"Georgia wants AI to help her automate repetitive work, like giving the same feedback or fielding the same questions. She's interested in how she could get it to do what she already does, but faster or more hands-off. Laura takes a different approach. She asks it increasingly broad, open-ended questions, like: What are some ways I could become a better teacher that I haven't thought about? "What needs and preferences might my students have that I might not be meeting?""
"She feeds it one of her lesson plans and asks: "If someone unfamiliar with a standard school environment saw this being delivered, what might they think was strange about it?" Then she asks, "Which students does my current style favor, and which students does it disadvantage?" And, "What might my students not be telling me they don't understand?""
Higher-level curiosity focuses on uncovering unknown unknowns rather than pursuing fixed goals. One teacher seeks efficiency by automating repetitive tasks with AI. Another teacher uses AI to ask broad, open-ended questions to reveal unmet student needs, hidden biases, and neglected tools. First-principles thinking strips away assumptions to surface unexpected insights. Exploration without predefined targets allows useful, unanticipated outcomes to emerge naturally. The distinguishing trait of the most curious people is the drive to understand what they do not yet know they do not know.
Read at Psychology Today
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