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I have over twenty AI-related “Best” lists that you can find here.
Among them are lists on how to AI “proof” lessons, THE BEST POSTS ABOUT USING ARTIFICIAL INTELLIGENCE WITH ELLS, and THE “BEST” IDEAS FOR USING CHATGPT, BARD, & OTHER FORMS OF AI WITH STUDENTS.
But I hadn’t developed a list sharing specific guidance educators give to their students about AI use, though I suspect I have some of those scattered among different lists.
For right now, though, I’m just going to share ones I’ve already posted about, and gradually add other ones – please suggest more!
Here’s what I have:
Here’s The AI Guidance I’m Giving To My TOK Students This Year is what I do.
How One Professor Deals with Student GPT-Generated Essays (electoral-vote.com) is from Larry Cuban’s blog.
This seems like a good way to handle things, and is somewhat similar to what I do with my IB Theory of Knowledge class when they write their final essay
— Larry Ferlazzo (@larryferlazzo.bsky.social) February 22, 2025 at 6:13 PM
Evaluating 13 scenarios of Artificial Intelligence (AI) in student coursework is from the International Baccalaureate Organization (you can also find it here).
In Why I’m Saying No to Generative AI, she mentions what she initially did with AI – had each student write their own guidelines for how they should use AI after she did a fair amount of teaching on it. She doesn’t do that any longer, and doesn’t explain why, but I think that could be an interesting strategy.
The author of Making Research More Accessible With AI discusses how she allows her students to use up to thirty percent of AI in their writing.
The Rise of Generative AI Calls for New Approaches to Grading is from Unmaking The Grade.
What Does It Mean to “Use” AI? is by Brett Vogelsinger.
How AI Pushed Us to Rethink Assessment is from ASCD.
Brain Activity Is Lower for Writers Who Use AI. What That Means for Students is from Ed Week. Here’s an excerpt:
But if participants wrote essays on their own first, and then used AI to write on the same topics, the results changed. This group of writers showed an increase in brain activity.
“What it could potentially tell us is that timing could be very important for when you integrate these tools,” said Nataliya Kosmyna, a research scientist at the MIT Media Lab and the lead author of the paper.
If writers spend time thinking about their topic and collecting their thoughts before turning to generative AI, it’s possible that they could benefit more from using the tool, she said. “Maybe now you can ask questions, go back and forth. You have your opinions on the topic, you can prompt in different directions.”
The paper is a preprint, meaning it hasn’t yet been peer reviewed and published in an academic journal. And the researchers only worked with a small sample of participants, all of whom were undergraduate students, graduate students, or university employees.
Still, the findings could offer important clues about when generative AI use might short-circuit the learning process—and when it might actually deepen students’ thinking.
AI-Proofing Is a Myth is from Stephen Fitzpatrick. I generally don’t pay much attention to teachers at U.S. private schools, but this is definitely worth a read.
I’m making my students read a book is from The Important Work.
My AI-Aware Strategy for the Year Ahead is from Teaching In The Age of AI.
The AI Wolf That Education Must Face is from Marc Watkins.
The post linked here describes the problems in teachers using AI to assess student work. In it, the writer also describes a structured process a teacher can use where students can use AI to initially self-assess their own work (it’s similar to a process I’ve used in the past). Because of that description, I’m adding it here:
I’m fine with AI assessing online game results (Blooket, Wayground) & for low/no-stakes grammar practice (Quill) or pronunciation practice for ELLs (Speakable). Or, like this poster describes, students using it as part of a structured process to help with initial self-assessment. That’s about it.
— Larry Ferlazzo (@larryferlazzo.bsky.social) October 10, 2025 at 3:24 PM
Why Using AI Is Fine for Teachers but Not for Students is an Edutopia that refers to an AI tool called Flint.
What happens when a course goes from using AI to unplugged and back again? is from The Important Work.
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