How to Implement AI in Your Classroom

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Language: en

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- Okay, big welcome to
everyone who's joining.

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I know it takes a little while

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to get every possible
Zoom member signed up,

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but I have to tell you all,

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I'm so thrilled to be here today with you

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with a rockstar panel of teachers.

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We have so many great educators

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from across the country who
are here to share their wisdom,

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share their expertise with you,

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and I'm thrilled that so many
of you are here to listen in.

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We had over 2000 registrations
just from the US alone,

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and I cannot wait to
get you all kicked off.

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So, with that said, let
me go ahead and dive in.

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And I just wanna make sure

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that we have everyone signed up here,

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and we've got a rockstar team.

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We've got Emily Norton
from the Khan World School,

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our new partnership with
ASU down there in Phoenix,

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serving educators and
teachers around the world.

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We've got a Brennan and Malia
from the Khan Lab School,

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right here in California
where I'm sitting.

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And then from our partner school district,

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the school city of Hobart in Indiana,

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we've got Tim, their director
of secondary curriculum,

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and Madeline, their
English department head.

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And it's such a great group
that we are thrilled, thrilled,

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thrilled to have you all here.

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Now, that being said,

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before we dive into all the Q&A,

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there's gonna be so much of it.

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I wanna make sure that we get

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to know you a little bit better.

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So here we go with a little
poll just to kick things off.

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So come ahead and tell us about yourself.

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Tell us, where do you sit
in this broader ecosystem

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that is education in 2023?

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From teacher to instructional coach

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to curriculum developer and beyond.

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Tell us about your grade level.

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Are you serving younger
students, older students,

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or everyone?

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And then finally, if you had
to pick a primary subject,

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what is your big focus?

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Or maybe as a former kindergarten
teacher, like myself,

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you cover everything.

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So let us know right in the chat.

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We're gonna wait about three more seconds

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and then we'll end the
poll and share the results.

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And I just wanna give a big shout out also

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to Peggy Buffington, who
is the superintendent

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at the city schools of Hobart in Indiana.

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So, thrilled to have
Peggy with us as well.

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Okay, so let me just end the
poll and share the results.

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And, let's see here.

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It looks like the whopping
majority is 80% teacher,

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which totally makes sense.

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We also have 8%
administrators and principals,

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and then a bunch of teaching
assistants, counselors,

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librarians, instructional
coaches, curriculum developers,

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and more.

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So thank you for joining
across those different roles.

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Then I see probably a
majority, or not a majority,

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maybe a plurality in high school,

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followed by middle
school, elementary school,

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and then a lot of folks on the
higher education end as well,

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and adult education, which is fantastic.

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Even some early childhood folks.

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Again, as a former
kindergarten teacher myself,

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I love to see that.

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And then finally, primary subject area,

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obviously lots of folks
serving every possible area,

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but certainly a lot of
folks in math, science, ELA,

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social studies and beyond.

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So with all that said,

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I know that the summer is beckoning

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and I wanna be respectful of your time.

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So let's hit the ground running.

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The way we're gonna do this today

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is we are gonna take your
questions through the Q&A format.

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So if you go to your zoom screen

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and you click that little Q&A button,

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those little speech bubbles,

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I want you to do two things for me.

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Number one, I want you to
put your own questions in;

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the spicier, the better, the more burning,

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the more important.

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And then number two,

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I want you to up vote the other questions

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that are really important to you.

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And we're gonna answer those questions

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based on how many votes they get

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to make sure that we really answer

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the most important questions.

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So if you've got questions

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about AI in the context
of lesson planning,

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AI in the context of
working with students,

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whatever it is, put
those questions right in.

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And just so you know, this
session will be recorded,

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it will be shared out automatically,

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and everyone who's joined live,

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which is you, will be getting
not only the recording,

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but also a certificate of
professional development

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and then a chance to win a
free year's access to Khanmigo,

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our new AI tool.

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So with that said,

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let's start off with some juicy questions.

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And I'm gonna start out with this question

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that we received ahead of time, which is,

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"How can I use AI to design lesson plans?"

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I can't tell you the number of
questions we got about this,

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which I think speaks to the main point

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of coming up with new lesson
plans over and over again.

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So for our guest panel,

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if you've got a juicy
answer to that question,

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if you've tried that out already,

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just go ahead and raise your hand

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and I will call upon
you to give that answer.

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So Emily, I saw your hand go up.

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Feel free to unmute Emily
and share your response.

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- Okay, this is actually
a really cool feature

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of Khanmigo that they are
working on continually developing

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and making more and more
robust all the time.

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And I just was in with one

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of their research people last week

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and did an interview and she showed me

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some of the new features
that are coming along.

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You can put in, you know,

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"I need to develop a
lesson on polynomials."

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I'm not a math teacher,

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but I could put in a lesson like,

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"I am teaching about theme
in literature," right?

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As an English teacher.

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And it will come up with a lesson plan

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that includes things
like a warmup activity,

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guided practice,

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it will walk you through
and give you ideas

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for each and every part of a lesson,

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all the way down to the
exit ticket at the end.

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And when we tested it out

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and she's like, let's go ahead and put in,

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what did you, you know,

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"What do you want for a warmup activity?"

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And it was a math lesson that came up

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and she was like,

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"Look, it came up with a scavenger hunt."

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And it totally explained the
way to do a scavenger hunt

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in order to engage and get the students.

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So you can literally ask for
a lesson plan on any topic.

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I think the math topics will
probably be the most robust

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because that is what Khan
Academy is really known for.

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But when it comes to those,

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it will not only give
you just basic objectives

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and things like that,

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but it will actually give
you ideas for activities

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that you can incorporate
throughout the lesson

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to keep things fresh and new.

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And so that was one of
the the prime things

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that I love as a teacher,

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that it's constantly feeding me new ideas

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to help me keep my classroom fresh.

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- And just to sort of illustrate that,

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I'm gonna show you

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what this Khan Academy
Khanmigo tool looks like.

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And so sure enough, you can say,

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"Create a humanities lesson plan."

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You could say,

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"I really focused on
fifth grade," you know,

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writing and it can build
something really great for you.

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That being said, I don't wanna
make this all about Khanmigo.

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So if there are other great tools,

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feel free to share those out as well.

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But thank you so much
for getting us started.

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Let's go over to Malia.

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Malia, what's your experience been

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with lesson planning with AI?

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- Well, just to kind of build
off of what Emily was saying,

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the great thing is that it's interactive.

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So if it gives you this lesson hook idea

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and it says like,

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"Hey, you should do a scavenger hunt,"

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you can type back and say,

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"Actually we did a
scavenger hunt last week,

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is there anything you can
suggest for us to do in pairs?"

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Right?

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So you can have a conversation with it

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as kind of like a thought partner.

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- That's awesome.

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And then let's go to Madeline.

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Madeline, what's your take here?

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- So I have a couple examples
that I've screenshotted

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from when we had access this past spring.

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So I'm gonna go ahead-

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- All right. Oh, Madeline,
I think you got muted there.

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If you don't mind unmuting one sec,

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but we can see your screen great.

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Let's see if we can unmute Madeline here.

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- [Madeline] Yes.
- Okay, here we go.

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Okay, awesome.

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- Can you still hear me?

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- Yeah, we can hear you great.

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- Wonderful, okay, so we were going

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through a massive
curriculum change this year.

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All of our,

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our district is K12,

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and every single grade level of ELA

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had new curriculum this year,

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and that was pretty overwhelming
for some of our teachers.

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So I worked a lot with Khanmigo

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to see if I could find some
ways to be able to help teachers

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make some resources,
like anticipation guides.

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So I was able to actually,

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these are just some screenshots

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of my chat history with Khanmigo.

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I had just put in,

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'I'd like to make an anticipation guide

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about civil disobedience."

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And it came up with some
ideas for questions.

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And I wanted to actually
kind of just build off

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of what Malia said.

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I wanted to make some tweaks
to what it had suggested.

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So I asked it, "Can we rephrase

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to not contain the
critical vocabulary words?"

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I want them to focus on the ideas

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rather than like shutting
down through vocabulary.

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And it was able to immediately
tweak those questions.

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I've also asked it before
to lower the lexile level

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of some of those questions.

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And you can even specify like,

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"Hey, I want this to be at
a lexile level of about 700,

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can you adjust the ideas to suit that?"

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And it absolutely will.

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I've also used it to then take, you know,

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that anticipation guide,

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I've turned it into a
a worksheet from there,

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but I've also used it for readings.

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So I have examples here of, you know,

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Henry David Thoreau's civil disobedience.

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I had some anticipation questions there

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and I asked it to
simplify those questions.

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So you can see it's pretty adaptive

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to meet the needs of your students

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and of your particular lesson or worksheet

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that you're planning.

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- That's awesome.

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Thank you so much for
sharing that, Madeline.

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That was super helpful.

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Okay, so now, let's go to
a really juicy question

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that I know so many teachers
are thinking right now.

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Beth asks, "How do I make sure

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that students aren't plagiarizing
when writing by using AI?"

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So we talked a little bit
about the educator side

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and we'll come back to that.

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But now let's talk about the student side.

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Who's got thoughts there?

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Again, feel free to raise
your hand as a panelist

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and then we will see who's
got some deep thoughts.

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We'll start again with Emily.
Emily, what's your take here?

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- This is a really tricky one,

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and it's one that I have to
admit I'm still working out

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and working through as a
high school English teacher.

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I can definitely, here's
the thing about AI writing.

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Especially when it's a
new bot and it's learning,

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it tends to be very, very formulaic.

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And I know that there's
a professor at ASU,

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which is our umbrella school,

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that ASU prep is under, who I work for.

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And he has embraced it,

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and I've read a lot of articles from him.

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He has embraced it in
his writing classroom

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as being a place where
students could start with it

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as like a rough draft.

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And so, but then you're gonna work with it

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because the bot is gonna turn back very,

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like you're gonna see
all the transition words,

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boom, boom, boom, boom, boom.

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But if you let them start with it

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as a rough draft and then you teach them

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the process of revision,

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then I feel so much more comfortable

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and they're actually learning
the process of revision,

00:10:47.160 --> 00:10:49.198
which I find to be the most valuable piece

00:10:49.198 --> 00:10:52.350
of teaching writing, personally,
as a writing teacher.

00:10:52.350 --> 00:10:53.910
I think that's where the power is,

00:10:53.910 --> 00:10:55.020
learning to take those ideas

00:10:55.020 --> 00:10:57.510
and really hone them and
make them much stronger

00:10:57.510 --> 00:11:00.840
and more robust than the
initial bot will turn out.

00:11:00.840 --> 00:11:03.420
So I've tried to embrace it that way.

00:11:03.420 --> 00:11:04.620
Okay, if they turn in something,

00:11:04.620 --> 00:11:06.960
but that's just gonna be a rough draft.

00:11:06.960 --> 00:11:08.670
And then you go from there.

00:11:08.670 --> 00:11:09.503
- I love that.

00:11:09.503 --> 00:11:11.283
Let's go to Madeline next.

00:11:13.020 --> 00:11:15.570
- So I think for this one,

00:11:15.570 --> 00:11:18.810
I would probably be inclined
to be a little bit more blunt.

00:11:18.810 --> 00:11:20.664
How can we make sure that they aren't?

00:11:20.664 --> 00:11:23.135
I think the reality of
the world that we live in

00:11:23.135 --> 00:11:26.948
is they are going to use it, right?

00:11:26.948 --> 00:11:31.948
When we had our pilot access
to Khanmigo this past spring,

00:11:32.003 --> 00:11:34.830
I actually caught ten of my students

00:11:34.830 --> 00:11:37.440
using the program
incorrectly at the first go

00:11:37.440 --> 00:11:39.840
where they were using it
for more than I had set

00:11:39.840 --> 00:11:41.400
in terms of parameters,

00:11:41.400 --> 00:11:43.470
it is pretty easy to identify

00:11:43.470 --> 00:11:46.080
as long as you have them do
some kind of like, let's say,

00:11:46.080 --> 00:11:49.350
writing diagnostic at
the beginning of the year

00:11:49.350 --> 00:11:51.150
so that you're able to
get a feel for like,

00:11:51.150 --> 00:11:53.287
what is this student's
voice actually like?

00:11:53.287 --> 00:11:55.620
You know, I like to tell my students like,

00:11:55.620 --> 00:11:58.350
I can still read with my human eyes

00:11:58.350 --> 00:12:02.760
and use my human brain to tell
that that's not your writing.

00:12:02.760 --> 00:12:04.560
So the key thing that I did

00:12:04.560 --> 00:12:07.140
in my dual credit composition classes,

00:12:07.140 --> 00:12:08.430
I teach early college writing

00:12:08.430 --> 00:12:10.330
for some of my classes at Hobart,

00:12:10.330 --> 00:12:13.230
the biggest thing that
I've said to them is,

00:12:13.230 --> 00:12:16.140
I'm gonna set parameters
of what is acceptable,

00:12:16.140 --> 00:12:17.580
what is going to be allowed.

00:12:17.580 --> 00:12:19.860
And so I had them use
it for brainstorming.

00:12:19.860 --> 00:12:21.570
I had them use it for outlining.

00:12:21.570 --> 00:12:23.850
I had a student who
wanted to write a paper

00:12:23.850 --> 00:12:27.420
about the theoretical
likelihood of nuclear warfare,

00:12:27.420 --> 00:12:31.290
which is a topic I know
absolutely nothing about.

00:12:31.290 --> 00:12:34.608
And I looked in his Khanmigo chat history

00:12:34.608 --> 00:12:39.608
and was able to see him
brainstorming with the AI.

00:12:39.870 --> 00:12:42.330
He was using it to help
him generate these better,

00:12:42.330 --> 00:12:44.670
more sophisticated ideas for his argument

00:12:44.670 --> 00:12:46.920
that I wouldn't have
been able to provide him.

00:12:46.920 --> 00:12:49.189
So the fact of the
matter is that they will,

00:12:49.189 --> 00:12:53.130
but it is still pretty accessible

00:12:53.130 --> 00:12:55.680
in terms of that
identification factor, right?

00:12:55.680 --> 00:12:57.240
You know your students

00:12:57.240 --> 00:12:59.877
better than the bot knows your students.

00:12:59.877 --> 00:13:03.240
And so you'll be able to see
the difference pretty easily.

00:13:03.240 --> 00:13:04.073
- Very cool.

00:13:04.073 --> 00:13:05.340
I love that Madeline
combined sort of the best

00:13:05.340 --> 00:13:06.720
of this new technology with the best

00:13:06.720 --> 00:13:09.471
of our uniquely sort of
human-teacher intuition.

00:13:09.471 --> 00:13:12.166
For one last thought, let's go to Malia

00:13:12.166 --> 00:13:14.647
and then we'll move on
to the next question.

00:13:14.647 --> 00:13:17.181
- I think one of the fun things

00:13:17.181 --> 00:13:19.170
that I've said to my students is,

00:13:19.170 --> 00:13:20.003
this is brand new,

00:13:20.003 --> 00:13:21.840
so let's figure it out together, right?

00:13:21.840 --> 00:13:23.850
Like, I've been writing for 20 years

00:13:23.850 --> 00:13:25.470
and you've been writing for less,

00:13:25.470 --> 00:13:26.742
but it's new to both of us.

00:13:26.742 --> 00:13:29.520
So you tell me, you know, what
do you think it's good at?

00:13:29.520 --> 00:13:31.732
And I'll tell you where I
think it's falling short.

00:13:31.732 --> 00:13:33.436
So that kind of process

00:13:33.436 --> 00:13:35.220
of we're all figuring this out together,

00:13:35.220 --> 00:13:36.300
I think has been helpful

00:13:36.300 --> 00:13:37.560
and making it just like a part

00:13:37.560 --> 00:13:39.254
of our classroom conversations.

00:13:39.254 --> 00:13:41.520
But to answer the
specifics of the question,

00:13:41.520 --> 00:13:43.776
I think you wanna think
about writing as a process

00:13:43.776 --> 00:13:45.860
and introducing Khanmigo

00:13:45.860 --> 00:13:48.240
is like part of that scaffolding, right?

00:13:48.240 --> 00:13:49.950
So at least for me,

00:13:49.950 --> 00:13:51.930
and for my teaching practice,

00:13:51.930 --> 00:13:55.740
I'm mainly working with
high school students, right?

00:13:55.740 --> 00:13:59.130
So they'll pick a paper topic,
they'll read books on it,

00:13:59.130 --> 00:14:00.780
they'll take notes on it, right?

00:14:00.780 --> 00:14:02.369
Then they'll develop
their thesis statement,

00:14:02.369 --> 00:14:05.220
then I'll ask them, okay,
parent share, talk to a friend.

00:14:05.220 --> 00:14:07.530
How would your friend improve
your thesis statement?

00:14:07.530 --> 00:14:09.300
Okay, let's throw it in Khanmigo.

00:14:09.300 --> 00:14:12.630
All right, now how did
Khanmigo suggest, right?

00:14:12.630 --> 00:14:14.754
And so then we have your
friends, we have Khanmigo's,

00:14:14.754 --> 00:14:17.190
okay, so you are the author,
it's your voice, right?

00:14:17.190 --> 00:14:19.020
How do you wanna recraft it?

00:14:19.020 --> 00:14:21.660
So using it in that kind
of like scaffolded approach

00:14:21.660 --> 00:14:23.940
and using it with them as opposed

00:14:23.940 --> 00:14:27.060
to kind of like something
that's happening, you know,

00:14:27.060 --> 00:14:28.800
away and outside the classroom.

00:14:28.800 --> 00:14:29.760
I think that's where you're gonna get

00:14:29.760 --> 00:14:32.075
the best dialogue with them over

00:14:32.075 --> 00:14:33.928
how to use it in the way that
all of you decide together

00:14:33.928 --> 00:14:36.030
is the way you want to use it?

00:14:36.030 --> 00:14:37.410
- Love those answers.

00:14:37.410 --> 00:14:39.480
Thank you for the great feedback,

00:14:39.480 --> 00:14:41.520
the great sort of framing
of this big tricky question.

00:14:41.520 --> 00:14:42.353
And thanks to Beth

00:14:42.353 --> 00:14:44.730
for asking such a powerful
question to begin with.

00:14:44.730 --> 00:14:46.681
Now, speaking of really popular questions,

00:14:46.681 --> 00:14:49.170
there are two questions that
actually go hand in hand.

00:14:49.170 --> 00:14:50.827
The first is from Robert, which is,

00:14:50.827 --> 00:14:52.530
"Which AI app should I be using

00:14:52.530 --> 00:14:55.110
to help design classroom
materials and experiences?"

00:14:55.110 --> 00:14:57.120
'Cause obviously there's a
whole panoply of options,

00:14:57.120 --> 00:14:59.850
so I'd love to hear people raise
their hands about that one.

00:14:59.850 --> 00:15:00.720
And then Shalom,

00:15:00.720 --> 00:15:03.090
who's one of our all-star
Khan Academy ambassadors

00:15:03.090 --> 00:15:06.302
wants to know, "Hey, will
Khanmigo ever become free

00:15:06.302 --> 00:15:08.607
for individual teachers
and their students?"

00:15:08.607 --> 00:15:10.620
And I would love my amazing colleague,

00:15:10.620 --> 00:15:11.490
Kristen DeCerbo,

00:15:11.490 --> 00:15:13.260
who's our chief academic officer,

00:15:13.260 --> 00:15:15.090
to speak a little bit to
where our future is headed.

00:15:15.090 --> 00:15:17.130
So let's start with the teachers.

00:15:17.130 --> 00:15:19.320
Tell us about your
favorite apps in the space,

00:15:19.320 --> 00:15:21.570
and then we'll go to Kristen
on the Khanmigo front.

00:15:21.570 --> 00:15:23.250
Okay, let's start this time with Tim.

00:15:23.250 --> 00:15:25.000
Tim, what do you like using so far?

00:15:26.340 --> 00:15:28.590
- I think I would just
first say real quick,

00:15:28.590 --> 00:15:33.300
to piggyback on the plagiarism
conversation, if I may,

00:15:33.300 --> 00:15:37.363
that conversation needs
to take place, right?

00:15:37.363 --> 00:15:39.840
And that's the bottom line.

00:15:39.840 --> 00:15:41.340
It's a good question for this group,

00:15:41.340 --> 00:15:44.250
but that's a conversation that
should also be taking place

00:15:44.250 --> 00:15:46.170
within your respective districts, right?

00:15:46.170 --> 00:15:48.930
With your staff and with your students.

00:15:48.930 --> 00:15:49.800
And perhaps later,

00:15:49.800 --> 00:15:53.640
we can share more on how
we're kind of approaching

00:15:53.640 --> 00:15:55.170
that proactively this year

00:15:55.170 --> 00:15:58.860
under Dr. Buffington's
leadership in our district.

00:15:58.860 --> 00:16:02.310
As far as tools, what I would say is,

00:16:02.310 --> 00:16:06.295
you know, you can find
ultimately, you know, AI

00:16:06.295 --> 00:16:11.295
Khan is not obviously the
only vendor, if you will,

00:16:12.840 --> 00:16:14.790
that's going to broach this, right?

00:16:14.790 --> 00:16:18.063
And they don't aim to be
the only one in the market.

00:16:18.900 --> 00:16:22.020
What I will tell you
that our superintendent,

00:16:22.020 --> 00:16:26.280
and by all means she might
wanna speak more into this,

00:16:26.280 --> 00:16:29.431
is that you need to be wise stewards

00:16:29.431 --> 00:16:33.630
and ambassadors of what you are promoting.

00:16:33.630 --> 00:16:35.430
Because obviously,

00:16:35.430 --> 00:16:38.490
just because students can access things

00:16:38.490 --> 00:16:42.480
and/or staff doesn't mean
that they should, right?

00:16:42.480 --> 00:16:47.130
And so for us, a big sell
with Khanmigo has been,

00:16:47.130 --> 00:16:51.420
you know, we're a Khan
Academy District School.

00:16:51.420 --> 00:16:52.800
And so for us,

00:16:52.800 --> 00:16:57.800
it's the embedded administrative
portal and access,

00:16:57.870 --> 00:17:01.350
whereby we can see what has gone on.

00:17:01.350 --> 00:17:04.916
And so, you know, Chat GPT for example,

00:17:04.916 --> 00:17:09.600
how many students are using
that per se, that aren't of age?

00:17:09.600 --> 00:17:12.300
It doesn't mean they're
not going to, you know,

00:17:12.300 --> 00:17:14.790
use it even if they're under 13,

00:17:14.790 --> 00:17:16.950
or whatever the parameter is.

00:17:16.950 --> 00:17:18.570
But for us,

00:17:18.570 --> 00:17:21.900
we've broached the Khanmigo beta test

00:17:21.900 --> 00:17:26.550
as such to where it allows
for oversight internally

00:17:26.550 --> 00:17:30.150
on our end to protect
our staff and students.

00:17:30.150 --> 00:17:33.240
So no, it may not be the end all be all,

00:17:33.240 --> 00:17:35.340
nor was it designed to be,

00:17:35.340 --> 00:17:39.600
but it allows us to enter
a space in a safe way

00:17:39.600 --> 00:17:41.553
with our staff and students.

00:17:43.511 --> 00:17:44.640
- Great call-out, Tim.

00:17:44.640 --> 00:17:47.640
And then, speaking of speaking
to the elephants in the room,

00:17:47.640 --> 00:17:50.700
Kristen, I know that we have
been known for 15 years now

00:17:50.700 --> 00:17:53.160
as the place that educators can go

00:17:53.160 --> 00:17:56.160
to get free tools, anytime, anywhere.

00:17:56.160 --> 00:17:57.480
What's the future of Khanmigo

00:17:57.480 --> 00:17:59.640
when it comes to making it free?

00:17:59.640 --> 00:18:00.690
- Yeah, so first,

00:18:00.690 --> 00:18:01.980
I'm gonna address the
other question, which is-

00:18:01.980 --> 00:18:02.813
- Yes, yes.

00:18:02.813 --> 00:18:03.960
- I'll give a little pitch

00:18:03.960 --> 00:18:06.900
for why you might wanna use Khanmigo

00:18:06.900 --> 00:18:08.571
to help do some of your teacher tasks

00:18:08.571 --> 00:18:10.410
or some of the student tasks.

00:18:10.410 --> 00:18:15.410
And part of that is because
we have drafted those prompts.

00:18:15.450 --> 00:18:18.000
So when you're interacting with Khanmigo,

00:18:18.000 --> 00:18:20.577
say, you know, "I wanna
make a lesson plan."

00:18:20.577 --> 00:18:23.557
We're sending, not just you saying,

00:18:23.557 --> 00:18:27.180
"I wanna make a lesson plan to that AI,

00:18:27.180 --> 00:18:30.480
we're also sending a prompt that is about,

00:18:30.480 --> 00:18:35.070
you know, 250-300 words about
what makes a lesson plan.

00:18:35.070 --> 00:18:37.020
And so, when you're doing that,

00:18:37.020 --> 00:18:39.720
as we're seeing on the screen right now,

00:18:39.720 --> 00:18:42.720
we've said, "Hey, here's
the parts of a lesson plan.

00:18:42.720 --> 00:18:44.280
It should have objectives and standards,

00:18:44.280 --> 00:18:46.200
essential questions, materials."

00:18:46.200 --> 00:18:49.255
So you as the teacher don't
have to tell the model

00:18:49.255 --> 00:18:52.130
what you want the lesson
plan to look like.

00:18:52.130 --> 00:18:55.290
We are sending that to the model along

00:18:55.290 --> 00:18:58.710
with the information you've
given to customize it

00:18:58.710 --> 00:19:01.050
so that then that's all done.

00:19:01.050 --> 00:19:02.670
And you don't have to
do as much work on that.

00:19:02.670 --> 00:19:03.960
And the same is true,

00:19:03.960 --> 00:19:08.430
I actually wrote the prompt
for the writing a rubric.

00:19:08.430 --> 00:19:10.020
And so I, you know,

00:19:10.020 --> 00:19:11.857
my background in
educational psychology have,

00:19:11.857 --> 00:19:15.060
you know, a lot of thoughts and research

00:19:15.060 --> 00:19:16.950
about how to write good rubrics.

00:19:16.950 --> 00:19:18.575
So that's another one where we've already

00:19:18.575 --> 00:19:21.990
put in behind the scenes
what makes a good rubric.

00:19:21.990 --> 00:19:23.640
So that if you just give it,

00:19:23.640 --> 00:19:28.110
as we see here, a grade and a topic,

00:19:28.110 --> 00:19:31.650
it will help you start to think
about what are the criteria

00:19:31.650 --> 00:19:33.480
and then what are the
performance standards.

00:19:33.480 --> 00:19:34.680
So anyway, that's a little bit

00:19:34.680 --> 00:19:39.630
of what we hope we are
adding to the AI space

00:19:39.630 --> 00:19:42.480
is that education focus.

00:19:42.480 --> 00:19:44.920
Back to the cost issue.

00:19:44.920 --> 00:19:48.570
Right now, the reason, if
you haven't heard this,

00:19:48.570 --> 00:19:51.210
the reason that there is a cost now,

00:19:51.210 --> 00:19:54.810
it's not because we at Khan
Academy have that cost,

00:19:54.810 --> 00:19:58.576
it's because actually accessing
these large language models

00:19:58.576 --> 00:20:00.540
is costing us money.

00:20:00.540 --> 00:20:03.551
So that's measured in these
things they call tokens,

00:20:03.551 --> 00:20:06.028
which is about three quarters of a word.

00:20:06.028 --> 00:20:09.234
And every token is money

00:20:09.234 --> 00:20:11.700
that goes back and forth costs,

00:20:11.700 --> 00:20:13.920
then there's a cost associated with that.

00:20:13.920 --> 00:20:16.290
What we have seen, so right now,

00:20:16.290 --> 00:20:21.290
the model that we use is
what Open AI calls GPT-4.

00:20:21.951 --> 00:20:26.747
And that's their most
recent and advanced model

00:20:26.747 --> 00:20:28.847
that when they released four,

00:20:28.847 --> 00:20:32.550
the price for three came way down.

00:20:32.550 --> 00:20:35.065
And we also see lots
of other organizations

00:20:35.065 --> 00:20:36.930
who are starting to, you know,

00:20:36.930 --> 00:20:38.670
who are coming into the space

00:20:38.670 --> 00:20:41.512
and doing things for lower costs.

00:20:41.512 --> 00:20:45.090
So we expect in the future that yes,

00:20:45.090 --> 00:20:46.800
we will be able to offer this,

00:20:46.800 --> 00:20:48.630
either at greatly reduced cost

00:20:48.630 --> 00:20:51.518
or potentially free for for some users.

00:20:51.518 --> 00:20:55.440
So the price right now
is based on our cost

00:20:55.440 --> 00:20:57.687
to access these models
and those models' costs.

00:20:57.687 --> 00:21:02.687
We and everyone in the AI
space anticipate to come down.

00:21:02.970 --> 00:21:04.860
We're hoping six months, a year,

00:21:04.860 --> 00:21:07.410
we'll see what those prices do.

00:21:07.410 --> 00:21:08.370
- Oh, I love that.

00:21:08.370 --> 00:21:10.680
Thank you for sharing
that backstory, Kristen.

00:21:10.680 --> 00:21:12.120
I'm also gonna share a little context

00:21:12.120 --> 00:21:13.830
for anyone who's curious
about these different models

00:21:13.830 --> 00:21:15.570
and what the differences are.

00:21:15.570 --> 00:21:16.920
But for now, let's go to Peggy,

00:21:16.920 --> 00:21:20.370
who again is the superintendent
over there in Hobart.

00:21:20.370 --> 00:21:21.630
And Peggy, I'd love for you to speak

00:21:21.630 --> 00:21:22.710
to sort of these different tools

00:21:22.710 --> 00:21:25.410
and what you're considering
for your district.

00:21:25.410 --> 00:21:27.415
- Well, I mean obviously,

00:21:27.415 --> 00:21:29.985
when all of us look at the genie,

00:21:29.985 --> 00:21:31.590
let out of the bottle,

00:21:31.590 --> 00:21:34.020
I love looking at the chat history here,

00:21:34.020 --> 00:21:38.670
embracing and trailblazing
with these technology tools

00:21:38.670 --> 00:21:40.140
and not lagging behind,

00:21:40.140 --> 00:21:43.230
because we know our students
are out there with Chat GPT,

00:21:43.230 --> 00:21:45.333
as Dr. Krieg alluded to.

00:21:45.333 --> 00:21:48.540
So I wanna go back to,

00:21:48.540 --> 00:21:51.930
what is it that I love about Khanmigo?

00:21:51.930 --> 00:21:54.840
Because I think that this is the, to me,

00:21:54.840 --> 00:21:58.920
this is one of the best
parts of this new feature,

00:21:58.920 --> 00:22:01.944
this new programming that
we're talking about with AI.

00:22:01.944 --> 00:22:03.587
When our group was piloting,

00:22:03.587 --> 00:22:06.960
one of the number one
things that I heard them say

00:22:06.960 --> 00:22:10.920
is that when I'm not available,
they're going to chat GPT.

00:22:10.920 --> 00:22:12.870
I mean they're going to Khanmigo.

00:22:12.870 --> 00:22:14.730
That was that whole pilot group.

00:22:14.730 --> 00:22:18.930
So I like to look at it in two aspects:

00:22:18.930 --> 00:22:22.170
It's a teaching assistant
and it's a tutor, right?

00:22:22.170 --> 00:22:23.910
And what do I love most about it?

00:22:23.910 --> 00:22:25.590
I like the tutor,

00:22:25.590 --> 00:22:29.280
because what do I know
about kids today with Covid,

00:22:29.280 --> 00:22:33.660
it was starting to happen
pre-Covid a little bit.

00:22:33.660 --> 00:22:36.810
We were getting kids to not really engage

00:22:36.810 --> 00:22:38.310
with us in a classroom.

00:22:38.310 --> 00:22:39.990
They would hold their questions,

00:22:39.990 --> 00:22:43.000
they just didn't wanna, they
didn't wanna participate,

00:22:43.000 --> 00:22:46.855
they don't wanna be
embarrassed, or so forth, right?

00:22:46.855 --> 00:22:50.310
And so they have no
problem talking to a box

00:22:50.310 --> 00:22:54.723
or their device, whether it be
a phone, a laptop, whatever.

00:22:56.130 --> 00:22:59.610
So that point, I was at one
of my elementary schools,

00:22:59.610 --> 00:23:01.260
second and third grade sisters,

00:23:01.260 --> 00:23:03.150
sitting with their Chromebook,

00:23:03.150 --> 00:23:06.930
hitting the microphone,
telling me about a green snake.

00:23:06.930 --> 00:23:08.850
Tell me why the snake is green.

00:23:08.850 --> 00:23:11.880
And they love interacting that way, right?

00:23:11.880 --> 00:23:14.580
That's starting with your youngest kids.

00:23:14.580 --> 00:23:17.850
So I had a middle school student

00:23:17.850 --> 00:23:20.700
that was not part of this pilot group,

00:23:20.700 --> 00:23:24.060
yet she knew that I had talked to her

00:23:24.060 --> 00:23:27.660
about this new AI
component in Khan Academy

00:23:27.660 --> 00:23:30.330
that had a writing tutor, right?

00:23:30.330 --> 00:23:32.070
So here's what happened.

00:23:32.070 --> 00:23:34.860
She was dying to use that tutor.

00:23:34.860 --> 00:23:36.840
She was struggling with it.

00:23:36.840 --> 00:23:39.237
And so I pretended to be Khanmigo

00:23:39.237 --> 00:23:42.210
and I tried to like, do a zoom with her

00:23:42.210 --> 00:23:43.830
and I tried to go back and forth

00:23:43.830 --> 00:23:46.236
with those little questions
to get her to write

00:23:46.236 --> 00:23:49.110
and the next thing, before you know it,

00:23:49.110 --> 00:23:50.624
she had six paragraphs

00:23:50.624 --> 00:23:54.720
and this beautiful mystery
that she was writing.

00:23:54.720 --> 00:23:55.680
The point is,

00:23:55.680 --> 00:23:59.160
is that sometimes kids
just need a little extra

00:23:59.160 --> 00:24:00.780
and they need to be able to ask

00:24:00.780 --> 00:24:02.820
without feeling intimidated,

00:24:02.820 --> 00:24:05.274
or feeling like someone
would make fun of them,

00:24:05.274 --> 00:24:07.860
and then boom, it's right
there in front of 'em.

00:24:07.860 --> 00:24:10.518
Now, Maddie would know this on screen,

00:24:10.518 --> 00:24:14.550
is that we have kids that
sometimes don't go to bed

00:24:14.550 --> 00:24:16.110
at one o'clock in the morning

00:24:16.110 --> 00:24:17.820
and Maddie is trying to sleep

00:24:17.820 --> 00:24:20.770
to prepare for a 7:45 class, right?

00:24:20.770 --> 00:24:22.416
They're out using Khanmigo

00:24:22.416 --> 00:24:25.502
when their teachers aren't available.

00:24:25.502 --> 00:24:29.670
So to get back to the
ethical, moral aspect of it,

00:24:29.670 --> 00:24:32.910
digital footprinting and citizenship,

00:24:32.910 --> 00:24:34.890
really vitally important for teachers

00:24:34.890 --> 00:24:36.750
to tell them how they can use it,

00:24:36.750 --> 00:24:38.760
what their expectations are.

00:24:38.760 --> 00:24:41.250
But you can't get past the fact

00:24:41.250 --> 00:24:44.190
that they've got a tutor
anytime they want it.

00:24:44.190 --> 00:24:47.430
And we have to teach them
that they can go do that.

00:24:47.430 --> 00:24:49.608
And the thing that I
love the most about it,

00:24:49.608 --> 00:24:51.479
they walk away confidently

00:24:51.479 --> 00:24:54.120
that they've completed an assignment.

00:24:54.120 --> 00:24:56.820
Because confidence is the
number one thing, right?

00:24:56.820 --> 00:24:58.020
If I can come to school

00:24:58.020 --> 00:24:59.880
and I feel like I've done my best

00:24:59.880 --> 00:25:01.468
and I got a little help from this thing

00:25:01.468 --> 00:25:03.910
on what I was allowed to do with it,

00:25:03.910 --> 00:25:06.136
I'm gonna have successful students.

00:25:06.136 --> 00:25:10.709
And I think that, we have
to sell this on that merit,

00:25:10.709 --> 00:25:13.590
that kids are confident in their ability,

00:25:13.590 --> 00:25:14.880
because they have a tutor.

00:25:14.880 --> 00:25:18.150
It's the guide on the side that
all of us have always wanted

00:25:18.150 --> 00:25:20.190
and we could never afford it, right?

00:25:20.190 --> 00:25:22.590
Like, wouldn't you like every
kid to have their own aid?

00:25:22.590 --> 00:25:23.910
I would.

00:25:23.910 --> 00:25:27.960
So keep trying to make
it affordable, Kristen,

00:25:27.960 --> 00:25:31.650
because it's too good of a
tool to be closed up in a box.

00:25:31.650 --> 00:25:35.040
The beauty of Khan Academy is
that it's always been free.

00:25:35.040 --> 00:25:38.190
I understand the
logistics behind all of it

00:25:38.190 --> 00:25:39.420
with the different layers,

00:25:39.420 --> 00:25:41.700
the different, you know, whatever.

00:25:41.700 --> 00:25:43.440
But the beauty of Khan Academy

00:25:43.440 --> 00:25:45.270
is that it's always been free,

00:25:45.270 --> 00:25:49.440
and now it has something that will change

00:25:49.440 --> 00:25:52.290
and revolutionize the way kids do school

00:25:52.290 --> 00:25:55.470
because they have instantaneous help.

00:25:55.470 --> 00:25:56.303
And guess what?

00:25:56.303 --> 00:26:00.870
That chat history gives us
what they've been doing, right?

00:26:00.870 --> 00:26:04.590
And so we know whether it's
authentic or not authentic.

00:26:04.590 --> 00:26:06.180
And they've been out on Chat GPT,

00:26:06.180 --> 00:26:08.460
where they're not supposed to be, right?

00:26:08.460 --> 00:26:10.916
So keep working on the price,

00:26:10.916 --> 00:26:14.751
but you sell it to the rest
of your staffs with what?

00:26:14.751 --> 00:26:17.820
Wouldn't everybody love to
have a teaching assistant?

00:26:17.820 --> 00:26:18.900
And wouldn't everybody love

00:26:18.900 --> 00:26:20.580
to have a tutor for their student?

00:26:20.580 --> 00:26:23.490
There's no better way to
sell this program than that.

00:26:23.490 --> 00:26:24.840
Okay, I'm done.

00:26:24.840 --> 00:26:25.740
- I love that, Peggy.

00:26:25.740 --> 00:26:27.090
Thank you so much for sharing that view

00:26:27.090 --> 00:26:29.130
from the admin perspective.

00:26:29.130 --> 00:26:30.390
I think that's such a great compliment

00:26:30.390 --> 00:26:32.220
to what our educators have already shared.

00:26:32.220 --> 00:26:34.050
And thanks also to Robert and Shalom

00:26:34.050 --> 00:26:36.480
for asking those really,
really important questions.

00:26:36.480 --> 00:26:38.910
So let's go to another
really important question

00:26:38.910 --> 00:26:39.743
that Amy asks.

00:26:39.743 --> 00:26:42.326
This may be the question of
our generation, of our age,

00:26:42.326 --> 00:26:46.620
which is: "How can I make
AI an instructional tool

00:26:46.620 --> 00:26:50.130
instead of an adversary in my classroom?"

00:26:50.130 --> 00:26:51.927
So the dark side, the light side,

00:26:51.927 --> 00:26:55.011
how do we choose that path
forward for ourselves?

00:26:55.011 --> 00:26:58.953
Let's go to Tim this time.
Tim, what's your take?

00:27:01.350 --> 00:27:06.350
- Well, I will briefly
share an example as well.

00:27:06.540 --> 00:27:10.250
So over the course of...

00:27:11.880 --> 00:27:13.860
Over the course of the summer here,

00:27:13.860 --> 00:27:16.170
we were working on some curriculum things.

00:27:16.170 --> 00:27:18.810
And I was with a group of,

00:27:18.810 --> 00:27:20.440
pardon me while I get this pulled up.

00:27:20.440 --> 00:27:23.100
I was with a group of teachers

00:27:23.100 --> 00:27:25.080
and we were going through,

00:27:25.080 --> 00:27:27.650
oh, you know, how do
I work with curriculum

00:27:27.650 --> 00:27:30.276
in a backward-design manner, right?

00:27:30.276 --> 00:27:33.720
Whereby I think about the standards

00:27:33.720 --> 00:27:35.550
and I think about the course objectives,

00:27:35.550 --> 00:27:38.061
but I wanna deliver 'em in a palpable way

00:27:38.061 --> 00:27:40.015
where it's engaging

00:27:40.015 --> 00:27:44.010
and staff feels like this is relevant.

00:27:44.010 --> 00:27:45.540
And you know, there's some things

00:27:45.540 --> 00:27:48.320
that I may feel more comfortable
with than others, right?

00:27:48.320 --> 00:27:50.250
And so basically what we did,

00:27:50.250 --> 00:27:54.310
and this is from last week,
or June 27th I suppose,

00:27:54.310 --> 00:27:57.930
is basically what we
did is we said, "Hey."

00:27:57.930 --> 00:28:01.050
So I pulled this up in
chat history by the way.

00:28:01.050 --> 00:28:03.820
We took this notion of cultural diffusion

00:28:04.890 --> 00:28:08.070
and this was one of
the essential questions

00:28:08.070 --> 00:28:11.190
in the curriculum map that
we were working out of.

00:28:11.190 --> 00:28:13.410
And we were talking about
how to deliver this, right?

00:28:13.410 --> 00:28:15.660
So you know that you have pedagogy,

00:28:15.660 --> 00:28:17.940
but then you also have instruction

00:28:17.940 --> 00:28:20.332
and thinking about your end-users,

00:28:20.332 --> 00:28:22.500
I just put this question,

00:28:22.500 --> 00:28:23.730
I copy and pasted it

00:28:23.730 --> 00:28:25.920
as an essential question from standards.

00:28:25.920 --> 00:28:28.500
So you'll see this very
much all over the place

00:28:28.500 --> 00:28:30.450
with common core standards

00:28:30.450 --> 00:28:32.400
as well as many of our state standards

00:28:32.400 --> 00:28:33.930
adapted from there.

00:28:33.930 --> 00:28:36.240
So what is the role of cultural diffusion

00:28:36.240 --> 00:28:39.030
in the spread and change of civilization?

00:28:39.030 --> 00:28:40.830
Ultimately what we're talking about

00:28:40.830 --> 00:28:43.230
is increasing depth of knowledge, right?

00:28:43.230 --> 00:28:45.300
Moving past rote memory,

00:28:45.300 --> 00:28:48.810
what we used to call
Googleable stuff, right?

00:28:48.810 --> 00:28:49.830
If you can Google it,

00:28:49.830 --> 00:28:51.600
then is it really relevant

00:28:51.600 --> 00:28:54.180
and necessary for us to
be doing that together

00:28:54.180 --> 00:28:56.499
in the cherished time we have?

00:28:56.499 --> 00:28:59.160
Teachers will then say, well you know,

00:28:59.160 --> 00:29:01.710
what if this and what if that, you know?

00:29:01.710 --> 00:29:02.790
I need to get their attention.

00:29:02.790 --> 00:29:05.610
I'll say, "Hey, let's
just hypothetically say

00:29:05.610 --> 00:29:08.280
you have their attention,
what do you do with it?"

00:29:08.280 --> 00:29:09.113
Right?

00:29:09.113 --> 00:29:10.740
So let's say you're teaching this lesson

00:29:10.740 --> 00:29:13.830
on cultural diffusion
and how it can spread

00:29:13.830 --> 00:29:15.720
and change civilization.

00:29:15.720 --> 00:29:17.280
I want you to check this out.

00:29:17.280 --> 00:29:18.113
So at first I was like,

00:29:18.113 --> 00:29:19.680
Well let's just level set,

00:29:19.680 --> 00:29:20.937
like what is it, right?

00:29:20.937 --> 00:29:23.310
And so you can see the response there

00:29:23.310 --> 00:29:25.710
and I'm like, that's too confusing for me.

00:29:25.710 --> 00:29:26.940
Can you simplify it?

00:29:26.940 --> 00:29:28.770
And you can see, you know,

00:29:28.770 --> 00:29:30.517
Khanmigo simplifies it and I say,

00:29:30.517 --> 00:29:33.510
"I still don't understand,
help me!" Right?

00:29:33.510 --> 00:29:34.494
But quite frankly,

00:29:34.494 --> 00:29:38.670
I learn best a lot of times
through analogy, okay?

00:29:38.670 --> 00:29:41.550
So I said, "Can you just
give me an analogy?"

00:29:41.550 --> 00:29:44.820
So they said, "Sure, it's
like a potluck dinner."

00:29:44.820 --> 00:29:47.700
Okay, so you're taking
this abstract thing, right?

00:29:47.700 --> 00:29:49.920
And you're trying to make it palpable.

00:29:49.920 --> 00:29:53.340
And now they provide an analogy
through a potluck dinner.

00:29:53.340 --> 00:29:55.680
And I'm like, "That
didn't help me, Khanmigo,

00:29:55.680 --> 00:29:57.270
gimme another one."

00:29:57.270 --> 00:30:00.060
So it said, "Sure, it's like music."

00:30:00.060 --> 00:30:01.950
And then look what they're doing.

00:30:01.950 --> 00:30:03.600
And now I'm just having fun.

00:30:03.600 --> 00:30:05.520
So I'm like, "Gimme
another analogy," right?

00:30:05.520 --> 00:30:09.450
I want all my learners in the
room, I want this to stick.

00:30:09.450 --> 00:30:10.837
So they're like, all right, fine.

00:30:10.837 --> 00:30:12.630
"It's like a garden."

00:30:12.630 --> 00:30:14.670
And then you can look through here.

00:30:14.670 --> 00:30:15.960
So now I was like, all right,

00:30:15.960 --> 00:30:18.393
well one of the teachers I was
with was a basketball coach

00:30:18.393 --> 00:30:21.540
and the other is a football coach.

00:30:21.540 --> 00:30:23.520
So I was like, all right,
let's think sports.

00:30:23.520 --> 00:30:25.410
So I said, "Gimme a sports analogy

00:30:25.410 --> 00:30:27.480
to explain cultural diffusion."

00:30:27.480 --> 00:30:30.600
So they give me, "Well,
it's like a game of soccer."

00:30:30.600 --> 00:30:33.750
So then I'm like, all right,
what about like pop culture?

00:30:33.750 --> 00:30:36.960
So then they explain
cultural diffusion to us

00:30:36.960 --> 00:30:41.321
through an analogy of
the world of fashion.

00:30:41.321 --> 00:30:43.020
So you get the point?

00:30:43.020 --> 00:30:47.970
This literally you can see
timestamps with minutes, okay?

00:30:47.970 --> 00:30:50.880
And then I said this,
"All right, fine Khanmigo,

00:30:50.880 --> 00:30:52.025
thanks for the analogies,

00:30:52.025 --> 00:30:55.260
how can I assess my students
on whether they know the role

00:30:55.260 --> 00:30:57.240
of cultural diffusion in the spread

00:30:57.240 --> 00:31:00.420
and how it changes civilization?"

00:31:00.420 --> 00:31:03.270
And you can see that it
gives me examples, okay?

00:31:03.270 --> 00:31:04.979
This is literally minutes.

00:31:04.979 --> 00:31:07.620
Then I say, "Can you gimme an example

00:31:07.620 --> 00:31:08.850
of a role play activity?"

00:31:08.850 --> 00:31:11.040
'Cause I kind of like that, right?

00:31:11.040 --> 00:31:12.750
Like I kind of like
the role play activity,

00:31:12.750 --> 00:31:13.890
but I don't know how to do that.

00:31:13.890 --> 00:31:15.120
Look what it does.

00:31:15.120 --> 00:31:18.790
Sure, it even names it,
a cultural exchange fair,

00:31:18.790 --> 00:31:22.530
and it gives an objective
materials needed, et cetera.

00:31:22.530 --> 00:31:26.280
So this is a simple
example of minutes, right?

00:31:26.280 --> 00:31:27.887
How this can partner with you

00:31:27.887 --> 00:31:32.190
to create relevant, engaging,
meaningful instruction

00:31:32.190 --> 00:31:34.560
that increases depth of knowledge.

00:31:34.560 --> 00:31:35.393
- Thank you so much, Tim.

00:31:35.393 --> 00:31:37.440
And again, I really
appreciate that visual example

00:31:37.440 --> 00:31:39.770
because it really drives
home what's happening here.

00:31:39.770 --> 00:31:42.600
Madeline, what's your
take on this big question?

00:31:42.600 --> 00:31:45.990
Sort of AI as adversary or
as instructional support?

00:31:45.990 --> 00:31:46.823
- Sure.

00:31:46.823 --> 00:31:47.880
So I think it has everything to do

00:31:47.880 --> 00:31:50.074
with the framework that you use, right?

00:31:50.074 --> 00:31:53.854
You do have to do a lot of
front loading with this.

00:31:53.854 --> 00:31:57.291
One thing that I noticed
come up in the chat,

00:31:57.291 --> 00:32:00.090
it was just a question that I saw briefly

00:32:00.090 --> 00:32:04.590
as I was scrolling through,
was about Shakespeare, right?

00:32:04.590 --> 00:32:08.646
Obviously some of these
greater-known figures

00:32:08.646 --> 00:32:12.510
and their works, they are public domain.

00:32:12.510 --> 00:32:15.780
And so Khanmigo is able to
interact with those pretty well.

00:32:15.780 --> 00:32:18.960
If you're looking for,
with any AI program,

00:32:18.960 --> 00:32:21.630
an easy way to circumvent
that to an extent

00:32:21.630 --> 00:32:24.060
so that it's a resource,
but it's not, you know,

00:32:24.060 --> 00:32:26.370
doing the work for kids, so-to-speak,

00:32:26.370 --> 00:32:30.780
is with those more like
public domain, you know,

00:32:30.780 --> 00:32:33.750
classics and what have you,

00:32:33.750 --> 00:32:38.100
I would recommend doing
synthesis-based prompts with those,

00:32:38.100 --> 00:32:41.730
give them something that is
more current to pair with,

00:32:41.730 --> 00:32:43.440
that classic work,

00:32:43.440 --> 00:32:45.750
and then that way it will be able to, yes,

00:32:45.750 --> 00:32:48.300
help them find some of the information

00:32:48.300 --> 00:32:50.390
they might need or, you know,

00:32:50.390 --> 00:32:54.420
circumvent part of your prompt
for the classic element.

00:32:54.420 --> 00:32:58.080
But they are still going to
have to make those connections

00:32:58.080 --> 00:32:59.400
to something else on their own.

00:32:59.400 --> 00:33:01.530
So even, I think the
person who had typed that

00:33:01.530 --> 00:33:03.390
in the chat was a college professor.

00:33:03.390 --> 00:33:06.030
I get that essays are still by and large

00:33:06.030 --> 00:33:08.100
the method of assessment there.

00:33:08.100 --> 00:33:09.900
That's a really great
way to get around that.

00:33:09.900 --> 00:33:11.168
Another fun thing that you can do

00:33:11.168 --> 00:33:13.380
with those types of text,

00:33:13.380 --> 00:33:15.600
I'll use my own classroom as an example.

00:33:15.600 --> 00:33:20.600
My freshman had access to
this through their math class.

00:33:21.390 --> 00:33:23.033
'Cause I piloted this with my juniors.

00:33:23.033 --> 00:33:25.051
We had just finished Romeo and Juliet

00:33:25.051 --> 00:33:30.051
and I had my students
debate with Romeo Montague.

00:33:30.270 --> 00:33:33.329
'Cause one of the biggest
questions in our classroom was,

00:33:33.329 --> 00:33:36.240
did Romeo actually love Juliet?

00:33:36.240 --> 00:33:39.388
Was that genuine love or was
that teenage infatuation?

00:33:39.388 --> 00:33:44.340
And so they debated with the
AI who role-played as Romeo

00:33:44.340 --> 00:33:45.900
and Romeo argued with them,

00:33:45.900 --> 00:33:49.170
and he stood for his passionate love,

00:33:49.170 --> 00:33:52.680
and many of them, based on
the quality of their debate,

00:33:52.680 --> 00:33:55.867
they were able to get
Romeo to cave and agree.

00:33:55.867 --> 00:33:56.910
"You know what? You're right.

00:33:56.910 --> 00:34:00.000
Maybe I didn't actually love Juliet

00:34:00.000 --> 00:34:02.190
in the way that you
would define it today."

00:34:02.190 --> 00:34:04.650
But let's explore how
history was different.

00:34:04.650 --> 00:34:07.650
And so it added some
different levels to my lesson

00:34:07.650 --> 00:34:09.629
and the kids were having such a great time

00:34:09.629 --> 00:34:11.820
and some of them were able to vent

00:34:11.820 --> 00:34:15.570
some very valid frustration
at Romeo's behavior.

00:34:15.570 --> 00:34:17.501
And so they left the lesson

00:34:17.501 --> 00:34:20.314
enjoying the text and
engaging with the text

00:34:20.314 --> 00:34:23.550
in a way that's just different
than what we used to do.

00:34:23.550 --> 00:34:25.617
We do have to adjust and adapt

00:34:25.617 --> 00:34:28.230
and the more front-loading
you do, the better.

00:34:28.230 --> 00:34:30.480
- Love that. Thank you so
much for sharing, Madeline.

00:34:30.480 --> 00:34:31.719
And then last but not least, Emily,

00:34:31.719 --> 00:34:36.393
this classic question, friend
or foe, where do you stand?

00:34:37.710 --> 00:34:40.320
- I think we need to embrace
it as a friend and use it.

00:34:40.320 --> 00:34:41.400
And I think one of the keys

00:34:41.400 --> 00:34:43.650
for that in my mind is transparency.

00:34:43.650 --> 00:34:45.154
I'll keep my answer fairly short.

00:34:45.154 --> 00:34:48.300
If you are using it as
a teacher, share that.

00:34:48.300 --> 00:34:51.300
Like, you know, Tim used a great example

00:34:51.300 --> 00:34:52.133
and he showed that,

00:34:52.133 --> 00:34:54.450
like show that, share
that with your students,

00:34:54.450 --> 00:34:56.879
project it up, show
them what you're doing,

00:34:56.879 --> 00:34:59.100
empower them to be able to use it

00:34:59.100 --> 00:35:00.570
for effective ways themselves.

00:35:00.570 --> 00:35:03.060
That way it's an open
thing in your classroom

00:35:03.060 --> 00:35:04.320
and you don't have to feel like,

00:35:04.320 --> 00:35:05.730
oh, are they trying to get around?

00:35:05.730 --> 00:35:07.740
Or they, no, they know
when you're using it.

00:35:07.740 --> 00:35:09.090
You can know when they're using it.

00:35:09.090 --> 00:35:10.800
I know with our students
this last semester

00:35:10.800 --> 00:35:12.142
who were piloting it as well,

00:35:12.142 --> 00:35:14.130
they would flat out tell us

00:35:14.130 --> 00:35:16.020
when they would turn in
some type of assessment,

00:35:16.020 --> 00:35:18.840
they would say, "I used
Khanmigo to help me with this."

00:35:18.840 --> 00:35:22.260
And it was really helpful to know that

00:35:22.260 --> 00:35:24.793
and to see that they could be transparent

00:35:24.793 --> 00:35:26.820
and we can be transparent.

00:35:26.820 --> 00:35:28.650
And then it truly does become a friend.

00:35:28.650 --> 00:35:30.840
And I loved Madeline's ideas

00:35:30.840 --> 00:35:34.590
about just being able to
look at synthesis questions,

00:35:34.590 --> 00:35:36.210
deeper-level questions that,

00:35:36.210 --> 00:35:38.910
and different ways of creating assessments

00:35:38.910 --> 00:35:42.103
that will allow
demonstration to move beyond

00:35:42.103 --> 00:35:45.210
what Khanmigo might project for them.

00:35:45.210 --> 00:35:48.120
But I think transparency is key
for everybody to embrace it,

00:35:48.120 --> 00:35:49.320
to know that it's there,

00:35:49.320 --> 00:35:51.330
that everybody is having
the chance to use it

00:35:51.330 --> 00:35:53.190
and chat history can
really help you kind of see

00:35:53.190 --> 00:35:55.011
what your students are
doing on the backend

00:35:55.011 --> 00:35:57.540
in case you do have questions.

00:35:57.540 --> 00:35:58.560
- That's a great call-out, Emily.

00:35:58.560 --> 00:36:01.200
I love that idea of like
bringing your students

00:36:01.200 --> 00:36:02.250
along with you on this journey

00:36:02.250 --> 00:36:05.340
as opposed to like having
this too-formal divide.

00:36:05.340 --> 00:36:08.100
Okay, thank you Amy for that
really important question.

00:36:08.100 --> 00:36:09.483
Now David's got a really juicy question

00:36:09.483 --> 00:36:12.180
that I think speaks to this
changing world of norms

00:36:12.180 --> 00:36:13.740
that we're entering into.

00:36:13.740 --> 00:36:14.880
What are the best tips

00:36:14.880 --> 00:36:17.160
in terms of students
using AI for research?

00:36:17.160 --> 00:36:18.570
So we're talking about
this idea of going back

00:36:18.570 --> 00:36:20.760
and forth with the AI bot.

00:36:20.760 --> 00:36:24.270
How do they cite these
conversations with AI?

00:36:24.270 --> 00:36:26.030
If anyone has sort of
had to think about that

00:36:26.030 --> 00:36:27.878
in the context of your own classrooms,

00:36:27.878 --> 00:36:30.503
how do you help students think about

00:36:30.503 --> 00:36:32.100
sourcing this information?

00:36:32.100 --> 00:36:33.150
Citing it?

00:36:33.150 --> 00:36:34.200
Let's go to Madeline.

00:36:37.140 --> 00:36:38.430
Oh, I think you might be, yeah.

00:36:38.430 --> 00:36:40.800
- Sorry, I feel like I've
been raising my hand a lot

00:36:40.800 --> 00:36:41.633
for this, but-
- No, this is great.

00:36:41.633 --> 00:36:44.670
- I literally used
Khanmigo with a rhetoric

00:36:44.670 --> 00:36:46.500
and argument early college class,

00:36:46.500 --> 00:36:47.907
so this is kind of perfect.

00:36:47.907 --> 00:36:50.073
What I had my students do

00:36:50.073 --> 00:36:54.125
is I encouraged them to use
Khanmigo as brainstorming.

00:36:54.125 --> 00:36:56.610
But the analogy that I used,

00:36:56.610 --> 00:36:59.550
because it is technically public domain,

00:36:59.550 --> 00:37:01.812
but it's public, like Chat GPT,

00:37:01.812 --> 00:37:04.230
the content from it is
considered public domain,

00:37:04.230 --> 00:37:07.020
but it is taking from other
sources and other locations.

00:37:07.020 --> 00:37:10.632
I compared it for students
to Wikipedia, right?

00:37:10.632 --> 00:37:13.440
We tell our students pretty regularly

00:37:13.440 --> 00:37:16.350
that even though
Wikipedia is widely edited

00:37:16.350 --> 00:37:18.446
and most of the information
should be pretty good

00:37:18.446 --> 00:37:19.921
and pretty trustworthy,

00:37:19.921 --> 00:37:24.300
we wouldn't use Wikipedia as
a source for our paper, right?

00:37:24.300 --> 00:37:25.230
That's not something

00:37:25.230 --> 00:37:28.110
that would meet a certain
standard of credibility.

00:37:28.110 --> 00:37:30.284
So I encourage them to use it more so

00:37:30.284 --> 00:37:32.022
in that brainstorming phase

00:37:32.022 --> 00:37:34.650
to help them build counterclaims,

00:37:34.650 --> 00:37:36.990
to help them explore perspectives

00:37:36.990 --> 00:37:39.088
that went beyond their
own prior knowledge,

00:37:39.088 --> 00:37:43.451
but then they were responsible
for finding sources

00:37:43.451 --> 00:37:46.050
that would support those claims.

00:37:46.050 --> 00:37:48.450
So really, it's kind of no different

00:37:48.450 --> 00:37:52.140
than if they were to
discuss the prompt with you

00:37:52.140 --> 00:37:54.810
or with a classmate do
a think, pair, share.

00:37:54.810 --> 00:37:56.610
It's very similar to that

00:37:56.610 --> 00:37:59.340
where they would still
have to do that legwork.

00:37:59.340 --> 00:38:01.410
It's just meant to be a supplement

00:38:01.410 --> 00:38:04.883
in that brainstorming part
of the research process.

00:38:04.883 --> 00:38:07.139
- Love that. Thank you, Madeline.

00:38:07.139 --> 00:38:09.193
Okay, thanks for the question, David.

00:38:09.193 --> 00:38:11.716
And now, Frank asked
a really big question,

00:38:11.716 --> 00:38:14.190
which basically speaks to
what I was sort of getting at

00:38:14.190 --> 00:38:16.380
in the chat is like, you know,
throughout human history,

00:38:16.380 --> 00:38:18.690
whether you were a princeling
in the medieval times

00:38:18.690 --> 00:38:20.490
or Bill Gates kids today,

00:38:20.490 --> 00:38:22.164
you have had access to personal tutors

00:38:22.164 --> 00:38:23.795
and people there to support you,

00:38:23.795 --> 00:38:26.580
whereas, the average student even today

00:38:26.580 --> 00:38:28.800
may be one of 30 students in your class

00:38:28.800 --> 00:38:32.040
and you may have 150 other
students in your other periods.

00:38:32.040 --> 00:38:33.752
How do we actually get to this holy grail

00:38:33.752 --> 00:38:37.260
of a personal tutor for each student?

00:38:37.260 --> 00:38:39.870
Does anyone on this call have a thought

00:38:39.870 --> 00:38:41.220
about how do we actually get there?

00:38:41.220 --> 00:38:42.963
How do we actualize that vision?

00:38:45.900 --> 00:38:47.400
Again, feel free to
raise your hand panelist

00:38:47.400 --> 00:38:48.233
if you've got a thought.

00:38:48.233 --> 00:38:49.530
Kristen, I know you've been
thinking about this a lot.

00:38:49.530 --> 00:38:50.503
Go for it.

00:38:50.503 --> 00:38:55.200
- Absolutely. So this is where
we try to get Khanmigo to go.

00:38:55.200 --> 00:38:58.980
So we know there are
things that good tutors do.

00:38:58.980 --> 00:39:01.650
There's actually moves
that good tutors make

00:39:01.650 --> 00:39:04.770
that research has said,
hey, here are the things,

00:39:04.770 --> 00:39:07.260
here's where a good tutor
asks for more information.

00:39:07.260 --> 00:39:09.750
Here's where they make a leading question.

00:39:09.750 --> 00:39:11.160
Here's where they give a hint,

00:39:11.160 --> 00:39:13.500
here's where they, the
student's getting frustrated

00:39:13.500 --> 00:39:16.350
and you actually give them
a little more information.

00:39:16.350 --> 00:39:17.910
All of those are things that we know

00:39:17.910 --> 00:39:21.374
are things that good human tutors do.

00:39:21.374 --> 00:39:23.280
And so what we wanna think about

00:39:23.280 --> 00:39:26.555
is how can we make these other tutors

00:39:26.555 --> 00:39:29.010
that are artificially intelligent

00:39:29.010 --> 00:39:31.470
do things like those human tutors?

00:39:31.470 --> 00:39:35.070
And that's what we've been
trying to do and working on.

00:39:35.070 --> 00:39:38.370
We're not, certainly, we're
never gonna replace humans,

00:39:38.370 --> 00:39:39.900
but we can take some of the things

00:39:39.900 --> 00:39:41.040
that we know humans do

00:39:41.040 --> 00:39:43.440
that we think that
technology could be good for

00:39:43.440 --> 00:39:45.150
and and move them in.

00:39:45.150 --> 00:39:45.993
So there's a question

00:39:45.993 --> 00:39:48.180
that I was just starting
to answer in the Q&A,

00:39:48.180 --> 00:39:49.013
but I'll do it here,

00:39:49.013 --> 00:39:50.611
which is what's the difference

00:39:50.611 --> 00:39:52.969
between chat GPT and Khanmigo?

00:39:52.969 --> 00:39:55.710
And so one of the things, Chat GPT,

00:39:55.710 --> 00:39:56.647
you are just interacting

00:39:56.647 --> 00:40:00.510
with what I call the raw
large-language model.

00:40:00.510 --> 00:40:02.010
So if you ask it a question,

00:40:02.010 --> 00:40:04.323
it's gonna just give you the answer.

00:40:05.190 --> 00:40:10.190
With Khanmigo, we have
given Khanmigo instructions

00:40:10.860 --> 00:40:12.870
about how to act like a tutor.

00:40:12.870 --> 00:40:15.660
So don't give the students the answer.

00:40:15.660 --> 00:40:16.740
In fact, walk them.

00:40:16.740 --> 00:40:20.280
So if it's a math problem,
walk them through the steps,

00:40:20.280 --> 00:40:21.210
think about what,

00:40:21.210 --> 00:40:24.660
ask the student what do they
think the first step should be,

00:40:24.660 --> 00:40:25.710
those kinds of things.

00:40:25.710 --> 00:40:28.143
So in the math space,

00:40:28.143 --> 00:40:30.390
I think it acts as an individual tutor

00:40:30.390 --> 00:40:32.190
when you're working on a math problem,

00:40:32.190 --> 00:40:34.110
it knows what that problem is

00:40:34.110 --> 00:40:36.138
and starts doing some of those things

00:40:36.138 --> 00:40:40.800
that human tutors do to
walk students through those.

00:40:40.800 --> 00:40:44.910
So as they're engaged
in solving the problems,

00:40:44.910 --> 00:40:46.830
the tutor's there like
a human tutor would be

00:40:46.830 --> 00:40:48.240
and saying those things.

00:40:48.240 --> 00:40:51.180
And we've heard a lot about
writing on this call so far.

00:40:51.180 --> 00:40:52.627
And in the same way a human tutor,

00:40:52.627 --> 00:40:56.140
I was a writing center
tutor in my undergrad years

00:40:57.090 --> 00:40:58.740
and would walk through, you know,

00:40:58.740 --> 00:41:01.440
starting with the big things,

00:41:01.440 --> 00:41:02.765
like what's your thesis,

00:41:02.765 --> 00:41:06.690
then thinking about organization
and then think, you know,

00:41:06.690 --> 00:41:08.896
you don't start off with the
grammar and spelling mistakes.

00:41:08.896 --> 00:41:12.367
And so we are also
starting to think about,

00:41:12.367 --> 00:41:16.540
you know, how we can do some
writing feedback in those ways.

00:41:16.540 --> 00:41:20.490
But it's certainly right
now, is able to be able

00:41:20.490 --> 00:41:23.970
to brainstorm with you, think about ideas,

00:41:23.970 --> 00:41:26.130
go back and forth on
those kinds of things.

00:41:26.130 --> 00:41:27.540
So basically the summary is,

00:41:27.540 --> 00:41:29.880
we're trying to look at
things that human tutors do

00:41:29.880 --> 00:41:33.712
and build them into the tutor experience

00:41:33.712 --> 00:41:38.553
so that the AI acts in
ways that humans might.

00:41:40.320 --> 00:41:41.581
- I love that.

00:41:41.581 --> 00:41:42.414
So not reinventing wheel,

00:41:42.414 --> 00:41:45.060
but taking the best practices
of the last two millennia

00:41:45.060 --> 00:41:46.770
and applying them for every student.

00:41:46.770 --> 00:41:48.774
Brennan, any thoughts there?

00:41:48.774 --> 00:41:52.290
- Yeah, I mean, Kristen really nails it.

00:41:52.290 --> 00:41:54.360
I mean, and I'll just
kind of build off that,

00:41:54.360 --> 00:41:57.450
because you know, in my
work as a college counselor,

00:41:57.450 --> 00:41:59.892
we, you know, this really is

00:41:59.892 --> 00:42:02.263
about leveling the playing field, right?

00:42:02.263 --> 00:42:04.368
Tools like this really have the power

00:42:04.368 --> 00:42:09.368
to work with all students
to do brainstorming

00:42:10.017 --> 00:42:11.280
and things like that.

00:42:11.280 --> 00:42:12.180
So, you know,

00:42:12.180 --> 00:42:14.640
I work individually with
kids on college essays

00:42:14.640 --> 00:42:17.120
and help them brainstorm topics.

00:42:17.120 --> 00:42:22.120
But the tool and the way
students can interact with it,

00:42:22.246 --> 00:42:24.270
is just so powerful

00:42:24.270 --> 00:42:26.370
as they start to think through like, okay,

00:42:26.370 --> 00:42:29.880
what's my story and
what do I have to share?

00:42:29.880 --> 00:42:32.220
And it's this back and forth

00:42:32.220 --> 00:42:34.006
that a student might have with a tutor

00:42:34.006 --> 00:42:39.006
or a counselor that that can really,

00:42:39.146 --> 00:42:41.606
it's not writing the story for them,

00:42:41.606 --> 00:42:44.117
but it's helping them think through

00:42:44.117 --> 00:42:47.580
kind of what, in their background.

00:42:47.580 --> 00:42:51.676
And I think especially in
this moment we're having,

00:42:51.676 --> 00:42:54.150
is important, right?

00:42:54.150 --> 00:42:56.850
Like how do things students
think about identity

00:42:56.850 --> 00:42:58.216
and how can they share that?

00:42:58.216 --> 00:43:02.910
And I've been using the craft
a story for the college essay.

00:43:02.910 --> 00:43:05.340
I know you're in the
college admissions section,

00:43:05.340 --> 00:43:07.489
but I've been using the craft a story

00:43:07.489 --> 00:43:11.313
in terms of brainstorming,
in terms of research.

00:43:12.325 --> 00:43:17.325
The college navigating,
college admission is beyond me.

00:43:18.000 --> 00:43:23.000
I mean, it's amazing to see
how deep students can get

00:43:23.907 --> 00:43:27.840
into kind of, okay, I'm
interested in a college

00:43:27.840 --> 00:43:31.631
or a career or whatever
it might be that is,

00:43:31.631 --> 00:43:34.170
you know, I'm interested in a college

00:43:34.170 --> 00:43:39.038
where I can study black
holes and play rugby

00:43:39.038 --> 00:43:42.327
and has a strong sense of community

00:43:42.327 --> 00:43:46.110
and is in the Midwest.

00:43:46.110 --> 00:43:48.054
And I mean, it provides a list,

00:43:48.054 --> 00:43:50.588
that exactly like I would've provided

00:43:50.588 --> 00:43:53.234
and better, because it can really dial in

00:43:53.234 --> 00:43:56.130
and it's the whole kind of
trust but verify, right?

00:43:56.130 --> 00:43:58.488
Like I, as a counselor,

00:43:58.488 --> 00:44:02.010
it makes the same mistakes
I might make, right?

00:44:02.010 --> 00:44:04.597
Like I, as a counselor
might tell a student,

00:44:04.597 --> 00:44:09.420
"Oh you know, you really
wanna study molecular biology,

00:44:09.420 --> 00:44:10.543
you should look at this school."

00:44:10.543 --> 00:44:12.878
And they come back to me
two weeks later and say,

00:44:12.878 --> 00:44:16.170
"That school doesn't even have
molecular biology," right?

00:44:16.170 --> 00:44:17.550
Because they've done
away with their program

00:44:17.550 --> 00:44:18.780
or whatever it might be.

00:44:18.780 --> 00:44:21.630
And so they run into
the same thing, right?

00:44:21.630 --> 00:44:23.910
That we're teaching them to be curious,

00:44:23.910 --> 00:44:25.042
we're teaching 'em to be researchers

00:44:25.042 --> 00:44:29.340
and the ways they can engage with a tutor

00:44:29.340 --> 00:44:34.110
or a tool like this is just
pretty astounding to me.

00:44:34.110 --> 00:44:35.787
- That's awesome, Brennan,
thank you for sharing that.

00:44:35.787 --> 00:44:37.740
And then one last response from Malia,

00:44:37.740 --> 00:44:39.150
and we'll move on to the other side

00:44:39.150 --> 00:44:42.513
of the humanities versus STEM spectrum.

00:44:43.710 --> 00:44:45.690
- So I just wanted to reinforce

00:44:45.690 --> 00:44:48.090
both what Kristen and Brennan said,

00:44:48.090 --> 00:44:49.920
like the greatest two uses for me

00:44:49.920 --> 00:44:52.180
have been Khanmigo's
ability to be a time-saver

00:44:52.180 --> 00:44:54.747
and to be like a creativity tool, right?

00:44:54.747 --> 00:44:56.640
And so as Kristen said,
with the time-saver,

00:44:56.640 --> 00:44:58.352
she's like, when I put in a question,

00:44:58.352 --> 00:45:01.320
there's additionally, if I
understood you correctly,

00:45:01.320 --> 00:45:03.780
like an entire prompt
that goes with my question

00:45:03.780 --> 00:45:05.850
because sometimes
something will just come up

00:45:05.850 --> 00:45:07.530
and we'll have this awesome opportunity

00:45:07.530 --> 00:45:09.090
to bring this person into class

00:45:09.090 --> 00:45:11.100
or to do this activity, right?

00:45:11.100 --> 00:45:13.860
But I don't have like so
many hours to sit down

00:45:13.860 --> 00:45:16.279
and, okay, now I gotta make
the rubric for that activity.

00:45:16.279 --> 00:45:17.760
Now I gotta make that this,

00:45:17.760 --> 00:45:19.530
I mean, it takes a lot of time, right?

00:45:19.530 --> 00:45:22.698
But I can very quickly in
Khanmigo, kind of in my language,

00:45:22.698 --> 00:45:25.560
in my speak, be like, I
need to make a rubric.

00:45:25.560 --> 00:45:27.968
This is kind of how I want
it, can you help me, right?

00:45:27.968 --> 00:45:30.738
And so then it's gonna
give me back information

00:45:30.738 --> 00:45:34.170
that is helpful, that is
accurate, that I can still modify,

00:45:34.170 --> 00:45:36.660
but as opposed to me just
sitting down on my own

00:45:36.660 --> 00:45:39.330
or me going and putting like the raw thing

00:45:39.330 --> 00:45:41.437
into like a raw, large language model,

00:45:41.437 --> 00:45:44.370
this is going to help
me make effective use

00:45:44.370 --> 00:45:45.750
of my time for these things

00:45:45.750 --> 00:45:48.540
that often are time
intensive and are important.

00:45:48.540 --> 00:45:49.920
So, it's helpful in that way.

00:45:49.920 --> 00:45:52.080
And then as Brennan said, it's
just like a creativity tool.

00:45:52.080 --> 00:45:54.300
And so like, I like to think about it as,

00:45:54.300 --> 00:45:57.450
especially with the stories
and with the other things

00:45:57.450 --> 00:45:59.670
of like, you know, how
can this help me explore

00:45:59.670 --> 00:46:03.390
how can this help me think
and how can I practice that

00:46:03.390 --> 00:46:04.890
with my learners in class?

00:46:04.890 --> 00:46:07.026
And so that we're all kind
of doing this together

00:46:07.026 --> 00:46:09.540
to explore together.

00:46:09.540 --> 00:46:11.043
- Love that, Malia, thank you.

00:46:11.043 --> 00:46:13.080
Now, I know we've been
talking a lot about humanities

00:46:13.080 --> 00:46:16.230
and I love humanities as
someone who's married to a PhD

00:46:16.230 --> 00:46:17.063
in labor history.

00:46:17.063 --> 00:46:18.469
But I will tell you,

00:46:18.469 --> 00:46:20.640
that there are a lot of folks on this line

00:46:20.640 --> 00:46:22.200
who are curious about math and science

00:46:22.200 --> 00:46:23.550
on the other end of that spectrum.

00:46:23.550 --> 00:46:26.100
So Rebecca says, "What are some great ways

00:46:26.100 --> 00:46:29.940
to incorporate AI with
teaching math and science?"

00:46:29.940 --> 00:46:32.169
So do folks on this
line have some thoughts

00:46:32.169 --> 00:46:35.583
for our friends on that end
of the discipline spectrum?

00:46:38.417 --> 00:46:41.370
You know, we've got a lot
of folks in the humanities.

00:46:41.370 --> 00:46:42.510
Kristen, anything you wanna share

00:46:42.510 --> 00:46:43.920
based on some of the best practices

00:46:43.920 --> 00:46:45.690
that we've been crafting?

00:46:45.690 --> 00:46:47.940
- Yeah, I was gonna give teachers space

00:46:47.940 --> 00:46:49.470
if they wanna jump into,

00:46:49.470 --> 00:46:51.090
but feel free to raise your hands

00:46:51.090 --> 00:46:52.620
if you have some things to say.

00:46:52.620 --> 00:46:57.330
So a couple of things
that we know in math,

00:46:57.330 --> 00:46:58.860
and then I'll talk about science.

00:46:58.860 --> 00:47:02.760
So in math, we know that that practice

00:47:02.760 --> 00:47:05.520
is a key component of
improving math skills

00:47:05.520 --> 00:47:07.080
and developing fluency.

00:47:07.080 --> 00:47:09.247
And that's a lot of
what, at Khan Academy we,

00:47:09.247 --> 00:47:11.490
you know, have traditionally had,

00:47:11.490 --> 00:47:12.930
I was just visiting a classroom

00:47:12.930 --> 00:47:16.260
who's teaching college algebra
in a Title I high school.

00:47:16.260 --> 00:47:17.580
And what happens is,

00:47:17.580 --> 00:47:19.710
they're kind of doing
their independent work,

00:47:19.710 --> 00:47:22.350
their independent practice,
and they get stuck.

00:47:22.350 --> 00:47:24.484
And so they sit there
with their hand raised

00:47:24.484 --> 00:47:27.090
and there's one teacher
and there's 30 kids,

00:47:27.090 --> 00:47:27.923
as you all know.

00:47:27.923 --> 00:47:30.002
And they're, you know,

00:47:30.002 --> 00:47:32.580
the student sitting there,
if you can see my video,

00:47:32.580 --> 00:47:34.830
I'm showing, you know,
their hand's getting tired.

00:47:34.830 --> 00:47:36.510
They're like propping it
up with their other hand,

00:47:36.510 --> 00:47:37.500
waiting for the teacher.

00:47:37.500 --> 00:47:39.168
And no learning is happening for them

00:47:39.168 --> 00:47:40.899
as they're waiting for this.

00:47:40.899 --> 00:47:43.369
Well, as they were working with Khanmigo,

00:47:43.369 --> 00:47:47.387
the teacher would just say,
"Hey, check in with Khanmigo,

00:47:47.387 --> 00:47:48.900
see if Khanmigo can help you."

00:47:48.900 --> 00:47:51.690
And they could, you
know, they were able then

00:47:51.690 --> 00:47:54.450
to get that little extra help they need,

00:47:54.450 --> 00:47:56.700
because we know when,
when people are learning,

00:47:56.700 --> 00:47:59.340
if things are too easy,
they're probably not learning.

00:47:59.340 --> 00:48:00.600
'Cause they don't, they're fine.

00:48:00.600 --> 00:48:02.220
And if they're too hard,
they're getting frustrated.

00:48:02.220 --> 00:48:04.710
But if you've got them
on that learning edge,

00:48:04.710 --> 00:48:06.720
they just need a little bit of help

00:48:06.720 --> 00:48:09.030
to get that over the hump,

00:48:09.030 --> 00:48:10.710
to get that one thing
they're confused about

00:48:10.710 --> 00:48:12.360
and then they can keep going.

00:48:12.360 --> 00:48:15.840
And so I think in math that's a key place

00:48:15.840 --> 00:48:17.237
where Khanmigo is really helpful

00:48:17.237 --> 00:48:20.400
and can really help students
kind of move forward

00:48:20.400 --> 00:48:21.454
with what they're doing.

00:48:21.454 --> 00:48:24.540
And you can do that as we're
seeing on the screen here

00:48:24.540 --> 00:48:25.839
in the "Tutor me" section.

00:48:25.839 --> 00:48:28.680
So even if you're not working
on Khan Academy problems,

00:48:28.680 --> 00:48:32.220
you can do that in this space
here and where things are.

00:48:32.220 --> 00:48:33.870
The other thing about science

00:48:33.870 --> 00:48:36.120
that I'll add is one of the things

00:48:36.120 --> 00:48:39.930
that I love about Sal's videos in science

00:48:39.930 --> 00:48:41.272
is their sense of wonder

00:48:41.272 --> 00:48:44.561
and the sense of like, oh
my gosh, that's so cool!

00:48:44.561 --> 00:48:48.600
And so Jeremy, if you scroll down actually

00:48:48.600 --> 00:48:53.600
on the activities page to the,
what am I looking for here?

00:48:54.600 --> 00:48:57.540
No, go back...

00:48:57.540 --> 00:48:59.009
Ignite your curiosity.

00:48:59.009 --> 00:49:03.120
And you can just type in a topic here,

00:49:03.120 --> 00:49:05.637
like biology, for example.

00:49:05.637 --> 00:49:09.270
And it will just share,
it's gonna, you know,

00:49:09.270 --> 00:49:10.634
give you a couple ideas

00:49:10.634 --> 00:49:15.360
and just some questions
that are like, oh yeah,

00:49:15.360 --> 00:49:17.940
how do our bodies fight
off germs and viruses?

00:49:17.940 --> 00:49:21.270
Or what is the smallest
living organism on earth?

00:49:21.270 --> 00:49:22.290
Or just these questions

00:49:22.290 --> 00:49:24.598
that just can spark your curiosity.

00:49:24.598 --> 00:49:26.960
And so I think that's another good way

00:49:26.960 --> 00:49:30.870
to kind of hook kids in
and get folks excited.

00:49:30.870 --> 00:49:32.790
There's, the final thing I'll say is,

00:49:32.790 --> 00:49:36.390
the lesson hooks in the teacher
section is a good place.

00:49:36.390 --> 00:49:38.250
If you're like, what can
I do for the five minutes

00:49:38.250 --> 00:49:39.083
at the beginning of class

00:49:39.083 --> 00:49:42.810
that maybe activates prior
knowledge and sparks curiosity?

00:49:42.810 --> 00:49:45.330
That's a great place to
just get some new ideas.

00:49:45.330 --> 00:49:46.950
Even if you've been
teaching for a long time,

00:49:46.950 --> 00:49:48.825
sometimes it's, you know,
fresh ideas are good,

00:49:48.825 --> 00:49:52.560
you give them a topic

00:49:52.560 --> 00:49:55.110
and it'll give you two potential things

00:49:55.110 --> 00:49:55.943
you can do with hooks.

00:49:55.943 --> 00:49:57.630
And then if you don't like those,

00:49:57.630 --> 00:49:59.310
you can ask 'em to make 'em more exciting.

00:49:59.310 --> 00:50:03.144
Or you can ask 'em to make
sure they include baseball

00:50:03.144 --> 00:50:05.187
or, you know, whatever the thing is

00:50:05.187 --> 00:50:09.180
that your students are interested in.

00:50:09.180 --> 00:50:10.830
So there's some thoughts from me.

00:50:10.830 --> 00:50:11.663
- Cool, cool.

00:50:11.663 --> 00:50:13.680
Thank you so much for
sharing that, Kristen.

00:50:13.680 --> 00:50:17.370
I know all of our many math
and science educators out there

00:50:17.370 --> 00:50:19.007
are excited to see that.

00:50:19.007 --> 00:50:21.386
I know we're down to about
our final 10 minutes,

00:50:21.386 --> 00:50:24.907
so I wanna end with maybe one
or two really juicy questions

00:50:24.907 --> 00:50:27.840
that I think people are excited about.

00:50:27.840 --> 00:50:32.250
So let's start with this
question here, from Antonio.

00:50:32.250 --> 00:50:33.750
I think Antonio speaks to something

00:50:33.750 --> 00:50:34.860
which is even more important

00:50:34.860 --> 00:50:36.960
than like the individual prompt,

00:50:36.960 --> 00:50:38.573
which is how would you use AI

00:50:38.573 --> 00:50:40.950
to track a student's progress

00:50:40.950 --> 00:50:42.900
through the school year and beyond?

00:50:42.900 --> 00:50:44.403
So again, our goal is educators.

00:50:44.403 --> 00:50:46.918
This is just to make this one lesson fun.

00:50:46.918 --> 00:50:49.170
It's so that they walk
out of our classrooms

00:50:49.170 --> 00:50:51.422
at the end of the year,
more empowered to be,

00:50:51.422 --> 00:50:54.810
you know, great members of
our society, great citizens,

00:50:54.810 --> 00:50:57.120
great everything that we aspire for.

00:50:57.120 --> 00:51:00.332
How can we use AI to help with
that more long-term progress?

00:51:00.332 --> 00:51:02.871
Tim, as a thought,
let's go start with Tim.

00:51:02.871 --> 00:51:05.340
- Yeah, I'll just start
the conversation rolling.

00:51:05.340 --> 00:51:07.260
Not that I have all the answers to that,

00:51:07.260 --> 00:51:09.990
but what I would say is,

00:51:09.990 --> 00:51:14.310
this entire narrative that
we're exploring together,

00:51:14.310 --> 00:51:17.190
I think really hinges on, you know,

00:51:17.190 --> 00:51:19.797
what, how do you measure learning, right?

00:51:19.797 --> 00:51:22.110
And we know that there's metrics in place

00:51:22.110 --> 00:51:26.070
that are quantitative
that you're trying to use,

00:51:26.070 --> 00:51:29.640
you know, metrics to
evaluate growth, right?

00:51:29.640 --> 00:51:32.490
Achievement, things of that nature.

00:51:32.490 --> 00:51:34.920
I would start the conversation by saying,

00:51:34.920 --> 00:51:39.920
what I envision is the ways in
which Khanmigo, for instance,

00:51:40.018 --> 00:51:44.062
chat history inside of
Khan Academy, et cetera,

00:51:44.062 --> 00:51:48.120
can demonstrate student-thinking.

00:51:48.120 --> 00:51:51.120
And ultimately, I think about
the work of Chris Tovani,

00:51:51.120 --> 00:51:54.663
for example, and Chris
Tovani basically said,

00:51:55.897 --> 00:51:58.350
"You know, why do we have a worksheet?

00:51:58.350 --> 00:51:59.940
Why do we have homework?"

00:51:59.940 --> 00:52:02.850
Like what is that? To demonstrate work?

00:52:02.850 --> 00:52:06.690
What if we were to replace a
worksheet with a think sheet?

00:52:06.690 --> 00:52:10.260
Isn't that really what we
wanna see, is thinking?

00:52:10.260 --> 00:52:12.600
And so I think that the question

00:52:12.600 --> 00:52:14.700
that we should be asking here is,

00:52:14.700 --> 00:52:19.700
how can I utilize this tool,
this resource, this portal,

00:52:20.036 --> 00:52:24.497
to track, to have discourse with

00:52:24.497 --> 00:52:28.080
what thinking on the page looks like

00:52:28.080 --> 00:52:29.430
and by the page obviously,

00:52:29.430 --> 00:52:31.080
I mean the screen in some sense,

00:52:31.080 --> 00:52:34.110
and then follow that up
with qualitative metrics.

00:52:34.110 --> 00:52:38.190
And so I think when you look
at mixed-methods approaches,

00:52:38.190 --> 00:52:41.073
this is a whole new layer
to that conversation.

00:52:42.505 --> 00:52:43.860
- Love that Tim, thank you.

00:52:43.860 --> 00:52:44.793
Next is Madeline.

00:52:46.170 --> 00:52:48.570
- So one of my favorite activities

00:52:48.570 --> 00:52:51.481
that I kind of uncovered using Khanmigo

00:52:51.481 --> 00:52:53.381
during the course of our pilot

00:52:53.381 --> 00:52:58.381
was a subsection of the
practice debate activity.

00:53:00.270 --> 00:53:01.320
So I had,

00:53:01.320 --> 00:53:03.990
it's broken down for those
that haven't seen it before

00:53:03.990 --> 00:53:06.690
by middle school level debate topics

00:53:06.690 --> 00:53:08.280
and then high school level debate topics.

00:53:08.280 --> 00:53:10.209
I think Jeremy's showing it to you now.

00:53:10.209 --> 00:53:13.140
So my students at the secondary level,

00:53:13.140 --> 00:53:14.640
like the upper secondary level,

00:53:14.640 --> 00:53:16.512
they were obviously
using the high school one

00:53:16.512 --> 00:53:19.620
and I had just taught a mini-lesson

00:53:19.620 --> 00:53:21.780
on logical fallacies, right?

00:53:21.780 --> 00:53:26.780
And so I paused the just
basic practicing with the tool

00:53:28.020 --> 00:53:29.790
that we had been doing before.

00:53:29.790 --> 00:53:31.057
And I told my students,

00:53:31.057 --> 00:53:34.290
"I want you to try engaging
with the AI in this debate

00:53:34.290 --> 00:53:36.870
using as many logical
fallacies as possible.

00:53:36.870 --> 00:53:39.813
I want you to argue as badly as you can."

00:53:39.813 --> 00:53:40.980
Right?

00:53:40.980 --> 00:53:43.530
And then one of my students

00:53:43.530 --> 00:53:45.720
is the one who actually
had the idea, initially,

00:53:45.720 --> 00:53:47.370
she changed the entire lesson.

00:53:47.370 --> 00:53:51.807
She asked the AI, "What
could I have done better?"

00:53:53.010 --> 00:53:55.860
And Khanmigo was giving
each of my students,

00:53:55.860 --> 00:53:57.870
when I had them ask that question,

00:53:57.870 --> 00:54:02.460
individualized feedback about
how they could have engaged

00:54:02.460 --> 00:54:05.220
in the conversation in
a more respectful way.

00:54:05.220 --> 00:54:08.347
So what I had my students do
to demonstrate understanding,

00:54:08.347 --> 00:54:11.790
was I gave them a kind of exit ticket,

00:54:11.790 --> 00:54:15.300
free-write prompt where I
had them explore the feedback

00:54:15.300 --> 00:54:18.960
they were given and did they
agree or disagree with it,

00:54:18.960 --> 00:54:22.125
and what could they do a better job of

00:54:22.125 --> 00:54:25.200
the next time they
engage with the program.

00:54:25.200 --> 00:54:27.906
So again, I thought
that was a great example

00:54:27.906 --> 00:54:30.150
and it was, you know, student-directed.

00:54:30.150 --> 00:54:31.950
They were the ones who
came up with the idea

00:54:31.950 --> 00:54:32.783
in the first place.

00:54:32.783 --> 00:54:34.140
I can't take the credit for that.

00:54:34.140 --> 00:54:37.719
But I loved how it gave
them the opportunity

00:54:37.719 --> 00:54:40.740
to not just take the feedback
and copy and paste it

00:54:40.740 --> 00:54:41.910
and just kind of move on.

00:54:41.910 --> 00:54:44.640
It wasn't this like, standalone island,

00:54:44.640 --> 00:54:47.700
it was a part of a bigger
lesson in the quality

00:54:47.700 --> 00:54:48.720
of their own writing.

00:54:48.720 --> 00:54:52.167
So there's ways that you
can do that by using it,

00:54:52.167 --> 00:54:55.560
like Khanmigo or Chat
GPT, or whatever program

00:54:55.560 --> 00:54:57.720
as a part of the lesson,

00:54:57.720 --> 00:54:59.220
but then have them think bigger

00:54:59.220 --> 00:55:02.190
and you can have them track
their own progress over time

00:55:02.190 --> 00:55:05.250
because that's the world
we're moving towards, right?

00:55:05.250 --> 00:55:07.710
These kids are going to have access

00:55:07.710 --> 00:55:10.734
to so much passive knowledge

00:55:10.734 --> 00:55:13.524
where they don't have to
do a lot of the legwork.

00:55:13.524 --> 00:55:16.500
Asking them to do that
reflection for themselves

00:55:16.500 --> 00:55:19.124
is gonna be so critical
to keep them engaged.

00:55:19.124 --> 00:55:21.090
- So great.

00:55:21.090 --> 00:55:23.550
I know, you know, we're down
to just a couple minutes left,

00:55:23.550 --> 00:55:25.770
so I just wanna go to the
panelists one last time.

00:55:25.770 --> 00:55:27.030
You know, this may go down

00:55:27.030 --> 00:55:28.590
as one of the most important summers

00:55:28.590 --> 00:55:30.240
in the history of American education

00:55:30.240 --> 00:55:31.710
in the sense that this was the summer

00:55:31.710 --> 00:55:33.030
that we as educators had a chance

00:55:33.030 --> 00:55:35.670
to get ready for what's
to come in the fall.

00:55:35.670 --> 00:55:38.377
And I know that there's
so much unknown still,

00:55:38.377 --> 00:55:40.120
but if you had any words of wisdom

00:55:40.120 --> 00:55:42.930
to share with your fellow
educators out there

00:55:42.930 --> 00:55:45.210
in terms of how you're
grappling with it yourself,

00:55:45.210 --> 00:55:46.950
how you'd want them to
be thinking about it

00:55:46.950 --> 00:55:48.810
or framing it up in their minds,

00:55:48.810 --> 00:55:50.490
any final things that you wanna share

00:55:50.490 --> 00:55:53.160
with our incredible
colleagues across the nation?

00:55:53.160 --> 00:55:54.160
Let's go to Brennan.

00:55:55.094 --> 00:55:57.445
- Yeah, I would just say, I mean,

00:55:57.445 --> 00:55:59.460
as with everything in education,

00:55:59.460 --> 00:56:01.280
we just need to model the process, right?

00:56:01.280 --> 00:56:03.465
We need to set expectations

00:56:03.465 --> 00:56:06.360
and be clear about expectations

00:56:06.360 --> 00:56:08.550
and discuss those with our students

00:56:08.550 --> 00:56:11.957
and model the process as
learners of this new tool

00:56:11.957 --> 00:56:14.460
instead of pushing it away,

00:56:14.460 --> 00:56:16.770
how do we incorporate it into the work

00:56:16.770 --> 00:56:19.470
we're doing to, again, kind of be creative

00:56:19.470 --> 00:56:23.460
and be more efficient
and be better learners?

00:56:23.460 --> 00:56:25.233
- Love that. Let's go to Peggy.

00:56:29.220 --> 00:56:31.950
- I couldn't agree more.
Modeling is really important.

00:56:31.950 --> 00:56:34.500
I think one of the things
that's really important

00:56:34.500 --> 00:56:37.050
for all educators is that, I mean,

00:56:37.050 --> 00:56:41.547
what prevents them from doing
anything new is fear, right?

00:56:41.547 --> 00:56:43.422
And so we have to do some handholding

00:56:43.422 --> 00:56:47.040
and we have to let 'em dip
their toes in the water.

00:56:47.040 --> 00:56:51.150
And so I would say that to
all my colleagues, I mean,

00:56:51.150 --> 00:56:53.880
we're gonna start off with
a handholding session here.

00:56:53.880 --> 00:56:55.470
Not to be afraid of it.

00:56:55.470 --> 00:56:59.867
And then in the teacher's
mind, why should I use this?

00:56:59.867 --> 00:57:01.410
What are the benefits?

00:57:01.410 --> 00:57:04.110
And we have to be able
to show them some winds

00:57:04.110 --> 00:57:05.370
right off the bat.

00:57:05.370 --> 00:57:07.260
But as we know in the progression

00:57:07.260 --> 00:57:10.740
of trailblazing educators
that go out there

00:57:10.740 --> 00:57:12.639
and give it everything that they have,

00:57:12.639 --> 00:57:16.050
they're gonna start off
with replacement, right?

00:57:16.050 --> 00:57:17.940
I mean, like that is
gonna be the first thing

00:57:17.940 --> 00:57:20.340
that they do because they're
looking for something

00:57:20.340 --> 00:57:23.220
that will make life a
little easier for them.

00:57:23.220 --> 00:57:26.310
And once you have them hooked with that,

00:57:26.310 --> 00:57:28.396
I think that's it, right?

00:57:28.396 --> 00:57:31.620
So I mean like, what
would my objective be?

00:57:31.620 --> 00:57:33.150
And Maddie's gonna be helping me

00:57:33.150 --> 00:57:35.190
start the school year with this.

00:57:35.190 --> 00:57:36.600
I want them to start off

00:57:36.600 --> 00:57:39.960
with a small win with teacher resource.

00:57:39.960 --> 00:57:42.060
And I want them to have a small win

00:57:42.060 --> 00:57:44.430
with being able to maybe do some debate

00:57:44.430 --> 00:57:46.260
and discourse with their students,

00:57:46.260 --> 00:57:49.410
to be able to see what AI can do.

00:57:49.410 --> 00:57:52.752
And then we continuously just model

00:57:52.752 --> 00:57:54.907
what those good strategies are

00:57:54.907 --> 00:57:57.750
as we go forward and let them see

00:57:57.750 --> 00:57:59.330
it's nothing to be afraid about.

00:57:59.330 --> 00:58:04.330
It is really going to make
learning so much more exciting.

00:58:04.590 --> 00:58:07.260
And so that's my philosophy here,

00:58:07.260 --> 00:58:08.640
because I'm just gonna tell you

00:58:08.640 --> 00:58:10.689
that it will start off as a replacement,

00:58:10.689 --> 00:58:12.360
but then you can see as Maddie

00:58:12.360 --> 00:58:14.460
and all of our colleagues have done now,

00:58:14.460 --> 00:58:16.170
it's in a whole different realm.

00:58:16.170 --> 00:58:19.140
So we have to start them on the same foot.

00:58:19.140 --> 00:58:20.880
- Thank you so much, Peggy.

00:58:20.880 --> 00:58:22.005
And then finally, Kristen,

00:58:22.005 --> 00:58:24.840
some last words of wisdom
for our amazing educators?

00:58:24.840 --> 00:58:27.330
- Sure, so apart from fear,

00:58:27.330 --> 00:58:29.029
I think there can also be cynicism.

00:58:29.029 --> 00:58:31.680
I've been in the
education technology space

00:58:31.680 --> 00:58:32.580
for about 20 years,

00:58:32.580 --> 00:58:35.028
and I know that sometimes
there's all this hype

00:58:35.028 --> 00:58:37.645
and it never really comes to pass.

00:58:37.645 --> 00:58:42.210
I am optimistic about
what this new technology,

00:58:42.210 --> 00:58:46.680
what this AI can do, but I
think we also need to, you know,

00:58:46.680 --> 00:58:48.960
recognize that there's
been a lot of promise

00:58:48.960 --> 00:58:52.020
in the past that hasn't come to fruition.

00:58:52.020 --> 00:58:54.302
And we should be hopeful,

00:58:54.302 --> 00:58:59.302
but also just be clear that
we know the value of humans,

00:58:59.490 --> 00:59:01.500
we know the value of teachers,

00:59:01.500 --> 00:59:04.740
and much of that is not
going to be replaced

00:59:04.740 --> 00:59:06.030
by the technology.

00:59:06.030 --> 00:59:09.871
And so making sure that as you as teachers

00:59:09.871 --> 00:59:12.053
and the teachers you work with,

00:59:12.053 --> 00:59:15.229
understand the value that they bring

00:59:15.229 --> 00:59:19.380
and how technology can just
help them improve the value

00:59:19.380 --> 00:59:20.370
that they have.

00:59:20.370 --> 00:59:22.680
I think is a good way to
approach this as well.

00:59:22.680 --> 00:59:24.210
- That is an awesome
note to end on, Kristen,

00:59:24.210 --> 00:59:27.180
is that AI is not this weird alien thing,

00:59:27.180 --> 00:59:28.530
but it was built by humans

00:59:28.530 --> 00:59:30.825
to serve our human needs
based on what we've learned

00:59:30.825 --> 00:59:32.490
from our own expertise.

00:59:32.490 --> 00:59:34.220
So I think that's a very hopeful note

00:59:34.220 --> 00:59:35.920
to conclude our session on.

00:59:35.920 --> 00:59:37.560
And I wanna thank everyone for joining.

00:59:37.560 --> 00:59:38.850
I wanna thank two groups in particular.

00:59:38.850 --> 00:59:41.460
First of all, this
incredible group of panelists

00:59:41.460 --> 00:59:42.293
from all across the country

00:59:42.293 --> 00:59:45.120
who's on the front lines of all of this.

00:59:45.120 --> 00:59:46.884
Please, please, please come to the Q&A.

00:59:46.884 --> 00:59:49.380
I know it's a little awkward,
but send them a little love.

00:59:49.380 --> 00:59:51.000
Let these folks know
that you appreciate them

00:59:51.000 --> 00:59:52.318
giving up an hour of their summer

00:59:52.318 --> 00:59:53.998
to share what they've learned.

00:59:53.998 --> 00:59:55.680
And then for the second group,

00:59:55.680 --> 00:59:57.580
just a massive thank you to you!

00:59:57.580 --> 01:00:00.990
I mean, as an educator who
craved his summer vacations

01:00:00.990 --> 01:00:03.060
more than anything when I
was a kindergarten teacher,

01:00:03.060 --> 01:00:05.310
the fact that you invested
this hour with us,

01:00:05.310 --> 01:00:06.390
thinking about making the fall

01:00:06.390 --> 01:00:08.127
even more powerful for your own students,

01:00:08.127 --> 01:00:10.260
that is sort of the
greatest representation

01:00:10.260 --> 01:00:11.700
of what educators do,

01:00:11.700 --> 01:00:13.530
which is build a greater
future for us all.

01:00:13.530 --> 01:00:15.420
So thank you for your
incredible investment,

01:00:15.420 --> 01:00:17.490
your time and your expertise.

01:00:17.490 --> 01:00:20.160
Here's wishing you a
beautiful rest of the summer.

01:00:20.160 --> 01:00:21.273
Cheers everyone!