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