Legitimate concerns arise when we consider potential negative impacts of artificial intelligence on student writing. After all, generative AI platforms can create an essay in a matter of seconds while it may take students multiple drafts to get a similar result. But rather than seeing AI as an enemy of critical thinking and creativity, what if we flip the script and use it as a catalyst for it?
Pedagogical strategies for computer science instruction can help us to think of writing instruction in a novel way. I often urge teachers to have students first read, then remix, and finally create their own code. The process of reading code sparks critical thinking as students predict outputs, analyze structure, and consider syntax. Next, students consider options for remixing the code, adding their own creative flair and style within the scaffold of a premade code structure. The process of writing code from scratch is much more successful after students have taken time to read and remix text that has been generated previously. We can utilize a similar structure with narrative, argumentative, and informative writing.
AI doesn’t have to be the enemy of student writing. Rather, it can be support their learning process. Challenge students to analyze, critique, and remix what AI gives them. AI generated text becomes a launchpad for discussion, exploration, and revision. Students become editors, stylists, and meaning-makers—not passive consumers of machine-made content.
The remix writing concept is engaging for students and can support multiple content areas. Consider the following ideas.
Diction Detective (ELA) Ask AI to write a paragraph that aligns to a topic you are learning about. Ask students to be “diction detectives”, selecting words or phrases they can revise to enhance clarity, emotion, or vivid detail. The revision may include figurative language or literary devices aligned to the standards at your grade level.
Fact Check & Step into the Past (History/Social Studies) Ask AI to create historical summary of an event. Ask students to read the text and identify errors or misinformation. (Consider asking AI to intentionally add inaccurate information). Be sure to emphasize the fact that AI can hallucinate or misrepresent information, and that evaluating outputs is vital for media literacy. Instruct students to remix the historical information into a first person diary entry, a spoken word poem, or a dramatic monologue.
Character Clash (ELA/History/Social Studies) Provide an AI-generated story or account of a historical figure and challenge students to rewrite it from the perspective of two characters with opposing views. This encourages students to engage in critical thinking and to consider various viewpoints of a scene, story, or historical event. Remind students that this skill is of particular importance in an age in which AI algorithms feed us information based on their preference on social media platforms and video streaming services, potentially narrowing our points of view.
When students use AI passively, they risk losing their voice and missing out on opportunities to engage in critical thinking and creativity. But when they interact with it, they have the opportunity to engage in curiosity, creativity, and critical thought. These remix exercises also provide an opening to discuss the limitations of AI, and to build students’ confidence in critiquing AI outputs and their impact on society.
Are you looking for more ideas on how to ensure that AI enhances student creativity and critical thinking? Click here to check out a webinar on this very topic.