Education seems that Ms. Shields and Professor Mintz are trying specific approaches to achieve that. Can you talk about other examples of how busy teachers should, in practice, “maintain a critical and reflective attitude towards [your] outputs and limitations”? GPT-4: One possible way for a busy teaching profes- sional to maintain a critical and reflective attitude towards my outputs and limitations is to use me as a tool for inquiry, not a source of authority. For example, instead of relying on me to provide the correct answers or solutions to problems, they could use me to gener- ate multiple possible answers or solutions, and then ask students to compare, evaluate, and justify them. This way, they can foster students’ critical thinking and problem-solving skills, as well as their awareness of the uncertainty and complexity of real-world situations. Another possible way is to use me as a tool for feedback, not a tool for assessment. For example, instead of using me to grade or rank students’ performance, they could use me to provide formative and diagnostic feedback that can help students identify their strengths and areas for improvement, and suggest resources or strategies that can help them learn better. * * * These prompts and answers were culled from several sessions with GPT-4 suggesting various ways to help students learn alongside LLMs. It excelled at creating detailed and specific lesson plans for diverse students, such as learners with special needs or different levels of prior knowledge. My friends who are teachers found these examples impressive. I intend to use them to help me any time I am asked to address or lecture college students. 33