People are joining in. Welcome. Welcome, everyone.

Welcome people joining. Thank you so much. I have a space that I've created just for the sandbox, so feel free, to take a moment. Peter, welcome.

Sup, back to you, to jump into that space and answer some of those questions. We're gonna, use some of that feedback that you guys give, for the sandbox, but, also, some of that information can be used to help our engineers or programmers, all that kind of fun stuff. So we wield SchoolAI just for you, and we want to make sure that you are heard. So please jump into that space, share your thoughts.

We'll be getting started in six minutes.

This will be recorded. Will you send us a copy too if you have access to there, Melody? Great question. The, recording will be posted in the community, so stay tuned for that.

To be able to find that, you'll be able to, access that. I tried to post the link to it directly into the event page where you RSVP'd. That way, it's right there. And I also like to drop it into the, discussion in the community as well so you can check, both of those locations.

And if for some reason you can't find it whatsoever, please please, feel free to reach out to me, nicholas at school ai dot com, and I'm happy to help.

We're excited too, Sandra. Thank you so much.

Those just joining us, we have a main space that I will continually pop into the chat so you don't have to keep scrolling up and down for it as people comment. Also, you're welcome just to say hi and let us know where you're from. I love to see where people are from, what you teach, any of that information. It's always good to see where people are coming from when it comes to this.

I know we've had some international people say that they want to attend. We got a lot of people from some, schools in Hong Kong that really wanted to make sure this was recorded because they couldn't attend live because of the different time zones. So, I love that we have such amazing teachers from all over the world accessing, SchoolAI and want to know more about it. So that's awesome.

So feel free to introduce yourself in the chat, jump into the space. I'd love to see, what you guys are thinking about what's going on. From Barbados, welcome, John.

Got a fellow Canadian in the webinar.

Eric from Ottawa.

Leslie from Altoona.

Adam from Minnesota.

And thank you all for joining. More and more people are entering. Again, I'm posting the space for this May. It's an opportunity to jump into the space, answer some of the questions, tell us what's working for you, where are your pain points.

One of the questions is if you had a magic wand that could make SchoolAI do anything you wanted, what would it be?

Stella, welcome back, Stella. It is always great to see you from Argentina.

Wonderful.

Melanie from sunny St. George, Utah. Wonderful.

Hi. From Provo, Utah. I've been to Provo, so my last name is Provenzano, and my nickname growing up was Provo. That's what people called me for short. And so I had an opportunity, oh, jeez, over a decade ago, to drive across the country with a friend of mine, and we spent a night in Provo. And I got this awesome photo of me standing in front of the welcome sign of Provo, Utah, and I sent it to all of my childhood friends. So it's this really awesome moment.

But, I I've I've loved and, of course, school has based in Utah. We're there in Lehi.

So I've been to Lehi. I've been to Salt Lake City. I've been to Provo. I've been to the Great Salt Flats, another amazing, part of the, country. It's beautiful if you've never been through there. Very salty as the name sort of states. But, Niagara Falls in the house in Mississauga.

K, Peter.

Excellent.

Yeah. We have more people joining up. We're gonna get rolling. It says it starts at seven, but I'd like to give people another minute or two to join and be a part of the conversation.

Again, I'm keep dropping the link for the space. One, to slightly pester those of you in the chat who have not joined the space yet, but for other people that are new to, this the, stream and haven't had a chance, and our silver.

That's a real flex. Just for being in a white van. That's a rough one, Dustin. Hey, mister Kaz. One PM Hawaii time. That's what I'm talking about.

Thank you for showing up here.

Greenville, North Carolina, Stacy. My wife spent time in North Carolina, as part of her grad undergraduate program. She worked at camp. She has a park and recreation, degree.

If you ever watched parks and recreation TV show, my wife was Leslie Knope for a number of years before, COVID lockdown. That's what she did. And she spent some time working at a camp, I think in that area, as a matter of fact. That's why it seemed up to me.

That's Cheryl from Costa Mesa.

Holly, it's New Zealand time.

Holly, I have been trying to connect with my New Zealand and Australian peeps, for the past week or so. And, Holly, I'm going oh, oh, and, Alan? Oh my goodness. So it's the future. I need the lotto numbers for Michigan ASAP. I know you're the thirteenth there. So if you could hook me up with those, that'd be great.

But, these New Zealanders, I need to track you down. Holly and Allen send you guys a message.

Holly, Allen, or anyone else in here that's from Australia or New Zealand, any chance either of you or anyone else here is going to the EdTech conference in Australia the first week of June?

Seems really random, but we're gonna be there. Not me, though. I wish it was Mimi, but not me. But school AI people will be at this conference in Australia.

Patrick in Ho Chi Minh City. Wow. Thank you, Patrick.

Okay. Here we go.

ESL teacher. Holly. It's okay, Holly. You're still cool in my book because I think New Zealanders are some of the most awesome people I have ever met. They're, like, nicer than Canadians, and that's just a lot. Canadians are real nice.

But Holly and let's see. Alan, I might still be reaching out to you later for other things. We've got some stuff cooking for our, Oceania, SchoolAI users. And so I love that you were here, and I get to see you. I'm gonna I'm gonna drop it into the chat one last time, at Western New York.

Hello from New Hampshire. Hi, Lisa Nash. Thank you for joining us.

Danielle teaching coding to grade six through eight. Excellent.

Well, I'm going to give it thirty more seconds is what I'm gonna keep it at. Thirty more seconds, and then we're gonna get started.

And I'm super excited to talk about project based learning.

We've got some Western New York, another one. Dan here. Please jump into the space if you haven't.

Twenty seven of you have, so almost half. That's terrible. Seventy people in attendance.

Upstate New York, we got our New York folks in town. I was just in New York City this past weekend.

I I was there for my son's birthday. Turned fourteen. We took him out to New York. He'd never been. We saw and Juliet on Broadway. Highly recommend modern music. Joy Fatone from NSYNC is in it.

So if you're an Insync fan like you should be, that's a reason enough, but it was a great cast, great show, super funny. Two thumbs up. Highly recommend.

Well, this is wonderful. Thank you all so much for attending, San Diego, California, St. Louis, Missouri. Some of the best rooms I've ever had is in St. Louis. Thank you so much, Shelley, for attending.

Oh my goodness. Goodness. This is so great, and more people are typing that I can't even list all of them. That's fabulous.

So I'm going to do a couple of things really quick. Northern Virginia, Lubbock, Texas.

Oh, Texas.

Yeah. It's about to say it's a perfect transition.

So today, we have a very special guest, one of our brand new hires to the education team, the great and amazing Tori Fittka, our new community coach. I wanna give a shout out to Tori out here.

Hi, everyone.

Tori, you wanna introduce yourself just really quick and just say hey and who you are with to do?

Sure. So I am, like Nick said, one of the new community coaches. I will be covering Texas and a few of the surrounding states so you might see me in the future, in your district or at a nearby event.

Really excited to be here. I've, before this, I was a digital learning coach for a few years and then a high school science teacher before that. So, yeah, that's about it. Looking forward to meeting everyone.

Excellent. Tory's gonna be helping me out with the chat, especially since we have so many of you here. That's fabulous. So she'll be answering any questions you have in the chat, any kind of, things that she'll be able to interrupt and say, hey, Nick.

Do you wanna know more about this? Because I want this to be about you guys. So please feel free to, drop in those questions, message them directly to Tori so you can see them. This is great.

I want this to be as interactive as possible. We're using the new streaming platform because we have had more people, sign up and show up to these events than ever before. This is great. This community is growing.

They could not be excited about it, so I'm excited to talk about project based learning.

It is my love affair pedagogical practice. I am all about PBL.

So let's dive into this a little bit here. So that's the space. If you haven't joined it yet, you wanna join it from your phone, you can screenshot that. You are welcome to screenshot this, or to scan it with your phone.

And that way, you can't miss what's going on on the screen, and you can still be a part of the space. We've had let's see how many people have joined so far. Forty one. So thank you so much for all of you that have shared and joined the space and been part of this awesome conversation.

It really pumps me up to see all of you showcasing it. Let's let's see. What have some of you said? Let's see what awesome things here are people showcasing.

So let's take a look and see here. Boom.

Let's see. Danielle Bottenger worked with a socialized teacher to help her use school AI space with the projects she's used for years. She's on the Shark Tank project with her seventh graders, and we're working on a space for students to design and refine an invention that can help the world.

Awesome. I love that. I love seeing those Shark Tank style projects and how space is in particular. Has been a great way to help students throughout that process. When we talk about project based learning, what a wonderful example that I just randomly clicked on. It's fabulous.

Let's see here. Let's take a look at Brian.

See, Brian is diving in and sharing, see, the question this space asked. Was there anything specific about the review games that works especially well for yourselves? I think it helped make it based on standards and game based. Excellent. Whenever you can make those things specifically set on standards, it's a huge win for teachers, especially when admin wants to see a little bit more of connecting to what those standards are.

Let's see. To Jane is just getting started. I love it. Jane getting just started with SchoolAI and learning about how it's intuitive how intuitive it is and to someone who's tech challenged, I'll be able to create and use a few things. Well, that's awesome. Jean, I'm glad that it's worked out for you.

We're all a little tech challenged from time to time, so I love that we're giving things a, a chance here. I love it.

We've got also mister e. Mister e has had fun creating bell ringers.

They felt that's been a great way to engage. It's excellent.

Oh my god. There's so many in here. It's hard to choose the ones in in to read. Okay. I'll do there's sixty six now. Oh my goodness.

Okay. Hold on. Let me let me organize this. This is fabulous. This could not be, any better.

Remy.

I spent the last two days working on a prompt engineer with students to create their own spaces to share with the world.

Awesome. He's also trying to get them to share more information to generate the prompt instead of the space driving more of the content from the beginning.

Excellent. Excellent examples. And let's see here. Let's go with here we go. L Tobler Tobler.

Just started using the last few weeks. I only tried a few things that my students love the multiplication adventure we tried. They love that they could ask for harder questions and they can type or speak, and I love the recap of what the students were doing in chat. I can see, students' response and look more closely at what they were doing.

Oh my goodness. These are all fabulous. Seventy three participants now. This is great. So we have more and more people, diving in and sharing.

And this is exactly what we hope to see in this space. So this space will be up and running. So if you wanna dive back in or go a little bit deeper, totally welcome to. That's, like, fabulous.

These are such wonderful bits of information all of you are sharing, and, again, thank you so much.

If you're new, welcome. Welcome. All eighty three of you right now. That's fabulous. A little bit about me. I'm Nick Provenzano. I am the community manager here at SchoolAI.

I have been doing this specifically for about a month and a half. So if you're new here, I'm kinda new here as well, and Tori is really new here. So we're all in this together learning. A little bit about me, I spent, the first fifteen years of my educational career as a high school English teacher.

I spent the next nine or so after that, I think a little maybe a little bit more, as a instructional coach, a Viggerspace director, coding teacher, and, geez, robotics coach. At one point, I taught high school physics for a year. I don't even know how, but I did. And I did okay, I think.

But I was only able to do those past bits, a lot of it due to SchoolAI. It's where I learned about SchoolAI, became a huge advocate for SchoolAI, and the next thing you know, a position opened up for me to join the education team and help train trainers. So exactly what I love to do because when I'm not being the community, lead for SchoolAI, I'm also a glittering teacher on the social. So if you're on the socials at all, you can find me on the TikTok as the kids are using nowadays, Instagram, x, blue sky, probably even Myspace still.

If you want, you can be my top friend, five friends. If you're a veteran enough teacher and know what that is, please have that sympathy laugh for all of us. My favorite cartoon growing up, I always say it's like a tie between Voltron or Thundercats. I say Thundercats maybe has a lead because I still have my Thundercats sleeping bag.

My wife hates it, but I love it. My favorite food and ribs. I talked about those Saint Louis ribs I had. It's one of the best that I've ever had.

They were fabulous. My favorite AI trick is how you can take information from a space, drop it into co teacher, and have it extrapolate that data for you. Take it out and do something with it, which I really, really love.

But also project based learning, can I be next to Tom? Yes. Dustin, you can absolutely, be next to to Tom, my top five. That's fabulous. Such a joke that only so few people know anymore.

But project based learning for me is really important.

I've written a a book on it.

I lived my last professional days as a teacher on project based learning. I built everything around that those concepts, and I used SchoolAI before I left the classroom to support my project based learning, attempts. So these things are really, really important to all of us.

Thank you, Tori, for dropping that back in there. And so for all of you to be here to talk about project based learning, I don't wanna let you down, and we're gonna get into what this looks like for all of us. So we're gonna dive right on in. But first, with some information in here, May fifteenth is the deadline, so it's just a few days left, but you could win a fully paid trip to ISTE twenty twenty five.

So if you want to dive in and have that opportunity, you can go ahead and go to skoolie dot com. I'll start here. I'll drop this into the chat. I'll copy the link here, and I'll put this into the chat.

So if you want to, there's two ways to do it. You can, share it socially, and that'll give you a chance to be registered. But you can also submit an innovation project, and you could be chosen to be one of our innovative teachers to be sent to ISTE. And you'll be able to come to our booth and do awesome things like that.

So definitely check this out. We got a few days left for this, but we're really excited for ISTE. I'm super pumped. I'm presenting.

I'm working with the community. If you're gonna be at ISTE, definitely drop a message in the chat. If not, and you've always wanted to go, here's a great opportunity to have all expenses paid trip to ISTE. We'll take care of you, and it'll be fun to hang out.

So let's think about what that looks like for all of us as well. So please, join the conversation at ISTE, submit, and we hope that you win. So let's dive into what we think project based learning looks like. So for me, there are a lot of different definitions for project based learning, and the ones that I look at are based on the idea that students are creating artifacts to demonstrate their learning.

There are some very strict project based learning people out there that say it has to be solving a global problem or it's not really project based learning. And I would look at my sixth graders and go, it is not about solving global problems. Because, also, a global problem to a sixth grader isn't necessarily global problem to the rest of the globe, if you know what I mean. Like, their world is very small.

And so project based learning though should be giving kids an opportunity to create something to demonstrate their learning. What is it they've learned through the creation of this prod item, this artifact, or what are they trying to address, and how are they going to create something to address that thing that they've chosen? So it seems a little grayish, but we're gonna dive through the process together, and we're gonna take a look at it and see how that all connects.

So one of the things that I hear from teachers more often than not is project based learning is too complex.

I don't have time for it.

And they're not a hundred percent wrong.

Project based learning can be time intensive on the front end.

And when you have already taught a certain pedagogical way, trying to shift that with a new pedagogical approach can be scary. That fear of failure, whether we are teenagers, middle schoolers, in college, adults, is real, especially if we're being evaluated that year by administration. We don't wanna try the new thing and have it fail. Like, these are real feelings that I think are often ignored in PD sessions.

What if it doesn't work out? This totally might not work out.

Being honest about that, I think is important. There are plenty of project based learning lessons that I have instituted in my class that did not land how they want it. And that's okay because even through failure, I learned how to make it better for the next time. And I think that's key. But for the people that feel like this is too much that's that.

That one there you go.

One of the things that you can do is start with the idea.

So one of the things that I love that we have are our assistance.

So when we look at our assistants, we have a lot of different ones, but we actually have a project based activity expert.

So today, during the rest of this webinar at the sandbox, I wanna encourage you to learn how you learn.

Do you learn by building along with the webinar? Great. Jump into assistance and open up the project based activity expert, and let's build together.

If you learn by watching, great. Watch away, and I will show you all of the steps, and this will be recorded. You can watch it again and again if you want. But I want you to learn how you learn best. So I'm diving into the project based activity expert.

And from there, this is where you can start to have a conversation about what it is you want your students to learn and how you want them to learn it. The example that I had already pre typed to save us time, I said I'm a middle school science teacher and I want my eighth grade students to complete an end of the year project that connects something we covered in earth science to to something that is of interest to them.

So it gives me a quick overview. It gave me how students are going to choose something from the curriculum, connect to a personal interest, and create the project that explains the science in its real world impact.

Now another way that you might wanna approach this is to have students identify a specific issue in their community, and that community could be their school. It could be their home. I always say your home is type of community for kids.

Identify that problem, and how can what we've learned in class be used to address that problem. So however you want to place the scope of this project, what's great is that you put in those guardrails and the assistant can help guide you through that process.

And I think that's what's key here is that project based learning is about personalization.

And for every single one of you here, I love that you're here to learn how we can make this more personalized for our students.

But the next level is how could each kid in your class be doing something different and still be demonstrating the same learning?

That's the tricky thing, and that's the thing that can be kinda scary sometimes. Like, well, how do I assess that? Don't worry. We will get to the assessment part.

I promise you. So with the assistant, you can start to flush out what this idea is. And this one even gave me a really sort of low level rubric, which I'll probably go back to. Then I'll say, hey.

I want the students to have a space that helps them work through their possible project.

So I can even go a step further and say, hey. What if I build a space? How can I use a space to support my students?

And I think that's the big one when we're talking about spaces.

When we go to our assistance, we also have a space designer.

Now some of the feedback that I hear, can you do this for senior students who Holly, great question.

I have built PD for adults for project based learning using these props. So that's a great question, Holly. So the age is irrelevant. You tell the assistant how old the demographic is, and it'll tailor it to that age group, which, again, is that power of AI to help differentiate based not just grade level, but learning level.

It could be Lexile level. Right? If you are dealing with students with different reading levels. So you can do this.

How soon will this be available to us teachers?

Now?

It's okay, Shira.

It's now. Assistance is available to teachers right now. Sign up for school AI. You can access your assistance. Everyone has access to this. So too many teachers say to me, I'm not a coder. I can't build AI spaces.

You know, how do I do this?

Again, I get that. And so I say we're here to help teachers. So we built a bot to help you build a bot. We don't mess around.

We want you in the space and see what it can do for you. So you go ahead and if you were to go to the space designer, which I already have built here, don't I? Poop. Yep.

I went in and said, I teach middle school science, and we're gonna be starting an end of the year PBL assignment. Students will need to choose a project that is personal to them. The project needs to be connected to their earth science course. The space should ask probing questions to help connect things that they are interested in to topics in earth science. It should help students develop a hypothesis and help them come up with a creative, with creative ways to test it.

So one of the things that I've learned, especially teaching middle schoolers, and if you're out there and you've taught middle schoolers, you get it, they will sit there frozen when it comes to having to make a choice.

Oh my goodness. I can't choose.

Just asking my son to, like, pick a place for dinner is just like a nightmare. They're frozen by indecision.

So helping them go through that process. And as I helped our science teachers over the years, this was the issue. Well, I don't know what I like. I'm not sure. I don't really care about like, they just don't care enough. It feels like it's that apathy.

So utilizing a space to help guide them through these conversations because as a teacher, there's one of you, there could be thirty of them. You can't have in a time manner the conversation with every single one of them.

So what we want to do is utilize a space to have that conversation. And so what I did was create an actual space that if you wanted to check out where is it? Where is my space?

There you go. If you wanted to check this space out and see what it would look like, one of the things I'm also going to do is to put this in here for you to copy.

There we go.

So you can actually have my facing version.

Where'd it go? It's gonna show up there. So that you can actually remix this if you want and change the there we go. There it is.

It dropped in. So you can change the prompt to meet your needs, add your state standards. If that's something that you want or need to do, you can do that. But that's my space.

If you want to join this space and check it out, you can do that as well. I'd really appreciate that. If you wanna get a sense of what that looks like, you can do that as well.

So feel free. I can even post the link here. You're like, oh, eleven of you.

Like, every presenter everywhere has this fear that no one's going to participate in the participation things, and it's, like, terrifying.

It's just like there's nothing more awkward than waiting for people to do the participation part.

But we see that people are jumping in here and sharing. So I'll give you guys a second, to do that. Boop. There we go. So, again, if you wanna scan that, go right ahead.

And, again, at any point, if you have questions about this, feel free to drop them into the chat. Tory is itching to answer your questions about how to do this, that, or the other. So please feel free to, drop those into the chat, and, she will be there ready to help you.

Perfect. Thank you. Thank you. Thank you.

So what we're looking at for this is this opportunity for students to engage in this process. So as we look even at that, I even show you what this side looks like, and I'll join it myself for those of you that maybe there we go. Are not in a position to see what it looks like on the student side.

What you can have happen here is it's gonna ask you what are you interested in doing, and then say, I like going to the beach near my house. I don't know.

Let's see what it says. Like, go to the beach.

Oh, apparently, the beach is an awesome place to see earth science in action.

Let's see. I I notice the beach is getting smaller every year.

So maybe this will lead to erosion. Let's see if it leads me there.

It did it. There we go. What do you think might be causing where you live? Storms, water rising.

They built a dam downriver five years ago.

I don't know. I don't know if that even makes sense. We'll see.

Oh, okay. There we go. How do you think the dam could be caused? So look at this. So what's your guess or theory? So as you can see, it's building me toward this. So I could say dams cause shorelines to shrink.

Is that my hypothesis?

Okay. You know, why do you think blocker so it's gonna keep building this up for me, which I love. I think it's so awesome. So they keep going. Why I don't know. Let's see.

Sand goes other places.

How could I show this?

And it's going to boom. For example, use a tray of water and sand to show a river falling into a beach. There you go. So now it's gonna help me build this artifact. So we're going through this process, and this is fabulous for me. I'm like, I think I'm learning some science that I might have forgotten in the past. So, again, for you as all these math teachers from literally all over the world on the sandbox, all you need to do is tweak the language of the space that I gave you.

And that is over here. We've got twenty people, thirty eight people that have participated.

Lauren, his primary interest is eating. So just a potential project focused on food, nutrition, agriculture, or how environmental factors affect food sources.

Specifically mentioned sushi is their favorite food, which could offer project affecting marine ecosystems.

I love this. This is so interesting. So for me, right, on the teacher dashboard side, this keeps growing. Their cats started to go outside and hunt, increased with nice weather.

There we go. Here we go. This next one that we're getting out here now, even more people. This is fabulous, all of you.

And I can go to groups, and I can see that these different people, advanced analysts here, and then we have some people that are just getting started. This is fabulous. So as these continue to grow, we have Remi and overfishing.

There we go. Comic books. I also am a comic book fan. I love Namor who's Marvel game Atlantis.

Yes.

Wow. You really took an interesting route there, Remy, to get to conservation and overfishing. That's phenomenal. To go from Marvel comic books to there is quite impressive.

I love this. And so for me, right, as the teacher, as I'm looking at these interactions, what I'm getting to see is exactly, what they're interested in. In, oh, someone said I see Holly here.

Volcano. Oh, I live oh, in New Zealand. Okay.

So that's awesome. It's a famous for its supervolcano.

Oh, is it? Okay. Now I'm learning.

Like, we get an eruption and potential devastation. Great focus.

Here's a template for a hypothesis. So they got you there quickly.

Earthquakes, tremors, they build you in the past. So you are wow. There's so depth of locality maps and intensity. So this is really, really getting there for you and getting Holly all of these great bits of information.

This is fabulous. So for me, as the teacher, I wanted to say to Holly, great ideas.

Keep heading in this direction.

I don't know in New Zealand if this is true as it is in the United States, but, like, the build your volcano, like, middle school assignment is like a classic American, science project with the bait was it baking soda and vinegar, to make it erupt?

Can you create a space about can you create a space about in there, like, a stock market?

You could. You could create one about stock market financial literacy. And if you're not sure how to prompt that, use our space designer to tell it to do exactly what you did.

When does the AI know to stop asking questions, Daniel? That's a great question. So for me, when I built this prompt and I will go to edit space prompt so I can show you a little bit of this here.

So in this one, the agenda so I built in what I wanted to ask. So the examples include what are outdoor activities you enjoy? Are there environmental issues you're passionate about? Then they'll tell it to get to the hypothesis.

If is affected by blank, then so it gives you that template, which I saw in front of yours. So if you want to have this to have a clear end message, which sometimes you want, sometimes you don't want, When you are building the guidelines, that's where you wanna build in the guideline of very specifically saying after a student creates a hypothesis and the conversation, but you also might want the space to be continuous so that the student can always pop back in and ask questions. So it really is dependent on what your plan is. And this idea of how can you get it to stop is something that's school AI that we have definitely heard from as feedback from so many of you out there, and that's great.

And all I can say is that it is something that we are working on to make even easier, throughout the process of building a space so that you can have a definitive end, as opposed to sort of an ongoing conversation, if that's what you want. Some of mine, I built our ongoing support so that a kid can always pop in and dive back into the conversation. But I totally see how you might want it to be over so that the kid can be sort of, like, flagged to get back to work to the next thing.

So my prompts again, Shariah, my prompts that I built, one, I've been doing this long enough that I know how to massage a prompt to get what I want, but I always say use the space designer in assistance. If you don't know where to start, use the space designer, which is in assistance. So you go ahead and app dot school AI dot com slash assistance, and go ahead and start that space designer and start to probe it to do the thing you want and build the chat. So in mine, I can pull up mine here. I started to tell it what I wanted and it starts to build that role. And, again, one of the things that I encourage you to do is ensure that you are prompted to make it student focused and less teacher focused that you want it to emphasize having the students take charge and have this conversation.

So just have a great example there too. Excellent.

Where do we go?

I'll find it, I swear. Oh, that's right.

There we are. Even more people have jumped in. Student requested to help brainstorming ways to visually. So if I like what Laura is doing there so I can say, oh, let's dive a little bit deeper into what Laura was writing.

I can pop into here. It'll give me that headline. It gives me that information, and here's some information. I like to read and do crafts.

Okay.

Okay. Excellent. Let's explore.

Stinking ice, hunting. I think that's good. Look at this. Building something. I can print pictures from my computer to draw them.

Can you absolutely. Look at these details for each scene. So it's actually helping her build the scene that she wants to create even better. So she's getting this support with this process.

So one of the things about me, that I share is that I am a neurodivergent learner.

I do not do well with just words on a page.

I like to think through things, like, really deeply before I even get started.

I mean, something like a space. I've seen it, and it helps me. It doesn't mean it helps all neurodivergence, but I've seen it help many, many in my classroom and others.

Help those students that are frozen because there are too many ideas, and they don't wanna start on the bad idea.

They do great when they have an aid with them or as the teacher, I can work with them and say, hey. What do you think about this? What do you think about this? You now have a space that can be that person for all of those students.

So every single one of them can receive a personalized conversation to help them focus on the project at hand.

And for you, the teacher, you get to watch these things unfold. And you might watch it later. You might wanna watch it during your prep period.

But one of the cool things I said is my favorite AI trick. One of the things that I could do, this is forty participants. This is hopefully way larger than any eighth grade class that anyone has taught here. But I did have high school ELA classes of thirty two.

I think thirty four was my highest. If I really thought this was too overwhelming, I could click the three little dots, download the CSV. So I have it here. I can then go and open up assistance, co teacher, click the upload file, and what's gonna happen is every single input from the student and every single output by the space is downloaded into that CSV file.

And then I can just ask a question with when it's done uploading.

Before that, I see hopefully, I'm seeing that correctly. I apologize. I'm not. How do we become effective in creating prompts? Oh, looks like Tory just responded to that, actually.

The best answer to that about getting better at prompt writing is to write more prompts. I know it sounds obnoxious, and I apologize.

I my students are like, how do I become a better writer and a better reader? And my answer would always be, read more. Write more. Like, it was like, it would drive them nuts, but it's like the fundamental way to be better at writing prompts is to constantly write them, see the outputs, and then tweak them, and then you start to learn how to speak to the computer.

But, again, the space designer that we have in assistant, following that format that we built can help you make basic spaces. And the more complex you want the space to be, the more complex that your prompts will become, and you will get better at that, I assure you. So I've downloaded all of that information into that CSV file and it's here. And so I can ask you a very simple question.

Provide a list of possible topics that the students use for their projects.

So let's take a look at this, and this will give me a quick overview of what these possible topics are gonna be.

So for me, I could take a look at this and go, wow. Impact of removing trees, air quality. There's that volcanology one that we had talked about in New Zealand.

Appalachian forests affects some weather and music listening outdoors. Interesting.

Food package waste in school cafeterias, growth and migration of monarch butterflies, mold growth in abandoned buildings, outdoor gaming in nature.

These are all super awesome. Like, for me as a teacher, I look at this and going, oh, wow. I get, like, a wide variety of topics here. And I could say, are there any students struggling to come up with a good project?

And it's gonna start to list some of these people.

Amber, Janessa, it's like, any interest or project ideas in the initial response. Oh, Amber, I didn't mean to shame you. Maybe you just took a break. It's okay.

And some other ways, Jan second session, Shelley first session, some people that left and jumped back on.

So some of you in earlier stages, so it can dive deeper into this. I could ask who was the most engaged and provide examples to support this.

So that's kinda asking a great question.

Oop. Here we go. It says, Gary. Good job, Gary.

You're the most engaged. Give me this evidence, and then give me example of the dialogue.

Jessica, a great question.

Oh, braiding hair while listening. I love it. Thank you, Amber.

Jessica, how can it be modified to work with early elementary students to understand the way they speak as well as for our non, slash early readers?

That's a wonderful question, Jessica. I have my earbuds in now, so if I play this, you wouldn't hear it. But for all of you on the space side, and I'll get back into that for you in a second, there is a speak button, so this can read to me. It can also read to them. So if you were to click speak at any point that they typed oh, excuse me, the output, it would read to them.

So one, they'll be able to listen. Second, if you hold the space bar let me just get you the space here.

Why oops. I have to allow it.

Let me do this. Boop.

Yes. I wanna build this project. That sounds awesome.

And yes, That sounds awesome. So you hit the space bar, and it'll record, and then you can speak to it.

And then it'll drop in, and it'll have that. And if I wanted to, I can click speak, and it'll read that prompt over.

Bryce says we use the speak function with younger kids to, like, basically just have to have an actual audible conversation with AI. It is really nice, to have that back and forth. I think it's a really wonderful piece, when you can have that. So for our younger students, I've also had teachers, work with it as, like, the big screen and have all of the kids sort of work together, and the teacher will be the one that interacts or types for them just so the students can get a sense of the thought process for creating these projects.

So it's another way to do it. But, absolutely, the space feature has been great. And, again, we talk about accessibility. It's near and dear to my heart.

I do things more accessible to me. We also have this feature here, accessibility, if you haven't seen it on the student side. It's called easy remote, and this is a pro dyslexic font.

This is a font that is scientifically proven to help dyslexics like myself be able to read. Notice how it highlights and focuses on those lettering and that spacing. It's very different.

I make my ESL students always speak their questions. Speaking practice, I don't want those types. Smart, Rachel. I love it. It's another great approach.

So as we've built this space and as you've experienced it on the teacher side, which is fabulous, thank you all, of you, forty of you getting involved and sharing. And, Tom is expressing frustration. Our mouths covered with the seemingly endless nature of chat, possibly indicating fatigue or disengagement. I get it.

Stella demonstrating good understanding. So as you are engaging with us, Bob from HR. Uh-oh.

I got Bob from HR here.

Gaming and outdoors.

I play games in nature. It's super fun. Goes on. So it's working live and can be turned on and off. I love it.

All these great choices and helping guide you through this conversation, for me, is a huge win. I love that you're able to engage with this. So as you engage with this as adults, now imagine being a student, whether you are kindergarten, first grade, all the way through grade twelve, you're just overwhelmed by options. You don't know what to do. You don't know what to build, and you can dive even further. So I wanted to go further and say, can you provide a list of supplies I might need to make this happen?

So as this is gonna dive a little bit deeper into this, it's gonna provide me all of those supplies, our tips to set it up, provide step by step directions.

We have a good question in the chat right now.

Yes.

How could I use it with Focused Language Study and academic content language expansion program for middle school ESL?

Wow. Hitting the big ones. Is it dyslexia open open dyslexic, Dustin first. So okay. Great question. I see we had oh, and Rachel's following this. How can I use it with focused language study and academic contact language expansion programs for middle school?

So that is a wonderful question. And what I say about these very specific aspects of it, especially as you're building spaces, what I always say, especially for these very specific ways to support a very specific group of students, as the expert in that space, okay, in that area I don't wanna get my words confused here.

To build a space that supports those type of students, that is where we look at the space designer as a way for you to provide the information that you want it to assess. You want what you want students to practice, you plug all of that into the space designer. And that's what's great about this is where I am not an expert in ESL by any means, but I am an expert in how I can get AI to do the things for me. And so what I would recommend to you, and and, Rachel, you're following the question as well, is to just open up an assistant, go to a new chat, and say, I'm gonna copy this. How can I use I'm gonna copy this and post this in and see what it does?

Live learning, everyone. I love living on the edge.

How could I use and I'll just say a space and see what it says.

Interactive test based activities.

Oh, here we go.

To help middle school students and how to build a space for academic language expansion.

Vocabulary requests, scenario practice, reading comprehension, writing support, personalized feedback, and then it gave me example space ideas, a vocab adventure, lab partner chat, debate practice, reading detective.

I'm not sure if those are what you're thinking, but that is definitely something that would you like to develop one of these ideas, or do you have specific content area or goal in mind? So you can dive even deeper if that's something that you want.

So, Holly, the general AI button has been stuck on the wheel of doom. Oh, no.

Go ahead and give it a refresh. Don't want to lose everything. Making NCL. Copy everything in the prompt and then hit refresh, and that way you can just paste it just in case. Because sometimes that happens, to me, and I make sure I just copy everything in the prompt first before I hit a refresh.

So give that a try, and let's see if that works.

Okay. So we've had that, part. Now the next thing I wanna share with you and this is all really dependent on how you like to build your spaces.

This next link I'm sharing with you great. You're getting ideas, you listen. Is a space that I created, which I call the artifact creator.

This is the artifact mentor, guiding to creating PBL artifacts. So some teachers like to keep an array of spaces for students to use throughout the process.

One might be a planning process, another one might be a reflection process, another one. Right? So how you wanna build the space? There's pros to each side of it. Like, you wanna have one space the student uses from the first day of the project to the last day of the project. Some teachers, because projects are spread out over longer periods of time, love to have them broken up so that you can sort of compartmentalize the process.

I like to have multiple spaces at times, but I definitely see the value of having one space all the time. That just means your prompt though needs to be more complex. So, right, if you wanted to do more, you have to prompt more.

So this one is this, artifact mentor.

This one helps guides the students through the process of choosing an artifact and building it. So because students are choosing a wide variety of topics that we saw here where's that one?

Somewhere we had it.

There we go. We had so many different ones. Choosing an artifact for that could be complex. So using something like the artifact mentor, it's gonna ask you some questions.

Let's pick a medium. What are you interested in? How do you wanna do this? So by choosing the medium and then going through that process, I'm gonna say physical medium knitting.

I had a student knit a project once. They they knit they knit a sweater for it. What topics are you planning to show to an artifact?

Tell a story in history of the founding of Detroit, like the no idea how to spell it.

French tapestry.

Forgive me. For all the French speakers in there, I cannot, spell the the bay bayon bayon? Happenstree that has that old story.

There we go. Old French ones. Yay. A key box catalogs. So look. It's gonna build you through that process.

So if you want to have, students just focus on the artifact creation. Let's say, you know what? You're gonna help them through all the other parts, but you need a space just for artifact creation.

Feel free to remix the one that I gave you there and build with that one. I think that was another great one to run with. Edith, thank you so much for stopping by. And, again, this will be recorded so you can catch the last bits of it.

I know we've only got ten minutes left, and I wanna leave some time for any further questions. But I wanted to show a couple more things before we head over, to any other questions that you have. Thank you. And, Tori, you're doing an amazing job in this back channel.

I couldn't do this without you. Thank you so much. So we have the artifact creation as well. And, again, as the teacher be able to see the student side of it to see what students are working on, to jump in and provide tips and information, to help them, you know, figure out what's working for them, there are too many times and I very rarely would say no to student projects, student artifacts.

I would help them maybe create more realistic goals, but it's a lot easier for the space to sort of move them into more realistic time specific artifacts to create, and then I don't have to break any hearts, which was always really nice. But sometimes that they need to have that conversation where I'm gonna write a forty page comic book. I'm like, you have a week to work on this, and you have three missing assignments. Like, I'm I'm not feeling like maybe a forty page comic book is perfect for you.

Peeve with your pen pals. Thank you, Stella. That's awesome.

So that's what I'm thinking with this in terms of the artifact mentor. It can be great to help them throughout that process. And then the last piece of this, which I think is key, is reflection.

So, again, how you want to build this oops.

Not the wrong one. Did it not copy?

One second. I apologize.

Copy.

Oh, no. I didn't have it. No. There is a school AI reflection page to that is awesome that I highly recommend you check out under spaces, discover.

We're going to scroll through here, reflection and connections. First one for our PBL ones right here. So you can go ahead and find this one as part of that. So the reflection piece is key. So to make one of these your own and have students reflect after the fact is great because I have to tell you, one of the things that is most often cut when it comes to project based learning is the reflection piece at the end.

That is the huge part of project sorry. It's a reflection piece at the end.

How did they learn it? What did they learn? What would they do differently?

Having them reflect is key. So you do not want to miss this as part of your project based learning approach. You want people to reflect. They need to reflect.

It's key. So please make sure that you give them time to reflect. And, again, if you wanna have one space that does all the things including reflection, great. If you wanna save reflection just for yourself at the end to keep it separated from everything else, also great.

So you wanna do it. I think it's really key that you have reflection as part of the project based learning process.

Great. Excellent. Reflection is my promotional goal this year. Wonderful. I would always make sure that I would mark it into my planner and make sure that the reflection happened. And sometimes the reflection was also indicative of me hearing how kids liked the assignment, which is the toughest thing for all of us to hear.

Karen, I need help with, recipe double and having space and some math, but, personally, I'm also working with the middle school students. How do we get a to understand recipe math so that it can help and teach students?

It's a good one, Karen. I haven't seen that. We might have to, connect later to dive more deeply into that. I only have seven minutes left. But that's a wonderful question. And the prompting for that one, I think, is huge.

Highly great. I'm I'm so excited that this is working for you. We've got more. Oh, good. Tori's helping out that even better. So the reflection piece. So the one question that I get more than anything as I bring this to a close are the assessments.

Well, how do I assess all of these different projects?

I can't assess all of those, and the answer is, yeah.

Not in any type of timely manner.

That's huge.

So I always went with rubrics.

Now I would make the rubric broad enough so it focused on the content, not the specific type of project. So for example, in my ELA class, let's say someone okay. Perfect example.

One time, a group of students did a puppet show to demonstrate themes and symbols in the Great Gatsby. That was a project. They work at a group.

Another student worked individually and built their own green light, like a functioning working lamp light to demonstrate the theme and symbol of that light. Those are two very different projects.

How do I assess them? Well, in my rubric, I talked about does it understand and explain themes? Does it understand symbols? Did they have a process?

Is there a rough draft? Like, all of these pieces are built in so that no matter what the project is, it can be assessed by the same rubric. Now you wanna personalize as much as you can including rubrics. That was difficult pre AI.

Oast AI, on the other hand, the rubric generator allows you to quickly create rubrics for students. So you can actually create an individual rubric for a student in a matter of seconds and share that right off to them in a Google Doc. And that's a huge win. So when you look at the rubrics and letting them part yeah.

Give rubric to kids and let them partner review. Excellent. Yes. Another great example. Building these out or creating a space that will build the students a rubric.

And so that can all be built into this. I could say, can you let's say, build a four point bridge style rubric for this project. Let's see. Will it build it for me?

Let's ask it. There it is. Boom.

Look at that.

So if I wanted more details, I could specify to that, and all the kid has to do is screenshot this, have it ready to go. So imagine students being able to create their own rubrics and share that out easily.

And maybe you're building the space to help the students build that rubric so that you know what all of the main parts of it are gonna be. And then the kid is just providing information, and then it creates the rubric. So now you have a personalized way to assess what they did throughout project based learning.

So these last four minutes, what I'm going to do there we go. Is turn this over to any questions. Now an hour on project based learning is never enough It's really not enough time for any pedagogical approach to the classroom, and all of us have taught long enough, to know that that's tough one.

But, hopefully, this gave you some ideas on how you can leverage AI to take project based learning up a level or for some of you to maybe give it that initial try. Maybe just creating a space to help kids create their artifacts.

Maybe having a space just to get kids thinking about what their project could be or making it personal by connecting us to things that they want, allowing them to have those one on one conversations with the space that maybe they couldn't have with you.

So you don't have to list the standards to create a rubric.

But if you have them as a PDF, Holly, you could upload that PDF, and then it can pull those standards from the PDF if you happen to have your standards.

How do you find the reflections again? The reflections can be found.

I know they're somewhere. I have so many tabs now.

Let's go here, and I will go here.

Discover.

On the discover page, Reflections are right here, and I will share that right in the chat for you.

Perfect, Holly. Excellent. Great topic all. I know. Right? Well, again, your feedback is always great, you know, so please feel free to drop anything else into the chat.

Reach out to us on the socials. Find us in all the socials or reach out and find me. You can also find me across all of the Internet as I've said before.

Oh, you don't wanna email them. Hold on. I gotta change that email because you don't they definitely don't want to be bugged about this. So you can send it to Nick at school a I dot com. I'll make that lowercase so it's all consistent.

So you can send that to me if you have questions or concerns or ideas.

Please, hopefully, drop them into the May, box, space that I shared. Those are a great opportunity to do that. Oh, thank you. You're the best.

You're too sweet. I would not have been able to do this at all without Tori. Thank you so much. Deb, is there somebody to tell each part of this way I can do?

What for you? What spaces used to oh, excellent. Thank you for taking that, Tori.

Thank you for grabbing that link that'll walk you through all of that.

I wanna thank all of you for taking the time to attend. We had at one point over eighty people here. You were the best. I love this community and it's growing and doing great things. We have even more amazing things to come down the line. So if you have any other questions, please drop them in the chat. If not, I wish all of you a beautiful mid afternoon for my Hawaii folks.

Awesome Tuesday afternoon for our people in the, Asian, countries of the world here, Australia, New Zealand, and I saw Ho Chi Minh City was on there, mid afternoon for California.

So we're all over the world, and I wanna thank all of you for what you've done. And if you ever have ideas or suggestions or a topic that you would love for us to cover, don't hesitate to reach out to me too. We wanna make this all about you and this amazing community. So thank you all so very much. This has been a pleasure.

Tory, any other thoughts on that you would like to share based on what you saw in the community?

I just think that there were a lot of really great conversations happening. So if you want to take this conversation because you were saying that it's this was too short, Head on over to the community, and we can have a chat over there and share different spaces and and thoughts with you guys there.

That's a great point, Tory, and I forgot to say that. So thank you so much for saying that. It was on my to do list, but as always, we ran out of time. Mhmm.

Please jump into the community. You can introduce yourself if you haven't. Jump to the show and tell if you have some awesome things that you're building. That would be great.

Discussions, everything else would be great. Hopefully, Holly, if you're still online, reach out to me. I wanted to talk to you. I wanna talk to you and the New Zealand peeps out there.

We've got some cool stuff coming, and I wanna connect to all my New Zealand Aussie friends as we work to build our communities all over the world, as well. So definitely stop by the community. I wanna talk to each and every single one of you. It's been a great, great evening.

And, again, thank you so much. To Tori, oh my goodness. Thank you so much. First Sandbox, well done.

What a great showing from everyone there and would not have been able to do this without you. So, will do. Just followed you on Insta. Excellent, Holly. You're the best.

Thank you so much to all of you. Have a great whatever time of the day or what day it is for you in this world. That's a great best sentence I could say. It shows that we are a world community and that we're growing, and I love it.

So thank you all. See you in the community. And in two weeks, two weeks from Tuesday, tomorrow for us, today for some of you, we will be having a special guest, for our space. It is called connect the dots, and it is gonna be diving even deeper to project based learning, not necessarily AI specific, but the bigger conversation of what AI, what PBL looks like in the classroom, starring the wonderful Bill Selleck, who is a, technology director out in California, who's an awesome, awesome educator.

So if you wanna keep doing this, stay on the lookout. You'll have another email that will invite you to attend that one, and that'll be, the twenty seventh of May. So you can put that on your calendar right now. Twenty seventh of May, seven PM Eastern Standard Time.

So thank you again. Tory, it was a pleasure. I'll see you on the Slack channel tomorrow. This was super wonderful.

And for everyone else, again, thank you. Thank you. Thank you. You're the best. This will be recorded and posted to the community, so keep an eye out.

Have a great whatever it is that you're having for the rest of the day.

Love that.