Using AI as a Writing Coach with Students

We just finished using AI Flint with Grade 5 students as part of their Persuasive Writing unit and it was fascinating! We had been looking for an AI tool that was appropriate and safe for Elementary students for quite awhile. We had concerns with Chat GPT and privacy and we were looking for a tool that was designed for teachers. I happened to have a meeting with the HS Technology Coach and he told me about Flint AI and what an impact it was having on HS Healthy classes. So after a crash course, I was ready to test it out.

I had been working with a Grade 5 teacher who was very keen to test out some AI tools in his Homeroom class. I told him about how Flint worked and how it acted as a coach or guide with students rather than telling them what to write. It gave important and timely feedback in real-time to students.

Setting up Flint AI was fairly straightforward but I was surprised how long it took to get the right prompt. You need to give the bot a context for the learning activity (standards, activity, etc) but we also had to tell it not to do the work for students but give them feedback on their draft. When we tested it initially, we found that it was a bit too wordy so we had to tell it to be conscise with the feedback.

Here was the prompt we gave the Flint AI Bot (which we called Sparky):

Provide supportive, formative feedback on students' persuasive writing about whether video games have positive or negative effects. Focus on these key areas that align with CCSS.ELA-Literacy.W.5.1:

1. **Introduction (CCSS.W.5.1.a)**: Help students craft attention-grabbing openings that clearly state their opinion on video games and establish an organizational structure that logically groups ideas.

2. **Reasons and Evidence (CCSS.W.5.1.b)**: Guide students to provide logically ordered reasons supported by facts and details about video games' effects.

3. **Transitions (CCSS.W.5.1.c)**: Encourage students to link opinions and reasons using appropriate words, phrases, and clauses (e.g., consequently, specifically, in addition).

4. **Conclusions (CCSS.W.5.1.d)**: Ensure students provide a concluding statement or section that relates back to their opinion about video games.

5. **Organization**: Check that ideas flow logically with a clear beginning, middle, and end structure.

6. **Mechanics & Grammar**: Address grade-appropriate spelling, punctuation, and grammar issues.

Suggested points students might explore:

- Positive effects: problem-solving skills, hand-eye coordination, social connections, educational benefits

- Negative effects: screen time concerns, potential addiction, exposure to inappropriate content, physical health impacts

Use a positive, encouraging tone appropriate for 5th graders. Balance praise with constructive suggestions. Ask guiding questions to help students discover improvements themselves. Provide specific examples when suggesting changes.

Remember that students will be working on their writing during the session, so they may submit partial drafts or ask for help with specific sections.

Here is some sample work we received from the bot:

One of the advantages of Flint was that it summarizes all the student work, feedback and allows you to go back to see the process students went through in their writing.

This is a great tool and highly recommend it. The free version allows you to have up to 60 students registered.

It also does activities in languages, Math, Science and more!