1 00:00:06,692 --> 00:00:08,040 - Hi, everyone. Welcome. 2 00:00:08,040 --> 00:00:09,300 As you are joining, 3 00:00:09,300 --> 00:00:12,270 please feel free to put in the chat what brought you 4 00:00:12,270 --> 00:00:13,650 to this webinar today. 5 00:00:13,650 --> 00:00:16,560 We'd love to hear the things that you would like to learn, 6 00:00:16,560 --> 00:00:18,310 and we will start in just a minute. 7 00:00:44,058 --> 00:00:44,891 All right. 8 00:00:46,380 --> 00:00:49,260 Well, in honor of International Day of Women 9 00:00:49,260 --> 00:00:50,640 and Girls in Science, 10 00:00:50,640 --> 00:00:53,370 it is a pleasure to have these experts 11 00:00:53,370 --> 00:00:56,070 and leaders in science education with us. 12 00:00:56,070 --> 00:00:58,410 Special thank you to Donna and Melissa. 13 00:00:58,410 --> 00:01:02,040 You'll get to know them and their roles in today's session. 14 00:01:02,040 --> 00:01:04,770 I'm Sarah, I'm a proud former high school science teacher 15 00:01:04,770 --> 00:01:07,320 who's gonna be leading today's discussion. 16 00:01:07,320 --> 00:01:09,000 And at Khan Academy, 17 00:01:09,000 --> 00:01:12,510 we are focused on helping districts drive student learning 18 00:01:12,510 --> 00:01:14,250 and close skill gaps. 19 00:01:14,250 --> 00:01:17,700 And AI is just one of those tools in the educators' toolkit 20 00:01:17,700 --> 00:01:19,680 to be able to facilitate this. 21 00:01:19,680 --> 00:01:22,743 So, let's hear what Donna and Melissa have to say. 22 00:01:25,080 --> 00:01:28,320 Melissa, you are a little bit of a celebrity 23 00:01:28,320 --> 00:01:29,153 in your own right. 24 00:01:29,153 --> 00:01:31,020 You've been featured on "60 Minutes" 25 00:01:31,020 --> 00:01:35,160 and "CBS News" for your work in AI and science education. 26 00:01:35,160 --> 00:01:36,390 Can you share a little bit 27 00:01:36,390 --> 00:01:38,250 about what that's been like for you 28 00:01:38,250 --> 00:01:40,533 and what it means to science education? 29 00:01:41,640 --> 00:01:44,550 - It was a really exciting opportunity for me 30 00:01:44,550 --> 00:01:47,760 to actually be able to showcase the work 31 00:01:47,760 --> 00:01:50,640 that we're doing here at Hobart High School with Khanmigo, 32 00:01:50,640 --> 00:01:52,410 especially in the science classroom, 33 00:01:52,410 --> 00:01:56,550 I feel like sometimes science takes a backseat 34 00:01:56,550 --> 00:01:59,310 to some of the other subject areas like math 35 00:01:59,310 --> 00:02:00,143 and language arts, 36 00:02:00,143 --> 00:02:02,160 because math and language arts are tested 37 00:02:02,160 --> 00:02:07,160 a lot more than sciences, especially on a national level. 38 00:02:07,650 --> 00:02:10,650 And it was really cool to be able to get out there 39 00:02:10,650 --> 00:02:11,730 and show science 40 00:02:11,730 --> 00:02:14,280 and also show how we're integrating Khanmigo 41 00:02:14,280 --> 00:02:16,170 into the science classroom. 42 00:02:16,170 --> 00:02:19,320 And I also feel like it's an opportunity 43 00:02:19,320 --> 00:02:20,970 to show that science is a place 44 00:02:20,970 --> 00:02:23,520 where all other disciplines can come together 45 00:02:23,520 --> 00:02:25,020 to solve problems. 46 00:02:25,020 --> 00:02:27,600 And so, that's really what we wanna teach kids, 47 00:02:27,600 --> 00:02:29,340 is to be really good problem solvers. 48 00:02:29,340 --> 00:02:32,010 We wanna teach them critical thinking skills 49 00:02:32,010 --> 00:02:33,570 and the things that they're going to need 50 00:02:33,570 --> 00:02:36,720 to be able to solve the future issues 51 00:02:36,720 --> 00:02:38,460 that we might be facing. 52 00:02:38,460 --> 00:02:40,470 We know that science careers are growing 53 00:02:40,470 --> 00:02:42,210 and we need kids to be able 54 00:02:42,210 --> 00:02:45,990 to not just feed back information to us 55 00:02:45,990 --> 00:02:46,980 that we've told them, 56 00:02:46,980 --> 00:02:48,780 but we need them to be able to build on that 57 00:02:48,780 --> 00:02:53,547 and deepen their understanding of scientific principles 58 00:02:54,420 --> 00:02:56,580 and apply those to solve real world problems. 59 00:02:56,580 --> 00:03:00,360 So, it was really exciting to be able to be on "60 Minutes" 60 00:03:00,360 --> 00:03:04,110 and kind of show my science classroom a little bit. 61 00:03:04,110 --> 00:03:04,943 - Yeah, that's great. 62 00:03:04,943 --> 00:03:06,570 I love the whole problem solving piece of it. 63 00:03:06,570 --> 00:03:09,690 I think that's what kind of drives us all to science 64 00:03:09,690 --> 00:03:11,700 and being a science teacher. - Yeah. 65 00:03:11,700 --> 00:03:12,690 But Donna, let's go to you. 66 00:03:12,690 --> 00:03:16,800 What specific science skill gaps have you seen in students? 67 00:03:16,800 --> 00:03:19,350 How have you aimed to tackle these in the past? 68 00:03:19,350 --> 00:03:22,560 And then how do you think AI helps kind of with some 69 00:03:22,560 --> 00:03:25,080 of those skill gap challenges? 70 00:03:25,080 --> 00:03:26,730 - Yeah, absolutely. 71 00:03:26,730 --> 00:03:29,370 So, one thing that I noticed with my ninth 72 00:03:29,370 --> 00:03:32,250 and 10th graders is that they were coming from middle school 73 00:03:32,250 --> 00:03:34,890 and they were coming with huge variations 74 00:03:34,890 --> 00:03:38,160 in what they were able to do and what they knew. 75 00:03:38,160 --> 00:03:39,870 And so, it was really critical to make sure 76 00:03:39,870 --> 00:03:42,360 that I got 'em all on the same page 77 00:03:42,360 --> 00:03:44,040 right before we started a lesson. 78 00:03:44,040 --> 00:03:46,350 And this also applies to students 79 00:03:46,350 --> 00:03:47,550 when they're absent a lot too. 80 00:03:47,550 --> 00:03:49,290 So, this usually helped with that. 81 00:03:49,290 --> 00:03:52,050 And so, one thing that I would do is start off my lessons 82 00:03:52,050 --> 00:03:54,450 with some sort of hook or an opener, 83 00:03:54,450 --> 00:03:56,760 something that was relatable to all of my students 84 00:03:56,760 --> 00:03:59,640 and something that we can consistently come back to, 85 00:03:59,640 --> 00:04:01,140 to build on our knowledge. 86 00:04:01,140 --> 00:04:02,910 So, that was one big gap 87 00:04:02,910 --> 00:04:05,520 and one big struggle for me as a teacher, 88 00:04:05,520 --> 00:04:08,220 is to try and make sure I'm hitting my students 89 00:04:08,220 --> 00:04:09,510 and meeting them where they're at, 90 00:04:09,510 --> 00:04:11,220 hitting my context properly, 91 00:04:11,220 --> 00:04:13,500 and trying to blend what they knew 92 00:04:13,500 --> 00:04:15,420 and what they were able to do 93 00:04:15,420 --> 00:04:17,640 with where I wanted to get them to. 94 00:04:17,640 --> 00:04:18,473 So, that was one. 95 00:04:18,473 --> 00:04:19,830 And then one other I'll talk about, 96 00:04:19,830 --> 00:04:21,270 and I know Melissa can talk to this one 97 00:04:21,270 --> 00:04:22,860 a little bit as well, 98 00:04:22,860 --> 00:04:26,370 is a skill gap that I think we see in not just science, 99 00:04:26,370 --> 00:04:28,710 it's also in other domains, 100 00:04:28,710 --> 00:04:30,930 is students being able to explain their thinking 101 00:04:30,930 --> 00:04:34,680 and being able to explain how they got to the conclusions 102 00:04:34,680 --> 00:04:36,630 that they got to, explain the reasoning, 103 00:04:36,630 --> 00:04:38,820 apply the knowledge that they just learned. 104 00:04:38,820 --> 00:04:40,710 'Cause it's not just about the definitions, 105 00:04:40,710 --> 00:04:43,140 it's also about how did you get there? 106 00:04:43,140 --> 00:04:45,030 What was your thought process to get you there? 107 00:04:45,030 --> 00:04:47,250 And some of the ways that I resolved that 108 00:04:47,250 --> 00:04:50,070 when I was back in the classroom, just paper and pencil, 109 00:04:50,070 --> 00:04:52,500 just have the kids writing it out. 110 00:04:52,500 --> 00:04:54,990 Because often, you think of your shy students 111 00:04:54,990 --> 00:04:56,970 and for them to be able to raise their hand 112 00:04:56,970 --> 00:04:58,110 in front of all their peers 113 00:04:58,110 --> 00:05:00,810 and practice explaining their thinking, right, 114 00:05:00,810 --> 00:05:02,430 that's not gonna happen. 115 00:05:02,430 --> 00:05:04,620 So, just paper and pencil, usually. 116 00:05:04,620 --> 00:05:06,150 As technology advanced, 117 00:05:06,150 --> 00:05:07,680 we started using our Google forms 118 00:05:07,680 --> 00:05:09,420 and having 'em type them out. 119 00:05:09,420 --> 00:05:12,540 But ultimately, that all comes back to the teacher, right? 120 00:05:12,540 --> 00:05:15,330 All of those 30 kids, five classes, 121 00:05:15,330 --> 00:05:16,680 that's all coming back to you 122 00:05:16,680 --> 00:05:18,600 and you need to give them each feedback, 123 00:05:18,600 --> 00:05:20,730 and that happens often in science class 124 00:05:20,730 --> 00:05:22,650 where they're explaining their thinking. 125 00:05:22,650 --> 00:05:26,100 So, while the human in the loop is super important there, 126 00:05:26,100 --> 00:05:28,590 it's also very, very time-consuming 127 00:05:28,590 --> 00:05:30,360 to be able to do that every time. 128 00:05:30,360 --> 00:05:31,890 So, I'm gonna kick it over to Melissa, 129 00:05:31,890 --> 00:05:32,723 who's actually come up 130 00:05:32,723 --> 00:05:36,267 with some really awesome ideas utilizing AI 131 00:05:36,267 --> 00:05:39,420 and Khanmigo to help with some of these issues 132 00:05:39,420 --> 00:05:40,800 that we run into. 133 00:05:40,800 --> 00:05:42,300 - Yeah, absolutely. 134 00:05:42,300 --> 00:05:45,210 Khan is just a buffet of opportunities, 135 00:05:45,210 --> 00:05:48,660 Khan and Khanmigo to help bridge those skill gaps. 136 00:05:48,660 --> 00:05:50,370 I, too, notice a lot of skill gaps. 137 00:05:50,370 --> 00:05:52,770 Some of them are as they're moving up from middle school, 138 00:05:52,770 --> 00:05:55,770 some of them are still existing because of the pandemic. 139 00:05:55,770 --> 00:05:59,347 So, in chemistry, I see some math skill gaps that are there. 140 00:05:59,347 --> 00:06:03,480 And sometimes I'll just use Khan Academy content. 141 00:06:03,480 --> 00:06:06,210 So, if we're having an issue with something like rounding 142 00:06:06,210 --> 00:06:08,130 when we're doing significant figures, 143 00:06:08,130 --> 00:06:10,440 I'll identify something in Khan Academy 144 00:06:10,440 --> 00:06:12,120 in the content that is there 145 00:06:12,120 --> 00:06:16,110 to help students maybe remediate that skill gap just 146 00:06:16,110 --> 00:06:18,750 a little bit, especially if I notice it across the board. 147 00:06:18,750 --> 00:06:21,420 I can also individualize that to students. 148 00:06:21,420 --> 00:06:25,740 And the really nice thing about the AI component 149 00:06:25,740 --> 00:06:28,590 is that they have a companion in the corner, 150 00:06:28,590 --> 00:06:30,450 Khanmigo is in the corner for them. 151 00:06:30,450 --> 00:06:33,720 So, as they're working through some of the activities 152 00:06:33,720 --> 00:06:36,120 and problems that are in Khan course, 153 00:06:36,120 --> 00:06:38,250 they can get real-time tutoring 154 00:06:38,250 --> 00:06:41,010 and that can kind of help them step-by-step 155 00:06:41,010 --> 00:06:43,290 and they can explain their reasoning 156 00:06:43,290 --> 00:06:45,420 and the way that they're thinking about it. 157 00:06:45,420 --> 00:06:49,690 And I think it makes it overall okay to be wrong 158 00:06:51,570 --> 00:06:54,930 and okay to maybe not understand something. 159 00:06:54,930 --> 00:06:59,100 And so, it's less intimidating when you're with Khanmigo, 160 00:06:59,100 --> 00:07:02,130 or you're with AI to make a mistake than it is 161 00:07:02,130 --> 00:07:04,470 to make a mistake in the front of the classroom. 162 00:07:04,470 --> 00:07:06,030 And so, in my classroom, 163 00:07:06,030 --> 00:07:07,860 we also use TutorMe Math and Science, 164 00:07:07,860 --> 00:07:10,587 that's the learning activities for students. 165 00:07:10,587 --> 00:07:12,300 And so, I will allow students 166 00:07:12,300 --> 00:07:14,100 to have that open during bell work, 167 00:07:14,100 --> 00:07:16,260 or during an exit ticket, 168 00:07:16,260 --> 00:07:19,680 because sometimes the most intimidating thing is to have, 169 00:07:19,680 --> 00:07:22,230 we all went to school when you popcorn around the room 170 00:07:22,230 --> 00:07:25,140 and you start calling on students and you're terrified, 171 00:07:25,140 --> 00:07:25,973 you're absolutely terrified 172 00:07:25,973 --> 00:07:28,200 that you're not gonna be able to answer the question. 173 00:07:28,200 --> 00:07:31,950 And so, if you have that there and you can maybe, woo, 174 00:07:31,950 --> 00:07:33,720 really, I thought I got it yesterday, 175 00:07:33,720 --> 00:07:34,950 or I thought I got it during class, 176 00:07:34,950 --> 00:07:36,330 but I really don't get it. 177 00:07:36,330 --> 00:07:37,890 They can type in a few sentences 178 00:07:37,890 --> 00:07:40,860 and that exchange maybe deepens their knowledge 179 00:07:40,860 --> 00:07:44,670 if they already understood, or maybe it helps scaffold them. 180 00:07:44,670 --> 00:07:47,310 So, it is like a live scaffold. 181 00:07:47,310 --> 00:07:49,560 I can't be in all places at all times, 182 00:07:49,560 --> 00:07:52,740 and so it does help kind of plug in those gaps. 183 00:07:52,740 --> 00:07:57,600 And I love that it adapts to the level of my learner. 184 00:07:57,600 --> 00:08:00,870 And one of the things that I've been trying to do, 185 00:08:00,870 --> 00:08:03,330 and I've been playing with quite a bit more, 186 00:08:03,330 --> 00:08:05,970 is we're able to assign those activities, 187 00:08:05,970 --> 00:08:08,550 like TutorMe Math and Science in Khanmigo, 188 00:08:08,550 --> 00:08:12,780 and I can customize the discourse with a prompt. 189 00:08:12,780 --> 00:08:16,200 And so, I know that students are gonna be guided down 190 00:08:16,200 --> 00:08:19,770 a path towards where I need them to go, 191 00:08:19,770 --> 00:08:21,450 but at the same time, 192 00:08:21,450 --> 00:08:25,170 the AI is going to adjust the level of communication 193 00:08:25,170 --> 00:08:27,090 with where that student is at. 194 00:08:27,090 --> 00:08:29,640 So, when we talk about adaptive assessment, 195 00:08:29,640 --> 00:08:32,310 when we talk about scattered skills, 196 00:08:32,310 --> 00:08:34,740 when we talk about leveled learning, 197 00:08:34,740 --> 00:08:37,860 this is exactly what AI offers 198 00:08:37,860 --> 00:08:39,720 that I've been trying to do, right? 199 00:08:39,720 --> 00:08:41,850 I mean, absolutely every single teacher out there 200 00:08:41,850 --> 00:08:44,190 is trying to level learning, 201 00:08:44,190 --> 00:08:45,810 but sometimes you're trying to level learning 202 00:08:45,810 --> 00:08:47,160 to 32 different kids 203 00:08:47,160 --> 00:08:49,470 and you sometimes end up with the kids 204 00:08:49,470 --> 00:08:51,450 that you know are super struggling. 205 00:08:51,450 --> 00:08:54,090 But what happens to the kids that are in the middle, 206 00:08:54,090 --> 00:08:56,370 and what happens to the kids that need enrichment 207 00:08:56,370 --> 00:08:57,660 when you're doing that? 208 00:08:57,660 --> 00:09:01,800 And so, it is able to customize the learning experience 209 00:09:01,800 --> 00:09:06,000 for the student based around what I want the discussion 210 00:09:06,000 --> 00:09:08,160 to be about in my science classroom, 211 00:09:08,160 --> 00:09:11,950 which to me is how you really address gaps 212 00:09:12,930 --> 00:09:15,360 as you meet the learner right where they are. 213 00:09:15,360 --> 00:09:18,630 And you scaffold, and that's what we do as teachers, 214 00:09:18,630 --> 00:09:21,063 but you can also scaffold with the AI. 215 00:09:22,560 --> 00:09:24,840 - Yeah, so, Melissa, let's stay on that path a little bit. 216 00:09:24,840 --> 00:09:26,670 You're talking about differentiation 217 00:09:26,670 --> 00:09:30,390 and how you can really meet the students where they are 218 00:09:30,390 --> 00:09:32,160 to identify their skill gaps. 219 00:09:32,160 --> 00:09:33,450 Can you go a little bit further then 220 00:09:33,450 --> 00:09:36,120 and talk about how you use Khanmigo 221 00:09:36,120 --> 00:09:37,770 and student engagement? 222 00:09:37,770 --> 00:09:40,320 What are you seeing of students being engaged more 223 00:09:40,320 --> 00:09:43,470 in your classroom by using Khanmigo? 224 00:09:43,470 --> 00:09:45,960 - I have great examples of engagement. 225 00:09:45,960 --> 00:09:47,130 I wanna just start with one 226 00:09:47,130 --> 00:09:50,100 that happened around final exam time. 227 00:09:50,100 --> 00:09:52,080 And this came from one of my colleagues. 228 00:09:52,080 --> 00:09:54,450 So, we teach the same course, 229 00:09:54,450 --> 00:09:55,680 and in another course, 230 00:09:55,680 --> 00:09:59,970 one of the students absolutely aced the final exam. 231 00:09:59,970 --> 00:10:01,770 And this was in a higher level, 232 00:10:01,770 --> 00:10:05,700 dual credit, AP level course. 233 00:10:05,700 --> 00:10:08,737 They absolutely aced it and the teacher said, 234 00:10:08,737 --> 00:10:10,560 "Well, what was your strategy?" 235 00:10:10,560 --> 00:10:15,060 And she said, "Well, I took your review for the final 236 00:10:15,060 --> 00:10:17,340 and I put it into Khanmigo. 237 00:10:17,340 --> 00:10:20,760 And I asked Khanmigo to make similar questions for me, 238 00:10:20,760 --> 00:10:24,510 especially with the questions that I was struggling with." 239 00:10:24,510 --> 00:10:27,570 And so, it empowers students, 240 00:10:27,570 --> 00:10:29,403 it helps them build confidence. 241 00:10:30,439 --> 00:10:32,430 I mean, I think our whole job as teachers 242 00:10:32,430 --> 00:10:34,260 is we have to get away from IDK, 243 00:10:34,260 --> 00:10:36,390 which is "I don't know," right? 244 00:10:36,390 --> 00:10:39,780 So, instead of just saying, "I don't know," 245 00:10:39,780 --> 00:10:44,780 we're teaching students how to behave when they don't know. 246 00:10:45,090 --> 00:10:47,340 And so, when you don't know the answer, 247 00:10:47,340 --> 00:10:49,380 and that's really what it about, 248 00:10:49,380 --> 00:10:50,640 if you're gonna enter the workplace, 249 00:10:50,640 --> 00:10:51,840 you're gonna go to college, 250 00:10:51,840 --> 00:10:55,380 how are you going to behave when you don't know? 251 00:10:55,380 --> 00:10:57,720 And AI is one of the tools 252 00:10:57,720 --> 00:11:00,150 that our students are gonna have in their tool belt, 253 00:11:00,150 --> 00:11:02,250 regardless of where they go next in life. 254 00:11:02,250 --> 00:11:06,420 And so, when we start to reinforce those behaviors, 255 00:11:06,420 --> 00:11:09,750 we start to see students as they learn to communicate 256 00:11:09,750 --> 00:11:13,116 and they learn to interact with Khanmigo, 257 00:11:13,116 --> 00:11:16,710 or any other AI, 258 00:11:16,710 --> 00:11:21,710 is that they are learning that they can expand 259 00:11:21,990 --> 00:11:24,210 on their own thinking 260 00:11:24,210 --> 00:11:25,920 and they're learning that they can do that 261 00:11:25,920 --> 00:11:28,080 through dialogue and discourse. 262 00:11:28,080 --> 00:11:30,910 And I think those are really important things 263 00:11:32,280 --> 00:11:34,800 for students to learn in terms of skills 264 00:11:34,800 --> 00:11:37,443 for later on in life and skills today. 265 00:11:38,910 --> 00:11:40,533 What else do I have students do? 266 00:11:41,970 --> 00:11:43,140 I guess, just again, 267 00:11:43,140 --> 00:11:45,330 going back to bell ringers or exit tickets, 268 00:11:45,330 --> 00:11:46,680 I don't have a place to start. 269 00:11:46,680 --> 00:11:49,140 Okay, you don't have a place to start. 270 00:11:49,140 --> 00:11:52,800 So, let's think about where might we start? 271 00:11:52,800 --> 00:11:55,500 And like you said, I said earlier, and Donna said, 272 00:11:55,500 --> 00:11:57,630 you can't be in all places at once, 273 00:11:57,630 --> 00:11:59,730 but students are building the competence to go ahead 274 00:11:59,730 --> 00:12:00,757 and open that up and say, 275 00:12:00,757 --> 00:12:02,100 "Okay, I'm just gonna ask a quick question. 276 00:12:02,100 --> 00:12:03,780 I really don't know." 277 00:12:03,780 --> 00:12:06,240 And I don't know how many of you grew up 278 00:12:06,240 --> 00:12:08,190 with back of the book answers. 279 00:12:08,190 --> 00:12:11,100 I lived for those, I hated that they were only on the odds, 280 00:12:11,100 --> 00:12:14,640 but it's also a place where my students go 281 00:12:14,640 --> 00:12:18,210 to just make sure they're on the right track, right? 282 00:12:18,210 --> 00:12:20,940 So, you've got this back of the book 283 00:12:20,940 --> 00:12:21,810 that you're flipping to, 284 00:12:21,810 --> 00:12:22,980 and sometimes those back of the books 285 00:12:22,980 --> 00:12:25,830 is just this isolated answer that's sitting there 286 00:12:25,830 --> 00:12:27,120 and you're like, "I didn't get that answer, 287 00:12:27,120 --> 00:12:29,100 and so now I'm off the rails," 288 00:12:29,100 --> 00:12:31,590 and you don't have to be off the rails anymore. 289 00:12:31,590 --> 00:12:33,780 And so, when they get away from me 290 00:12:33,780 --> 00:12:34,980 and they're at home at night, 291 00:12:34,980 --> 00:12:38,100 and I can't tell you through the years how many videos 292 00:12:38,100 --> 00:12:40,410 that I made and sent to kids answering questions 293 00:12:40,410 --> 00:12:42,480 because they knew they got the wrong answer, 294 00:12:42,480 --> 00:12:44,370 but they didn't know how to work the problem. 295 00:12:44,370 --> 00:12:48,180 And I'm not getting that as much anymore 296 00:12:48,180 --> 00:12:51,600 because they have a personalized tutor that they can go to 297 00:12:51,600 --> 00:12:53,970 and ask those questions and get that resolved 298 00:12:53,970 --> 00:12:55,470 before they come in the next day. 299 00:12:55,470 --> 00:13:00,300 I'm also having less examples of incompleted homework. 300 00:13:00,300 --> 00:13:02,947 So, I used to walk into the classroom and be like, 301 00:13:02,947 --> 00:13:03,870 "Okay, were there questions? 302 00:13:03,870 --> 00:13:05,190 Yeah, I didn't get the whole assignment, 303 00:13:05,190 --> 00:13:06,780 I just didn't get it. 304 00:13:06,780 --> 00:13:08,190 Okay, what didn't you get? 305 00:13:08,190 --> 00:13:09,960 Let's start here." 306 00:13:09,960 --> 00:13:11,700 A lot less of that. 307 00:13:11,700 --> 00:13:13,297 So, I'm getting a lot more of, 308 00:13:13,297 --> 00:13:15,510 "I really struggled with this one, 309 00:13:15,510 --> 00:13:16,890 and I did ask Khanmigo, 310 00:13:16,890 --> 00:13:18,990 but I'm still kind of, 311 00:13:18,990 --> 00:13:21,900 I need more practice or I'm needing more explanation." 312 00:13:21,900 --> 00:13:24,870 And so, we're really getting into a level 313 00:13:24,870 --> 00:13:27,183 where we're able to move the learning forward. 314 00:13:28,170 --> 00:13:29,370 I don't know if I answered the question. 315 00:13:29,370 --> 00:13:30,885 - You did. You did a great job. 316 00:13:30,885 --> 00:13:32,460 - Okay. - Yeah, absolutely. 317 00:13:32,460 --> 00:13:35,580 - And then, even to add to that student engagement piece, 318 00:13:35,580 --> 00:13:36,930 in the districts that I work with, 319 00:13:36,930 --> 00:13:38,760 one of the Khanmigo teacher tools 320 00:13:38,760 --> 00:13:42,330 that I really like to put onto teachers' radar 321 00:13:42,330 --> 00:13:44,520 is the Real World Context Generator, 322 00:13:44,520 --> 00:13:45,780 because we've all had students 323 00:13:45,780 --> 00:13:48,000 who don't wanna go into science, 324 00:13:48,000 --> 00:13:50,040 who aren't gonna go down that scientific path, 325 00:13:50,040 --> 00:13:52,650 maybe they wanted to go into the trades. 326 00:13:52,650 --> 00:13:54,930 So, you can take the concepts that you're teaching, 327 00:13:54,930 --> 00:13:59,430 like mitosis, and have Khanmigo relate that to plumbing, 328 00:13:59,430 --> 00:14:02,490 or carpentry, or whatever that student wants to do. 329 00:14:02,490 --> 00:14:03,450 And Khanmigo can do 330 00:14:03,450 --> 00:14:05,970 some really great connections between those things. 331 00:14:05,970 --> 00:14:07,807 So, if you wanna engage students about, 332 00:14:07,807 --> 00:14:09,390 "Why do I have to learn this, right?" 333 00:14:09,390 --> 00:14:11,790 The age old question that we always get, 334 00:14:11,790 --> 00:14:14,250 that Khanmigo teacher tool's a really powerful one 335 00:14:14,250 --> 00:14:15,990 to help make those connections 336 00:14:15,990 --> 00:14:17,940 of why those things are important, 337 00:14:17,940 --> 00:14:21,240 no matter what route you wanna go to in your career. 338 00:14:21,240 --> 00:14:24,810 So, yeah, student engagement is definitely a key piece 339 00:14:24,810 --> 00:14:27,120 of AI in education. 340 00:14:27,120 --> 00:14:29,250 Donna, I'm gonna move over to you. 341 00:14:29,250 --> 00:14:33,360 How do you see AI transforming science education 342 00:14:33,360 --> 00:14:35,793 beyond just saving teachers' time? 343 00:14:36,960 --> 00:14:38,130 - Yeah, absolutely. 344 00:14:38,130 --> 00:14:41,910 And transforming science education is a big ask, 345 00:14:41,910 --> 00:14:43,950 but it's incremental, 346 00:14:43,950 --> 00:14:47,490 and so what I think of first is that teachers are wearing 347 00:14:47,490 --> 00:14:49,080 a ton of hats today. 348 00:14:49,080 --> 00:14:51,840 They're doing more than just developing 349 00:14:51,840 --> 00:14:55,590 and delivering their curriculum for their students. 350 00:14:55,590 --> 00:14:57,300 There's a lot going on. 351 00:14:57,300 --> 00:15:00,450 And the hope is that technology, as it's done, 352 00:15:00,450 --> 00:15:03,000 and AI will help teachers save time 353 00:15:03,000 --> 00:15:05,970 and help them actually be able to focus on the parts 354 00:15:05,970 --> 00:15:08,580 of teaching that they're most passionate about, right? 355 00:15:08,580 --> 00:15:11,130 And be able to release their grasp 356 00:15:11,130 --> 00:15:13,020 on some of the tedious tasks 357 00:15:13,020 --> 00:15:15,450 that maybe they're not as passionate about. 358 00:15:15,450 --> 00:15:18,060 And that's gonna allow our teachers, our science teachers, 359 00:15:18,060 --> 00:15:20,820 to be able to focus on whatever it is that they're into. 360 00:15:20,820 --> 00:15:22,230 So, maybe it's differentiating 361 00:15:22,230 --> 00:15:23,610 for their struggling students 362 00:15:23,610 --> 00:15:24,780 and they can make really, 363 00:15:24,780 --> 00:15:27,000 really cool new ways 364 00:15:27,000 --> 00:15:28,680 that they can actually reach all of those kids 365 00:15:28,680 --> 00:15:31,110 because they have a little more time on their hands. 366 00:15:31,110 --> 00:15:33,720 Or maybe another teacher, 367 00:15:33,720 --> 00:15:37,620 their jam is creating activities that integrate 368 00:15:37,620 --> 00:15:40,170 and align with what's going on in science today. 369 00:15:40,170 --> 00:15:43,320 And that could be something that they have more time for. 370 00:15:43,320 --> 00:15:45,390 One that I was really passionate about, 371 00:15:45,390 --> 00:15:47,220 and that was always a little bit of a struggle, 372 00:15:47,220 --> 00:15:52,110 was allowing teachers to be that mentor or that coach, 373 00:15:52,110 --> 00:15:55,350 that guide on the side who's actually helping them 374 00:15:55,350 --> 00:15:57,870 to develop those soft skills that they need 375 00:15:57,870 --> 00:15:59,460 to become independent learners 376 00:15:59,460 --> 00:16:02,460 and to become functioning members of society. 377 00:16:02,460 --> 00:16:04,980 I feel like if there's less time spent 378 00:16:04,980 --> 00:16:07,530 on grading little tedious things 379 00:16:07,530 --> 00:16:10,590 and giving them feedback on every single thing 380 00:16:10,590 --> 00:16:12,090 that they hand you, 381 00:16:12,090 --> 00:16:14,250 there's more time to have a conversation 382 00:16:14,250 --> 00:16:16,789 with the kid afterwards and talk about, 383 00:16:16,789 --> 00:16:17,820 "Well, what does this feedback mean to you? 384 00:16:17,820 --> 00:16:19,650 What are we gonna do differently next time?" 385 00:16:19,650 --> 00:16:21,540 And develop those skills, 386 00:16:21,540 --> 00:16:23,940 which are just important as the chemistry 387 00:16:23,940 --> 00:16:25,560 and the science skills, in my opinion. 388 00:16:25,560 --> 00:16:27,990 And so, I think that this technology 389 00:16:27,990 --> 00:16:31,050 is ultimately going to support us 390 00:16:31,050 --> 00:16:33,060 in doing some of the things that we're already doing, 391 00:16:33,060 --> 00:16:35,370 but allow us to do them at a higher fidelity 392 00:16:35,370 --> 00:16:36,990 and in a more sustainable way. 393 00:16:36,990 --> 00:16:39,333 I think that is critical for us as teachers. 394 00:16:40,170 --> 00:16:42,143 - [Sarah] Melissa, anything to add to that? 395 00:16:43,050 --> 00:16:43,883 - I would just say, 396 00:16:43,883 --> 00:16:47,370 in terms of transforming science education, 397 00:16:47,370 --> 00:16:50,640 I'm doing a lot more experimental design 398 00:16:50,640 --> 00:16:54,030 because students do have access to Khanmigo 399 00:16:54,030 --> 00:16:56,310 to kind of fill in those gaps. 400 00:16:56,310 --> 00:16:58,410 But instead of maybe doing a prescribed lab, 401 00:16:58,410 --> 00:17:00,690 like last year with gas laws, 402 00:17:00,690 --> 00:17:03,750 I gave students a list of materials 403 00:17:03,750 --> 00:17:07,380 and I had them create a problem statement 404 00:17:07,380 --> 00:17:10,110 and figure out what they wanted to investigate 405 00:17:10,110 --> 00:17:12,540 and then design an experiment. 406 00:17:12,540 --> 00:17:14,610 So, if it was a pressure-volume relationship, 407 00:17:14,610 --> 00:17:17,160 or a pressure-temperature relationship, 408 00:17:17,160 --> 00:17:20,730 the students were guiding that inquiry. 409 00:17:20,730 --> 00:17:22,950 So, I think it changes the scope 410 00:17:22,950 --> 00:17:26,130 of what we're able to do when they can step out of the box 411 00:17:26,130 --> 00:17:30,510 and they're using AI to help them, 412 00:17:30,510 --> 00:17:32,640 and their knowledge, obviously, 413 00:17:32,640 --> 00:17:34,710 to help them investigate problems 414 00:17:34,710 --> 00:17:38,070 and then connect back to how is that like something 415 00:17:38,070 --> 00:17:39,420 that happens in the real world, 416 00:17:39,420 --> 00:17:42,750 like maybe a bicycle tire going flat or something like that? 417 00:17:42,750 --> 00:17:46,470 So, again, just stepping outta my comfort zone 418 00:17:46,470 --> 00:17:48,360 and stepping out of prescribed labs, 419 00:17:48,360 --> 00:17:51,000 of course, within standards, 420 00:17:51,000 --> 00:17:52,380 within the bounds of standards 421 00:17:52,380 --> 00:17:54,120 and within the bounds of safety, 422 00:17:54,120 --> 00:17:56,310 and you have to get your experiment approved 423 00:17:56,310 --> 00:17:58,470 by your teacher and those types of things. 424 00:17:58,470 --> 00:17:59,940 But I think it's allowing my students 425 00:17:59,940 --> 00:18:03,600 to think more out of the box and be more creative 426 00:18:03,600 --> 00:18:06,570 and be more in the application phase 427 00:18:06,570 --> 00:18:09,360 of scientific knowledge, and some discovery, 428 00:18:09,360 --> 00:18:12,420 because for some students, it's their first go at it. 429 00:18:12,420 --> 00:18:14,250 I was talking with another teacher, 430 00:18:14,250 --> 00:18:17,390 who teaches physical science, and she's like, 431 00:18:17,390 --> 00:18:19,680 "Do you have anything on building catapults?" 432 00:18:19,680 --> 00:18:22,950 And I was like, "You know, you could give the kids 433 00:18:22,950 --> 00:18:27,000 a list of materials and you could have them go out 434 00:18:27,000 --> 00:18:30,060 to Khanmigo and see what they could come up with 435 00:18:30,060 --> 00:18:31,620 in terms of a design 436 00:18:31,620 --> 00:18:34,470 so that they're unique instead of prescribed." 437 00:18:34,470 --> 00:18:37,480 And so, I think it just puts a different dynamic 438 00:18:37,480 --> 00:18:39,840 in the science classroom. 439 00:18:39,840 --> 00:18:41,989 And again, that's where I 440 00:18:41,989 --> 00:18:43,957 would use TutorMe Math and Science. 441 00:18:43,957 --> 00:18:48,810 I might even do that as an assignable task. 442 00:18:48,810 --> 00:18:51,810 So, now we're able to assign in TutorMe Math 443 00:18:51,810 --> 00:18:55,680 and Science so that I am having a bit more control over 444 00:18:55,680 --> 00:18:56,970 the initial statement 445 00:18:56,970 --> 00:18:59,643 and what they have available and things like that. 446 00:19:00,630 --> 00:19:02,640 So, I see that as being a way to transform. 447 00:19:02,640 --> 00:19:05,190 Another thing that I've done is I've used teacher tools, 448 00:19:05,190 --> 00:19:07,380 I've used lesson planning, 449 00:19:07,380 --> 00:19:10,230 I've also used just the open chat 450 00:19:10,230 --> 00:19:13,680 to plan problem-based units. 451 00:19:13,680 --> 00:19:17,250 So, I planned, part of what you saw in "60 Minutes" 452 00:19:17,250 --> 00:19:18,480 was a problem-based unit 453 00:19:18,480 --> 00:19:22,140 where a local water supply was contaminated. 454 00:19:22,140 --> 00:19:27,090 And so, I used Khanmigo to help me build several weeks 455 00:19:27,090 --> 00:19:30,030 of lessons that went along with that, 456 00:19:30,030 --> 00:19:33,600 that had inquiry labs that went along with it, 457 00:19:33,600 --> 00:19:36,570 and it was our own, like, we made it our own. 458 00:19:36,570 --> 00:19:39,420 I adapted lessons based on where the kids were. 459 00:19:39,420 --> 00:19:42,030 So I was able to go into Khanmigo, 460 00:19:42,030 --> 00:19:45,090 adjust my lesson plans based on where my students were. 461 00:19:45,090 --> 00:19:47,070 If I noticed a huge skill gap somewhere, 462 00:19:47,070 --> 00:19:49,140 we were able to go in and plug into that. 463 00:19:49,140 --> 00:19:51,210 If we needed to do a little bit of background research 464 00:19:51,210 --> 00:19:53,070 on something that we hadn't gotten to yet, 465 00:19:53,070 --> 00:19:55,170 I was able to use Khanmigo to do that. 466 00:19:55,170 --> 00:19:59,940 So, again, I just feel like it gives me limitless potential 467 00:19:59,940 --> 00:20:03,060 as a teacher in terms of what I can do for my students 468 00:20:03,060 --> 00:20:06,060 to really deepen their learning and really get them acting 469 00:20:06,060 --> 00:20:08,883 and behaving like problem solvers and scientists. 470 00:20:09,960 --> 00:20:12,960 - And I'm seeing that theme of student engagement, right? 471 00:20:12,960 --> 00:20:14,910 It seems like those types of activities 472 00:20:14,910 --> 00:20:18,030 where you're letting them create their own problems, 473 00:20:18,030 --> 00:20:18,863 that's engaging, right? 474 00:20:18,863 --> 00:20:21,720 Instead of just, "Hey, here's a lab, follow these steps," 475 00:20:21,720 --> 00:20:23,730 and write your lab report. - Yeah, and that's life. 476 00:20:23,730 --> 00:20:25,800 I mean, it really is life, though. 477 00:20:25,800 --> 00:20:28,800 I mean, no one is standing there with a lab 478 00:20:28,800 --> 00:20:30,637 when you get to your first job saying, 479 00:20:30,637 --> 00:20:33,450 "Okay, here, you're gonna follow this exactly, 480 00:20:33,450 --> 00:20:35,340 and don't make any deviations. 481 00:20:35,340 --> 00:20:37,996 And we know exactly what we want you to know at the end." 482 00:20:37,996 --> 00:20:39,660 Nobody's doing that. 483 00:20:39,660 --> 00:20:41,130 That's not even the real world, 484 00:20:41,130 --> 00:20:43,500 and that's not how things work. 485 00:20:43,500 --> 00:20:47,580 And so, really, it's those skills, the in-between skills, 486 00:20:47,580 --> 00:20:49,930 the conversations, the talking with your group. 487 00:20:51,180 --> 00:20:52,590 I don't wanna call them arguments, 488 00:20:52,590 --> 00:20:54,570 because there's certainly friendly discourse 489 00:20:54,570 --> 00:20:56,580 that occurs in my room. 490 00:20:56,580 --> 00:21:01,580 But I mean, there's some passion that comes out in kids 491 00:21:01,830 --> 00:21:04,380 when they have ownership of what they've designed 492 00:21:04,380 --> 00:21:06,060 and what they're doing. 493 00:21:06,060 --> 00:21:07,500 They become very passionate. 494 00:21:07,500 --> 00:21:11,940 They become able to defend it, which, honestly, 495 00:21:11,940 --> 00:21:13,170 don't we want that? 496 00:21:13,170 --> 00:21:16,170 Don't we wanna know something so well that we can defend it? 497 00:21:17,310 --> 00:21:19,025 So. - And Melissa, 498 00:21:19,025 --> 00:21:22,770 I wanna ask you a question before we jump to our next one, 499 00:21:22,770 --> 00:21:23,670 because you've been talking a lot 500 00:21:23,670 --> 00:21:25,560 about your students working with it. 501 00:21:25,560 --> 00:21:28,740 Did that take some time to teach them how to talk 502 00:21:28,740 --> 00:21:30,900 with AI and Khanmigo? 503 00:21:30,900 --> 00:21:33,750 - 100%. Yeah, absolutely. 504 00:21:33,750 --> 00:21:37,290 So, you need to encourage, like, you have to kind of prompt. 505 00:21:37,290 --> 00:21:38,220 Well, they'll put it in, 506 00:21:38,220 --> 00:21:40,380 they want the immediate answer, okay? 507 00:21:40,380 --> 00:21:41,213 So do I. 508 00:21:41,213 --> 00:21:42,046 I mean, really, 509 00:21:42,046 --> 00:21:44,700 don't we all just want the immediate answer? 510 00:21:44,700 --> 00:21:47,250 But I think what students are starting 511 00:21:47,250 --> 00:21:48,690 to see through dialogue, 512 00:21:48,690 --> 00:21:51,600 and I think this was even spoken 513 00:21:51,600 --> 00:21:55,620 in the "60 Minutes" piece, is that really, 514 00:21:55,620 --> 00:21:57,900 when you are having this dialogue 515 00:21:57,900 --> 00:22:02,010 and you are integrating your own ideas with AI 516 00:22:02,010 --> 00:22:03,990 and then expanding on them, 517 00:22:03,990 --> 00:22:05,580 that's really where your deeper, 518 00:22:05,580 --> 00:22:07,980 better answer is going to be. 519 00:22:07,980 --> 00:22:10,590 And so, yeah, there was a lot in the beginning 520 00:22:10,590 --> 00:22:12,150 where they would say, "Help me. 521 00:22:12,150 --> 00:22:14,370 Like, here's the problem. Solve this for me." 522 00:22:14,370 --> 00:22:18,000 And they're like, "It's asking me another question." 523 00:22:18,000 --> 00:22:22,650 That question is why I was okay with allowing AI 524 00:22:22,650 --> 00:22:26,070 in my classroom, specifically Khanmigo, okay? 525 00:22:26,070 --> 00:22:28,350 If you're not asking my kid another question, 526 00:22:28,350 --> 00:22:29,730 I'm sorry, they're not my kids, 527 00:22:29,730 --> 00:22:32,520 my student another question, 528 00:22:32,520 --> 00:22:34,920 but they feel like my kids sometimes, 529 00:22:34,920 --> 00:22:38,550 then I don't want them to just get the answer. 530 00:22:38,550 --> 00:22:40,320 I want them to have the dialogue. 531 00:22:40,320 --> 00:22:42,660 And I'm like, "Well, let's answer back." 532 00:22:42,660 --> 00:22:45,240 So, a lot of them were wanting the immediate response, 533 00:22:45,240 --> 00:22:47,550 but I think they're figuring out that it's really 534 00:22:47,550 --> 00:22:50,130 where the learning is taking place 535 00:22:50,130 --> 00:22:53,430 and then they understand quick answers 536 00:22:53,430 --> 00:22:54,450 can come from anywhere. 537 00:22:54,450 --> 00:22:56,100 So, if you're after the quick answer, 538 00:22:56,100 --> 00:22:57,420 we always have this discussion, 539 00:22:57,420 --> 00:22:59,310 if you're after the quick answer, 540 00:22:59,310 --> 00:23:01,290 you can get it a lot of different places. 541 00:23:01,290 --> 00:23:02,730 That's always been around. 542 00:23:02,730 --> 00:23:04,530 But if you're after the understanding, 543 00:23:04,530 --> 00:23:06,540 this is how the understanding takes place. 544 00:23:06,540 --> 00:23:09,780 When you ask me a question and I ask you a question back 545 00:23:09,780 --> 00:23:10,770 as your teacher, 546 00:23:10,770 --> 00:23:12,690 it's not because I don't know the answer. 547 00:23:12,690 --> 00:23:14,640 It's because I want you to think about it. 548 00:23:14,640 --> 00:23:16,890 And so, that's what makes me comfortable 549 00:23:16,890 --> 00:23:19,800 in my classroom using Khanmigo 550 00:23:19,800 --> 00:23:21,750 when I know a lot of teachers are afraid to use it 551 00:23:21,750 --> 00:23:23,970 because they don't want them cheating and they don't want, 552 00:23:23,970 --> 00:23:25,290 I get all of that. 553 00:23:25,290 --> 00:23:28,320 It made me very comfortable seeing it firsthand 554 00:23:28,320 --> 00:23:30,240 that it's not just giving them the answer, 555 00:23:30,240 --> 00:23:33,153 that we're deepening the level of understanding. 556 00:23:34,860 --> 00:23:36,690 - So, Melissa, you've kind of just touched 557 00:23:36,690 --> 00:23:39,870 on other teachers, maybe in your building 558 00:23:39,870 --> 00:23:41,190 or even in your department, 559 00:23:41,190 --> 00:23:44,760 who are a little more apprehensive about using Khanmigo. 560 00:23:44,760 --> 00:23:48,420 Can you speak to a little bit about how your district 561 00:23:48,420 --> 00:23:50,580 has helped kind of support this 562 00:23:50,580 --> 00:23:53,550 and support those teachers who may be apprehensive? 563 00:23:53,550 --> 00:23:55,530 And are they coming around a little bit, 564 00:23:55,530 --> 00:24:00,068 or what's that culture like from the teacher perspective? 565 00:24:00,068 --> 00:24:01,740 - Oh, I mean, absolutely. 566 00:24:01,740 --> 00:24:03,180 I think, as a teacher, 567 00:24:03,180 --> 00:24:06,270 and I think this is all our initial response is, I mean, 568 00:24:06,270 --> 00:24:09,600 AI, it's a big word, and it's a big idea, 569 00:24:09,600 --> 00:24:13,500 and it has unlimited scary potential, right? 570 00:24:13,500 --> 00:24:15,397 And so, I think everyone's looking at it and saying, 571 00:24:15,397 --> 00:24:17,880 "But I am the best with my students." 572 00:24:17,880 --> 00:24:20,940 I still feel like I'm the best with my students, 573 00:24:20,940 --> 00:24:25,170 but I also realize that I'm limited just 574 00:24:25,170 --> 00:24:26,910 in terms of being one individual 575 00:24:26,910 --> 00:24:29,010 in a classroom of 32 individuals, 576 00:24:29,010 --> 00:24:31,610 or however many students you have in your classroom. 577 00:24:32,670 --> 00:24:33,630 I'm missing a lot. 578 00:24:33,630 --> 00:24:36,300 There's a lot that I miss that I'm not able to get to. 579 00:24:36,300 --> 00:24:39,750 And so, I think one of the things for our district is, 580 00:24:39,750 --> 00:24:43,710 I mean, obviously, we've done extensive amounts of training. 581 00:24:43,710 --> 00:24:46,260 There was a pilot group that went through. 582 00:24:46,260 --> 00:24:47,850 That builds a level of comfort 583 00:24:47,850 --> 00:24:52,320 when you see the way that the AI actually responds. 584 00:24:52,320 --> 00:24:55,500 You have to allow teachers the opportunity to engage 585 00:24:55,500 --> 00:25:00,390 as a teacher with, say, Khanmigo, TutorMe Math and Science. 586 00:25:00,390 --> 00:25:03,180 And there is a toggle switch, you can switch it over, 587 00:25:03,180 --> 00:25:04,590 you can be a student. 588 00:25:04,590 --> 00:25:08,190 So, you can see how it's going to interact 589 00:25:08,190 --> 00:25:10,740 and it kind of builds that confidence that yes, 590 00:25:10,740 --> 00:25:12,360 this is gonna interact with the student 591 00:25:12,360 --> 00:25:13,193 in the same way that I would, 592 00:25:13,193 --> 00:25:16,110 that it's not just going to allow them to cheat, 593 00:25:16,110 --> 00:25:17,033 give them the answers. 594 00:25:17,033 --> 00:25:20,280 Because I think the cheating is the big thing. 595 00:25:20,280 --> 00:25:21,577 For a lot of teachers, the big issue, 596 00:25:21,577 --> 00:25:23,040 "I don't want them cheating." 597 00:25:23,040 --> 00:25:27,030 And then also just that fear of, oh, well then, 598 00:25:27,030 --> 00:25:30,270 and people say it, "Oh, then AI can just teach the class." 599 00:25:30,270 --> 00:25:32,130 I would argue that my classroom 600 00:25:32,130 --> 00:25:37,130 has become more human since I've started using AI. 601 00:25:37,320 --> 00:25:39,990 And what I mean is the level of connectedness 602 00:25:39,990 --> 00:25:43,260 in my classroom between myself and my students, 603 00:25:43,260 --> 00:25:44,940 based on things like, say, 604 00:25:44,940 --> 00:25:48,000 lesson hook, teacher tool, lesson hook, that I'll create. 605 00:25:48,000 --> 00:25:53,000 Whereas I might have just started maybe with a bell ringer, 606 00:25:53,250 --> 00:25:54,780 reviewing old knowledge, 607 00:25:54,780 --> 00:25:57,300 I might start with a bell ringer or with a lesson hook 608 00:25:57,300 --> 00:25:58,980 that engages the students, 609 00:25:58,980 --> 00:26:01,530 gets them having conversations with one another. 610 00:26:01,530 --> 00:26:03,780 That's a way that I've used AI 611 00:26:03,780 --> 00:26:07,200 to create more human connection in my classroom. 612 00:26:07,200 --> 00:26:10,200 So, I think just having those solid examples 613 00:26:10,200 --> 00:26:12,690 of the ways that teachers have used AI 614 00:26:12,690 --> 00:26:15,870 to increase student communication with one another 615 00:26:15,870 --> 00:26:19,290 and the teacher, and student engagement with one another, 616 00:26:19,290 --> 00:26:22,320 the course material, and the teacher, 617 00:26:22,320 --> 00:26:27,090 so I think those things help when you see it in action, 618 00:26:27,090 --> 00:26:31,110 help allay fears that this is gonna take over 619 00:26:31,110 --> 00:26:32,790 or that we don't need teachers anymore. 620 00:26:32,790 --> 00:26:35,070 I think quite the opposite. 621 00:26:35,070 --> 00:26:38,190 I'm more connected to my students than I've ever been 622 00:26:38,190 --> 00:26:40,680 now that AI has pieced the puzzle, because quite honestly, 623 00:26:40,680 --> 00:26:43,290 I just think it makes me think out of the box. 624 00:26:43,290 --> 00:26:45,510 It makes me try new things. 625 00:26:45,510 --> 00:26:49,710 Because I thought I was really good at what I did 626 00:26:49,710 --> 00:26:52,590 and my lectures are pretty awesome, 627 00:26:52,590 --> 00:26:55,650 and I don't know why you wouldn't love my lecture 628 00:26:55,650 --> 00:26:56,763 as much as I do. 629 00:26:58,230 --> 00:27:00,930 And so, I also know that that maybe isn't the way 630 00:27:00,930 --> 00:27:02,370 that all students learn. 631 00:27:02,370 --> 00:27:06,750 And so, I've gotten out of my box quite a bit, 632 00:27:06,750 --> 00:27:08,673 and it's been through using, like, 633 00:27:08,673 --> 00:27:11,550 I am not an idea-generating person. 634 00:27:11,550 --> 00:27:12,750 But if I go to lesson hook, 635 00:27:12,750 --> 00:27:15,600 I'm gonna get three ideas right away, 636 00:27:15,600 --> 00:27:16,980 and I'm not stopping there, 637 00:27:16,980 --> 00:27:20,010 because then you can use the AI to help you make, 638 00:27:20,010 --> 00:27:21,780 if you need to make a student lab document, 639 00:27:21,780 --> 00:27:23,550 or you need to make an introductory activity 640 00:27:23,550 --> 00:27:24,480 that you put in Canvas. 641 00:27:24,480 --> 00:27:25,861 I don't stop there. 642 00:27:25,861 --> 00:27:29,160 I make it do it all for me, of course, 643 00:27:29,160 --> 00:27:31,950 with my feedback and my input, 644 00:27:31,950 --> 00:27:34,380 but it also changes the vibe in my classroom, 645 00:27:34,380 --> 00:27:36,210 which is just really cool to see. 646 00:27:36,210 --> 00:27:39,450 So, it's a place where it looks collaborative. 647 00:27:39,450 --> 00:27:41,340 I had a teacher walk in, 648 00:27:41,340 --> 00:27:44,682 one of our MTSS teachers came in the other day 649 00:27:44,682 --> 00:27:46,507 to bring me something and she's like, 650 00:27:46,507 --> 00:27:48,660 "Oh my gosh, your classroom management's awesome." 651 00:27:48,660 --> 00:27:50,940 I'm like, "It's not really my classroom management. 652 00:27:50,940 --> 00:27:54,060 These kids are just way into what they're doing right now." 653 00:27:54,060 --> 00:27:56,793 And so, it's really cool. 654 00:27:57,690 --> 00:28:00,270 - And that kind of brings back to what Donna had mentioned 655 00:28:00,270 --> 00:28:03,480 about having time to work on these soft skills 656 00:28:03,480 --> 00:28:05,130 and to make connections with your students 657 00:28:05,130 --> 00:28:07,080 that we all want to do as teachers, 658 00:28:07,080 --> 00:28:09,663 but sometimes we're just so bogged down in the details 659 00:28:09,663 --> 00:28:12,930 that that kind of gets swept under the rug, 660 00:28:12,930 --> 00:28:14,373 unfortunately, too much. 661 00:28:15,630 --> 00:28:18,390 So, Donna, what advice would you give 662 00:28:18,390 --> 00:28:21,450 to district leaders who want to start integrating AI 663 00:28:21,450 --> 00:28:25,020 into their science instruction effectively? 664 00:28:25,020 --> 00:28:28,770 - Yeah, our content team actually visited several schools 665 00:28:28,770 --> 00:28:31,290 in Texas two weeks ago, 666 00:28:31,290 --> 00:28:33,960 and we saw a lot of teachers who are quickly adopting this, 667 00:28:33,960 --> 00:28:35,400 and then we also saw a lot of teachers 668 00:28:35,400 --> 00:28:36,750 who are a bit more hesitant. 669 00:28:36,750 --> 00:28:39,510 And so, some of the things that I would say 670 00:28:39,510 --> 00:28:42,270 to help with those conversations with the latter group 671 00:28:42,270 --> 00:28:45,750 would be to first try and pinpoint what it is 672 00:28:45,750 --> 00:28:49,440 that they're struggling with, your teachers, that is. 673 00:28:49,440 --> 00:28:50,610 What are their needs? 674 00:28:50,610 --> 00:28:51,870 Because I think it varies, 675 00:28:51,870 --> 00:28:53,400 it varies a lot based on 676 00:28:53,400 --> 00:28:54,780 how many years they've been teaching, 677 00:28:54,780 --> 00:28:57,300 what age group they're teaching, the domain. 678 00:28:57,300 --> 00:28:58,290 So, you wanna try and figure out, 679 00:28:58,290 --> 00:29:00,630 what are you struggling with right now? 680 00:29:00,630 --> 00:29:03,300 How are you resolving those issues, if at all? 681 00:29:03,300 --> 00:29:05,700 And likely, you'll see that it's probably some form 682 00:29:05,700 --> 00:29:09,030 of an unsustainable system, or there's nothing there. 683 00:29:09,030 --> 00:29:12,120 It's just kind of like, "Oh, I'm just kind of winging it." 684 00:29:12,120 --> 00:29:14,400 Because again, there's so much going on. 685 00:29:14,400 --> 00:29:17,940 And I think that is where the conversation can begin 686 00:29:17,940 --> 00:29:19,590 and you can step in and start talking about some 687 00:29:19,590 --> 00:29:21,330 of the ideas that Melissa shared. 688 00:29:21,330 --> 00:29:23,070 She shared a ton of ideas, 689 00:29:23,070 --> 00:29:26,040 and that both of us have shared throughout this webinar. 690 00:29:26,040 --> 00:29:31,020 And they can start to step in and make those a reality. 691 00:29:31,020 --> 00:29:33,390 Because I think that ultimately, 692 00:29:33,390 --> 00:29:35,970 the conversation does need to make sure it spins toward 693 00:29:35,970 --> 00:29:38,220 this idea that AI, technology, 694 00:29:38,220 --> 00:29:40,410 they're not the final solution, 695 00:29:40,410 --> 00:29:42,810 they're not the answer, they're not going to be everything. 696 00:29:42,810 --> 00:29:46,320 They're not going to replace teachers, as Melissa says, 697 00:29:46,320 --> 00:29:48,330 they're going to offer some relief, right? 698 00:29:48,330 --> 00:29:50,310 They're gonna give back some of that time. 699 00:29:50,310 --> 00:29:52,210 They're gonna provide you some support 700 00:29:53,205 --> 00:29:55,530 and it's going to make it so that you can focus 701 00:29:55,530 --> 00:29:59,250 on the parts of your teaching that you love the most. 702 00:29:59,250 --> 00:30:01,080 And it does take some finessing. 703 00:30:01,080 --> 00:30:03,210 I think Melissa was touching on this, 704 00:30:03,210 --> 00:30:06,270 where you can get Khanmigo to create you something, 705 00:30:06,270 --> 00:30:08,160 but you do need to do a little work with it. 706 00:30:08,160 --> 00:30:11,130 So, that needs to be part of the conversation as well. 707 00:30:11,130 --> 00:30:13,406 You do know your kids best and you do, 708 00:30:13,406 --> 00:30:16,080 (bell ringing) there's that bell, Melissa, 709 00:30:16,080 --> 00:30:17,520 you do know your kids best. 710 00:30:17,520 --> 00:30:19,860 - It's real. - I know. 711 00:30:19,860 --> 00:30:22,083 She's in the real classroom right now. 712 00:30:22,920 --> 00:30:25,830 But yeah, just kind of linking it back to the context 713 00:30:25,830 --> 00:30:27,300 that they're in at the moment, 714 00:30:27,300 --> 00:30:29,520 the problems that they're trying to resolve at the moment, 715 00:30:29,520 --> 00:30:31,290 because the list is endless. 716 00:30:31,290 --> 00:30:32,610 We know every day you get home 717 00:30:32,610 --> 00:30:34,410 and there's still a million things to do 718 00:30:34,410 --> 00:30:36,330 that you're not gonna be able to get to. 719 00:30:36,330 --> 00:30:40,110 So, utilizing this technology and controlling it too, 720 00:30:40,110 --> 00:30:42,300 and saying, "I'm not gonna give away that part 721 00:30:42,300 --> 00:30:44,430 of what I love about teaching." 722 00:30:44,430 --> 00:30:46,140 I love making creative, 723 00:30:46,140 --> 00:30:49,980 differentiated parts of my assignments and my assessments, 724 00:30:49,980 --> 00:30:51,450 so I'm not gonna give that to Khanmigo, 725 00:30:51,450 --> 00:30:53,700 I'm gonna give something different to it 726 00:30:53,700 --> 00:30:56,070 that's going to make me better 727 00:30:56,070 --> 00:30:57,390 at the things that I love doing 728 00:30:57,390 --> 00:30:59,670 and the things that I'm good at doing. 729 00:30:59,670 --> 00:31:03,360 So, that's how I would probably start that conversation. 730 00:31:03,360 --> 00:31:04,773 But also curious, Melissa, 731 00:31:05,990 --> 00:31:10,990 what you might say to give district admin some tips on this. 732 00:31:13,020 --> 00:31:15,180 - Just in terms of I would start small 733 00:31:15,180 --> 00:31:16,800 in terms of integration 734 00:31:16,800 --> 00:31:19,743 and just know that there's gonna be a learning curve. 735 00:31:21,000 --> 00:31:24,930 And again, I'm modeling this off of my experience, 736 00:31:24,930 --> 00:31:27,630 and I think my experience here 737 00:31:27,630 --> 00:31:29,133 in School City of Hobart, 738 00:31:30,300 --> 00:31:32,820 it's always unique and it's always powerful 739 00:31:32,820 --> 00:31:35,730 because School City of Hobart does provide us 740 00:31:35,730 --> 00:31:37,560 with so many resources. 741 00:31:37,560 --> 00:31:40,260 And so, I think just starting small 742 00:31:40,260 --> 00:31:41,370 in terms of integration, 743 00:31:41,370 --> 00:31:44,250 but also just really setting some benchmarks 744 00:31:44,250 --> 00:31:45,720 and some guidelines 745 00:31:45,720 --> 00:31:49,257 in terms of how you want your students utilizing AI. 746 00:31:49,257 --> 00:31:51,480 And one of the things that we did here 747 00:31:51,480 --> 00:31:52,590 in School City of Hobart 748 00:31:52,590 --> 00:31:56,820 is talk about a continuum of AI 749 00:31:56,820 --> 00:31:59,460 and how much you wanted it to be a part of your classroom 750 00:31:59,460 --> 00:32:00,480 and your assignments. 751 00:32:00,480 --> 00:32:03,240 And that was more of a consensus activity 752 00:32:03,240 --> 00:32:04,950 where teachers came together 753 00:32:04,950 --> 00:32:06,630 and we really talked about 754 00:32:06,630 --> 00:32:08,400 what that continuum would look like 755 00:32:08,400 --> 00:32:12,180 and where you were on that comfort continuum. 756 00:32:12,180 --> 00:32:15,660 So, if you're comfortable with using it as as a tutor, 757 00:32:15,660 --> 00:32:16,560 but you're not comfortable 758 00:32:16,560 --> 00:32:18,750 with letting students use it for writing, 759 00:32:18,750 --> 00:32:20,580 which at that time there wasn't writing coach. 760 00:32:20,580 --> 00:32:23,340 So, now, I mean, honestly limitless, right? 761 00:32:23,340 --> 00:32:28,340 With writing coach, but again, setting realistic benchmarks. 762 00:32:29,640 --> 00:32:32,940 Even last week we had one of our math teachers do 763 00:32:32,940 --> 00:32:34,440 a training on Bookit. 764 00:32:34,440 --> 00:32:37,620 So, just those small piecemeal integration training, 765 00:32:37,620 --> 00:32:39,960 so you're not overwhelming everyone, 766 00:32:39,960 --> 00:32:41,490 but hey, go back and try this. 767 00:32:41,490 --> 00:32:43,470 I don't think there's a single teacher 768 00:32:43,470 --> 00:32:45,840 that I know that didn't try it, 769 00:32:45,840 --> 00:32:47,730 because how can you not try it? 770 00:32:47,730 --> 00:32:51,270 Because it integrates directly into Bookit 771 00:32:51,270 --> 00:32:52,260 and then you can play 772 00:32:52,260 --> 00:32:55,080 and you've got this engagement strategy for your students. 773 00:32:55,080 --> 00:32:57,600 So, I think just the little, starting small, 774 00:32:57,600 --> 00:33:00,487 like, I always start when someone asks me like, 775 00:33:00,487 --> 00:33:01,650 "Where did you start?" 776 00:33:01,650 --> 00:33:06,330 Start with lesson hook in terms of my teaching, 777 00:33:06,330 --> 00:33:07,470 five minutes, right? 778 00:33:07,470 --> 00:33:08,670 So, it took me, 779 00:33:08,670 --> 00:33:10,890 usually I can spend between five and 10 minutes 780 00:33:10,890 --> 00:33:13,380 and just change the trajectory of my whole day. 781 00:33:13,380 --> 00:33:15,420 So, I would share that with other teachers. 782 00:33:15,420 --> 00:33:19,020 So, definitely, and draw on the experience of other teachers 783 00:33:19,020 --> 00:33:22,200 and draw on the experience of other districts 784 00:33:22,200 --> 00:33:26,190 and what other teachers have to say 785 00:33:26,190 --> 00:33:27,780 in terms of the benefits 786 00:33:27,780 --> 00:33:29,250 that it's shown in their classroom, 787 00:33:29,250 --> 00:33:31,740 not only for themselves, but for their students. 788 00:33:31,740 --> 00:33:33,990 And I think it really sells you 789 00:33:33,990 --> 00:33:36,090 when you see your students building confidence, 790 00:33:36,090 --> 00:33:38,070 when you know that your students go home 791 00:33:38,070 --> 00:33:39,690 and that they have access 792 00:33:39,690 --> 00:33:41,610 to a one-on-one tutor 793 00:33:41,610 --> 00:33:46,020 that's going to talk with them in a Socratic way, 794 00:33:46,020 --> 00:33:47,280 asking them questions 795 00:33:47,280 --> 00:33:48,780 the way that you would ask them questions 796 00:33:48,780 --> 00:33:50,910 instead of just giving them the answers. 797 00:33:50,910 --> 00:33:55,800 So, I think just my advice is to really, 798 00:33:55,800 --> 00:33:56,880 you have to try it, 799 00:33:56,880 --> 00:33:58,350 but you have to start small 800 00:33:58,350 --> 00:34:01,920 and you have to let teachers really see the benefit. 801 00:34:01,920 --> 00:34:04,293 And I don't know any teachers, 802 00:34:05,370 --> 00:34:06,900 no, I don't know any teachers 803 00:34:06,900 --> 00:34:09,060 that have seen the direct benefit 804 00:34:09,060 --> 00:34:13,643 that do not use it willingly as an extension 805 00:34:15,450 --> 00:34:17,520 of what they're able to do for their students 806 00:34:17,520 --> 00:34:18,353 in the classroom, 807 00:34:18,353 --> 00:34:19,890 because why wouldn't you want your students 808 00:34:19,890 --> 00:34:23,430 to have one more tool in their toolbox 809 00:34:23,430 --> 00:34:26,370 and be able to empower themselves 810 00:34:26,370 --> 00:34:28,950 and be able to build confidence, 811 00:34:28,950 --> 00:34:31,470 and be able to learn how to ask those questions 812 00:34:31,470 --> 00:34:33,750 when they don't know what to do? 813 00:34:33,750 --> 00:34:35,010 And that's the thing, 814 00:34:35,010 --> 00:34:37,050 we want students to know how to behave 815 00:34:37,050 --> 00:34:38,870 when they don't know what to do. 816 00:34:38,870 --> 00:34:41,100 In science, it's a lot about finding answers, 817 00:34:41,100 --> 00:34:44,970 but it's also a lot about asking really great questions. 818 00:34:44,970 --> 00:34:48,150 And so, the more we can get students engaged 819 00:34:48,150 --> 00:34:51,900 with asking their own questions in any subject area 820 00:34:51,900 --> 00:34:54,870 and gaining a deeper understanding 821 00:34:54,870 --> 00:34:57,840 of those through the incorporation of AI, 822 00:34:57,840 --> 00:35:00,303 I think is a win-win for everyone. 823 00:35:02,190 --> 00:35:03,480 - All right, Donna, 824 00:35:03,480 --> 00:35:06,090 any final closing thoughts from you today 825 00:35:06,090 --> 00:35:09,090 and things that you want our fellow science educators 826 00:35:09,090 --> 00:35:09,990 to walk away from? 827 00:35:11,940 --> 00:35:13,020 - Yeah, I think, Melissa, 828 00:35:13,020 --> 00:35:14,820 you hit it really well on that last one. 829 00:35:14,820 --> 00:35:18,750 Going incremental with taking on these new ideas. 830 00:35:18,750 --> 00:35:20,790 There's so many tools out there, right? 831 00:35:20,790 --> 00:35:23,940 And there's so many things that we're asked to try out. 832 00:35:23,940 --> 00:35:27,120 So, trying it incrementally and seeing, 833 00:35:27,120 --> 00:35:28,530 how does this work for me? 834 00:35:28,530 --> 00:35:29,430 I would say, teachers, 835 00:35:29,430 --> 00:35:33,090 try it yourself before you hand it off to your students. 836 00:35:33,090 --> 00:35:35,340 We would never give our students a lab 837 00:35:35,340 --> 00:35:37,290 before we've tried it, unless you're in your first year, 838 00:35:37,290 --> 00:35:39,063 then you make that mistake, right? 839 00:35:40,124 --> 00:35:42,270 Then you're like, "Whoops, never again." 840 00:35:42,270 --> 00:35:45,150 So, trying it yourself, seeing, how does this thing work? 841 00:35:45,150 --> 00:35:46,290 What are its limitations? 842 00:35:46,290 --> 00:35:48,150 What are some of the things we can laugh at about it 843 00:35:48,150 --> 00:35:49,920 'cause it's not doing it well? 844 00:35:49,920 --> 00:35:52,080 That's how technology is, 845 00:35:52,080 --> 00:35:55,830 and what can it actually do to help with all the tasks 846 00:35:55,830 --> 00:35:57,420 that are on my plate? 847 00:35:57,420 --> 00:35:59,460 And how can it, I love, Melissa, 848 00:35:59,460 --> 00:36:02,190 your spin on it is very, 849 00:36:02,190 --> 00:36:04,740 it's close to my heart in getting these students 850 00:36:04,740 --> 00:36:06,690 to have those independent skills 851 00:36:06,690 --> 00:36:09,030 and to be able to function independently out 852 00:36:09,030 --> 00:36:10,950 in the real world world when they get out there. 853 00:36:10,950 --> 00:36:12,150 We're both high school teachers, 854 00:36:12,150 --> 00:36:14,940 so we're seeing these kids at their sophomore year 855 00:36:14,940 --> 00:36:17,880 when they're really starting to integrate into society 856 00:36:17,880 --> 00:36:19,200 and with their friends and everything. 857 00:36:19,200 --> 00:36:23,610 So, it's cool to be able to have something 858 00:36:23,610 --> 00:36:26,310 that's supporting us in all of those aspects 859 00:36:26,310 --> 00:36:29,403 of what we do for these students. 860 00:36:31,320 --> 00:36:33,750 - It's been so great to hear both of your insights 861 00:36:33,750 --> 00:36:36,270 and expertise, especially on today, 862 00:36:36,270 --> 00:36:40,020 the International Day of Women and Girls in Science. 863 00:36:40,020 --> 00:36:42,240 And as you've heard from Melissa, 864 00:36:42,240 --> 00:36:44,457 Hobart has strategically implemented Khan Academy 865 00:36:44,457 --> 00:36:46,650 and Khanmigo at their district 866 00:36:46,650 --> 00:36:48,510 with a district partnership. 867 00:36:48,510 --> 00:36:50,580 Here is a link if you want to learn more 868 00:36:50,580 --> 00:36:52,503 about partnering with our team. 869 00:36:53,460 --> 00:36:54,570 Aviv, before we end, 870 00:36:54,570 --> 00:36:57,570 any questions in the chat that we need to respond to? 871 00:36:57,570 --> 00:36:59,280 - [Aviv] Nope, not today. Thanks. 872 00:36:59,280 --> 00:37:00,510 - Okay, great. 873 00:37:00,510 --> 00:37:03,213 Well, thank you for joining us today and onward. 874 00:37:07,140 --> 00:37:08,460 - Thank you. - Bye.