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How I Planned a Project Using ChatGPT

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How I Planned a Project Using ChatGPT

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I’ve been teaching middle school science for eight  years. I gravitated towards teaching because of the lack of joy I had felt as a student. I wanted to come in and create a classroom of joy and excitement for kids who see learning worthwhile. Then realizing quickly this profession gives you a myriad of remedial tasks that make planning for joy quite difficult.

Five years ago, frustrated by this lack of joy in my classroom, and from often feeling more like a drill sergeant than a facilitator of learning, I started experimenting with project-based learning. I immediately saw excitement from my students  and I was hooked. There was just one problem: planning took way too long. I couldn’t keep spending this much of my evenings and weekends on planning, but I also couldn’t go back to my old curriculum. Something had to change.

In my projects, I have felt I have seen a consistently strong start where all students are engaged and excited, but about three quarters of the way through, we always seem to lose our momentum and we never accomplish everything we have set out for. This could be attributed to not having a fully fleshed out idea for what I wanted the students to accomplish, as well as the project not being as clearly organized as I would like. It was also stressing me out: I was constantly scrambling to figure out what to do next. Then in 2022, a new technology arrived and changed everything.

As you know if you read the title, I’m talking about ChatGPT. I first saw the words “Chat GPT” on Reddit. The basic theme of the thread I was reading was “teachers freaking out about cheating.” It made me wonder if this suddenly-famous AI bot would be any good at helping me plan my projects. So I gave it a shot. I was amazed at the ease this bot could have a planning conversation with me. I’ve now designed three projects with “assistance” from ChatGPT. Some have been completely new while others I have used to improve upon what I already have. To explain how it works, I’m going to share the process of designing my most recent project, “un-Powered Sustainable Living: Learning from Indigenous Practices for Affordable Housing.”

My “planning conversation” with ChatGPT

I normally start my project design by looking at the California state standards for my grade and subject, so that was the first thing I asked ChatGPT about:

Gilley: For solar energy what are the California science standards for 8th grade?

ChatGPT: The California Science Standards for 8th grade cover a range of topics related to solar energy. Here are a few relevant standards:

  1. Energy: The law of conservation of energy states that energy cannot be created or destroyed, only transferred or transformed. Students are expected to understand the various forms of energy and the ways in which energy can be converted from one form to another. (California Science Standard 8.PS3.1)
  2. Renewable and Nonrenewable Resources: Students should be able to differentiate between renewable and nonrenewable resources, and understand the advantages and disadvantages of using each type of resource. They should also be able to evaluate the sustainability of different energy sources, including solar energy. (California Science Standard 8.ES3.2)
  3. Climate Change: Students should be able to explain the causes and effects of climate change, including the role of greenhouse gases and the impact of human activities on the environment. They should also understand the potential of renewable energy sources, including solar energy, to mitigate the effects of climate change. (California Science Standard 8.ES4.2)
  4. Solar Energy: Students should be able to describe the basic principles of solar energy, including the way solar panels work to generate electricity. They should also be able to compare and contrast different types of solar panels and understand the factors that affect the efficiency of solar energy systems. (California Science Standard 8.ES4.3)

These are just a few examples of the California Science Standards related to solar energy that are covered in 8th grade. The full list of standards can be found on the California Department of Education website.

Gilley: From these standards build a PBL unit that deals with sustainable energy with a focus in San Diego

ChatGPT: Sure, here’s a possible PBL unit that incorporates the California Science Standards for 8th grade and focuses on sustainable energy in San Diego:

Project Title:1 Powering San Diego Sustainably

Project Overview: In this project, students will explore different types of sustainable energy sources and evaluate their potential for use in San Diego. They will work in teams to research and develop proposals for sustainable energy projects that could help power San Diego in the future.

Project Duration: 4-6 weeks

Essential Questions:

    • What is sustainable energy, and why is it important?
    • What are the advantages and disadvantages of different types of sustainable energy sources?
    • How can sustainable energy be harnessed to power San Diego in the future?
    • What are the economic, environmental, and social impacts of implementing sustainable energy projects in San Diego?

Project Tasks:

  1. Introduction to Sustainable Energy (1-2 days)
    1. Students will be introduced to the concept of sustainable energy and the different types of sustainable energy sources.
    2. They will research the advantages and disadvantages of each type of energy source and evaluate their potential for use in San Diego.
  2. Exploring Sustainable Energy in San Diego (1-2 weeks)
    1. Students will work in teams to research the current energy usage patterns in San Diego and evaluate the potential for different types of sustainable energy sources in the region.
    2. They will gather data on the availability of resources like solar, wind, and geothermal energy, and evaluate the feasibility of implementing different types of sustainable energy projects in San Diego.
  3. Developing Sustainable Energy Proposals (1-2 weeks)
    1. Students will develop proposals for sustainable energy projects that could help power San Diego in the future.
    2. They will consider factors like cost, environmental impact, and social benefits, and develop detailed plans for implementing their proposed projects.
  4. Presenting Sustainable Energy Proposals (1-2 days)
    1. Teams will present their proposals to the class, using visual aids like slideshows or posters to communicate their ideas effectively.
    2. They will receive feedback from their classmates and teacher and incorporate that feedback into their final proposals.

Assessment:

    • Team proposals and presentations (50%)
    • Individual research notes and reflections (25%)
    • Participation in group work and class discussions (25%)

Possible Extension Activities:

    • Invite a guest speaker from a local energy company or environmental organization to talk to the class about sustainable energy.
    • Take a field trip to a local sustainable energy installation, like a solar farm or wind turbine site.

Gilley: Construct a project based learning project that uses the sun’s energy to create a sustainable life. Focus on the history of indigenous people and how we can use their practices to design affordable and sustainable housing for all

ChatGPT:

Project Title: Sun-Powered Sustainable Living: Learning from Indigenous Practices for Affordable Housing

Project Description: This project aims to design an affordable and sustainable housing solution that uses the sun’s energy to create a sustainable life. The project will focus on learning from the practices of indigenous people and their relationship with the environment. The project will include research, design, and building a prototype sustainable housing unit.

Project Objectives:

    • To understand the history of indigenous people and their practices related to sustainable living.
    • To explore the potential of solar energy as a source of sustainable and affordable housing.
    • To design an affordable and sustainable housing solution that uses the sun’s energy as the primary source of power.
    • To build a prototype of the designed sustainable housing unit.

Project Phases:

    1. Research: Conduct research on indigenous practices related to sustainable living. This will include reviewing literature, interviewing indigenous experts, and visiting indigenous communities to learn about their way of life and relationship with the environment.
    2. Design: Based on the research findings, design an affordable and sustainable housing solution that uses the sun’s energy as the primary source of power. The design should be modular and adaptable to different environments and cultures.
    3. Prototype: Build a prototype of the designed sustainable housing unit using locally sourced materials and traditional building techniques. The prototype should be tested for durability, energy efficiency, and suitability for the intended environment.
    4. Outreach: Share the knowledge and experience gained during the project with the wider community through workshops, seminars, and publications. This will help raise awareness of the potential of indigenous practices and solar energy for sustainable living and affordable housing.

Expected Outcomes:

    • A deeper understanding of indigenous practices related to sustainable living and their potential for modern housing solutions.
    • A modular and adaptable design for an affordable and sustainable housing solution that uses the sun’s energy as the primary source of power.
    • A functional prototype of the designed sustainable housing unit.
    • Increased awareness of the potential of indigenous practices and solar energy for sustainable living and affordable housing.

Gilley: What would a unit plan like this look like?  What would be the standards met and what would the week by week learning be

ChatGPT: Here is an example unit plan for the project “Sun-Powered Sustainable Living: Learning from Indigenous Practices for Affordable Housing.” This is just an example, and the actual unit plan would depend on the specific needs and goals of the class or group undertaking the project.

Unit Title: Sun-Powered Sustainable Living: Learning from Indigenous Practices for Affordable Housing

Grade Level: 9-12

Subject Areas: Science, Social Studies, Engineering, Art

Duration: 8 weeks (40 hours)

Standards:

    • NGSS: HS-ESS3-4, HS-ESS3-5, HS-PS3-2, HS-ETS1-1, HS-ETS1-2, HS-ETS1-3
    • Common Core ELA: RST.11-12.1, WHST.9-12.1, WHST.9-12.2, WHST.9-12.7, WHST.9-12.9

Week by Week Learning:

Week 1: Introduction to Indigenous Practices and Sustainable Living

    • Introduce the project and its objectives
    • Discuss the history of indigenous practices related to sustainable living and their relevance today
    • Read and analyze articles and essays about indigenous practices and their relationship with the environment
    • Standard: WHST.9-12.1, WHST.9-12.2

Week 2: Solar Energy and Sustainable Housing

    • Introduce the concept of solar energy and its potential for sustainable housing
    • Discuss the benefits and challenges of using solar energy for housing
    • Explore case studies of solar-powered housing solutions
    • Standard: HS-ESS3-5, HS-PS3-2

Week 3: Design Thinking and Ideation

    • Introduce design thinking principles and their relevance to sustainable housing
    • Brainstorm ideas for sustainable housing solutions that use solar energy as the primary source of power
    • Evaluate and refine ideas based on feasibility, affordability, and sustainability
    • Standard: HS-ETS1-1

Week 4: Researching Indigenous Practices and Building Techniques

    • Conduct research on indigenous practices related to sustainable housing and building techniques
    • Interview indigenous experts and visit indigenous communities to learn about their way of life and relationship with the environment
    • Standard: WHST.9-12.7

Week 5: Design and Planning

    • Based on research findings, design a sustainable housing solution that uses solar energy as the primary source of power
    • Plan the building process, including materials needed and construction timeline
    • Standard: HS-ETS1-2

Week 6: Building the Prototype

    • Begin building the prototype sustainable housing unit using locally sourced materials and traditional building techniques
    • Collaborate with experts in engineering and construction to ensure the building process is safe and efficient
    • Standard: HS-ETS1-3

Week 7: Testing and Refining

    • Test the prototype for durability, energy efficiency, and suitability for the intended environment
    • Evaluate and refine the design based on feedback and test results
    • Standard: HS-ESS3-4

Week 8: Outreach and Reflection

    • Share the knowledge and experience gained during the project with the wider community through workshops, seminars, and publications
    • Reflect on the project and what was learned about indigenous practices, solar energy, and sustainable housing
    • Standard: RST.11-12.1, WHST.9-12.9

Assessment:

Assessment for the project would be based on a variety of factors, including participation in research and building, completion of project milestones, and the quality of the final prototype and outreach efforts. Additionally, students would be required to keep a reflective journal throughout the project, documenting their progress and reflecting on what they learned.

And that was that! ChatGPT didn’t “plan my project” but it took on a lot of the cognitive load of project planning. Previously in my class I had been doing a solar car project almost every year. I loved doing it, but it was not engaging my students as much as I knew it could. With so much high-level organization offloaded to ChatGPT, I was able to think creatively how to get the project centered around what students care about in their community.

Getting assistance from ChatGPT has saved me time and brain space. It has eased the load for me as a teacher and provided a resource that allows me to engage with my students more fully. Most of all, it’s made project-based learning sustainable for me as a teacher.

 

Other ways to use ChatGPT for Project-based Learning

Here are some other  ways that ChatGPT can be used in classrooms for project-based learning.

For teachers:

Idea generation and brainstorming

One of the initial steps in project-based learning is idea generation and brainstorming. ChatGPT can be used to generate ideas and prompts related to a given project topic. Students can interact with the tool to generate a list of potential ideas, which can then be discussed and refined by the class.

Project planning and organization

Project-based learning often involves complex tasks that require careful planning and organization. ChatGPT can be used to create project outlines, timelines, and checklists. Students can interact with the tool to create a detailed plan for their project, which can help them stay on track and ensure that they meet project deadlines.

For students:

Research and information-gathering

Once the project topic is selected, students need to conduct research to gather information about the topic. ChatGPT can help students find relevant sources of information and answer questions related to the topic. For example, students can ask ChatGPT about a specific concept or term, and the tool can provide relevant articles, videos, or other resources to aid in their research.

Feedback and evaluation

As students work on their projects, they need feedback to help them improve their work. ChatGPT can be used to provide feedback on student work, including written reports, presentations, and other project deliverables. The tool can also evaluate student work based on predefined criteria and provide feedback on areas that need improvement.

Collaboration and communication

Project-based learning often involves collaboration and communication among team members. ChatGPT can be used to facilitate communication and collaboration among students working on the same project.

 

Endnotes:

1. For the sake of clarity, I’ve added formatting such as this bold text. This did not appear in the actual ChatGPT text box.

How I Planned a Project Using ChatGPT
By
Published
June 11, 2023

Media

Published
June 11, 2023

appears in

I’ve been teaching middle school science for eight  years. I gravitated towards teaching because of the lack of joy I had felt as a student. I wanted to come in and create a classroom of joy and excitement for kids who see learning worthwhile. Then realizing quickly this profession gives you a myriad of remedial tasks that make planning for joy quite difficult.

Five years ago, frustrated by this lack of joy in my classroom, and from often feeling more like a drill sergeant than a facilitator of learning, I started experimenting with project-based learning. I immediately saw excitement from my students  and I was hooked. There was just one problem: planning took way too long. I couldn’t keep spending this much of my evenings and weekends on planning, but I also couldn’t go back to my old curriculum. Something had to change.

In my projects, I have felt I have seen a consistently strong start where all students are engaged and excited, but about three quarters of the way through, we always seem to lose our momentum and we never accomplish everything we have set out for. This could be attributed to not having a fully fleshed out idea for what I wanted the students to accomplish, as well as the project not being as clearly organized as I would like. It was also stressing me out: I was constantly scrambling to figure out what to do next. Then in 2022, a new technology arrived and changed everything.

As you know if you read the title, I’m talking about ChatGPT. I first saw the words “Chat GPT” on Reddit. The basic theme of the thread I was reading was “teachers freaking out about cheating.” It made me wonder if this suddenly-famous AI bot would be any good at helping me plan my projects. So I gave it a shot. I was amazed at the ease this bot could have a planning conversation with me. I’ve now designed three projects with “assistance” from ChatGPT. Some have been completely new while others I have used to improve upon what I already have. To explain how it works, I’m going to share the process of designing my most recent project, “un-Powered Sustainable Living: Learning from Indigenous Practices for Affordable Housing.”

My “planning conversation” with ChatGPT

I normally start my project design by looking at the California state standards for my grade and subject, so that was the first thing I asked ChatGPT about:

Gilley: For solar energy what are the California science standards for 8th grade?

ChatGPT: The California Science Standards for 8th grade cover a range of topics related to solar energy. Here are a few relevant standards:

  1. Energy: The law of conservation of energy states that energy cannot be created or destroyed, only transferred or transformed. Students are expected to understand the various forms of energy and the ways in which energy can be converted from one form to another. (California Science Standard 8.PS3.1)
  2. Renewable and Nonrenewable Resources: Students should be able to differentiate between renewable and nonrenewable resources, and understand the advantages and disadvantages of using each type of resource. They should also be able to evaluate the sustainability of different energy sources, including solar energy. (California Science Standard 8.ES3.2)
  3. Climate Change: Students should be able to explain the causes and effects of climate change, including the role of greenhouse gases and the impact of human activities on the environment. They should also understand the potential of renewable energy sources, including solar energy, to mitigate the effects of climate change. (California Science Standard 8.ES4.2)
  4. Solar Energy: Students should be able to describe the basic principles of solar energy, including the way solar panels work to generate electricity. They should also be able to compare and contrast different types of solar panels and understand the factors that affect the efficiency of solar energy systems. (California Science Standard 8.ES4.3)

These are just a few examples of the California Science Standards related to solar energy that are covered in 8th grade. The full list of standards can be found on the California Department of Education website.

Gilley: From these standards build a PBL unit that deals with sustainable energy with a focus in San Diego

ChatGPT: Sure, here’s a possible PBL unit that incorporates the California Science Standards for 8th grade and focuses on sustainable energy in San Diego:

Project Title:1 Powering San Diego Sustainably

Project Overview: In this project, students will explore different types of sustainable energy sources and evaluate their potential for use in San Diego. They will work in teams to research and develop proposals for sustainable energy projects that could help power San Diego in the future.

Project Duration: 4-6 weeks

Essential Questions:

    • What is sustainable energy, and why is it important?
    • What are the advantages and disadvantages of different types of sustainable energy sources?
    • How can sustainable energy be harnessed to power San Diego in the future?
    • What are the economic, environmental, and social impacts of implementing sustainable energy projects in San Diego?

Project Tasks:

  1. Introduction to Sustainable Energy (1-2 days)
    1. Students will be introduced to the concept of sustainable energy and the different types of sustainable energy sources.
    2. They will research the advantages and disadvantages of each type of energy source and evaluate their potential for use in San Diego.
  2. Exploring Sustainable Energy in San Diego (1-2 weeks)
    1. Students will work in teams to research the current energy usage patterns in San Diego and evaluate the potential for different types of sustainable energy sources in the region.
    2. They will gather data on the availability of resources like solar, wind, and geothermal energy, and evaluate the feasibility of implementing different types of sustainable energy projects in San Diego.
  3. Developing Sustainable Energy Proposals (1-2 weeks)
    1. Students will develop proposals for sustainable energy projects that could help power San Diego in the future.
    2. They will consider factors like cost, environmental impact, and social benefits, and develop detailed plans for implementing their proposed projects.
  4. Presenting Sustainable Energy Proposals (1-2 days)
    1. Teams will present their proposals to the class, using visual aids like slideshows or posters to communicate their ideas effectively.
    2. They will receive feedback from their classmates and teacher and incorporate that feedback into their final proposals.

Assessment:

    • Team proposals and presentations (50%)
    • Individual research notes and reflections (25%)
    • Participation in group work and class discussions (25%)

Possible Extension Activities:

    • Invite a guest speaker from a local energy company or environmental organization to talk to the class about sustainable energy.
    • Take a field trip to a local sustainable energy installation, like a solar farm or wind turbine site.

Gilley: Construct a project based learning project that uses the sun’s energy to create a sustainable life. Focus on the history of indigenous people and how we can use their practices to design affordable and sustainable housing for all

ChatGPT:

Project Title: Sun-Powered Sustainable Living: Learning from Indigenous Practices for Affordable Housing

Project Description: This project aims to design an affordable and sustainable housing solution that uses the sun’s energy to create a sustainable life. The project will focus on learning from the practices of indigenous people and their relationship with the environment. The project will include research, design, and building a prototype sustainable housing unit.

Project Objectives:

    • To understand the history of indigenous people and their practices related to sustainable living.
    • To explore the potential of solar energy as a source of sustainable and affordable housing.
    • To design an affordable and sustainable housing solution that uses the sun’s energy as the primary source of power.
    • To build a prototype of the designed sustainable housing unit.

Project Phases:

    1. Research: Conduct research on indigenous practices related to sustainable living. This will include reviewing literature, interviewing indigenous experts, and visiting indigenous communities to learn about their way of life and relationship with the environment.
    2. Design: Based on the research findings, design an affordable and sustainable housing solution that uses the sun’s energy as the primary source of power. The design should be modular and adaptable to different environments and cultures.
    3. Prototype: Build a prototype of the designed sustainable housing unit using locally sourced materials and traditional building techniques. The prototype should be tested for durability, energy efficiency, and suitability for the intended environment.
    4. Outreach: Share the knowledge and experience gained during the project with the wider community through workshops, seminars, and publications. This will help raise awareness of the potential of indigenous practices and solar energy for sustainable living and affordable housing.

Expected Outcomes:

    • A deeper understanding of indigenous practices related to sustainable living and their potential for modern housing solutions.
    • A modular and adaptable design for an affordable and sustainable housing solution that uses the sun’s energy as the primary source of power.
    • A functional prototype of the designed sustainable housing unit.
    • Increased awareness of the potential of indigenous practices and solar energy for sustainable living and affordable housing.

Gilley: What would a unit plan like this look like?  What would be the standards met and what would the week by week learning be

ChatGPT: Here is an example unit plan for the project “Sun-Powered Sustainable Living: Learning from Indigenous Practices for Affordable Housing.” This is just an example, and the actual unit plan would depend on the specific needs and goals of the class or group undertaking the project.

Unit Title: Sun-Powered Sustainable Living: Learning from Indigenous Practices for Affordable Housing

Grade Level: 9-12

Subject Areas: Science, Social Studies, Engineering, Art

Duration: 8 weeks (40 hours)

Standards:

    • NGSS: HS-ESS3-4, HS-ESS3-5, HS-PS3-2, HS-ETS1-1, HS-ETS1-2, HS-ETS1-3
    • Common Core ELA: RST.11-12.1, WHST.9-12.1, WHST.9-12.2, WHST.9-12.7, WHST.9-12.9

Week by Week Learning:

Week 1: Introduction to Indigenous Practices and Sustainable Living

    • Introduce the project and its objectives
    • Discuss the history of indigenous practices related to sustainable living and their relevance today
    • Read and analyze articles and essays about indigenous practices and their relationship with the environment
    • Standard: WHST.9-12.1, WHST.9-12.2

Week 2: Solar Energy and Sustainable Housing

    • Introduce the concept of solar energy and its potential for sustainable housing
    • Discuss the benefits and challenges of using solar energy for housing
    • Explore case studies of solar-powered housing solutions
    • Standard: HS-ESS3-5, HS-PS3-2

Week 3: Design Thinking and Ideation

    • Introduce design thinking principles and their relevance to sustainable housing
    • Brainstorm ideas for sustainable housing solutions that use solar energy as the primary source of power
    • Evaluate and refine ideas based on feasibility, affordability, and sustainability
    • Standard: HS-ETS1-1

Week 4: Researching Indigenous Practices and Building Techniques

    • Conduct research on indigenous practices related to sustainable housing and building techniques
    • Interview indigenous experts and visit indigenous communities to learn about their way of life and relationship with the environment
    • Standard: WHST.9-12.7

Week 5: Design and Planning

    • Based on research findings, design a sustainable housing solution that uses solar energy as the primary source of power
    • Plan the building process, including materials needed and construction timeline
    • Standard: HS-ETS1-2

Week 6: Building the Prototype

    • Begin building the prototype sustainable housing unit using locally sourced materials and traditional building techniques
    • Collaborate with experts in engineering and construction to ensure the building process is safe and efficient
    • Standard: HS-ETS1-3

Week 7: Testing and Refining

    • Test the prototype for durability, energy efficiency, and suitability for the intended environment
    • Evaluate and refine the design based on feedback and test results
    • Standard: HS-ESS3-4

Week 8: Outreach and Reflection

    • Share the knowledge and experience gained during the project with the wider community through workshops, seminars, and publications
    • Reflect on the project and what was learned about indigenous practices, solar energy, and sustainable housing
    • Standard: RST.11-12.1, WHST.9-12.9

Assessment:

Assessment for the project would be based on a variety of factors, including participation in research and building, completion of project milestones, and the quality of the final prototype and outreach efforts. Additionally, students would be required to keep a reflective journal throughout the project, documenting their progress and reflecting on what they learned.

And that was that! ChatGPT didn’t “plan my project” but it took on a lot of the cognitive load of project planning. Previously in my class I had been doing a solar car project almost every year. I loved doing it, but it was not engaging my students as much as I knew it could. With so much high-level organization offloaded to ChatGPT, I was able to think creatively how to get the project centered around what students care about in their community.

Getting assistance from ChatGPT has saved me time and brain space. It has eased the load for me as a teacher and provided a resource that allows me to engage with my students more fully. Most of all, it’s made project-based learning sustainable for me as a teacher.

 

Other ways to use ChatGPT for Project-based Learning

Here are some other  ways that ChatGPT can be used in classrooms for project-based learning.

For teachers:

Idea generation and brainstorming

One of the initial steps in project-based learning is idea generation and brainstorming. ChatGPT can be used to generate ideas and prompts related to a given project topic. Students can interact with the tool to generate a list of potential ideas, which can then be discussed and refined by the class.

Project planning and organization

Project-based learning often involves complex tasks that require careful planning and organization. ChatGPT can be used to create project outlines, timelines, and checklists. Students can interact with the tool to create a detailed plan for their project, which can help them stay on track and ensure that they meet project deadlines.

For students:

Research and information-gathering

Once the project topic is selected, students need to conduct research to gather information about the topic. ChatGPT can help students find relevant sources of information and answer questions related to the topic. For example, students can ask ChatGPT about a specific concept or term, and the tool can provide relevant articles, videos, or other resources to aid in their research.

Feedback and evaluation

As students work on their projects, they need feedback to help them improve their work. ChatGPT can be used to provide feedback on student work, including written reports, presentations, and other project deliverables. The tool can also evaluate student work based on predefined criteria and provide feedback on areas that need improvement.

Collaboration and communication

Project-based learning often involves collaboration and communication among team members. ChatGPT can be used to facilitate communication and collaboration among students working on the same project.

 

Endnotes:

1. For the sake of clarity, I’ve added formatting such as this bold text. This did not appear in the actual ChatGPT text box.

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