Prompt Library

Women in AI + ED

SchoolAI

IEP CoPilot

Educating All Learners Alliance

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.

Julie Tarasi

Julie is a special educator with 10+ years experience in both self-contained and inclusion settings, supporting learners of varied abilities in grades 3-8. In addition to earning a Master’s Degree in Learning and Technology from Western Governors University and completing IBM’s AI for Educators certificate/credential, Julie has facilitated district-wide Professional Development sessions regarding AI implementation to support instruction and administrative tasks. Julie recognizes that successful integration of technology can maximize student learning through equitable access and allow teachers to more effectively focus on what they do best.

Hi everyone, welcome to our second webinar in our ELA webinar series, harnessing AI and special education.

It's going to take a little bit for everyone to get in, but we're so excited to have you here today with us.

It’s snowing in New York City. I can see it out my window. I'm really glad I'm in my apartment.

I'm not traveling today, but we hope that where you are, it is nice and warm. We're gonna give everyone just a moment to get to get in and started.

If you would like to say hello in the chat of where you would like to say hello in the chat of where you're coming from and what you do.

You're coming from and what you do, that would be great. We're coming from and what you do, that would be great.

We'll have an opportunity to do that as well as we get started. We'll have an opportunity to do that as well as we get started. So thank you for getting started.

We've got Budapest. So thank you for getting started. We've got Budapest. So thank you for getting started. We've got Budapest.

Gareth is the first one in today. And've got Budapest. We've got Budapest.

Gareth is the first one in today. And Stacy, we got Connecticut. We got a couple of awesome people here already. We'll give everyone just another minute to get started.

Hi Kelly, Kelly, we say I've got some good people that we know. Already a very international audience, which is great.

If it's in your school day, we just really appreciate you making the time. And so we're going to get started.

Hi, everyone. I'm Amanda. I'm the CEO and co-founder of AI for Education. And this is what we do.

We love to have moments with you all teaching about generative AI and how it can support your role as a special educator or someone that supports students with disabilities.

So very excited to have you here. I'm actually gonna take it over to Tria, who's going to introduce Ela and the series and why we're here together.

Thanks, Amanda. Hi everybody. My name is Tria Hutchins. I am the project director for the educating all learners alliance.

Also called ELA as Amanda just said. For those of you who don't know, Ela or don't know the alliance, we are in an uncommon coalition of over 140 partner organizations, each committed to supporting students with disabilities and learning differences.

And so we create resources, webinars, and we host school stay to us. We've got a lot of great initiatives, one of which is partnering with AI for Education to bring you this series.

We know this is a very important topic right now, so we're happy to lead you to the experts and Amanda and team to share this really great series.

So we're happy to lead you to the experts and Amanda and team to share this really great series.

And what's so great about this series? This is not just a presentation, but we actually get a walk away with some real resources and practice and work together today.

Last week in our last session was amazing. We had so many engaged people and so many, such a engaged audience.

So excited to jump in

Great. Thank you so much, And welcome again, everybody. Okay, so cool to see. We already have over 250 people here today with us. But setting the scene, this is the first robot for today.

We love our Dolly 3 robots that Amanda, my team generates. But I want you guys to think of this as a community of practice.

And so you have an enormous amount of knowledge, not just within what we're going to talk about today, but within your group.

And we saw that in our first session. So please get involved. There are 2 things I want you to do though.

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So one is a chat. So chat is how you're going to talk to each other. It's where Amanda and our team is going to put resources.

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But if you want something that for me to answer, please put that in the QA. It's a big group and we have a lot of demonstrations today, so it'd be great for you to put that into the QA for me, but please have that happy chat like we had last time.

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We also want you to prompt with us. We'll be using Chat GT today, but also if you've never used Claude, which Amanda, if you can put the, the how you can sign up for Clod, it's also free and has some cool functionality, especially around adapting your content.

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We'd love to have you get involved. And then finally, share resources. We'll be sharing a lot of resources throughout the day as as Tria said.

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We have a whole page, a web page. We'll have a whole like we have a one pager that'll come after this this presentation as well as a whole bunch of new prompts.

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So feel free to start sharing those resources. So we are going to get started, which is really exciting.

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So we're actually going to everyone I think a man is going to put into the chat our kind of opening piece today which is going to be a short form about who you are, where you're from.

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But we have an additional question to ask, which is, how many hours do you spend a week on planning?

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And so I already know some people already doing this, but if you can just if you can look at Amanda's, but if you can just if you can look at Amanda's depress a piece that link at Amanda's, to priest piece that link please we love your feedback we love data but I love your feedback we love data but I love that Peter already put in he's between 0 and 8.

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I love data, but I love that Peter already put in he's between 0 and 8. I love the variance in range, but we want to kind of situate this within, we know that teachers and special education teachers spend a lot of time planning.

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And there is research shows like 8 to 10 h between all the different administrative tasks that we have. I love how Sarah and Stacey is saying this just too much.

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I, you know, I remember when I started teaching everybody. So I taught high school biology in the Bronx at 22 years old as a teaching fellow.

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And I will never forget that I used to sit down and write 4 page narrative lesson plans that were not very good and I would spend so much time doing that and I was so I was so wanted to be so good.

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I wanted to help kids. I wanted to be so good and I had 3 different preps including a special education prep and so it was a lot of work.

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And so I know that you guys do this a lot. And so we want to kind of situate this moment in time.

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We think about General VI for planning, as this is the first thing we could do is to start not only with building better materials but also saving you time.

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So we're going to do that and when, when Amanda is going to kind of watch, and what Amanda, you're ready for us to kind of share.

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I'll take a look as well if you can let me know, but what we see if you look at where the the larger world of education and special education is, is that there's a real time and balance, of education and special education is, is that there's a real time and balance.

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And this is, that there's a real time and balance. And this is from 2020. So, that there's a real time in balance.

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There's a real time and balance. And this is from 2020. So we're talking a interesting year for us all.

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I was locked in an apartment. So we're talking a interesting year for us all. I was locked in an apartment in Melbourne, Australia during COVID, You've got work on administration.

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And then the time that you actually get to spend with students is only about half of the time that you spend.

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And so I think this is so great because what we see is that like not great but great for today is that we love to be able to create some space where we can spend more time working with our students.

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And that is where I think we will all be happier teachers and educators. And so we're going to look at today is like how do we actually use generative AI with practical strategies and so we have Chachi T and Quad to reduce amount of time that you spend on planning while creating these highly personalized, inclusive learning experiences.

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And what we're going to see in our series is we're going to focus a lot on planning today, but we're gonna build towards things like the IP process, like scheduling and those types of pieces that are so important.

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And then that kind of what you actually can do in the classroom with students with disabilities. Today we're really going to focus on that planning component.

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And so what we're going to see is we're going to see that like as we're moving forward, we're going to be looking at actually we're gonna have a special guest she's still working but I'm gonna say hello to Tara to Julie even before she's here.

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To Julie, even before she's here, we're actually going to have Julie who is in the field right now is gonna be talking about her experience but she's on her she's teaching until 1210 eastern so she'll come around and be with us in a moment, but I'm going to move forward and we're gonna look at like your lesson planning superpower and so this is what is

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really great. And so in the case of Generative AI, we talked about last week. So General AI just says a place to level set is the ability to create new outputs based on how the General AI has been trained and the way that you prompt it, the way that you ask it questions.

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And there's some 4 really, really good starting places for Genitive AI. One is we can brainstorm lesson ideas, accommodations and modifications.

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And so a lot of times it comes to us where we have this really like, you know, important job to do, of engaging our students and we often are so tired and our just don't have enough time to actually sit down and start thinking about.

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What is going to be most engaging to my students, what's going to be most meaningful, what modifications do I need to have planned?

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And so one of the best parts about Geneva AI is that it's built to be creative. It's built to be a thought partner.

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It's built to be able to, you know, have opportunities to almost have like a thousand mentor teachers or 1,000 teaching assistants since it doesn't get bored.

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It doesn't mind if I have like a thousand mentor teachers or 1,000 teaching assistants since it doesn't get bored.

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It doesn't mind if you ask it the same question. Since it doesn't get bored, it doesn't mind if you ask it the same question a hundred times. It's going to give you a really great base for brainstorming.

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So that's number one. Number 2 is that it can create different differentiated content in seconds and this is just ultimately where I get most excited.

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Which is this idea of it I've seen this for a long time that you can create like long time, but since we started AI for education, just how cool it is to take, let's say, a rubric or a checklist or a piece of reading and be able to differentiate that into a more advanced version and or into a version that is going to be modified for your student population.

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And you can do that in fractions of the amount of time that you used to do trying to figure this out.

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I do see like, like we have some questions around like Claude and I will, and if you don't have access to Claude right now because it isn't available to everyone.

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There'll be a couple other opportunities that we can look at. But we'll still demo it and hopefully you get access soon.

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But, but so we'll go back to this so that creates a frustrated content in seconds and then the third is going to be increase the usability of a text.

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So sometimes we have a great text and sometimes we have a not so great text and we need to do a lot of work and trying to do that and you might be using external sources.

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Sometimes you might even be paying for them. But this is something that like is a really great opportunity for generative AI.

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Like how can I take this text and actually make it more meaningful for my students? And then finally is that you guys have already great content.

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And if you're actually not a teacher today, but you're working with a you're one of the organizations or you're a you know you're working in terms of a tech professional you have a lot of content there's this opportunity to really actually refine and extend what you are already have and so this is a really exciting part so what we're going to do is this is going to be our focus for today.

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We're going to look at these 4 components and we're going to talk about really good strong ways to do this in your practice.

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And so we're going to start with brainstorming and so our we have our wonderful robot assistant here.

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I know some people like to name chats. I know some people have named it. And I know some people have named it.

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And so what we have is this idea of like this brainstorming partner. And so what we have is this idea of like that's brainstorming partner. Okay.

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So we call it a thought partner and I've actually been calling it a thought partner since we started AI for education because that's how I think about it.

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I haven't go to General AI as a starting place, if I'm not sure exactly what I want.

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And so what we're suggesting today is that we're looking at, hey Julie, we're going to look at brainstorming.

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And since Julie we're going to give one more minute And we talked a lot about how you have to use your expertise to make a good judgment call of what is actually good and what is actually usable.

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And we want to make sure that's something that we always come back to is that you are the expert.

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Chat TVT is a tool. It's an augmentation. It's a tool to make you better and to make what you do more easy or more targeted, but it always requires you and the driver's seat.

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So I'm actually going to turn it over. So we're going to go back to say hello to Julie.

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So Julie, can I just say how lucky I am to have Julie and my professional network so Julie and I met through our women and AI in education community which we'd love to have you join and Amanda can drop that into the channel.

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And we the first ever webinar that we co-produced with that group was a special education webinar.

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So Julia was one the panelists and then I got to meet her in person where I did a day I policy development workshop with Park Hill School District.

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So shout out everybody in Park Hill. But Julie has got such a beautiful experience of doing this from the field because I can tell you all kinds of stuff, right?

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But I'm not doing the work of it. So I'm gonna actually turn it over to Julie.

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Okay.

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Tell her to a little bit about yourself. I'm actually gonna come off sharing so we can see you and let's talk about what this means, like what Generative I is meant to you and your own practice.

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So hi everybody, my name is Julie Tracy and I am a middle school special education teacher in the Kansas City, Missouri area.

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And our students are actually at lunchtime. So I'm really glad that this kind of all lined up for me to be able to jump on and kind of share with you guys.

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My experience with, implementing generative AI, both, you know, in my practice as an educator, but also with my students.

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And so I, whenever I kind of first became widely available, I knew that it was going to transform education and I could kind of wait for it to get to me or I could become comfortable with it and kind of just increase my knowledge and skills of it.

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And so it first started just with me, just going with tat TPT and just testing out prompts and things like that.

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And you know there wasn't a lot out there for special educators it always kind of seems like we're the second thought if we're, you know, hopefully just the second thought.

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But, you know, but I knew that it was going to be powerful with my students and with my practice.

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And so then, you know, I've experimented with a bunch of different tools. The reality of the matter is that there are so many tools out there and so I have experience with some, but there are others out there that I haven't experimented with.

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And so just because I don't mention a tool, please don't take that as me saying it's not a tool that you should utilize.

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Or that it's a, you know, I don't support it. It might just be that I don't.

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I don't have the time right now. When during the school year to just experiment with all those tools.

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So when I'm working with my students, I have used like I have really enjoyed my experiences with school AI.

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Just kind of for a couple of different reasons. One, there are kind of some guardrails there for my students.

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They can't just. They can't just ask it anything. School AI kind of will guide them back to the topic that I set or that I establish for them.

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But there's also just there's there's the the anonymity of it. There's no PII attached with it.

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There's you know, they don't have to create an account or anything like that. They establish a username, but I told my students I said if you want to make up a username so long as it's school appropriate and I know who you are.

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So I can see it on my end. I you know that's fine by me so I really have enjoyed school AI with my students.

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Personally I enjoy utilizing chat GPT and Claude because it is It's a little more wide.

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Open. Magic School AI is a tool that has has really made an impact on a lot of educators.

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I have gone through their training and things like that and it is a great tool to utilize I think especially as you're beginning your experiences with generative AI because it kind of takes out the prompt engineering aspect of it.

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You put in what you want and it gives you back hopefully what you want. But I think as you become more and more comfortable with generative AI, you know how to.

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You know how to prompt engineer yourself to get even better quality results. And I like having that ability.

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I like the seeing the kind of the behind the scenes aspect of things and so being able to tweak my prompts to how I want them to be is really beneficial.

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Kind of for a specifically special education geared platform, IEP co-pilot is out there.

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It has a lot of the same features. That magic school has, but I like that IEP co-pilot is a lot of the same features that magic school has, but I like that IEP co-pilot is specifically catered towards special educ So those are the tools that I use the most goblin tools is in there as well that I encourage my students to use, especially my students who struggle with some social

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skills and sometimes writing an email. You know, I did it. I'm like, okay, did we greet them?

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Do we even know what it is? Do they know who you are aside from the you know the the kind of the email address part and so they can put it into goblin tools and help them formalize it but then there's the task analysis and things like that.

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I've seen some of the comments pop up. Yes, I'm from Kansas City, but I'm actually a Pittsburgh Steelers fan.

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And IEP co-pilot is a that's really a really good question. It is not a part of Microsoft co pilot.

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So there they might use some of the same like back-end type things but IP co-pilot i think is under IEP playground which is a company so it's not associated with Microsoft.

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So, yes.

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It's great. Well, first of all, I just wanna say, Julie, thank you so much.

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Yeah.

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I love the fact that like you had to change your to your hat from like I'm a teacher working with students with disabilities and now I'm gonna be on a webinar with Amanda.

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With 350 people live and so you did a beautiful job. I think what's really great about this is though but if you like Julie is kind of your early adopter she's been doing this work since it really came out and so she has a lot of experience and I think that like there are a lot of great tools that you spoke about but you also can pick one and kind of stick.

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And I think that this is where you can start to learn that. And I think is what's great is that what we're going to be focusing on is what you actually came to which is like while these tools can be great, you kind of want to control.

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Like, and so we're really focusing on how you can use prompt engineering and use those fundamental skills to keep the level of control so that you are controlling what's going in and out in the sense of like what you're using and your outputs.

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So it makes a lot of difference for your classroom. So we're gonna focus on that, but there are so many great opportunities to do this work and there'll be more and more.

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We're gonna see so many more. But I just want to say thank you so much to Julie.

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She has to go back to be a teacher. But we will keep in touch and what we'll do is we'll make sure that we include like a cop, her LinkedIn as well.

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Okay.

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Everyone's already telling you, thank you so much. Everyone, give her like this, this big show of like, you can't see us, but you can feel it. We love what you do.

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If you're in your own classroom right now or you're thinking about going back, we just really appreciate you.

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And like I said, Jo, I'm so happy to have you as part of my network. So just hope you have a really good day.

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Have a good day everybody. Bye.

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Awesome. So, how cool is it to have a special guest? I love this. Okay, so we're gonna go back and let's get started.

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I love how people were kind of sharing best practices. Am I'm gonna do is I'm gonna restart our screen and we're gonna get back to this idea of brainstorming.

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Okay, so let's start brainstorming. Let's start doing this work together. And so we have our prompt library if you came with us last week.

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It's kind of like, you know, your choose your own adventure, but we're gonna start with this idea of goal setting.

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Goal setting is such an important component of what we do as special educators. Like we have goals out the wazoo and we want them for to be smart in the sense they need to be time bound they need to be attainable, etc.

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So what we have is if you want to go to this link, I'll actually cut. I think Amanda will be able to drop that into the chat.

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And you can see these here is we always have our prompt library. The example that you can change for your practice.

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Since if you're playing along with us today, if you were a live prompt engineering with us, you have that and then we have the example that you can just try it out.

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And so the smart goals is that what we wanted to have happen is that idea of that brainstorming.

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So we wanted to have goals based on different levels of academic achievement and functional performance. It can suggest us benchmarks and design activities to support the goals.

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And so what we're going to do together is I'm going to go, we're going to use primarily the free version of ChatsPT today.

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So if you're, like I said, if you're a prompt engineer, an AI prop engineer with us today, we're going to get in here.

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And so this is my approach engineering like moment. We're going to come to Chat Chi T and open this new context window and I'm gonna pop this in.

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I'm gonna make it bigger so that everyone can see it hopefully. Awesome. So I hope you guys can see that.

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So we always start with our prompts. You always want to start with priming the prompt and setting the scene.

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So we're telling the the bot that it's an ex a special education teacher and what we want is a writing grammar goal for my second grade student to understand capitalization.

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We want the goal to be specific. And we give examples here. And this is so important.

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So we're actually giving it examples and context about what the goal should be. So there's another world where we do this and we just ask for a smart goal, but what we are doing is we're asking for more specific content and we're giving more context and I promise you will have a better output if you take take that little bit of time to do so.

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So we wanted to also be measurable. So we're talking about how it will be measurable.

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We're talking about how it will, you know, attainable, reasonable, and then time-bound and we're actually giving it the amount of time. So there are different ways.

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Oh, it's okay. Sorry, everybody. I do that all the time. Try this again.

00:21:53.000 --> 00:22:01.000

Can you see my chat? To give me a like, yep, thank you guys. Love it.

00:22:01.000 --> 00:22:02.000

I love technology. Okay, so here's my chat to you. Thank you for letting me know.

00:22:02.000 --> 00:22:10.000

But what we've done, so there are 2 versions of this. I can actually go chat to you to say.

00:22:10.000 --> 00:22:12.000

Well, last night we we can try it out. We'll do both versions. So I've given it this really specific goal.

00:22:12.000 --> 00:22:25.000

So here we go. Let's see what happens and you can try now. So the goal is by the end of the 3 months, the second grade students will be able to recognize grammatical errors and sentences related to capitalization.

00:22:25.000 --> 00:22:32.000

And we've got proper nouns such as people pets and names of places. And so it's talking about how it is specific.

00:22:32.000 --> 00:22:43.000

So this is the goal that was done. So now what I can do is look at this goal and I could say, I'm just right this way understanding by collect correctly identifying and making capitalization care and 8 out of 10 more examples.

00:22:43.000 --> 00:22:52.000

Okay, so I'm gonna say that like now this is where the magic happens like, provide 3 alternative goals.

00:22:52.000 --> 00:22:57.000

With the same parameters.

00:22:57.000 --> 00:23:02.000

And what I can do now, we talked about brainstorming is maybe this doesn't seem quite right to me or I want something more.

00:23:02.000 --> 00:23:05.000

And so this is where I actually start to go into it starts to like look at the different types of pieces.

00:23:05.000 --> 00:23:14.000

And so this one has and, written places. Identify and rectifying capitalizations, we're actually doing an editing component of it.

00:23:14.000 --> 00:23:29.000

And so this is where you start to see like, like so you were the capitalizing in this one, they're identifying how to fix capitalization in this one and correct they're doing both in this one.

00:23:29.000 --> 00:23:33.000

And so what we see is like now I am brainstorming multiple goals. And now I can kind of like maybe I have multiple second graders that are struggling with specific things.

00:23:33.000 --> 00:23:47.000

But I want to see where I actually can have this attainable goal. And as we know, with brainstorming with lesson planning, what I can do is I can keep going forward.

00:23:47.000 --> 00:24:01.000

And so we can go like as we keep going, we can start to keep moving along the process where if I really like number 2, now I can say like create an activity plan.

00:24:01.000 --> 00:24:03.000

Or the second goal. For the students and then this is where I can start to get more detailed in my lesson planning.

00:24:03.000 --> 00:24:12.000

But really gonna focus right now on that. That. Activity like that actual. Brainstorming component of this.

00:24:12.000 --> 00:24:24.000

And so, but you guys should try this out in your practice and I think that we have, could you change the goal to student friendly checklist. Absolutely.

00:24:24.000 --> 00:24:31.000

So now we can do that. Kerry, that's a great question. Now, so now we have this now create.

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

This goal as a student. Friendly checklist. And it's probably gonna format it a little bit weird, Kerry.

00:24:37.000 --> 00:24:46.000

It's actually not that bad. Actually gave me the checks this time. And what I can say is remove.

00:24:46.000 --> 00:24:52.000

The checks and use bullet points because that's gonna be easier for me to cut and paste. And there we go.

00:24:52.000 --> 00:25:00.000

So this is now the checklist that we could do. And for Kerry, like we could do this where like now you can start to differentiate this checklist potentially for students based on the goal.

00:25:00.000 --> 00:25:07.000

You can have it in the different sections in terms of time. And this is where you really can start to go bigger and deeper into how you're using Genera Bay to support that brainstorming process.

00:25:07.000 --> 00:25:14.000

And so I appreciate that and keep asking questions like this is perfect and thank you for the team getting these good questions into the window for me.

00:25:14.000 --> 00:25:20.000

And so this is an example of brainstorming and can you, can everyone see this now?

00:25:20.000 --> 00:25:29.000

So that I can, we're now moving to the next slide.

00:25:29.000 --> 00:25:36.000

Thank you for the feedback. Love it. Okay. And so we have now some other ways we can do this.

00:25:36.000 --> 00:25:38.000

We started with like a smart goal. It's a great place to start and it's a really good starting place for deeper building of content.

00:25:38.000 --> 00:25:43.000

But there are tons of ways you can do this. And this is a great, like this will be in the slides.

00:25:43.000 --> 00:25:59.000

But this is something that like you can even like have up like I know I love teachers we always love our little, downloadables and like our little sheets or cheat sheets, but here are some other ways that you can think about brainstorming.

00:25:59.000 --> 00:26:02.000

So you can do something like suggesting activities based on students current competencies. You could do alternative teaching strategies.

00:26:02.000 --> 00:26:12.000

You can anticipate common misconceptions, how great is as like, what are common words that students often misspell, like help me anticipate that.

00:26:12.000 --> 00:26:28.000

List Disability Specific Learning Strengths, which is really great. And so, and then we've got this most effective teaching strategies for this type of, student or type of content.

00:26:28.000 --> 00:26:30.000

And then assistive technology recommendations, inclusion strategies, and it's suggesting accommodations or modifications for a specific need.

00:26:30.000 --> 00:26:43.000

And so I think that this is where it gets really, really interesting and that we can do so much stuff together now, like with Geneva, like it really is so interesting.

00:26:43.000 --> 00:26:50.000

As that this is, let's say Chris's point, this is a, this is a mindset.

00:26:50.000 --> 00:26:51.000

This mindset is kind of like, okay, let's try it out. Let's see what I need.

00:26:51.000 --> 00:27:08.000

And like, I'm going to use this as part of my initial process because if I do have a partner we know that when we have partners and planning and brainstorming we tend to get to a stronger outcome because we start at a stronger place.

00:27:08.000 --> 00:27:15.000

And I think that is something that we often miss is that when we think about like universities like UDL and others, we talk about going backwards, right?

00:27:15.000 --> 00:27:22.000

But that going backwards itself is starting at a stronger place. And I think that this is where generative AI could be so helpful.

00:27:22.000 --> 00:27:29.000

So that's our first section of what we're doing, which is bringstorming. The second we're gonna look at is content creation.

00:27:29.000 --> 00:27:33.000

Oh man guys, how much content do you have to create? It happens all the time. I know that you are thinking about that Google slide.

00:27:33.000 --> 00:27:44.000

I think that you're thinking about, all those different pieces, that you always have to create, you know, the different versions.

00:27:44.000 --> 00:27:46.000

If you have a folders, you have a folder system depending on the age that you have. It really is pretty, it's pretty robust, right?

00:27:46.000 --> 00:27:53.000

And I think that this is where we have, it's really important to start thinking about how to use these tools.

00:27:53.000 --> 00:28:03.000

Effectively, I'm gonna take just one pause to answer a question from season though before we shift tactics, which is the idea of during brainstorming.

00:28:03.000 --> 00:28:11.000

How do you like goals with the students assessment love results in my state standards for that grade level. So what I would suggest is this early stage.

00:28:11.000 --> 00:28:17.000

You want to be, we want to be really careful about sharing too much information with an open conversational AI like Chad CVT.

00:28:17.000 --> 00:28:28.000

But what you might want to what you can do is if you redact that you can do a summary, you could upload a summary like meet or upload in this case cut and paste a summary of this is what the student got and then here we can think about it.

00:28:28.000 --> 00:28:35.000

But there are new tools that are coming out and including IP co pilot that are going to be able to do that.

00:28:35.000 --> 00:28:45.000

More target because they're gonna it's gonna have a system that's being built and designed to really support.

00:28:45.000 --> 00:28:49.000

Always using the tools in the place that they're most effective. And so something like a chat GT is gonna be great at kind of brainstorming a general idea and getting more specific.

00:28:49.000 --> 00:29:05.000

But if you really want to tie it to that those assessment results, you're going to use a specific platform and or you're gonna work with each other, work with other the bigger group to do that work.

00:29:05.000 --> 00:29:11.000

And so I think that though it's a great idea and this remember we always talk about this technology being the worst it's ever going to be today.

00:29:11.000 --> 00:29:19.000

It's so new that we're going to see new tools. I promise Susan soon that are going to be able to do this work in a more, you know, more targeted and efficacious way.

00:29:19.000 --> 00:29:25.000

Whereas right now we're kind of like learning how to do it together. So thank you for that question.

00:29:25.000 --> 00:29:42.000

Really appreciate that. And so the idea of content, creation is we're gonna look at this idea of using AI to generate passages, assessment questions, word lists, social stories, and other types of content for student consumption.

00:29:42.000 --> 00:29:45.000

Oh my gosh, how much fun is it to actually have like lots of different ways to show our learning and to engage with learning.

00:29:45.000 --> 00:29:52.000

Again, we're always going to come back to this. You guys are the expert chat duty is not the expert.

00:29:52.000 --> 00:29:57.000

It does not the expert. It does not have any pedagogical knowledge because it's not, think.

00:29:57.000 --> 00:30:04.000

But it's going to be something where I think it's really important to like give yourself a little bit of a step up and actually starting to build this content.

00:30:04.000 --> 00:30:05.000

So we're gonna do as our next prompt together, which is going to be differentiating content.

00:30:05.000 --> 00:30:18.000

And so what we have is right here, we're going to do this together. Where you look at creating passages of different varieties and reading levels and of different links and then based on students you can do on student interest.

00:30:18.000 --> 00:30:29.000

Can do it on quizzes or questions for passages. And so again, what we're going to do is we're going to take this up.

00:30:29.000 --> 00:30:35.000

I'm gonna go to chat TBT. Our friend and hopefully you can see it this time.

00:30:35.000 --> 00:30:39.000

And we're gonna open a new account context window and I'm gonna drop this in.

00:30:39.000 --> 00:30:47.000

So giving it, we're giving the, Cheshire the, the role of an expert special education teacher, skilled at differing content.

00:30:47.000 --> 00:30:59.000

And we want to generate 2 versions of passage about the life of Harriet Tubman. So this is a great one because Harriet Tubman is a very, very common, amazing historical figure that there will be a lot of that content in the training data set.

00:30:59.000 --> 00:31:08.000

So it should be pretty good at creating a passage. And what we want is, we have a version that is shorter for third grade and version that is longer for fifth grade.

00:31:08.000 --> 00:31:19.000

What's interesting is that a generative AI like Chatty can not do word count. So if you ask for 200 word passage, it's not going to give you a 200 work house passage necessarily.

00:31:19.000 --> 00:31:30.000

It'll give you something around that because it's not counting. So we'd like to say like about or like a length, we could say paragraphs that's a little bit easier, but just something to know is a common misconception.

00:31:30.000 --> 00:31:36.000

So I'm gonna do is we're gonna hit enter. And what we've got now is we got a third grade reading level piece.

00:31:36.000 --> 00:31:41.000

So Harry Tubman was a brave woman who helped many people escape from slavery and to give some of those details.

00:31:41.000 --> 00:31:48.000

And then what we have now is the fifth grade. Reading level. So another you can already tell 2 things right away.

00:31:48.000 --> 00:31:57.000

One is it is longer and the second is we have more complex language, more complex comes like the lexile has increased, that level of content has increased.

00:31:57.000 --> 00:32:00.000

And now what we have is really interesting is that now we can have this piece where we can start to see a differentiated.

00:32:00.000 --> 00:32:10.000

Piece that we can now start to do together. And so utilizing, I would say like, it might be a little bit clandestine network might be a little high for my fifth graders.

00:32:10.000 --> 00:32:18.000

So I might want to say if I again using my expertise, I would say, a little high for my fifth graders.

00:32:18.000 --> 00:32:21.000

So I might wanna say if I, again, using my expertise, I would say like for the fifth

00:32:21.000 --> 00:32:31.000

The fifth grade. Lesson or the red reading. To use less complex. Vocabulary.

00:32:31.000 --> 00:32:37.000

But more complex, third grade.

00:32:37.000 --> 00:32:43.000

Then create a. Vocabulary list.

00:32:43.000 --> 00:32:57.000

And definitions for. This new passage. So what I'm doing now because I can see that this vocabulary is going to be something that my students need to know is I have now it's made it a lot shorter but it's definitely.

00:32:57.000 --> 00:33:11.000

Taken down the level of complexity. And then what I have is I start in place for a vocabulary lift and it's kind of funny but this is where you guys have to use your judgment because this is how funny is it that likes like smart is a vocab word.

00:33:11.000 --> 00:33:24.000

So I'm gonna say most likely this is like use these with your expertise in the terms of like what would actually be appropriate to your fifth grade level because again these tools don't do not have pedagogical knowledge like you do but I can use it as a starting place to get to get going.

00:33:24.000 --> 00:33:33.000

And so here's another example of how you can start to think about these tools as a really great place to get to a starting place.

00:33:33.000 --> 00:33:39.000

And if you're using something like a chat GT for a pay piece, what you're often gonna see is that you can actually get a higher quality.

00:33:39.000 --> 00:33:47.000

Output and yes, so I'll show you the. Lisa asked a question here.

00:33:47.000 --> 00:33:58.000

Here is the prompt itself. And also put up here as well for you, Lisa. And like, so we have it here and I will put this into the chat so you guys can just cut and paste that.

00:33:58.000 --> 00:34:02.000

So I'm gonna drop that into the chat so you can try along. Okay, so as you can see pretty great to get started.

00:34:02.000 --> 00:34:17.000

Definitely has some areas in which you have to use your expertise. But then is where you can start to see what you can start to differentiate that content, start to get not only a good passage, but then move forward.

00:34:17.000 --> 00:34:20.000

You can also upload a passage, which will look at that you can then create a better version of.

00:34:20.000 --> 00:34:35.000

By better I mean more targeted, more like engaging for your students or more appropriate. So here are some other great ideas that you can have in terms of how you think about using a Genera VA to create content.

00:34:35.000 --> 00:34:43.000

You got everything from base to passages based on student interest, a cultural or community connection. It could be seasonal or topical.

00:34:43.000 --> 00:34:48.000

We'll be looking at a Valentine's Day piece in a moment that's coming up here in the US.

00:34:48.000 --> 00:34:57.000

So happy about pre Valentine's Day everybody. You do skills based passages, social stories, word lists. There are all kinds of pieces that you can do.

00:34:57.000 --> 00:35:09.000

It's kind of, your creativity again is really the upper limit of this. The more creative you are, the easier it's going to be to get something interested and for your classroom.

00:35:09.000 --> 00:35:16.000

Okay, the next piece we're gonna talk about and I'll take like is gonna be about that usability of the text.

00:35:16.000 --> 00:35:32.000

And so this is so interesting, like we know we already did this. Actually, we already did this already where we changed a goal into a checklist, right, where we actually change the format of content, and to looking at where we can actually make this more usable for our students.

00:35:32.000 --> 00:35:41.000

And so this is where it's going to get really interesting is that AI is a power to increase that usability of content and change the format or transform the entire activity.

00:35:41.000 --> 00:35:47.000

And it's super, super cool. I really enjoy this because we know that some students do really well in different modalities.

00:35:47.000 --> 00:35:59.000

And so this is an opportunity to create a text, essentially create versions of attacks that really hit a student's modality while keeping the content the same or at least approximately the same.

00:35:59.000 --> 00:36:07.000

So what we're going to look at is we're actually going to look like look at We're gonna take, this usability of the text.

00:36:07.000 --> 00:36:12.000

And I think this is, is this is where I'm going to use Valentine's Day piece.

00:36:12.000 --> 00:36:24.000

Or not. Let me like, I remember which one I have to use. So I think this is again, we're going to looking at, I think actually we're looking at a.

00:36:24.000 --> 00:36:32.000

An already done lesson plan. So what we have here is like in this case is where Claude comes in or if you want to use Gemini.

00:36:32.000 --> 00:36:36.000

So this one is Valentine. So we will be doing the Valentine's Day pieces for this one.

00:36:36.000 --> 00:36:49.000

And so what we're gonna do is we're gonna to, the university, the the usability of the text, and it's going to have we can pick up long passages with headings, simplify language, highlight import information, convert to a list, etc.

00:36:49.000 --> 00:36:55.000

So I'm going to open up our Valentine's Day piece. Here we go.

00:36:55.000 --> 00:37:08.000

And so we have Valentine's Day here. Which is a piece that we've done and what we're gonna do is we're going to use So I'm gonna go to Cloud right now.

00:37:08.000 --> 00:37:09.000

So if you don't have access to Cloud, you can try this out on Gem and I.

00:37:09.000 --> 00:37:20.000

If you have Gem and I, which is going to be the new version of Bard and it'll actually let you use.

00:37:20.000 --> 00:37:30.000

Have to use it on different one. It will let you upload and something as well. And so what we're gonna do is we're gonna go to Cla and you can see the same thing.

00:37:30.000 --> 00:37:38.000

It's got context windows. It's also free. And what we can do now is we're going to upload this Valentine's Day history of Valentine's Day.

00:37:38.000 --> 00:37:51.000

I'm just gonna start with asking it to summarize. This document just so you guys get a little bit of a view of the functionality which is really important and let's try that some more time.

00:37:51.000 --> 00:37:59.000

There we go. Let's try it again. Yeah, it shows you it's here and then it's go summarize.

00:37:59.000 --> 00:38:05.000

This document.

00:38:05.000 --> 00:38:09.000

Here we go. And so it's thinking. And I'll just go back to like the usability of this text.

00:38:09.000 --> 00:38:17.000

So we're going to do is we're going to actually take. And modify. This text.

00:38:17.000 --> 00:38:21.000

Okay, so it has a summary of key points to the document the history of Valentine's Day.

00:38:21.000 --> 00:38:23.000

It originates from legend surrounding ancient Roman priest named Valentine. You know, just gives you that piece of information.

00:38:23.000 --> 00:38:31.000

And so now what I'm gonna say is I'm gonna use this You're a different content.

00:38:31.000 --> 00:38:37.000

So, and you're gonna say, I want to, we're gonna do this one. I want to create.

00:38:37.000 --> 00:38:48.000

A new version of this text for my third grade students. So the level of so please address.

00:38:48.000 --> 00:38:50.000

So adjust.

00:38:50.000 --> 00:38:57.000

The reading level. So I'm gonna start there. And so what I'm gonna do is use that part of that prompt.

00:38:57.000 --> 00:39:06.000

And we're gonna do this here. And Anna saying like Brisk is really good at this, a brisk has an extension that does a great job of modifying text, but here I go.

00:39:06.000 --> 00:39:11.000

Now we have a little bit more of a it's a story approach is changed into a narrative. I love Claude.

00:39:11.000 --> 00:39:16.000

I know it's not available to everyone, so I do apologize, but hopefully it will be soon.

00:39:16.000 --> 00:39:29.000

It takes, I think it's the best writer that I've seen, like the best AI writer, but we have now is we have this great example of like the same text that is going to now have a really great example of what we're looking at a version that is directed to my third graders.

00:39:29.000 --> 00:39:41.000

And so what we also can do is use the usability of the text is I want to now. Now separate.

00:39:41.000 --> 00:39:49.000

Or now we're gonna do now, organize. This reading. What's up with settings?

00:39:49.000 --> 00:39:58.000

And sub headings. To make it easier for my students. To understand.

00:39:58.000 --> 00:40:04.000

So we really know that those headings can create a path for everyone, which is really great. And so here's that the same thing.

00:40:04.000 --> 00:40:11.000

So now we have The sub headings. In this case, it's giving me, the sub headings and so it's very funny.

00:40:11.000 --> 00:40:22.000

I didn't give it a very good direction. So there we go. So now it's giving me actually like a list of the key points, which actually is a really kind of interesting piece of content that students can create their own.

00:40:22.000 --> 00:40:28.000

Their own kind of understanding of this and then you could have these simpler points. And so I would say is now, this was not what I meant.

00:40:28.000 --> 00:40:43.000

So, can you? Take the same passage. And just add a heading to each. See if that works better.

00:40:43.000 --> 00:40:50.000

I spell paragraph wrong. But we can try this again together.

00:40:50.000 --> 00:40:57.000

One more time. Oh, it's not gonna let me do it, every10, there we go.

00:40:57.000 --> 00:41:00.000

You have to be a little bit persistent, I will say. Like, I think that we're doing what I'm modeling for everybody right now is persistence.

00:41:00.000 --> 00:41:12.000

And so like this is like, it didn't work perfectly that first time and actually didn't want to work perfectly in the sense of it in but it's still taking me.

00:41:12.000 --> 00:41:18.000

We've been together with this section just about 5 min. But we can see is that here's this passage and now it's followed my direction.

00:41:18.000 --> 00:41:33.000

So I have the headings for each section. And in fact, I got a little bit of bonus content where now I have actually not only it in this form, which is going to be the narrative form, but I also have it in a like a forum of the, outline.

00:41:33.000 --> 00:41:41.000

And so this is just again, like I think it's so interesting in this moment in time, especially if you're going to be doing this, of like you're actually, you know, kind of running, you know, your resilience and your creativity is really what's going to be working.

00:41:41.000 --> 00:42:01.000

And so it really, I love this idea because sometimes what ends up happening is you have an idea of what you want and then you may not even realize that you wanted something also like this but just through like almost like serendipity it ends up happening so that's really cool.

00:42:01.000 --> 00:42:08.000

And so but this usability of text we can see it in a lot of different format. You can do it again and chat your team where we do the same thing.

00:42:08.000 --> 00:42:14.000

But all I'm doing now is instead of, instead of uploading the text, what I'm doing is I'm cutting it and pasting it in.

00:42:14.000 --> 00:42:24.000

So you can do the same thing. You can compare it. And so you could do those different pieces, but like it's really up to you again, like you're the, you're the choosing your own adventure here.

00:42:24.000 --> 00:42:32.000

So it's really like up to you what you like to do and what works best for you. And then the last piece is that enhancing those existing lesson plans.

00:42:32.000 --> 00:42:39.000

And so we have so much content everybody and some of it might be really good but maybe it doesn't have in the same level of like targeting today.

00:42:39.000 --> 00:42:51.000

I don't know, like maybe something has changed or you have a brand new set of students that now that they're like, you know, AI natives, we need to start thinking differently about what we do.

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

I don't know, we always have to like modify as we're thinking about this. We have a student that we really want to support that we just don't know how quite to do that.

00:42:59.000 --> 00:43:04.000

So what we want to do is now is look at how we can level up an existing lesson plan and actually improve it.

00:43:04.000 --> 00:43:13.000

So there are all kinds of ways to do that. Whether you could do where you can cut and paste it into chat, your other content, other conversational AI.

00:43:13.000 --> 00:43:20.000

But what we're actually going to do is we're going to use Cloud again and we're going to, look at this piece, which is going to be.

00:43:20.000 --> 00:43:27.000

Taking this, this lesson and we're going to add a hook. We're gonna we're gonna do a whole whole thing.

00:43:27.000 --> 00:43:32.000

We're gonna add a multi sensory activity and an area of collaboration and this very basic lesson plan.

00:43:32.000 --> 00:43:37.000

It's a it's good in the sense that like it's a great starting place. We got this online.

00:43:37.000 --> 00:43:46.000

It's totally fine, but it's maybe not as good as we want it to be. So what we're gonna do is I'm gonna go to our lesson plan that we have here.

00:43:46.000 --> 00:43:49.000

What's my area lesson plan? Then I'm gonna upload and I'm gonna start this new check, so I'm gonna make sure that it works.

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

Okay, so there we go. And what I'm gonna do now is I'm gonna cut and paste this in.

00:43:56.000 --> 00:44:03.000

Okay, so act as a special educator. It's gonna give me, some information because I just hit enter. So it's always gonna give you a summary.

00:44:03.000 --> 00:44:08.000

So you can see here the summary is that it's this idea of differentiating here. It's already good.

00:44:08.000 --> 00:44:14.000

Oh man, it already went to differentiation. How fascinating is that? That already went to differentiation.

00:44:14.000 --> 00:44:23.000

Without us even giving it that signal, which is super interesting. These models are fascinating and so many reasons but it's already giving me ideas around like differentiating in terms of pre teaching.

00:44:23.000 --> 00:44:32.000

Doing guided practice, encouraging students to help explain steps. and then you can keep going, which I, okay, so let's just talk about it.

00:44:32.000 --> 00:44:52.000

If we had 2 h together, we would keep going, but I had to keep us on track. And so this is just really fascinating because now what I can do is I can hit this so I have this no prompt okay so I want to revise the attached lesson plan to increase a multi sensory activity, an opportunity for students to collaborate with peers.

00:44:52.000 --> 00:45:01.000

And then I think I might pick something actually from this list too. So let's look together.

00:45:01.000 --> 00:45:08.000

Let's do and let's create a let's do.

00:45:08.000 --> 00:45:20.000

What are we gonna do? Let's do, Then also provide. Sentence frames.

00:45:20.000 --> 00:45:33.000

Or And Sessing Students. Hey, so we can do now. Okay, it's gonna it's gonna be a little bit of a Little bit of a paint in the butt.

00:45:33.000 --> 00:45:39.000

We're gonna get there. I believe in Claude, I believe in us everybody. I think we could do it.

00:45:39.000 --> 00:45:42.000

This what happens when it's free, right? Like it's great, but it's free.

00:45:42.000 --> 00:45:48.000

You have to be patient. Okay, one more time. Let's see if I can get it to go.

00:45:48.000 --> 00:45:52.000

No, I'm gonna try to do it in another chat window, see if we can convince that.

00:45:52.000 --> 00:45:57.000

Cause I really wanna show you all this, but you already got something cool already. In this, but I do want to try to get this to a place where I can show you all what it looks like.

00:45:57.000 --> 00:46:06.000

So I'm gonna upload the same document. We've got, sorry, the chat is in front of it, so I can't see it.

00:46:06.000 --> 00:46:11.000

There we go. Good.

00:46:11.000 --> 00:46:17.000

Oh man, I don't think it's gonna work today, but what I'll say is, like if you, this is something great for you to try on your own and what we might do is we might do an example where we can share.

00:46:17.000 --> 00:46:24.000

Oh, there's gonna go. Gonna go. We did it together. I think it's because you're all here with me.

00:46:24.000 --> 00:46:30.000

That it's working. So I really appreciate it and thank you. And the, is real.

00:46:30.000 --> 00:46:38.000

There's a little bit of a struggle like, you know, it's quite funny we're talking about this beforehand, but like these things are really, really new.

00:46:38.000 --> 00:46:42.000

But like you said, here we go. It's a little bit frustrating, but we got to where we needed to get to again and under 5 min.

00:46:42.000 --> 00:46:52.000

And so what it said now is here's some suggestions for doing this so that's a multisensory activity, peer collaboration.

00:46:52.000 --> 00:47:00.000

Oh, so interesting. Love the independent practice problems. There's now an RL assessment for the index card assessment.

00:47:00.000 --> 00:47:08.000

And what we could do is we can keep going with this and say now, now, let's see, it might not work for me right now because what's being a little bit finicky.

00:47:08.000 --> 00:47:21.000

The entire lesson plan. With these account these, changes. And it doesn't work for now, but you can see how I'm continuing to persevere and it's gonna do the thing.

00:47:21.000 --> 00:47:28.000

It's good. Like I was, I was tempting fate everybody. I was putting something into the world that probably wasn't gonna work, but it is gonna work now.

00:47:28.000 --> 00:47:34.000

And so, but this is how you keep going. So you've gotten us, I read that, I evaluated that, and now I have my updated lesson plan.

00:47:34.000 --> 00:47:47.000

So how cool is that? Like now we have this opportunity to have this like great lesson plan that has been updated and now has new terms and has all of these wonderful things that are part of this lesson plan.

00:47:47.000 --> 00:47:54.000

So I've taken this Lesson plan we found online that was okay. I got feedback on how to improve it.

00:47:54.000 --> 00:47:59.000

I use my expertise to identify the way I want to improve it. And then now I have a brand new lesson plans that it's going to be really, really interesting to do.

00:47:59.000 --> 00:48:20.000

And I think that this is where we're going to start to see like as you you know, you could do this on a magic school to diff at a brisk, but what's really great about it is it's always going to to do it this way it's you're gonna learn about the tools right you're learning how to use them but you're also going to be able to pinpoint target what you really

00:48:20.000 --> 00:48:22.000

want. And I think that that can be so great because as you're a special educator, you do need a pinpoint, right?

00:48:22.000 --> 00:48:38.000

Because you have a set of students that are different every year and sometimes every classroom. I mean, somebody and every day, I mean, sometimes we come into a classroom and maybe something isn't working and I've seen a little bit extra help before lunch.

00:48:38.000 --> 00:48:52.000

So that after lunch I have a better lesson plan that I just saw that my students are failing. So how can I add an accommodation quickly and I could go and talk to someone I could sit down and think about it and that always happens but that could happen but it's very hard for us to find the time and support to do that.

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

But with something like a chat, you to your cloud, now you have that assistant that you can go and you can do this now, right?

00:48:59.000 --> 00:49:05.000

And so such a really great way to do that. So last kind of big piece that we'll talk about before answer a couple questions.

00:49:05.000 --> 00:49:12.000

And I suppose say thank you everybody. Like this is real. Like we have a company and like we like generate like we work on General AI every day.

00:49:12.000 --> 00:49:26.000

We work with, you know, we're partner with Ela, but these things are new and they don't always work as intended, whether you're using Chat GVT or Claude directly or an application layer like a Magic Swill or DFID or School AI because these technologies are so new.

00:49:26.000 --> 00:49:33.000

And so we have to be resilient and a little bit like active, but I almost think it's more fun to see what doesn't work because sometimes you'll get that inspiration and actually think about what you really want.

00:49:33.000 --> 00:49:39.000

So all that to be said is that this is going to be like where we're looking at like other ideas for lesson enhancement.

00:49:39.000 --> 00:49:48.000

You can do UDL, you can re-format as a project. What a great idea.

00:49:48.000 --> 00:49:54.000

I was actually talking about the importance of authentic assessment. Yesterday and the district I was working on.

00:49:54.000 --> 00:50:08.000

Could I ask everybody like how many people actually do authentic assessment or like and like only one person said sometimes in a room of 35 people and it's not and then like how many people would like to and the hands went up very quickly.

00:50:08.000 --> 00:50:14.000

But here's how you can start thinking about like adding an authentic component. Reformatting as a project.

00:50:14.000 --> 00:50:22.000

Have a place for spiral view or scaffolding. Create connect to the real world like if kids really love fortnight or something like that.

00:50:22.000 --> 00:50:24.000

I don't know what are the kids like these days. But this is where roadblocks is very popular where you can start to create those connections.

00:50:24.000 --> 00:50:36.000

And so you can see this is really like there's just so many opportunities to drive this level of creativity.

00:50:36.000 --> 00:50:47.000

And when we are creative, which is such an important part of who we are as educators, especially special educators, is that creativity is often what makes us connect with our students and get them to a place of like where they really feel.

00:50:47.000 --> 00:50:58.000

And they are learning. And I think that that's something that's a little bit different. We think about general ed.

00:50:58.000 --> 00:51:10.000

We think about general ed, like we're kind of teaching to the middle sometimes because we have to like, you know, like we're kind of teaching to the middle sometimes because we have to like, you know, we have 35 kids and we're pushing, pushing, pushing, but with special education, you really can, you know, we get deeper with our kids and that's something that is really special.

00:51:10.000 --> 00:51:17.000

And I think that Jennifer, I can support you on that. So what I'm gonna do is it's just so, you know, good to have you all here.

00:51:17.000 --> 00:51:47.000

And I just wanna say thank you to everyone in the chat. You guys have been so lovely and there's so many good like you shared.

00:51:49.000 --> 00:52:04.000

I'm here for you today, whatever you want me to answer. And I'll start with Jessica who's been super patient and hopefully still here.

00:52:04.000 --> 00:52:11.000

So she talked about how Cloud and other AI are blocked by my district. You can experiment at home, but do you have suggestions about what I can share with my IT and a man that this is accessible during work hours. And so this is a really great question.

00:52:11.000 --> 00:52:14.000

I actually think that, Calendly might be on, still on the call, she's done this as well.

00:52:14.000 --> 00:52:16.000

I know a lot of educators and early adopters have been working towards like essentially building a case for using generative AI, especially in and around planning.

00:52:16.000 --> 00:52:28.000

And so what we would suggest is, you know, create a couple the same way that maybe you share this.

00:52:28.000 --> 00:52:36.000

Webinar with them or some of the resources that we have and then say like this is how I would use it, you know, here are some of the tools it's free.

00:52:36.000 --> 00:52:43.000

Here's how we were thinking about guidelines. We would not be sharing any identifiable information from students and then try to have that conversation.

00:52:43.000 --> 00:52:49.000

If you always need a pinch hitter, Jessica, we can always chat too. We talked to a lot of schools and districts about this work.

00:52:49.000 --> 00:52:59.000

It often is coupled with the doing an introduction to generative AI and then people feel including administrators feel a lot more comfortable having this brought in because they know it will be used responsibly.

00:52:59.000 --> 00:53:03.000

So that's a great question. Thank you so much, Jessica, and good luck with that.

00:53:03.000 --> 00:53:10.000

I really hope that you're going to be able to do that. And so, as far as we have a question from Lisa, we're actually, it's really interesting.

00:53:10.000 --> 00:53:17.000

So we're actually building Lisa a little bit of a guide around how we use the different tools, especially now that Gemini is out.

00:53:17.000 --> 00:53:22.000

And so we'll do, we'll have that coming. So just look out for that Lisa and we'll make sure to share.

00:53:22.000 --> 00:53:27.000

So Charlotte asked about the idea of how, why we had to add different types of formatting.

00:53:27.000 --> 00:53:35.000

So sometimes it makes a difference to put, let's say if you're using chat, and you're going to have a piece of text that you want to answer.

00:53:35.000 --> 00:53:42.000

If you put triple quotes around it. It just does a better job of knowing that is what you want it to look at.

00:53:42.000 --> 00:53:52.000

And so it's just as little tips and tricks that we have, but you'll see in our in our prompt library, they're formatted for you so you can just cut and paste.

00:53:52.000 --> 00:53:55.000

Okay, awesome. We're gonna keep rolling. Do it by order. So Kathleen ask the question.

00:53:55.000 --> 00:54:07.000

Oh actually so Darnell I'm sorry I missed you. So we asked a question about brainstorming, be a good place to prompt, to provide effective, effective focus objectives and questions.

00:54:07.000 --> 00:54:16.000

Yeah, I think absolutely. I mean, this is where it gets really interesting. I mean, you could create a set of questions literally based on each student's interest.

00:54:16.000 --> 00:54:27.000

You can have like, here's a question that I want, these effective effective questions, and now I want a version for a student that loves soccer and I want a version of a student who loves playing music are a student that is really engaged by dinosaurs.

00:54:27.000 --> 00:54:36.000

And so we can do as you can start to have that question set that you like. You built it and now what you can do is create those differentiated sections.

00:54:36.000 --> 00:54:47.000

So great question, Darnell. Kathleen, what can convert words to graphics and make it more universally designed?

00:54:47.000 --> 00:54:56.000

So there's some cool ones. There's some cool, multimedia tools. You have Microsoft Co-pilot has a image creator for free.

00:54:56.000 --> 00:55:01.000

You could use that, you could use, Gemini also has an image creator now.

00:55:01.000 --> 00:55:02.000

We had a little bit more time I would show you but it actually does a pretty good job.

00:55:02.000 --> 00:55:10.000

It won't create images of people, but you could put something into like creating like a graphic.

00:55:10.000 --> 00:55:14.000

I will say that one of the biggest parts of hallucination right now, remember we talked about who's nation is when it's inaccurate.

00:55:14.000 --> 00:55:26.000

And so that's why you have to use your expertise is that often what happens is an image generator will the words will be messed up and I think that's where it gets kind of crazy.

00:55:26.000 --> 00:55:31.000

And so you have to be a little bit careful if you want it to be very word heavy and in text to image.

00:55:31.000 --> 00:55:36.000

It's probably gonna have some misspellings. And some whack-a-doodle stuff.

00:55:36.000 --> 00:55:45.000

So just know that going in. But thank you for that question, Kathleen. Okay, we have time for like one more question.

00:55:45.000 --> 00:55:52.000

Maybe 2 if I don't go too quickly for everybody. I'm also gonna ask Amanda if you could drop in our form or feedback for him.

00:55:52.000 --> 00:55:57.000

I know we missed a little bit, couple of people heading out, but if we can do that, that would be awesome.

00:55:57.000 --> 00:56:06.000

But like, I'm, to, to, to meet question. So researching in the impact of AI and youth career readiness, my question was how can we actively involve using A as a coach for sessions?

00:56:06.000 --> 00:56:20.000

What do you think about it and how you let look like? So to me, I would say that right now we do see that students and some teachers are using something like a school AI or other types of, essentially like assistance that can be used as a coach.

00:56:20.000 --> 00:56:27.000

I know that school joy. Has the I love how they're just so many names but school joy has a career coach so meet you might wanna look that up.

00:56:27.000 --> 00:56:48.000

I know their founder is really nice. So I say is that we're not quite at the point where these coaching opportunities are very strong yet because you saw me today like the level of inc consistency right and it doesn't always work the way we want to, but I would say that like we're going to see very quickly more and more of these tools that can act as coaches.

00:56:48.000 --> 00:56:59.000

And some of them are also being built to be teachable agents where students actually coach the AI. I think with a little bit of patience on that, we're gonna see those in the next 24 months, definitely.

00:56:59.000 --> 00:57:03.000

Okay, so for Chris, a last one, this is so, and unless I just build some GPT is go, Melissa.

00:57:03.000 --> 00:57:13.000

And so, so Chris has a question about FERPA and soon privacy acts. You have to be really, really careful.

00:57:13.000 --> 00:57:30.000

These tools are not like, like there are some tools that are being built that are FERPA and COPA compliant, especially those that are not the conversational AI tools that we look at that are the open playing field for things like building today like Chatty T, Claude and Gemini.

00:57:30.000 --> 00:57:38.000

So we are we say very very strongly that you need to be incredibly cautious around what you share and what you identify to use around those laws.

00:57:38.000 --> 00:57:43.000

And so we'll be talking a lot more about that in the next session, which will be focused on that IIP process, which really has a lot of protections in place.

00:57:43.000 --> 00:57:57.000

So what we want to do is like, so, okay, what I would love everyone to do is can you please Say thank you to each other and then welcome Tria back onto the stage as a wrap up.

00:57:57.000 --> 00:58:04.000

I'm sorry Sarah and I didn't get to your questions but I will definitely answer them in the next session, especially about siding vice.

00:58:04.000 --> 00:58:08.000

I just want to say thank you to everybody. There's a couple of ways that you can keep in touch with us.

00:58:08.000 --> 00:58:17.000

Which I'll talk about in a moment. I'm a lot, TRE, TREAT, TREATY, take us home and sense of like how you can keep interacting and any final words that you have.

00:58:17.000 --> 00:58:22.000

Thank you, Amanda, so much and thank you everyone who joined us today and engaged with the content we have.

00:58:22.000 --> 00:58:37.000

I just want to share that this is part of a larger series. I know that Amanda said that too, but join us next week if you want to catch us live or continue to look through these resources that we're providing post our live sessions in February.

00:58:37.000 --> 00:58:44.000

I'm going to drop in the chat and thank you Jackie actually for already dropping it. Our website and our email.

00:58:44.000 --> 00:58:52.000

You can learn more about the educating all learners alliance at educating all learners. Org or sending to us an email if you want to.

00:58:52.000 --> 00:58:58.000

If you have a resource that you want to share or if you want to learn more, we'd love to start some conversations with you all.

00:58:58.000 --> 00:59:03.000

So thank you again all so much and looking forward to seeing you again all so much and looking forward to seeing you next time.

00:59:03.000 --> 00:59:07.000

Thank you so much. I mean, we wouldn't be doing this without you guys without your support.

00:59:07.000 --> 00:59:10.000

It's been amazing. I'll just go back to like how you can in touch with us.

00:59:10.000 --> 00:59:17.000

And so just thank you everybody for being here with us. I know I can't see you all, everybody for being here with us.

00:59:17.000 --> 00:59:20.000

I know I can't see you all, but I definitely feel your presence. I just really appreciate it.

00:59:20.000 --> 00:59:24.000

We have our prompt library. We've got our free course. You can surprise for our newsletter.

00:59:24.000 --> 00:59:34.000

I've also put in our, our email so you can say hello that way if there's a question you have and then what we're gonna do is next time, okay, next time we're gonna be talking about.

00:59:34.000 --> 00:59:42.000

Oh man, what keeps us up at night? The thing that has gotten, I only think harder for us since I stopped teaching, which is that IAP process.

00:59:42.000 --> 00:59:49.000

We're gonna really be focusing on what is safe and responsible. As you see tools are new, we're gonna do the same thing.

00:59:49.000 --> 00:59:52.000

It will be high, high energy. We'll be looking at demonstrations. We're talking about what we can do together.

00:59:52.000 --> 00:59:55.000

And we'll also have another key guest so you can hear about what it means in the field. So I just want to say thank you.

00:59:55.000 --> 01:00:04.000

I got you out. Right on time. Everyone that was here with us live today and those that you're gonna be watching it later.

01:00:04.000 --> 01:00:07.000

We just really appreciate you all. I hope you have a beautiful day wherever you are. And yeah, just thank you so much for joining.

01:00:07.000 --> 01:00:14.000

Thanks everybody.