI research assistant to identify relevant historical documents, speeches, or primary sources based on their chosen research question. (Rationale: Saves time on research and helps students find diverse sources)

Unacceptable Use:

• Students use an AI tool to write an entire historical essay without analyzing primary sources or developing their own arguments.

• Students rely solely on AI-generated summaries of historical events without evaluating the source's credibility or potential bias. (Rationale: Bypasses critical thinking and historical analysis skills)

Acceptable Use:

• Students use an AI simulation to experience a historical event from a different perspective (e.g., a simulation of life in ancient Rome).

• Students use an AI tool to analyze historical data sets (e.g., population growth trends) and identify patterns or trends relevant to their studies. (Rationale: Enhances understanding of historical contexts and data analysis skills)

Unacceptable Use:

• Students accept AI-generated conclusions about historical events without critically analyzing the evidence or considering alternative interpretations.

• Students rely solely on AI-created maps to visualize historical events without understanding the geographical context or significance of locations. (Rationale: Undermines development of historical thinking and map interpretation skills)

Acceptable Use:

• Students use an AI tool to translate historical documents from a foreign language to gain a broader understanding of a historical period.

• Students use an AI debate assistant to explore different viewpoints on a historical controversy (e.g., the causes of the Civil War). (Rationale: Assists with comprehension and promotes critical thinking about historical issues)

Unacceptable Use:

• Students use an AI tool to rewrite historical documents in modern language without considering the original context or meaning.

• Students rely solely on AI-generated debate prompts without researching historical arguments and evidence on both sides of an issue. (Rationale: Undermines understanding of historical language and development of argumentation skills)

Acceptable Use:

• Students use an AI tool to explore different artistic styles and color palettes for their next painting project.

• Students use an AI music generator to create a soundscape that reflects the mood of their artwork. (Rationale: Sparks creativity and exploration)

Unacceptable Use:

• Students use an AI tool to generate a complete artwork for an assignment, bypassing the creative process and skill development.

• Without understanding design principles, students rely solely on pre-made AI filters and effects for their digital art projects. (Rationale: Diminishes originality and learning)

Acceptable Use:

• Students use an AI tool to analyze the melody and rhythm of a famous composer's work to learn about musical structure.

• Students use an AI music creation tool to experiment with different sounds and instruments to compose a short piece. (Rationale: Enhances music theory understanding and exploration)

Unacceptable Use:

• Students use an AI tool to write the entire melody and lyrics for a song assignment without any musical composition or songwriting skills.

• Students rely solely on AI-generated accompaniments for their musical performances without learning to play their instruments independently. (Rationale: Bypasses learning musical skills and composition)

Acceptable Use:

• Students use an AI coding assistant to suggest solutions for syntax errors or recommend alternative coding approaches in their projects.

• Students use an AI-powered design tool to prototype their app ideas and test user interface concepts. (Rationale: Provides assistance and accelerates learning in programming and design)

Unacceptable Use:

• Students use an AI code generator to write entire programs without understanding the code's functionality or logic behind it.

• Students rely on AI-generated user interfaces for their projects without considering user needs and interaction principles. (Rationale: Undermines coding skills development and user experience design)

Acceptable Use:

• Students use an AI language translator to understand the general meaning of a foreign language news article for a current event presentation.

• Students use an AI pronunciation tool to practice speaking a foreign language and receive feedback on their accents. (Rationale: Assists with comprehension and pronunciation practice)

Unacceptable Use:

• Students use an AI translator to complete entire written assignments in a foreign language without understanding grammar or vocabulary.

• Students rely solely on AI-generated dialogue prompts for their oral presentations in a foreign language without practicing conversation skills. (Rationale: Bypasses language learning and fluency development)

Acceptable Use:

• Students use an AI-powered fitness tracker to monitor their heart rate and activity levels during exercise routines.

• Students use an AI-guided yoga app to learn proper form and breathing techniques for different yoga poses. (Rationale: Provides data and guidance for self-monitoring and learning new exercises)

Unacceptable Use:

• Students rely solely on an AI-generated workout plan without considering their fitness level or individual needs.

• Students use an AI fitness tracker to fake their exercise data without engaging in any physical activity. (Rationale: Undermines personal responsibility and engagement in physical exercise)