Webinar Transcript

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Karly O'Brien: Alright! 

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Karly O'Brien: We're gonna get started. For the sake of time, we have lots of wonderful content we want to dive in and get to, and… 

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Karly O'Brien: to be honest, total disclaimer, my computer decided to die right and crashed right before this webinar, so that's kind of how my evening has been going. So I'm really excited to be a part of this on my iPad, and really excited to hear what all the amazing things that Dr. Kane has to share with us tonight. So, welcome, everyone! We're so glad that you're here for the webinar, a part of our Every Educator Counts series called Generative AI in the Writing Classroom. 

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Karly O'Brien: To those of you who have joined us before, welcome back, and if this is your first time with us, we are thrilled to have you, so welcome for the first time. 

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Karly O'Brien: You'll be able to revisit this session, as well as any other ones that RIF has facilitated, and catch up on any of those things, on the archive through our website. And I'll be sure to drop a link in the chat later on, but you will also receive a follow-up email with links to everything discussed and the link to the recording on the website. So, more to come later. 

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Karly O'Brien: I'm really excited for the session tonight. Today's webinar tackles a topic that is definitely on the top of my mind, so I'm sure it's on the top of you all's mind as educators as well, how to thoughtfully and responsibly integrate generative AI into writing instruction. As AI tools become more present in students' lives, it's essential that we help them understand how to use these tools to enhance their 

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Karly O'Brien: learning, and not replace it. So during the session tonight, we'll explore practical ways that generative AI and large language models, or LLMs, can support lesson planning, model revision strategies, and provide differentiated… excuse me, differentiated… differentiated feedback. We'll take a look at joyful, developmental-appropriate approaches that help students experiment with voice, tone. 

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Karly O'Brien: and structure, to build confidence and independence as writers. 

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Karly O'Brien: So we're thrilled. Tonight, Riff is joined by Dr. Shannon Kane, Assistant Clinical Professor in the Department of Teaching, Learning, Policy, and Leadership at the University of Maryland. 

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Karly O'Brien: She brings expertise into literacy education, teacher preparation, and technology integration, and a passion for helping educators navigate new tools with confidence and clarity. 

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Karly O'Brien: Doctors King's career began in international development, where she supported initiatives focused on women's empowerment and access to education. She later joined the inaugural DC Teaching Fellows cohort and taught in both traditional public and public charter schools in Washington, D.C, where I lived. Over the course of her year. 

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Karly O'Brien: She, excuse me, over the course of her career, she has served as an instructional coach, curriculum developer, professional development consultant, school leader, teacher, researcher, and adjunct faculty member. She holds a doctorate in reading, writing, and literacy from the University of Pennsylvania, as well as master's degrees in international development and in literacy, elementary education slash TESOL. 

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Karly O'Brien: Her scholarship examines multiple dimensions of literacy and teacher development, including K-12 literacy instruction. 

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Karly O'Brien: With an emphasis on critical literacy, the preparation and mentoring of teachers, identity and literacy learning, and the integration of technology into literacy pedagogy. So, if that didn't impress you, I know tonight will impress you. So we're so excited for her to guide you through today's conversation on opportunities and challenges of using AI in the writing classroom. So, with that, I will turn it over to you, and welcome, Dr. King. We're so excited 

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Karly O'Brien: Nice to have you. 

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Shannon Kane: Thank you, Carly. I'm so excited to be here. I'm really glad to see everyone, and really excited to just talk, as you said, about AI, and what it can do, and how we can really best support our students. 

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Shannon Kane: And ourselves as professionals. So, let's just dive right in, and see… see how the evening goes. 

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Shannon Kane: So here's our goal for the night. You know, it's always good to have a goal. We'll see… we'll see as we, work through the content how close we get to completing it all. So we're gonna kick off with just a general welcome and wonder as we start to think about the use of… 

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Shannon Kane: of AI. We're gonna do a quick blurb around Gen AI and large language models. 

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Shannon Kane: briefly think about it for teachers as a tool of support, but then we also want to think about really, as this idea of, like, co-writers for students, and really that joy and fun that it can bring, which may sound a little bit weird. Then also really 

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Shannon Kane: spend a little bit of time around this idea of AI responsibly, and how we can use it, and model that responsive… responsible use. 

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Shannon Kane: then hopefully we'll have some time to play around with it, to model a couple of things that it can be used. Obviously, we could be here for hours doing that. 

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Shannon Kane: And then wrap up and reflection. So, that is the plan. 

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Shannon Kane: Alright, so let's jump right in. 

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Shannon Kane: So here's just, again, quick goals that align with what we're gonna do in terms of introducing some really real basics around AI. 

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Shannon Kane: Explore how we can use it as teachers to differentiate and enhance writing instruction, and then really think of, hopefully, some practical fun strategies through modeling for our students, and then our objectives. And you keep seeing the word joy in places, and I really want to sort of emphasize that. 

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Shannon Kane: Which again, may sound strange, but I really think it should be about joy, right? Teaching and learning should be a joyful, fun, messy experience, and so, I want to continue to underscore and emphasize that throughout our time tonight. 

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Shannon Kane: So, here's our welcome and wonder. So, how does technology spark joy, creativity, or curiosity in your life? And I think you guys can pop stuff into the chat, I hope. 

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Shannon Kane: It could be all three, it could be one of those things, but, you know, how… when you think of… how do you use technology to have some joy in your life, or creativity? 

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Shannon Kane: Or curiosity, or maybe all three for a super bonus. 

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Shannon Kane: So, hopefully, we'll, you know, just drop some ideas in the chat, right? 

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Shannon Kane: Give you guys a second to think about it. 

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Shannon Kane: you know, to be completely transparent, as I was thinking about this, and was like, how do I use technology for… 

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Shannon Kane: for joy or creativity, right? It's mostly for me, is listening to different types of music, right? And curating playlists, and thinking about things, like, being exposed to artists and stuff that I definitely would not probably find. And I've been really sort of dabbling with their, like, AI DJ, which I've been really appreciating, like. 

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Shannon Kane: I'm pushing my listening interests. 

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Shannon Kane: to… to other areas. So… Yeah. 

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Shannon Kane: Again, any ideas or any… just keep that question sort of in the back of your mind. And again, it, again, may sound weird, this juxtaposition of creativity and joy with technology, because to be honest, I think that's something that 

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Shannon Kane: we… we often hear as an argument, I would say, or a criticism of AI, is that it's going to kill creativity, and… but I really want us to think about how, in fact, it can… can support it, right? Because I'm… because I believe, that… 

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Shannon Kane: when we have joy and we have this possibility within technology, we can actually explore its possibilities and not see its just limitations, right? So if we… if we… and that's our goal for tonight, right? All right! 

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Shannon Kane: So, let's just jump in. I think the chat may be disabled, which is totally fine, because… 

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Karly O'Brien: Yes, I just… I just figured it out. So sorry, friends. You should be able to type in the chat now. 

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Shannon Kane: That is okay. 

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Karly O'Brien: Bearing with me. 

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Shannon Kane: That's okay, we'll have time for it. Awesome. As you said, right, technology, keeping us on our toes. So Gen AI and large language models, so Gen AI, so generative AI, it creates new content, so generative artificial intelligence, right? And that new content can be images, text, code, right? All based… 

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Shannon Kane: on the prompts we as humans enter, which is, I think, is really important and something we're going to continue to come back to. 

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Shannon Kane: And so it… it's this super-powered assistant, right, that never runs out of energy or imagination, it's not a person, it doesn't understand things like humans, but again, it has the ability to create all of this new content based on what we tell it. 

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Shannon Kane: to enter. And then when we think of these large language models, or LLMs, right, this is a specific, like, type of Gen AI, and they are trained on billions of words to learn language, patterns, and they predict the words that are going to come next, right? And they… 

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Shannon Kane: the… how sentences are 

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Shannon Kane: structured, how ideas are created, all of that is based on the LLM's studying language, right? So if you entered the prompt, help me describe a thunderstorm, whether it's in ChatGPT, Gemini, any of the LLMs that are out there, right? The model is going to predict and produce 

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Shannon Kane: a thunderstorm description based on all of everything that it's read and mined around thunderstorms, and it's going to… everything it's seen before, previous prompts, and it's going to produce something, right? But again, the key here is that they don't think like people do, right? They lack feelings, they lack understanding, so the predicting is based on if it sounds right, and not if it's true. 

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Shannon Kane: Although they're getting better, and we'll talk about the truth part, and meaning, right? So, they will hallucinate or make things up, and they've gotten better, but that's still something that happens. And they're doing that, again, not to, like, get you caught, right, or to trick you, but because it's all based on predictions. 

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Shannon Kane: Sometimes those predictions are inaccurate, right? 

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Shannon Kane: So… and again, if we continue, I love this analogy around the idea of large language models. Think of, like, smoothies and Muppets, right? So, if we think about it, imagine pouring every book, every article written into a blender and pressing the puree button, right? 

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Shannon Kane: that's what the large language models are producing, right? It doesn't remember individual books, it doesn't remember individual articles, it just knows what that smoothie of language tastes like, right? It just… it's, again, predicting, and it learns from continued iterations and stuff, right? 

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Shannon Kane: And so, they're competent, and they sound confident, but they actually don't know what they're saying, right? And so, in some ways, we can think of it as a Muppet, right? Muppets, they, you know, if you close your eyes and think of your favorite Muppet, they speak with charm and rhythm and emotion, but there's not really a mind behind the curtain, it's the human that has the thinking mind, right? It's the puppeteer. 

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Shannon Kane: here, right? And so, the Muppet can only perform 

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Shannon Kane: with a human there. It has no real understanding. And as, you know, someone from the University of Maryland, you know, Jim Henson and Kermit, shout out, right? I feel like this really, sort of, this Muppet analogy really speaks to me, right? And I think this is super important because 

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Shannon Kane: these ideas of what a large language model can do, what Gen AI can do, and what it can't do, it matters, right? It's not magic, right? They're super impressive, but they're tools. They're not the right tools for every job, and they do make mistakes, right? 

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Shannon Kane: when we, you know, obviously when we think of, you know, Gen AI, you know, there's the… it's cheating, right? That's another conversation we often hear, especially in the education space. But it's not automatically cheating, right? 

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Shannon Kane: like a dictionary, like Spellcheck, it can be used as a support, as a tool, and it's all about the use. So, the tool itself isn't problematic, it's the implementation of the tool, right? 

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Shannon Kane: And so, ideally, we want our tools to support our work, and in no way can it really replace it, because… 

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Shannon Kane: there is no mind behind the curtain, right? Sort of like our Muppets. 

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Shannon Kane: So, I want us to think again about this idea of how Gen AI 

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Shannon Kane: plus writing equals this science and joy and impact, you know, I'm bringing that joy back. So, when we think of science, right. 

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Shannon Kane: So, it is a tool that does align with the science of writing instruction, and so when we think of research based on writing instruction, there's decades of it, right? From, you know, Steve Graham and a ton of other researchers that show explicit writing strategy instruction is super important. So if we want our students to develop as writers, we have to be explicit, and we have to model it, right? 

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Shannon Kane: We also give authentic opportunities for writing. It should be joyful, there should be choice. 

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Shannon Kane: We want to give feedback, but that feedback should open up space as opposed to be prescriptive and shut down ideas, right? We want to lean into mentor texts, right? If we see really strong examples of writing, having our students copy that, right, imitate it, if you will. 

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Shannon Kane: As they develop their own understanding of those specific strategies or approaches to writing is a great way for students to learn, right? 

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Shannon Kane: This idea of revisioning, improving writing outcomes, the process-based approach, all of this research, right? Gen AI can support it because it actually helps teachers model, scaffold, differentiate. It can help students practice the idea of revision, analyzing for different things like tone, and experiment with voice, right? 

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Shannon Kane: So, there's strong alignment with some of the instructional best practices, right? This idea of joy comes from this idea of… 

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Shannon Kane: you know, curiosity and play, right? Our students love to experiment. They love that instant feedback, and I'm sure as educators, if we could copy ourselves and sit next to every one of our writers or students and sort of engage in those conversations and give feedback, we would, but we know that's not realistic, right? So… 

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Shannon Kane: Using a tool like GenAI, allows our students to help see their writing and their ideas be transformed, which gives them confidence, right? And they can find joy. A task that was really hard, something they may not have understood, all of a sudden, by using this tool. 

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Shannon Kane: they have greater understanding, they feel successful, they want to continue with it, right? It's a type of scaffold, if you will. 

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Shannon Kane: And then there's this risk-taking, right? And it can be playful. So, as we're learning again about the tools and strategies of writers, you can have this curiosity and fun with it, right? Ideas something as silly as, like, what if I rewrite this to sound like a pirate, right? Again, it's that, like, learning should be fun. It can be messy. 

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Shannon Kane: And… and sometimes I think we lose sight of that with all of the pressures of standards and teachings, but here's a… here's a space that's created by using this tool that allows us to actually have fun. And so when we combine these things, right, research, best practice, with this idea of fun and joy, and this isn't this, like, drudgery and this horrible, boring task, all of a sudden, our students are motivated, and we… 

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Shannon Kane: See this lasting writing growth. 

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Shannon Kane: So, thinking about teachers and the integration of Gen AI, there's so much that can be done, right? Purposeful integration. So, if we just look at some of the ideas, and these are just, like, I feel like the tip of the iceberg for the use of teachers with purposeful integration, right? And as the question on the right says, like, where could any of these allow you to save 

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Shannon Kane: prep time. And ideally, that saving of time 

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Shannon Kane: create space for deeper modeling, for more intentional feedback, for differentiation, etc. So, from lesson planning and scaffolding, right, this idea of creating mentor texts in multiple styles, adapting prompts to reading levels, generating rubrics and checklists, right? 

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Shannon Kane: All things that you can actually do. 

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Shannon Kane: with AI to really target your specific students. This idea of craft and revision, so using AI to demonstrate and expand sentences, vary tone, experiment with structure, all things that would take a lot of time are incredibly necessary for our students around explicit instruction. 

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Shannon Kane: But again, saving time to focus on the sort of deeper work. This idea of feedback, right, we want it to be authentic, you know your students, but sometimes if you have multiple samples, you can, like, sort of look for trends. 

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Shannon Kane: I find the idea, sort of, of feedback banks when we're thinking of, like, report cards, and then personalizing it. And so, it's really, again, creating space for how do you take, sort of, these banks of comments and feedback, and then personalize it for each student, as opposed to individually going through it. Because we all know we've all sat there and done it. By, like, student 18, 

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Shannon Kane: they're either getting a really surface-level comment, or maybe you're looking back to see what you said to someone else, and so here's a way to sort of already have that bank produced for you, and then personalize it. And so, it's time-efficient and really allows you to get the heart of the work. And then scaffolding and differentiation, we could do a whole other presentation on this for all students, but really thinking of our multilingual learners, right? 

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Shannon Kane: And instead of just hitting that surface level, or sort of doing the same thing over and over, because we know it's tried and true, and we don't have a lot of time to be creative, right? Again, going back to that joy, just like we want there to be joy and excitement for our students. 

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Shannon Kane: there should be some joy and excitement for us, right, as educators planning this… planning these lessons, right? And so, if you have that tried and true lesson that you're like, I've taught it, it's good, the kids like it, but… 

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Shannon Kane: I kind of want to shake it up a little bit, right? And maybe you just don't have the time. Again, AI can be a tool that can give you some suggestions to create some time, right? So we really want to think about it as extending 

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Shannon Kane: capacity, it doesn't replace your professional judgment. It's not, you know, in charge. You're still the pilot. You're just using it sort of as your co-pilot, as your partner, right? Think of that sort of co-planner, that person that, you know, you could always go to, that genitive brainstormer. Well, Gen AI is that person, but they're there all the time, right? They're able to 

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Shannon Kane: Give you that feedback, brainstorm, and, you know, save you some time. 

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Shannon Kane: So, that's thinking about the use of AI from a teacher's perspective, but I really want us to spend a little bit more time and really look at this idea of… of it from a student's perspective, right? How can we use it with our students? And… 

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Shannon Kane: Get them thinking about it as a tool, not necessarily just as a shortcut. 

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Shannon Kane: So again, hitting that joy factor, right? And so, what should AI… that's what we really want to hone in on, but first, let's, like, what it shouldn't be used for, right? It's that we're not using it to copy whole text without revision or thought, and we're going to talk more about why we shouldn't do that. 

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Shannon Kane: And, you know, using it to avoid creative effort, right? So… 

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Shannon Kane: In fact, that when used intentionally, and if used in some of the ways we're going to talk about, it actually adds creativity and sparks creativity, as opposed to sort of, shutting it down. 

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Shannon Kane: So, ways that it can be, right? Students can brainstorm ideas, they can test structure, they can play with voice and vocabulary, right? So we go through these lessons, like, experimenting with voice and changing tone, and then our students often just sit there, because they don't know what to do, right? It's that paralysis by analysis, right? They either want to copy and mimic exactly what you did, or they're kind of lost, or maybe they're a little bit confused. 

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Shannon Kane: But here, here's an opportunity to integrate the use of AI with our students. 

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Shannon Kane: and all of a sudden, I can sort of play around and take some risks, right? This idea of this iteration of writing, right? It's choice and reflection, it's not replacement, right? Because anyone who's used AI before realizes that even with the best prompt. 

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Shannon Kane: sometimes you stare at the screen and you're like, nope, I actually like what I said better, or that doesn't… nope, that just doesn't sound right, or it sparks an idea in your head. 

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Shannon Kane: and then you go back and rewrite on your own, right? It's not just pure replacement. And so, if anything, it's underscoring and emphasizing that idea that writing is this creative, iterative process, right? But you have to be sort of present to use it, as opposed to that copy and just keep it moving. And then this competence, right? Because this instant feedback, these instant ideas. 

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Shannon Kane: this curiosity, it sort of fosters the sense of flow and success, right? And so students kind of see, like, oh, from this idea, oh, I can see that, or I like this, or oh, I'm going to take this and go in a different direction, right? And so it sort of snowballs and creates this, creative motivation, right, for our students. 

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Shannon Kane: And so, we want to encourage this exploration. It's a tool, just like a hammer, just like a calculator, but we don't use hammers and calculators for all the jobs, right? We have to think, does the hammer work best here, or does something else work best here? Do I really need a calculator or not? 

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Shannon Kane: And so we need to create space to have these clear expectations for authenticity, right? If we don't want our students to use AI for the things on the right, we actually have to be intentional and talk about them. If we sort of just put blinders on and, like, you know, say, nope, we're not going to use it. 

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Shannon Kane: students are still probably going to use it. They're probably going to use it incorrectly, and again, all of the benefits that we can possibly see from it are being lost. And also. 

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Shannon Kane: All the instruction that you're spending your time on also is probably being lost, because they're probably just going to copy the whole tests, without revision or thought, and then cross their fingers and hope it doesn't get flagged. 

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Shannon Kane: So this idea of, helping students, right? 

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Shannon Kane: So the first idea is… and all of this is obviously developmentally appropriate, we want to really think about this, but, like, this… this having a policy or a classroom AI agreement, right? And being really clear, and this is something that, you know, myself and my colleagues at Maryland are still sort of wrestling with around, you know, individual courses, like, what is the AI policy? And, you know, AI is something that is rapidly advancing and continuing 

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Shannon Kane: to shift, it seems almost on a day-to-day basis. And so even from semester to semester, we see, you know, us talking and revising our AI policy. And so this is something that, you know, whether you're in higher ed or whether you're in K-12, 

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Shannon Kane: thinking about, like, what is the policy in your classroom? Like, how… and obviously with younger students, but I would also say with older students, secondary, letting parents know your policy and the why behind it as well, right? These clear expectations that it's a tool, not a shortcut, and I think having, again, developmentally appropriate conversations with your students and talking about it as a tool. 

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Shannon Kane: I think when we model it and talk about it and take something away that's… and no longer makes something taboo. 

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Shannon Kane: I think some of that, like, shock value of, like, oh, AI, you know, it sort of goes away, and then when you're like, no, we can use it, and here's how it's a great tool, but also, here's why it's really problematic, and share those things, and be transparent with your students. I think all of a sudden, there's a little bit more, like, oh, they kind of understand why we shouldn't just copy and paste, right? 

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Shannon Kane: This is where that third bullet, that talking about hallucinations and bias comes in, right? Large language models have gotten so much better. Even in the last 6 months, the amount of hallucinations has decreased, just sort of straight off the bat. 

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Shannon Kane: If you just put in a prompt, the newer models, Gemini 3.0 just came out, I think, yesterday. ChatGBT is now on, like, 5.1. 5.0 came out, like, a couple months ago. So they are naturally hallucinating and making up things less. But they still do. 

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Shannon Kane: So, in your prompts, you can actually instruct them not to hallucinate and not to make up things, and they won't, because you tell them that. 

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Shannon Kane: But without telling them that, there is still a chance that they will. Bias is something that they say they're working on, but it's still there. And this is, I think, a great thing you can model with students, if you've never really… 

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Shannon Kane: sort of played around with AI. You can go into any large language model and ask it to summarize art, and you can name a time period, you know, 15th century, etc. And often, like, historically, they will produce a lovely sounding paragraph. 

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Shannon Kane: about art in the 15th century. It all happens to be art 

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Shannon Kane: in France and Italy, so if reading that, you would be like, oh, there was no art anywhere else? Like, not only no art anywhere else in Europe, but nowhere else in the world, right? So… 

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Shannon Kane: there is this bias, right? There's… we have colleagues at the university doing research on, sort of, image generation and lots of things, so I think sharing that with students, again, having that critical consumer lens about that there is still a bias. It is a tool, it is not perfect, and I think once we share that with our students. 

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Shannon Kane: they then, I think, are a lot more critical of the tool, and again, their willingness to just use it universally sort of decreases. 

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Shannon Kane: this idea of using student writing portfolios may sound very strange, but here is where I think you can actually have students see their sort of growth and use of it, and so what I mean here by that is 

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Shannon Kane: Students, when they… in their writing portfolios, they keep and maintain different writing samples that document their growth, or their, you know, a piece they want to keep, but you can actually… they should keep, sort of, their AI pieces as well, where they've played a role, and so they can see their growth and impact over time, right? And so, in practice. 

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Shannon Kane: they may have their drafted version without AI, you know, where AI didn't play a role, and then the version where they did use AI to help them. 

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Shannon Kane: Right? And so, when they use, let's say, GenAI to revise, right? And so they're going to keep the original draft and the AI-assisted version in their portfolio, right? And they're going to label both pieces. 

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Shannon Kane: It's self-generated, AI-supported, or AI revised, right? You can have your own, labels, you know, because there is a difference between if you have AI to support your writing as you're going through the process, or AI to revise your writing, right? 

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Shannon Kane: And, you know, and then they can reflect on the differences, right? As I know that a lot of schools, when they use portfolios, the students will look at the pieces in their portfolios and maybe select a few to talk through at a parent-teacher conference or highlight, and one of the talking points they could do is to compare, to set them side by side, and sort of 

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Shannon Kane: you know, which… what did AI change? Which version feels like my voice? What did I learn about using this, right? So again, it becomes a tool in the learning process, and we're, again, we're making this public. It's not something sort of, like, seedy or that you have to hide that you did, right? It's like, no, I use this, and here's why, and it helps me become a better writer, right? 

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Shannon Kane: And so, you know, teachers can assess the growth, right? Students can also see, like, oh, this piece at the early part of the year, I tend to lean AI for maybe voice and tone, but by the end of the year, look, I wasn't leaning into it as much because I sort of developed that on my own, right? And so, again, this idea that students get to see their thinking and their ideas transformed and helped by this tool. 

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Shannon Kane: Right? They choose what to keep, so now writing, again, they feel empowered, right? It's not a replacement, it's an empowerment. And this reflection is really where that learning empower comes from. We really want our students to spend that time reflecting on 

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Shannon Kane: What they chose to keep, what they didn't keep, and what they're seeing as growth over time. 

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Shannon Kane: And then the last thing is this idea of using this echo and Amplify model that a colleague and myself at the University of Maryland have been working on, and we found that it's really been, you know, successful and can really help our students, whether it's our college students or K-12 students, think about 

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Shannon Kane: the use of AI critically. And so, share a little bit about that, and then we're going to jump into some examples. So this idea of this model, right, we call it the echo and Amplify model, and so this idea of echoing, here it's… we want our students to echo 

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Shannon Kane: what they observe, and what they internalize, and in this case, about the writing moves, right, that you as the teacher models, right? So in this case, we're talking about writing, and so we want our students to really observe us 

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Shannon Kane: using AI after we've had our talk about bias and hallucinations and, our ethical use, right? But now we're gonna… 

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Shannon Kane: really sort of model how it can help our students grow as writers, and they're going to observe us, right? And they're going to see what we do, and we're going to be very metacognitive here. We're going to talk about our thought process, about our prompt, we're going to be really transparent about our uses here, right? 

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Shannon Kane: And we specifically really want to underscore, again, this sort of reflective use of it, and the ethical. We're not just copying and pasting, we're not like, oh, this is better, copy-paste, look, I'm done, now I can go do something else, right? It's the, does this still fit my voice? Is this authentic, right? Is this free of bias? You know, and really be, again, metacognitive with our students. The amplify part of the model, and again, when we think of amplify. 

136 

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Shannon Kane: something tends to become, like, more intense, right? Or it's sharpened, right? So we're amplifying it here. 

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Shannon Kane: We want our students to… to get the idea that they're going to extend, they're going to sharpen these practices, and in our case, talking about writing, of using Gen AI as a tool to grow and develop as writers, right? So they're going to amplify these… the skills and the, 

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Shannon Kane: The practices that they've observed you do, right? 

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Shannon Kane: as… as they grow and develop as writers, right? The use of this tool. And so… but this only works if all of the parts are happening, right? We have to model, we have to be metacognitive, we have to have this application, and we have to have this space for reflection. That also, again, ties back to that portfolio. Are students having that critical reflection of their use of AI? 

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Shannon Kane: Alright, so we're gonna try it out. We're gonna, like, have some fun. So, the first thing we want to do is, let's say we want our students to sort of improve a sentence, right? And so… 

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Shannon Kane: Here, let's say we have this flat sentence, right? Or, like, a pretty good sentence, and we're going to use the idea of, like, the dog ran across the yard, right? And so the goal here is to help our students see that word choice and the syntax of sentence really can shape 

142 

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Shannon Kane: The tone and the message that our readers are getting as they, you know. 

143 

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Shannon Kane: read our writing, right? So we… so imagine the dog ran across the yard. 

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Shannon Kane: we can… we can all get that, right? We can all see this, you know, dog running across the yard. So here's how we would do it, right? So we're gonna actually… 

145 

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Shannon Kane: Close this up, we're gonna pull up… 

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Shannon Kane: I'm gonna pull up my chat GPT, just for fun. 

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Shannon Kane: Alright, so hopefully, guys, you can see that. So, instead of the dog across the yard, right, our idea ran across the yard, we're gonna pick a tone or voice, right? So… 

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Shannon Kane: I don't know, feel a little… feeling a little fall, we just had Halloween, so let's go with suspenseful, right? So we're gonna ask, ChatGBT to rewrite this sentence in a sus… 

149 

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Shannon Kane: Ben's… Full Tome. 

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Shannon Kane: But, and it helps if you spell it, but the nice thing is it'll tell you when you spell it correctly. But, here's the thing, we only want to keep it to one sentence, right? Because it's the original is one sentence. And we want it to highlight 

151 

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Shannon Kane: Changed words in brackets, because we want to be able to notice the difference, right? 

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Shannon Kane: So, here's the sentence. 

153 

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Shannon Kane: That we're gonna use. 

154 

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Shannon Kane: The dog ran across the yard. 

155 

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Shannon Kane: Alright, let's see what it gives us. 

156 

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Shannon Kane: The dog lurched across the yard as a strange stillness settled behind it. 

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Shannon Kane: So now, again, modeling with our students, we would have the two up on the board, right? The dog ran across the yard, have an image in my head, versus the dog lurched across the yard as a strange stillness settled behind it, right? So here you'd have a quick conversation. What changed? 

158 

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Shannon Kane: Does it feel more suspenseful? Does it play… does it seem playful? Does it work? Does it not work? Right? Maybe you're like, oh, I loved the lurched across the yard, but the strange stillness just isn't… just isn't working for me, right? And your students, let's say they decide that, right? And so you could say. 

159 

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Shannon Kane: Keep the first change, But… Oops! 

160 

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Shannon Kane: Rewrite the second part of the sentence. 

161 

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Shannon Kane: with something… Besides… Strange stillness. 

162 

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Shannon Kane: still produce… One sentence. 

163 

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Shannon Kane: and bracket. 

164 

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Shannon Kane: changes. 

165 

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Shannon Kane: Okay. 

166 

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Shannon Kane: The dog lurched across the yard as a shadow slipped into view. Much better, thumbs up, definitely like that better than strange stillness, right? And so… 

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Shannon Kane: After you do this, you have your students compare, then they can practice, right? They would repeat, they would do the same thing. They can then label, like, what I kept, what I learned about tone. 

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Shannon Kane: etc. And this is something you can easily slip it right into the portfolio. 

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Shannon Kane: And again, here's a way for students who may, you know, sometimes struggle with that idea of, you know, tone and voice, right? Or again, they're gonna copy exactly what you did, right? It reminds me of that old Snoopy cartoon, where it's like, a dark and stormy night, right? Everyone's writing starts a dark and stormy night. But here's a way for students to sort of make it their own. 

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Shannon Kane: So, some things to think about as, you know, we… as we do that, just to keep in mind, you know, one simple tool, around changing tone, but… 

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Shannon Kane: you can provide a tone word bank, right? So we can differentiate even within this, right? You could do sentence stems for emerging writers, you could have your advanced students, you know, work on style, use parallel structure, maintain 12 to 15 words, double the length of the sentence, right? So this one skill of improving a sentence by focusing on tone, right? 

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Shannon Kane: All of a sudden, you can differentiate that further, and you have a ton of other lessons, right? 

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Shannon Kane: Just some things to think about. 

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Shannon Kane: overwriting, and this idea of purple prose, right? Those fluffy words that we're like, do we really need that? That's why that idea of capping a length or one-sentence outputs is important, right? We still want this to be authentic to our students, and also you can think about, sort of, what developmentally works for your grade level. 

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Shannon Kane: This idea of voice drift, right? Sometimes AI can unintentionally voice drift, and so that's why that preserve the original meaning and subject is important. And again, that's a conversation to have with students, right? And then just this blind acceptance, right? That's why I really think that part of students have to keep or reject their edits and justify their choice. So, if a student is going to keep that entire first example, right? 

176 

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Shannon Kane: The dog lurched because of the strange stillness. Great. You can keep that whole sentence, but why? 

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Shannon Kane: Why are you keeping it? Why does it do… why is it better than your original sentence? Etc. So, that justification or rejection is that critical thinking part, right? The students are then sort of internalizing those skills and strategies as writers. 

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Shannon Kane: So, let's do another one. 

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Shannon Kane: Alright? So we're gonna change point of view, right? So here, when we're thinking of changing point of view, right, we have a short narrative, right? And so… 

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Shannon Kane: we want to change… we want to teach students how we can control perspective, and this idea of, like, narrator and reliability, right? So, for this task, you typically need, like, a pretty short paragraph, like, 3 to 5… 

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Shannon Kane: sentences, right? And, from there, we will make some changes. So, we're gonna… Jump into that. 

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Shannon Kane: Jumping back to, my friend… old friend ChatGPT here. 

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Shannon Kane: Alright, so we're changing it up here, right? So, we have our… we have our paragraph, right? So… 

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Shannon Kane: Let's say we have the paragraph… 

185 

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Shannon Kane: I stood on the diving board, My toes squishing… Against the rough edge. 

186 

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Shannon Kane: The pool looked waaaay deeper. 

187 

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Shannon Kane: I'm hoping you guys are constructing an image in your mind. Then… oops, well, that'll… 

188 

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Shannon Kane: Than it did before. 

189 

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Shannon Kane: Everyone was watching. 

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Shannon Kane: But, I pretended… 

191 

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Shannon Kane: Which we know is not to notice, right? So I have an image in my head of this little tiny person way up high, right? I took a big breath. 

192 

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Shannon Kane: And jumped. 

193 

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Shannon Kane: I was flying. 

194 

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Shannon Kane: Oops. 

195 

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Shannon Kane: And then… I hit the water. 

196 

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Shannon Kane: With a splash. 

197 

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Shannon Kane: And came up laughing. 

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Shannon Kane: So here's our sort of paragraph, right? 

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Shannon Kane: That we're gonna work with. And so… so we want it to do… so it's written, it's written by a student. You can have it by a student, you can have it be yours, right? And so now, what I want the… so I have this paragraph, I could copy and paste it. I'm gonna tell… 

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Shannon Kane: I want to say, rewrite this paragraph, right? And since we're working on different perspectives. 

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Shannon Kane: Right? We want to, from… let's say… I'm gonna say, let's rewrite this paragraph. 

202 

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Shannon Kane: From the pool's view, right? 

203 

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Shannon Kane: I want it to keep factual events, right? 

204 

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Shannon Kane: And do not add new characters. 

205 

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Shannon Kane: Let's… let's see what it… let's see what it gives us. 

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Shannon Kane: From where I rested below, I watched the kids step onto the diving board. Their toes pressed its rough edge. I knew I was the same depth as always, but they seemed to see me as much deeper. People gathered around, their attention fixed on the moment. 

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Shannon Kane: Though the kid tried to ignore him, they pulled in a big breath and leapt, soaring for a second before crashing into me with a bright splash, rising back up laughing. 

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Shannon Kane: You know? 

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Shannon Kane: That's kind of lame, in my opinion. You know, I… it's… it's almost like a rewrite of the other one, so I'm not a fan of that, right? And we would talk about that. Maybe some kids would like it. I could tell it, being like… 

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Shannon Kane: I could say… Honestly, Not a fan of the rewrite. 

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Shannon Kane: Try again. 

212 

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Shannon Kane: Same rules. 

213 

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Shannon Kane: Rewrite. 

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Shannon Kane: Let's see what it does. 

215 

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Shannon Kane: Okay. 

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Shannon Kane: Everyone crowd around, I picked them unfazed, they pulled up… I would say the second one is better, and now what we could even do is we could compare the original to the second to the third. That prompt, my prompt about honestly not in the fan. 

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Shannon Kane: I would… I would say that's not the greatest prompt. In the conversation I would have with students, like, the criticisms that your students maybe gave towards it, I would share in that prompt, like. 

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Shannon Kane: you basically just restated what this was this, right? And sort of give it, and then see what it comes back with, right? You could have it right from a second person, a third person, non-human, etc. All of these are possible, and again, just like in the first one, the big is, if you're gonna keep it, great. Why? And if you're gonna toss it out? 

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Shannon Kane: why, right? Just like with the first one, we want to really think about, sort of the what's missing, what's not missing, that sort of, perspective, right? And so… 

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Shannon Kane: some common pitfalls, because, you know, our students, they're learning, let's be honest. We have the same pitfalls as well, is that our students sometimes will head hop. 

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Shannon Kane: Right? Meaning that we would do, the diving board character, someone else, and so that's why we talk about limiting access. So we don't want to add events, we want to keep the timeline the same. 

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Shannon Kane: But you know what? You could change it, and that goes back to the differentiation, right? You could have point of view cards, the list that they can know and not know, reminding students the different point of views, and offer sentence frames. So these are all things that you can do with your students. 

223 

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Shannon Kane: We're not going to do the last one, just for the sake of time, because I want to create a little bit of space, but just… 

224 

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Shannon Kane: This idea of leads, right? 

225 

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Shannon Kane: And so here, you would want your students to really… this, to me, is this ultimate revising tool around multiple openings, and selecting one that fits the best for their, like, purpose and audience, right? And so you could close 

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Shannon Kane: clarify, you go into AI, and you say, explain composting for 5th graders, right? And so it produces something, or maybe you give it something, and then it's, you know, you would say, create three leads for this article for 5th grades, one starting with a fact, one a scenario, and one a question, right? And then it's gonna produce them, and then your students will evaluate. Maybe they vote which one they like. 

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Shannon Kane: you could have a rubric that your student… that maybe you use to evaluate leads of your students' writing, and then have your students use that rubric with what's produced by AI, right? Like, does it hook your interests? Does it fit your purpose? Does it set up the main idea, right? And have your students sort of critically 

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Shannon Kane: you know, look at what's produced. And then again, whatever, whatever they want to keep, they keep, but they justify. Whatever they want to get rid of, we also want them to justify, because the what we don't keep is also as important as what we keep. 

229 

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Shannon Kane: here we can diff- differentiate, right? We can provide definitions, statistics, anecdote questions, like, all of those are, like, sort of a lead menu, right? 

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Shannon Kane: For our multilingual learners, vocabulary banks, model sentence starters. Honestly, vocabulary banks and model sentence starters are great for all students, but really helpful for our multilingual learners. And just some thinking of some common pitfalls. So… 

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Shannon Kane: generic hooks, right? So, we want to make sure we're giving them some ideas. Mismatching with the audience. 

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Shannon Kane: That's why you're going to give a constraint, like 5th grade or whatnot, and then fact errors. And so, only include facts common to elementary science standards, or if unsure, speak generically. The other thing I want to emphasize and notice, this isn't necessarily to teach hooks, you know, your students already may have learned that, and now we're learning how to produce it and write it ourselves, right? 

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Shannon Kane: And so, again, just like if you… 

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Shannon Kane: who are there brainstorming with the student, they have this opportunity to brainstorm with AI. 

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Shannon Kane: So, here's just some helpful prompt banks, similar to what we talked through, like, rewrite the sentence, the bracket, sort of, is what you could put into, and then, again, the paste is your sentence for point of view, rewrite. 

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Shannon Kane: Another helpful bank, and then the informational leads, again. Just some banks, some easy sort of take it and then make it work for yourself, just something to think about. 

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Shannon Kane: And so, I really just wanted to, again, just spend some… spend a second, we don't have to do a share-out or anything, but just thinking about ways that you can sort of encourage 

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Shannon Kane: AI writing instruction for your students, maybe for yourself. I think that this is definitely probably one of the most common ways that, as adults and professionals use it. 

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Shannon Kane: It's that rewrite, of an email, of whatnot. But I think, again, just like we model being writers with our students, right? Sharing those 

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Shannon Kane: those sort of anecdotes with our students around what we use it for and how we use it is super powerful, right? Our students are going to… 

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Shannon Kane: to watch us and take our lead from it. And so, just like we want to create critical thinkers about texts, we want to create critical thinkers around technology. And so, this is just one 

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Shannon Kane: sort of way to do it, and that's all. So, if there's any questions, but I really thank folks for taking the time tonight. 

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Karly O'Brien: Awesome. Thanks so much, Shannon. This was amazing, just as I expected it to be. Thanks so much for… 

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Karly O'Brien: giving us your time tonight. I know folks were engaging in the chat and asking questions behind the scenes, so we really appreciate it. And, be on the lookout. Dr. Kane is also writing a blog through RIF, so that will be posted, early next week, as well as the recording to this on all of our channels, so be on the lookout for that. And if you registered for this, you'll also receive a follow-up email with a copy 

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Karly O'Brien: of a certificate and a copy of, a handout, any handouts that Shannon referred to. So, thank you so much for your time, and Dr. Cain, thanks for everything. We really appreciate it, and I'm sure we'll… we'll chat soon. And thanks for bearing with my technology challenges, everyone. I really appreciate it. 

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Shannon Kane: Thank you, have a night. 

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Karly O'Brien: Great night, bye-bye.