This academic year, the number of teachers regularly using AI for work has tipped over from “large minority” into “majority”, with 58 per cent telling Teacher Tapp they have used AI for work tasks in the last week. But that still leaves 31 per cent using it less regularly, and 11 per cent who have never used it at all.

Of course, not everyone wants to use AI for their schoolwork. But for teachers who are interested, where should they begin?

We asked the Teacher Tapp community for their advice for those new to using AI, and have compiled their best tips.

How to start using AI for schoolwork

1. Don’t ignore the golden rules

There are some non-negotiables when it comes to AI. First, you should always ensure that whatever large language model (LLM) you are using is secure and approved in your school’s AI policy (if it has one). If you’re not sure, ask.

Secondly, all pupil data and personal information must be anonymised. A data leak can pose serious risks, so if you don’t feel confident that you can do this reliably, stick to work that doesn’t involve pupil data.

“Don’t put in personal details” and ensure that you “redact any identifying info, [such as] names, data, etc,” one teacher explains.

The “etc” could include things like special educational needs or disabilities status, dates of birth or even descriptions of identifying incidents.

And something you might miss: your school name. Remember to remove this when adding any documents to an AI tool.

If this sounds time consuming, one respondent has a hack that can help. They suggest that using “find and replace to put a nonsense name instead of the child’s name” is a great way to anonymise your inputs safely. If you have long lists of names, take them all out and replace them with Pupil A, Pupil B and so on, to keep it simple.

And finally, don’t forget images can contain sensitive information, too. Check before you hit submit that there isn’t a name on a book, or the face of a pupil in the background.

2. Just dive in and play around

Once you are sure you can meet those essential requirements, the best way to start, says one teacher, is to “just give it a go”.

Many teachers advise new users to “have a play around” because “you can’t break it”. If you feel overwhelmed or worry that you are looking for things in the wrong place, then don’t be afraid to find assistance from the staffroom.

Lots of teachers suggest that beginners “ask colleagues for support” or find someone who is already using AI successfully and learn from them to get started.

3. Start small with clear intentions

Just like you wouldn’t ask a trainee to jump in with planning a scheme of learning before they’ve dipped their toe in with a starter, don’t try to plan an entire term of lessons with AI on your first try.

Instead, a Teacher Tapp contributor suggests that you “start small, use it for everyday searches like you would Google and build up from there”.

However, before you type anything, “have a clear idea of why you are using it and what you want to get out of it,” they add. It really helps if you know what you hope the result will be, so that your instructions are focused and easy to follow.

The LLMs work best with clear examples and non-examples. Take the time to tell it what you want and what you don’t want, making use of the ability to upload files where you can show it what you’re looking for.

4. Master the art of the prompt

The Teacher Tapp contributors all agree that there is one thing that can make or break your success with AI. As one respondent explains, “it’s all about the prompts”.

You must be incredibly specific and provide rich context. One respondent suggests writing your instruction “as if you are explaining it to an alien that has no previous experience of what you’re trying to do”.

Another says inputting an example of what you want, and asking what prompt you should have asked to produce this result, is a good approach when trying to create new resources.

This is the part you can’t rush: taking five extra minutes to craft a highly detailed prompt could save you hours in the long run. The good news is that once you’ve got it nailed, you can use the prompt again and again. And don’t be shy to ask the LLM what prompt you should use to get the result you want; consider it something that will take regular refining.

5. Keep the ‘human in the loop’ and refine

AI can make mistakes, so you must thoroughly verify facts. Never assume it’s right - mistakes and “hallucinations” are rife. When working with AI, teachers suggest to “be prepared to read carefully and ask for amendments” as you’re going along - treating it like a conversation.

Never accept the AI’s first answer as the final product. You should treat it as a starting point and, as one contributor put it, “always check and adapt after”.

Most importantly, “remember to be the human in the loop” and never let it replace your professional judgement. Treat AI like a tool; it’s only as good as the person using it.

Gráinne Hallahan is head of community at Teacher Tapp

Teacher Tapp is a daily survey app for teachers. More than 10,000 teachers answer questions about their daily life in the classroom and share their experiences to improve education for all. You can join by downloading the free app onelink.to/teachertapp