Using GenAI to provide feedback

NSWEduChat can provide targeted feedback on student writing. This feedback should complement, but not replace, feedback from teachers and peers. It can also support students to provide feedback on their peer’s work, by helping them to improve the clarity and usefulness of their feedback.

Suggested prompt

Edit all sections in brackets with relevant details:

'I’m a Year (year level) English (course) student. Here is a section of my writing. Please give me feedback based on the success criteria for this lesson, focusing on (topic). What works well and what could I improve?'

(Insert or attach writing sample)

(Insert or attach lesson success criteria)

Tips

• Include success criteria or specific writing goals in prompts to align feedback with learning objectives.
• Remind students that feedback may include inaccuracies about texts. Students should consider the feedback alongside other sources.
• Discuss the value of original voice and student authorship. Encourage students to 'push back' against GenAI suggestions and use their own.

Using GenAI to support writing

NSWEduChat can work as an interactive partner to support students during both the planning and editing stages of the writing process.

It can help students generate ideas by asking and answering questions related to the prompt or task instructions, and it can guide them in developing a clear writing plan. This strategy is especially helpful for students who find it hard to start writing, making the writing process more manageable and engaging.

Suggested prompt

Edit all sections in brackets with relevant details:

'I’m a Year (year level) English (course) student. Please help me create 5 to 8 ideas for (writing topic). Then help me build a plan by asking me questions about my ideas.'

Example from program

Reading to write: Transition to English Studies – 11.1 (Program 11.1, phase 4, sequence 7 – introducing the core formative task).

Tips

• Use this strategy with individual learners or with small groups to replace or support some traditional scaffolding activities.
• Encourage students to critically interact with NSWEduChat rather than passively copying work.
• Teach students how to use NSWEduChat iteratively, refining their prompts and evaluating the output.

Using GenAI to explore texts

NSWEduChat can support student exploration of texts.

After students read and make notes on a text, they can share them with NSWEduChat, which can provide feedback, ask clarifying questions and highlight areas that were missed. This can help students to explore their analysis of persuasive, discursive and hybrid features. This also encourages deeper thinking and helps students prepare better for class discussions.

Suggested prompt

Edit all sections in brackets with relevant details:

'I’m a Year (year level) English (course) student. Here are my notes from (location) about (topic) I found. Can you tell me if I missed anything, and ask me questions to help me think more deeply about the text’s form and the author’s purpose?'

(Insert or attach notes)

Examples from programs

Reading to write: Transition to English Advanced – Program – 11.1, Phase 3b, sequence 2 – engaging personally to develop an understanding of Helen Garner’s discursive essay.

Tip

To reduce cognitive offloading, allow students to first develop their own ideas, then use AI, then reflect.

Using GenAI to support critical thinking

NSWEduChat can act as a discussion partner, which can help students:

• to think deeply by asking and answering questions
• explain their ideas and see different points of view
• get ready for participation in class discussions.

This approach works well for individual students or small groups, especially in extension classes or when there are only a few students.

Suggested prompt

Edit all sections in brackets with relevant details:

'I’m a Year (year level) English (course) student. You are my student partner in a discussion on (author's name) context. I'll ask you a question, and then you'll ask me a question. My question is: (insert question)?'

Examples from programs

Texts, culture and value – English Extension 11.1 – Program – 11.1, Phase 2, sequence 1 – understanding the context of George Orwell. In this sequence, students are using Orwell’s ‘Why I Write’ to learn more about his context. EduChat could help students test and further develop their understanding of George Orwell’s context.

Tips

• Students may encounter incorrect or incomplete information during this activity or similar activities.
  • Encourage reference to multiple trusted sources.
  • Embed habits of reading across texts by ensuring students have access to trustworthy materials (for example: class notes, reputable texts) to compare against NSWEduChat’s output.
• Facilitate discussions on whether AI-generated content aligns with students’ experiences and viewpoints, creating a safe space for critique.

Using GenAI for language development

NSWEduChat can explain difficult words, cultural references, and idiomatic expressions. It can also provide translations to support students learning English as an additional language or dialect (EAL/D).

By answering questions and providing examples, NSWEduChat can help students understand the meaning and use of new vocabulary, making the text easier to study and enjoy.

Suggested prompt

Edit all sections in brackets with relevant details:

'I’m a Year (year level) English (course) student. I’m studying ('text title') by (author's name). Can you explain this (word/phrase) from this sentence: ('insert sentence') and give me an example sentence? Can you also help me quiz myself or translate it into (specific language)?

Examples from programs

Reading to write: Transition to English EAL/D – 11.1 – Program – 11.1, Phase 2, Sequence 6a – initial exploration of Core Text 1, Dear Kath by Trent Dalton

Tips

• Visit Translation accuracy and advice to learn more about which languages NSWEduChat reliably translates from.
• Do not rely on NSWEduChat to translate essential information, such as assessment criteria or outlines, or safety information.