Just tell me what the answer is…
Recently, I have been reflecting on a challenge I frequently encounter in my classroom. As an educator who values authentic learning, I like to design assignments that challenge students to think independently and navigate complex scenarios. Yet, despite my best efforts, I often hear the same response:
"Just tell me what the answer is."
I have learned to expect this reaction, even from my most gifted students but it still surprises me. These students excel when the instructions are clear, but when faced with open-ended challenges, they seem almost paralyzed. They are bright and capable, yet they appear lost when asked to navigate ambiguity.
My response is usually along the lines of, "There are sometimes no right or wrong answers, it is about how you approach the problem. I am here to help you think it through." Yet, I still sense their discomfort. This recurring experience has led me to question whether students are becoming too reliant on AI-driven guidance or on ridged instruction expectations and experiences.
Moving Forward: Cultivating Independence and Critical Thinking
Considering both my own classroom experiences and insights from the article by Bae and Bozkurt (2024), I recognize the importance of balancing AI's benefits with the need to foster student independence. Moving forward, my instructional goal is to ensure that students view AI not as a crutch but as a tool that supports and enhances their own thinking.
One approach I plan to continue developing is positioning AI as a starting point rather than a final answer. I will encourage students to critically evaluate AI-generated responses and actively compare them with their own reasoning. This practice will help students engage more thoughtfully and build their capacity for critical evaluation. Additionally, I will emphasize collaborative problem-solving to nurture the social and cognitive skills necessary for real-world success.
As AI continues to shape education, it is essential to adapt thoughtfully. My aim is not just to teach students how to use AI but also to develop their ability to think independently, even when AI is available. I hope to find a balance where AI enhances learning without diminishing the intellectual resilience that develops from grappling with complex, uncertain problems.
Ultimately, I want my students to leave my classroom with more than just the correct answers. I want them to feel confident in navigating complex questions and embracing challenges without immediately turning to AI for assistance. After all, the real world rarely presents neatly packaged solutions and it is my responsibility to prepare them for that reality.
Reference
Bae, H., & Bozkurt, A. (2024). The untold story of training students with generative AI: Are we preparing students for true learning or just personalization? Online Learning Journal, 28(3), 1-8. https://doi.org/10.24059/olj.v28i3.4689
