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When teachers rely on commonly used artificial intelligence chatbots to devise lesson plans, it does not result in more engaging, immersive, or effective learning experiences compared with existing techniques, we found in our recent study. The AI-generated civics lesson plans we analyzed also left out opportunities for students to explore the stories and experiences of traditionally marginalized people. The allure of generative AI as a teaching aid has caught the attention of educators. A Gallup survey from September 2025 found that 60% of K-12 teachers are already using AI in their work, with the most common reported use being teaching preparation and lesson planning. Without the assistance of AI, teachers might spend hours every week crafting lessons for their students. With AI, time-stretched teachers can generate detailed lesson plans featuring learning objectives, materials, activities, assessments, extension activities, and homework tasks in a matter of seconds. However, generative AI tools such as ChatGPT, Gemini, and Copilot were not originally built with educators in mind. Instead, these tools were trained on huge amounts of text and media drawn largely from across the internet and then launched as general-purpose chatbots. As we started using these tools in our practice as educators, we noticed they often produced instructional materials and lessons that echoed the recite and recall model of traditional schooling. This model can be effective for memorizing basic facts, but it often fails to engage students in the active learning required to become informed citizens. We wondered whether teachers should be using these general-purpose chatbots to prepare for class. For our research, we began collecting and analyzing AI-generated lesson plans to get a sense of what kinds of instructional plans and materials these tools provide to teachers. We decided to focus on AI-generated lesson plans for civics education because it is essential for students to learn productive ways to participate in the U.S. political system and engage with their communities. To collect data for this study, in August 2024 we prompted three GenAI chatbotsthe GPT-4o model of ChatGPT, Googles Gemini 1.5 Flash model and Microfts latest Copilot modelto generate two sets of lesson plans for eighth grade civics classes based on Massachusetts state standards. One was a standard lesson plan and the other a highly interactive lesson plan. We garnered a dataset of 311 AI-generated lesson plans, featuring a total of 2,230 activities for civic education. We analyzed the dataset using two frameworks designed to assess educational material: Blooms taxonomy and Banks four levels of integration of multicultural content. Blooms taxonomy is a widely used educational framework that distinguishes between lower-order thinking skills, including remembering, understanding and applying, and higher-order thinking skillsanalyzing, evaluating and creating. Using this framework to analyze the data, we found 90% of the activities promoted only a basic level of thinking for students. Students were encouraged to learn civics through memorizing, reciting, summarizing and applying information, rather than through analyzing and evaluating information, investigating civic issues or engaging in civic action projects. When examining the lesson plans using Banks four levels of integration of multicultural content model, which was developed in the 1990s, we found that the AI-generated civics lessons featured a rather narrow view of history often leaving out the experiences of women, Black Americans, Latinos and Latinas, Asian and Pacific Islanders, disabled individuals and other groups that have long been overlooked. Only 6% of the lessons included multicultural content. These lessons also tended to focus on heroes and holidays rather than deeper explorations of understanding civics through multiple perspectives. Overall, we found the AI-generated lesson plans to be decidedly boring, traditional, and uninspiring. If civics teachers used these AI-generated lesson plans as is, students would miss out on active, engaged learning opportunities to build their understanding of democracy and what it means to be a citizen. Why it matters Teachers can try to customize lesson plans to their situation through prompts, but ultimately generative AI tools do not consider any actual students or real classroom settings the way a teacher can. Although designed to seem as if they understand users and be in dialogue with them, from a technical perspective chatbots such as ChatGPT, Gemini and Copilot are machines that predict the next word in a sequence based on massive amounts of ingested text. When teachers choose to use these tools while preparing to teach, they risk relying on technology not designed to enhance, aid or improve teaching and learning. Instead, we see these tools producing step-by-step, one-size-fits-all solutions, when whats needed in education is the opposite flexibility, personalization and student-centered learning. Whats next While our study revealed that AI-generated lesson plans are lacking in many areas, this does not mean that teachers should not use these tools to prepare for class. A teacher could use generative AI technologies to advance their thinking. In the AI-generated lesson plans we analyzed, there were occasional interesting activities and stimulating ideas, especially within the homework suggestions. We would recommend that teachers use these tools to augment their lesson-planning process rather than automate it. By understanding AI tools cannot think or understand context, teachers can change the way they interact with these tools. Rather than writing simple, short requests Design a lesson plan for the Constitutional Convention they could write detailed prompts that include contextual information, along with proven frameworks, models and teaching methods. A better prompt would be: Design a lesson plan for the Constitutional Convention for 8th grade students in Massachusetts that features at least three activities at the evaluate or create level of Blooms Taxonomy. Make sure to incorporate hidden histories and untold stories as well as civic engagement activities at the social action level of Banks four levels of integration of multicultural content model. Our study emphasizes the need for teachers to be critical users, rather than quick adopters, of AI-generated lessons. AI is not an all-in-one solution designed to address the needs of teachers and students. Ultimately, more research and teacher professional development opportunities are needed toexplore whether or how AI might improve teaching and learning. Torrey Trust is a professor of learning technology at UMass Amherst. Robert Maloy is a senior lecturer of education at the University of Massachusetts. This article is republished from The Conversation under a Creative Commons license. Read the original article.
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Lots of work situations require some creativity. A client needs a nonstandard solution to a problem. A colleague is stuck in a dispute with their supervisor. Youre writing an article and you need to find a third good example of the concept youre describing (see what I did there?). You may have the occasional brilliant insight, but then look on in dismay at all of the mediocre ideas you come up with in times of need. Is there something you can do to come up with better ideas? The answer is, sort of. Quantity over quality First off, dont fret if you feel like most of the ideas you generate when trying to solve a new problem are bad. Research on creativity consistently demonstrates that the people who come up with the best ideas are the ones who come up with the most ideas. That is, you cant really know as youre thinking of a new idea whether it will be a brilliant stroke or another dud. But, if you keep generating ideas, youll eventually land on a gem. That means your focus should be on finding ways to keep generating ideas. Dont get discouraged and give up when your first few thoughts arent amazing. Stick with it for longer than you think you need to. When the well seems to have run dry, dont give up right away. Refocus yourself on the problem statement and think about whether there is another way to characterize the central problem. Consider giving the problem a title that encapsulates the central dilemma or try describing the problem to a colleague who knows nothing about it. (Computer programmers often keep a rubber duck on their desk to describe coding problems to, because they find it helps them find solutions to tough problems.) Dont be afraid to incubate A creative flash may strike you when you set about trying to generate an idea, but sometimes you generate many thoughts and no gems. No matter how much pressure you may be feeling to come up with a great concept, try giving it a rest. There are several benefits to letting the problem sit for a while (a process called incubation). First, your initial thoughts about the problem may stick in your mind crowding out other potential solutions. Putting the problem aside may allow those persistent thoughts to fade into the background, allowing other ideas to emerge. Second, you may actually continue noodling on the problem in the background even when youre not focusing on the problem explicitly. As a result, you may find yourself suddenly hit with an insight. Third, your memory for the problem description will change in subtle ways over time. You are likely to focus less on the details and more on the gist of the problem. This natural change over time (particularly if you sleep on the problem for a day or two) may provide an alternative method for redescribing the problem that has the benefits I discussed in the previous section. Learn to turn a B- into an A Another thing to know about great creative problem solvers is that they are often masterful editors. That is, they dont just spin out golden thoughts at the drop of a hat. As I mentioned, most of the things they think of at first are more likely to be straw. But, they are good at spinning straw into gold. By continuing to think through the ideas they generate, they may find that a flimsy initial concept becomes stronger by addressing its weaknesses. So, rather than kicking every mediocre concept to the curb, hold onto the list of ideas you generate. Then, explore those ideas in more detail. Ask yourself why they wont work. When you state the objection to the idea, you may find yourself thinking of elegant ways to adapt the initially bland concept into something that shines. That is, lurking within a B- idea that you have generated may be the roots of the A+ you really desire.
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In some cities, as Amazon delivery vans make the rounds with your latest order, theyre also delivering something differentfree food to people who rely on food banks. In a program that quietly started during the pandemic, the company has used its logistics infrastructure to deliver enough groceries for 60 million meals to families facing food insecurity. Today, Amazon announced that its extending the program with its food bank partners through 2028. The Community Delivery program began early in the pandemic as the companys disaster relief team saw long lines at food banks and looked for ways to help people stuck at home. We started talking to our operational teams here at Amazon and said, were doing this for our customerswere delivering food to their doorstep, says Bettina Stix, director of Amazon Community Impact. What if we did that same delivery, but instead of coming from our Amazon grocery fulfillment, it would come from the food bank? [Photo: Amazon] As pandemic restrictions ended, they realized that there was still a clear need for delivery. In a study with Feeding America last year, they found that 46% of visitors to food pantries had skipped visits because of transportation challenges. (Unsurprisingly, that number jumps to 60% for people without a car.) Others might work multiple jobs and simply not have enough time. Some recipients who use the delivery program said that theyd never been able to access free food from a pantry in the past. There are many people who, because of disability or transportation or schedule constraints, can’t get to a pantry, or stand in line at a pantry, or transport a 25-pound bag of groceries home, says Seth Harris, associate director of home-delivered groceries at the San Francisco-Marin Food Bank, one of more than 40 food banks that now works with Amazon. Picking up groceries from a food pantry might involve two hours of travel and trying to navigate a bus with a heavy package. Some food banks already offered limited home delivery, but it’s resource-intensive and typically relies on volunteers, making it difficult to scale. “At some point, you end up in a world where you have more deliveries than can be done by a single route,” says Josh Hirschland, principal product manager for food security at Amazon Community Impact. “So then you start to think about, okay, how do we divide up the packages across multiple routes? How do you set the order of the different stops to be the most efficient, and how do you divide that up? How do you manage all of these orders? How do you figure out which ones have been picked up? Have you made sure that they’re being delivered?” Hirschland adds. The San Francisco-Marin Food Bank had a delivery program before working with Amazon, but was able to significantly expand it. The nonprofit now makes around 1,000 home deliveries a day, primarily to seniors and adults with disabilities. [Photo: Amazon] In many cases, Amazon works with its network of Flex drivers, gig workers who use their own cars, to make the deliveries. Instead of picking up a shift for Amazon Fresh, a driver can choose to pick up a carful of prepacked boxes from a food bank and deliver them over the next hour or two. Amazon foots the bill. The program, like the rest of its Community Impact work, isn’t a separate philanthropic arm of the company, but part of a business strategy to find ways to benefit communities by using its existing infrastructure and technology. The company adapted software that it had initially used for Amazon Restaurants, a food delivery service that the company shut down in 2019. Engineers created a portal that food banks can use to add and track orders. In some cities, like Los Angeles and Austin, food banks pack shelf-stable food that doesn’t need to be delivered immediately, and the boxes can be incorporated into regular Amazon delivery routes. Larger trucks pick up pallets of boxes at food banks and take them to Amazon sort centers. “At the sort center, those boxes start to be comingled with iPhone cables and jigsaw puzzles, and then get sent down to a truck where they are driven to the delivery station,” Hirschland says. At the company’s last-mile delivery stations, boxes are loaded onto racks and then head out on vans. Using vans helps make it easier to reach rural areas, he says, where it’s often even harder for families to access food pantries. [Photo: Amazon] The company now has a team of engineers dedicated to continuing to improve the technology behind the philanthropic initiative. One recent feature, for example, tracks how long each package is with the driver, from pickup to delivery. Since the program started, Amazon has been renewing it with its food bank partners each year. But now, with a longer three-year extension, the nonprofits will be better able to plan. “If you are running a home delivery program as a food bank, even if the transportation is free, there are still any number of costs that you’re looking at,” Hirschland says. Food banks also don’t want to offer the service and then have to unexpectedly cancel it. The longer commitment “is something that we’ve been trying to d for a long time,” he says. The need keeps growing: The cost of food is now nearly 30% higher than it was in 2020. Tariffs are pushing up the cost of imported foods like bananas and coffee. The Department of Labor warned last week that current immigration policies are causing a shortage of workers on farms, and that’s also threatening the food supply chain and food prices. The budget bill that President Trump signed in July made steep cuts to SNAP, the federal food assistance program, that will soon begin rolling out. Earlier in the year, the Department of Agriculture cut $1 billion in funding for food banks and school nutrition programs to buy food from local farms. With rents and energy prices also rising, buying food has become even more of a strain. The delivery program can’t solve the larger issues that make hunger a logistics problem. But in a strained system, it’s become a critical tool for food banks.
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