Generative AI in the Writing Classroom
Dr. Shannon Kane examines how generative AI and large language models can be responsibly integrated into writing instruction while balancing opportunity with caution. The session highlights practical classroom applications, ethical considerations, and instructional strategies that position AI as a supportive, creativity-enhancing tool rather than a replacement for critical thinking or authentic student voice.
About Dr. Shannon Kane:
Shannon M. Kane, Ed.D., serves in a leadership role at the University of Maryland, focusing on literacy education, teacher preparation, and professional learning. Drawing on experience in international development, classroom teaching, and educational leadership, her research explores critical literacy, technology integration, classroom discourse, and the role of identity in literacy practices.
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Tonight r is joined by Dr. Shannon Kane, assistant cl clinical professor in the Department of Teaching Learning Policy and Leadership at the University of Maryland.00:00:09.549 --> 00:00:19.479
She brings expertise into literacy, education, teacher preparation, and technology integration, and a passion for helping educators navigate new tools with confidence and clarity.00:00:20.014 --> 00:00:28.234
Dr. King career began in international development where she supported initiatives focused on women's empowerment and access to education.00:00:28.624 --> 00:00:37.955
She later joined the inaugural DC Teaching Fellows cohort and taught in both traditional public and public charter schools in Washington DC where I lived.00:00:38.354 --> 00:00:39.379
Over the course of her year.00:00:40.229 --> 00:00:40.949
She, excuse me.00:00:40.949 --> 00:00:50.319
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.00:00:50.719 --> 00:01:01.489
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.00:01:01.999 --> 00:01:07.759
Her scholarship examines multiple dimensions of literacy and teacher development, including K to 12 literacy instruction.00:01:08.089 --> 00:01:17.329
With an emphasis on critical literacy, the preparation and mentoring of teachers identity and literacy learning, and the integration of technology into literacy pedagogy.00:01:17.329 --> 00:01:21.079
So if that didn't impress you, I know tonight will impress you.00:01:21.859 --> 00:01:28.780
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.00:01:28.780 --> 00:01:32.169
So with that, I will turn it over to you and welcome Dr. King.00:01:32.170 --> 00:01:33.070
We're so excited to have you.00:01:34.105 --> 00:01:34.855
Thank you, Carly.00:01:34.855 --> 00:01:35.875
I'm so excited to be here.00:01:36.095 --> 00:01:46.504
I am 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.00:01:46.644 --> 00:01:48.174
And ourselves as professionals.00:01:48.174 --> 00:01:51.184
So let's just dive right in and see how the evening goes.00:01:51.664 --> 00:01:53.104
So here's our goal for the night.00:01:53.104 --> 00:01:54.184
You know, it's always good to have a goal.00:01:54.234 --> 00:01:58.575
We'll see as we work through the content, how close we get to completing it all.00:01:58.815 --> 00:02:01.659
So we're gonna kick off with just a general welcome and wonder as we start to.00:02:01.974 --> 00:02:04.534
Think about the use of ai.00:02:04.564 --> 00:02:07.775
We're gonna do a quick blurb around Gen AI and large language models.00:02:08.495 --> 00:02:11.525
Briefly think about it for teachers as a tool of support.00:02:11.525 --> 00:02:20.015
But then we also wanna 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.00:02:20.394 --> 00:02:21.294
Then also really.00:02:21.740 --> 00:02:28.080
Spend a little bit of time around this idea of AI responsibly and how we can use it and model that responsive responsible use.00:02:28.560 --> 00:02:33.880
Then hopefully we'll have some time to play around with it to model a couple of things that it can be used.00:02:34.220 --> 00:02:40.290
Obviously we could be here for hours doing that and then wrap up and reflection.00:02:40.440 --> 00:02:42.990
So that is the plan.00:02:43.680 --> 00:02:45.270
All right, so let's jump right in.00:02:46.650 --> 00:02:47.010
All right.00:02:47.920 --> 00:02:54.520
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.00:02:54.890 --> 00:02:59.030
Explore how we can use it as teachers to differentiate and enhance writing instruction.00:02:59.390 --> 00:03:05.360
And then really think of hopefully some practical fun strategies through modeling for our students and then our objectives.00:03:05.420 --> 00:03:09.440
And you keep seeing the word joy in places and I really wanna sort of emphasize that.00:03:09.840 --> 00:03:13.780
Which again, may sound strange but I really think it.00:03:13.790 --> 00:03:15.410
Should be about joy, right?00:03:15.710 --> 00:03:20.090
Teaching and learning should be a joyful, fun, messy experience.00:03:20.090 --> 00:03:25.440
And so, I wanna continue to underscore and emphasize that throughout our time tonight.00:03:26.534 --> 00:03:29.174
So here's our welcome and wonder.00:03:29.234 --> 00:03:33.824
So, how does technology spark joy, creativity.00:03:34.314 --> 00:03:36.264
Or curiosity in your life.00:03:36.264 --> 00:03:40.404
And I think you guys can pop stuff into the chat, I hope.00:03:40.974 --> 00:03:44.544
It could be all three, it could be one of those things.00:03:44.644 --> 00:03:54.269
But you know how, how do you use technology to have some joy in your life or creativity or curiosity or maybe all three for a super bonus.00:03:55.079 --> 00:04:01.214
You know, to be completely transparent as I was thinking about this and was like, how do I use technology for.00:04:02.414 --> 00:04:04.064
For joy or creativity.00:04:04.124 --> 00:04:04.604
Right.00:04:04.994 --> 00:04:08.234
It's mostly for me is listening to different types of music, right.00:04:08.234 --> 00:04:15.764
And curating playlists and thinking about thing, like being exposed to artists and stuff that I definitely would not probably find.00:04:16.164 --> 00:04:25.259
And I've been really sort of dabbling with their, like ai dj, which I've been really appreciating, like, pushing my listening interests to other areas.00:04:25.799 --> 00:04:27.329
So yeah.00:04:27.816 --> 00:04:33.036
Again, any ideas or any, just keep that question sort of in the back of your mind.00:04:33.136 --> 00:04:33.706
And again.00:04:35.071 --> 00:04:48.091
Again, may sound weird, this juxtaposition of creativity and joy with technology, because to be honest, I think that's something that we often hear as an argument, I would say, or a criticism of AI, is that it's gonna kill creativity.00:04:48.091 --> 00:04:52.091
And but I really want us to think about how in fact it can support it.00:04:52.091 --> 00:04:52.481
Right.00:04:52.841 --> 00:04:55.641
'Cause I'm, because I believe that.00:04:56.648 --> 00:05:05.678
When we have joy and we have this possibility within technology, we can actually explore its possibilities and not see, it's just limitations, right?00:05:05.928 --> 00:05:09.168
if we, and that's our goal for tonight, right?00:05:09.565 --> 00:05:10.465
As you said, right?00:05:10.465 --> 00:05:12.385
Technology keeping us on our toes.00:05:12.635 --> 00:05:18.795
So gen and large language models so gen ai, so generative ai it creates new content.00:05:18.855 --> 00:05:21.235
So generative, artificial intelligence, right?00:05:21.235 --> 00:05:24.205
And that new content can be images, text code, right?00:05:24.205 --> 00:05:31.225
All based on the prompts we as humans enter, which is I think is really important and something we're gonna continue to come back to.00:05:31.805 --> 00:05:32.885
And so it.00:05:32.935 --> 00:05:35.545
It's this super powered assistant, right?00:05:35.545 --> 00:05:38.635
That never runs out of energy or imagination.00:05:38.635 --> 00:05:39.715
It's not a person.00:05:39.715 --> 00:05:47.755
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 to enter.00:05:48.175 --> 00:05:51.385
And then when we think of these large language models or LLMs, right?00:05:51.385 --> 00:05:51.655
This is.00:05:51.655 --> 00:05:53.665
Specific like type of gen ai.00:05:54.095 --> 00:06:02.615
And they are trained on billions of words to learn language patterns and they predict the words that are gonna come next.00:06:02.615 --> 00:06:02.975
Right?00:06:03.285 --> 00:06:03.765
And they.00:06:04.955 --> 00:06:12.695
The how sentences are structured, how ideas are created, all of that is based on the LLM studying language.00:06:12.695 --> 00:06:13.055
Right?00:06:13.295 --> 00:06:21.545
So if you entered the prompt, help me describe a thunderstorm, whether it's in Che, GBT, Gemini, any of the LLMs that are out there.00:06:21.875 --> 00:06:22.205
Right.00:06:22.265 --> 00:06:26.375
The model is going to predict and produce.00:06:27.080 --> 00:06:38.210
A thunderstorm description based on all of everything that it's read and mindd around thunderstorms, and it's going to everything.00:06:38.210 --> 00:06:42.080
It's seen before, previous prompts, and it's gonna produce something, right?00:06:42.320 --> 00:06:45.770
But again, the key here is that they don't think like people do, right?00:06:45.770 --> 00:06:46.460
They lack feelings.00:06:46.460 --> 00:06:47.510
They lack understanding.00:06:47.720 --> 00:06:51.200
So the predicting is based on if it sounds right and not if it's true.00:06:51.805 --> 00:06:55.575
Although they're getting better and we'll talk about the truth part, not if it's and meaning, right?00:06:55.905 --> 00:07:02.175
So they will hallucinate or make things up and they've gotten better, but that's still something that happens.00:07:02.595 --> 00:07:07.415
And they're doing that again, not to like get you caught right, or to trick you.00:07:07.445 --> 00:07:13.260
But because it's all based on predictions, sometimes those predictions are inaccurate, right?00:07:14.415 --> 00:07:20.095
So, and again, if we continue I love this analogy around the idea of large language models.00:07:20.095 --> 00:07:22.315
Think of like smoothies and muppets, right?00:07:22.705 --> 00:07:29.485
So if we think about it, imagine pouring every book, every article written into a blender and pressing the puree button, right?00:07:30.325 --> 00:07:32.985
That's what's the large language models are producing, right?00:07:32.985 --> 00:07:34.815
It doesn't remember individual books.00:07:34.815 --> 00:07:36.045
It doesn't remember individual.00:07:36.245 --> 00:07:41.855
Articles, it just knows what that smoothie of language tastes like, right.00:07:41.860 --> 00:07:47.800
It just, it's again, predicting and it learns from continued iterations and stuff.00:07:47.800 --> 00:07:48.100
Right.00:07:48.610 --> 00:07:54.520
And so they're confident and they sound confident, but they actually don't know what they're saying.00:07:54.580 --> 00:07:54.970
Right.00:07:55.030 --> 00:07:58.180
And so in some ways we can think of it as a Muppet, right?00:07:58.600 --> 00:08:04.570
Muppets, they, you know, if you close your eyes and think of your favorite Muppet, they speak with charm and rhythm and emotion.00:08:05.095 --> 00:08:08.245
There's not really a mind behind the curtain.00:08:08.275 --> 00:08:11.995
It's the human that has the thinking mind.00:08:11.995 --> 00:08:12.325
Right?00:08:12.325 --> 00:08:13.585
It's the puppeteer.00:08:13.675 --> 00:08:14.065
Right?00:08:14.395 --> 00:08:19.345
And so the Muppet can only perform with a human there.00:08:19.345 --> 00:08:20.845
It has no real understanding.00:08:21.185 --> 00:08:26.645
And as you know, someone from the University of Maryland, you know, Jim hen Jim Henson and Kermit shout out, right?00:08:26.855 --> 00:08:30.185
I feel like this really sort of, this Muppet analogy really speaks to me, right?00:08:30.275 --> 00:08:32.405
And I think this is super important because.00:08:33.090 --> 00:08:39.910
These ideas of what a large language model can do, what Gen AI can do, and what it can't do is it matters, right?00:08:39.910 --> 00:08:41.680
It's not magic, right?00:08:41.680 --> 00:08:43.840
They're super impressive, but they're tools.00:08:44.170 --> 00:08:47.500
They're not the right tools for every job, and they do make mistakes, right?00:08:48.100 --> 00:08:54.160
When we, you know, obviously when we think of, you know, gen ai, you know, there's the, it's cheating, right?00:08:54.160 --> 00:09:00.790
That's a another conversation we often hear, especially in the education space, but it's not automatically cheating, right?00:09:01.240 --> 00:09:03.160
Like a dictionary, like spell check.00:09:03.190 --> 00:09:07.300
It can be used as a support, as a tool, and it's all about the use.00:09:07.600 --> 00:09:12.460
So the tool itself isn't problematic, it's the implementation of the tool, right?00:09:12.965 --> 00:09:23.075
And so ideally we want our tools to support our work, and in no way can it really replace it because it, there is no mind behind the curtain, right?00:09:23.075 --> 00:09:24.365
Sort of like our Muppets.00:09:25.365 --> 00:09:25.725
So.00:09:26.420 --> 00:09:34.520
I want us to think again about this idea of how gen AI plus writing equals this science and joy and impact.00:09:34.520 --> 00:09:36.410
You know, I'm bringing that joy back.00:09:36.440 --> 00:09:43.040
So when we think of science, right, so it is a tool that does align with the science of writing instruction.00:09:43.040 --> 00:09:47.450
And so when we think of research based on writing instruction, there's decades of it, right?00:09:47.790 --> 00:09:52.110
From, you know, Steve Graham and a ton of other researchers that show.00:09:52.325 --> 00:09:55.805
Explicit writing strategy instruction is super important.00:09:55.805 --> 00:09:59.705
So if we want our students to develop as writers, we have to be explicit and we have to model it, right?00:10:00.155 --> 00:10:03.095
We also give authentic opportunities for write writing.00:10:03.095 --> 00:10:04.175
It should be joyful.00:10:04.175 --> 00:10:05.465
There should be choice.00:10:05.885 --> 00:10:11.735
We wanna give feedback, but that feedback should open up space as opposed to be prescriptive and shut down ideas, right?00:10:12.095 --> 00:10:14.405
We wanna lean into mentor texts, right?00:10:14.855 --> 00:10:21.365
If we see really strong examples of writing, having our students copy that right?00:10:21.545 --> 00:10:32.855
Imitate it, if you will, as they develop their own understanding of those specific strategies or approaches to writing is a great way for students to learn, right?00:10:33.365 --> 00:10:39.545
This idea of revisioning improving writing outcomes, the process-based approach, all of this research, right?00:10:39.845 --> 00:10:43.355
Gen AI can support it because it actually helps teachers.00:10:43.580 --> 00:10:46.430
Model, scaffold, differentiate.00:10:46.790 --> 00:10:54.200
It can help students practice the idea of revision, analyzing for different things like tone and experiment with voice, right?00:10:54.620 --> 00:10:58.700
So there's strong alignment with some of the instructional best practices, right?00:10:58.970 --> 00:11:04.540
This idea of joy comes from this idea of, you know, curiosity and play, right?00:11:05.260 --> 00:11:07.420
Our students love to experiment.00:11:07.450 --> 00:11:09.190
They love that instant feedback.00:11:09.190 --> 00:11:21.010
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?00:11:21.520 --> 00:11:31.250
So using a tool like Gen ai allows our students to help see their writing and their ideas be transformed, which.00:11:31.605 --> 00:11:33.135
Gives them confidence, right?00:11:33.135 --> 00:11:39.815
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.00:11:40.415 --> 00:11:42.725
They have greater understanding, they feel successful.00:11:42.725 --> 00:11:44.195
They want to continue with it, right?00:11:44.495 --> 00:11:46.175
It's a type of scaffold, if you will.00:11:46.395 --> 00:11:48.735
And then there's this risk taking, right?00:11:49.135 --> 00:11:50.365
And it can be playful.00:11:50.425 --> 00:11:59.275
So as we're learning again about the tools and strategies of writers, you can have this curiosity and fun with it, right?00:11:59.800 --> 00:12:00.250
Ideas.00:12:00.250 --> 00:12:03.610
Something as silly as like, what if I rewrite this to sound like a pirate?00:12:04.090 --> 00:12:04.390
Right?00:12:04.660 --> 00:12:08.050
Again, it's that like, learning should be fun.00:12:08.050 --> 00:12:19.750
It's, it can be messy and sometimes I think we lose sight of that with all of the pressures of standards and teachings, but here's a space that's created by using this tool that allows us to actually have fun.00:12:19.750 --> 00:12:21.790
And so when we combine these things, right.00:12:22.020 --> 00:12:30.030
Research best practice with this idea of fun and joy, and this isn't this like drudgery and this horrible, boring task.00:12:30.330 --> 00:12:34.745
All of a sudden our students are motivated and we see this lasting writing growth.00:12:35.265 --> 00:12:43.257
I. So thinking about teachers and the integration of Gen ai, there's so much that can be done, right?00:12:43.587 --> 00:12:44.817
Purposeful integration.00:12:44.817 --> 00:12:52.467
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?00:12:52.527 --> 00:12:56.402
And as the question on the right says like, where could any of these allow you to save?00:12:57.057 --> 00:13:07.797
Prep time and ideally, that saving of time creates space for deeper modeling, for more intentional feedback, for differentiation, et cetera.00:13:08.037 --> 00:13:10.767
So from lesson planning and scaffolding, right?00:13:10.767 --> 00:13:18.027
This idea of creating mentor texts and multiple styles, adapting prompts to reading levels, generating rubrics and checklists, right?00:13:18.867 --> 00:13:20.697
All things that you can actually do.00:13:21.342 --> 00:13:24.342
With AI to really target your specific students.00:13:24.792 --> 00:13:39.762
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.00:13:40.267 --> 00:13:44.197
But again, saving time to focus on the sort of deeper work.00:13:44.557 --> 00:13:45.937
This idea of feedback, right?00:13:45.937 --> 00:13:53.407
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.00:13:53.717 --> 00:13:54.632
I find the idea sort of of.00:13:54.997 --> 00:14:09.757
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.00:14:10.322 --> 00:14:11.492
Individually going through it.00:14:11.492 --> 00:14:15.302
'cause we all know, we've all sat there and done it by like student 18.00:14:15.902 --> 00:14:20.972
They're either getting a really surface level comment or maybe you're looking back to see what you said to someone else.00:14:20.972 --> 00:14:26.522
And so here's a way to sort of already have that bank produced for you and then personalize it.00:14:26.522 --> 00:14:30.332
And so it's time efficient and really allows you to get the heart of the work.00:14:30.332 --> 00:14:32.012
And then scaffolding and differentiation.00:14:32.012 --> 00:14:37.322
We could do a whole other presentation on this for all students, but really thinking of our multilingual learners.00:14:37.382 --> 00:14:37.832
Right.00:14:38.112 --> 00:14:48.222
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.00:14:48.222 --> 00:14:48.612
Right.00:14:48.672 --> 00:14:56.262
Again, going back to that joy, just like we want there to be joy and excitement for our students, there should be some joy and excitement for us, right?00:14:56.262 --> 00:14:59.172
As educators planning this, planning these lessons.00:14:59.172 --> 00:14:59.502
Right?00:14:59.562 --> 00:15:03.582
And so if you have that tried and true lesson that you're like, I've taught it.00:15:03.847 --> 00:15:04.387
It's good.00:15:04.387 --> 00:15:08.147
The kids like it, but I kind of wanna shake it up a little bit.00:15:08.147 --> 00:15:08.447
Right?00:15:08.447 --> 00:15:10.127
And maybe you just don't have the time.00:15:10.427 --> 00:15:15.257
Again, AI can be a tool that can give you some suggestions to create some time, right?00:15:15.587 --> 00:15:19.217
So we really wanna think about it as extending capacity.00:15:19.487 --> 00:15:21.497
It doesn't replace your professional judgment.00:15:21.497 --> 00:15:23.507
It's not, you know, in charge.00:15:23.507 --> 00:15:24.707
You are still the pilot.00:15:24.897 --> 00:15:27.267
You are just using it sort of as your co-pilot.00:15:27.267 --> 00:15:28.557
As your partner, right?00:15:29.097 --> 00:15:34.807
Think of that sort of co-planner that person that, you know, you can always go to that generative brainstormer.00:15:34.807 --> 00:15:39.037
Well, it, gen AI is that person, but they're there all the time, right?00:15:39.037 --> 00:15:44.667
They're able to give you that feedback, brainstorm and, you know, save you some time.00:15:45.602 --> 00:15:49.872
So that's thinking about the use of AI from a teacher's perspective.00:15:50.232 --> 00:15:57.182
But I really want us to spend a little bit more time and really look at this idea of it from a student's perspective.00:15:57.182 --> 00:16:00.592
Like how can we use it with our students and.00:16:01.417 --> 00:16:05.797
Get them thinking about it as a tool, not necessarily just as a shortcut.00:16:07.237 --> 00:16:09.337
So again, hitting that joy factor, right?00:16:09.337 --> 00:16:16.297
And so what should ai, that's what we really wanna hone in on, but first, that's like what it shouldn't be used for, right?00:16:16.297 --> 00:16:22.687
It's that we've not using it to copy whole text without revision or thought, and we're gonna talk more about why we shouldn't do that.00:16:23.167 --> 00:16:26.377
And you know, using it to avoid creative effort, right?00:16:26.377 --> 00:16:26.887
So.00:16:27.267 --> 00:16:37.407
In fact that when used intentionally and if used in some of the ways we're gonna talk about it actually adds creativity and sparks creativity as opposed to sort of, shutting it down.00:16:38.217 --> 00:16:39.987
So ways that it can be right.00:16:39.987 --> 00:16:44.877
Students can brainstorm ideas, they can test structure, they can play with voice and vocabulary, right?00:16:44.877 --> 00:16:45.972
So we go through these lessons like.00:16:46.487 --> 00:16:52.517
Experimenting with voice and changing tone, and then our students often just sit there 'cause they don't know what to do, right?00:16:52.847 --> 00:16:55.097
It's that paralysis by analysis, right?00:16:55.427 --> 00:17:02.207
They either wanna copy and mimic exactly what you did, or they're kind of lost, or maybe they're a little bit confused, but here.00:17:02.822 --> 00:17:10.622
Here's an opportunity to integrate the use of AI with our students, and all of a sudden I can sort of play around and take some risks, right?00:17:11.372 --> 00:17:16.662
This idea of this iteration of writing, right, it's choice and reflection.00:17:16.662 --> 00:17:18.132
It's not replacement, right?00:17:18.402 --> 00:17:28.632
Because anyone who's used AI before realizes that even with the best prompt, sometimes you stare at the screen and you're like, Nope, I actually like what I said better.00:17:28.632 --> 00:17:30.672
Or that does, Nope, that just doesn't sound right.00:17:31.032 --> 00:17:36.312
Or it, it sparks an idea in your head and then you go back and rewrite on your own, right?00:17:36.552 --> 00:17:38.202
It's not just pure replacement.00:17:38.232 --> 00:17:44.382
And so if anything, it's underscoring and emphasizing that idea that writing is this creative iterative process, right?00:17:44.382 --> 00:17:49.452
But you have to be sort of present to use it as opposed to that copy and just keep it moving.00:17:49.602 --> 00:17:51.252
And then this competence, right?00:17:51.252 --> 00:17:55.572
Because this instant feedback, these instant ideas, this curiosity.00:17:56.457 --> 00:17:59.607
It sort of fosters the sense of flow and success, right?00:17:59.607 --> 00:18:06.537
And so students kind of see like, oh, from this idea, oh, I can see that, or I like this, or Oh, I'm gonna take this and go in a different direction, right?00:18:06.627 --> 00:18:12.687
And so it sort of snowballs and creates this creative motivation, right, for our students.00:18:13.137 --> 00:18:14.487
And so we.00:18:14.547 --> 00:18:16.437
Wanna encourage this exploration.00:18:16.467 --> 00:18:19.337
It's a tool just like a hammer, just like a calculator.00:18:19.337 --> 00:18:22.967
But we don't use hammers and calculators for all the jobs, right?00:18:22.967 --> 00:18:26.247
We have to think does the hammer work best here or does something else work best here?00:18:26.247 --> 00:18:28.017
Do I really need a calculator or not?00:18:28.527 --> 00:18:33.927
So we need to create space to have these clear expectations for authenticity, right?00:18:33.927 --> 00:18:40.527
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.00:18:40.887 --> 00:18:44.827
If we sort of just put blinders on and like, you know, say, Nope, we're not gonna use it.00:18:45.412 --> 00:18:50.422
Students are still probably gonna use it, they're probably gonna use it incorrectly.00:18:50.752 --> 00:18:54.772
And again, all of the benefits that we can possibly see from it are being lost.00:18:54.832 --> 00:18:59.962
And also all the instruction that you're spending your time on also is probably being lost.00:18:59.992 --> 00:19:06.602
'cause they're probably just gonna copy the whole test without revision or thought, and then cross their fingers and hope it doesn't get flagged.00:19:07.602 --> 00:19:10.852
So this idea of helping students right.00:19:11.832 --> 00:19:21.272
So the first idea of is, and all of this is obviously developmentally appropriate, we wanna really think about this, but like this having a policy or a classroom AI agreement, right?00:19:21.662 --> 00:19:29.342
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.00:19:29.342 --> 00:19:31.412
Like what is the AI policy?00:19:31.887 --> 00:19:39.007
And, you know, AI is something that is rapidly advancing and continues to shift it seems almost on a day-to-day basis.00:19:39.007 --> 00:19:44.317
And so even from semester to semester, we see, you know, us talking and revising our AI policy.00:19:44.317 --> 00:19:57.577
And so this is something that, you know, whether you're in higher ed or whether you're in K 12, 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.00:19:57.832 --> 00:20:01.372
Letting parents know your policy and the why behind it as well.00:20:01.402 --> 00:20:01.762
Right.00:20:02.222 --> 00:20:05.192
These clear expectations that it's a tool, not a shortcut.00:20:05.312 --> 00:20:17.852
And I think having, again, developmentally appropriate conversations with your students and talking about it as a tool, I think when we model it and talk about it and take something away, that's, and no longer make something taboo.00:20:18.252 --> 00:20:22.662
I think some of that like shock value of like, oh, ai, you know, is sort of goes away.00:20:22.662 --> 00:20:30.602
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.00:20:30.812 --> 00:20:34.922
I think all of a sudden there's a little bit more like, oh, they, they kind of underst.00:20:35.277 --> 00:20:37.167
Why we shouldn't just copy and paste, right?00:20:37.767 --> 00:20:41.847
This is where that third bullet that talking about hallucinations and bias comes in, right?00:20:42.287 --> 00:20:46.117
Large language models have gotten so much better even in the last six months.00:20:46.167 --> 00:20:48.627
The amount of hallucinations has decreased.00:20:48.627 --> 00:20:50.127
Just sort of straight off the bat.00:20:50.557 --> 00:20:56.087
If you just put in a prompt the newer models, Gemini 3.0 just came out I think yesterday.00:20:56.337 --> 00:20:58.617
Chat, GBT is now on like 5.1.00:20:58.617 --> 00:21:00.727
5.0 came out like a couple months ago.00:21:01.087 --> 00:21:06.007
So they are naturally hallucinating and making up things less, but they still do.00:21:06.762 --> 00:21:14.512
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.00:21:14.932 --> 00:21:21.452
But without telling them that there is still a chance that they will bias is something that they say they're working on.00:21:21.522 --> 00:21:22.782
But it's still there.00:21:23.112 --> 00:21:26.112
And this is, I think, a great thing you can model with students.00:21:26.362 --> 00:21:27.682
If you've never really.00:21:28.312 --> 00:21:29.872
Sort of played around with ai.00:21:30.142 --> 00:21:38.332
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, et cetera.00:21:38.722 --> 00:21:46.372
And often, like historically, they will produce a lovely sounding paragraph about art in the 15th century.00:21:46.762 --> 00:21:48.022
It all happens to be.00:21:49.087 --> 00:21:50.347
France and Italy.00:21:50.677 --> 00:21:54.967
So if reading that, you would be like, oh, there was no art anywhere else.00:21:54.997 --> 00:21:58.507
Like not only no art anywhere else in Europe, but nowhere else in the world.00:21:58.507 --> 00:21:58.807
Right?00:21:58.807 --> 00:22:00.817
So there is this bias, right?00:22:00.817 --> 00:22:05.977
There's, we have colleagues at the university during research on sort of image generation and lots of things.00:22:05.977 --> 00:22:12.967
So I think sharing that with students, again, having that critical consumer lens about that there is still a bias.00:22:12.967 --> 00:22:13.717
It is a tool.00:22:13.717 --> 00:22:14.827
It is not perfect.00:22:15.137 --> 00:22:17.267
And I think once we share that with our students.00:22:17.772 --> 00:22:20.952
They then I think are a lot more critical of the tool.00:22:20.952 --> 00:22:24.612
And again, their willingness to just use it universally sort of decreases.00:22:25.542 --> 00:22:30.102
This idea of using student writing portfolios may sound very strange.00:22:30.182 --> 00:22:32.942
But here is where I think you can actually.00:22:33.282 --> 00:22:37.092
Have students see their sort of growth and use of it.00:22:37.092 --> 00:22:47.152
And so what I mean here by that is 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 wanna keep.00:22:47.542 --> 00:22:55.402
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.00:22:55.402 --> 00:22:55.702
Right.00:22:55.702 --> 00:22:57.052
And so in practice.00:22:57.592 --> 00:23:07.552
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, right?00:23:07.612 --> 00:23:11.002
And so when they use, let's say, gen AI to revise, right?00:23:11.002 --> 00:23:12.772
And so they're gonna keep the original draft.00:23:12.987 --> 00:23:15.747
And the AI assisted version in their portfolio, right?00:23:15.747 --> 00:23:17.367
And they're gonna label both pieces.00:23:17.737 --> 00:23:21.727
It's self-generated, AI supported or AI revised, right?00:23:21.727 --> 00:23:28.757
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.00:23:29.132 --> 00:23:31.022
Or AI to revise your writing.00:23:31.052 --> 00:23:31.502
Right.00:23:31.982 --> 00:23:34.892
And you know, and then they can reflect on the differences, right?00:23:34.892 --> 00:23:44.762
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.00:23:44.822 --> 00:23:49.532
And one of the talking points they could do is to compare, to set them side by side and sort of.00:23:49.957 --> 00:23:52.117
You know, which, what did AI change?00:23:52.117 --> 00:23:53.707
Which version feels like my voice?00:23:53.707 --> 00:23:55.327
What did I learn about using this?00:23:55.327 --> 00:23:55.687
Right?00:23:55.927 --> 00:23:59.167
So again, it becomes a tool in the learning process.00:23:59.477 --> 00:24:01.007
And we're, again, we're making this public.00:24:01.007 --> 00:24:03.617
It's not something seedier that you have to hide that you did, right?00:24:03.617 --> 00:24:05.477
It's like, no, I use this and here's why.00:24:05.477 --> 00:24:07.457
And it be, I helps me become a better writer.00:24:07.457 --> 00:24:07.817
Right?00:24:08.327 --> 00:24:10.847
And so, you know, teachers can assess the growth, right?00:24:10.847 --> 00:24:23.297
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?00:24:23.897 --> 00:24:25.862
And so again, this idea.00:24:26.212 --> 00:24:31.102
Students get to see their thinking and their ideas transformed and helped by this tool, right?00:24:31.132 --> 00:24:32.692
They choose what to keep.00:24:32.932 --> 00:24:35.812
So now writing, again, they feel empowered, right?00:24:35.812 --> 00:24:38.122
It's not a replacement, it's an empowerment.00:24:38.402 --> 00:24:41.912
And this reflection is really where that learning and power comes from.00:24:42.212 --> 00:24:51.152
We really want our students to spend that time reflecting on what they chose to keep, what they didn't keep, and what they're seeing as growth over time.00:24:51.837 --> 00:25:10.167
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 had 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 the use of AI critically.00:25:11.002 --> 00:25:14.662
So share a little bit about that, and then we're gonna jump into some examples.00:25:14.902 --> 00:25:16.822
So this idea of this model, right?00:25:16.852 --> 00:25:18.592
We call it the Echo and Amplify model.00:25:18.862 --> 00:25:28.032
And so this idea of echoing here, it's, we want our students to echo what they observe and what they internalize.00:25:28.032 --> 00:25:30.882
And in this case, about the writing moves, right?00:25:30.932 --> 00:25:33.122
That the, that you as the teacher models.00:25:33.177 --> 00:25:33.627
Right.00:25:33.927 --> 00:25:35.667
So in this case we're talking about writing.00:25:35.667 --> 00:25:46.077
And so we want our students to really observe us using AI after we've had our talk about bias and hallucinations and our ethical use, right?00:25:46.347 --> 00:25:51.657
But now we're gonna really sort of model how it can help our students grow as writers, and they're gonna observe.00:25:52.027 --> 00:25:52.567
Right.00:25:52.627 --> 00:25:54.067
And they're gonna see what we do.00:25:54.067 --> 00:25:55.657
And we're gonna be very metacognitive here.00:25:55.657 --> 00:25:58.627
We're gonna talk about our thought process, about our prompt.00:25:58.867 --> 00:26:01.237
We're gonna be really transparent about our uses here.00:26:01.237 --> 00:26:01.627
Right?00:26:02.407 --> 00:26:08.377
And we specifically really wanna underscore again, this sort of reflective use of it and the ethical.00:26:08.377 --> 00:26:09.757
We're not just copying and pasting.00:26:09.757 --> 00:26:10.807
We're not like, oh, this is better.00:26:10.807 --> 00:26:11.377
Copy paste.00:26:11.377 --> 00:26:11.887
Look, I'm done.00:26:11.887 --> 00:26:12.907
Now I can go do something else.00:26:12.907 --> 00:26:13.207
Right?00:26:13.642 --> 00:26:15.562
It's the, does this still fit my voice?00:26:15.562 --> 00:26:16.912
Is this authentic right?00:26:17.192 --> 00:26:21.692
Is this free of bias, you know, and really be, again, metacognitive with our students.00:26:21.932 --> 00:26:24.392
The amplify, amplify part of the model.00:26:24.422 --> 00:26:29.582
And again, when we think of amplify, something tends to become like more intense, right?00:26:29.892 --> 00:26:31.122
Or it's sharpened, right?00:26:31.122 --> 00:26:32.892
So we're amplifying it here.00:26:33.397 --> 00:26:47.597
We want our students to, to get the idea that they're gonna extend, they're gonna sharpen these practices, and in our case, talking about writing of using Gen AI as a tool to grow and develop as writers, right?00:26:47.837 --> 00:26:57.177
So they're gonna amplify these, the skills and the the practices that they've observed you do right.00:26:57.777 --> 00:27:00.087
As they grow and develop as writers, right?00:27:00.087 --> 00:27:01.437
The use of this tool.00:27:01.487 --> 00:27:06.767
And so, but this only works if all of the parts are happening, right?00:27:06.797 --> 00:27:13.847
We have to model, we have to be metacognitive, we have to have this application, and we have to have this space for reflection.00:27:14.117 --> 00:27:19.932
That also, again, ties back to that portfolio, are students having that critical reflection of their use of ai.00:27:20.932 --> 00:27:22.282
All right, so we're gonna try it out.00:27:22.282 --> 00:27:23.632
We're gonna like, have some fun.00:27:24.232 --> 00:27:30.292
So the first thing we wanna do is, let's say we want our students to sort of improve a sentence, right?00:27:30.542 --> 00:27:35.282
And so here, let's say we had this flat sentence, right?00:27:35.282 --> 00:27:37.142
Or like a pretty good sentence.00:27:37.142 --> 00:27:40.742
And we're gonna use the idea of like, the dog ran across the yard.00:27:40.972 --> 00:27:41.362
Right.00:27:41.572 --> 00:27:57.422
And so the goal here is to help our students see that word choice and the syntax of sentence really can shape the tone and the message that our readers are getting as they, you know, read our writing.00:27:57.482 --> 00:27:57.752
Right?00:27:57.752 --> 00:28:01.082
So we so imagine the dog ran across the yard.00:28:01.927 --> 00:28:03.457
We can all get that right?00:28:03.937 --> 00:28:07.357
We can all see this, you know, dog running across the yard.00:28:07.687 --> 00:28:09.367
So here's how we would do it, right?00:28:09.487 --> 00:28:13.027
So we're gonna actually close this up.00:28:13.087 --> 00:28:17.797
We're gonna pull up, i'm gonna pull up my chat.00:28:17.797 --> 00:28:19.327
GPT, just for fun.00:28:20.017 --> 00:28:22.627
All right, so hopefully guys you can see that.00:28:22.927 --> 00:28:27.727
So instead of the dog across the yard, right?00:28:28.087 --> 00:28:32.287
Our idea ran across the yard, we're gonna pick a tone or voice, right?00:28:32.287 --> 00:28:32.527
So.00:28:33.527 --> 00:28:35.077
I don't know, feeling a little fall.00:28:35.077 --> 00:28:38.227
We just had Halloween, so let's go with suspenseful, right?00:28:38.677 --> 00:28:45.527
So we're gonna ask chat, GBT to rewrite this sentence in a suspense.00:28:47.267 --> 00:28:52.787
Full tone, but, and it helps if you spell it, but the nice thing is it'll tell you when you spell it correctly.00:28:53.237 --> 00:28:57.407
But here's the thing, we only wanna keep it to one sentence, right?00:28:57.467 --> 00:29:09.347
Because it's the original is one sentence, and we want it to highlight, changed words in brackets, because we wanna be able to notice the difference, right?00:29:09.917 --> 00:29:13.907
So here's the sentence that we're gonna use.00:29:15.377 --> 00:29:19.277
The dog ran across the yard.00:29:20.237 --> 00:29:22.277
All right, let's see what it gives us.00:29:23.277 --> 00:29:33.237
Ooh, the dog lurched across the yard as a strange stillness settled behind it.00:29:33.927 --> 00:29:38.277
So now again, modeling with our students, we would have the two up on the board, right?00:29:38.787 --> 00:29:48.267
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?00:29:48.567 --> 00:29:50.457
So here you'd have a quick conversation.00:29:50.487 --> 00:29:51.357
What changed?00:29:52.137 --> 00:29:53.607
Does it feel more suspenseful?00:29:53.607 --> 00:29:54.207
Does it play?00:29:54.297 --> 00:29:56.007
Does it seem playful?00:29:56.277 --> 00:29:57.027
Does it work?00:29:57.087 --> 00:29:58.317
Does it not work?00:29:58.407 --> 00:29:58.857
Right?00:29:59.217 --> 00:30:06.557
Maybe you're like, oh, I loved the lurched across the yard, but the strange stillness just isn't working for me.00:30:06.617 --> 00:30:06.947
Right?00:30:07.307 --> 00:30:09.437
And your students, let's say they decide that, right?00:30:09.437 --> 00:30:15.107
And so you could say, keep the first change, but.00:30:16.107 --> 00:30:16.617
Oops.00:30:17.907 --> 00:30:29.187
Rewrite the second part of the sentence with something besides strange stillness.00:30:30.187 --> 00:30:37.087
Still produce one sentence and bracket changes.00:30:38.087 --> 00:30:38.377
Okay.00:30:39.702 --> 00:30:43.212
The dog lurched across the yard as a shadow slipped into view.00:30:43.602 --> 00:30:44.322
Much better.00:30:44.322 --> 00:30:44.952
Thumbs up.00:30:44.952 --> 00:30:45.912
Definitely like that.00:30:45.912 --> 00:30:48.102
Better than strange stillness, right?00:30:48.612 --> 00:30:53.862
And so after you do this, you have your students can play, then they can practice, right?00:30:53.862 --> 00:30:55.812
They would repeat, they would do the same thing.00:30:56.052 --> 00:31:00.042
They can then label like what I kept, what I learned about tone.00:31:00.447 --> 00:31:00.987
Et cetera.00:31:00.987 --> 00:31:04.797
And this is something you can easily slip it right into the portfolio.00:31:05.187 --> 00:31:14.107
And again, here's a way for students who may, you know, sometimes struggle with that idea of you know, tone and voice, right?00:31:14.107 --> 00:31:16.327
Or again, they're gonna copy exactly what you did, right?00:31:16.327 --> 00:31:20.647
It reminds me of that old Snoopy cartoon where it's like a dark and stormy night, right?00:31:20.677 --> 00:31:26.797
Everyone's writing starts a dark and stormy night, but here's a way for students to sort of make it their own.00:31:27.697 --> 00:31:37.457
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.00:31:38.457 --> 00:31:40.527
You can provide a tone word bank, right?00:31:40.527 --> 00:31:42.807
So we can differentiate even within this, right?00:31:42.807 --> 00:31:45.207
You could do sentence stems for emerging writers.00:31:45.417 --> 00:31:55.407
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?00:31:55.647 --> 00:32:01.247
So this one skill of improving a sentence by focusing on tone.00:32:01.647 --> 00:32:01.917
Right.00:32:02.217 --> 00:32:06.717
All of a sudden you can differentiate that further and you have a ton of other lessons, right?00:32:07.167 --> 00:32:12.117
Just some things to think about overriding and this idea of Purple Pros, right?00:32:12.117 --> 00:32:14.607
Those fluffy words that we're like, do we really need that?00:32:14.947 --> 00:32:19.747
That's why that idea of capping a length or one sentence outputs is important, right?00:32:20.017 --> 00:32:27.727
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.00:32:29.107 --> 00:32:31.147
This idea of voice drift, right?00:32:31.147 --> 00:32:34.057
Sometimes AI can unintentionally voice drift.00:32:34.057 --> 00:32:38.017
And so that's why that preserve the original meaning and subject is important.00:32:38.077 --> 00:32:41.017
And again, that's a conversation to have with students, right?00:32:41.137 --> 00:32:43.417
And then just this blind acceptance, right?00:32:43.667 --> 00:32:48.317
That's why I really think that part of students have to keep or reject their edits and justify their choice.00:32:49.012 --> 00:32:58.432
So if a student is going to keep that entire first example, right, that the dog lurched because of the strange stillness, great, you can keep that whole sentence, but why?00:32:59.032 --> 00:33:00.502
Why are you keeping it?00:33:00.922 --> 00:33:02.662
Why does it do?00:33:02.752 --> 00:33:05.782
Why is it better than your original sentence, et cetera.00:33:06.082 --> 00:33:11.782
So that justification or rejection is that critical thinking part, right?00:33:11.782 --> 00:33:16.042
The students are then sort of internalizing those skills and strategies as writers.00:33:17.272 --> 00:33:19.582
So let's do another one.00:33:20.272 --> 00:33:23.962
All right, so we're gonna change point of view, right?00:33:24.292 --> 00:33:27.502
So here, when we're thinking of changing point of view, right?00:33:27.502 --> 00:33:29.722
We have a short narrative, right?00:33:29.782 --> 00:33:30.802
And so.00:33:31.412 --> 00:33:39.482
We want to change, we wanna teach students how we can control perspective and this idea of like narrator and reliability, right?00:33:39.902 --> 00:33:48.102
So for this task, you typically need like a pretty short paragraph like three to five sentences, right?00:33:48.582 --> 00:33:52.522
And from there we will make some changes.00:33:52.522 --> 00:33:56.182
So we're gonna jump into that.00:33:57.182 --> 00:34:00.302
Jumping back to my friend, old friend chat, GPT here.00:34:01.262 --> 00:34:03.362
All right, so we're changing it up here, right?00:34:03.842 --> 00:34:06.062
So we have our paragraph, right?00:34:06.662 --> 00:34:19.902
So let's say we have the paragraph, I stood on the diving board, my toes squishing against the rough edge.00:34:20.902 --> 00:34:24.442
The pool looked way deeper.00:34:25.132 --> 00:34:27.922
I'm hoping you guys are constructing an image in your mind.00:34:28.362 --> 00:34:29.142
Then, oops.00:34:29.202 --> 00:34:40.402
Well that'll then it did before everyone was watching, but I pretended.00:34:41.402 --> 00:34:43.982
Which we know is not to notice, right?00:34:44.342 --> 00:34:48.722
So I have an image in my head of this little tiny person, way up high, right?00:34:49.202 --> 00:34:52.862
I took a big breath and jumped.00:34:53.862 --> 00:34:54.587
I was flying.00:34:55.587 --> 00:34:56.037
Oops.00:34:57.037 --> 00:35:03.157
And then I hit the water with a splash.00:35:04.387 --> 00:35:06.817
And came up laughing.00:35:07.477 --> 00:35:09.517
So here's our sort of paragraph, right?00:35:10.037 --> 00:35:11.057
That we're gonna work with.00:35:11.087 --> 00:35:14.867
And so, so we want it to do so it's written by a student.00:35:14.867 --> 00:35:17.327
You can have it by a student, you can have it be yours, right?00:35:17.327 --> 00:35:22.307
And so now what I want the, so I have this paragraph, I could copy and paste it.00:35:22.307 --> 00:35:27.797
I'm gonna tell, I wanna say rewrite this paragraph, right?00:35:28.277 --> 00:35:30.827
And since we're working on different perspectives.00:35:31.172 --> 00:35:31.592
Right.00:35:32.132 --> 00:35:44.292
We want to, from, let's say I'm gonna say, let's rewrite this paragraph from the pool's view, right?00:35:45.292 --> 00:35:49.432
I want it to keep factual events, right?00:35:50.452 --> 00:35:54.562
And do not add new characters.00:35:55.712 --> 00:35:57.632
Let's see what it, let's see what it gives us.00:35:58.632 --> 00:36:02.362
From where I rested below, I watched the kids step onto the diving board.00:36:02.732 --> 00:36:04.802
Their toes pressed its rough edge.00:36:05.337 --> 00:36:09.807
I knew I was the same depth as always, but they seemed to see me as much deeper.00:36:10.047 --> 00:36:14.547
People gathered around their attention fixed On the moment though the kid tried to ignore 'em.00:36:14.547 --> 00:36:21.837
They pulled in a big breath and lts, soaring for a second before crashing into me with a bright splash rising back up, laughing.00:36:22.482 --> 00:36:25.512
You know, that's kind of lame in my opinion.00:36:25.602 --> 00:36:30.412
You know, I it's almost like a rewrite of the other ones, so I'm not a fan of that.00:36:30.412 --> 00:36:30.592
Right.00:36:30.592 --> 00:36:31.702
And we would talk about that.00:36:31.702 --> 00:36:33.232
Maybe some kids would like it.00:36:33.482 --> 00:36:43.517
I could tell it being like, I could say honestly, not a fan of the rewrite.00:36:44.517 --> 00:36:45.507
Try again.00:36:46.507 --> 00:36:49.447
Same rules rewrite.00:36:50.407 --> 00:36:50.972
Let's see what it does.00:36:51.972 --> 00:36:52.302
Okay.00:36:53.572 --> 00:36:54.712
Everyone crowd around.00:36:54.712 --> 00:36:56.392
I picked them unfazed.00:36:56.392 --> 00:36:59.122
They pulled a, I would say the second one is better.00:36:59.122 --> 00:37:04.642
And now what we could even do is we could compare the original to second to the third.00:37:05.152 --> 00:37:08.242
That prompt my prompt about, honestly, not of the fan.00:37:08.627 --> 00:37:21.827
I would say that's not a, 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 you basically just restated what this was, this, right?00:37:21.827 --> 00:37:25.217
And sort of give it and then see what it comes back with, right?00:37:25.667 --> 00:37:30.407
You could have it right from a second person, a third person, non-human, et cetera.00:37:30.437 --> 00:37:33.077
All of these are possible, and again.00:37:33.167 --> 00:37:34.367
Just like in the first one.00:37:34.367 --> 00:37:36.707
The big is if you're gonna keep it great, why?00:37:36.707 --> 00:37:39.227
And if you're gonna toss it out, why?00:37:39.347 --> 00:37:39.737
Right.00:37:40.277 --> 00:37:51.037
Just like with the first one we wanna really think about sort of the, what's missing, what's not missing, that sort of perspective, right?00:37:51.402 --> 00:37:51.862
And so.00:37:53.034 --> 00:37:55.344
Some common pitfalls.00:37:55.404 --> 00:37:59.664
'Cause you know, our students, they're learning, let's be honest, we have the same pitfalls as well.00:38:00.024 --> 00:38:03.864
Is that our students sometimes we'll head hop, right?00:38:04.134 --> 00:38:08.134
Meaning that we would do the diving board character, someone else.00:38:08.134 --> 00:38:10.864
And so that's why we talk about limiting access.00:38:11.174 --> 00:38:14.924
So we don't wanna add events, we wanna keep the timeline the same.00:38:15.274 --> 00:38:15.934
But you know what?00:38:16.024 --> 00:38:17.014
You could change it.00:38:17.014 --> 00:38:19.174
And that goes back to the differentiation, right?00:38:19.414 --> 00:38:27.544
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.00:38:27.574 --> 00:38:30.124
So these are all things that you can do with your students.00:38:30.574 --> 00:38:34.744
We're not gonna do the last one just for the sake of time, 'cause I wanna create a little bit of space.00:38:34.804 --> 00:38:37.814
But just this idea of leads.00:38:38.094 --> 00:38:38.394
Right.00:38:38.964 --> 00:38:51.334
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?00:38:51.794 --> 00:38:52.634
And so.00:38:53.199 --> 00:38:55.149
You could clarify.00:38:55.149 --> 00:38:59.319
You go into AI and you say, explain composting for fifth graders.00:38:59.439 --> 00:38:59.799
Right?00:39:00.189 --> 00:39:07.809
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 fifth grades.00:39:08.049 --> 00:39:11.679
One starting with a fact, one a scenario, and one a question, right?00:39:12.219 --> 00:39:17.019
And then it's gonna produce them, and then your students will evaluate maybe they vote, which one they like.00:39:17.279 --> 00:39:27.629
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?00:39:27.929 --> 00:39:30.179
Like does it hook your interest?00:39:30.179 --> 00:39:31.409
Does it fit your purpose?00:39:31.409 --> 00:39:32.879
Does it set up the main idea?00:39:32.879 --> 00:39:33.239
Right?00:39:33.299 --> 00:39:35.759
And have your students sort of critically.00:39:36.184 --> 00:39:38.644
You know, look at what's produced.00:39:38.984 --> 00:39:44.514
And then again whatever they wanna keep, they keep, but they justify whatever they wanna get rid of.00:39:44.514 --> 00:39:52.674
We also want 'em to justify, because the, what we don't keep is also as important as what we keep, here we can d differentiate, right?00:39:52.674 --> 00:39:58.854
We can provide definitions, statistics, anecdote, questions, like all of those are like sort of a lead menu, right?00:39:59.394 --> 00:40:00.504
For our multilingual learners.00:40:00.504 --> 00:40:02.904
Vocabulary banks model sentence starters.00:40:03.174 --> 00:40:09.054
Honestly, vocabulary banks and model sentence starters are great for all students, but really helpful for our multilingual learners.00:40:09.054 --> 00:40:15.294
And just in thinking of some common pitfalls, so generic hooks, right?00:40:15.294 --> 00:40:16.014
So.00:40:16.549 --> 00:40:20.639
We wanna make sure we're giving 'em some ideas mismatching with the audience.00:40:21.269 --> 00:40:25.709
So that's why we're gonna give a constraint like fifth grade or whatnot, and then fact errors.00:40:26.069 --> 00:40:32.049
And so only include facts common to elementary science standards or if unsure, speak generically.00:40:32.499 --> 00:40:36.424
The other thing I wanna emphasize and notice this isn't necessarily to teach hooks.00:40:36.819 --> 00:40:41.799
You know, your students already may have learned that and now we're learning how to produce it and write it ourselves, right?00:40:42.129 --> 00:40:44.319
And so again, just like if you.00:40:45.464 --> 00:40:47.114
Were there brainstorming with the student.00:40:47.114 --> 00:40:50.024
They have this opportunity to brainstorm with ai.00:40:51.024 --> 00:40:59.484
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.00:40:59.784 --> 00:41:03.534
And then again, the pace is your sentence for point of view, rewrite.00:41:04.839 --> 00:41:12.669
Another helpful bank and then the INF informational leads, again, just some banks, some easy sort of take it and then make it work for yourself.00:41:12.979 --> 00:41:14.209
Just something to think about.00:41:15.559 --> 00:41:25.459
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.00:41:26.884 --> 00:41:30.544
AI writing instruction for your students, maybe for yourself.00:41:30.824 --> 00:41:36.464
I think that this is definitely, probably one of the most common ways that as adults and professionals use it.00:41:36.884 --> 00:41:39.684
It's that rewrite of an email of whatnot.00:41:40.044 --> 00:41:45.354
But I think again, just like we model being writers with our students, right, sharing.00:41:46.404 --> 00:41:53.484
Those sort of anecdotes with our students around what we use it for and how we use it is super powerful, right?00:41:53.794 --> 00:41:57.084
Our students are going to watch us and take our lead from it.00:41:57.144 --> 00:42:04.024
And so just like we wanna create critical thinkers about texts we want create critical thinkers around technology.00:42:04.084 --> 00:42:08.344
And so this is just one sort of way to do it, and that's all.00:42:08.404 --> 00:42:12.304
So if there's any questions, but I really thank folks for taking the time tonight.00:42:13.232 --> 00:42:13.532
Awesome.00:42:13.562 --> 00:42:14.672
Thanks so much, Shannon.00:42:14.672 --> 00:42:17.462
This was amazing just as I expected it to be.00:42:17.462 --> 00:42:18.602
Thanks so much for.00:42:19.382 --> 00:42:20.492
Giving us your time tonight.00:42:20.492 --> 00:42:25.292
I know folks were engaging in the chat and asking questions behind the scenes, so we really appreciate it.00:42:25.292 --> 00:42:26.562
And be on the lookout.00:42:26.562 --> 00:42:34.632
Dr. Kane is also writing a blog through, through rif, so that will be posted early next week as well as the recording to this on all of our channels.00:42:34.632 --> 00:42:35.887
So be on the lookout for that.00:42:36.492 --> 00:42:43.502
And if you registered for this, you'll also receive a follow-up email with a copy of a certificate and a copy of a handout.00:42:43.657 --> 00:42:45.157
Any handouts that Shannon referred to.00:42:45.157 --> 00:42:49.297
So thank you so much for your time and Dr. Kane, thanks for everything.00:42:49.297 --> 00:42:54.277
We really appreciate it and I'm sure we'll chat soon and thanks for bearing with my technology challenges, everyone.00:42:54.277 --> 00:42:55.177
I really appreciate it.00:42:56.437 --> 00:42:56.857
Thank you.00:42:56.977 --> 00:42:57.787
Have a great night.00:42:57.787 --> 00:42:58.147
Bye-bye.
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