Hey, Alan, my friend. Hey, Mark. How's it going, everybody?

Good. How are you?

So good. So good. I am so excited. How's everything going over there, Alan?

Crazy. You know how it is. Crazy.

I hear you. I hear you. I hear you.

So glad everybody's here. Hey, Cam. Ugh. I just I've I love seeing my people. I love it.

How's everybody? Welcome. I wanna, just remind everybody that the chat is here. Hi, Stella. Oh my goodness.

I'm so glad that you're you're here.

Please share in the chat. Oh, I'm even seeing some newcomers. I'm seeing some newcomers. Very, very exciting.

Hi, everybody.

Welcome.

Stuck in snow again.

Listen. I think there's been a lot of snow days and ice days and all sorts of things, except not in Argentina.

So hi, everybody.

I'm gonna give everybody you know, you know my whole thing. I'm gonna give everybody a couple of minutes to come in because it is our evening time.

It is you know, I hope everybody has got their comfy clothes on. I hope everybody is ready to learn and see some exciting things.

I hope everybody, is excited. We're gonna be talking about AI workflows today and how, I I feel like a lot of us have already been in a lot and learned about spaces or learned about tools or whatever. But I was just I thought about it, and I was like, I want to show everybody today how we can, like, totally transform our teaching from, like, point a to point z using AI.

So I wanna hear where everybody's from. So everybody hop in the chat. I'm seeing some new names, seeing some new new names here, and I would love to hear where everybody is from and how you're feeling about SchoolAI. How is this your first time ever coming to a sandbox?

Hi, Rachel. I hope you can hear. Maybe it's a camera setting. I am so, so sorry. Maybe it's a a speaker setting.

Welcome everybody from New Jersey, from Indiana, from Utah. Hi, Jenny. We've got a a few of my Utah friends. Negative eighteen in Minnesota. Listen.

What? That's a problem.

I lived in Minnesota actually for three years as, like, a youth in middle school, and I distinctly remember them being like, okay. The rule is negative twenty is when we have indoor recess.

What? Utah could never. Utah could never.

It it hits twenty, and they go inside. So, Northern Utah. Hello. Oh my goodness. Hello, everybody. Ottawa. So it's probably real cold there too.

Librarian from California. Excited to be here. Eliza, I'm so excited you're here. First time in a sandbox.

It's gonna be fun. We're gonna learn. It is now five zero four, and we are going to dive in with who is here. I am so stoked. Thank you for having the chat open. Thanks for everyone being willing to, share where they're at and what's going on.

But like I said, today in our sandbox, we are going to be doing just a quick, introduction into some of the things that are going on with SchoolAI.

And then I wanted to go over some workflows. I wanted to go over how you can use like, I feel like we are really starting to get good at using AI in specific one off scenarios.

We're like, oh, I need to make a worksheet. I'll have AI do it. Or, oh, I need to ask for a recipe. I'll have AI do it.

Or, oh, I need a idea for a project. I will ask AI. Or in school AI's, case, I need for my kids to interview Abraham Lincoln, school AI. Done.

And we have these, like, really great ideas and use cases, but I wanted to kind of take a step back and think about how, we can fully, combine all of these tasks and really make AI improve the outcomes. So let's dive in your re retirement. Mark is a double retiree. How many?

I feel like there are so many people who retire and then they're like, just kidding. Just kidding. Just kidding. So many of you.

I've seen it a mill nine million times.

Okay. So I'm gonna dive in, to ShowSchool dot ai. And, all of you, veterans to Sandboxes know that, I want this to be interactive. I want you guys clicking along with me. I want you to leave this session with something. Leave with something.

Because I know no one in here is not planned for tomorrow because you guys are all incredible, but there might be someone who isn't planned for tomorrow who couldn't use some help planning for tomorrow, because that was for sure me. I was sometimes a last minute planner.

So when you log in to SchoolAI and, Eliza, I know you're new, but if there's anyone else that's new, we are logged in to SchoolAI. This is the launchpad. This is where we land.

I wanna talk about the three things that we have at School AI. We've got tools where we can generate documents.

We have got assistance where we can chat with AI safely and securely.

And then we have spaces where we can send AI experiences to our students over here, which is a ton of possibilities here.

So I wanted to talk about a few workflows, and please send some ideas to me in the chat. I wanna hear some of your thoughts and ideas. So I'm gonna kind of step back into my zone for background knowledge for everyone who hasn't heard this yet. I was a fifth grade teacher for ten years, so that's kind of my, like, autopilot that goes on in my head. But then I was a k twelve coach, for three years. And so I kind of really learned and grew and step back and kind of learned a lot more about secondary and my secondary friends.

So one of the things that I would sit down and do as a teacher is I would pull out my plan book, and I would obviously look at my curriculum map and everything like that and see what I have to do.

And so right now, we can pull up a lesson plan. We could create oh, here's my lesson plan for causes of the revolutionary war. Great. Sounds good. But I really feel like a lot of us already have curriculum or professional development or whatever that's already planned out. I think one of the things that we need help and support with is intervention plans. So one of the things I wanted to show is what you can do with data.

How many does everyone have some sort of data on their computer from their kids, like a quiz? Or and I know there's a lot of coaches out there. I'm sure that you probably have some sort of, like, Canvas quiz or something like that. Or I know I still have all of my fifth grade stuff on my Google Drive because I am kind of like a Google Drive hoarder.

I can't get rid of it. I just can't. I like, I'm what if I need it? So if you wanna pull up some data, here's a really good two step workflow that I think is really helpful and could, help in, you know, instead of just generating one thing, you're generating multiple things.

So right here, I am doing sixth grade solar system because I have a quiz that my students took. So I need you to create a intervention lesson plan that aligns with the data attached.

Great.

So I'm actually going to use this handy dandy thing right here.

Upload a file. So I'm going to click this. I'm going to go to my device. Oh, I should have actually shown you.

Here is my quiz data. I actually had AI make it. It's fake. I promise.

So I have my quiz questions. All of this looks familiar to all of you guys. All you would need to do is you can attach it with Google Drive.

So I just need to connect my Google Drive right here.

You guys probably can't see that little model.

Here we go.

Solar system.

Please pull up.

Like I said, you cannot judge my Google Drive because I am a Google Drive hoarder. So, upload, and I've got my quiz data. And this is one of those things where we have to make a ton of decisions based off of our data. So here we go. I'm not just gonna do it randomly. I'm going to use my data. It is gonna take, like, a couple seconds, then I click generate.

And let's see. Instead of just creating something, I added an AI workflow to add in my data. So here we go.

Introduction, direct instruction, guided practice, independent practice, closing. So it used the data to improve understanding of the solar system focusing on areas where students showed difficulties according to quiz data.

PLCs will never be the same. PLCs will never recover from how easy this was just now.

By the end of the lesson, students will be able to there were ten different things, and so how cool is it that it's these five were the things that my students struggled with?

So really cool. I mean, it did give me a solar system model kit, a whiteboard, flashcards. Those are things I am going to have to go I'm sure if I'm a sixth grade teacher, I can find them somewhere and create them.

But this I could even go back and say make it just things that I have. I have a book. I have whatever. Anyways, we've got two activities. We have a an assessment, and then we have adaptations and extensions.

So I'd love to hear any thoughts.

How do we feel like this, connects?

I will say for me, there were so many decisions that we have to make day to day that sometimes I would miss something or whatever, and this just helped me. It took off a lot of weight. It took off a lot of decision making, and I'm able to look at this and know what I need to do. Does anyone have any thoughts on that or any comments or any, like, reflections that come up as you see me, uploading the data in in there?

Any ideas?

Great. I feel like you all are just oh, what what?

Okay. So I gave a metric measurement pre quiz to my science teacher, science students.

And, I and and I did it in a Google form, and so I can look and I can kind of start analyzing the data. So I can take that, put it into there, and it's gonna set up my lesson plan?

About this one?

I'll try that.

He's like, I know. Like, again, it's like we think I can make the lesson plan. I can tell it what lesson plan, but we can use the data as its source of truth, which is so cool. So Becca said, I'm guessing that you can use the quiz data and the quiz generator to create an additional quiz for the students to take.

Absolutely. Absolutely, you can. So you've just given me the next kind of idea for a, quiz. So you could go into multiple choice quiz.

You could say, create a retake quiz based on the quiz data attached.

This is one where you could also upload. I didn't create the quiz, and I should have done that. I should have created the quiz that aligns with my data. I didn't know how fake I needed to go, like, how far back I needed to go.

But you can create this quiz, create a retake quiz based on the quiz data attached, number of questions. I don't know. I'm just gonna do five, sixth grade.

I oh, I didn't even attach it. I was too excited.

I was too excited, but that's a good a good thing for us to show, is I generated it. I got too excited.

It's almost done generating.

Hello?

Finished generating.

Here we go. Alright.

I'm gonna actually just go and I will attach my data again.

So have all of that saved. Solar system data.

Here we go.

Select it. Upload it.

Do you have a blog or write up to share with PLCs during PD to help them recreate this use case? Stacy, I'm going to have that for you by the end of this week because we actually just launched our blog.

I'm gonna do that.

I will use, yeah. Stacy, cards. I love it. It's okay. Hi, Anna Marie.

Yeah. So we're talking about just to kinda give a summary, we are talking about AI workflows. For instead of thinking, I'm gonna make one thing done. I'm gonna make one thing done. We're talking about how we can use multiple things to create more and more to help us get further.

So I use my quiz data, and I'm going to go into multiple choice quiz and say create a, retake quiz.

I can even do this for one individual student.

Let's see if it'll do that. For student, one.

That would be crazy because how many students do you need where you're just like, listen. I just need to see that they can do it, one time. You know what I mean? So let's just say, I want student number one to take a quiz.

I'll create a ten question quiz focused on the solar system tailored for student one. This quiz will cover various aspects of the solar system. So, yeah, it's going over the specific questions that they got wrong.

And I'm wondering I think that there it might be oh, it's because my window is not open all the way.

Why is it not? Oh, I'm zoomed in on accident. I was like, you guys, where is the export? Here we go.

You can export it to Google Forms. Done. Right for your student. Right there.

You did not have to do a ton of planning. You did not have to do a ton of things.

Oh, p d PLC sparks. I love that.

So it's exporting to Google Forms, and in, you know, five minutes, I'll be able to send it to Google Classroom for that one student who needs a retake.

Oh, so cool. So cool. Okay. So any other questions? Anna Marie, I was gonna read yours. You can use this with a pre assessment where students show you what they know about a topic and then generate a lesson plan to hit where they're struggling.

Absolutely.

Absolutely. I think that's another really cool AI workflow that you could do where you could, say, yeah, here is my pre assessment data, create a lesson plan, and then, you could then meet the needs of the students who are what they're not meeting.

There it is. Solar system retake quiz.

Boom. Done.

Alright.

So, I was thinking about this with my teachers' math students.

Some of my math teachers are struggling with how to use this, but some of our five zero four students, being able to give them a retake that's based on a free assessment that they take, you know, the topic because five zero four students may not have the full understanding that the other mainstream students have. They take a free assessment and now they can create, you know, a a specific, lesson or specific quiz just for that student or a retake quiz or whatever. Because in an online environment, it's very difficult to give a retake quiz. Very difficult because everything's already created.

You can't just shoot from the hip in an online class. But this allows us to do that. So if we have a five zero four student and one of their, adaptations is to be able to retake the quiz, This would be an amazing way to do that because then you could just email it to that one woah. That's a game changer.

For the other one, that's a game changer.

I well, and I would even add on to that, Emery, that, like, I feel like retakes for me would in even in an in person environment would get away from me really fast because it's like, okay. This kid needs a retake. Oh, okay. Oh, this kid needs a retake.

And then, oh, this kid's like, it just kind of goes, and then all of a sudden you're at the end of the unit and you're like, oh, oh, well. Sorry. I'm so sorry. You know, we're and and there's so many talented teachers who can handle so much.

But there were some times where I was like, everyone just is needing a lot.

But you've got another really cool idea here.

Another thought is that you this is another one I kinda wanted to show. I showed this as kind of what a student would get. But another cool thing you could do is take your data, and you could go into co teacher, and you could down at the bottom, you could upload the data, and you could say what students you could have have a conversation about the data. So Stacy's talking about how can PLCs be using this.

So I'm gonna attach it again. You guys are gonna see me attach it nine hundred times solar system solar system quiz data. There's the quiz that I just added. Upload the file, and you can have a conversation back and forth with this data.

So I'm uploading this quiz, and I'm gonna just wait for that circle.

Some of the questions that I would probably ask, first question, what students are missing prerequisite information and what prerequisites sorry, of course, Prerequisites would I need to teach to support them?

Let's see. That was always a big conversation with my PLCs. What prerequisites are they missing?

Student five, areas needing attention, planet order, solar system formation, gas transplanetary motions. To support these students, consider teaching the following prerequisites.

Okay.

Bye, Anna Marie. So good to chat for you in just a little bit.

Yeah. So here is another workflow. So I uploaded the data. I am going to copy this section.

Consider teaching the following prerequisites. I am going to highlight this section. I'm going to copy it. I'm gonna open SchoolAI in another tab, and I am going to create a space.

So I would like to create a space that goes over these things.

Plea you are a tutor for students who need to learn or to review the following.

Boom. And then I'm going to paste those things in. The AI looked at the data, told me the things that they need tutoring on, and then I made the space. And I'm gonna say space, so oh, solar system, quiz tutoring.

Boom.

And I done. I'm gonna generate all fields, and all I did was ask it to do something, gave it the the data, and then it's generating all of the information, done and done. And here we go. I'll just give it a second. It's obviously I'll just save it right now.

Boom. Done. Now I have a tutor for prerequisites.

Jennifer had a great question. Does it need to be from a Google Form? No. I just made this from, like I just randomly grabbed it.

Like, it could be a quiz that you handed out and you recorded the data. You could just quickly type in, like, your students and their quick data. You know, it it could be from anywhere. You can copy paste it into it.

The it just needs to be in a format that the AI can read, and the data can be there.

So Rachel said created a quiz and wanted to export it to Google Forms, but I got an error. Okay. That's sometimes that happens. The the districts might need to unblock that. So, send me a send me an email, and we'll work through that.

Mark says, when I make a Google Form quiz, I drop a graphic in as support. I love that. Coming down the line, spoiler alert, we are adding, image generators and things like that into our platform.

So really exciting that you'll be able to do that.

So let's jump back into my AI workflow. So I uploaded the data. I said, okay. What do they need help with? And I said, okay. Great.

This is where okay. Now I'm gonna say I mean, let's say I'm sitting here. I'm like, okay. Can you create, break up the students into five five, intervention groups based on the data.

Boom.

PLCs, like I said, never gonna be the same here. Group one, group two, group three, group four, group five. Done. It gave me the students, and it gave me the focus. Cool. Obsessed with that.

Now here's my next workflow.

Could you give me a ten minute intervention lesson plan for each intervention group that is hands on using whiteboards because, you know, that was my favorite teaching tool in my class.

Okay. Here we go.

Group one.

Here, is is probably gonna take a second, so we keep chatting.

But here we go. We've got a quick ten minute intervention plan for each group. That alone would have taken me two to three hours if I was at the top of my and Mark is laughing right now. Like, are you serious that we just did that?

Like, that would have taken me so long, so long. And I also wanted to do a quick, like, jump in for anyone who is a coach out here. Yes. You are taking in some of this information, all of this information to share with your teachers, but a really big thing is think about how you can do this for the people that you're coaching.

Think about, like, hey. I have a teacher who responded this way in a survey. How can I help and support them? Hey.

I have a teacher who's really struggling with, you know, wait time. I don't know.

What what can I do? Like, you can utilize it to help meet teachers' needs as well.

Okay. So let's look at this workflow one more time. I uploaded the data. I have the students and what they need help with. I created a tutoring space. I created intervention lesson plans, and I created intervention groups, and then I created intervention lesson plans.

Last thing I'm gonna do.

Can you create a, space prompt that will help students who are fully understanding and need an extension.

Done. I've got prerequisites.

I've got the intervention groups. I've got a tutor. I've got the space prompt. Boom. Here we go. I can even just copy it, and then I'm gonna go into spaces, and I'm going to create it. Boom.

I have made a solar system extension space, extension tutor.

I don't know if I want to call it a tutor. I'm just going to call it a solar system extension. I'm going to generate all fields again and now think about all of the things that I have that can support students.

And, again, this does not mean that I'm just gonna put my kids on the spaces and be like, cool.

Picture this with me.

You are you've got your thirty six sixth graders in front of you.

I am going to be pulling groups back doing interventions.

Right? And all while the students are in their assigned space that I have provided based on their exact needs.

And I have done that by just telling AI what I need as an educator.

And I have just created a fully awesome day of learning, just helping having AI help me plan it, and we have been in this we have been in this for twenty three minutes.

I have done all of this in twenty three minutes while talking your ear off and being a little too chatty. So I'm gonna go ahead and save it. So it says down here, the solar system extension space is designed for students who have mastered the core concepts, and it challenges them with advanced topics of astronomy. Cool. Love that. Whatever. Let's do it.

I'm gonna even then take it a step further.

I am going to ask it, can you plan a, project based?

That's a weird I was gonna say a project based project.

A project based learning experience for all students that have completed all of these tasks, and provide, a lot of choice in the project.

Done. Planning projects is one of my things that I was like, man, that makes me tired. It makes me tired.

Oh, cool. They did it in, like, a mission.

The future of space mission focus, output. They can do three d a three d model. I don't know. Do you we don't have three d printers sometimes, but you are getting I hope we're getting the gist here.

I just planned prerequisites all the way to project, and I used just the data there. So we've got a couple of questions in here. Peter says, I'm guessing there's an algorithm that doesn't allow you to use student names. I tried it out, but it would only ever assign numbers.

I think that there is probably some protections in there, but I for me, I just made up this data. But for in in experiences that I've had, it has grouped the students with names.

So I I I think maybe there's just in the prompt, you can just say, make sure to give me a list of names or something like that.

But the next question, if we pop the Google Sheet of data from a Google Form that has multiple choice checkboxes, blah blah blah, Does it analyze for trends or does this only work well with multiple choice type data?

I actually think that it could do really well, with the sheets responses.

Because when you go out into Google Sheets, it will tell you if they got it right or wrong. The other thing that you can, is kind of provide the overview. I wish I had a full real quiz. I should have made you guys take a full quiz to give me data so that we could walk through this.

But, Sherry, I'd actually really love to see what it does with some of those, like, short answer or things like that. But from my, experience, it does using this responses.

And when you link it to sheets, it will, give you it will show all of the data, and AI will analyze all of it, which is really cool. So Mark says, I designed a space on my current teaching, and the students could access it where they were making their projects. Catapults. Oh, I love that space. We shared that a couple weeks ago. But now I am thinking about using the space as an assessment.

They will interact with it for thirty minutes, and then the AI will group them based on the interaction and knowledge of the topic and standards. Has anybody done this? I think, yeah. I to Mark, I would love to hear if anyone else has done that in the chat or you can unmute. But, this kind of leads me you have guided me into the next thing that I wanted to show, which is another AI workflow that you can do is providing a quiz in spaces and getting the data from there.

So let's say that I have, done a I'm gonna find the right one. Let's see.

This where is it? Okay.

This is a survey that I provided to a bunch of teachers, so it doesn't have any student information.

What you can do within a space is you can go and download the CSV of conversations.

So, Mark, you were just saying I wanted to them to be talking in a space back and forth.

You can download the CSV and have the same type of conversation that you were having.

I think I might I should have renamed this meeting having data conversations because that's really what it is. Like, how can we help have AI help us analyze data better and help us create things to meet student needs faster.

So I I I gave this survey for my classroom collaborative hosts, and what I can do is I'm gonna go into the assistance just like before, and I'm going to upload the data. And I just uploaded it onto my device. I will find it right here.

So I'm gonna open it, upload the file. It was a hundred and twenty one responses, so it might take a second. And I so so so apologize if it does take a second.

But we can talk about as a group, like, what are some of the questions that we would ask? Like, if your data was, like, walking right in front of you? Like, what questions would you ask? What what summary would you want? What what kinds of things would you want to get out of the data besides red, yellow, green? You know what I mean? Like, what what are we really wanting to know?

Yeah. Maybe I should have picked a different one. It's it's uploading, and I'm obviously on my home Internet right now. But I'd love to hear what your thoughts are, especially, like, Stacy, I'd love it if you would, you know, drop in some of your expertise. What do you think some of the questions that we could help teachers ask of their data to help them kind of get into an AI workflow, with their with their data? Does anyone have any thoughts on that as we're as we're talking?

We'd love to hear.

Okay. I am just fingers crossed that this downloads.

Hello?

Okay. Well, here's some of the questions that I would probably ask. The first one is give me a summary of the data and provide groupings of participants and maybe and common trends, maybe.

And I think that would be a really, really useful one.

Oh, such a bummer that it is taking forever. I'm gonna go maybe download another one. And then I'm gonna probably submit that and be like, hello.

Let me go into a session that only has only has, this one has four. So I'm pretty sure the four responses will give us good data. Did we get responses in here?

Oh, not a ton.

You guys are being so patient with me. I'm gonna hopefully give you this time as I'm pulling up the right data, the right data for this specific thing to help us get exactly what I would like out of it. Because we all know that this kind of takes its own it takes its own journey.

I think this vocab escape room is a good one.

So I'm gonna go in. We did a vocabulary escape room where it was really fun, but I still wanna know how they did. So I'm gonna go ahead and download that, and I really appreciate everyone being so patient with me. And we're gonna go in and oh, of course, it finishes uploading now.

You've watched me go and download lots of data. Okay. So here we go. Give me a summary of the data and provide groupings of participants and common trends.

Can you imagine any of you out there who have to provide surveys and things? That is pretty crazy.

A lot of data. I think I've said it on one of these before where I was a coach, and I would provide, serve and coaches are the most vocal and opinionated people on this planet. And so there was a lot of survey data that I would have to go through. So here we go.

Look at how cool this is. Summary of the data. Participant engagement. They were actively reflecting on their learning.

Key components. They talked about the three components. Common themes were collaboration benefits, AI integration, challenges and solutions.

They provided strategies. Okay. So I love this. They grouped my participants into early adopters, cautious, and then supportive leaders. I love that. This is a really great thing for me so I can go in and, help and support.

Trends in reflection. So here's some trends. They emphasize the value of the collaborative. There was focus on creating safe spaces.

There is a need for ongoing professional development, and this is where I am like, okay. That's where I can help and support.

So then let's think about our workflows.

Can you create a professional development, list that I could provide to the hosts, to support them?

We are trying to help teachers be reflective practitioners, and it can seem really, really intimidating. It can seem really, really scary. There's a lot of data. It's really difficult to read sometimes.

It's constantly coming in all day long.

How AI can help us get over that and be like, hey. Here's the data. Give me give me what it is. Tell me tell me what it is.

And it can give us a plan right away. We don't have to go into all of this. Like, I know for me going and sitting in my PLCs, I would be like, here's where my kids failed. Here's what the data says.

And I know that I had some people on my team that would fake their data. I'm just saying.

But this really just takes out that middleman, and AI is telling us what we should do as a team. So look at this. Professional development strategies, additional recommendations.

Great.

So then you can take these, and I could go grab and copy paste all of these and go into a tool, and I could build my own. And can you create one pager content for each, each of these? Boom. Paste and then generate.

So you can really see, like, I did the I did a space. I grabbed the data.

I went into the chat and had a conversation, and now I have one pagers that I can print out and provide to the participants. So that is a four step where I used AI to help me make better decisions and make decisions faster.

So this is a really cool, and exciting thing. I I would love to hear anyone else, like, any so any other thoughts? Any other thoughts that we have?

It looks oh, I transferred dates into Google Sheets, and I'm hesitant to upload the sheet because it contains student names. And you know what? I'm so, so glad you brought that up.

Oh, student data. I am so glad you brought that up because I want to reassure everyone again that this school AI is completely locked down, completely secure. So that is one of the things that we make sure that everyone knows that we are using this technology to help you reach students. And so student data is so important. And so we've provided this safe platform so that you can have these important conversations about students, about what they need while knowing that it is fully secure and the AI isn't learning from it. If you uploaded student data into ChatGPT, it would learn from it and it would keep their names, and it would remember it.

But SchoolAI is a locked down platform for that. It is yep. Mark said it is a fully closed system.

Yep. You just uploaded the chatbot data.

And that's why I was so excited to show you guys the workflows because you have these, if you are using spaces, you have an incredible amount of data. Like having a conversation back and forth, a student having a conversation back and forth is an incredible amount of data that you can download and capture and get insights from it.

I mean, you might be one of those teachers that wants to read through the whole conversation, and that's fine. I love that journey for you. And, sometimes that might be something we do. But if you're having thirty conversations for three class periods every other day, that's a lot of conversations.

And so it's, you know, you are using conversations from AI. You are using quiz data. You are using the post its that you gather from your students, all to paint a picture about your students. And that's just a really great one.

It flags problems. Exactly. I feel like so many of my students I keep talking like I keep talking so much smack about myself as a teacher, but I I think I was a pretty good teacher, but this has really made me reflect and be like, there were just some moments where I I I I there were some kids that fell through the cracks. There were some things that I just didn't have the time or skill to do, and, and this is one of those things.

The last thing I just wanted to point out that is really powerful is that you can create spaces for individual students and for, and for, specific groups of students. I feel like a lot of us are thinking about spaces where we provide whole class experiences, which is amazing. It's amazing. Like, yes, let's interview a teenager from, the Dust Bowl.

Great. I love that. However, how what if we made a space that could tutor these five kids on something that they're missing? Or what if we created a space that, helps the one student learn about the lesson that they missed because they were sick with strep for a week or the multiple lessons that they missed because they were sick?

How how can we be leveraging these AI spaces to help in it personalized learning for each one of our students?

So it is five forty five, and that is the AI workflows that I wanted to go over and discuss. I know some of it was a little, like, haphazard, because I don't have my class a class of data. But I hope that you guys can kind of see as you are planning and as you are creating things, whether it's for PD as a coach, whether you're an administrator and you are wanting to make things. Don't think of AI as just one thing.

Think of it as your magic wand to help you move your decisions forward, to help you, create a lot of different things for individual students, to help you plan faster, to help you plan for every single student in mind, not just all, you know, all quick students. I'm gonna make a worksheet for all my students.

Think about all of the ways that you can create things quickly that meet the needs of all of your students.

So if you have any questions, I'm going to leave these last fifteen minutes, for anyone who would like to have questions or share something that they would like to try.

And if you have to go, I'm feel free. It was so incredible to have you. Thank you so much. The recording is gonna be posted here if you wanna share, but I'm gonna leave these last fifteen minutes for anyone who would like to comment or share. So is there anyone out there who would like to share any ideas or any thoughts that they had as we talked about AI workflows?

Gotta remember my remember my teacher wait time. I'm gonna remember. I'm gonna let everyone reflect.

Gotta get good markings.

I was thinking too that administrators, if there's any administrators in here, how cool it would be to upload your observation data.

And you could upload your observation data and help teachers create a improvement plan, help create their goals, help create a quick email that tells them what they did well at. You know what I mean? There's so many cool things that you can do.

There was a few people typing, so I'm gonna I hope that, who would like to oh, Mark, did you have something?

Yeah. Your last comment, last last Thursday, we had a snow day, so it was Google Meet. And And so when I turned on the Google Meet, it said I could do a transcription. So I turned that on.

And so afterwards, it processed everything inside the transcription. So I thought so I took it I I took it into Gemini advanced through Google platform, and it and it summarized it. And I thought, oh, that's that's pretty interesting. I sent it to the principal.

She said, it's better if it's it's better if I see them face to face. Of course, I was a principal for many years, and sometimes you just couldn't get into a classroom.

And so AI can be used with teacher evaluation and help out.

True.

Now I did I did write trust AI with a question mark. A lot of my colleagues are still hesitant. In fact, they're they're not coming to my Thursday collaborative, but I go out and I make contact with ones and I show them things that they can do. And I think many of them are dabbling or they're they're thinking about it or maybe they just think I'm a crazy old guy.

Never. Never.

I I I love that you brought that up. I feel like there's a couple of people who I would love to hear their thoughts on it.

How do you feel like Mark may be sharing something like this, like something in a PLC or something where they could upload the data and have a conversation, do you think that's a use case that maybe would is it is it just about finding something that they connect with? What do you what do you think about that?

I think teachers are busy, and and and and and many of them are set in their ways. We've always battled this this paradigm that, we kinda strive towards mediocrity.

And here, this invention is is gonna make us change whether we like it or not. And so it's kinda like, you know, you bring along some of the staff and then, then you finally get a point of mass. What do you call it? It just all starts moving that way and then boom, everybody starts using it.

And I've seen it with Yeah. Grams. But this one here is a big one. It's really big.

All the things that can be done with it. However, though, I did put trust AI. Can I trust because what's happening is I'm trusting it more and more, and I'm moving on ahead? And then I'm thinking, okay.

I don't look over all these things.

Like, as as I'm doing a live chat, I'm I'm observing the analysis and that and everything. And sometimes I bring kids up and I talk to them individually and, or encourage them.

And so I don't have the time to read all that information, but it's just like no one had that time to read all of those essays in detail. You know? Yeah.

Or so I I think that is so true.

And I think you bring up a really good point that we're, like, singing the praises of AI right now. But I hope that I, can really bring home the point that, Mark, you're hitting on that it doesn't take away, like, our teaching decision making, that it is just one part of the puzzle.

Like I said, you've got your post its that I would gather post its all the time. You've got your, like sometimes the data in my head was that the kid looked confused.

Like, I I just looked at their face and was like, I need to tell I need to help them more. And then it was the the Google Form and the AI and the whatever that paints a picture. So it's always, like, use AI, but never let go of your oversight and your, like, expertise.

Peter, did you have a comment or a question that you'd like to bring up?

Can you hear me?

Yeah.

Well, hey there.

I you're both of you guys were mentioning something that I have to bring up constantly to people who are terrified of or just defaulting to say, well, let let school AI do it or whatever.

And I bring up the point of, like, the you still have to critically understand, like, what you're asking from it. And like I said, I tried doing this, and I actually tried for about an hour to get the kids' names in that one thing. And it won't do it unless I must not that that's another thing. What we won't get into that.

But Yeah.

Yeah. Yeah. I think there's a prompting thing that I would like you to email. We can talk chat about that.

But Yeah.

I'll try and find the prompt that I was using, but I was trying to you actually just finished doing a sandbox session, and I was using the data from an a CSV.

And I was trying to, group kids by interest based on what the CSV sent out. And I wanted to group the kids, and it just did the number thing. Anyway, that we're getting sidetracked. So the point of this is, like, there are so I speak to teachers in Malaysia, Japan, Egypt, Jakarta, Vietnam, and, like, Canada and US, and I tell them about, like, these minor things that SchoolAI is designed to save time with, not take away your teaching critique.

And they are asking me, well, how do I do this? Or I didn't know it did that did this and this. And basically going through, like, your job is not taken away as a teacher. Your job is is it's like using a red pen versus a blue pen when you wanna circle something.

Right? You have to decide what's gonna be the most effective and deliver the most efficient message and give you the best response. So, like, it it what everything that you're kinda going through and setting up the workflows and designing spaces and asking these questions and using the data, teaching teachers how to use the data, that is the most difficult thing because they don't understand how to use it unless you have you give them the bite sized chunks, and they need time. And there's a lot of teachers.

Mark is somebody who's been in and out of the school system several ways, and he knows, like, there are people that are terrified of, like, venturing into this because I feel like they're gonna break it. You know? Or or it'll it'll blow their mind with all these things. And I have a four person team.

And, thankfully, I'm I kinda lead it, and and I bite sized chunk it because of you guys. Thank you so much, Casey, and appreciate you guys so much, and I take a big lead on it. And it's it makes a difference teaching teachers how to utilize the data to perform in the classroom the way they want. So I just wanted to kinda share that.

I think that is such a good point that you're bringing up that, it it it reminds me of this conversation where where was I? I was in this assistant, and I was like, okay. I uploaded the data. What questions should I ask?

There is no, like you have to be a teacher and a good teacher and have a good team around you to be able to ask those really good questions. So you're bringing up, like, we have to have it AI just amplifies good teaching. It just does.

And, you're bringing up, like, putting it into really bite sized pieces. So, like, an AI workflow, probably a little probably a little much for our friends.

But maybe just the one, like, hey. Just ask one question and then keep it in there. That might be a really good one. That's such such a good point.

And I like that Mark brought up too.

It shows you the good, the bad, and the ugly. And what I really love oh, hey. Tech T shirt Tuesday. What's up?

I love it. Oh, I'm so glad. I should have worn mine. I should have worn mine.

It brought up a thought that I had, and maybe we'll just wrap up with this one.

Hey, Casey. Can I can I chime in here and and just share one really quick point? Yeah.

So your your question about what should I ask and and kinda where I I was with a group of teachers that did PLCs and data, and this is where this, you know, PLC Sparks is is going.

And what I really love about this is I had the whole spectrum of teachers, just like Mark was saying, of, you know, teachers who are resistant to, you know, people who were jumping in and, you know, and just loved AI. And the, we were taking their data, and they had this sort of quadrant system where they were going through all their students and putting them, you know, based on their, their check-in data into the their color coded quadrants.

And, and I was just sort of sitting by, you know, watching them do their process and thinking to myself, and I said to the, you know, that basically AI could do that. Right? And really quickly. And, one of the teachers on the other side of the room overheard me and she just said to her her neighbor, you know, she, you know, hates technology.

You know, she's just resistant, you know, not here for it. And so I'm thinking, you listening to this conversation, what you know, I hear that. You know? You know?

So why would you and they did they did their process really quickly. You know? They were on it. They got their kids up there.

They had great conversations about kids. They talked about everyone. They know their students. You know?

It's February. They know these kids really well. And so there's no substitute for those conversations. So what does AI bring to the table?

And I'm thinking, well, you know, they can do this fast. So why why use AI? They've got those little dots all in their quadrants and all that sort of thing. But this workflow process that you went through today, the first part, you know, the humans had it.

They didn't need AI for that. But you know what the what the AI could do for them is everything else, is it takes all of those kids in quadrants and says for this group of kids, let's do this. For this group of kids, let's do this. And then let's pop over here and actually create it in, I think you said, twenty three minutes, which in an elementary school is their planning period.

Maybe if they're not, you know what I mean?

That is If they aren't held hostage, but, you know, taking them down the hall to wherever.

So I think that that, when you get done writing your blog, so you can send it to me for my AI, you know, and I will attach it and we'll talk about this whole thing, is that's where the the benefit of AI is is that you can still also have your conversations. The humans can talk about all those little dots in their squares, but then also create something and have it ready to go to personalize the instruction for them and still have time to go to the bathroom.

Preach. That is so true. I love the quote that I'm going to capture is humans had the first part. Like, we were fine. We were fine with assessing kids and getting the data and even putting in I know a ninety five percent group data died when I hear one. They put them in the they put them in the quadrants, and everything's fine. Right?

Mhmm.

But then it's like, okay. Now what?

Okay. Now what? They never got to the now what? They never did it. I mean, they knew what they they talked about differentiating. They talked about the difference between, interventions and all of that. They talked about it, but they they didn't have it in their hands.

I think you have just I am so excited to write this blog post, but I think I've said this on probably every session and some of you might roll your eyes at me, but I think that that is the part of teacher burnout that we don't talk about is that we know everything we're supposed to do. We even know all of the things that the kids need. I've got these thirty kids in front of me, and sometimes for you secondary people, it's like a hundred and fifty. I've got them all in front of me.

I know what they need because I know them, but I cannot physically possibly meet all of the needs of all of these students within my eight hours and maintain my sanity and do it with fidelity and, and equity. Like, how how? And that's the part of burnout that comes up because it's like, okay. Now I have all of the information, and you're telling me exactly what I was supposed to do, but I can't physically, humanly possibly do that.

So you've really hit on that that we can do the first part, but then AI can workflow us through it and make it happen with these with these, prerequisites, where we make the groups, where we, make the spaces, where we make these personalized things. I think you just captured us so well.

Yeah. So I think that's really cool. So yeah. I need my glasses.

Thank you. Yep. Well, there is the last two minutes. Stacy just put, like, a put, like, a cherry on top to kind of sum up.

Thank you so much for having this more it's kind of a little bit more of a higher level teaching conversation, but I'm obsessed. I think it was so, so good. And even if you found one tip or trick, that we could do, I would love please keep me updated. Please come and share with me.

Hey. I did this. Hey. I shared this. I want to hear how these go. And I appreciate everyone so much.

I please look in the community for this, for this recording.

You guys are all here, so you know the community. But we're here. Please share what's going on. Share how you did this.

Stacy, keep me updated on your PLC presentation, and I will see you guys in two weeks for our next sandbox. So thank you so much, everybody, and we will chat soon. Thank you. Bye, everyone.

See you. Thank you so much, everybody.