Prompt Library for Educators

Authentic Assessment Prompt

EVERY framework

Unrulr

Microsoft Speaker Coach

Behind the Tech Podcast with will.i.am

TeachFX

Amanda Bickerstaff

Amanda is the Founder and CEO of AI for Education. A former high school science teacher and EdTech executive with over 20 years of experience in the education sector, she has a deep understanding of the challenges and opportunities that AI can offer. She is a frequent consultant, speaker, and writer on the topic of AI in education, leading workshops and professional learning across both K12 and Higher Ed. Amanda is committed to helping schools and teachers maximize their potential through the ethical and equitable adoption of AI.

Aaron Schorn

Aaron is a teacher, program director, and co-designer of student-agency-driven learning communities around the globe. At Unrulr he works on learner documentation and portfolio creation. His work in education is focused on apprenticeship, craftsmanship, storytelling, and providing youth the space, time, resources, and methodologies to turn their ideas into realities. His professional background is in education, international business, digital storytelling, and operations/management. At the Nalukai Foundation, he creates and implements entrepreneurship schema and curriculum rooted in culture, hustles to find mentors, and teaches on authentic storytelling.

Evan Harris

Evan has spent the last decade as an independent school teacher, administrator, and coach. He recently completed his master's degree in private school leadership through Columbia University and is now participating as a member of Stanford University's 2023 Tech Ethics cohort. Evan consults for a number of AI-powered EdTech start-ups and is passionate about helping schools thoughtfully integrate new technologies.

Annie Makela

Annie is a leading voice in K-12 social entrepreneurship education. Her career in this field began when she joined the founding team of the Middlebury Center for Social Entrepreneurship in her senior year of college. During her summers, Annie worked at the Aspen Institute in Aspen, Colorado helping to run the Aspen Ideas Festival (where she continues to spend several weeks in the summer). Annie launched the Scott Center for Social Entrepreneurship at Hillbrook in 2017 and is the first of its kind, paving the path for integration of this important learning platform locally and globally. What matters most to Annie is using social entrepreneurship education as a tool for long term impact whether you are 4 or 94. Outside of work Annie spends as much time as possible with her pup Louie. She is originally from Louisville, Kentucky and considers it to be the city in the country.

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So good to see you all. It's been a little bit of a break here and, and for education land, but we're gonna give everyone just a little minute to be able to come on and to join our session today.

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I'm very, very excited to have you. We already have over 70 people. If you've been in a webinar with us before, you know, if you've been in a webinar with us before, you know that my first question to you all is to put where you're from, what you do in the chat.

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We love that because we have such a wonderful community that's been built around these webinars.

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I am going to share my screen now that that works. There we go. So everyone should see these lovely people that I have on my screen here, which I'm just very excited for.

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We have this webinar solve today that is very close to all of our hearts, which is this idea of authentic assessment and we're gonna to.

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It's this idea of authentic assessment and we're gonna to establish what's in to get the assessment means.

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And we're going to establish within to get the assessment means, through this work, it's actually going to be, the assessment means, through this work, it's actually going to be, you know, we believe in building common language and understanding and our, sessions.

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So we're gonna spend some time really defining that, but I think it's a synthetic assessment as really starting to create spaces into which students are learning and ways in which they will be doing.

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And it's something that is, it means something to them and it is something that is going to be powerful, not just within the classroom, but without the classroom and later on of life. And I am just so happy to be joined by such a lovely group. But as always, let's set the scene.

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Okay The first thing is get involved. We want you to feel confident to not only say hello to everyone, but to share resources, best practices, ideas.

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If you have a case study of when authentic assessment has really worked for you, whether with AI or not, put that in the chat because this is your group as well.

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Like I don't I wish I could see you all and maybe one day we'll be able to figure out a way where I could also see you all.

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But it is such an amazing part of being able to share and build a community around the responsible and effective adoption of AI in schools.

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And so very excited we took if you've been part of our webinar series before we did 20 webinars in 20 weeks because I'm in the same person.

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Hmm.

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And so is my co-founder, Dan. But we took a couple weeks off, so we had enough time to build out a rest of our year.

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Yeah.

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And so we have a couple of really great webinars coming up. So we are doing a session on AI supporting students with disabilities.

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We're doing one on, the using it around AI and social social learning, which is super cool, with Margo Copen who has just published a piece and, learning, which is super cool, with Margo Copen who has just published a piece in Castle framework, which is super nice.

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We're doing a very practical session. I'm using AI for differentiated instruction, Brian Eldridge, and then we're doing a, if you are interested in what's really happening within school districts in the US, we're doing a deep dive with district level folk, around how they're integrating and implementing AI.

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And then the final one is super cool. I became, I'm so lucky to have Tom Dander Art as part of my community now.

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And so he is, he believes that the one. Durable skill. The future is actually going to be entrepreneurship, which I think we'll be talking about today.

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So we're gonna be doing a full deep dive into that on, the twentieth of Vill be our last one of the year.

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That's enough of me talking. And so I am so excited to be able to share with you an amazing, amazing group of just thought leaders, practitioners, people that live and brave authentic assessment and trying to make schools better for kids.

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And so I want to introduce Annie and we've got sorry to go in order of how we're going to speak today.

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So if Annie, Evan, and we have Aaron. Evan, if you had an A name, it would have been perfect.

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You would have been the for A's, but didn't, we didn't do that.

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I know. Hmm.

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We didn't get, that going before now, but really excited to have you all here.

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So I always ask the first question, which is, so, Annie, what do you do?

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Give it to your background, but then also talk about that first time you ever use genet.

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Awesome. Thank you so much, Amanda. I'm so excited to be here and be with all of you.

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My name is Annie Makela and I'm the director of the Scott Center for Social Entrepreneurship at Holbrook School in Los Angeles in San Jose, California.

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I spend my days and evenings and weekends thinking about the way that we can amplify student agency and center youth voice and social impact work locally and globally.

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Our work at the Scott Center is tied to the skill set that we believe is going to be most important for future learners.

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And I am really excited actually to share the first time that I used generative AI. We, we are close partners with Microsoft and Scott, close partners with Microsoft and Scott, Kevin Scott, close partners with Microsoft and Scott, Kevin Scott, close partners with Microsoft and Scott, Kevin Scott, who's CTO at Microsoft and really the co-founder, Kevin Scott, who's CTO at Microsoft and really the co-founder of chat GPT.

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Amazing.

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And 3 years One of my students, a second, yeah, it was, it was, it was amazing.

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And it was a testament to like schools stepping into that risk-taking and being willing to try something before it is polished and perfect.

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So one of my students, a second grader, had been talking to me a lot about ocean pollution and was imagining, you know, wanted to be a change maker doing something about that but kept getting stuck in these moments of like what does it actually mean to tackle this massive problem and so we use Dolly to generate a shoe made out of plastic from the ocean and it was a simple image but it cracked open so much

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creativity, so much imaginative thinking. And from that moment forward, I was like, this is going to be the greatest tool for teachers for students.

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And it's proven to be that.

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That's great. And if everyone doesn't know, Dolly too is a text to image generator.

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So if you think about chat QT, those are gonna be now even more, but you usually it was it was text-to-text although that's becoming more multimodal now, especially the paid version.

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But what's great is that I love that your first use case. First of all, what a privilege to have you here, but also to have such a slight light into these tools to be able to use these in practical ways and I love that they listen to you as well but how cool is it to have a kids idea of what we could do with you know sustainability.

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Minded and then let's go actually create something that would be almost impossible for us to do even with the best graphic designer, you know, kid that love graphic design or a artist, like how cool is that?

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So I absolutely love that, Andy. And then next Evan, same question. Tell us about yourself and your first time using Geneva.

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Sure. So I just wanna start by thanking you, Amanda, and everyone at AI for Education for hosting and facilitating the event.

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A lot of work that happens in the background. So, super privileged and really appreciate, you know, the invite to participate with us and, and everyone on the call, thank you for.

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Taking the time, if you're an educator, you are by definition very busy. So hopefully we can make this time feel valuable for all of you.

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So my name is Evan Harris. I spent the last 10 years as a teacher and administrator in the independent school world in Texas and Arizona.

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I got my master's in private school leadership at Cleanstein at Columbia. And I'm now currently studying tech ethics, at Stanford.

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The founder of Open AI is actually our guest speaker tonight. So, if you wanna send me a question, I can pass that along.

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They're probably gonna be quite a few, but yeah, happy to try. And, so today I consult with ed tech companies.

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If you've ever seen an Ed Tech demo, you may have gotten the feeling before that It's not always the case.

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There are a lot of teachers involved in creating a tech products and that can feel really frustrating to feel like there's this gulf between our experience as practitioners and kind of the products and services that get pitched to us.

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So part of my kind of impetus for wanting to get involved in Ed Tech was to sort of bridge that gap.

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My first prompt experience, I actually have documentation of because I went back into my text. And found my text to my brother on December, the nineteenth, 2,022, which I can't believe hasn't even been a year.

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As it feels like this has been now here for years. This reality we've all been dealing with but it hasn't even really been a year since we've all been kind of dealing with this new reality.

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But I said to him, hey, have you played with the Open AI chat bot? I'm stunned by what it can do.

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I don't know how English teachers and debaters are gonna cope. That's what I was teaching at the time.

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This thing can write. I asked for a paragraph portraying Brutus as a sympathetic character with quotes.

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And I had it in 5 s. So this was before the the trough of disillusionment.

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I was very much on the height cycle with that first text to my brother. But yeah, that was my first interaction.

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Well, Evan, I love that you say that is that like that's a pretty balanced approach.

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You already saw that first time like how is it going to impact me as an educator, especially an educator that has most of our assessments in the written form.

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Hmm.

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And so I think that was something that you even like nailed in the head in that first kind of moment.

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Also I'm sure you know I have plenty of questions for Sam. If you want to take them, I'm not sure any questions for Sam if you want to take them.

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Okay.

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I'm not sure. You want to hear all of them, but I think that's so cool.

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And just thank you for joining us. And then finally, Aaron, so I should say Aaron and I, I'm so happy to have you here with us.

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So we had intended to do this much earlier in our webinar series. And unfortunately, I got like it became quite hard for me to manage.

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But I'm so glad that Aaron has been so consistent and the belief in this specific topic and just making sure that this is part of our webinar series of this. Thank you, Erin.

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And just your first time with AI and tell us about yourself.

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Aloha feeling imposter syndrome being here and seeing everyone from all over the world.

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Yeah.

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My name is Erin Shoren. I come from, on the Big Island. I come from Mercia Shawn, an educator, an artist.

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I come from Frank Shorn, an educator who would set up. Education systems and post war torn countries.

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So it's in my blood. And, I am head of growth and community at a ruler, which is a portfolio and communal learning tool that Annie's using in her learning community and many others are too.

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And it really is a beautiful companion. Because it's a process capture through multimedia multimodality.

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I'm the Scott Centers entrepreneur in residence. I helped to run Nalukai, a youth entrepreneurship program in Hawaii that's trying to reindeer, re-indiginize and decolonize entrepreneurship.

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And I work too many hats. And really I became obsessed with AI as a world opener.

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David Dumbar, an incredible educator, talks about DK DK, or you don't know what you don't know.

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And AI allows us to kind of grapple and think in those spaces. And I first used AI to build a kind of bot that allows teachers to build out projects and project-based learning and map out milestones for their learners.

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And so I think project management is something that youth really struggle with. And I'm really interested in how AI plays a role in helping youth map out projects.

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I love that. And I think talk about imposter syndrome. You have a pretty good resume, sir, and I think that the best thing about this community is that we come from all works of life and there's no room for a foster syndrome.

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It doesn't matter if you are individual teacher, that is teaching and thinking about and grappling with these tools.

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Are you or someone that is building for this space? Are you someone that is leading this this work within a district?

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It's just really, really important for our voices to be heard the same way that we're going to talk so much today about what this means in terms of like what we are gonna do to support our students to be prepared for a world that is already changed, whether we, we don't know yet what that looks like, but this is something that I think is really important.

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So thank you so much. So I have our first question. Is we talked about really wanted to create a comment understanding.

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And so authentic assessment is a really interesting idea. That's been, I would say that, you know, we talk about authentic assessment, it gets talked about a lot.

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And so we talked about a lot. And it's quite funny in my co-founder, Dan.

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It's kind of similar to design thinking where I need it like it really has a kind of a question about what is really design thinking because it's something we talk about a lot, but what does it really mean?

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And so I want to take this time to actually establish what authentic assessment means to you all as experts and practitioners, but I will say that when we have our, we built a new prompt for a prompt library for authentic assessment and I tested this live yesterday in the session.

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And what I found is that checks VT did not know what authentic assessment was. And so it wasn't something in which it could just do.

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Like it really took a lot of prompting from me to get to get something that actually made sense for my meeting.

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And when we created the one we'll share, we spent a lot of time. It's actually much longer than usual.

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I'll say that again as an anecdote. Not only did it not know, but it's a much longer prompt than what we usually have in our prompt library.

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So I'll take that as like my challenge to you all. As you are experts and practitioners, what does authentic assessment mean to you, Annie?

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Thank you. I love this. Question. It's something we think about so much at Hopebrook and at the Scott Center.

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And my answer is 3 parts. Authentic assessment is the ability to see the world as it is.

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Imagine what it might be and figure out who you need to partner with to make it difference for people on the planet.

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Hard stop. That's what I believe

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Amazing. Love it. I think you should say it again. Let's give it to everybody.

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What are the 3 things?

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The ability to imagine, sorry, let me see the ability to see the world as it is. Imagine what it might be.

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And figure out who you need to partner with to make a difference for people and the planet.

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I love that and I love how it really is in itself procedural. Like it is actually something that requires like steps.

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And so I absolutely love that. And so Evan, not to put you on the spot after that pretty succinct answer.

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I would love to know what you think.

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Sure Yeah, I think this is gonna be really interesting because my guess is that what you're gonna hear from us might sound like relatively different kinds of answers, but that there's gonna be a lot of overlap and a lot of common themes in terms of how we think about authentic assessment.

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I was talking to Aaron yesterday about this and I think a really good place to start is to kind of talk about like what is the issue?

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What is the glaring problem with traditional assessment? And Aaron calls it the wink and I think of it as kind of a bad deal and the deal is a deal that teachers make with students.

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Hmm.

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And it's basically like, hey, listen. I all I need you to do is cram this material.

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I will assess you on it only one time. Maybe one more time if we do like a summative exam.

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That's the deal we're gonna make is there's not going to be any real transfer.

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There's not gonna be no real, sort of. Critical thinking it's not gonna be durable learning but that's the deal we're gonna make just cram for it and I promise I'll only assess you on it once.

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And teachers to some extent can be kind of forgiven for this because in part it's the way that we learned in school and also like it can kind of seem I think at least superficially like the path of least resistance, but it's false economy.

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It's really not. So in contrast, authentic assessment emphasizes the production of a product or performance as evidence of learning.

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Rather than just the ability to recall information so we're prioritizing tacit transferable learning over just like factual explicit knowledge.

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Authentic assessment is often multimodal. Meaning that learners have some ability to decide what kinds of artifacts they want to present and demonstrate as evidence of their learning.

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There's a little bit of agency to that too. I think authentic assessment really hinges on effective feedback.

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Informative assessments. What makes an assessment formative is that the learner has the ability to use that feedback to guide future performance.

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And the last piece that any sort of alluded to and I think authentic assessment sort of take some pages from project-based learning, which is that I think it is essentially outward looking.

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It's saying like, okay, we've created this capacity, we've created these artifacts.

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Now how do we leverage it? Like how do we get involved with our school community, our local community?

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How do we connect this to some bigger issues? And also I think using a DEI lens kind of how do we like center people that this issue most effects that might not be present in the classroom.

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So I think if you kind of put all those components together, you're getting pretty close to an authentic assessment.

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Yeah, and so remember when I said the prompt was pretty long. It is a complex. It is it is procedural.

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It is mindset. It is. The way in which we move past traditional ways in which this like the industrial model is not a hundred years old.

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Okay.

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It's a couple 100 years old and it's something in which we have been we have been creating as you said like a false economy of Put this in your head and then from there, give it back to me at the specific time.

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Yeah.

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And that is not how the world works. Like we, if you're in a job, it's not going to be like remember how to write a business plan but only on Tuesday's plan, but only on Tuesdays plan, but only on Tuesdays in March, 20 first.

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Like it's only going to be Tuesday, March, 20 first. Like it's only going to be Tuesday, March, 20 first.

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And you know that that is not how the world works guys. Hate to say it. But it's good.

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You're gonna need to know how to do that, that business plan for that role forever and you're actually going to be expected to be better at it and to also to give others feedback on their existing.

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Like, so we're talking, we're moving past this idea of this incremental learning that is about lot very low on Blooms Taxonomy.

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But I think what it's really interesting is that when we talk about it like to Evan's point is that This isn't just like a new like a thing that we can replace.

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Like it is something that is gonna require a significant amount of work and we'll come back to this in terms of like the ways in which we think we can do that and actually speed that up potentially with AI.

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But I want to go to Aaron. So Aaron, bring us home. So what do you think authentic assessment is? I know.

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Okay.

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So I'm making it very hard for you, but you did picked, well, you actually didn't get good to go last but you did picked well you actually didn't get good to go last but you are Sorry.

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I mean, first, first everything. Annie and Evans said Evan basically just captured our conversation yesterday beautifully.

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You know, I was a K 12 capsule coordinator, dream job at a school in Hawaii, managing capsomes in fifth eighth and twelfth grade.

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And I thought a lot about assessment. And I thought about assessment within the lens of communal feedback and feedback that is actionable, that isn't the kind of blink and wink game that Evan talked about earlier.

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I think when assessment happens in a relevant time period when you're able to give it quickly. When it's communal, it's joyful.

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There's purpose behind it. Helps you with the thing that you're working on. And that 98% of school isn't that is like crazy to me, right?

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And for me, I'm all about the classroom as a collective. How do we have learners giving actionable feedback to other learners?

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That idea zone of proximal development, that idea that that Ron Berger talks about an ethic of excellence when he talks about artifacts of excellence.

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How do we get learner and their learners and their work to kind of be able to be shared with each other?

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I think a lot about meta cognition, I think about if you guys don't know who Kwaku Anning is, he's in San Diego, incredible educator and leader.

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Quack, who talks about the need for pause in creativity and the need for reflection. And then there's that great Dewey quote where he talks about experiential education is actually the reflection of the experience as well.

00:19:55.000 --> 00:20:03.000

And so I think allowing learners to be able to capture and showcase process is a core part of what authenticity and education looks like.

00:20:03.000 --> 00:20:15.000

And then it's just relationships. Right? Like if we have an authentic relationship with our learner, if there's trust in those spaces, then we're able to give kind of an authentic feedback or kind of loop in that space as well.

00:20:15.000 --> 00:20:16.000

As.

00:20:16.000 --> 00:20:18.000

So what I said but more what Annie and Evans said

00:20:18.000 --> 00:20:32.000

Well, I think we could just see you. We'll put this on so like we need to come up with like a really great way to take all these learnings and put together something that's fairly easy to understand because I think the thing that this strikes me is it's so rich.

00:20:32.000 --> 00:20:43.000

And I love, I'm just gonna call out a couple of things that I heard from you, the idea of joyful collaborative, like, like communicative like these and the fact that it isn't how schools work like is and why not.

00:20:43.000 --> 00:20:53.000

And I think this is such a really interesting question that is really important for us today because when we have it we've been spreading around this in the sense of learner agency empowerment of the learner.

00:20:53.000 --> 00:21:01.000

I would also say that as someone that does send this work around Student Voice is that often when you have, voice, you have teacher voice that those 2 things actually come in.

00:21:01.000 --> 00:21:09.000

So, and we talk about learner agency and empowerment. I think it also is a lot of times teacher agency and empowerment too that these things go hand in hand.

00:21:09.000 --> 00:21:19.000

So now that we have Generative AI, which is going to be like such a amazing transformative technology that is in its infancy.

00:21:19.000 --> 00:21:35.000

So we will be talking a bit later about the ethical considerations. But what I want to say is, like I want to ask, and I'm really curious about your perspective is that Why do you actually think it is important to.ai in a way that drives in our agency and empowerment instead of reinforcing.

00:21:35.000 --> 00:21:41.000

And or exacerbating current methodologies of assessing students. So, do you mind starting?

00:21:41.000 --> 00:21:44.000

Absolutely. Yeah, and one of the quotes and I can't I think it was Kevin that that shared a Kevin Scott.

00:21:44.000 --> 00:21:54.000

Recently as like AI is the equivalent of electricity and the kind of the moments that we need to to be able to understand how powerful this tool can be and how important it will be to our ability.

00:21:54.000 --> 00:22:06.000

Whether it's in a classroom, whether it's in a future career, to amplify and boost our creativity and productivity.

00:22:06.000 --> 00:22:12.000

I think that is core creativity and productivity. I think that is core to what I believe AI in the classroom was gonna look like.

00:22:12.000 --> 00:22:14.000

I think that is core to what I believe AI in the classroom. I think that is core to what I believe AI in the classroom was gonna look like.

00:22:14.000 --> 00:22:18.000

I think the tool itself is gonna to what I believe AI in the classroom was gonna look like. I think the tool itself is gonna just continue to evolve and it's gonna just continue to evolve.

00:22:18.000 --> 00:22:26.000

I think the tool itself is gonna just continue to evolve and and it's evolving so rapidly that any adoption of schools approach AI has to be fluid enough that it allows for the growth of the tool and the growth of students agency and using it.

00:22:26.000 --> 00:22:32.000

And I love Amanda what you said about. Teacher, I would add admin to that as well.

00:22:32.000 --> 00:22:50.000

Like we've really tried hard at Hillbrook. One of the things we did over the summer was we had, we brought a group together that actually spanned the spectrum of like actually spanned the spectrum of like really excited about AI really fearful about AI and the spectrum of like really excited about AI, really excited about AI, really fearful about AI.

00:22:50.000 --> 00:23:08.000

And so creating those spaces in your school environments, really fearful about AI. And so creating those spaces in your school environments to digest, unpacking those spaces in your school environments to digest, unpack, and partner around this tool and make space for people that are sharing legitimate concerns and make space for people that are sharing legitimate concerns, legitimate ideas of, you know, boundaries around the tool is important.

00:23:08.000 --> 00:23:18.000

And I One thing that I love about. The tool of AI and it's connection to agency is.

00:23:18.000 --> 00:23:23.000

It's an objective partner in learning. And so when you have a student or a teacher or an admin that is trying to work through something that feels really complex and really big.

00:23:23.000 --> 00:23:39.000

Having a partner or a pilot. And being able to steer the tool in a way that is right for you in that moment that is not coming with judgment, it's not coming with, you know, raising your hand in a full classroom of students.

00:23:39.000 --> 00:23:51.000

And asking a question, that ability to see it as a co-pilot and as a partner in your learning amplifies your ability to get.

00:23:51.000 --> 00:24:03.000

Certain moments whether that's as a teacher or as a learner or as a leader I use it all the time in these moments where I'm like I just need help writing this single email and it's taking me an hour and I needed to take 2 min.

00:24:03.000 --> 00:24:04.000

Yep.

00:24:04.000 --> 00:24:09.000

I just need someone that isn't gonna judge me for what I'm trying to do here, but I have this.

00:24:09.000 --> 00:24:18.000

I have this block and so that's been a great way for me to be able to use it and then when it's a teacher and a student using it together as this third party partner, I mean the fun, I love what Aaron said about the joy.

00:24:18.000 --> 00:24:31.000

Like I have watched a student go from being so deeply frustrated about a math problem or a paper that that they were trying to write.

00:24:31.000 --> 00:24:37.000

Within 2 min making this massive shift of just being able to say like Oh, that's where I was stuck.

00:24:37.000 --> 00:24:40.000

It actually wasn't that I can't do it. It's that I wasn't using the tools that I have available to me to make steps forward.

00:24:40.000 --> 00:24:53.000

And so that ability to loop, I mean, one of the things I love about the work I do at the center is I get to see students from the moment they walk onto campus till they graduate.

00:24:53.000 --> 00:24:58.000

So I get to understand them as learners. As five-year-olds, 14 year olds and 18 year olds.

00:24:58.000 --> 00:25:05.000

And so that looping I think Adam Grant has recently shared the importance of looping in education, that ability to loop with students and know, you know, how they've used the tool in the past.

00:25:05.000 --> 00:25:15.000

And how they might use it in the future and really help them see progress. And micro moments and then in macro moments has been one of the most exciting.

00:25:15.000 --> 00:25:20.000

Moments of my career thus far.

00:25:20.000 --> 00:25:28.000

That's amazing. And I think that the this is why practice your voices are so important to this is that you're actually seeing the applications in the classroom.

00:25:28.000 --> 00:25:38.000

And so we can talk about it and talk about it and talk about it. But when you see a student be able to move through a stuck in like a sticking moment, right?

00:25:38.000 --> 00:25:45.000

And to be able to do that in a self directed way, I think is such a powerful opportunity for where this technology will go.

00:25:45.000 --> 00:25:50.000

I will say that I may push next to a little bit of this idea of objective. Unfortunately, these tools are not objective.

00:25:50.000 --> 00:25:59.000

They may they may have different, like they don't know a lot about you so they won't get frustrated if you ask out of questions or those pieces.

00:25:59.000 --> 00:26:06.000

These tools are still significantly built on existing biases. So they're, I think it's just harder to see those in cases.

00:26:06.000 --> 00:26:17.000

Doesn't mean that like we shouldn't be pushing on using these tools. I think that it creates that space in terms of having students even on those moments be aware that they should be thinking of this as a critical partner the same way they would be doing that of any type of resource.

00:26:17.000 --> 00:26:27.000

That they have. So I really, really appreciate that and love. I just I want to be like maybe one day I can come and actually sit in and see what's happening in your school.

00:26:27.000 --> 00:26:39.000

I would absolutely love that. So Evan to user and so I saw a lot of head nodding but so like how are we how is why is it important to adopt these tools in ways that really lean into learning agency and empowerment?

00:26:39.000 --> 00:26:42.000

Like I know you see care a lot about this, but what do you think is most important? We think about that.

00:26:42.000 --> 00:26:57.000

Sure, I mean, I think, you know, for any teacher on the call, you've probably seen at some point firsthand that when students are kind of the co-author of their learning experience, they're just more buy-in.

00:26:57.000 --> 00:26:59.000

So that's that's true for AI and it's true for sort of the way we've been teaching for the last, you know, however many years.

00:26:59.000 --> 00:27:17.000

I think that dynamic is especially important when thinking about AI because AI as you are kind of alluding to is sort of holding a mirror up to our societies, as you were kind of alluding to is sort of holding a mirror up to our societies where we already have massive power of holding a mirror up to our societies where we already have massive power disparities, right?

00:27:17.000 --> 00:27:21.000

And that means that we can be, a mirror up to our societies where we already have massive power disparities, right?

00:27:21.000 --> 00:27:25.000

And that means that we can be, perpetuating those disparities if we're not explicitly countering them in our classroom practice.

00:27:25.000 --> 00:27:45.000

So thinking about power is actually really, really important in the context of an AI conversation. I will say and this is maybe a bit more of like an your than a piglet comments, but I'm kind of hesitant about some of what I'm seeing in the realm of like hyper personalized AI tutors, which It's kind of like the gold standard that X number of, you know, at tech companies are

00:27:45.000 --> 00:27:54.000

chasing at the moment. And you, you might say, well, wait a second. So like if it's hyper personalized and they have all this power, wouldn't that be an empowering experience?

00:27:54.000 --> 00:27:55.000

But I'm not totally convinced of that. At least yet. And I worry a bit about it.

00:27:55.000 --> 00:28:16.000

Almost becoming kind of an infantilizing experience because, you know, they're talking about sort of AI tutors as, oh, we're gonna tailor to your personal interests and your lexile score to your personal interest and your lexile score and you're this and that the issue I think you're this and that the issue I think just from anecdotally is that the issue I think just from anecdotally is that a

00:28:16.000 --> 00:28:18.000

lot of learning is just from anecdotally is that a lot of learning is kinetic and messy.

00:28:18.000 --> 00:28:24.000

It's that a lot of learning is kinetic and messy. It's collaborative, right, is kinetic and messy. It's collaborative, right?

00:28:24.000 --> 00:28:33.000

I think being pushed outside of our comfort zone, right? I think being pushed outside of our comfort zone, productive failure, those are all really important concepts, for, you know, building, building deep and durable learning.

00:28:33.000 --> 00:29:03.000

Being pushed outside of our comfort zone, productive failure, those are all really important concepts, for, you know, building, building

00:29:14.000 --> 00:29:23.000

Yeah, and I think this is why this is so rich is that they're We have learning science, right? And we don't always use learning science.

00:29:23.000 --> 00:29:31.000

I don't know why, but like a lot of stuff we do has nothing to do with learning science, but it seems like it does because we got it was done to us and then we went to you know grad school and we learned to be a teacher.

00:29:31.000 --> 00:29:37.000

And they taught us to do these things and we went and did them in our classrooms. I think this is really gonna be something that is important for us to think about as we as we build these tools.

00:29:37.000 --> 00:29:51.000

And understand these tools and implement these tools is that Is there really ever gonna be a one size fits all that actually helps everyone or is it something in which you know their spaces for all different types of these experiences that we can do now in a more intentional manner.

00:29:51.000 --> 00:30:07.000

And so I'm trying to qu the idea of intentional innovation, but I think I'm a space to use intentional as much as possible, but are there spaces in which there is intentional messiness.

00:30:07.000 --> 00:30:08.000

Okay.

00:30:08.000 --> 00:30:23.000

There is intentional questions that can't be answered. There is intentional things that don't work explicitly or things that do that come as part of how we teach kids to actually be a adaptive and energetic in their own experiences and that those shift and move based on the context of the classroom, of the situation, they may be inside even a classroom.

00:30:23.000 --> 00:30:34.000

So I think that's where it gets really exciting because we can start to unpick these things in ways that have never been possible before because we can start building these situations at a fraction of the time that it used to be.

00:30:34.000 --> 00:30:44.000

Already, even though it's less than a year. Okay, so Aaron, to you, what do, why do you think it's so important to have AI and adopted in a way that really empowers learners.

00:30:44.000 --> 00:30:47.000

I mean, you told us not to look at the chat, but I'm in the chat. And there's this And you told us that.

00:30:47.000 --> 00:30:48.000

Yeah. Okay.

00:30:48.000 --> 00:30:51.000

I know, it's a very good chat.

00:30:51.000 --> 00:31:00.000

And it's an incredible chat. And, you know, Vera's, statement around that comes from the department at around AI as an e bike versus a robo vacuum.

00:31:00.000 --> 00:31:08.000

Right, Steve talking about, hopefully it not replacing or short-circuiting all these processes that lead to really great learning.

00:31:08.000 --> 00:31:11.000

I think, you know, the great Mike Yates, and if you all don't know Mike Gates, you should check out my gig.

00:31:11.000 --> 00:31:13.000

Good.

00:31:13.000 --> 00:31:24.000

He talks about AI and Ed tech in a dichotomy. AI and at tech that props up the status quo of learning, which is not learner-centered, and AI and ETEC that allows for new things to be possible.

00:31:24.000 --> 00:31:25.000

And those new things aren't actually new. They're communal, right? They're how my grandfather learned and my, you know, relatives learned.

00:31:25.000 --> 00:31:35.000

They learned through apprenticeship through craftsmanship. So I think AI is really powerful when it's a world opener.

00:31:35.000 --> 00:31:40.000

Right, when it allows you to do that really beautiful detective work that is that is great research to find new sources of information.

00:31:40.000 --> 00:31:50.000

When it allows a teacher who's not a subject matter expert to be able to aid a student in their project that is really specific to a space.

00:31:50.000 --> 00:32:05.000

Right, it doesn't replace. That mentor, but it aids and amplifies the work that's there.

00:32:05.000 --> 00:32:06.000

Hmm.

00:32:06.000 --> 00:32:20.000

I think a lot about this Quincy Jones quote he talked about when music and money or in the same space soul leaves the room and I think that's really assessment when assessment and education are classic assessment or grades and learning are in the same space, soul leaves the room and I'm really interested in how AI can kind of challenge that idea.

00:32:20.000 --> 00:32:31.000

When AI shines a light on a status quo broken system. When it shines the light on an essay assignment that isn't rooted in empowering learners at all, but just regurgitating and repeating.

00:32:31.000 --> 00:32:36.000

It's the same way I used Cliff Notes when I wasn't vibeing with that essay.

00:32:36.000 --> 00:32:38.000

Probably shouldn't have done it as a human being, but I totally did. I think that's what's really exciting.

00:32:38.000 --> 00:32:51.000

About what AI can do. And when it's applied, when it's just a way to make teachers lives a little easier and a really shitty system part of my language, then like, okay, you know.

00:32:51.000 --> 00:33:02.000

You know, it'll be relevant for about a year, but when it really allows learning communities to do competency-based learning or embark on deeper learning and project-based learning and all the buzzwords that we love.

00:33:02.000 --> 00:33:04.000

I think that's when it's really exciting.

00:33:04.000 --> 00:33:08.000

That's great. And I think that this is just to say a shout out to Vera who actually has helped create, she created the every framework that we have around responsible AI adoption.

00:33:08.000 --> 00:33:19.000

And so just doing amazing work in North Carolina again as a. A. A. Adoption.

00:33:19.000 --> 00:33:25.000

And so just doing amazing work in North Carolina again as the protection are going out to schools. And I think that these having these perspectives, Aaron is so important because.

00:33:25.000 --> 00:33:33.000

It is like Mike says, it really is right now. Dichotomy and a lot of time that tech just doesn't work and actually makes things worse.

00:33:33.000 --> 00:33:41.000

And or again, just like the best AI worksheet creator or the best, you know, AI, just whatever we already do.

00:33:41.000 --> 00:33:55.000

And so I think that for shifting the conversation forward, is, like, when we talk about shifting from these ideas, right, of like what it could be and maybe the complexity of like what we don't want it to be either that even the potential iconic ideal of an individualized tutor may actually be something that removes agency.

00:33:55.000 --> 00:34:17.000

These are big questions, but like I really want to situate this again and back into authentic assessment sense of like where have you seen it work with AI like where so I know that you're gonna do a great job, Annie, but I want to know and so does everybody here like where has this worked already even in this nascent stage.

00:34:17.000 --> 00:34:24.000

Do you mind sharing an example of that from your practice or experience?

00:34:24.000 --> 00:34:28.000

Yeah, awesome. And if you'll let me, I'm going to share a place where it didn't work well as well.

00:34:28.000 --> 00:34:29.000

Yes, please.

00:34:29.000 --> 00:34:39.000

Just to be as transparent as possible, which is that you know i think I will say what I am about AI is a short-term pessimist long-term optimist.

00:34:39.000 --> 00:34:46.000

And so I think there are ways in which we're seeing the tool working incredibly well as students lose.

00:34:46.000 --> 00:34:56.000

Space in their day space in their. Brain for the creative imaginative time to do hard complex work.

00:34:56.000 --> 00:35:04.000

So that is where I've seen it work best and we use it in our eighth grade social impact and leadership class as well as our ninth grade immersive.

00:35:04.000 --> 00:35:10.000

So one of the most magical things that I've seen it do is we were we were studying civics.

00:35:10.000 --> 00:35:15.000

Civics in action, which you know of course is a is a transdisciplinary class.

00:35:15.000 --> 00:35:26.000

Taught by history in English and a design teacher. And one of the things that we were exploring in partnership with the mayor of downtown San Jose is what is the future of San Jose going to look like?

00:35:26.000 --> 00:35:39.000

And so we had students use a brand new AI platform that created a threed model of the city. It was the first time they realized San Jose is 6 times geographically the size of San Francisco.

00:35:39.000 --> 00:35:40.000

Hmm.

00:35:40.000 --> 00:35:46.000

So the ability to go quickly from like all the things that they've studied in other cities may not actually be.

00:35:46.000 --> 00:35:53.000

Applicable to the kind of structures and systems that San Jose as a city is trying to embed in their work.

00:35:53.000 --> 00:36:19.000

And so, you know, we heard from many, many different kinds of leaders in San Jose. And the AI for assessment, the AI tools that I think made the most difference were the ability to really imagine the kind of future that students were trying to make sense of in their brain and whether that was with imagery, whether that was like understanding the history of San Jose really quickly, whether that was prep for questions for the mayor or for the

00:36:19.000 --> 00:36:25.000

city. Planner, they did a lot of work and really short quick increments that allowed them to have the kind of conversations with social impact leaders that they wanted to have.

00:36:25.000 --> 00:36:39.000

And so that it was really a conversation. As opposed to a presentation. And that's time and time again what we've heard people say about our immersive course is, you know, typically I'm used to going to a school and giving a presentation.

00:36:39.000 --> 00:36:52.000

Your students engaged in a conversation. And I think a, you know, a piece of that, not all of that, but a piece of that was their ability to know how to use these AI tools effectively.

00:36:52.000 --> 00:37:09.000

Where I've seen it not work well. You know this is my my joy is like kindergarten and first graders I've spent as much I spend as much time with them as possible because I actually think that is like the sweetest spot of creative imaginative thinking.

00:37:09.000 --> 00:37:10.000

Okay.

00:37:10.000 --> 00:37:14.000

They're so unimpressed with the imagery that is coming out of AI tools because their brain is in a natural state of imagination.

00:37:14.000 --> 00:37:16.000

I love that. I love that so

00:37:16.000 --> 00:37:36.000

And creativity and so you know I tried to use it on like a really fun kind of math problem set and It was almost crickets and the like I was expecting them to have the same reaction that my high school sophomores were having, which was this ability to like really quickly use the technology and the tool well.

00:37:36.000 --> 00:37:49.000

And so as a school we're really considering that the right ages to embed this technology and the spaces in which we want to make sure it we have really clear boundaries and I would say our elementary or lower school education models, we want to amplify the imagination.

00:37:49.000 --> 00:38:04.000

We want to amplify the creativity. And, when the tool can be used in micro moments for that, amazing, but really it's, it's this tool and the assessment model is built around it in partnership with Aaron and on ruler.

00:38:04.000 --> 00:38:13.000

Around reflection and around the ability again you know to see the world as it might be and then to have a real partner co-pilot and doing that.

00:38:13.000 --> 00:38:14.000

So much more in the the stages of life where we start to lose our curiosity and our creativity.

00:38:14.000 --> 00:38:21.000

Is where I've seen it be really magical.

00:38:21.000 --> 00:38:42.000

That's great. And I think that what's such a lovely example of this is that where do we use it and those micro moments where it's something that's like supporting around the edges or even having the student realize that like maybe technology isn't that creative yet, which it is it like is like a really powerful piece that could be a little bit shiny thing when we get a little bit older.

00:38:42.000 --> 00:38:48.000

Like, oh my god, Dolly 3, I can make a thousand bad logos, you know, but I can make a thousand of them when I could have made 0.

00:38:48.000 --> 00:39:08.000

Like we don't necessarily have that moment of like wait but we want again that this is we want this to be something that really pushes us or does something that we can't do in ways that are meaningful and I think that the idea of micro moments versus it being something that actually drives students being able to like drive their own conversations and learning.

00:39:08.000 --> 00:39:21.000

I'll be I was in a session where students were given a card with 2 like, you know, questions to ask experts that someone else wrote.

00:39:21.000 --> 00:39:40.000

And I have never in an AI session and I have never been so frustrated at anything because what it did is it didn't sound it wasn't the kids voices their interests or anything but also absolutely took away their agency and I think that is an example of like maybe giving them just a little bit more prep time and space and confidence that they could do this.

00:39:40.000 --> 00:39:47.000

Like how much better would those, would that experience be? But also wouldn't a better, like they'd ask a better question because it would be a real question.

00:39:47.000 --> 00:39:53.000

And so I think that I love that that's what you do and I'd love to be it like I think that we all would love to be a fly on that wall.

00:39:53.000 --> 00:39:55.000

And so we're gonna we're gonna go to Evan. We're gonna we have about fiveish minutes left.

00:39:55.000 --> 00:39:57.000

Hmm.

00:39:57.000 --> 00:40:15.000

We're gonna definitely go over in terms of the time and on the the more panelist side but please put in your in the channel any questions that you may have and if you have to leave early we will absolutely record this and share this with you tomorrow but Evan to you like so where have you seen this work and if you want to also include where maybe it didn't work that well, that'd be cool.

00:40:15.000 --> 00:40:23.000

Yeah. Yeah, I'd love to piggy back up, you know what Andy just talked about with the class not reacting the way that she expected.

00:40:23.000 --> 00:40:29.000

I had a really similar experience with my AP literature class, who would have been like last December.

00:40:29.000 --> 00:40:33.000

Coming into the class being like, Oh my gosh, I'm so excited to see what they think of this.

00:40:33.000 --> 00:40:39.000

None of them had seen it before. None of them had used it. And just really curious and honestly having no idea how they would respond to it.

00:40:39.000 --> 00:40:44.000

And I remember one of my students said, I hate this. And I said, I wanted to know.

00:40:44.000 --> 00:40:45.000

Hmm.

00:40:45.000 --> 00:40:52.000

I was like, why? Tell me why I'm so curious. And she says, the first thing she says, I feel like everything has gotten so easy.

00:40:52.000 --> 00:40:53.000

Thanks.

00:40:53.000 --> 00:41:09.000

And the second thing she said that I think was really interesting was she said, I have worked so hard to have a voice in my writing and the way that my worldview and I'm not gonna just give it up to this thing that can do kind of like, you know, a B minus version of my voice.

00:41:09.000 --> 00:41:14.000

And I just thought, man, if we could get, how do we reverse engineer whatever isn't your DNA?

00:41:14.000 --> 00:41:15.000

Okay.

00:41:15.000 --> 00:41:22.000

Because that that was such an incredible response of feeling such ownership and pride over one's voice and not wanting to just kind of trade it away to this thing.

00:41:22.000 --> 00:41:35.000

You know, to your question, more broadly, you know, I think it's important to sort of not put the cart before the horse because you know at the heart of understanding authentic assessment I think really is having a solid grounding.

00:41:35.000 --> 00:41:41.000

In learning science, right? There's no technological replacement for a teacher that really understands learning science.

00:41:41.000 --> 00:41:54.000

And I think the more that you can kind of firm up your understanding of those core principles like space practice transfer, effective feedback, culturally and linguistically responsive pedagogy, and then use AI to support those things, then I think you're really building on a foundation that's really solid.

00:41:54.000 --> 00:42:07.000

But I know that speaking of concrete that you know people who are in this call probably want some real concrete that you know people who are in this call probably want some like real concrete examples of practical things that they can do.

00:42:07.000 --> 00:42:10.000

So people who are in this call, probably want some like real concrete examples of practical things that they can do.

00:42:10.000 --> 00:42:11.000

So I've got 3 really quick ones. The first one is I absolutely love it's a product from Microsoft.

00:42:11.000 --> 00:42:27.000

It's integrated teams now. It's called Microsoft Speaker Coach. That tracks like the pace of, yeah, your speech, how many fillers you use, filming yourself doing something and then reviewing that film is an amazing way to do sort of meta cognition.

00:42:27.000 --> 00:42:39.000

So I'm a big fan of that as a former debate coach. Really like that product. I would say to that, you know, part of authentic assessment is that we're saying, Hey, like don't do that quiz that just ask them to do recall.

00:42:39.000 --> 00:42:50.000

Do puzzles and projects and performances and you know videos and podcasts and in-class essays and case studies that's a lot of work to put together and a lot of work to do all the directions and stuff.

00:42:50.000 --> 00:42:51.000

Hmm.

00:42:51.000 --> 00:42:59.000

And I think AI can do a really good job of helping us ideate but also come up with just the directions like clear directions for all that stuff because that's a lot of work that we wouldn't have to do if we were just doing a simple quiz, right?

00:42:59.000 --> 00:43:08.000

And then I think the very last one would just be, personalizing journal prompts for kids, right?

00:43:08.000 --> 00:43:14.000

As an entry ticket or an exit ticket rather than just putting one or 2 prompts on the board about the Great Gatsby reading.

00:43:14.000 --> 00:43:15.000

Love that. Absolutely love that.

00:43:15.000 --> 00:43:19.000

I think having. Having kids say like, listen, I'm really into sports. I'm really into fashion.

00:43:19.000 --> 00:43:26.000

I'm really into video games. Can I have a I create a prompt for me that connects what I'm already passionate about with my reading.

00:43:26.000 --> 00:43:33.000

I mean it's actually pretty good at doing that and then they have some more. Agency and some more buy and then they would if they were just doing a generic prompt.

00:43:33.000 --> 00:43:49.000

Absolutely. And I think that like I see that all over and over again that just ability to just quickly and easily differentiate and like personalize around the edges like an exit ticket or even a do now or a journal prompt.

00:43:49.000 --> 00:43:56.000

Like these are things that Geneva I right now can do and can give you 50 options and maybe the 50 options there's a couple of really good ones.

00:43:56.000 --> 00:44:16.000

But some of is gonna find something that sparks them. And I think that is such a really beautiful way to take a very complex thing and start to incrementally doing this because like this is the most important thing I think that we're talking about today is that that there's there's a reason to do this and you don't have to wait until you're the expert like I've said on learning science you may not be

00:44:16.000 --> 00:44:21.000

an expert in space repetition and everything and retrieval practice. But what you can do is you can start to integrate these things in ways that are meaningful to you and your students.

00:44:21.000 --> 00:44:31.000

With very little effort. And so I really appreciate that event. Over to you, Aaron. Same question.

00:44:31.000 --> 00:44:36.000

I mean, if we allow AI to give us more time to do more human centered joyful activities.

00:44:36.000 --> 00:44:48.000

The build trust to build relationships and culture in classrooms, then let's use it for that. But let's not use it to replace what makes learning great, which is relationships, which is apprenticeship, which is the kind of craftsmanship.

00:44:48.000 --> 00:44:53.000

Of learning, right? And to me, you know, to be super tactical. I've used AI in project management and teaching project management.

00:44:53.000 --> 00:45:04.000

I've lived in that kind of project based learning space. And so for ideation, for research, for getting out that minimum viable product that early kind of product that a learner is working on that gets data and feedback back.

00:45:04.000 --> 00:45:14.000

AI is fantastic. Allowing them to do more research, to calculate it, to think about if the research they're doing.

00:45:14.000 --> 00:45:21.000

Is actually right or it's just, you know, a shot in the dark. To me, that's the power of kind of opening up.

00:45:21.000 --> 00:45:36.000

All of these worlds. And so much of the work that I do. Connected to learners passions and interests and backgrounds and then leveraging those skills and capacities to build something that's meaningful to them that interacts with the world.

00:45:36.000 --> 00:45:47.000

And I think that's where kind of AI helps. It's remarkable how few teenagers or junior youth middle schoolers know what project management looks and feels like.

00:45:47.000 --> 00:45:48.000

Hmm.

00:45:48.000 --> 00:45:53.000

Our learners, and this is my TED Talk language, have been colonized to put out perfect work.

00:45:53.000 --> 00:46:01.000

And it is deeply destructive to the classroom and to preparing them for life after university. Right, because that's not how the world works.

00:46:01.000 --> 00:46:06.000

And so because of that, they don't know how to reflect. They don't know how to embark on meta cognition.

00:46:06.000 --> 00:46:09.000

They don't know how to get out, you know, kind of smaller products that give them data and feedback.

00:46:09.000 --> 00:46:18.000

And so my hope is that AI allows for more of that time. Allows for that culture to kind of be built.

00:46:18.000 --> 00:46:21.000

In classrooms and spaces as well. And then we can, you know, kind of build that out.

00:46:21.000 --> 00:46:33.000

There's an amazing Audrey Lord quote that I shared with Evan on our last call, which is you cannot use the master's tools to take down the master's house.

00:46:33.000 --> 00:46:39.000

Right? And when I think about system change and status quo change, I think a lot about these new tools are in front of us.

00:46:39.000 --> 00:46:44.000

And I would just say like if you're gonna use AI. Have a companion that captures process.

00:46:44.000 --> 00:46:49.000

If you're going to use AI, use multimodality, and I'm biased here because I work for a ruler.

00:46:49.000 --> 00:46:50.000

Use on Ruler, it's amazing.

00:46:50.000 --> 00:46:51.000

Yeah. Okay.

00:46:51.000 --> 00:46:56.000

And and and like have some it doesn't matter it doesn't matter it doesn't make it to be on ruler it can be anything right like capture process.

00:46:56.000 --> 00:47:11.000

Have them Steve had had something in there earlier about like you know, the narrative a journey, right? That's an incredible skill for our learners to become storytellers of themselves, for our learners to be able to capture and have portfolios of who they are and what they're able to achieve.

00:47:11.000 --> 00:47:22.000

They're gonna they're gonna need that. In a future where product can be really easily created by AI and so My kind of last word to everyone is capture process.

00:47:22.000 --> 00:47:39.000

Yeah, and process and I mean like process goes so beyond right we the idea of collaboration moving from collaboration between people between collaboration between a bot that's building a product that you're providing feedback to like that like the process is going to ship pretty significantly very quickly.

00:47:39.000 --> 00:47:49.000

We're already going to start to see AI. Oh, we talk to AI and you talk about process like how are you evaluating and setting up those roles and those abilities to evaluate like it's going to be so important.

00:47:49.000 --> 00:47:53.000

So we're evaluating and setting up those roles and those abilities to evaluate like it's going to be so important.

00:47:53.000 --> 00:47:57.000

So we come up on time. So we're gonna do something. I have a, I just want to share everyone's, everyone's.

00:47:57.000 --> 00:48:12.000

Lovely, like if you want to connect with us, which I'm, I am a thousand percent sure that you do want to connect with us.

00:48:12.000 --> 00:48:13.000

No.

00:48:13.000 --> 00:48:15.000

It was definitely well to connect with these lovely people on the call that I have today. That if you want to, this is actually Evans, but if you were all in LinkedIn, I know everyone here is so kind and open.

00:48:15.000 --> 00:48:22.000

If you want to reach out, if you're interested in learning more about what's happening with Scott Center, if you're learning, you want to learn what Evans doing and ask same allman a question as this proxy or Aaron at unroller.

00:48:22.000 --> 00:48:32.000

Please do so. And then I want to, there are 2 things. One is that we're gonna do you, I'm actually gonna get involved with this one.

00:48:32.000 --> 00:48:34.000

If you have any questions, so thank you to a Josh and Nicholas for putting questions into the chat.

00:48:34.000 --> 00:48:47.000

But if you have an example of a question that you want to put in. But my kind of speed round to everybody is what is your one tip?

00:48:47.000 --> 00:48:52.000

For using AI to support that investment. And then I'm gonna I'm gonna take us home.

00:48:52.000 --> 00:48:59.000

I'm gonna actually demo the chat GPT, our new prompt. So you can actually if you really wanted to see the example that Nicholas asked about can we actually see it?

00:48:59.000 --> 00:49:04.000

We'll do that as well. But do you want to start, Andy? With their one tip, you get 1 min, one tip.

00:49:04.000 --> 00:49:12.000

Great. My one tip is behind the tech, the podcast, and TFX. 2 very different kinds of tools.

00:49:12.000 --> 00:49:20.000

We're using both of them. Connect AI and entrepreneurship and find a way to have it be a core class in your school.

00:49:20.000 --> 00:49:21.000

Yes, yes, yes, yes, yes.

00:49:21.000 --> 00:49:22.000

Hmm.

00:49:22.000 --> 00:49:23.000

Okay.

00:49:23.000 --> 00:49:40.000

Behind the tech, the will I am interview is amazing about music and AI so don't don't make this tool specific to a single subject, understand it the same way we understand electricity, which is that it is fluid in in the day and almost invisible, but it is the thing that can help amplify learning.

00:49:40.000 --> 00:49:42.000

And the classroom.

00:49:42.000 --> 00:49:51.000

Love it, absolutely. And we will put we'll put these examples of the like the well I am podcast and others into the email that we follow up with.

00:49:51.000 --> 00:49:55.000

So thank you so much. Evan to you, 1 min.

00:49:55.000 --> 00:50:00.000

Yeah, so, I think the thing I wanted to highlight is that especially if you're joining the call from the United States.

00:50:00.000 --> 00:50:06.000

We've got some pernicious kind of stereotypes about who teachers are and who people in tech are, right?

00:50:06.000 --> 00:50:11.000

Like we paid lip service to teachers a lot of times, but we also have expressions like those who can't do teach and stuff like that.

00:50:11.000 --> 00:50:14.000

And oh my gosh, if you work in tech, you're breathing this rarefied area. You must be so brilliant.

00:50:14.000 --> 00:50:23.000

As someone who's made the transition from schools into tech, this is so unbelievably backward, you have no idea.

00:50:23.000 --> 00:50:29.000

Like you are capable of understanding the stuff. It doesn't mean you have to be an expert tomorrow, but if you were a teacher, you're an autodidact.

00:50:29.000 --> 00:50:33.000

Like how often have you been just one lesson ahead of your kids? Rambling to figure it out so that you can then go to teach it.

00:50:33.000 --> 00:50:41.000

And I've been in rooms with people in tech where I think to myself, wow, if I was in a room full of teachers right now, we could have solved this in like 30 s.

00:50:41.000 --> 00:50:56.000

So I just wanted to kind of give that message that you are capable of so much and that some of the messaging we have especially sort of in the States about these 2 groups are really misaligned with the reality.

00:50:56.000 --> 00:50:59.000

Absolutely. Okay, Erin, 1 min.

00:50:59.000 --> 00:51:05.000

I mean, my whole goal is moving learning from passive to active in every learning community that I'm a part of.

00:51:05.000 --> 00:51:12.000

And if AI can do that, fantastic. Use AI and project management, use AI and the beginning stages of a project.

00:51:12.000 --> 00:51:23.000

For learners to do research to think about ideation, pulling from themselves and ideas. I think. Our learning has to be human-centered and joyful.

00:51:23.000 --> 00:51:29.000

And I don't want AI to mess with that at all. I wanted to just amplify it and kind of grow it in those spaces.

00:51:29.000 --> 00:51:35.000

There's an expression in Hawaii, Makahanaka, Ike, by doing one learns.

00:51:35.000 --> 00:51:40.000

If AI can be a tool that allows learners to do that more, that's fantastic. And then there's this word ha.

00:51:40.000 --> 00:51:50.000

Which means breath both in Maori and in Hawaiian. And I think like I want our classroom environments to be full of that breath to be full of those kind of moments of joy and.

00:51:50.000 --> 00:51:54.000

And I'm excited for AI to try to amplify and save time for that.

00:51:54.000 --> 00:51:58.000

I love that. And I think that it's probably the easiest thing we could do right now is that with the we didn't get to the ethical considerations or limitations.

00:51:58.000 --> 00:52:16.000

But by far the thing that A. I. Is best able to do right now is free up time for teachers to focus on what matters in the classroom, which is the relationships, the knowledge, the thinking that goes into creating spaces which students are encouraged to push past their own.

00:52:16.000 --> 00:52:42.000

Ideas of their capability because you know that really matters but also just having that opportunity to really kind of deep dive and connect without being so like worrying so much about that paper you need to grade or that email you need to send or that newsletter that needs to be done or that idea for your bulletin board if you're like a K one or 2 like Annie.

00:52:42.000 --> 00:52:49.000

So I really appreciate. So I'm just gonna show like what our example is. And so if you know us, you know that like we really just want to be as practical as possible.

00:52:49.000 --> 00:53:11.000

This is and so we have our prompt library. But you have you haven't seen is on our website it's free for use it for every single you know everything that you want to do pretty much we have a prompt for it it can be used on we design these for free tools in terms of equity and it's about them it's both a productivity tool but also an anagogical and pedagogical

00:53:11.000 --> 00:53:12.000

tool. So this is great if you have someone in your school community that isn't very comfortable with doing this work.

00:53:12.000 --> 00:53:24.000

It doesn't know where to get started. So every single prompt has an example that you can change the brackets to make it work for you.

00:53:24.000 --> 00:53:28.000

An example where you can just cut and paste because sometimes we just need to see the possibility guys. We don't need it to be perfect.

00:53:28.000 --> 00:53:34.000

We just need to see the possibility and then we always want this to be an action of prompting, not a prompt.

00:53:34.000 --> 00:53:36.000

And so what we have here is like make this prompt work for you. So other ways that you can make this work.

00:53:36.000 --> 00:53:43.000

So I'm just gonna cut and paste this. And thank you, Kelly, on our team for putting this together.

00:53:43.000 --> 00:53:49.000

We're always going to use a free version to test it. But what you'll notice is that we are setting the scene in terms of who we want it to be.

00:53:49.000 --> 00:53:58.000

We want to have a couple, like I like to start big because you're gonna find the value of Chatto VT or Excel, and like a lot of creativity or brainstorming.

00:53:58.000 --> 00:54:09.000

So like go beyond one. I want you to ask for 5 to 10. What we wanted to do is we talked a lot today about real world application complexity, but these are not simple yes or no answers.

00:54:09.000 --> 00:54:13.000

We want multi modality in terms of response and we also want feedback as to the point that I haven't made about learning science.

00:54:13.000 --> 00:54:28.000

We want it to be an opportunity to enhance your skills and demonstrate their skills. And so what we've done is we can go And what we're gonna do is here we have some examples of Maya Angelou and authentic assessment.

00:54:28.000 --> 00:54:37.000

So we have a character profile, a book trailer, authentic assessment. So we have a character profile, a book trailer profile, a book trailer, a poetry slam, a timeline, a book trailer, a poetry slam, a timeline, a book trailer, a poetry slam, a timeline, interview podcasts, artistic expression.

00:54:37.000 --> 00:54:40.000

How fun is that? How interesting is that, especially as an expression, how fun is that?

00:54:40.000 --> 00:54:48.000

How interesting is that, especially as a non, like that wouldn't be my, especially as a non, like that wouldn't be my modality, but I would get interested in teaching kids like things like I want them to be encouraged to do the things like I want them to be encouraged to do the things that I would get interested in teaching kids like things like I want them to be encouraged to do the things that maybe I like I

00:54:48.000 --> 00:54:53.000

know I struggle with. And analysis like ethical dilemma, that's a really interesting one.

00:54:53.000 --> 00:54:55.000

I mean, for this time and date, it won't be appropriate unfortunately everywhere, but something like this is a really great start to start thinking about how these students can do.

00:54:55.000 --> 00:55:19.000

And if we notice that maybe it's not connected to Aaron's point about like. At the context they want to have it, we can now go back and say, I want you to now include more information about my students experiences or I want you to take like kind of 5 different students that might struggle with any of these and I want you to craft one specifically for their interest.

00:55:19.000 --> 00:55:36.000

So if it's something along the lines of where there are, you know, they are someone that is going to be really like the podcast is great but maybe doesn't quite fit because it's gonna be really like the podcast is great but maybe doesn't quite fit because it's a lot it's too big that maybe it's just the intro for a podcast or something, it's too big that maybe it's just the intro for a podcast or something like, how do I take this

00:55:36.000 --> 00:55:42.000

and reframe it? Or something like, how do I take this and reframe it? You can either do that offline or online, but this is the opportunity. You can either do that offline or online, but this is the opportunity. We hope you guys play with it.

00:55:42.000 --> 00:55:43.000

None of this is going to be perfect, but it starts to open up our understandings of what's possible.

00:55:43.000 --> 00:55:51.000

And none of this sounds crazy. That's the thing. None of this is crazy. And so it really is just taking the time and finding the right resource to be able to do it.

00:55:51.000 --> 00:55:55.000

So we have that was Nicholas question and I hope you guys enjoy this prompt and thank you again, Kelly.

00:55:55.000 --> 00:56:03.000

But, what Josh had a question that I'm guessing it might be for either. I don't actually know what a growth transcript is.

00:56:03.000 --> 00:56:14.000

Can someone tell me what a growth transcript is and how I can help build that? I have never heard that term.

00:56:14.000 --> 00:56:20.000

No one knows. Hi, I've never heard of a growth transfer. So if we put Josh in the in the panel, they can say that.

00:56:20.000 --> 00:56:38.000

So this is something that I think is gonna be really interesting. So I think we'll just stop, we'll just kind of end on the idea of like if you had one takeaway of like what you would want everyone to know, what would that be and then we'll in today's session and thank you everyone for joining.

00:56:38.000 --> 00:56:53.000

I know that this is something where we're doing a lot in a short period of time, but if you're really interested in the work that we're really interested in the work that we're doing there are plenty of opportunities in the work that we're doing there are plenty of opportunities to continue doing this work but any do you have like one final thought?

00:56:53.000 --> 00:57:12.000

Yeah, my final thought is, you know, getting again into the practicality of this. I would say you know, one of the things that we are doing actively is spending the first 5 min of every PD session on Wednesdays with our faculty to explore.

00:57:12.000 --> 00:57:13.000

Hmm.

00:57:13.000 --> 00:57:25.000

One AI tool. And just those again, those micro moments, whether it's Dolly 2, whether it's a new technology that students have sent us, that ability to embed it in our professional development curriculum has been amazing.

00:57:25.000 --> 00:57:45.000

And then I think, you know, I am staying curious about the future. I agree about being, you know, what what Evans said about making sure we're centering educators voices, you know, I think any practicality, any single tip that we could say today could change drastically in the next 10 days.

00:57:45.000 --> 00:57:48.000

And so the ability to have a structure in your school in your classroom that brings up the new tools as they come to discuss.

00:57:48.000 --> 00:57:57.000

And dialogue around them is going to be the most critical thing we can do in the next 3 years.

00:57:57.000 --> 00:58:03.000

That's great. And giving the time to do it, there we go. If it's gonna be important, you gotta carve out time.

00:58:03.000 --> 00:58:09.000

You can't just expect people to be able to do that on their own. Next, Evan.

00:58:09.000 --> 00:58:27.000

Yeah, so, I was having a conversation with someone yesterday who was talking about their faculty training around AI and how they have these kind of innovators that are really to digitally native and experimenting a lot and then people who are obviously, you know, kind of struggling or maybe a little hesitant to adopt some of this stuff.

00:58:27.000 --> 00:58:40.000

And it reminded me that we already have models for differentiated instruction for the classroom, which are kind of like really high ceilings and really low floors, low barrier to entry for those people that just kind of need a slower start.

00:58:40.000 --> 00:58:46.000

And I think if we can use the mental models that we already have for stuff that works and apply it to the same kind of problem that we'd actually be really well positioned to deal with.

00:58:46.000 --> 00:59:04.000

Faculties that, you know, are gonna have a really wide variety. And obviously I'm sure Amanda and doing your PD sessions, you've seen the whole gamut of people where you're saying like this person has never used chat TPT before all the way to wow this person might actually like know more than I do kind of stuff.

00:59:04.000 --> 00:59:09.000

So yeah, we already kind of have models for some of the stuff we can employ.

00:59:09.000 --> 00:59:23.000

That's great. Yeah, like every room I'm in has the same like never used it to use it all time, worst thing that ever happened, best thing it ever happened, you know, wait and see to like get run over if you're not on the bus.

00:59:23.000 --> 00:59:24.000

Right.

00:59:24.000 --> 00:59:26.000

So I think it's very clear that like we don't go in with like a strong expectation of what people come with, but we actually take the time to understand that.

00:59:26.000 --> 00:59:32.000

And the last, Erin, you're going to have the final word.

00:59:32.000 --> 00:59:40.000

My first job in education was teaching digital journalism and the magic was pairing students with mentors and industry, people that were doing the work.

00:59:40.000 --> 00:59:46.000

Cause when I said something that kind of listened, but when someone who's Kendrick Lamar's videographer or who worked for the Washington Post.

00:59:46.000 --> 00:59:51.000

Talked about video length, they actually listened. Right, I think AI can be. A subject matter expert in the beginning for learners.

00:59:51.000 --> 01:00:02.000

It will allow them to find real subject matter experts. AI can be an amplifier of projects that will allow them to then take agency over a project.

01:00:02.000 --> 01:00:09.000

It allows to get over a friction point, which is sometimes impossible in learning communities. So when it's an amplifier, I think it's awesome.

01:00:09.000 --> 01:00:13.000

When it's a replacer, I think that can be problematic in learning communities.

01:00:13.000 --> 01:00:19.000

Absolutely. Well, thank you so much. And I think that if nothing else, there's been a core theme.

01:00:19.000 --> 01:00:30.000

There is no replacing good teaching, good theory, good connections, and the space to create that it's creating a space for students to really engage in what matters and what's going to lead them to being in a world in which they help shape.

01:00:30.000 --> 01:00:42.000

And they can help shape that from the very first day they get into school all the way until they leave and so I just want to say thank you so much to our lovely lovely panel of experts.

01:00:42.000 --> 01:00:49.000

I, Annie, first time meeting you. I'm such such a joy and I'm definitely sure that we'll do more if you're willing to Evan and Aaron just appreciate your thoughtfulness.

01:00:49.000 --> 01:01:01.000

I just want to say thank you so much from everybody that joined us. We had over we had 200 people at our max today.

01:01:01.000 --> 01:01:08.000

Just appreciate everyone. The recording will be out tomorrow. And wherever you are, I hope you have a great rest of your morning, your afternoon, your evening or time for sleep.

01:01:08.000 --> 01:01:15.000

Just appreciate you all. Have a really great day and hope to see you again. Thanks everybody.