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How ChatGPT Can Save Teachers Time

How ChatGPT Can Save Teachers Time

Author: Guest | Blog, Featured |

With the recent release of ChatGPT, there has been a lot of discussion around Artificial Intelligence (AI) and its impact on education. If you search “ChatGPT education” on the Web and on social media, you’ll find educators from all over debating the pros and cons of this new technology. Teachers are worried that AI will help students answer essay questions and write papers. While others say that AI could support students who are behind grade level by supplementing skills they haven’t yet mastered. But what about the benefits of AI for teachers? A tool like ChatGPT can help teachers save time by taking care of more routine tasks (we even wrote an article about this back in 2019). Below, we asked ChatGPT some questions to see if it can truly help. 

7 Teaching Tasks We Asked ChatGPT to Complete

Important note, all italicized text below was written by ChatGPT, not by Otus.

1. Write an e-mail to parents about the upcoming field trip

We asked ChatGPT to draft an e-mail to parents of Kindergarten students letting them know about tomorrow’s field trip to the zoo.

ChatGPT created this e-mail:

Dear Parents of Kindergarten Students,

I hope this email finds you well. I am writing to let you know that tomorrow, we will be going on a field trip to the zoo. The students have been learning about animals in their science class, and visiting the zoo will provide them with a hands-on opportunity to observe and learn about a variety of animals in their natural habitats.

The field trip will take place from 9:00 am to 1:00 pm. We will be departing from the school at 9:00 am and returning at approximately 1:00 pm. Please make sure your child has dressed appropriately for the weather and wears comfortable shoes as we will be walking around the zoo.

We will be providing a snack and water for the students, but if your child has any specific dietary needs or allergies, please send a snack and water for them to have during the field trip.

Please return the attached permission slip as soon as possible to give your child permission to attend the field trip. If you have any questions or concerns, please do not hesitate to contact me.

Thank you for your attention to this matter. We are looking forward to a fun and educational field trip at the zoo.

[Your Name]

2. Provide feedback on student writing

We asked ChatGPT to provide feedback on this personal narrative writing sample:

Moving Day

Moments. All lives, good or bad, sad or happy, amazing or boring, are separated into moments. Moments are anything to do with your life, or something to separate you from someone else.

Moments. That word rang uncontrollably through my head that day. The room smelled faintly of fresh chopped wood. It was dead silence. I shivered not because of the cold but because of how scared I was. It was the day of my family’s departure. We sat in our old house looking at it, but yet not speaking. I was only four, but I remember the day clearly.

“It’s going to be okay,” Simon said. Simon. My best friend. This boy is a short, brown haired person who could make any situation into a happy one. Except today. A slight breeze blew through the opened door, messing up Simon’s hair. I sniffled.

I remember the sun. How warm it was. How perfect the day was. Simon and I ran along the shoreline of the small lake, but what we referred to as the beach.

“You can’t catch me!” I yell. The sand under my feet sank down like snow as I hurried to get away from him. We were playing tag.

I steal a glance back at him and smile. Wrong move. All of a sudden I was running in the soft sand. Next, I had facefull of sand in my mouth.

Shocked and hurt, I turned around. My swimsuit -green blue and pink stripes- was covered in sand. My right knee was bleeding from who knows what. I look around holding back my tears of pain.

Simon is rushing to my side. “Mommy!!” he calls, “Mommy! Elizabeth’s hurt!” His mom, a tall blond woman, gets up from her yellow beach chair and sprints to where I lay.

She inspects my knee and says, “Simon, stay here. I have to run back to the car and grab a bandage.” With that she got up and left.

“Does it hurt?” Simon whispered. I nodded. “You can cry you know, I won’t care.” I shake my head. “Why not?”
“Because you never cry,” I say.
“I never cry because there’s nothing to cry about,” he replies smoothly like the water washing up on the shore.

I sniffle again. And then he hugs me as I’m crying. I had no idea when I started crying, just that I was safe and not judged in Simon’s arms.
This is true friendship, I think to myself, everlasting friendship.

Snapping out of memory lane I whisper, “Simon, I’m not going to see you again,” my voice coated with sorrow. He nodded but I knew deep down he had no idea what it meant. How I won’t see him probably ever again. This made me want to shrink down into a black hole and drown in my tears.

“Elizabeth!” my mom’s voice called from outside, “It’s almost time to go!” I looked at my toes. I’ve lived in this house for practically my whole life. Even though I’m only four. I think to myself.

ChatGPT provided this feedback:

Overall, this is a well-written personal narrative with a clear structure and engaging storytelling. The opening sentence effectively sets the theme of the story and the use of repetition with the word “moments” helps to drive this theme home. The description of the setting and characters is vivid and provides a strong sense of place. The dialogue between Elizabeth and Simon is natural and adds depth to their relationship. The incident with Elizabeth getting hurt and Simon’s response to it is a touching moment that highlights their friendship. The ending, with Elizabeth’s realization of the permanence of her departure, adds emotional depth and a sense of closure to the story.

One potential area for improvement is the use of sensory details. While the story does a good job of describing the setting and characters, it could benefit from more sensory details to help the reader feel more fully immersed in the scene. For example, describing the smell of the ocean, the warmth of the sun, or the texture of the sand under Elizabeth’s feet would all help to bring the story to life.

Overall, this is a strong personal narrative that effectively captures the emotions and experiences of the protagonist. Keep up the good writing!

3. Create a quiz aligned to Common Core standards

We asked ChatGPT to Create a three-question quiz to assess students on CCSS.ELA-LITERACY.RI.3.2.

ChatGPT created:

Here are three sample quiz questions to assess students on CCSS.ELA-LITERACY.RI.3.2, which states that students should be able to “determine the main idea of a text; recount the key details and explain how they support the main idea.”

  1. What is the main idea of the text?
  2. List three key details from the text that support the main idea.
  3. Explain how each of the key details supports the main idea of the text.

These questions can be used to assess students’ understanding of the main idea and supporting details in a text, and to evaluate their ability to explain how the details support the main idea. Depending on the text being used and the goals of the assessment, additional questions or tasks may be needed to fully assess students’ comprehension and understanding.

4. Determine which Common Core standard aligns to a question I created

We then asked ChatGPT to help me determine which Common Core Standards were being assessed with this math problem: (15+4)5=?

ChatGPTs response was:

This question addresses the Common Core State Standard CCSS.MATH.CONTENT.5.NBT.B.7, which states that students should be able to “perform operations with multi-digit whole numbers and with decimals to hundredths.” This standard is part of the Number and Operations in Base Ten strand for grade 5.

Specifically, the question “(15+4)5=” involves the use of parentheses to indicate the order in which operations should be performed, as well as the use of the multiplication and addition operations with multi-digit numbers. Solving this problem requires students to understand the order of operations (also known as the “PEMDAS” rule: Parentheses, Exponents, Multiplication and Division, Addition and Subtraction) and to be able to perform basic arithmetic operations with decimals.

5. Create a “non-example” of a well-written 3rd Grade Persuasive Essay

Sure! Here is an example of a non-persuasive essay that would not meet the third grade Common Core standard for writing:

“My favorite color is blue. Blue is my favorite color because it is the color of the sky. The sky is blue most of the time, except when it is cloudy. I like clouds because they are white and fluffy. Sometimes it rains when there are clouds. Rain is good because it helps plants grow. I like plants because they are green. Green is a nice color too. I like all the colors, but blue is my favorite.”

This essay is not persuasive because it does not present a clear point of view or attempt to convince the reader of anything. Instead, it is simply a list of statements about the writer’s preferences and observations. In order to meet the third-grade Common Core standard for writing persuasive essays, the essay should present a clear point of view and provide reasons to support that point of view.

6. Create a rubric to assess CCSS.ELA-LITERACY.RI.3.2 writing

Here is a sample rubric that could be used to assess writing that demonstrates understanding of CCSS.ELA-LITERACY.RI.3.2, which states that students should be able to “determine the main idea of a text; recount the key details and explain how they support the main idea.”


  • Main Idea: The writing clearly states the main idea of the text and includes several key details that support it.
  • Supporting Details: The writing includes relevant and specific details that support the main idea and provides explanations of how they support it.
  • Organization: The writing is organized in a logical and coherent manner, with the main idea and supporting details presented in a clear and cohesive way.
  • Conventions: The writing demonstrates proper grammar, punctuation, and mechanics, with few errors that do not interfere with understanding.


4: The writing fully meets the criteria for CCSS.ELA-LITERACY.RI.3.2 and is well-written and effective in conveying the main idea and supporting details.

3: The writing meets most of the criteria for CCSS.ELA-LITERACY.RI.3.2 and is generally effective in conveying the main idea and supporting details, with some minor weaknesses or errors.

2: The writing meets some of the criteria for CCSS.ELA-LITERACY.RI.3.2 and is somewhat effective in conveying the main idea and supporting details, but has several weaknesses or errors.

1: The writing does not meet the criteria for CCSS.ELA-LITERACY.RI.3.2 and is not effective in conveying the main idea and supporting details.

This rubric can be modified and expanded upon as needed to fit the specific goals and requirements of the assignment.

7. Create a lesson plan to teach 1st graders about the “ph” phoneme

Here is a sample lesson plan for introducing the “ph” phoneme to 1st grade students:

Objective: Students will be able to identify and produce words that contain the “ph” phoneme.


  • Pictures of words that contain the “ph” phoneme (e.g. phone, elephant, alphabet)
  • Whiteboard and markers
  • Index cards and pencils

Warm-Up: Review the sounds that the letters “p” and “h” make individually. Ask students to produce the sounds and write the letters on the whiteboard.

Direct Instruction:

  1. Show students the pictures of words that contain the “ph” phoneme. Ask them to say the words out loud and listen for the “ph” sound.
  2. Point out the “ph” combination in each word and have students repeat the sound.
  3. Explain that the “ph” combination makes a unique sound that is different from the individual sounds of “p” and “h.”
  4. Have students practice producing the “ph” sound by saying words that contain it, such as “phone,” “elephant,” and “alphabet.”

Guided Practice:

  1. Write the letters “p” and “h” on the whiteboard and have students come up to the board and write a word that contains the “ph” phoneme next to each letter.
  2. Have students work in pairs and use index cards to write words that contain the “ph” phoneme. Have them take turns reading the words to each other and checking for the “ph” sound.

Independent Practice:

  1. Have students draw a picture of a word that contains the “ph” phoneme and write the word next to the picture.
  2. Have students choose a word that contains the “ph” phoneme and use it in a sentence.

Closure: Review the words that contain the “ph” phoneme and have students produce the “ph” sound as a class. Ask students to share any words they can think of that contain the “ph” phoneme.

Assessment: Collect and review the independent practice activity to assess students’ understanding of the “ph” phoneme.

This lesson can be modified and expanded upon as needed to fit the needs and abilities of the students.


Finally, we asked ChatGPT if artificial intelligence will replace teachers (we know the answer, but had to ask).

ChatGPT replied:

It is unlikely that AI will completely replace teachers in the near future. While AI and other technology can certainly be used to enhance and augment the work of teachers, there are many aspects of teaching that require human interaction, empathy, and critical thinking skills that AI is not yet able to replicate.

Teaching is a complex and multifaceted profession that involves not only imparting knowledge and skills, but also facilitating learning, providing support and guidance, and fostering a positive and inclusive learning environment. These tasks are often best accomplished by human teachers who are able to adapt to the needs and abilities of individual students and create meaningful connections with them.

However, it is possible that AI and other technology will play a larger role in education in the future, potentially taking on some tasks currently performed by teachers and allowing teachers to focus on other areas of their work. It is important for educators to stay up-to-date with developments in technology and to consider how it can be used in ways that support and enhance their teaching practices.

There are many benefits to using AI in education, especially for teachers. After all, most technologies are created to solve a common problem. A huge benefit is helping educators with routine tasks so they can focus more of their time on what matters most — that 1-to-1 interaction with each of their students. It’s still early and companies like OpenAI and Google need to help us navigate this new technology to ensure it has a positive impact on education.

To learn more about the benefits of AI in the classroom, take a look at the following article, Can AI help K-12 educators complete rote tasks associated with teaching?

Interested in other ways you can save teachers time? Otus is an all-in-one, integrated platform that helps educators gather, visualize, and act on student growth data. 98% of Otus users say the platform makes them more efficient. Visit our homepage or request a demo to learn more.

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