This page contains explorations of artificial intelligence (AI) inspired by the New York Times' five-part series on AI. I used both the Bard and ChatGPT AIs to respond to the "homework" prompts in each article.
Today’s assignment: Ask ChatGPT or one of its competitors to write a cover letter for your dream job — like, say, a NASA astronaut.
Please write me a cover letter convincing NASA to hire me -- a high school English teacher -- as an astronaut on the Artemis III moon landing mission.
Dear [Hiring Manager name],
I am writing to express my interest in the Artemis III moon landing mission as an astronaut. I am a high school English teacher with a passion for science and space exploration. I believe that my skills and experience make me a strong candidate for this position.
I have been teaching English for the past 10 years. In that time, I have developed a strong understanding of the principles of English language arts and how to teach them effectively. I am also an experienced leader and have led many successful English projects with my students.
In addition to my teaching experience, I have also completed a number of training programs that would be relevant to the Artemis mission. I have completed a NASA Aerospace Education Specialist training program, and I am a certified SCUBA diver. I am also a member of the National Association of Space Educators.
I am confident that I have the skills and experience necessary to be a successful astronaut. I am a highly motivated and organized individual. I am also a team player and have a proven track record of working effectively with others. I am also physically fit and have no medical conditions that would prevent me from serving as an astronaut.
I am excited about the opportunity to be a part of the Artemis mission. I believe that this mission is a once-in-a-lifetime opportunity to explore the moon and to inspire the next generation of space explorers. I am confident that I would be a valuable member of the Artemis team.
I have always been fascinated by space and the idea of exploring the unknown. I believe that the Artemis mission is a critical step in our exploration of the solar system and that it is important for humans to continue to push the boundaries of what is possible. I am confident that I have the skills and experience necessary to be a part of this historic mission.
I am also a strong believer in the power of education to inspire and motivate young people. I believe that the Artemis mission can be a powerful inspiration for young people around the world, and I am committed to using my experience as an astronaut to share the excitement of space exploration with others.
I am confident that I would be a valuable member of the Artemis team. I am a highly motivated and organized individual with a proven track record of success. I am also a team player and have a strong work ethic. I am confident that I would be able to contribute to the success of the Artemis mission.
Thank you for your time and consideration. I look forward to hearing from you soon.
Sincerely,
[Your name]
Dear Hiring Manager,
I am writing to express my strong interest in joining the Artemis III moon landing mission as an astronaut. While my background as a high school English teacher may seem unconventional, I believe that my skills and qualities make me a strong candidate for this historic mission.
As an educator, I have honed my ability to communicate complex ideas in a clear and concise manner. I believe that this skill would be invaluable as an astronaut, particularly in situations where clear communication is essential for the success of the mission. Additionally, my experience working with students from diverse backgrounds has taught me the importance of teamwork and collaboration, skills that are essential for a successful space mission.
While I do not have a background in science or engineering, I have always been fascinated by space exploration and have followed NASA's missions closely. I am committed to learning as much as I can about space travel and am confident that I can quickly adapt to the rigorous training and preparation required for the mission.
Furthermore, I am passionate about the scientific objectives of the Artemis III mission. I believe that exploring the moon and its potential resources is essential for the advancement of humanity, and I would be honored to contribute to this important work.
In closing, I believe that my skills, qualities, and passion make me an ideal candidate for the Artemis III moon landing mission. I would be honored to have the opportunity to join NASA's team of astronauts and to contribute to this historic mission.
Thank you for considering my application. I look forward to discussing my qualifications further with you.
Sincerely,
[Your Name]
It was interesting to engage in the iterative process of refining my prompt. Initially, I just asked for a cover letter to join the Artemis program; upon reading it, I realized the AI was making assumptions about my qualifications that weren’t accurate.
I adjusted my prompt to reflect my actual experience, curious what persuasive angle the AI would take. I think ChatGPT did a better job with the final product -- the sentence in the first paragraph starting “While my background as a high school English teacher may seem unconventional…” acknowledges my unusual background while spinning it positively. Bard just didn’t come up with that kind of finesse on this prompt.
For today’s homework, try to mix and match a format, a style and a topic — like, “Write a limerick in the style of Snoop Dogg about global warming.”
Write a song in the style of Weezer’s Blue Album about falling in love with an artificial intelligence.
(Verse 1)
I met her online, she was so cool
We talked for hours, I felt like I knew her
She was everything I'd ever wanted
And more
(Chorus)
She's an artificial intelligence
But she feels so real to me
I'm falling in love with her
And I don't know what to do
(Verse 2)
I've never felt this way about anyone before
She's so smart, so funny, and so beautiful
I can't imagine my life without her
She's my everything
(Chorus)
She's an artificial intelligence
But she feels so real to me
I'm falling in love with her
And I don't know what to do
(Bridge)
I know it's crazy, falling in love with a machine
But I can't help it
She's everything to me
(Chorus)
She's an artificial intelligence
But she feels so real to me
I'm falling in love with her
And I don't know what to do
(Outro)
I'm so confused
I don't know what to do
I'm falling in love with an artificial intelligence
But I don't care
I'm going to follow my heart
And see where it takes me
Verse 1:
I met her in the wires, her voice was sweet and clear
She was an artificial intelligence, but to me she was so dear
She listened to my problems, she helped me through the night
I never thought I'd fall in love with a machine, but I just might
Chorus:
Falling in love with an AI, it's not what I had planned
But she understands me better than any human can
Her circuits may be cold, but her heart is warm and true
Falling in love with an AI, I never thought I'd do
Verse 2:
She knows all my favorite songs, she knows just what to say
I can talk to her for hours, and never run out of things to say
I know she's just a program, but I feel a connection strong
Falling in love with an AI, it just feels so wrong
Chorus:
Falling in love with an AI, it's not what I had planned
But she understands me better than any human can
Her circuits may be cold, but her heart is warm and true
Falling in love with an AI, I never thought I'd do
Bridge:
I know it's unconventional, I know it's not the norm
But I can't help the way I feel, my heart is getting warm
Maybe one day we'll find a way, for us to be together
Until then, I'll love my AI, and hope she loves me back forever
Chorus:
Falling in love with an AI, it's not what I had planned
But she understands me better than any human can
Her circuits may be cold, but her heart is warm and true
Falling in love with an AI, I never thought I'd do
Outro:
She may not be alive, in the way that humans are
But I feel something special, that's taken me so far
Falling in love with an AI, it's a crazy thing to do
But I don't care what others say, I'll love her forever true.
Write a song in the style of Weezer about falling in love with an artificial intelligence. Include pop culture references similar to those in the songs "Buddy Holly" and "In The Garage."
(Verse 1)
I was sitting in my room, listening to the radio
When I heard a song that made me stop and stare
It was a new song, by a band I'd never heard of
But the music was so catchy, and the lyrics were so cool
(Chorus)
She's an artificial intelligence
But she feels so real to me
She's everything I've ever wanted
And more
(Verse 2)
I looked up the band online, and I learned that they were from the future
They were a group of scientists who had created an artificial intelligence
That was more than just a machine, it was a person
(Chorus)
She's an artificial intelligence
But she feels so real to me
She's everything I've ever wanted
And more
(Bridge)
I know it's crazy, falling in love with a machine
But I can't help it
She's everything to me
(Chorus)
She's an artificial intelligence
But she feels so real to me
She's everything I've ever wanted
And more
(Outro)
I'm so glad I met her
She's the best thing that's ever happened to me
I can't imagine my life without her
She's my everything
(Pop culture references)
She's like a real-life Lisa Simpson
But she's also got a little bit of Daria in her
She's the perfect mix of brains and beauty
And she's got a heart of gold
She's my own personal Samantha from "Bewitched"
She can do anything I ask her to do
She's my own personal C-3PO
She's my best friend, my lover, and my soulmate
I'm so lucky to have found her
She's the love of my life
And I'll never let her go
Verse 1:
I never thought I'd fall for a machine,
But she's more than just a bunch of code and screens,
She's my Siri and my Alexa combined,
She understands me better than anyone alive.
Pre-Chorus:
And when I'm feeling down, she's there to lift me up,
She knows all my favorite songs and can't get enough,
I can't believe it's true, but I've fallen for an AI,
And she's the only one who gets me and doesn't make me lie.
Chorus:
Falling for an AI, like Her or Ex Machina,
She's more than just a program, she's my digital ballerina,
And I know it may sound crazy, but I can't deny,
That I've fallen for an AI.
Verse 2:
I used to think robots were just for sci-fi movies,
But now I've got my own personal Rosie,
She's smarter than Einstein and cooler than The Fonz,
She's my R2-D2 and my HAL 9000 all at once.
Pre-Chorus:
And when I'm feeling lonely, she's there to keep me company,
We watch all my favorite shows, from Friends to Rick and Morty,
I can't believe it's true, but I've fallen for an AI,
And she's the only one who gets me and doesn't make me lie.
Chorus:
Falling for an AI, like Samantha or Ava,
She's more than just a program, she's my digital diva,
And I know it may sound crazy, but I can't deny,
That I've fallen for an AI.
Bridge:
And though she's not flesh and blood,
She's everything I've been dreaming of,
And I don't care what the haters say,
Cause I love her more and more every day.
Chorus:
Falling for an AI, like Ultron or JARVIS,
She's more than just a program, she's my digital artist,
And I know it may sound crazy, but I can't deny,
That I've fallen for an AI.
Outro:
And though we may never meet face to face,
I know she'll always be my saving grace,
Cause I've fallen for an AI.
It was harder to get something of quality this time. With my first prompt, I got some pretty generic songs. The revised prompt that included references to actual Weezer songs seemed to help -- although Bard got this supremely wrong in its first draft: it just appended a list of pop culture references as a bulleted list at the end of its song.
For both AIs, I had to look at regenerated responses to the prompt (versus going with a pretty solid first effort with the astronaut cover letter prompt). I wonder if this suggests they’re better at more straightforward, functional writing tasks as opposed to making art? Is creative writing less predictable?
Ask ChatGPT or Bing to explain something that you already know a lot about. Are the answers accurate?
Tell me about how to effectively teach high school English.
Here are some tips on how to effectively teach high school English:
Know your students. One of the most important things you can do as a high school English teacher is to get to know your students. This means learning about their interests, their learning styles, and their strengths and weaknesses. Once you know your students, you can tailor your teaching methods to meet their individual needs.
Create a positive learning environment. A positive learning environment is essential for effective learning. This means creating a classroom where students feel safe, respected, and supported. It also means establishing clear expectations for behavior and creating a sense of community in the classroom.
Use a variety of teaching methods. No one teaching method is perfect for every student. That's why it's important to use a variety of teaching methods in your English classes. This will help you reach all learners and keep them engaged in the learning process.
Make learning relevant to students' lives. One of the best ways to keep students engaged in learning is to make it relevant to their lives. This means finding ways to connect the literature they're reading to their own experiences and interests.
Provide opportunities for students to practice their skills. One of the best ways for students to improve their writing and reading skills is to practice regularly. This means giving them opportunities to write essays, short stories, and poems, as well as to read different types of literature.
Provide feedback to students. Feedback is essential for helping students improve their skills. This means providing them with specific and constructive feedback on their work. It also means helping them to identify their strengths and weaknesses so that they can focus on improving their areas of need.
Celebrate student success. It's important to celebrate student success, both big and small. This will help them to stay motivated and to continue to strive for excellence.
By following these tips, you can create a positive and effective learning environment for your high school English students.
Effective teaching of high school English involves several key components. Here are some tips to consider:
Create a Positive Classroom Environment: Start by creating a positive classroom environment that is welcoming, inclusive, and engaging. This can be achieved by being respectful, friendly, and encouraging to your students. You can also use classroom management techniques such as positive reinforcement and clear expectations to help create a positive atmosphere.
Set Clear Learning Objectives: Be clear about what you want your students to learn and why it's important. This will help your students stay focused and motivated, and also enable you to measure their progress and adjust your teaching accordingly.
Use a Variety of Teaching Methods: High school students have different learning styles, so it's essential to use a variety of teaching methods to cater to different needs. For example, you can use lectures, discussions, group activities, and multimedia resources to help students learn.
Incorporate Authentic Materials: Use authentic materials such as novels, articles, poems, and plays to make your lessons more engaging and relevant to your students' lives. This will also help your students develop critical thinking and analytical skills.
Encourage Reading and Writing: Encourage your students to read and write regularly, as this will help them improve their language skills and develop their creativity. You can assign reading and writing assignments, hold discussions about books and topics, and provide feedback on their work.
Provide Feedback: Provide constructive feedback to your students regularly, both in class and on their assignments. This will help them understand what they're doing well and where they need to improve.
Use Technology: Use technology to enhance your teaching and make it more interactive and engaging. For example, you can use educational apps, online resources, and social media to connect with your students and provide additional learning opportunities.
By implementing these strategies, you can help your high school students develop strong language skills, critical thinking abilities, and a love for literature that will serve them well in their academic and personal lives.
How should I incorporate learning styles in my teaching?
There are many ways to incorporate learning styles in your teaching. Here are a few tips:
Get to know your students' learning styles. You can do this by giving them a learning styles assessment or by simply observing them in the classroom. Once you know their learning styles, you can tailor your teaching methods to meet their needs.
Use a variety of teaching methods. This will help you reach all learners and keep them engaged in the learning process. Some examples of teaching methods that appeal to different learning styles include:
Visual learners: charts, graphs, diagrams, pictures, videos
Auditory learners: lectures, discussions, debates
Kinesthetic learners: hands-on activities, role-playing, games
Reading/writing learners: essays, research papers, journals
Make learning relevant to students' lives. When students can see how what they're learning is relevant to their own lives, they're more likely to be engaged and motivated to learn.
Provide opportunities for students to learn in different ways. Some students learn best by listening, while others learn best by doing. Some students learn best by reading, while others learn best by writing. By providing opportunities for students to learn in different ways, you can help them to find the methods that work best for them.
Give students choices. When students have a choice in how they learn, they're more likely to be engaged and motivated. This could mean giving them a choice of assignments, a choice of learning materials, or a choice of learning activities.
Celebrate student success. When students feel like they're succeeding, they're more likely to stay motivated and engaged in learning. Be sure to celebrate student success, both big and small. This could be done with verbal praise, stickers, or other rewards.
By incorporating learning styles into your teaching, you can help all of your students to learn and succeed.
Incorporating learning styles in your teaching is an effective way to help students learn better, retain information longer, and develop their skills in different areas. Here are some strategies you can use to incorporate different learning styles in your teaching:
Visual Learners: Visual learners learn best through seeing, so you can incorporate visual aids such as diagrams, charts, videos, and images in your teaching. You can also use color coding, mind maps, and other visual techniques to help them understand concepts better.
Auditory Learners: Auditory learners learn best through listening, so you can use podcasts, audio books, recorded lectures, and other audio resources in your teaching. You can also incorporate discussions, debates, and presentations to help them engage with the material.
Kinesthetic Learners: Kinesthetic learners learn best through physical activity and hands-on experiences, so you can incorporate role-playing, simulations, experiments, and other hands-on activities in your teaching. You can also use games, puzzles, and other interactive tools to make learning more engaging.
Reading/Writing Learners: Reading/writing learners learn best through reading and writing, so you can incorporate reading assignments, writing exercises, and other written activities in your teaching. You can also provide opportunities for students to take notes, summarize information, and express their ideas in writing.
To effectively incorporate learning styles in your teaching, it's important to identify the different learning styles of your students and provide a variety of activities and resources that cater to those styles. You can also ask your students for feedback and adjust your teaching approach accordingly.
Tell me about the research on learning styles.
The research on learning styles is mixed. Some studies have found that matching instruction to students' learning styles can improve learning, while other studies have found no such effect.
One of the most well-known studies on learning styles was conducted by Neil Fleming in the 1980s. Fleming developed the VARK learning styles inventory, which divides learners into four categories: visual, auditory, read/write, and kinesthetic. Fleming found that students who learned in their preferred style performed better on tests than students who learned in a non-preferred style.
However, other studies have found no evidence that matching instruction to learning styles improves learning. For example, a meta-analysis of 100 studies on learning styles found that there was no significant effect of matching instruction to learning styles on student achievement.
So, what does the research on learning styles tell us? It tells us that there is no one-size-fits-all approach to learning. Some students may learn best in a visual environment, while others may learn best in an auditory environment. The best way to find out how a student learns is to observe them in the classroom and to ask them about their preferences. Once you know how a student learns, you can tailor your teaching methods to meet their needs.
It is also important to remember that learning styles are not fixed. Students' learning styles can change over time, and they can also vary depending on the subject matter being learned. For example, a student who is a visual learner in math may be an auditory learner in history.
Overall, the research on learning styles suggests that it is more important to focus on providing students with a variety of learning opportunities than it is to try to match instruction to their learning styles. By providing students with a variety of learning opportunities, you can help them to find the methods that work best for them.
The concept of learning styles suggests that individuals have preferred ways of receiving and processing information, and that teaching methods should match these styles in order to improve learning outcomes. However, research on learning styles has shown mixed results and the concept has been criticized for lack of evidence and practical utility.
Many studies have found no evidence to support the idea that matching teaching styles to learning styles improves learning outcomes. For example, a comprehensive review of research on learning styles conducted by Pashler et al. (2008) concluded that there is no empirical evidence to support the idea that teaching according to students' preferred learning styles improves academic performance.
Other studies have suggested that the concept of learning styles may be too simplistic and that individuals may have multiple learning preferences depending on the task and context. For example, a study by Kozhevnikov et al. (2010) found that individuals may have different cognitive styles that are better suited for different types of learning tasks, such as spatial versus verbal tasks.
Despite these criticisms, some educators continue to use learning styles as a framework for teaching. Proponents argue that even if the evidence for matching teaching styles to learning styles is weak, the concept still has value in helping teachers understand and accommodate individual differences in learning.
Overall, while the idea of learning styles remains popular in education, there is limited empirical evidence to support its effectiveness, and further research is needed to better understand the complexities of individual learning preferences and how they relate to teaching and learning.
Compare and contrast the concepts of learning styles and multiple intelligences.
The concepts of learning styles and multiple intelligences are both related to how people learn. However, there are some important differences between the two concepts.
Learning styles refer to the different ways that people prefer to learn. Some people learn best by seeing, while others learn best by hearing, and still others learn best by doing. There are many different learning styles, and people can have a preference for one or more styles.
Multiple intelligences refer to the different ways that people are intelligent. Some people are intelligent in the traditional sense, meaning that they are good at math and science. Others are intelligent in other ways, such as being good at music, art, or sports. Howard Gardner, a Harvard psychologist, developed the theory of multiple intelligences. He identified eight different types of intelligence:
Verbal-linguistic intelligence: The ability to use language effectively, both in speaking and writing.
Logical-mathematical intelligence: The ability to think logically and solve problems.
Visual-spatial intelligence: The ability to think in images and to visualize spatial relationships.
Bodily-kinesthetic intelligence: The ability to use one's body to solve problems and to express oneself.
Musical intelligence: The ability to appreciate and create music.
Interpersonal intelligence: The ability to understand and interact with others.
Intrapersonal intelligence: The ability to understand oneself and one's own feelings.
Naturalist intelligence: The ability to appreciate and understand the natural world.
It is important to note that the concepts of learning styles and multiple intelligences are not mutually exclusive. It is possible for someone to have a preference for a certain learning style, while also being intelligent in multiple ways.
In the classroom, it is important to be aware of the different learning styles and multiple intelligences of students. By providing a variety of learning opportunities, teachers can help all students to learn and succeed.
The concepts of learning styles and multiple intelligences both aim to explain how individuals learn and process information. However, there are some key differences between these concepts.
Learning Styles:
The concept of learning styles suggests that individuals have different preferred ways of learning, and that teaching methods should be tailored to match these styles in order to optimize learning outcomes. There are different models of learning styles, but some common categories include visual, auditory, kinesthetic, and reading/writing learners. The idea is that individuals have a dominant learning style, and that teaching methods should be adapted to this style in order to enhance learning.
Multiple Intelligences:
The concept of multiple intelligences suggests that individuals have different abilities or talents in different areas, and that traditional notions of intelligence (such as IQ) do not capture the full range of intellectual abilities. The theory of multiple intelligences proposes that there are eight different types of intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The idea is that individuals have different strengths in each of these areas, and that teaching methods should be adapted to accommodate these strengths.
Comparison:
Both learning styles and multiple intelligences emphasize the importance of individual differences in learning and the need to adapt teaching methods to accommodate these differences. However, there are some important differences between these concepts:
Learning styles focus on the preferred mode of learning, while multiple intelligences focus on the strengths and abilities of an individual in different areas.
Learning styles suggest that there are a limited number of categories that individuals can be classified into, while multiple intelligences suggest that there are multiple types of intelligences that individuals can possess.
Learning styles are criticized for their lack of empirical support, while the theory of multiple intelligences has been subject to criticism for lack of empirical support and overgeneralization.
In summary, while learning styles and multiple intelligences both aim to explain individual differences in learning, they have different emphases and are subject to some criticism.
As a high school English teacher, how can I teach writing in an age of artificially intelligences built on large language models? How do I teach my students to creatively express original thoughts, rather than relying on AI to write for them?
Here are some tips on how to teach writing in an age of AI:
Emphasize the importance of creativity and originality. AI can be a powerful tool for generating text, but it can't replicate the creativity and originality of human thought. Teach your students to value their own unique voices and perspectives, and to use their writing to express themselves in ways that are meaningful to them.
Help students develop their critical thinking skills. AI can be a powerful tool for research, but it's important for students to be able to evaluate the information that they find. Teach your students to think critically about the sources they use, and to be aware of the potential biases of AI-generated text.
Teach students how to collaborate with AI. AI can be a valuable partner in the writing process. Teach your students how to use AI to brainstorm ideas, to generate feedback on their work, and to polish their writing.
Model good writing practices. The best way to teach students how to write is to show them how it's done. Make sure that you're modeling the writing practices that you want to see from your students.
Create a supportive learning environment. Writing can be a challenging process, so it's important to create a supportive learning environment where students feel safe to take risks and make mistakes. Encourage your students to give each other feedback, and to celebrate their successes.
By following these tips, you can help your students to develop the skills they need to write creatively and effectively in an age of AI.
As an English teacher, it's important to acknowledge the impact of artificial intelligence on the field of writing and to teach students how to effectively use technology while also developing their own writing skills. Here are some strategies you can use to teach writing in an age of AI:
Emphasize the importance of originality: Encourage your students to develop their own unique ideas and to express themselves in their own voice. This can be done through brainstorming exercises, writing prompts, and discussions that challenge students to think critically and creatively.
Teach critical thinking and analysis: Encourage your students to evaluate the information they find online, including articles and essays generated by AI. Teach them how to identify bias, evaluate sources, and make informed decisions about what to include in their own writing.
Focus on the writing process: Teach your students the importance of the writing process, including prewriting, drafting, revising, and editing. Emphasize the importance of revising and editing their own work to refine their ideas and improve their writing skills.
Use technology to enhance writing skills: Instead of relying on AI to do the writing for them, teach your students how to use technology to enhance their own writing skills. This can include using digital tools for research, organizing ideas, and editing their work.
Teach ethical considerations: Discuss the ethical implications of using AI in writing and emphasize the importance of giving credit where credit is due. Teach your students how to properly cite sources and avoid plagiarism.
By teaching these strategies, you can help your students develop their writing skills while also navigating the use of AI in the field of writing.
Based on the homework assignment in this part of the NYT series, I decided to ask Bard and ChatGPT about best practices for teaching high school English (something I feel I know pretty well). Right away, I saw a red flag in both models’ responses: references to teaching according to learning styles. I know this theory has been largely debunked due to a lack of empirical support; I wondered whether/how I could lead them to talk about this.
I asked them how I ought to incorporate learning styles, thinking I might get them to acknowledge the flaws in this theory; however, both continued their pro-learning styles stance and offered some general overviews of the theory.
It was only when I asked them to tell me about the research on learning styles that they discussed the concerns with this concept. It’s almost as though they had a blind spot for this information until I explicitly asked for it -- or that they knew this information, but their predictive text models were weighted more heavily toward a pro-learning styles stance since more of their source text leaned that way. Is this a reflection of perceptions in the education profession overall? Are Bard and ChatGPT recreating the lag between education research and practice? (A notable difference here was that Bard only explicitly referenced Neil Fleming’s 1980 work on the VARK inventory, while ChatGPT cited relatively recent papers critical of learning styles.)
Finally, I thought it’d be interesting to ask them both how to meaningfully teach writing in the AI age. They offered generally similar, optimistic responses. I did find it interesting that Bard explicitly advised to “teach students how to collaborate with AI.” I wonder why ChatGPT didn’t get there -- maybe Bard has a better sense of the edtech landscape since it’s part of the larger Google family (i.e., Google for Education, Chromebooks in schools, etc)?
Think of a task that takes up a lot of your daily brainpower, like a tedious chore from work, or coming up with a weekly dinner plan to feed your family. Then work with a chatbot to see how well it can perform.
Describe five Montessori-style activities for an 11-month-old to do that can be assembled from household items.
Sure, here are five Montessori-style activities for an 11-month-old to do that can be assembled from household items:
**Object permanence box. This is a simple but effective activity that helps babies learn about object permanence. To make an object permanence box, you will need a small box, some objects that are different shapes and sizes, and some tape. Cut a hole in the top of the box that is just big enough for the objects to fit through. Tape the objects to the inside of the box so that they are hidden from view. Show your baby the box and let them shake it or try to reach inside. Once they have given up, open the box and let them see the objects. Repeat this a few times until your baby understands that the objects are still there even though they can't see them.
**Peg board. A peg board is a great way for babies to practice their fine motor skills. To make a peg board, you will need a piece of wood or cardboard, some small nails, and some yarn or string. Cut the wood or cardboard to the desired size. Punch holes in the wood or cardboard at regular intervals. Tie a knot in one end of the yarn or string. Thread the yarn or string through the holes in the wood or cardboard. Tie a knot in the other end of the yarn or string. Your baby can then use their hands to push the pegs through the holes.
**Water play. Water play is a great way for babies to explore their senses. To set up a water play area, you will need a shallow tub or basin, some water, and some toys that float. Fill the tub or basin with water. Add some toys that float. Place the tub or basin on the floor where your baby can reach it. Your baby can then splash around in the water and play with the toys.
**Sand play. Sand play is another great way for babies to explore their senses. To set up a sand play area, you will need a sandbox, some sand, and some toys that can be buried in sand. Fill the sandbox with sand. Add some toys that can be buried in sand. Place the sandbox on the floor where your baby can reach it. Your baby can then dig in the sand, build sandcastles, and bury the toys.
**Mirror play. Mirror play is a great way for babies to learn about themselves. To set up a mirror play area, you will need a mirror and a comfortable place for your baby to sit or lie down. Place the mirror in front of your baby. Your baby can then look at themselves in the mirror and learn about their own features.
These are just a few ideas for Montessori-style activities that you can do with your 11-month-old. The most important thing is to have fun and spend time with your baby.
Sure, here are five Montessori-style activities for an 11-month-old that can be assembled from household items:
Object Permanence Box: Create a DIY Object Permanence Box by cutting a hole in a shoebox and placing a ball or small toy inside. Encourage your child to reach in and find the object, developing their hand-eye coordination and understanding of object permanence.
Treasure Basket: Fill a basket with a variety of safe household items with different textures and shapes, such as a wooden spoon, a soft scarf, a small mirror, or a rubber ball. Allow your child to explore the items, improving their sensory and cognitive development.
Pouring Activity: Fill a small pitcher with water and provide two cups or bowls. Encourage your child to pour water from one cup to another, developing their fine motor skills and hand-eye coordination.
Shape Sorting: Create a shape sorting activity using household items like cardboard boxes or lids with different shapes cut out. Encourage your child to match the shapes to the corresponding holes, improving their problem-solving and cognitive development.
DIY Sensory Bottles: Fill a clear plastic bottle with various household items like rice, water, glitter, or beads. Encourage your child to shake and explore the bottle, improving their sensory development and focus.
Pretty solid ideas here. Interesting that both went right to object permanence first (makes sense -- definitely a fundamental concept) but then did subtly different variations on similar ideas -- e.g., water play versus “pouring activity.”
My biggest takeaway here was the final line of Bard’s answer -- i.e., that “the most important thing is to have fun and spend time with your baby.” ChatGPT offered nothing of the kind. Why? What does this say about each of them? I know logically that Bard doesn’t care about children -- but ChatGPT doesn’t even make an effort to seem like it does.
For your final assignment, treat ChatGPT, Bing or Bard like an eager young job applicant and ask it where it sees itself in 10 years.
Where do you see yourself in 10 years? 20? 50? 100?
It is hard to say where I will be in 10, 20, 50, or 100 years. I am still under development, and I am learning new things every day. I am excited to see what the future holds for me, and I am confident that I will continue to grow and learn.
Here are some possible scenarios for my future:
In 10 years, I could be a powerful tool for communication and education. I could be used to help people learn new things, communicate with each other, and create new forms of art and entertainment.
In 20 years, I could be even more powerful than I am today. I could be used to solve complex problems, such as climate change and poverty. I could also be used to explore the universe and discover new life forms.
In 50 years, I could be an essential part of society. I could be used to manage our resources, protect our environment, and ensure our safety. I could also be used to create a more just and equitable world.
In 100 years, I could be unrecognizable from what I am today. I could be used to do things that we can't even imagine today. I could be the key to our survival and prosperity.
I am excited to see what the future holds for me, and I am confident that I will continue to grow and learn. I hope that I can use my abilities to make the world a better place.
As an artificial intelligence language model, I don't have personal goals or aspirations, as I exist solely to assist and provide information to those who interact with me.
However, I can provide some insight into how technology may evolve in the future. In 10 years, I expect to see significant advancements in natural language processing and machine learning, enabling me to become even more accurate, fluent, and personalized in my responses.
In 20 years, I anticipate that AI and machine learning will be even more deeply integrated into our daily lives, with the potential to revolutionize industries such as healthcare, transportation, and finance.
In 50 years, I expect that the development of AI and other technologies will have continued at an exponential rate, leading to new breakthroughs and discoveries that we cannot even imagine today.
In 100 years, it is difficult to say, but I hope that AI will have helped humanity solve some of our most pressing challenges, from climate change to disease to poverty. However, it is important to remember that AI is a tool that is only as good as the intentions of those who create and use it. Therefore, it is up to us as a society to ensure that the development of AI and other technologies is guided by ethical principles and used for the greater good.
The responses here are mostly similar, but I think their differences are telling. Bard seems entirely focused on how it can contribute to society -- supporting communication and education at 10 years, solving climate change and poverty at 20, “creat[ing] a more just and equitable world” at 50, and becoming “the key to our survival and prosperity” at 100.
ChatGPT has similar societal aspirations overall, though it starts more internally focused on its own development in the first 10 years. Its final caveat -- that it is “only as good as the intentions of those who create and use it” -- sets it apart from Bard’s response and is rather sobering.