0:00:06.692,0:00:08.040 - Hi, everyone. Welcome. 0:00:08.040,0:00:09.300 As you are joining, 0:00:09.300,0:00:12.270 please feel free to put in[br]the chat what brought you 0:00:12.270,0:00:13.650 to this webinar today. 0:00:13.650,0:00:16.560 We'd love to hear the things[br]that you would like to learn, 0:00:16.560,0:00:18.310 and we will start in just a minute. 0:00:44.058,0:00:44.891 All right. 0:00:46.380,0:00:49.260 Well, in honor of[br]International Day of Women 0:00:49.260,0:00:50.640 and Girls in Science, 0:00:50.640,0:00:53.370 it is a pleasure to have these experts 0:00:53.370,0:00:56.070 and leaders in science education with us. 0:00:56.070,0:00:58.410 Special thank you to Donna and Melissa. 0:00:58.410,0:01:02.040 You'll get to know them and[br]their roles in today's session. 0:01:02.040,0:01:04.770 I'm Sarah, I'm a proud former[br]high school science teacher 0:01:04.770,0:01:07.320 who's gonna be leading today's discussion. 0:01:07.320,0:01:09.000 And at Khan Academy, 0:01:09.000,0:01:12.510 we are focused on helping[br]districts drive student learning 0:01:12.510,0:01:14.250 and close skill gaps. 0:01:14.250,0:01:17.700 And AI is just one of those[br]tools in the educators' toolkit 0:01:17.700,0:01:19.680 to be able to facilitate this. 0:01:19.680,0:01:22.743 So, let's hear what Donna[br]and Melissa have to say. 0:01:25.080,0:01:28.320 Melissa, you are a[br]little bit of a celebrity 0:01:28.320,0:01:29.153 in your own right. 0:01:29.153,0:01:31.020 You've been featured on "60 Minutes" 0:01:31.020,0:01:35.160 and "CBS News" for your work[br]in AI and science education. 0:01:35.160,0:01:36.390 Can you share a little bit 0:01:36.390,0:01:38.250 about what that's been like for you 0:01:38.250,0:01:40.533 and what it means to science education? 0:01:41.640,0:01:44.550 - It was a really exciting[br]opportunity for me 0:01:44.550,0:01:47.760 to actually be able to showcase the work 0:01:47.760,0:01:50.640 that we're doing here at Hobart[br]High School with Khanmigo, 0:01:50.640,0:01:52.410 especially in the science classroom, 0:01:52.410,0:01:56.550 I feel like sometimes[br]science takes a backseat 0:01:56.550,0:01:59.310 to some of the other[br]subject areas like math 0:01:59.310,0:02:00.143 and language arts, 0:02:00.143,0:02:02.160 because math and language arts are tested 0:02:02.160,0:02:07.160 a lot more than sciences,[br]especially on a national level. 0:02:07.650,0:02:10.650 And it was really cool to[br]be able to get out there 0:02:10.650,0:02:11.730 and show science 0:02:11.730,0:02:14.280 and also show how we're[br]integrating Khanmigo 0:02:14.280,0:02:16.170 into the science classroom. 0:02:16.170,0:02:19.320 And I also feel like it's an opportunity 0:02:19.320,0:02:20.970 to show that science is a place 0:02:20.970,0:02:23.520 where all other disciplines[br]can come together 0:02:23.520,0:02:25.020 to solve problems. 0:02:25.020,0:02:27.600 And so, that's really[br]what we wanna teach kids, 0:02:27.600,0:02:29.340 is to be really good problem solvers. 0:02:29.340,0:02:32.010 We wanna teach them[br]critical thinking skills 0:02:32.010,0:02:33.570 and the things that they're going to need 0:02:33.570,0:02:36.720 to be able to solve the future issues 0:02:36.720,0:02:38.460 that we might be facing. 0:02:38.460,0:02:40.470 We know that science careers are growing 0:02:40.470,0:02:42.210 and we need kids to be able 0:02:42.210,0:02:45.990 to not just feed back information to us 0:02:45.990,0:02:46.980 that we've told them, 0:02:46.980,0:02:48.780 but we need them to be[br]able to build on that 0:02:48.780,0:02:53.547 and deepen their understanding[br]of scientific principles 0:02:54.420,0:02:56.580 and apply those to solve[br]real world problems. 0:02:56.580,0:03:00.360 So, it was really exciting to[br]be able to be on "60 Minutes" 0:03:00.360,0:03:04.110 and kind of show my science[br]classroom a little bit. 0:03:04.110,0:03:04.943 - Yeah, that's great. 0:03:04.943,0:03:06.570 I love the whole problem[br]solving piece of it. 0:03:06.570,0:03:09.690 I think that's what kind[br]of drives us all to science 0:03:09.690,0:03:11.700 and being a science teacher.[br]- Yeah. 0:03:11.700,0:03:12.690 But Donna, let's go to you. 0:03:12.690,0:03:16.800 What specific science skill[br]gaps have you seen in students? 0:03:16.800,0:03:19.350 How have you aimed to[br]tackle these in the past? 0:03:19.350,0:03:22.560 And then how do you think[br]AI helps kind of with some 0:03:22.560,0:03:25.080 of those skill gap challenges? 0:03:25.080,0:03:26.730 - Yeah, absolutely. 0:03:26.730,0:03:29.370 So, one thing that I noticed with my ninth 0:03:29.370,0:03:32.250 and 10th graders is that they[br]were coming from middle school 0:03:32.250,0:03:34.890 and they were coming with huge variations 0:03:34.890,0:03:38.160 in what they were able[br]to do and what they knew. 0:03:38.160,0:03:39.870 And so, it was really[br]critical to make sure 0:03:39.870,0:03:42.360 that I got 'em all on the same page 0:03:42.360,0:03:44.040 right before we started a lesson. 0:03:44.040,0:03:46.350 And this also applies to students 0:03:46.350,0:03:47.550 when they're absent a lot too. 0:03:47.550,0:03:49.290 So, this usually helped with that. 0:03:49.290,0:03:52.050 And so, one thing that I would[br]do is start off my lessons 0:03:52.050,0:03:54.450 with some sort of hook or an opener, 0:03:54.450,0:03:56.760 something that was relatable[br]to all of my students 0:03:56.760,0:03:59.640 and something that we can[br]consistently come back to, 0:03:59.640,0:04:01.140 to build on our knowledge. 0:04:01.140,0:04:02.910 So, that was one big gap 0:04:02.910,0:04:05.520 and one big struggle for me as a teacher, 0:04:05.520,0:04:08.220 is to try and make sure[br]I'm hitting my students 0:04:08.220,0:04:09.510 and meeting them where they're at, 0:04:09.510,0:04:11.220 hitting my context properly, 0:04:11.220,0:04:13.500 and trying to blend what they knew 0:04:13.500,0:04:15.420 and what they were able to do 0:04:15.420,0:04:17.640 with where I wanted to get them to. 0:04:17.640,0:04:18.473 So, that was one. 0:04:18.473,0:04:19.830 And then one other I'll talk about, 0:04:19.830,0:04:21.270 and I know Melissa can talk to this one 0:04:21.270,0:04:22.860 a little bit as well, 0:04:22.860,0:04:26.370 is a skill gap that I think[br]we see in not just science, 0:04:26.370,0:04:28.710 it's also in other domains, 0:04:28.710,0:04:30.930 is students being able[br]to explain their thinking 0:04:30.930,0:04:34.680 and being able to explain how[br]they got to the conclusions 0:04:34.680,0:04:36.630 that they got to, explain the reasoning, 0:04:36.630,0:04:38.820 apply the knowledge[br]that they just learned. 0:04:38.820,0:04:40.710 'Cause it's not just[br]about the definitions, 0:04:40.710,0:04:43.140 it's also about how did you get there? 0:04:43.140,0:04:45.030 What was your thought[br]process to get you there? 0:04:45.030,0:04:47.250 And some of the ways that I resolved that 0:04:47.250,0:04:50.070 when I was back in the[br]classroom, just paper and pencil, 0:04:50.070,0:04:52.500 just have the kids writing it out. 0:04:52.500,0:04:54.990 Because often, you think[br]of your shy students 0:04:54.990,0:04:56.970 and for them to be able[br]to raise their hand 0:04:56.970,0:04:58.110 in front of all their peers 0:04:58.110,0:05:00.810 and practice explaining[br]their thinking, right, 0:05:00.810,0:05:02.430 that's not gonna happen. 0:05:02.430,0:05:04.620 So, just paper and pencil, usually. 0:05:04.620,0:05:06.150 As technology advanced, 0:05:06.150,0:05:07.680 we started using our Google forms 0:05:07.680,0:05:09.420 and having 'em type them out. 0:05:09.420,0:05:12.540 But ultimately, that all comes[br]back to the teacher, right? 0:05:12.540,0:05:15.330 All of those 30 kids, five classes, 0:05:15.330,0:05:16.680 that's all coming back to you 0:05:16.680,0:05:18.600 and you need to give them each feedback, 0:05:18.600,0:05:20.730 and that happens often in science class 0:05:20.730,0:05:22.650 where they're explaining their thinking. 0:05:22.650,0:05:26.100 So, while the human in the[br]loop is super important there, 0:05:26.100,0:05:28.590 it's also very, very time-consuming 0:05:28.590,0:05:30.360 to be able to do that every time. 0:05:30.360,0:05:31.890 So, I'm gonna kick it over to Melissa, 0:05:31.890,0:05:32.723 who's actually come up 0:05:32.723,0:05:36.267 with some really awesome[br]ideas utilizing AI 0:05:36.267,0:05:39.420 and Khanmigo to help[br]with some of these issues 0:05:39.420,0:05:40.800 that we run into. 0:05:40.800,0:05:42.300 - Yeah, absolutely. 0:05:42.300,0:05:45.210 Khan is just a buffet of opportunities, 0:05:45.210,0:05:48.660 Khan and Khanmigo to help[br]bridge those skill gaps. 0:05:48.660,0:05:50.370 I, too, notice a lot of skill gaps. 0:05:50.370,0:05:52.770 Some of them are as they're[br]moving up from middle school, 0:05:52.770,0:05:55.770 some of them are still existing[br]because of the pandemic. 0:05:55.770,0:05:59.347 So, in chemistry, I see some[br]math skill gaps that are there. 0:05:59.347,0:06:03.480 And sometimes I'll just[br]use Khan Academy content. 0:06:03.480,0:06:06.210 So, if we're having an issue[br]with something like rounding 0:06:06.210,0:06:08.130 when we're doing significant figures, 0:06:08.130,0:06:10.440 I'll identify something in Khan Academy 0:06:10.440,0:06:12.120 in the content that is there 0:06:12.120,0:06:16.110 to help students maybe[br]remediate that skill gap just 0:06:16.110,0:06:18.750 a little bit, especially if[br]I notice it across the board. 0:06:18.750,0:06:21.420 I can also individualize that to students. 0:06:21.420,0:06:25.740 And the really nice thing[br]about the AI component 0:06:25.740,0:06:28.590 is that they have a[br]companion in the corner, 0:06:28.590,0:06:30.450 Khanmigo is in the corner for them. 0:06:30.450,0:06:33.720 So, as they're working[br]through some of the activities 0:06:33.720,0:06:36.120 and problems that are in Khan course, 0:06:36.120,0:06:38.250 they can get real-time tutoring 0:06:38.250,0:06:41.010 and that can kind of[br]help them step-by-step 0:06:41.010,0:06:43.290 and they can explain their reasoning 0:06:43.290,0:06:45.420 and the way that they're[br]thinking about it. 0:06:45.420,0:06:49.690 And I think it makes it[br]overall okay to be wrong 0:06:51.570,0:06:54.930 and okay to maybe not[br]understand something. 0:06:54.930,0:06:59.100 And so, it's less intimidating[br]when you're with Khanmigo, 0:06:59.100,0:07:02.130 or you're with AI to[br]make a mistake than it is 0:07:02.130,0:07:04.470 to make a mistake in the[br]front of the classroom. 0:07:04.470,0:07:06.030 And so, in my classroom, 0:07:06.030,0:07:07.860 we also use TutorMe Math and Science, 0:07:07.860,0:07:10.587 that's the learning[br]activities for students. 0:07:10.587,0:07:12.300 And so, I will allow students 0:07:12.300,0:07:14.100 to have that open during bell work, 0:07:14.100,0:07:16.260 or during an exit ticket, 0:07:16.260,0:07:19.680 because sometimes the most[br]intimidating thing is to have, 0:07:19.680,0:07:22.230 we all went to school when[br]you popcorn around the room 0:07:22.230,0:07:25.140 and you start calling on[br]students and you're terrified, 0:07:25.140,0:07:25.973 you're absolutely terrified 0:07:25.973,0:07:28.200 that you're not gonna be[br]able to answer the question. 0:07:28.200,0:07:31.950 And so, if you have that[br]there and you can maybe, woo, 0:07:31.950,0:07:33.720 really, I thought I got it yesterday, 0:07:33.720,0:07:34.950 or I thought I got it during class, 0:07:34.950,0:07:36.330 but I really don't get it. 0:07:36.330,0:07:37.890 They can type in a few sentences 0:07:37.890,0:07:40.860 and that exchange maybe[br]deepens their knowledge 0:07:40.860,0:07:44.670 if they already understood, or[br]maybe it helps scaffold them. 0:07:44.670,0:07:47.310 So, it is like a live scaffold. 0:07:47.310,0:07:49.560 I can't be in all places at all times, 0:07:49.560,0:07:52.740 and so it does help kind[br]of plug in those gaps. 0:07:52.740,0:07:57.600 And I love that it adapts[br]to the level of my learner. 0:07:57.600,0:08:00.870 And one of the things that[br]I've been trying to do, 0:08:00.870,0:08:03.330 and I've been playing[br]with quite a bit more, 0:08:03.330,0:08:05.970 is we're able to assign those activities, 0:08:05.970,0:08:08.550 like TutorMe Math and Science in Khanmigo, 0:08:08.550,0:08:12.780 and I can customize the[br]discourse with a prompt. 0:08:12.780,0:08:16.200 And so, I know that students[br]are gonna be guided down 0:08:16.200,0:08:19.770 a path towards where I need them to go, 0:08:19.770,0:08:21.450 but at the same time, 0:08:21.450,0:08:25.170 the AI is going to adjust[br]the level of communication 0:08:25.170,0:08:27.090 with where that student is at. 0:08:27.090,0:08:29.640 So, when we talk about[br]adaptive assessment, 0:08:29.640,0:08:32.310 when we talk about scattered skills, 0:08:32.310,0:08:34.740 when we talk about leveled learning, 0:08:34.740,0:08:37.860 this is exactly what AI offers 0:08:37.860,0:08:39.720 that I've been trying to do, right? 0:08:39.720,0:08:41.850 I mean, absolutely every[br]single teacher out there 0:08:41.850,0:08:44.190 is trying to level learning, 0:08:44.190,0:08:45.810 but sometimes you're[br]trying to level learning 0:08:45.810,0:08:47.160 to 32 different kids 0:08:47.160,0:08:49.470 and you sometimes end up with the kids 0:08:49.470,0:08:51.450 that you know are super struggling. 0:08:51.450,0:08:54.090 But what happens to the[br]kids that are in the middle, 0:08:54.090,0:08:56.370 and what happens to the[br]kids that need enrichment 0:08:56.370,0:08:57.660 when you're doing that? 0:08:57.660,0:09:01.800 And so, it is able to customize[br]the learning experience 0:09:01.800,0:09:06.000 for the student based around[br]what I want the discussion 0:09:06.000,0:09:08.160 to be about in my science classroom, 0:09:08.160,0:09:11.950 which to me is how you really address gaps 0:09:12.930,0:09:15.360 as you meet the learner[br]right where they are. 0:09:15.360,0:09:18.630 And you scaffold, and that's[br]what we do as teachers, 0:09:18.630,0:09:21.063 but you can also scaffold with the AI. 0:09:22.560,0:09:24.840 - Yeah, so, Melissa, let's[br]stay on that path a little bit. 0:09:24.840,0:09:26.670 You're talking about differentiation 0:09:26.670,0:09:30.390 and how you can really meet[br]the students where they are 0:09:30.390,0:09:32.160 to identify their skill gaps. 0:09:32.160,0:09:33.450 Can you go a little bit further then 0:09:33.450,0:09:36.120 and talk about how you use Khanmigo 0:09:36.120,0:09:37.770 and student engagement? 0:09:37.770,0:09:40.320 What are you seeing of[br]students being engaged more 0:09:40.320,0:09:43.470 in your classroom by using Khanmigo? 0:09:43.470,0:09:45.960 - I have great examples of engagement. 0:09:45.960,0:09:47.130 I wanna just start with one 0:09:47.130,0:09:50.100 that happened around final exam time. 0:09:50.100,0:09:52.080 And this came from one of my colleagues. 0:09:52.080,0:09:54.450 So, we teach the same course, 0:09:54.450,0:09:55.680 and in another course, 0:09:55.680,0:09:59.970 one of the students absolutely[br]aced the final exam. 0:09:59.970,0:10:01.770 And this was in a higher level, 0:10:01.770,0:10:05.700 dual credit, AP level course. 0:10:05.700,0:10:08.737 They absolutely aced it[br]and the teacher said, 0:10:08.737,0:10:10.560 "Well, what was your strategy?" 0:10:10.560,0:10:15.060 And she said, "Well, I took[br]your review for the final 0:10:15.060,0:10:17.340 and I put it into Khanmigo. 0:10:17.340,0:10:20.760 And I asked Khanmigo to make[br]similar questions for me, 0:10:20.760,0:10:24.510 especially with the questions[br]that I was struggling with." 0:10:24.510,0:10:27.570 And so, it empowers students, 0:10:27.570,0:10:29.403 it helps them build confidence. 0:10:30.439,0:10:32.430 I mean, I think our whole job as teachers 0:10:32.430,0:10:34.260 is we have to get away from IDK, 0:10:34.260,0:10:36.390 which is "I don't know," right? 0:10:36.390,0:10:39.780 So, instead of just[br]saying, "I don't know," 0:10:39.780,0:10:44.780 we're teaching students how to[br]behave when they don't know. 0:10:45.090,0:10:47.340 And so, when you don't know the answer, 0:10:47.340,0:10:49.380 and that's really what it about, 0:10:49.380,0:10:50.640 if you're gonna enter the workplace, 0:10:50.640,0:10:51.840 you're gonna go to college, 0:10:51.840,0:10:55.380 how are you going to[br]behave when you don't know? 0:10:55.380,0:10:57.720 And AI is one of the tools 0:10:57.720,0:11:00.150 that our students are gonna[br]have in their tool belt, 0:11:00.150,0:11:02.250 regardless of where they go next in life. 0:11:02.250,0:11:06.420 And so, when we start to[br]reinforce those behaviors, 0:11:06.420,0:11:09.750 we start to see students as[br]they learn to communicate 0:11:09.750,0:11:13.116 and they learn to interact with Khanmigo, 0:11:13.116,0:11:16.710 or any other AI, 0:11:16.710,0:11:21.710 is that they are learning[br]that they can expand 0:11:21.990,0:11:24.210 on their own thinking 0:11:24.210,0:11:25.920 and they're learning that they can do that 0:11:25.920,0:11:28.080 through dialogue and discourse. 0:11:28.080,0:11:30.910 And I think those are[br]really important things 0:11:32.280,0:11:34.800 for students to learn in terms of skills 0:11:34.800,0:11:37.443 for later on in life and skills today. 0:11:38.910,0:11:40.533 What else do I have students do? 0:11:41.970,0:11:43.140 I guess, just again, 0:11:43.140,0:11:45.330 going back to bell[br]ringers or exit tickets, 0:11:45.330,0:11:46.680 I don't have a place to start. 0:11:46.680,0:11:49.140 Okay, you don't have a place to start. 0:11:49.140,0:11:52.800 So, let's think about[br]where might we start? 0:11:52.800,0:11:55.500 And like you said, I said[br]earlier, and Donna said, 0:11:55.500,0:11:57.630 you can't be in all places at once, 0:11:57.630,0:11:59.730 but students are building[br]the competence to go ahead 0:11:59.730,0:12:00.757 and open that up and say, 0:12:00.757,0:12:02.100 "Okay, I'm just gonna[br]ask a quick question. 0:12:02.100,0:12:03.780 I really don't know." 0:12:03.780,0:12:06.240 And I don't know how many of you grew up 0:12:06.240,0:12:08.190 with back of the book answers. 0:12:08.190,0:12:11.100 I lived for those, I hated that[br]they were only on the odds, 0:12:11.100,0:12:14.640 but it's also a place where my students go 0:12:14.640,0:12:18.210 to just make sure they're[br]on the right track, right? 0:12:18.210,0:12:20.940 So, you've got this back of the book 0:12:20.940,0:12:21.810 that you're flipping to, 0:12:21.810,0:12:22.980 and sometimes those back of the books 0:12:22.980,0:12:25.830 is just this isolated[br]answer that's sitting there 0:12:25.830,0:12:27.120 and you're like, "I[br]didn't get that answer, 0:12:27.120,0:12:29.100 and so now I'm off the rails," 0:12:29.100,0:12:31.590 and you don't have to be[br]off the rails anymore. 0:12:31.590,0:12:33.780 And so, when they get away from me 0:12:33.780,0:12:34.980 and they're at home at night, 0:12:34.980,0:12:38.100 and I can't tell you through[br]the years how many videos 0:12:38.100,0:12:40.410 that I made and sent to[br]kids answering questions 0:12:40.410,0:12:42.480 because they knew they[br]got the wrong answer, 0:12:42.480,0:12:44.370 but they didn't know[br]how to work the problem. 0:12:44.370,0:12:48.180 And I'm not getting that as much anymore 0:12:48.180,0:12:51.600 because they have a personalized[br]tutor that they can go to 0:12:51.600,0:12:53.970 and ask those questions[br]and get that resolved 0:12:53.970,0:12:55.470 before they come in the next day. 0:12:55.470,0:13:00.300 I'm also having less examples[br]of incompleted homework. 0:13:00.300,0:13:02.947 So, I used to walk into[br]the classroom and be like, 0:13:02.947,0:13:03.870 "Okay, were there questions? 0:13:03.870,0:13:05.190 Yeah, I didn't get the whole assignment, 0:13:05.190,0:13:06.780 I just didn't get it. 0:13:06.780,0:13:08.190 Okay, what didn't you get? 0:13:08.190,0:13:09.960 Let's start here." 0:13:09.960,0:13:11.700 A lot less of that. 0:13:11.700,0:13:13.297 So, I'm getting a lot more of, 0:13:13.297,0:13:15.510 "I really struggled with this one, 0:13:15.510,0:13:16.890 and I did ask Khanmigo, 0:13:16.890,0:13:18.990 but I'm still kind of, 0:13:18.990,0:13:21.900 I need more practice or I'm[br]needing more explanation." 0:13:21.900,0:13:24.870 And so, we're really getting into a level 0:13:24.870,0:13:27.183 where we're able to move[br]the learning forward. 0:13:28.170,0:13:29.370 I don't know if I answered the question. 0:13:29.370,0:13:30.885 - You did. You did a great job. 0:13:30.885,0:13:32.460 - Okay.[br]- Yeah, absolutely. 0:13:32.460,0:13:35.580 - And then, even to add to[br]that student engagement piece, 0:13:35.580,0:13:36.930 in the districts that I work with, 0:13:36.930,0:13:38.760 one of the Khanmigo teacher tools 0:13:38.760,0:13:42.330 that I really like to[br]put onto teachers' radar 0:13:42.330,0:13:44.520 is the Real World Context Generator, 0:13:44.520,0:13:45.780 because we've all had students 0:13:45.780,0:13:48.000 who don't wanna go into science, 0:13:48.000,0:13:50.040 who aren't gonna go down[br]that scientific path, 0:13:50.040,0:13:52.650 maybe they wanted to go into the trades. 0:13:52.650,0:13:54.930 So, you can take the concepts[br]that you're teaching, 0:13:54.930,0:13:59.430 like mitosis, and have Khanmigo[br]relate that to plumbing, 0:13:59.430,0:14:02.490 or carpentry, or whatever[br]that student wants to do. 0:14:02.490,0:14:03.450 And Khanmigo can do 0:14:03.450,0:14:05.970 some really great connections[br]between those things. 0:14:05.970,0:14:07.807 So, if you wanna engage students about, 0:14:07.807,0:14:09.390 "Why do I have to learn this, right?" 0:14:09.390,0:14:11.790 The age old question that we always get, 0:14:11.790,0:14:14.250 that Khanmigo teacher[br]tool's a really powerful one 0:14:14.250,0:14:15.990 to help make those connections 0:14:15.990,0:14:17.940 of why those things are important, 0:14:17.940,0:14:21.240 no matter what route you[br]wanna go to in your career. 0:14:21.240,0:14:24.810 So, yeah, student engagement[br]is definitely a key piece 0:14:24.810,0:14:27.120 of AI in education. 0:14:27.120,0:14:29.250 Donna, I'm gonna move over to you. 0:14:29.250,0:14:33.360 How do you see AI[br]transforming science education 0:14:33.360,0:14:35.793 beyond just saving teachers' time? 0:14:36.960,0:14:38.130 - Yeah, absolutely. 0:14:38.130,0:14:41.910 And transforming science[br]education is a big ask, 0:14:41.910,0:14:43.950 but it's incremental, 0:14:43.950,0:14:47.490 and so what I think of first[br]is that teachers are wearing 0:14:47.490,0:14:49.080 a ton of hats today. 0:14:49.080,0:14:51.840 They're doing more than just developing 0:14:51.840,0:14:55.590 and delivering their[br]curriculum for their students. 0:14:55.590,0:14:57.300 There's a lot going on. 0:14:57.300,0:15:00.450 And the hope is that[br]technology, as it's done, 0:15:00.450,0:15:03.000 and AI will help teachers save time 0:15:03.000,0:15:05.970 and help them actually be[br]able to focus on the parts 0:15:05.970,0:15:08.580 of teaching that they're[br]most passionate about, right? 0:15:08.580,0:15:11.130 And be able to release their grasp 0:15:11.130,0:15:13.020 on some of the tedious tasks 0:15:13.020,0:15:15.450 that maybe they're not[br]as passionate about. 0:15:15.450,0:15:18.060 And that's gonna allow our[br]teachers, our science teachers, 0:15:18.060,0:15:20.820 to be able to focus on whatever[br]it is that they're into. 0:15:20.820,0:15:22.230 So, maybe it's differentiating 0:15:22.230,0:15:23.610 for their struggling students 0:15:23.610,0:15:24.780 and they can make really, 0:15:24.780,0:15:27.000 really cool new ways 0:15:27.000,0:15:28.680 that they can actually[br]reach all of those kids 0:15:28.680,0:15:31.110 because they have a little[br]more time on their hands. 0:15:31.110,0:15:33.720 Or maybe another teacher, 0:15:33.720,0:15:37.620 their jam is creating[br]activities that integrate 0:15:37.620,0:15:40.170 and align with what's[br]going on in science today. 0:15:40.170,0:15:43.320 And that could be something[br]that they have more time for. 0:15:43.320,0:15:45.390 One that I was really passionate about, 0:15:45.390,0:15:47.220 and that was always a[br]little bit of a struggle, 0:15:47.220,0:15:52.110 was allowing teachers to be[br]that mentor or that coach, 0:15:52.110,0:15:55.350 that guide on the side[br]who's actually helping them 0:15:55.350,0:15:57.870 to develop those soft[br]skills that they need 0:15:57.870,0:15:59.460 to become independent learners 0:15:59.460,0:16:02.460 and to become functioning[br]members of society. 0:16:02.460,0:16:04.980 I feel like if there's less time spent 0:16:04.980,0:16:07.530 on grading little tedious things 0:16:07.530,0:16:10.590 and giving them feedback[br]on every single thing 0:16:10.590,0:16:12.090 that they hand you, 0:16:12.090,0:16:14.250 there's more time to have a conversation 0:16:14.250,0:16:16.789 with the kid afterwards and talk about, 0:16:16.789,0:16:17.820 "Well, what does this[br]feedback mean to you? 0:16:17.820,0:16:19.650 What are we gonna do[br]differently next time?" 0:16:19.650,0:16:21.540 And develop those skills, 0:16:21.540,0:16:23.940 which are just important as the chemistry 0:16:23.940,0:16:25.560 and the science skills, in my opinion. 0:16:25.560,0:16:27.990 And so, I think that this technology 0:16:27.990,0:16:31.050 is ultimately going to support us 0:16:31.050,0:16:33.060 in doing some of the things[br]that we're already doing, 0:16:33.060,0:16:35.370 but allow us to do them[br]at a higher fidelity 0:16:35.370,0:16:36.990 and in a more sustainable way. 0:16:36.990,0:16:39.333 I think that is critical[br]for us as teachers. 0:16:40.170,0:16:42.143 - [Sarah] Melissa,[br]anything to add to that? 0:16:43.050,0:16:43.883 - I would just say, 0:16:43.883,0:16:47.370 in terms of transforming[br]science education, 0:16:47.370,0:16:50.640 I'm doing a lot more experimental design 0:16:50.640,0:16:54.030 because students do[br]have access to Khanmigo 0:16:54.030,0:16:56.310 to kind of fill in those gaps. 0:16:56.310,0:16:58.410 But instead of maybe[br]doing a prescribed lab, 0:16:58.410,0:17:00.690 like last year with gas laws, 0:17:00.690,0:17:03.750 I gave students a list of materials 0:17:03.750,0:17:07.380 and I had them create a problem statement 0:17:07.380,0:17:10.110 and figure out what they[br]wanted to investigate 0:17:10.110,0:17:12.540 and then design an experiment. 0:17:12.540,0:17:14.610 So, if it was a[br]pressure-volume relationship, 0:17:14.610,0:17:17.160 or a pressure-temperature relationship, 0:17:17.160,0:17:20.730 the students were guiding that inquiry. 0:17:20.730,0:17:22.950 So, I think it changes the scope 0:17:22.950,0:17:26.130 of what we're able to do when[br]they can step out of the box 0:17:26.130,0:17:30.510 and they're using AI to help them, 0:17:30.510,0:17:32.640 and their knowledge, obviously, 0:17:32.640,0:17:34.710 to help them investigate problems 0:17:34.710,0:17:38.070 and then connect back to[br]how is that like something 0:17:38.070,0:17:39.420 that happens in the real world, 0:17:39.420,0:17:42.750 like maybe a bicycle tire going[br]flat or something like that? 0:17:42.750,0:17:46.470 So, again, just stepping[br]outta my comfort zone 0:17:46.470,0:17:48.360 and stepping out of prescribed labs, 0:17:48.360,0:17:51.000 of course, within standards, 0:17:51.000,0:17:52.380 within the bounds of standards 0:17:52.380,0:17:54.120 and within the bounds of safety, 0:17:54.120,0:17:56.310 and you have to get[br]your experiment approved 0:17:56.310,0:17:58.470 by your teacher and those types of things. 0:17:58.470,0:17:59.940 But I think it's allowing my students 0:17:59.940,0:18:03.600 to think more out of the[br]box and be more creative 0:18:03.600,0:18:06.570 and be more in the application phase 0:18:06.570,0:18:09.360 of scientific knowledge,[br]and some discovery, 0:18:09.360,0:18:12.420 because for some students,[br]it's their first go at it. 0:18:12.420,0:18:14.250 I was talking with another teacher, 0:18:14.250,0:18:17.390 who teaches physical[br]science, and she's like, 0:18:17.390,0:18:19.680 "Do you have anything[br]on building catapults?" 0:18:19.680,0:18:22.950 And I was like, "You know,[br]you could give the kids 0:18:22.950,0:18:27.000 a list of materials and[br]you could have them go out 0:18:27.000,0:18:30.060 to Khanmigo and see what[br]they could come up with 0:18:30.060,0:18:31.620 in terms of a design 0:18:31.620,0:18:34.470 so that they're unique[br]instead of prescribed." 0:18:34.470,0:18:37.480 And so, I think it just[br]puts a different dynamic 0:18:37.480,0:18:39.840 in the science classroom. 0:18:39.840,0:18:41.989 And again, that's where I 0:18:41.989,0:18:43.957 would use TutorMe Math and Science. 0:18:43.957,0:18:48.810 I might even do that[br]as an assignable task. 0:18:48.810,0:18:51.810 So, now we're able to[br]assign in TutorMe Math 0:18:51.810,0:18:55.680 and Science so that I am[br]having a bit more control over 0:18:55.680,0:18:56.970 the initial statement 0:18:56.970,0:18:59.643 and what they have available[br]and things like that. 0:19:00.630,0:19:02.640 So, I see that as being[br]a way to transform. 0:19:02.640,0:19:05.190 Another thing that I've done[br]is I've used teacher tools, 0:19:05.190,0:19:07.380 I've used lesson planning, 0:19:07.380,0:19:10.230 I've also used just the open chat 0:19:10.230,0:19:13.680 to plan problem-based units. 0:19:13.680,0:19:17.250 So, I planned, part of what[br]you saw in "60 Minutes" 0:19:17.250,0:19:18.480 was a problem-based unit 0:19:18.480,0:19:22.140 where a local water[br]supply was contaminated. 0:19:22.140,0:19:27.090 And so, I used Khanmigo to[br]help me build several weeks 0:19:27.090,0:19:30.030 of lessons that went along with that, 0:19:30.030,0:19:33.600 that had inquiry labs[br]that went along with it, 0:19:33.600,0:19:36.570 and it was our own,[br]like, we made it our own. 0:19:36.570,0:19:39.420 I adapted lessons based[br]on where the kids were. 0:19:39.420,0:19:42.030 So I was able to go into Khanmigo, 0:19:42.030,0:19:45.090 adjust my lesson plans based[br]on where my students were. 0:19:45.090,0:19:47.070 If I noticed a huge skill gap somewhere, 0:19:47.070,0:19:49.140 we were able to go in and plug into that. 0:19:49.140,0:19:51.210 If we needed to do a little[br]bit of background research 0:19:51.210,0:19:53.070 on something that we hadn't gotten to yet, 0:19:53.070,0:19:55.170 I was able to use Khanmigo to do that. 0:19:55.170,0:19:59.940 So, again, I just feel like it[br]gives me limitless potential 0:19:59.940,0:20:03.060 as a teacher in terms of[br]what I can do for my students 0:20:03.060,0:20:06.060 to really deepen their learning[br]and really get them acting 0:20:06.060,0:20:08.883 and behaving like problem[br]solvers and scientists. 0:20:09.960,0:20:12.960 - And I'm seeing that theme[br]of student engagement, right? 0:20:12.960,0:20:14.910 It seems like those types of activities 0:20:14.910,0:20:18.030 where you're letting them[br]create their own problems, 0:20:18.030,0:20:18.863 that's engaging, right? 0:20:18.863,0:20:21.720 Instead of just, "Hey, here's[br]a lab, follow these steps," 0:20:21.720,0:20:23.730 and write your lab report.[br]- Yeah, and that's life. 0:20:23.730,0:20:25.800 I mean, it really is life, though. 0:20:25.800,0:20:28.800 I mean, no one is[br]standing there with a lab 0:20:28.800,0:20:30.637 when you get to your first job saying, 0:20:30.637,0:20:33.450 "Okay, here, you're gonna[br]follow this exactly, 0:20:33.450,0:20:35.340 and don't make any deviations. 0:20:35.340,0:20:37.996 And we know exactly what we[br]want you to know at the end." 0:20:37.996,0:20:39.660 Nobody's doing that. 0:20:39.660,0:20:41.130 That's not even the real world, 0:20:41.130,0:20:43.500 and that's not how things work. 0:20:43.500,0:20:47.580 And so, really, it's those[br]skills, the in-between skills, 0:20:47.580,0:20:49.930 the conversations, the[br]talking with your group. 0:20:51.180,0:20:52.590 I don't wanna call them arguments, 0:20:52.590,0:20:54.570 because there's certainly[br]friendly discourse 0:20:54.570,0:20:56.580 that occurs in my room. 0:20:56.580,0:21:01.580 But I mean, there's some[br]passion that comes out in kids 0:21:01.830,0:21:04.380 when they have ownership[br]of what they've designed 0:21:04.380,0:21:06.060 and what they're doing. 0:21:06.060,0:21:07.500 They become very passionate. 0:21:07.500,0:21:11.940 They become able to defend[br]it, which, honestly, 0:21:11.940,0:21:13.170 don't we want that? 0:21:13.170,0:21:16.170 Don't we wanna know something[br]so well that we can defend it? 0:21:17.310,0:21:19.025 So.[br]- And Melissa, 0:21:19.025,0:21:22.770 I wanna ask you a question[br]before we jump to our next one, 0:21:22.770,0:21:23.670 because you've been talking a lot 0:21:23.670,0:21:25.560 about your students working with it. 0:21:25.560,0:21:28.740 Did that take some time[br]to teach them how to talk 0:21:28.740,0:21:30.900 with AI and Khanmigo? 0:21:30.900,0:21:33.750 - 100%. Yeah, absolutely. 0:21:33.750,0:21:37.290 So, you need to encourage, like,[br]you have to kind of prompt. 0:21:37.290,0:21:38.220 Well, they'll put it in, 0:21:38.220,0:21:40.380 they want the immediate answer, okay? 0:21:40.380,0:21:41.213 So do I. 0:21:41.213,0:21:42.046 I mean, really, 0:21:42.046,0:21:44.700 don't we all just want[br]the immediate answer? 0:21:44.700,0:21:47.250 But I think what students are starting 0:21:47.250,0:21:48.690 to see through dialogue, 0:21:48.690,0:21:51.600 and I think this was even spoken 0:21:51.600,0:21:55.620 in the "60 Minutes" piece, is that really, 0:21:55.620,0:21:57.900 when you are having this dialogue 0:21:57.900,0:22:02.010 and you are integrating[br]your own ideas with AI 0:22:02.010,0:22:03.990 and then expanding on them, 0:22:03.990,0:22:05.580 that's really where your deeper, 0:22:05.580,0:22:07.980 better answer is going to be. 0:22:07.980,0:22:10.590 And so, yeah, there was[br]a lot in the beginning 0:22:10.590,0:22:12.150 where they would say, "Help me. 0:22:12.150,0:22:14.370 Like, here's the problem.[br]Solve this for me." 0:22:14.370,0:22:18.000 And they're like, "It's[br]asking me another question." 0:22:18.000,0:22:22.650 That question is why I[br]was okay with allowing AI 0:22:22.650,0:22:26.070 in my classroom,[br]specifically Khanmigo, okay? 0:22:26.070,0:22:28.350 If you're not asking my[br]kid another question, 0:22:28.350,0:22:29.730 I'm sorry, they're not my kids, 0:22:29.730,0:22:32.520 my student another question, 0:22:32.520,0:22:34.920 but they feel like my kids sometimes, 0:22:34.920,0:22:38.550 then I don't want them[br]to just get the answer. 0:22:38.550,0:22:40.320 I want them to have the dialogue. 0:22:40.320,0:22:42.660 And I'm like, "Well, let's answer back." 0:22:42.660,0:22:45.240 So, a lot of them were wanting[br]the immediate response, 0:22:45.240,0:22:47.550 but I think they're figuring[br]out that it's really 0:22:47.550,0:22:50.130 where the learning is taking place 0:22:50.130,0:22:53.430 and then they understand quick answers 0:22:53.430,0:22:54.450 can come from anywhere. 0:22:54.450,0:22:56.100 So, if you're after the quick answer, 0:22:56.100,0:22:57.420 we always have this discussion, 0:22:57.420,0:22:59.310 if you're after the quick answer, 0:22:59.310,0:23:01.290 you can get it a lot of different places. 0:23:01.290,0:23:02.730 That's always been around. 0:23:02.730,0:23:04.530 But if you're after the understanding, 0:23:04.530,0:23:06.540 this is how the understanding takes place. 0:23:06.540,0:23:09.780 When you ask me a question[br]and I ask you a question back 0:23:09.780,0:23:10.770 as your teacher, 0:23:10.770,0:23:12.690 it's not because I don't know the answer. 0:23:12.690,0:23:14.640 It's because I want you to think about it. 0:23:14.640,0:23:16.890 And so, that's what makes me comfortable 0:23:16.890,0:23:19.800 in my classroom using Khanmigo 0:23:19.800,0:23:21.750 when I know a lot of[br]teachers are afraid to use it 0:23:21.750,0:23:23.970 because they don't want them[br]cheating and they don't want, 0:23:23.970,0:23:25.290 I get all of that. 0:23:25.290,0:23:28.320 It made me very comfortable[br]seeing it firsthand 0:23:28.320,0:23:30.240 that it's not just giving them the answer, 0:23:30.240,0:23:33.153 that we're deepening the[br]level of understanding. 0:23:34.860,0:23:36.690 - So, Melissa, you've kind of just touched 0:23:36.690,0:23:39.870 on other teachers, maybe in your building 0:23:39.870,0:23:41.190 or even in your department, 0:23:41.190,0:23:44.760 who are a little more[br]apprehensive about using Khanmigo. 0:23:44.760,0:23:48.420 Can you speak to a little[br]bit about how your district 0:23:48.420,0:23:50.580 has helped kind of support this 0:23:50.580,0:23:53.550 and support those teachers[br]who may be apprehensive? 0:23:53.550,0:23:55.530 And are they coming around a little bit, 0:23:55.530,0:24:00.068 or what's that culture like[br]from the teacher perspective? 0:24:00.068,0:24:01.740 - Oh, I mean, absolutely. 0:24:01.740,0:24:03.180 I think, as a teacher, 0:24:03.180,0:24:06.270 and I think this is all our[br]initial response is, I mean, 0:24:06.270,0:24:09.600 AI, it's a big word, and it's a big idea, 0:24:09.600,0:24:13.500 and it has unlimited[br]scary potential, right? 0:24:13.500,0:24:15.397 And so, I think everyone's[br]looking at it and saying, 0:24:15.397,0:24:17.880 "But I am the best with my students." 0:24:17.880,0:24:20.940 I still feel like I'm the[br]best with my students, 0:24:20.940,0:24:25.170 but I also realize that I'm limited just 0:24:25.170,0:24:26.910 in terms of being one individual 0:24:26.910,0:24:29.010 in a classroom of 32 individuals, 0:24:29.010,0:24:31.610 or however many students[br]you have in your classroom. 0:24:32.670,0:24:33.630 I'm missing a lot. 0:24:33.630,0:24:36.300 There's a lot that I miss[br]that I'm not able to get to. 0:24:36.300,0:24:39.750 And so, I think one of the[br]things for our district is, 0:24:39.750,0:24:43.710 I mean, obviously, we've done[br]extensive amounts of training. 0:24:43.710,0:24:46.260 There was a pilot group that went through. 0:24:46.260,0:24:47.850 That builds a level of comfort 0:24:47.850,0:24:52.320 when you see the way that[br]the AI actually responds. 0:24:52.320,0:24:55.500 You have to allow teachers[br]the opportunity to engage 0:24:55.500,0:25:00.390 as a teacher with, say, Khanmigo,[br]TutorMe Math and Science. 0:25:00.390,0:25:03.180 And there is a toggle switch,[br]you can switch it over, 0:25:03.180,0:25:04.590 you can be a student. 0:25:04.590,0:25:08.190 So, you can see how it's going to interact 0:25:08.190,0:25:10.740 and it kind of builds[br]that confidence that yes, 0:25:10.740,0:25:12.360 this is gonna interact with the student 0:25:12.360,0:25:13.193 in the same way that I would, 0:25:13.193,0:25:16.110 that it's not just going[br]to allow them to cheat, 0:25:16.110,0:25:17.033 give them the answers. 0:25:17.033,0:25:20.280 Because I think the[br]cheating is the big thing. 0:25:20.280,0:25:21.577 For a lot of teachers, the big issue, 0:25:21.577,0:25:23.040 "I don't want them cheating." 0:25:23.040,0:25:27.030 And then also just that[br]fear of, oh, well then, 0:25:27.030,0:25:30.270 and people say it, "Oh, then[br]AI can just teach the class." 0:25:30.270,0:25:32.130 I would argue that my classroom 0:25:32.130,0:25:37.130 has become more human since[br]I've started using AI. 0:25:37.320,0:25:39.990 And what I mean is the[br]level of connectedness 0:25:39.990,0:25:43.260 in my classroom between[br]myself and my students, 0:25:43.260,0:25:44.940 based on things like, say, 0:25:44.940,0:25:48.000 lesson hook, teacher tool,[br]lesson hook, that I'll create. 0:25:48.000,0:25:53.000 Whereas I might have just[br]started maybe with a bell ringer, 0:25:53.250,0:25:54.780 reviewing old knowledge, 0:25:54.780,0:25:57.300 I might start with a bell[br]ringer or with a lesson hook 0:25:57.300,0:25:58.980 that engages the students, 0:25:58.980,0:26:01.530 gets them having conversations[br]with one another. 0:26:01.530,0:26:03.780 That's a way that I've used AI 0:26:03.780,0:26:07.200 to create more human[br]connection in my classroom. 0:26:07.200,0:26:10.200 So, I think just having[br]those solid examples 0:26:10.200,0:26:12.690 of the ways that teachers have used AI 0:26:12.690,0:26:15.870 to increase student[br]communication with one another 0:26:15.870,0:26:19.290 and the teacher, and student[br]engagement with one another, 0:26:19.290,0:26:22.320 the course material, and the teacher, 0:26:22.320,0:26:27.090 so I think those things help[br]when you see it in action, 0:26:27.090,0:26:31.110 help allay fears that[br]this is gonna take over 0:26:31.110,0:26:32.790 or that we don't need teachers anymore. 0:26:32.790,0:26:35.070 I think quite the opposite. 0:26:35.070,0:26:38.190 I'm more connected to my[br]students than I've ever been 0:26:38.190,0:26:40.680 now that AI has pieced the[br]puzzle, because quite honestly, 0:26:40.680,0:26:43.290 I just think it makes[br]me think out of the box. 0:26:43.290,0:26:45.510 It makes me try new things. 0:26:45.510,0:26:49.710 Because I thought I was[br]really good at what I did 0:26:49.710,0:26:52.590 and my lectures are pretty awesome, 0:26:52.590,0:26:55.650 and I don't know why you[br]wouldn't love my lecture 0:26:55.650,0:26:56.763 as much as I do. 0:26:58.230,0:27:00.930 And so, I also know that[br]that maybe isn't the way 0:27:00.930,0:27:02.370 that all students learn. 0:27:02.370,0:27:06.750 And so, I've gotten out[br]of my box quite a bit, 0:27:06.750,0:27:08.673 and it's been through using, like, 0:27:08.673,0:27:11.550 I am not an idea-generating person. 0:27:11.550,0:27:12.750 But if I go to lesson hook, 0:27:12.750,0:27:15.600 I'm gonna get three ideas right away, 0:27:15.600,0:27:16.980 and I'm not stopping there, 0:27:16.980,0:27:20.010 because then you can use[br]the AI to help you make, 0:27:20.010,0:27:21.780 if you need to make a[br]student lab document, 0:27:21.780,0:27:23.550 or you need to make an[br]introductory activity 0:27:23.550,0:27:24.480 that you put in Canvas. 0:27:24.480,0:27:25.861 I don't stop there. 0:27:25.861,0:27:29.160 I make it do it all for me, of course, 0:27:29.160,0:27:31.950 with my feedback and my input, 0:27:31.950,0:27:34.380 but it also changes the[br]vibe in my classroom, 0:27:34.380,0:27:36.210 which is just really cool to see. 0:27:36.210,0:27:39.450 So, it's a place where[br]it looks collaborative. 0:27:39.450,0:27:41.340 I had a teacher walk in, 0:27:41.340,0:27:44.682 one of our MTSS teachers[br]came in the other day 0:27:44.682,0:27:46.507 to bring me something and she's like, 0:27:46.507,0:27:48.660 "Oh my gosh, your classroom[br]management's awesome." 0:27:48.660,0:27:50.940 I'm like, "It's not really[br]my classroom management. 0:27:50.940,0:27:54.060 These kids are just way into[br]what they're doing right now." 0:27:54.060,0:27:56.793 And so, it's really cool. 0:27:57.690,0:28:00.270 - And that kind of brings back[br]to what Donna had mentioned 0:28:00.270,0:28:03.480 about having time to[br]work on these soft skills 0:28:03.480,0:28:05.130 and to make connections with your students 0:28:05.130,0:28:07.080 that we all want to do as teachers, 0:28:07.080,0:28:09.663 but sometimes we're just so[br]bogged down in the details 0:28:09.663,0:28:12.930 that that kind of gets[br]swept under the rug, 0:28:12.930,0:28:14.373 unfortunately, too much. 0:28:15.630,0:28:18.390 So, Donna, what advice would you give 0:28:18.390,0:28:21.450 to district leaders who[br]want to start integrating AI 0:28:21.450,0:28:25.020 into their science[br]instruction effectively? 0:28:25.020,0:28:28.770 - Yeah, our content team[br]actually visited several schools 0:28:28.770,0:28:31.290 in Texas two weeks ago, 0:28:31.290,0:28:33.960 and we saw a lot of teachers[br]who are quickly adopting this, 0:28:33.960,0:28:35.400 and then we also saw a lot of teachers 0:28:35.400,0:28:36.750 who are a bit more hesitant. 0:28:36.750,0:28:39.510 And so, some of the[br]things that I would say 0:28:39.510,0:28:42.270 to help with those conversations[br]with the latter group 0:28:42.270,0:28:45.750 would be to first try[br]and pinpoint what it is 0:28:45.750,0:28:49.440 that they're struggling[br]with, your teachers, that is. 0:28:49.440,0:28:50.610 What are their needs? 0:28:50.610,0:28:51.870 Because I think it varies, 0:28:51.870,0:28:53.400 it varies a lot based on 0:28:53.400,0:28:54.780 how many years they've been teaching, 0:28:54.780,0:28:57.300 what age group they're[br]teaching, the domain. 0:28:57.300,0:28:58.290 So, you wanna try and figure out, 0:28:58.290,0:29:00.630 what are you struggling with right now? 0:29:00.630,0:29:03.300 How are you resolving[br]those issues, if at all? 0:29:03.300,0:29:05.700 And likely, you'll see that[br]it's probably some form 0:29:05.700,0:29:09.030 of an unsustainable system,[br]or there's nothing there. 0:29:09.030,0:29:12.120 It's just kind of like, "Oh,[br]I'm just kind of winging it." 0:29:12.120,0:29:14.400 Because again, there's so much going on. 0:29:14.400,0:29:17.940 And I think that is where[br]the conversation can begin 0:29:17.940,0:29:19.590 and you can step in and[br]start talking about some 0:29:19.590,0:29:21.330 of the ideas that Melissa shared. 0:29:21.330,0:29:23.070 She shared a ton of ideas, 0:29:23.070,0:29:26.040 and that both of us have[br]shared throughout this webinar. 0:29:26.040,0:29:31.020 And they can start to step[br]in and make those a reality. 0:29:31.020,0:29:33.390 Because I think that ultimately, 0:29:33.390,0:29:35.970 the conversation does need[br]to make sure it spins toward 0:29:35.970,0:29:38.220 this idea that AI, technology, 0:29:38.220,0:29:40.410 they're not the final solution, 0:29:40.410,0:29:42.810 they're not the answer, they're[br]not going to be everything. 0:29:42.810,0:29:46.320 They're not going to replace[br]teachers, as Melissa says, 0:29:46.320,0:29:48.330 they're going to offer some relief, right? 0:29:48.330,0:29:50.310 They're gonna give back some of that time. 0:29:50.310,0:29:52.210 They're gonna provide you some support 0:29:53.205,0:29:55.530 and it's going to make[br]it so that you can focus 0:29:55.530,0:29:59.250 on the parts of your teaching[br]that you love the most. 0:29:59.250,0:30:01.080 And it does take some finessing. 0:30:01.080,0:30:03.210 I think Melissa was touching on this, 0:30:03.210,0:30:06.270 where you can get Khanmigo[br]to create you something, 0:30:06.270,0:30:08.160 but you do need to do[br]a little work with it. 0:30:08.160,0:30:11.130 So, that needs to be part[br]of the conversation as well. 0:30:11.130,0:30:13.406 You do know your kids best and you do, 0:30:13.406,0:30:16.080 (bell ringing)[br]there's that bell, Melissa, 0:30:16.080,0:30:17.520 you do know your kids best. 0:30:17.520,0:30:19.860 - It's real.[br]- I know. 0:30:19.860,0:30:22.083 She's in the real classroom right now. 0:30:22.920,0:30:25.830 But yeah, just kind of[br]linking it back to the context 0:30:25.830,0:30:27.300 that they're in at the moment, 0:30:27.300,0:30:29.520 the problems that they're[br]trying to resolve at the moment, 0:30:29.520,0:30:31.290 because the list is endless. 0:30:31.290,0:30:32.610 We know every day you get home 0:30:32.610,0:30:34.410 and there's still a million things to do 0:30:34.410,0:30:36.330 that you're not gonna be able to get to. 0:30:36.330,0:30:40.110 So, utilizing this technology[br]and controlling it too, 0:30:40.110,0:30:42.300 and saying, "I'm not[br]gonna give away that part 0:30:42.300,0:30:44.430 of what I love about teaching." 0:30:44.430,0:30:46.140 I love making creative, 0:30:46.140,0:30:49.980 differentiated parts of my[br]assignments and my assessments, 0:30:49.980,0:30:51.450 so I'm not gonna give that to Khanmigo, 0:30:51.450,0:30:53.700 I'm gonna give something different to it 0:30:53.700,0:30:56.070 that's going to make me better 0:30:56.070,0:30:57.390 at the things that I love doing 0:30:57.390,0:30:59.670 and the things that I'm good at doing. 0:30:59.670,0:31:03.360 So, that's how I would probably[br]start that conversation. 0:31:03.360,0:31:04.773 But also curious, Melissa, 0:31:05.990,0:31:10.990 what you might say to give[br]district admin some tips on this. 0:31:13.020,0:31:15.180 - Just in terms of I would start small 0:31:15.180,0:31:16.800 in terms of integration 0:31:16.800,0:31:19.743 and just know that there's[br]gonna be a learning curve. 0:31:21.000,0:31:24.930 And again, I'm modeling[br]this off of my experience, 0:31:24.930,0:31:27.630 and I think my experience here 0:31:27.630,0:31:29.133 in School City of Hobart, 0:31:30.300,0:31:32.820 it's always unique and[br]it's always powerful 0:31:32.820,0:31:35.730 because School City of[br]Hobart does provide us 0:31:35.730,0:31:37.560 with so many resources. 0:31:37.560,0:31:40.260 And so, I think just starting small 0:31:40.260,0:31:41.370 in terms of integration, 0:31:41.370,0:31:44.250 but also just really[br]setting some benchmarks 0:31:44.250,0:31:45.720 and some guidelines 0:31:45.720,0:31:49.257 in terms of how you want[br]your students utilizing AI. 0:31:49.257,0:31:51.480 And one of the things that we did here 0:31:51.480,0:31:52.590 in School City of Hobart 0:31:52.590,0:31:56.820 is talk about a continuum of AI 0:31:56.820,0:31:59.460 and how much you wanted it to[br]be a part of your classroom 0:31:59.460,0:32:00.480 and your assignments. 0:32:00.480,0:32:03.240 And that was more of a consensus activity 0:32:03.240,0:32:04.950 where teachers came together 0:32:04.950,0:32:06.630 and we really talked about 0:32:06.630,0:32:08.400 what that continuum would look like 0:32:08.400,0:32:12.180 and where you were on[br]that comfort continuum. 0:32:12.180,0:32:15.660 So, if you're comfortable[br]with using it as as a tutor, 0:32:15.660,0:32:16.560 but you're not comfortable 0:32:16.560,0:32:18.750 with letting students use it for writing, 0:32:18.750,0:32:20.580 which at that time there[br]wasn't writing coach. 0:32:20.580,0:32:23.340 So, now, I mean, honestly[br]limitless, right? 0:32:23.340,0:32:28.340 With writing coach, but again,[br]setting realistic benchmarks. 0:32:29.640,0:32:32.940 Even last week we had one[br]of our math teachers do 0:32:32.940,0:32:34.440 a training on Bookit. 0:32:34.440,0:32:37.620 So, just those small piecemeal[br]integration training, 0:32:37.620,0:32:39.960 so you're not overwhelming everyone, 0:32:39.960,0:32:41.490 but hey, go back and try this. 0:32:41.490,0:32:43.470 I don't think there's a single teacher 0:32:43.470,0:32:45.840 that I know that didn't try it, 0:32:45.840,0:32:47.730 because how can you not try it? 0:32:47.730,0:32:51.270 Because it integrates directly into Bookit 0:32:51.270,0:32:52.260 and then you can play 0:32:52.260,0:32:55.080 and you've got this engagement[br]strategy for your students. 0:32:55.080,0:32:57.600 So, I think just the[br]little, starting small, 0:32:57.600,0:33:00.487 like, I always start when[br]someone asks me like, 0:33:00.487,0:33:01.650 "Where did you start?" 0:33:01.650,0:33:06.330 Start with lesson hook[br]in terms of my teaching, 0:33:06.330,0:33:07.470 five minutes, right? 0:33:07.470,0:33:08.670 So, it took me, 0:33:08.670,0:33:10.890 usually I can spend[br]between five and 10 minutes 0:33:10.890,0:33:13.380 and just change the[br]trajectory of my whole day. 0:33:13.380,0:33:15.420 So, I would share that[br]with other teachers. 0:33:15.420,0:33:19.020 So, definitely, and draw on the[br]experience of other teachers 0:33:19.020,0:33:22.200 and draw on the experience[br]of other districts 0:33:22.200,0:33:26.190 and what other teachers have to say 0:33:26.190,0:33:27.780 in terms of the benefits 0:33:27.780,0:33:29.250 that it's shown in their classroom, 0:33:29.250,0:33:31.740 not only for themselves,[br]but for their students. 0:33:31.740,0:33:33.990 And I think it really sells you 0:33:33.990,0:33:36.090 when you see your students[br]building confidence, 0:33:36.090,0:33:38.070 when you know that your students go home 0:33:38.070,0:33:39.690 and that they have access 0:33:39.690,0:33:41.610 to a one-on-one tutor 0:33:41.610,0:33:46.020 that's going to talk with[br]them in a Socratic way, 0:33:46.020,0:33:47.280 asking them questions 0:33:47.280,0:33:48.780 the way that you would ask them questions 0:33:48.780,0:33:50.910 instead of just giving them the answers. 0:33:50.910,0:33:55.800 So, I think just my advice is to really, 0:33:55.800,0:33:56.880 you have to try it, 0:33:56.880,0:33:58.350 but you have to start small 0:33:58.350,0:34:01.920 and you have to let teachers[br]really see the benefit. 0:34:01.920,0:34:04.293 And I don't know any teachers, 0:34:05.370,0:34:06.900 no, I don't know any teachers 0:34:06.900,0:34:09.060 that have seen the direct benefit 0:34:09.060,0:34:13.643 that do not use it[br]willingly as an extension 0:34:15.450,0:34:17.520 of what they're able to[br]do for their students 0:34:17.520,0:34:18.353 in the classroom, 0:34:18.353,0:34:19.890 because why wouldn't[br]you want your students 0:34:19.890,0:34:23.430 to have one more tool in their toolbox 0:34:23.430,0:34:26.370 and be able to empower themselves 0:34:26.370,0:34:28.950 and be able to build confidence, 0:34:28.950,0:34:31.470 and be able to learn how[br]to ask those questions 0:34:31.470,0:34:33.750 when they don't know what to do? 0:34:33.750,0:34:35.010 And that's the thing, 0:34:35.010,0:34:37.050 we want students to know how to behave 0:34:37.050,0:34:38.870 when they don't know what to do. 0:34:38.870,0:34:41.100 In science, it's a lot[br]about finding answers, 0:34:41.100,0:34:44.970 but it's also a lot about[br]asking really great questions. 0:34:44.970,0:34:48.150 And so, the more we can[br]get students engaged 0:34:48.150,0:34:51.900 with asking their own[br]questions in any subject area 0:34:51.900,0:34:54.870 and gaining a deeper understanding 0:34:54.870,0:34:57.840 of those through the incorporation of AI, 0:34:57.840,0:35:00.303 I think is a win-win for everyone. 0:35:02.190,0:35:03.480 - All right, Donna, 0:35:03.480,0:35:06.090 any final closing thoughts from you today 0:35:06.090,0:35:09.090 and things that you want[br]our fellow science educators 0:35:09.090,0:35:09.990 to walk away from? 0:35:11.940,0:35:13.020 - Yeah, I think, Melissa, 0:35:13.020,0:35:14.820 you hit it really well on that last one. 0:35:14.820,0:35:18.750 Going incremental with[br]taking on these new ideas. 0:35:18.750,0:35:20.790 There's so many tools out there, right? 0:35:20.790,0:35:23.940 And there's so many things[br]that we're asked to try out. 0:35:23.940,0:35:27.120 So, trying it incrementally and seeing, 0:35:27.120,0:35:28.530 how does this work for me? 0:35:28.530,0:35:29.430 I would say, teachers, 0:35:29.430,0:35:33.090 try it yourself before you[br]hand it off to your students. 0:35:33.090,0:35:35.340 We would never give our students a lab 0:35:35.340,0:35:37.290 before we've tried it, unless[br]you're in your first year, 0:35:37.290,0:35:39.063 then you make that mistake, right? 0:35:40.124,0:35:42.270 Then you're like, "Whoops, never again." 0:35:42.270,0:35:45.150 So, trying it yourself, seeing,[br]how does this thing work? 0:35:45.150,0:35:46.290 What are its limitations? 0:35:46.290,0:35:48.150 What are some of the things[br]we can laugh at about it 0:35:48.150,0:35:49.920 'cause it's not doing it well? 0:35:49.920,0:35:52.080 That's how technology is, 0:35:52.080,0:35:55.830 and what can it actually do[br]to help with all the tasks 0:35:55.830,0:35:57.420 that are on my plate? 0:35:57.420,0:35:59.460 And how can it, I love, Melissa, 0:35:59.460,0:36:02.190 your spin on it is very, 0:36:02.190,0:36:04.740 it's close to my heart[br]in getting these students 0:36:04.740,0:36:06.690 to have those independent skills 0:36:06.690,0:36:09.030 and to be able to[br]function independently out 0:36:09.030,0:36:10.950 in the real world world[br]when they get out there. 0:36:10.950,0:36:12.150 We're both high school teachers, 0:36:12.150,0:36:14.940 so we're seeing these kids[br]at their sophomore year 0:36:14.940,0:36:17.880 when they're really starting[br]to integrate into society 0:36:17.880,0:36:19.200 and with their friends and everything. 0:36:19.200,0:36:23.610 So, it's cool to be able to have something 0:36:23.610,0:36:26.310 that's supporting us[br]in all of those aspects 0:36:26.310,0:36:29.403 of what we do for these students. 0:36:31.320,0:36:33.750 - It's been so great to[br]hear both of your insights 0:36:33.750,0:36:36.270 and expertise, especially on today, 0:36:36.270,0:36:40.020 the International Day of[br]Women and Girls in Science. 0:36:40.020,0:36:42.240 And as you've heard from Melissa, 0:36:42.240,0:36:44.457 Hobart has strategically[br]implemented Khan Academy 0:36:44.457,0:36:46.650 and Khanmigo at their district 0:36:46.650,0:36:48.510 with a district partnership. 0:36:48.510,0:36:50.580 Here is a link if you want to learn more 0:36:50.580,0:36:52.503 about partnering with our team. 0:36:53.460,0:36:54.570 Aviv, before we end, 0:36:54.570,0:36:57.570 any questions in the chat[br]that we need to respond to? 0:36:57.570,0:36:59.280 - [Aviv] Nope, not today. Thanks. 0:36:59.280,0:37:00.510 - Okay, great. 0:37:00.510,0:37:03.213 Well, thank you for joining[br]us today and onward. 0:37:07.140,0:37:08.460 - Thank you.[br]- Bye.