AI in the Classroom: Improving Semester Reflection Letters

Can GPT help me help students reflect on their grades?

Apr 29, 2024

Introduction

For years now my middle school students have written end of term reflection letters. They’ve served various purposes: to practice letter writing, to foster accountability, to build general awareness. But considering middle school students forget deodorant, building awareness feels like an uphill battle.

However, over the years I’ve struggled with the prompt itself. It started short, exploded into over-detail, prescribing each paragraph, then deflated once again. I’ve always favored sentence stems for all, increasing the accessibility. In a perfect world, students would create digital portfolios, but writing any introduction to an essay has proven… impossible for some.

This post will explore using Chat GPT 3.5 to suggest new wordings to my prompt. In a perfect world, I would love some new wording or angle I hadn’t considered. But if I just get a few suggestions, that would work as well.

My Current Prompt

Write a one page refection letter about this nine weeks. Introduce the letter by characterizing the semester in one word and then narrate both where you improved and your current grade. Your body paragraphs should focus on your favorite and least favorite assignments in detail. (What went well? What did not?) Conclude by describing goals for next semester and how you want to get there. Once you have met these objectives, feel free to add other topics!

The Experiment

I wanted to run four trials, progressing from no priming or example prompt to full context with my example prompt. I’ll define “success” as new alternatives to consider. After all, my metaphorical prompts trials gave me hope! Here were my goals for each trial:

Trial 1: Minimal priming. No example. What could GPT do with my basic constraints?
Trial 2: More priming. No example. What could GPT do with my basic constraints?
Trial 3: The most priming. Example provided. What could GPT suggest to add? What alternate wordings might it suggest?
Trial 4: Some priming. Example provided. What sentence stems might it suggest?

Trial 1: Minimal priming. No example.

This first attempt included minimal priming without my example prompt. The result had more colloquial language, which, I admit is less stuffy than my own. However, years of teaching middle school has shown the importance of brevity: Add too many words and some students shut down.

Me: I’m a secondary English teacher. Can you give me a five to six sentence prompt where students reflect on the grading period?
ChatGPT: Imagine it's the last day of the grading period. You've just received your report card, and as you sit in your seat, pen in hand, reflecting on the past few weeks, a surge of thoughts and emotions fills your mind. What were your highs and lows? Which assignments or projects stand out to you the most? In what ways have you grown as a learner and as a person? Take a moment to jot down your reflections, capturing the essence of this grading period's journey.”

Verdict: The first two sentences were words wasted, but I didn’t mind the friendlier wording elsewhere.

Trial 2: More priming. No example.

This second attempt increased the priming a bit, giving it my major topics. Like the last time, the language was more friendly, but the initial result was too wordy. The next run decreased the sentences from six to four, but it felt like something was missing. The following four runs were so-so. I might need to sleep on the wording.

Me: I’m a secondary English teacher looking to improve my writing prompts. As each grading period ends, I have students write reflection letters narrating their grades. While I have a general format I like, I'm curious to see other possibilities. Can you generate a five to six sentence prompt where students address the following areas?: narrating their grades, reflecting on their favorite and least favorite papers, and setting goals for the next term?
ChatGPT: Certainly! Here's a writing prompt for your students:
As this grading period comes to a close, take a moment to reflect on your academic journey thus far. In your reflection letter, narrate your grades, discussing both your successes and areas where improvement is needed. Highlight your favorite and least favorite papers or assignments from the term, delving into why these particular pieces stood out to you. Consider the strengths and weaknesses you observed in your work and the areas where you've grown. Based on your reflections, set specific and achievable goals for the upcoming term, outlining the steps you plan to take to reach them. Remember to be honest with yourself and use this opportunity for self-awareness and growth.
Me: Wonderful! Can you try again, but with four sentences? :
ChatGPT: Of course! Here's a condensed version:
Reflect on your grades this term, detailing both successes and areas for improvement. Discuss your favorite and least favorite papers, explaining why they stood out to you. Consider the strengths and weaknesses evident in your work and how you've grown. Based on your reflections, set clear goals for the next term, outlining the steps you'll take to achieve them.
Me: Wonderful! Staying with a four sentence prompt, can you give four other possibilities or wordings? Feel free to stray. The goal is helping students narrative their own growth, adding a qualitative view to an otherwise quantitative score (grading).
ChatGPT: Absolutely, here are four alternative prompts:
1. Reflect on your academic journey this grading period by discussing the story behind your grades. Explore the highs and lows of your favorite and least favorite papers, delving into the lessons learned from each. Evaluate your progress in key skills and areas of understanding, identifying areas for further development. With this insight, articulate meaningful goals for the upcoming term, focusing on personal growth and academic success.
2. As you close this chapter of the term, narrate your academic experience through the lens of your grades. Share the narratives behind your favorite and least favorite papers, exploring the challenges and triumphs within each assignment. Reflect on the skills and knowledge gained throughout the term, considering how they contribute to your overall growth as a learner. Looking ahead, outline concrete goals for the next grading period, emphasizing areas of improvement and aspirations for excellence.
3. Craft a reflection letter that paints a picture of your academic journey this grading period, using your grades as a narrative thread. Dive into the stories behind your favorite and least favorite papers, discussing the insights gained from each experience. Evaluate your progress in key competencies and subject matter, identifying areas of strength and areas in need of attention. Propel yourself forward by setting ambitious yet achievable goals for the next term, aligning them with your aspirations for academic success and personal growth.
4. Capture the essence of your academic progress this grading period by narrating the stories hidden within your grades. Reflect on the journey of your favorite and least favorite papers, revealing the lessons learned and challenges overcome. Assess your growth as a student, acknowledging both accomplishments and areas for improvement. Propel yourself forward by crafting thoughtful goals for the next term, drawing upon your reflections to pave the way for continued success and advancement.

Verdict: Trial 2 gave me new wordings to consider, but nothing significantly different than my own wording.

Note: The more I read this particular trial, the more I’m curious about the verbiage. How could I mix #3 and #4?

Trial 3: The most priming. Example provided.

This third attempt has the most priming, along with my example. The suggestions were again… mixed: Some would help my lower groups while others would help my higher groups. The alternative prompt suggestions did not feel new either. I’m starting to wonder if I should have tried different prompting altogether?

Me: I'm a secondary English teacher looking to improve my writing prompts. As each grading period ends, I have students write four-paragraph reflection letters, narrating their grades. While I have a general format I like, I would love to explore other possibilities. Before presenting my prompt, here are my constraints:
Constraints: 1. Students must write four paragraphs. 2. Students must reflect on their grades. What was their grade? What went well? Where could they improve? 3. Students must reflect on their favorite and least favorite assignments. Why is that the case? 4. Students must comments on goals or behaviors to change (for better outcomes).
That said, here is my general prompt, assuming the four paragraph letter outcome: Write a one page refection letter about this nine weeks. Introduce the letter by characterizing the semester in one word and then narrate both where you improved and your current grade. Your body paragraphs should focus on your favorite and least favorite assignments in detail. (What went well? What did not?) Conclude by describing goals for next semester and how you want to get there. Once you have met these objectives, feel free to add other topics!
To start, how would you suggest I could change this prompt? What are other areas I could consider to help students be more reflective about their most recent grading term? Would you mind giving ten suggestions, each no more than two to three sentences?
ChatGPT: Certainly! Here are ten suggestions to enhance your writing prompt for student reflection letters:
1. Personal Growth Focus: Encourage students to reflect not only on grades but also on personal growth throughout the grading period. Ask them to consider how they've evolved as learners and individuals.
2. Peer Collaboration: Prompt students to reflect on their experiences collaborating with peers. How did working with others contribute to their learning or challenges?
3. Feedback Analysis: Encourage students to analyze the feedback they received on assignments. Did they effectively implement feedback to improve their work?
4. Metacognitive Strategies: Prompt students to reflect on the strategies they used to study or complete assignments. Did they find any particular strategies helpful or ineffective?
5. Challenges and Solutions: Ask students to identify any significant challenges they faced during the grading period and how they addressed or plan to address them in the future.
6. Engagement and Participation: Encourage students to reflect on their level of engagement and participation in class activities and discussions. How did their engagement impact their learning outcomes?
7. Learning Moments: Prompt students to recall specific moments or lessons that stood out to them during the grading period. What did they learn from these experiences?
8. Critical Thinking Skills: Encourage students to reflect on how they applied critical thinking skills to their assignments and assessments. Did they encounter any obstacles in developing these skills?
9. Setting Realistic Goals: Guide students in setting realistic and achievable goals for the next grading period based on their reflections. Encourage them to consider both academic and personal growth goals.
10. Self-Evaluation: Finally, encourage students to critically evaluate their own writing in the reflection letter. How effectively did they communicate their thoughts and experiences? What could they improve upon in future reflections?
By incorporating these additional areas of reflection, students can deepen their understanding of their learning process and set meaningful goals for future improvement.
Me: Wonderful! Would you mind suggesting five alternative wordings for my prompt based on your suggestions? Each prompt should be no more than five sentences, and each prompt should be distinct from the next.
ChatGPT: Of course! Here are five alternative wordings for your reflection prompt:
1. Reflect on your growth and experiences over the past grading period. Begin by characterizing the semester in one word, then delve into areas of personal development beyond grades. Explore your collaboration with peers, analysis of feedback, and strategies for overcoming challenges. Conclude by setting realistic goals for the upcoming semester and reflecting on your writing process in this letter.
2. Take a journey through your learning experiences of the past nine weeks. Start by encapsulating the semester in a single word, then examine how you've evolved as a learner and individual. Reflect on moments of engagement, challenges faced, and critical thinking applied to assignments. Finally, set meaningful goals for your academic and personal growth in the next grading period.
3. Dive into the depths of your academic journey this semester. Use one word to capture the essence of your experiences, then explore your engagement in class activities and discussions. Reflect on your favorite and least favorite assignments, considering both successes and areas for improvement. Conclude by crafting actionable goals for the upcoming semester, grounded in self-evaluation of your writing in this reflection letter.
4. Embark on a reflective exploration of your academic progress this grading period. Begin by encapsulating the semester in a single word, then delve into your growth as a learner and thinker. Reflect on your interactions with peers, application of feedback, and strategies for overcoming obstacles. Conclude by setting meaningful goals for the next grading period, informed by your self-assessment of this reflection letter.
5. Take a step back to reflect on your journey through the past nine weeks. Summarize the semester in one word, then delve into your personal growth beyond grades. Reflect on your engagement in class activities, challenges encountered, and moments of learning. Conclude by setting concrete goals for the upcoming semester, informed by your analysis of your writing in this reflection letter.

Verdict: After three trials, I’m wondering if it will be easier to isolate the new wordings and print them side by side. The way I’ve read them—chronologically and over a few thousand words—might be too much to process at once.

Trial 4: Some priming. Example provided.

This fourth attempt veered from alternative wordings and asked instead for sentence stems. Again, mine aren’t broken, but I want new suggestions.

Me: I'm a secondary English teacher looking to improve my writing prompts. As each grading period ends, I have students write four-paragraph reflection letters, narrating their grades. If I gave you the prompt, could you provide example sentence stems to help my students get started?
ChatGPT: Absolutely! I'd be happy to help. Just let me know the prompt, and I'll provide some example sentence stems to get your students started on their reflection letters.
Me: Thank you! Below is the prompt. Can I have ten suggestions for helpful sentence stems? If possible, each stem should end in an ellipses. Feel free to either group stems as progressions (one idea to the next) or however you see fit.
"Write a one page refection letter about this nine weeks. Introduce the letter by characterizing the semester in one word and then narrate both where you improved and your current grade. Your body paragraphs should focus on your favorite and least favorite assignments in detail. (What went well? What did not?) Conclude by describing goals for next semester and how you want to get there. Once you have met these objectives, feel free to add other topics!
ChatGPT: Certainly! Here are ten sentence stems to help your students get started on their reflection letters:
1. Introducing the semester in one word, I would describe it as...
2. Reflecting on my progress, I've noticed significant improvement in...
3. My current grade reflects the effort I've put into...
4. One assignment that I particularly enjoyed was...
5. What went well with this assignment was...
6. Conversely, one assignment that presented challenges was...
7. Reflecting on what didn't go as planned, I realized that...
8. Looking ahead to next semester, one of my goals is to...
9. To achieve these goals, I plan to...
10. In addition to academic goals, I also aspire to improve...
These stems can guide your students through the different sections of their reflection letters, from introducing the semester to setting goals for the future. Feel free to mix and match them as needed!
Me: Wonderful! Can you provide ten more suggestions follow the same constraints?
ChatGPT: Of course! Here are ten more sentence stems to aid your students in writing their reflection letters:
1. Reflecting on my overall performance, I feel a sense of accomplishment in...
2. Describing my current grade, it accurately reflects my efforts in...
3. When considering areas of improvement, I've identified...
4. An assignment that stood out as a favorite was...
5. What made this assignment enjoyable was...
6. Conversely, one assignment that posed difficulties was...
7. Upon reflecting on the challenges faced, I realized...
8. Moving forward into the next semester, I aim to...
9. To attain these objectives, I intend to...
10. Beyond academic goals, I'm also striving to enhance...
These stems can provide your students with additional guidance as they articulate their thoughts and experiences in their reflection letters.

Verdict: As with the others, the result was far more conversational than my own. There’s nothing inherently wrong with teaching students to recycle the wording of questions. But these alternative wordings might prove more accessible to some, even if they started by practicing in actual partner conversation.

Conclusion

This experiment was mixed. Lackluster. Like flavorless bread. I’m not sure what my blind spot is, so please suggest something below. Even my commentary felt boring. So I’ll end with one of my favorite writing exercises: Repeatedly asking “What If”, hoping to hit ten times:

1. What if I took the best new wordings and randomized my student prompts? If so, what if students marked which “form” they have so I can browse over the results?
2. What if the students voted on their favorite wording? Since they have repeated this task several times by now, maybe they will have the best insights.
3. What if changing the wording this last time proves meaningless since students already understand the task?
4. What if I started next year with either polling for the best wording or randomizing the wording? The latter might prove counterproductive.
5. What if the wording mattered most depending on student writing levels? What markers would help both extremes when tiering the prompts?
6. What if I’m overthinking here: What if students just choose the wording that works best for them?
7. What if… that’s all folks?

Feel free to steal anything that was useful. I’d love to hear suggestions for other wordings or other similar activities.

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