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| WAIT. Before you scoff at the title of this article, let me tell you why we’re sharing it. In this essay on his philosophy class at ASU, Jimmy Licon shares the way that he has combined some AI-based assignments with redesigned in-class writing and oral exercises. His AI assignments are carefully thought out to give students practice developing their own thinking and critiquing someone else’s arguments. But my favorite exercise is the non-AI “Reverse Office Hours”:
“In this exercise, students take over office hours—but the professor becomes the questioner. Each week, a group meets with me to “teach” that week’s material. They know I’ll press them Socratically: Why does Mill think that? What problem is Kant solving here? Where does the argument fail? Their performance shapes the next lecture, where I incorporate their insights (and missteps) into the discussion. They receive public credit for strong contributions and constructive feedback when they falter. This signals that it is acceptable to get something wrong and how to fix it.” |