Pilot project in London: High school students learn with AI instead of in class
At a London high school, 20 young people are learning with AI and the help of learning coaches instead of in classroom lessons. A model with exemplary character?
In a pilot project, young people in London are learning with AI instead of in class. This leaves room for other topics in the afternoons.
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In a pilot project, a high school in London is replacing traditional teaching by teachers for 20 students with artificial intelligence. With the help of tools such as ChatGPT, the young people are to prepare for their final exams independently according to an individual curriculum - for example in English, mathematics, biology or computer science. They receive support from three learning coaches.
The students at David Game College in London will be able to work at their own pace in the pilot project, reports Business Insider. This means they don't have to keep up with the pace of the class, which is too fast for some and too slow for others, John Dalton from the school management explained to the magazine. In addition, the 15-year-olds could ask the AI questions that they might not dare to ask in class. In the time gained, the school wants to focus on other aspects that are otherwise often neglected in everyday life: Self-confidence, critical thinking, digital literacy, artistic expression, public speaking or entrepreneurial thinking.
AI could free up resources
Andreas Bartsch, President of the North Rhine-Westphalian Teachers' Association, also supports the idea that the use of artificial intelligence frees up resources that are important for other things. "As a supplement, this is an opportunity to make possible what we are unable to do due to the short supply of teachers: Asking how pupils are doing, where they need support." At the same time, AI cannot completely replace teachers. Not only is there a risk of leaving learners on their own, but teachers also fulfill far more than just the role of imparting knowledge. "The role in communication, as a role model and also as a leader is important in everyday life," says Bartsch.
Teachers in NRW already have some material available for the use of AI in schools. At the same time, it is important to be aware that AI can hallucinate and is sometimes unreliable. "Teachers should also use the material and use AI - but that doesn't mean switching off the brain." This is precisely what is important to convey to young people. "Pupils need to learn how to deal with AI, then it can become a great opportunity," concludes Bartsch.
Approach for personalized learning
Andreas Dammertz, Senior Expert in Education at the Robert Bosch Stiftung and part of the innovation lab "AI in the classroom - shaping tomorrow's schools today", also sees AI primarily as a support - not a replacement. The goal of the young people in London is focused and the timeframe is limited. "I can well imagine that this form of personalized learning can be very effective, especially since the students are supported by learning guides," explains Dammertz. He still sees difficulties for a comparable project in Germany. "I think that the requirements such as curricula, timetables and examination regulations would not make it easy for schools in Germany to implement a comparable project."
The topic fits in with the approach of personalized and adaptive learning, explains Dammertz. The focus is on the learner. "In the best-case scenario, this leads to a personalized learning path that gives children and young people better educational opportunities." Dammertz is also convinced that AI is no substitute for teachers. But it could change their role.
"The classroom is also a social learning space in which people interact with each other," says Dammertz. A dependency could potentially make social and emotional learning more difficult. "There is also a risk that children and young people will rely too much on AI, which could limit the development of critical thinking and problem-solving skills." To compensate for the lack of teachers, the approach is promising. This would allow them to devote more time to pedagogical support. "AI can also create a safe and supportive learning environment that boosts students' self-confidence, self-efficacy and well-being."
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