WEBVTT 00:00:00.300 --> 00:00:02.759 Welcome to Cultural Connections Lab. I'm your 00:00:02.759 --> 00:00:05.860 host, Dr. Kelly Forbes. We are here to talk with 00:00:05.860 --> 00:00:08.119 educational professionals around the world to 00:00:08.119 --> 00:00:10.820 impact and influence the education system as 00:00:10.820 --> 00:00:14.019 we focus on cultural connections and the education 00:00:14.019 --> 00:00:17.260 of multilingual, diverse students. We're excited 00:00:17.260 --> 00:00:19.280 to have you join us today. We sincerely hope 00:00:19.280 --> 00:00:32.950 that you enjoy the show. Hey there, listeners. 00:00:33.090 --> 00:00:34.909 Are you ready to take your school district to 00:00:34.909 --> 00:00:37.530 new heights? Introducing Edgeskills, the leading 00:00:37.530 --> 00:00:40.049 software as a service platform for Title III 00:00:40.049 --> 00:00:42.570 and multilingual support in education. Having 00:00:42.570 --> 00:00:44.570 been a director of English language development 00:00:44.570 --> 00:00:47.049 for a school district, I was honored and privileged 00:00:47.049 --> 00:00:49.429 to get to use Edgeskills. Edgeskills understands 00:00:49.429 --> 00:00:51.850 the importance of equitable education and empowering 00:00:51.850 --> 00:00:54.490 multilingual learners to thrive in today's classrooms. 00:00:54.929 --> 00:00:57.170 Their cutting -edge technology provides school 00:00:57.170 --> 00:01:00.000 districts across the nation with the tools they 00:01:00.000 --> 00:01:02.679 need to enhance language acquisition, foster 00:01:02.679 --> 00:01:06.299 inclusivity, and improve academic outcomes. With 00:01:06.299 --> 00:01:08.120 their seamless implementation and comprehensive 00:01:08.120 --> 00:01:10.920 support, I have witnessed EduSkills ensure a 00:01:10.920 --> 00:01:13.079 smooth transition for school districts, empowering 00:01:13.079 --> 00:01:15.140 their educators to provide targeted instruction 00:01:15.140 --> 00:01:19.319 and personalized support. So why wait? Unlock 00:01:19.319 --> 00:01:21.319 the potential of your school district today with 00:01:21.319 --> 00:01:30.409 EduSkills. 877 -879 -9898 to schedule a demo. 00:01:31.010 --> 00:01:33.790 Eduskill, transforming education one student 00:01:33.790 --> 00:01:41.010 at a time. Welcome to another podcast with myself, 00:01:41.129 --> 00:01:43.810 your host, Dr. Kelly Ford with Cultural Connections 00:01:43.810 --> 00:01:46.189 Lab. It has been a while since we have been together 00:01:46.189 --> 00:01:48.689 and I am excited to come back for this new season 00:01:48.689 --> 00:01:51.709 with some very dear friends of mine with us right 00:01:51.709 --> 00:01:55.209 now. We have Alicia Blair, Tracy Hoover, and 00:01:55.209 --> 00:01:58.670 Stephanie Skidmore. Alicia Blair, she is an educational 00:01:58.670 --> 00:02:01.569 consultant, advocate, and co -founder of Sustained 00:02:01.569 --> 00:02:04.230 LLC and is deeply committed to empowering students 00:02:04.230 --> 00:02:06.250 and equipping educators with the tools that they 00:02:06.250 --> 00:02:08.289 need to succeed. Throughout her career, she has 00:02:08.289 --> 00:02:10.030 championed the use of innovative educational 00:02:10.030 --> 00:02:12.930 resources, including emerging technologies like 00:02:12.930 --> 00:02:15.189 artificial intelligence, to create inclusive 00:02:15.189 --> 00:02:17.610 and dynamic learning environments that inspire 00:02:17.610 --> 00:02:21.250 both students and teachers. At 15, her perspective 00:02:21.250 --> 00:02:24.939 was forever altered whenever she began. went 00:02:24.939 --> 00:02:28.520 from regular education into needing significant 00:02:28.520 --> 00:02:31.520 medical support overnight through emerging educational 00:02:31.520 --> 00:02:34.419 technology and very dedicated educators she was 00:02:34.419 --> 00:02:37.159 able to overcome challenges and graduate these 00:02:37.159 --> 00:02:40.310 experiences fueled her compassion for accessible 00:02:40.310 --> 00:02:43.030 and inclusive education utilizing tools such 00:02:43.030 --> 00:02:46.530 as AI. With many years of experience as a principal, 00:02:46.810 --> 00:02:49.270 instructional leader, and teacher, she's been 00:02:49.270 --> 00:02:51.849 honored by her ability to foster collaboration, 00:02:52.210 --> 00:02:54.389 drive student achievement, and implement impactful 00:02:54.389 --> 00:02:56.750 strategies that improve educational outcomes. 00:02:57.129 --> 00:02:59.349 And her passion lies in breaking barriers, learning 00:02:59.349 --> 00:03:02.069 to ensure every student and educator, regardless 00:03:02.069 --> 00:03:05.250 of their abilities, has access to opportunities 00:03:05.250 --> 00:03:08.979 that help. them thrive. We also have another 00:03:08.979 --> 00:03:11.400 guest with us today. There are three total. The 00:03:11.400 --> 00:03:16.020 next up we have up is Tracy Hoover. Tracy Hoover 00:03:16.020 --> 00:03:19.639 is originally from Southern California, sunny 00:03:19.639 --> 00:03:22.159 Southern California, I should say, and proudly 00:03:22.159 --> 00:03:25.120 called Oklahoma her home for the past 18 years. 00:03:25.319 --> 00:03:27.599 Her journey into education started with a passion 00:03:27.599 --> 00:03:30.719 for science and a love of animals. At one point, 00:03:30.719 --> 00:03:33.879 she even dreamed of being a veterinarian. That's 00:03:33.879 --> 00:03:36.289 what I wanted to be as well. However, she discovered 00:03:36.289 --> 00:03:39.930 her true calling was in education, and she has 00:03:39.930 --> 00:03:42.110 had this opportunity to ignite curiosity and 00:03:42.110 --> 00:03:44.789 inspire lifelong learning in others. She holds 00:03:44.789 --> 00:03:47.569 a bachelor's degree in biochemistry and molecular 00:03:47.569 --> 00:03:51.289 biology and a master of science in teaching, 00:03:51.490 --> 00:03:53.629 learning, and leadership. With over a decade 00:03:53.629 --> 00:03:55.870 of experience as a middle school science teacher 00:03:55.870 --> 00:03:58.530 and instructional coach, an amazing one at that, 00:03:58.750 --> 00:04:01.870 she specializes in creating innovative student 00:04:01.870 --> 00:04:04.289 -centered learning environments and helping educators 00:04:04.289 --> 00:04:06.939 reach their fullest potential her work focuses 00:04:06.939 --> 00:04:09.819 on on utilizing data -driven student -centered 00:04:09.819 --> 00:04:12.120 strategies fostering collaboration through professional 00:04:12.120 --> 00:04:14.460 learning communities and teaming and empowering 00:04:14.460 --> 00:04:17.160 both students and teachers to thrive she was 00:04:17.160 --> 00:04:19.240 honored to be named teacher of the year during 00:04:19.240 --> 00:04:21.759 her third year in the classroom a recognition 00:04:21.759 --> 00:04:24.620 that still inspires her to bring the best to 00:04:24.620 --> 00:04:27.560 every opportunity she's a firm believer in continuous 00:04:27.560 --> 00:04:30.779 growth and enjoying leading professional development 00:04:30.779 --> 00:04:33.600 sessions that help educators easily implement 00:04:33.930 --> 00:04:36.350 evidence -based practices. She's especially passionate 00:04:36.350 --> 00:04:39.850 about connecting classroom content to real world 00:04:39.850 --> 00:04:42.709 experiences, ensuring that learning is both engaging 00:04:42.709 --> 00:04:46.930 and meaningful. and last but not least we have 00:04:46.930 --> 00:04:50.230 stephanie skidmore she's a dedicated educator 00:04:50.230 --> 00:04:52.689 and brings a wealth of experience to students 00:04:52.689 --> 00:04:54.610 and teachers achieving their fullest potential 00:04:54.610 --> 00:04:58.930 originally from colorado the great state of colorado 00:04:58.930 --> 00:05:01.430 she came to oklahoma for her college and began 00:05:01.430 --> 00:05:05.500 her career teaching her yeah her teaching journey 00:05:05.500 --> 00:05:08.540 in moscow russia a transformative experience 00:05:08.540 --> 00:05:10.899 that cultivated her passion for building meaningful 00:05:10.899 --> 00:05:13.339 relationships and fostering student growth now 00:05:13.339 --> 00:05:15.579 while she initially thought that she'd teach 00:05:15.579 --> 00:05:18.699 second grade or english language arts she found 00:05:18.699 --> 00:05:21.420 herself in the middle of the math classroom where 00:05:21.420 --> 00:05:23.879 she spent over a decade creating engaging instruction 00:05:23.879 --> 00:05:25.759 and helping students develop critical thinking 00:05:25.759 --> 00:05:28.300 skills driven by the belief that better teachers 00:05:28.300 --> 00:05:30.699 create stronger outcomes for students she transitioned 00:05:30.699 --> 00:05:33.300 into instructional coaching to amplify her impact 00:05:33.300 --> 00:05:36.480 in this role she empowered educators by designing 00:05:36.480 --> 00:05:38.879 innovative systems providing personalized support 00:05:38.879 --> 00:05:41.199 and leveraging data to drive growth her work 00:05:41.199 --> 00:05:43.480 focuses on improving teacher effectiveness and 00:05:43.480 --> 00:05:45.660 longevity creating stronger and more sustainable 00:05:45.660 --> 00:05:48.720 learning environments for all and she's particularly 00:05:48.720 --> 00:05:53.180 passionate about being helping educators in navigating 00:05:53.180 --> 00:05:55.579 the rapidly evolving landscape of educational 00:05:55.579 --> 00:05:59.420 technology. Such as AI, these tools become increasingly 00:05:59.420 --> 00:06:01.699 prevalent in life and in education, and she works 00:06:01.699 --> 00:06:03.879 closely with teachers to develop practical strategies 00:06:03.879 --> 00:06:06.639 for integrating these tools effectively, which 00:06:06.639 --> 00:06:08.779 I've experienced side by side with her. She's 00:06:08.779 --> 00:06:11.220 incredible at this. And so whether that is using 00:06:11.220 --> 00:06:14.139 AI to streamline lesson planning, provide personalized 00:06:14.139 --> 00:06:17.060 feedback for students, or create differentiated 00:06:17.060 --> 00:06:19.899 learning materials. Her approach emphasizes maintaining 00:06:19.899 --> 00:06:22.019 authentic teaching practices while leveraging 00:06:22.019 --> 00:06:25.480 technology to enhance rather than replace teacher 00:06:25.480 --> 00:06:29.199 expertise. That is a big introduction, but it's 00:06:29.199 --> 00:06:32.240 a big introduction for three big, amazing educators. 00:06:32.459 --> 00:06:35.699 And I have to admit, incredible, amazing, best 00:06:35.699 --> 00:06:37.699 friends of mine. I'm so grateful to have the 00:06:37.699 --> 00:06:39.839 three of you here. Thank you so much, Alicia, 00:06:40.000 --> 00:06:42.839 Tracy, and Stephanie for being on Cultural Connections 00:06:42.839 --> 00:06:45.839 Lab. Thank you for having us. So excited. Well, 00:06:45.860 --> 00:06:48.160 I'm happy that we get to be here today. Listeners, 00:06:48.160 --> 00:06:51.220 just so you know, these individuals are people 00:06:51.220 --> 00:06:54.939 and we will have their consulting information 00:06:54.939 --> 00:06:59.000 linked at the bottom of the description of this 00:06:59.000 --> 00:07:01.839 episode. But the company is called Sustained 00:07:01.839 --> 00:07:04.980 Impact. And if you need any help or support, 00:07:05.139 --> 00:07:07.540 I promise you these three leaders in education 00:07:07.540 --> 00:07:10.920 are more than able and willing to help support 00:07:10.920 --> 00:07:13.220 you, your district, your... yourself personally, 00:07:13.360 --> 00:07:16.079 any of your needs at all with true, not only 00:07:16.079 --> 00:07:17.980 research -based, but evidence -based practices 00:07:17.980 --> 00:07:20.199 that help with our desired outcomes for our students. 00:07:20.420 --> 00:07:22.839 So again, I'm glad to have you all here today. 00:07:23.079 --> 00:07:25.660 And I'm excited to have a conversation around 00:07:25.660 --> 00:07:28.240 culture and the role that it plays in providing 00:07:28.240 --> 00:07:30.519 this equitable education for all of our students 00:07:30.519 --> 00:07:32.839 and how things such as artificial intelligence 00:07:32.839 --> 00:07:35.680 can help support us in doing that, considering 00:07:35.680 --> 00:07:37.959 the roles that you all have occupied yourselves, 00:07:38.060 --> 00:07:41.279 such as principal, instructional coach, classroom 00:07:41.279 --> 00:07:44.879 teacher. and also consultant as well. So again, 00:07:45.000 --> 00:07:46.959 welcome and thank you for being here. I'm really 00:07:46.959 --> 00:07:50.959 excited. We had, yeah, we had discussed a little 00:07:50.959 --> 00:07:52.579 bit ahead of time. What are some of the things 00:07:52.579 --> 00:07:55.199 that you are most passionate about in education? 00:07:55.819 --> 00:07:59.000 And how does that relate to what you all are 00:07:59.000 --> 00:08:02.040 doing today and how you help support the greater 00:08:02.040 --> 00:08:04.079 landscape of education? Would anyone like to 00:08:04.079 --> 00:08:06.660 go first? Stephanie, I saw you. I can. I was 00:08:06.660 --> 00:08:10.639 pointing to somebody else, but I didn't know 00:08:10.639 --> 00:08:14.779 that. You know, you mentioned I love being an 00:08:14.779 --> 00:08:16.560 instructional coach because I get to support 00:08:16.560 --> 00:08:20.060 teachers and great teaching matters. Like I truly 00:08:20.060 --> 00:08:22.720 believe in our education system with great teachers. 00:08:22.800 --> 00:08:25.560 That's what helps our students become great. 00:08:26.279 --> 00:08:29.579 And education is just so constantly changing 00:08:29.579 --> 00:08:33.620 and evolving. And that support has as well, whether 00:08:33.620 --> 00:08:37.580 it's knowing the difference between what our 00:08:37.580 --> 00:08:40.139 students need now versus when we were back in 00:08:40.139 --> 00:08:42.740 the classroom and that. that is not just interchangeable 00:08:42.740 --> 00:08:45.620 it can't just be i learned this way so my students 00:08:45.620 --> 00:08:48.220 will learn this way and knowing who our students 00:08:48.220 --> 00:08:52.559 are to also navigating technologies like artificial 00:08:52.559 --> 00:08:55.960 intelligence and that how does that change how 00:08:55.960 --> 00:09:00.370 we teach what we teach and kind of informs how 00:09:00.370 --> 00:09:03.990 it can be a help to us and how we can respond 00:09:03.990 --> 00:09:06.690 to something that is changing so rapidly for 00:09:06.690 --> 00:09:09.730 our students and for teachers. Yeah, I think 00:09:09.730 --> 00:09:12.850 that you talk about how great teachers matter 00:09:12.850 --> 00:09:16.269 and they definitely do matter. And the big thing 00:09:16.269 --> 00:09:17.830 that our great teachers need all the time is 00:09:17.830 --> 00:09:20.429 the gift of time. And so it is true that that's 00:09:20.429 --> 00:09:23.309 the one other big takeaway is that whenever you 00:09:23.309 --> 00:09:25.889 leverage this, it helps save a whole lot of time, 00:09:25.990 --> 00:09:29.179 a whole lot. Tracy, how about you? What are some 00:09:29.179 --> 00:09:30.820 other things that are really important to you 00:09:30.820 --> 00:09:32.879 in the field of education and how did it get 00:09:32.879 --> 00:09:35.220 you to where you are and what you're doing today 00:09:35.220 --> 00:09:38.799 with Sustain? Oh, that's a big question. I think 00:09:38.799 --> 00:09:41.039 that one of the things that I try to focus on 00:09:41.039 --> 00:09:43.159 the most as an instructional coach when I work 00:09:43.159 --> 00:09:47.620 with other teachers is being able to empower 00:09:47.620 --> 00:09:50.500 them in the sense that they have the autonomy 00:09:50.500 --> 00:09:53.480 in their classroom and they are capable of making 00:09:53.480 --> 00:09:55.960 decisions that need to be made in real time. 00:09:56.460 --> 00:09:59.399 I think a lot of times, unfortunately, interrupts 00:09:59.399 --> 00:10:02.759 start to reduce our teachers and also our students 00:10:02.759 --> 00:10:06.139 into a number. They just become data points on 00:10:06.139 --> 00:10:09.220 a large plot and you're kind of losing that human 00:10:09.220 --> 00:10:12.500 aspect. And teachers oftentimes don't feel like 00:10:12.500 --> 00:10:14.879 they have the ability to do what's best for their 00:10:14.879 --> 00:10:17.259 students in the moment because they have this 00:10:17.259 --> 00:10:20.240 long list of items that have been given to them. 00:10:20.669 --> 00:10:22.990 that they're supposed to accomplish every single 00:10:22.990 --> 00:10:25.929 day. And so I really like to work alongside them 00:10:25.929 --> 00:10:28.590 and let them realize it's okay to take a step 00:10:28.590 --> 00:10:32.090 back to really get a survey of what's happening 00:10:32.090 --> 00:10:34.669 in front of you in the moment. And what do we 00:10:34.669 --> 00:10:37.409 need to do for our students in regards to that? 00:10:37.529 --> 00:10:40.889 And it's not always academic. Sometimes we need 00:10:40.889 --> 00:10:42.970 to take a step back in what's going on in the 00:10:42.970 --> 00:10:45.570 world right now, and we need to be cognizant 00:10:45.570 --> 00:10:48.230 of that, and we need to be able to prepare our 00:10:48.230 --> 00:10:52.389 students to be citizens and functioning citizens 00:10:52.389 --> 00:10:55.649 and someone who can go out and represent themselves 00:10:55.649 --> 00:10:58.350 and their community and their background in such 00:10:58.350 --> 00:11:00.830 a powerful way. That can look very different 00:11:00.830 --> 00:11:03.769 for a lot of different people. I know that one 00:11:03.769 --> 00:11:06.429 of the schools that we work with is really focused 00:11:06.429 --> 00:11:10.240 on those multilingual learners. And everything 00:11:10.240 --> 00:11:13.220 that they do for them is going to help every 00:11:13.220 --> 00:11:16.919 student in the entire building. And so I really 00:11:16.919 --> 00:11:19.740 like to just let teachers know that they have 00:11:19.740 --> 00:11:22.220 the autonomy to make those decisions that are 00:11:22.220 --> 00:11:25.039 appropriate for their students. And obviously, 00:11:25.039 --> 00:11:27.000 I'm going to give them tools to do that with 00:11:27.000 --> 00:11:29.700 all of the evidence -based strategies that we 00:11:29.700 --> 00:11:31.779 can find for them that are going to fit their 00:11:31.779 --> 00:11:33.799 personality. Because that's another big thing 00:11:33.799 --> 00:11:36.899 I believe in is that we have this huge platter 00:11:36.899 --> 00:11:40.299 of strategies. that we always provide for our 00:11:40.299 --> 00:11:43.600 teachers, but it doesn't always match their personality. 00:11:44.039 --> 00:11:47.000 And so trying to make them become someone they're 00:11:47.000 --> 00:11:51.039 not is never going to work, ever. Kids are going 00:11:51.039 --> 00:11:54.100 to see right through that. So really trying to 00:11:54.100 --> 00:11:56.059 figure out who they are as a person, who they 00:11:56.059 --> 00:11:59.659 are as an educator, and building upon their strengths. 00:11:59.879 --> 00:12:02.899 That's what I like to do. And you're good at 00:12:02.899 --> 00:12:06.340 it. You are. You're both incredibly good at it. 00:12:06.399 --> 00:12:08.179 But I think that's like an important message 00:12:08.179 --> 00:12:10.720 to remember in a good through line is that the 00:12:10.720 --> 00:12:12.600 teachers have to feel very comfortable and confident 00:12:12.600 --> 00:12:14.519 in what they're doing. Like, because the way 00:12:14.519 --> 00:12:16.320 that I would present something and implement 00:12:16.320 --> 00:12:18.600 the strategy or do something would be very different 00:12:18.600 --> 00:12:20.360 because anyone who knows me personally knows 00:12:20.360 --> 00:12:22.360 that if there's a box, I'm probably way out of 00:12:22.360 --> 00:12:23.840 that box. I would do it in a whole different 00:12:23.840 --> 00:12:26.580 way. But I can still use that same strategy that 00:12:26.580 --> 00:12:28.879 just suits who I am and my personality in the 00:12:28.879 --> 00:12:31.120 same way that teachers can do that. Right. However. 00:12:31.879 --> 00:12:33.259 That's going to be the same for our students 00:12:33.259 --> 00:12:34.960 as well. They're going to be different ways that 00:12:34.960 --> 00:12:36.399 they're going to be able to show their mastery 00:12:36.399 --> 00:12:37.860 and their understanding because it's going to 00:12:37.860 --> 00:12:39.659 be more based on kind of who they are and from 00:12:39.659 --> 00:12:41.620 where they're coming from. And so I think that 00:12:41.620 --> 00:12:44.159 leveraging all of this also helps with this concept 00:12:44.159 --> 00:12:46.440 of differentiation that we often discuss and 00:12:46.440 --> 00:12:49.480 talk about, but don't always necessarily define 00:12:49.480 --> 00:12:52.399 or not necessarily define, but maybe just show 00:12:52.399 --> 00:12:54.259 in such a way where a teacher could articulate 00:12:54.259 --> 00:12:56.759 back what that means for them and how they're 00:12:56.759 --> 00:12:58.620 going to be differentiating just in the same 00:12:58.620 --> 00:13:00.690 way that we want teachers to be able to. to differentiate 00:13:00.690 --> 00:13:03.330 for themselves. All this comes back to Hattie's 00:13:03.330 --> 00:13:06.169 research of teacher collective efficacy and self 00:13:06.169 --> 00:13:08.350 -efficacy and what that means for us whenever 00:13:08.350 --> 00:13:10.090 we have autonomy in what we're doing and we can 00:13:10.090 --> 00:13:13.389 actually be practicing within that realm of that 00:13:13.389 --> 00:13:16.370 efficacy that's needed for us to be the best 00:13:16.370 --> 00:13:18.190 educators possible, to help our students with 00:13:18.190 --> 00:13:21.330 the best outcomes possible. Now, we also have 00:13:21.330 --> 00:13:25.029 Alicia here, and I'm excited because we have 00:13:25.029 --> 00:13:28.379 learned from Stephanie and from Tracy. their 00:13:28.379 --> 00:13:31.039 passions and education and what has brought them 00:13:31.039 --> 00:13:32.659 here and why they're doing what they're doing 00:13:32.659 --> 00:13:34.879 and i'm excited to hear from you as well because 00:13:34.879 --> 00:13:38.100 you come at this as we all do from a very unique 00:13:38.100 --> 00:13:41.460 experience but as in your bio there was an educational 00:13:41.460 --> 00:13:44.179 experience that happened personally as well that 00:13:44.179 --> 00:13:47.059 has impacted i'm not only how you taught but 00:13:47.059 --> 00:13:49.889 i'm sure of course how you also lead Yeah. So, 00:13:49.970 --> 00:13:51.789 I mean, I have several passions. I've been very 00:13:51.789 --> 00:13:53.870 fortunate to work in several different environments 00:13:53.870 --> 00:13:55.750 that were quite different from each other. And 00:13:55.750 --> 00:13:58.350 so I just feel like it just keeps building. But 00:13:58.350 --> 00:14:01.590 I became disabled at 15. So obviously I have 00:14:01.590 --> 00:14:03.490 a soft spot in my heart for disabled students, 00:14:03.710 --> 00:14:06.870 disabled teachers, et cetera. But and then I 00:14:06.870 --> 00:14:10.210 started as a para. And so then I became a teacher. 00:14:10.289 --> 00:14:13.610 And I think throughout all that, I've just really 00:14:13.610 --> 00:14:16.509 come to really believe that student learning. 00:14:17.389 --> 00:14:21.110 is teacher, sorry, teacher work environment affects 00:14:21.110 --> 00:14:24.750 student learning. And so if your teachers are 00:14:24.750 --> 00:14:29.690 overburdened, stressed out, not in a position 00:14:29.690 --> 00:14:34.590 that is sustainable, then that's going to affect 00:14:34.590 --> 00:14:36.929 student learning outcomes, student learning in 00:14:36.929 --> 00:14:39.169 general, student behavior in general. And so 00:14:39.169 --> 00:14:41.909 we have to focus on, you know, if your teachers 00:14:41.909 --> 00:14:45.940 cannot experience joy in their job then it's 00:14:45.940 --> 00:14:47.960 going to affect your student learning and i think 00:14:47.960 --> 00:14:51.240 that gets lost in the sauce of all the things 00:14:51.240 --> 00:14:53.840 and there's so many things we just laugh more 00:14:53.840 --> 00:14:57.379 and we forget like there should be fun there 00:14:57.379 --> 00:15:01.320 should be downtime there should be time to connect 00:15:01.320 --> 00:15:04.799 there should be you know things that make people 00:15:04.799 --> 00:15:07.639 want to come to work want to come to school and 00:15:07.639 --> 00:15:11.149 that gets and push us in an upward trajectory 00:15:11.149 --> 00:15:16.889 on student learning, but then also allow for 00:15:16.889 --> 00:15:19.490 it to be enjoyable for everybody. Now, I think 00:15:19.490 --> 00:15:23.169 that is one of the big components is that everyone 00:15:23.169 --> 00:15:25.690 forgets that things can still be fun. It doesn't 00:15:25.690 --> 00:15:27.809 have to be. I mean, you can still get the job 00:15:27.809 --> 00:15:29.769 done. as the principal i would always say like 00:15:29.769 --> 00:15:31.549 i can be the cruise director and we can still 00:15:31.549 --> 00:15:32.870 be on a cruise ship but we're going to get to 00:15:32.870 --> 00:15:34.809 every port very very soon we're going to make 00:15:34.809 --> 00:15:36.289 sure that we get everything done that we need 00:15:36.289 --> 00:15:37.830 to get done and it's going to be safe doing it 00:15:37.830 --> 00:15:39.610 we're all going to have a good time in the meantime 00:15:39.610 --> 00:15:44.090 so yeah don't forget to have a good time um there 00:15:44.090 --> 00:15:45.750 was something that was brought up though that 00:15:45.750 --> 00:15:48.909 i i want to just touch on real quickly and i 00:15:48.909 --> 00:15:53.029 think so the idea of culture and culture that 00:15:53.029 --> 00:15:55.429 is relevant in our schools and this is culture 00:15:55.429 --> 00:15:59.279 whether it be um geographical location it can 00:15:59.279 --> 00:16:02.000 be linguistic it could be just different groups 00:16:02.000 --> 00:16:03.860 and identities of people right so there's culture 00:16:03.860 --> 00:16:06.320 within culture but we think about how important 00:16:06.320 --> 00:16:08.460 that is for us to have in our schools and to 00:16:08.460 --> 00:16:11.539 be present and so we do leverage ai in ways to 00:16:11.539 --> 00:16:13.940 help support that but then we come back to this 00:16:13.940 --> 00:16:16.019 whole aspect of what at least you were just talking 00:16:16.019 --> 00:16:17.960 about the principles are dealing with so much 00:16:17.960 --> 00:16:19.500 and the tracy you mentioned this too that the 00:16:19.500 --> 00:16:21.580 teachers never feel so much and it all feels 00:16:21.580 --> 00:16:23.940 like it's so much like one how do we balance 00:16:23.940 --> 00:16:28.320 this question of i want to maintain like an institutionalized 00:16:28.320 --> 00:16:30.299 cultural knowledge at my school and have it be 00:16:30.299 --> 00:16:33.700 ever relevant, prevalent, according to the students 00:16:33.700 --> 00:16:35.120 that are right there and also to teach about 00:16:35.120 --> 00:16:37.399 cultures around us. But I'm also stuck in this 00:16:37.399 --> 00:16:40.039 time constraint of all of this testing that we 00:16:40.039 --> 00:16:41.919 have. And I think I even wrote here this note, 00:16:42.000 --> 00:16:44.320 testing consumption. I don't know, Tracy, if 00:16:44.320 --> 00:16:46.100 you said consumption or not, but that's what 00:16:46.100 --> 00:16:48.240 I was getting from what you were saying about 00:16:48.240 --> 00:16:51.120 how sometimes like all the testing time. can 00:16:51.120 --> 00:16:53.639 take away from you. So what are things that you 00:16:53.639 --> 00:16:55.299 hear from teachers and what are any potential 00:16:55.299 --> 00:16:57.940 solutions that you have? And then in this case, 00:16:57.980 --> 00:17:00.720 maybe leveraging AI to help balance still doing 00:17:00.720 --> 00:17:02.740 what you need to do with integrity, but having 00:17:02.740 --> 00:17:04.420 cultural relevance in the meantime, throughout 00:17:04.420 --> 00:17:07.089 that balancing with. this time constraint that 00:17:07.089 --> 00:17:09.670 we have, having so much to have to do centered 00:17:09.670 --> 00:17:12.250 around specifically testing. That's open to anyone. 00:17:12.369 --> 00:17:15.230 Wait time is so awkward, y 'all. Good strategy 00:17:15.230 --> 00:17:18.130 also for the classroom. See, it takes some time 00:17:18.130 --> 00:17:22.589 to be like, what? I'm going to pull out some 00:17:22.589 --> 00:17:28.170 popsicle sticks right here. Oh, no. I think that's 00:17:28.170 --> 00:17:31.410 kind of... There's nuance to it all, right? That's 00:17:31.410 --> 00:17:34.450 been one of my buzzwords within education. You 00:17:34.450 --> 00:17:38.470 need nuance when it comes to AI. I don't like 00:17:38.470 --> 00:17:41.809 AI in a creative space. Like I will always want 00:17:41.809 --> 00:17:44.569 to honor artists and the work that they do and 00:17:44.569 --> 00:17:48.109 not use like AR art in that. But when I look 00:17:48.109 --> 00:17:50.529 at a teacher and what we look and everything 00:17:50.529 --> 00:17:52.750 that is on their plate and everything they are 00:17:52.750 --> 00:17:55.250 asked to do, and then we take away time for testing 00:17:55.250 --> 00:17:58.809 and we say, but we need it to be exactly X, Y, 00:17:58.809 --> 00:18:02.250 Z. Sometimes it's overwhelming. And then that 00:18:02.250 --> 00:18:05.549 use of AI as a think partner of, hey, I need 00:18:05.549 --> 00:18:08.440 this. How could it work? to start sparking some 00:18:08.440 --> 00:18:13.000 ideas, I think is a really powerful tool. To 00:18:13.000 --> 00:18:15.720 just alleviate some of that pressure and allow 00:18:15.720 --> 00:18:19.119 us to focus on the more human aspect of teaching. 00:18:19.240 --> 00:18:22.019 If it can help me plan the X, Y, Z that I need 00:18:22.019 --> 00:18:25.420 to do, that I can also weave in culture and make 00:18:25.420 --> 00:18:27.440 sure I'm honoring my students and where they're 00:18:27.440 --> 00:18:30.619 from and their backgrounds and what they are 00:18:30.619 --> 00:18:32.500 bringing to the classroom and integrate that 00:18:32.500 --> 00:18:36.220 into my lessons. And AI can do that for me really 00:18:36.220 --> 00:18:39.559 quickly. And then it frees me to see my student 00:18:39.559 --> 00:18:41.779 for who they are and be like, hey, I saw you 00:18:41.779 --> 00:18:43.759 struggling. with this and allow for that moment 00:18:43.759 --> 00:18:46.500 of connection because I have that bandwidth because 00:18:46.500 --> 00:18:50.579 it wasn't spent figuring out exactly like down 00:18:50.579 --> 00:18:53.180 to that minutia that we need to have figured 00:18:53.180 --> 00:18:55.880 out that our teachers need to have that planned. 00:18:56.039 --> 00:19:01.539 But if we can lean on AI as a tool, an aid and 00:19:01.539 --> 00:19:03.680 to help us kind of rethink, I know everybody's 00:19:03.680 --> 00:19:06.380 really scared of AI in the classroom and like, 00:19:06.440 --> 00:19:08.400 well, it's just going to do the work for our 00:19:08.400 --> 00:19:11.000 students. And there's definitely that possibility. 00:19:11.819 --> 00:19:14.579 if we're not asking them to do high quality work. 00:19:16.089 --> 00:19:19.170 I love the idea like if they can cheat with AI, 00:19:19.309 --> 00:19:22.190 we probably need to ask a better question so 00:19:22.190 --> 00:19:25.849 that we can be teaching them higher order thinking 00:19:25.849 --> 00:19:28.690 skills and critical thinking versus just how 00:19:28.690 --> 00:19:31.250 to get to an informational answer. Could be happening 00:19:31.250 --> 00:19:33.589 for us and not to us, right? Make us push our 00:19:33.589 --> 00:19:35.089 thinking about how to ask better questioning. 00:19:35.369 --> 00:19:37.250 Yeah, like people talk about the research paper, 00:19:37.390 --> 00:19:39.730 right? And I don't like outside of an academic 00:19:39.730 --> 00:19:42.410 setting, how much research papers do we write? 00:19:42.450 --> 00:19:46.000 And I would argue not a lot. Like outside of 00:19:46.000 --> 00:19:49.700 the academic setting? Yeah. But what if instead 00:19:49.700 --> 00:19:51.279 of saying, hey, I want you to write a research 00:19:51.279 --> 00:19:54.019 paper that, yes, AI can write for your student. 00:19:54.039 --> 00:19:56.799 What if you said, hey, pick your topic and have 00:19:56.799 --> 00:19:58.940 two different large language models write it. 00:19:58.960 --> 00:20:00.680 And I'd like you to compare and contrast and 00:20:00.680 --> 00:20:04.019 find the inaccuracies. Then they are leveraging 00:20:04.019 --> 00:20:06.579 AI. We are teaching our students how to be responsible 00:20:06.579 --> 00:20:10.900 for it. But then we're also asking them to. Use 00:20:10.900 --> 00:20:12.539 it in a way that's going to benefit them and 00:20:12.539 --> 00:20:16.000 help them to be critical thinkers and prepare 00:20:16.000 --> 00:20:18.279 them for the real world. Right. Like Tracy talked 00:20:18.279 --> 00:20:20.859 about that. Like, how do we bring our students 00:20:20.859 --> 00:20:23.180 not just like in school as a school setting, 00:20:23.319 --> 00:20:26.079 but give them these real world opportunities? 00:20:26.220 --> 00:20:29.319 And I think there is space for AI to help with 00:20:29.319 --> 00:20:32.680 that. and one there are going to be people out 00:20:32.680 --> 00:20:34.140 there they're going to write articles and publish 00:20:34.140 --> 00:20:36.140 them in newspapers and in magazines and things 00:20:36.140 --> 00:20:38.420 of that nature and blogs online and so yeah we 00:20:38.420 --> 00:20:39.799 need to make sure that we can learn how to write 00:20:39.799 --> 00:20:42.019 and do that and not just lean on ai for that 00:20:42.019 --> 00:20:44.779 however though i think you know and we forget 00:20:44.779 --> 00:20:47.039 sometimes that like reading makes us better writers 00:20:47.740 --> 00:20:50.339 And so coupling that idea with the idea of going 00:20:50.339 --> 00:20:52.539 ahead and leaning into AI, because I feel like 00:20:52.539 --> 00:20:55.059 the more that you become engaged with AI when 00:20:55.059 --> 00:20:57.240 it comes to considering how you can leverage 00:20:57.240 --> 00:20:59.859 it to help in your teaching practices, one, it 00:20:59.859 --> 00:21:02.619 becomes not as scary. So you kind of demystify 00:21:02.619 --> 00:21:05.599 some of the perceptions or the preconceived notions 00:21:05.599 --> 00:21:07.859 that maybe you had before. But two, you realize 00:21:07.859 --> 00:21:10.359 how much it can be a tool. And then three, since 00:21:10.359 --> 00:21:12.140 you start to play with it so much, you could 00:21:12.140 --> 00:21:13.720 recognize that someone in your class is cheating. 00:21:15.730 --> 00:21:17.670 Because you know what the AI response already 00:21:17.670 --> 00:21:21.369 looks like. And so I feel like if you just jump 00:21:21.369 --> 00:21:23.730 in and play with it, one, it'll demystify a whole 00:21:23.730 --> 00:21:25.869 bunch of those worries that you had before. But 00:21:25.869 --> 00:21:27.869 then two, at the same time, it really is going 00:21:27.869 --> 00:21:29.730 to help you create these different spaces where 00:21:29.730 --> 00:21:31.849 you can build upon the tools that you already 00:21:31.849 --> 00:21:33.769 have in your toolbox to leverage those strategies, 00:21:33.809 --> 00:21:35.869 but just to do so in a way that can be maybe 00:21:35.869 --> 00:21:37.930 linguistically and culturally responsive, or 00:21:37.930 --> 00:21:39.190 if nothing else, just more fun and entertaining. 00:21:39.789 --> 00:21:41.690 for the kids and for yourself. I feel like every 00:21:41.690 --> 00:21:43.950 time a new tool comes around, just in general 00:21:43.950 --> 00:21:49.170 society, like pushes back, right? So calculators, 00:21:49.170 --> 00:21:51.829 when they had the speaking programs that typed 00:21:51.829 --> 00:21:53.990 for people, I was one of the first users of that 00:21:53.990 --> 00:21:57.970 program. And people freaked out. It's not fair. 00:21:58.150 --> 00:22:00.230 She doesn't have to type. I'm like, I can't type. 00:22:00.329 --> 00:22:02.250 My hand doesn't work. And they were like obsessed 00:22:02.250 --> 00:22:04.250 with me having to do that. So it's just weird. 00:22:04.509 --> 00:22:06.650 People were obsessed for a long time about not 00:22:06.650 --> 00:22:10.029 using calculators in math class. You're not going 00:22:10.029 --> 00:22:11.670 to have a calculator in your pocket. Remember 00:22:11.670 --> 00:22:13.490 your teacher telling you that, you guys? Yes, 00:22:13.490 --> 00:22:16.650 we do. 100%. Yes, we do. Society changes and 00:22:16.650 --> 00:22:19.119 grows. And I feel like there's always this lag 00:22:19.119 --> 00:22:21.099 in education to try to keep up with that just 00:22:21.099 --> 00:22:23.700 because there's like this idea of, well, I had 00:22:23.700 --> 00:22:25.299 to do it. So that's not fair that you don't have 00:22:25.299 --> 00:22:27.339 to do it. And so I really do think like that's 00:22:27.339 --> 00:22:30.200 at least half of what's pushing the narrative 00:22:30.200 --> 00:22:33.170 of like. resisting AI. I mean, there are definitely 00:22:33.170 --> 00:22:35.089 other issues with AI that we can totally get 00:22:35.089 --> 00:22:37.789 into, but I do think at least half of it is just 00:22:37.789 --> 00:22:40.829 like that quote unquote fair. I had to write 00:22:40.829 --> 00:22:43.450 in cursive. These kids need to write in cursive. 00:22:43.470 --> 00:22:46.170 I had to write essays, you know, with just my 00:22:46.170 --> 00:22:48.450 brain and some books. You need to be able to 00:22:48.450 --> 00:22:50.029 write essays with just your brain and some books. 00:22:50.069 --> 00:22:52.630 And it's like, well, if we have tools that make 00:22:52.630 --> 00:22:54.990 things easier, obviously people are going to 00:22:54.990 --> 00:22:57.250 use them. So why would we not want to make our 00:22:57.250 --> 00:22:59.750 kids more proficient with? tools that are going 00:22:59.750 --> 00:23:01.490 to be available. Do you mind repeating that last 00:23:01.490 --> 00:23:04.809 part that you just said? I don't remember. Well, 00:23:04.950 --> 00:23:07.690 there was just a little lag. It'll record all 00:23:07.690 --> 00:23:10.809 together. I bet it was super smart and thoughtful. 00:23:12.890 --> 00:23:16.349 Everything you say is always super smart and 00:23:16.349 --> 00:23:18.990 thoughtful. I think I said, if there are tools 00:23:18.990 --> 00:23:21.910 available, like why would we resist that so heavily 00:23:21.910 --> 00:23:25.819 using a tool that is going to be available? This 00:23:25.819 --> 00:23:29.000 idea that that tool is like a fad that's going 00:23:29.000 --> 00:23:31.160 to like come and then now it's not really going 00:23:31.160 --> 00:23:33.779 to be available. I just don't think that that's 00:23:33.779 --> 00:23:36.519 ever been the trajectory. No. And I think on 00:23:36.519 --> 00:23:38.900 that, though, you want people to use tools well, 00:23:39.099 --> 00:23:43.259 right? I am not like somebody that uses a lot 00:23:43.259 --> 00:23:46.029 of like. power tools and saws. So you would need 00:23:46.029 --> 00:23:48.089 to teach me a lot before I could use it effectively 00:23:48.089 --> 00:23:51.250 versus like, hey, here you go. But with AI, sometimes 00:23:51.250 --> 00:23:54.029 we do that. We say it's here. Our kids are using 00:23:54.029 --> 00:23:56.410 it. It's on their phones. We use it all the time 00:23:56.410 --> 00:23:59.569 for things. But I think there's a lot of importance 00:23:59.569 --> 00:24:02.670 on how do we use it? Are we using it well? Are 00:24:02.670 --> 00:24:05.980 we teaching our students to use it well? You 00:24:05.980 --> 00:24:08.420 know, we're from the generation that you couldn't 00:24:08.420 --> 00:24:11.299 use Wikipedia as a source. Check all your sources 00:24:11.299 --> 00:24:14.140 that I feel like we our students don't experience 00:24:14.140 --> 00:24:17.799 that same rigor and source checking. But it needs 00:24:17.799 --> 00:24:20.440 to be shifted to, well, what questions are you 00:24:20.440 --> 00:24:22.960 asking? What biases are coming through? Because 00:24:22.960 --> 00:24:26.420 it is trained on a system that has biases in 00:24:26.420 --> 00:24:29.579 the data that I was using. So we have to equip 00:24:29.579 --> 00:24:34.180 both teachers and students with. the tools and 00:24:34.180 --> 00:24:36.460 the whereabouts to be able to recognize that 00:24:36.460 --> 00:24:39.579 and assess that and say like, this is a good 00:24:39.579 --> 00:24:44.019 output or to challenge an output because AI is 00:24:44.019 --> 00:24:47.339 not perfect and AI will hallucinate. And when 00:24:47.339 --> 00:24:49.539 you're taking it, it's not like Google. It's 00:24:49.539 --> 00:24:51.980 not just an index of information. It's giving 00:24:51.980 --> 00:24:54.180 you what it thinks is the next right word. So 00:24:54.180 --> 00:24:56.279 it's very easy for it to hallucinate, which I 00:24:56.279 --> 00:24:58.680 think is an interesting thing as a teacher. It's 00:24:58.680 --> 00:25:01.099 great for ideas, but if you're using it as a 00:25:01.099 --> 00:25:02.960 source of something, like make sure to check 00:25:02.960 --> 00:25:04.799 those sources. Well, yeah, because it still thinks 00:25:04.799 --> 00:25:14.119 I'm a girl because my name is Kelly. So go back 00:25:14.119 --> 00:25:19.500 and double check. Speaking of all of those, things 00:25:19.500 --> 00:25:22.140 that we were saying before um this is like all 00:25:22.140 --> 00:25:23.819 tools before that people thought we're gonna 00:25:23.819 --> 00:25:26.279 like mess up education i was gonna sum up real 00:25:26.279 --> 00:25:28.579 quickly the chalkboard everyone was worried about 00:25:28.579 --> 00:25:31.180 that because thought that it would distract students 00:25:31.180 --> 00:25:34.309 from making individual um recitation obsolete 00:25:34.309 --> 00:25:38.109 and that also film projectors and the radio fear 00:25:38.109 --> 00:25:39.890 that movies and radio might replace teachers 00:25:39.890 --> 00:25:42.170 and make learning too quote -unquote entertaining 00:25:42.170 --> 00:25:45.289 overhead projectors were there calculators personal 00:25:45.289 --> 00:25:47.849 computers the internet smartphones and social 00:25:47.849 --> 00:25:49.990 media all the way to learning management systems 00:25:49.990 --> 00:25:52.509 and then now we have artificial intelligence 00:25:52.509 --> 00:25:54.849 so i think that just goes to prove the point 00:25:54.849 --> 00:25:57.190 that there's always going to be something that's 00:25:57.190 --> 00:25:59.450 going to be happening The question is no longer, 00:25:59.509 --> 00:26:01.289 how am I going to just be afraid of it? How do 00:26:01.289 --> 00:26:02.930 I just lean into it and leverage it and utilize 00:26:02.930 --> 00:26:05.410 it? Knowing that there's more advancements along 00:26:05.410 --> 00:26:08.170 the way, just leaning into it. How do we get 00:26:08.170 --> 00:26:10.190 rid of that fear for some teachers? Do you think, 00:26:10.190 --> 00:26:12.730 or even parents out there as well, or even people? 00:26:13.190 --> 00:26:16.750 I don't know that the fear is always teachers. 00:26:17.789 --> 00:26:21.410 I don't, and some of it is, some of it is teachers 00:26:21.410 --> 00:26:23.529 and some of it is districts and some of it is 00:26:23.529 --> 00:26:27.059 states. I mean, yes, but. The teacher that is 00:26:27.059 --> 00:26:31.079 worried about using the prompt that's provided 00:26:31.079 --> 00:26:33.359 to them. They can just copy and paste, just get 00:26:33.359 --> 00:26:35.619 in and just like try to play around for a little 00:26:35.619 --> 00:26:37.900 bit on your favorite AI platform. I think you 00:26:37.900 --> 00:26:40.579 go back to the why, right? Like it's not. Here 00:26:40.579 --> 00:26:42.779 to replace you as a teacher, you are still the 00:26:42.779 --> 00:26:45.319 expert in the room. You need to be that expert. 00:26:45.480 --> 00:26:47.519 Like I need you, if you are a social studies 00:26:47.519 --> 00:26:49.920 teacher, to lean in on what you know on social 00:26:49.920 --> 00:26:52.900 studies. But if it gives you space to create 00:26:52.900 --> 00:26:55.880 connection with your students and that human 00:26:55.880 --> 00:26:58.160 aspect of teaching, right? We hear like AI is 00:26:58.160 --> 00:27:02.099 going to replace teachers. And it's never going 00:27:02.099 --> 00:27:04.539 to be able to replace that true human connection 00:27:04.539 --> 00:27:08.450 and human. touch that teachers have and that 00:27:08.450 --> 00:27:11.369 is so necessary in the classroom. And if we can 00:27:11.369 --> 00:27:14.210 shift that mindset for them to view it as a tool 00:27:14.210 --> 00:27:17.490 to create that more, it lifts this part. So I 00:27:17.490 --> 00:27:20.390 have more space for this connection. Or maybe 00:27:20.390 --> 00:27:22.930 you even have more space because it helped you 00:27:22.930 --> 00:27:25.410 with some feedback for students, like to spend 00:27:25.410 --> 00:27:27.650 time with your family, which then gives you that 00:27:27.650 --> 00:27:30.769 energy to be more present the next day because 00:27:30.769 --> 00:27:34.940 you were well taken care of. because you used 00:27:34.940 --> 00:27:37.359 a tool to help leverage and lift that. I think 00:27:37.359 --> 00:27:39.880 one of the activities that we've done before 00:27:39.880 --> 00:27:43.180 with teachers that I think kind of helps like 00:27:43.180 --> 00:27:47.059 segue their thought process with AI is twofold. 00:27:47.059 --> 00:27:49.359 The first one, it sounds very silly, but you 00:27:49.359 --> 00:27:52.180 give everyone a paper plate and they literally 00:27:52.180 --> 00:27:54.839 write down on this paper plate what is on their 00:27:54.839 --> 00:27:57.279 teacher plate. And then we can take these items 00:27:57.279 --> 00:27:59.619 and we can place them on a continuum of like, 00:27:59.660 --> 00:28:02.680 which of these really require that human element, 00:28:02.759 --> 00:28:05.480 that relationship building, and which of these 00:28:05.480 --> 00:28:09.079 are more sometimes busy work that you could get 00:28:09.079 --> 00:28:11.900 assistance with. And that assistance being something 00:28:11.900 --> 00:28:15.180 like leveraging AI to build, take that lift off, 00:28:15.299 --> 00:28:18.500 right? And then really honing in on that 80 -20 00:28:18.500 --> 00:28:22.519 rule where AI can do 80%. of this background 00:28:22.519 --> 00:28:26.079 work for you but you still need that 20 of that 00:28:26.079 --> 00:28:28.539 human impact that's going to be able to bring 00:28:28.539 --> 00:28:32.099 the strategy and the creativity and the nuance 00:28:32.099 --> 00:28:35.339 and the expertise and all of the things that 00:28:35.339 --> 00:28:38.619 give that human element to what you were doing 00:28:38.619 --> 00:28:40.900 in the classroom because again it comes down 00:28:40.900 --> 00:28:45.059 to being authentic and if you are relying too 00:28:45.059 --> 00:28:48.779 much on ai you're gonna come across as being 00:28:49.339 --> 00:28:53.259 kind of robotic it's just like factual and you 00:28:53.259 --> 00:28:56.279 lose that fun touch that we talked about like 00:28:56.279 --> 00:28:59.059 how do we bring in the joy into the classroom 00:28:59.059 --> 00:29:01.119 and then i just think of working with middle 00:29:01.119 --> 00:29:05.039 school students all the time kids are funny yes 00:29:05.039 --> 00:29:07.279 that's why i love middle school it was immature 00:29:07.279 --> 00:29:09.700 enough to laugh but mature enough to you know 00:29:09.700 --> 00:29:12.140 yes there are times where you really have to 00:29:12.140 --> 00:29:14.460 like censor yourself and try not to laugh in 00:29:14.460 --> 00:29:16.660 front of the entire classroom when someone says 00:29:16.660 --> 00:29:19.069 something that You realize that we're not that 00:29:19.069 --> 00:29:20.710 different than we were in middle school sometimes. 00:29:21.769 --> 00:29:24.470 I very much have that middle school mindset. 00:29:24.690 --> 00:29:29.329 Like, you know, bring in what you're doing, like 00:29:29.329 --> 00:29:32.349 incorporate their interests into the classroom. 00:29:32.369 --> 00:29:35.890 And sometimes that's where AI can't help you. 00:29:35.950 --> 00:29:39.049 It can't help you build a relationship with someone 00:29:39.049 --> 00:29:42.190 that has to come naturally or, you know, you've 00:29:42.190 --> 00:29:47.279 put in the work to harness that. And we will 00:29:47.279 --> 00:30:07.980 be right back. At Kelly B's Consulting, we understand 00:30:07.980 --> 00:30:11.099 the unique cultural and linguistic needs of your 00:30:11.099 --> 00:30:14.759 diverse student population. Our team of experienced 00:30:14.759 --> 00:30:17.440 educators will work alongside you, tailoring 00:30:17.440 --> 00:30:20.359 strategies that transform your multilingual programs. 00:30:20.700 --> 00:30:24.319 Don't miss out on this opportunity. Visit www 00:30:24.319 --> 00:30:29.259 .kellybeesconsultingllc .com today to learn more 00:30:29.259 --> 00:30:33.019 and schedule your consultation. Kelly Bees Consulting, 00:30:33.039 --> 00:30:36.599 shaping the future of K -12 multilingual education 00:30:36.599 --> 00:30:40.839 across the nation. Your success is our commitment. 00:30:41.500 --> 00:30:44.099 Contact us now and let's start building a brighter 00:30:44.099 --> 00:30:49.400 tomorrow together. And now back to the show. 00:31:11.450 --> 00:31:14.170 hiking, nature, whatever these things are. How 00:31:14.170 --> 00:31:17.390 do I incorporate that somehow into whatever I 00:31:17.390 --> 00:31:19.490 am teaching? Now that's where you can really 00:31:19.490 --> 00:31:21.230 leverage AI because you had that personal connection. 00:31:21.609 --> 00:31:23.490 You can do that not only with their interests, 00:31:23.569 --> 00:31:28.029 but also with their own cultures, like linguistically, 00:31:28.130 --> 00:31:32.150 traditions, celebrations that people have. No 00:31:32.150 --> 00:31:34.470 more math word problems about 80 watermelons. 00:31:34.470 --> 00:31:37.720 Right, right. It starts to now. change that whole 00:31:37.720 --> 00:31:40.400 dynamic, right? And we've had conversations before 00:31:40.400 --> 00:31:44.019 just about how teachers have leveraged someone's 00:31:44.019 --> 00:31:45.960 culture and what they were doing when it came 00:31:45.960 --> 00:31:48.539 to a certain assignment that was based on a certain 00:31:48.539 --> 00:31:51.730 standard in language arts, math. social studies 00:31:51.730 --> 00:31:55.089 etc it's just so interesting like what are you 00:31:55.089 --> 00:31:57.730 all seeing or experiencing or what like or what 00:31:57.730 --> 00:32:00.049 recommendations would you have whenever for example 00:32:00.049 --> 00:32:02.630 i'll put it in context got a phone call from 00:32:02.630 --> 00:32:06.089 a director in a school district um asking for 00:32:06.089 --> 00:32:09.990 an understanding of some way to help teachers 00:32:09.990 --> 00:32:12.650 understand more about how to leverage what was 00:32:12.650 --> 00:32:14.369 happening linguistically in their classroom but 00:32:14.369 --> 00:32:17.369 also culturally and so i tried to send some some 00:32:17.839 --> 00:32:19.460 prompts or some ideas that they could actually 00:32:19.460 --> 00:32:21.839 use but there's a lot of teachers out there having 00:32:21.839 --> 00:32:24.339 these questions about how do i incorporate like 00:32:24.339 --> 00:32:26.140 how do i teach what i'm supposed to be teaching 00:32:26.140 --> 00:32:28.299 but how do i incorporate this and i try to tell 00:32:28.299 --> 00:32:30.079 people i need to teach you how to fish and not 00:32:30.079 --> 00:32:31.559 just give you the fish because there's going 00:32:31.559 --> 00:32:33.740 to be so many people busy but you can always 00:32:33.740 --> 00:32:35.980 lean on ai and if you know the right questions 00:32:35.980 --> 00:32:38.359 to ask that can help get you there what are some 00:32:38.359 --> 00:32:40.599 recommendations that you have for that the three 00:32:40.599 --> 00:32:43.119 of you and your perspectives leveraging ai again 00:32:43.119 --> 00:32:44.680 to help make those connections between their 00:32:44.680 --> 00:32:48.440 experiences their interests and also their languages 00:32:48.440 --> 00:32:51.220 and backgrounds and cultural backgrounds. I think 00:32:51.220 --> 00:32:53.599 the starting point is how you're going to prompt 00:32:53.599 --> 00:32:56.880 whichever LLM that you are going to be working 00:32:56.880 --> 00:32:59.940 with. You have to give it a role. I need you 00:32:59.940 --> 00:33:03.420 to be a third grade teacher who is currently 00:33:03.420 --> 00:33:06.920 focusing on prepositions during the month of 00:33:06.920 --> 00:33:10.099 October. And we want to celebrate, you know, 00:33:10.099 --> 00:33:14.279 Hispanic heritage. and incorporate this into 00:33:14.279 --> 00:33:17.680 our lesson. How can I, you know, marry these 00:33:17.680 --> 00:33:20.940 things together so that my students feel heard 00:33:20.940 --> 00:33:23.299 and seen in the work that we're doing together 00:33:23.299 --> 00:33:28.740 as a class? So sometimes our prompting, it is 00:33:28.740 --> 00:33:32.200 an art form, right? If you give a very basic 00:33:32.200 --> 00:33:35.140 prompt, you're going to get a very... basic output. 00:33:35.420 --> 00:33:39.480 So what we are asking it to do or asking it to 00:33:39.480 --> 00:33:42.519 kind of take on the persona of is really important. 00:33:42.940 --> 00:33:45.740 So it's, yeah, I feel like that would be my recommendation. 00:33:45.740 --> 00:33:47.700 That's a great first start though. Yeah. Because 00:33:47.700 --> 00:33:49.339 a lot of people probably just go in like it would 00:33:49.339 --> 00:33:51.700 be for Google. sometimes and just say hey i'm 00:33:51.700 --> 00:33:53.180 looking for this and there's not like but they're 00:33:53.180 --> 00:33:55.339 like i don't like like what's your context what's 00:33:55.339 --> 00:33:57.480 your area which is i want to shout that out like 00:33:57.480 --> 00:34:01.539 understand how ai like basic large language models 00:34:01.539 --> 00:34:04.279 work it is not a it's not google you are not 00:34:04.589 --> 00:34:07.029 asking a question and getting an index of answers 00:34:07.029 --> 00:34:10.670 you are working with large language models which 00:34:10.670 --> 00:34:13.010 are literally going through and filtering what 00:34:13.010 --> 00:34:15.869 they think the next word would be to create the 00:34:15.869 --> 00:34:18.670 response so if i said mary had a little lamb 00:34:18.670 --> 00:34:21.789 lamb you like think that that's what it's going 00:34:21.789 --> 00:34:24.590 to be that's what the large language model is 00:34:24.590 --> 00:34:28.219 doing So like having that understanding. And 00:34:28.219 --> 00:34:30.219 I love what Tracy, I was thinking the exact same 00:34:30.219 --> 00:34:33.199 thing. Give it a role in your prompt. Be very 00:34:33.199 --> 00:34:36.079 specific. Give it background without personal 00:34:36.079 --> 00:34:38.519 information. But if you are in an urban district 00:34:38.519 --> 00:34:42.260 or a rural district and who you're working with, 00:34:42.320 --> 00:34:44.960 who are your students? The other thing I would 00:34:44.960 --> 00:34:47.800 recommend is don't, I am all for the large language 00:34:47.800 --> 00:34:50.139 models, but make sure you're trying multiple 00:34:50.139 --> 00:34:55.539 ones. So, you know, big ones with ChatGPT, Google 00:34:55.539 --> 00:35:01.019 Gemini, Claude, Perplexity. There's so many of 00:35:01.019 --> 00:35:04.159 them. There are various ones out there, not promoting 00:35:04.159 --> 00:35:06.579 any of them. Not promoting any of them. But what 00:35:06.579 --> 00:35:09.219 I would say, make your prompt, once you've crafted 00:35:09.219 --> 00:35:11.519 a good prompt, it's very easy to have multiple 00:35:11.519 --> 00:35:14.539 tabs open with those different large language 00:35:14.539 --> 00:35:18.079 models. And put the same prompt in and compare 00:35:18.079 --> 00:35:21.250 the responses that you're getting. Because and 00:35:21.250 --> 00:35:23.530 how is that different? Because you have explained 00:35:23.530 --> 00:35:26.010 that to me before. Some of them are going to 00:35:26.010 --> 00:35:28.849 be predicting what they're all doing. They're 00:35:28.849 --> 00:35:30.789 all a large language model. So they're all doing 00:35:30.789 --> 00:35:33.309 that. But they've all been trained differently. 00:35:33.590 --> 00:35:37.090 OK, that's important. I am not promoting any 00:35:37.090 --> 00:35:39.590 which one, but it is important to know like who 00:35:39.590 --> 00:35:43.349 is behind it. Right. So chat GPT is open AI. 00:35:43.869 --> 00:35:47.840 Gemini. is google so i if you are a google school 00:35:47.840 --> 00:35:50.360 district gemini might be very easily accessible 00:35:52.139 --> 00:35:55.639 There's also Anthropic, which is behind Claude. 00:35:55.760 --> 00:35:58.239 And they're going to operate with different things 00:35:58.239 --> 00:36:02.119 behind them. I really like ChatGPT in a lot of 00:36:02.119 --> 00:36:04.300 ways because I like that it remembers who I am. 00:36:04.400 --> 00:36:07.420 I work a lot with multilingual learners. For 00:36:07.420 --> 00:36:10.059 anything I ask now, it gives me multilingual 00:36:10.059 --> 00:36:12.860 scaffolds. And I love it because it remembers 00:36:12.860 --> 00:36:15.380 that about me. At the same time, sometimes I 00:36:15.380 --> 00:36:17.659 might put something in I don't necessarily want 00:36:17.659 --> 00:36:20.900 it to remember and I want a higher focus. on 00:36:20.900 --> 00:36:25.079 privacy and i from my experience anthropic and 00:36:25.079 --> 00:36:28.860 claude is is better for that anthropic and claude 00:36:28.860 --> 00:36:31.619 is not going to remember that i work with multilingual 00:36:31.619 --> 00:36:34.139 learners so when i go back in there i have to 00:36:34.139 --> 00:36:36.940 say i i would have to remember to do that but 00:36:36.940 --> 00:36:40.119 from my experience claude is a little bit more 00:36:40.119 --> 00:36:44.920 empathetic emotional like So you need to feel 00:36:44.920 --> 00:36:49.079 good in getting the feedback? Yeah, it's a different 00:36:49.079 --> 00:36:52.079 emotional intelligence. And Google gives me so 00:36:52.079 --> 00:36:54.260 much information that I often like comb through 00:36:54.260 --> 00:36:56.179 and pull out what I want. But sometimes that's 00:36:56.179 --> 00:36:58.539 what you want. So I really love, like I said, 00:36:58.579 --> 00:37:01.579 putting in the same prompt in multiple ones. 00:37:01.760 --> 00:37:04.000 And then you can be like, oh, this was a good 00:37:04.000 --> 00:37:06.400 idea. But what if I married it with this? And 00:37:06.400 --> 00:37:08.400 that would be my other thing. Don't put in one 00:37:08.400 --> 00:37:12.199 prompt and just accept the output. Assess your 00:37:12.199 --> 00:37:15.119 output and make sure there's no bias in it. Like, 00:37:15.119 --> 00:37:18.599 is there, you know, we've talked about this with 00:37:18.599 --> 00:37:20.500 some things like if you talk about emergency 00:37:20.500 --> 00:37:23.199 certified teachers, a lot of times it will put 00:37:23.199 --> 00:37:25.500 out outputs that have high African -American 00:37:25.500 --> 00:37:28.039 population. Like we assume they are our emergency 00:37:28.039 --> 00:37:30.800 certified teachers, which we know is not true. 00:37:30.920 --> 00:37:35.190 There will definitely be some bias in it. So 00:37:35.190 --> 00:37:37.510 making sure, like if I ask for an image for something 00:37:37.510 --> 00:37:39.869 like, are all of my students white? Because that's 00:37:39.869 --> 00:37:42.389 not reflective of who's in there. So like that 00:37:42.389 --> 00:37:44.230 you're careful with those and you're assessing 00:37:44.230 --> 00:37:48.070 your output for bias. And also like, is it like, 00:37:48.150 --> 00:37:50.489 do you know your standard? One thing I will always 00:37:50.489 --> 00:37:53.010 say is put the standard in full that you're working 00:37:53.010 --> 00:37:58.909 with. If you are working with Oklahoma academic 00:37:58.909 --> 00:38:03.230 standard in number sense, 4 .1, that has to do 00:38:03.230 --> 00:38:05.900 with. positive and negative integers. I don't 00:38:05.900 --> 00:38:07.639 even know if that's it. But make sure you're 00:38:07.639 --> 00:38:10.119 actually saying what the full standard is, not 00:38:10.119 --> 00:38:12.940 just the numbers. There's definitely space for 00:38:12.940 --> 00:38:16.239 hallucination in that with the AI. It's important 00:38:16.239 --> 00:38:18.719 to take all of that information. And if you are 00:38:18.719 --> 00:38:21.300 leveraging a platform like the Sponsors Edge 00:38:21.300 --> 00:38:23.260 of Skills, for example, or anything else, the 00:38:23.260 --> 00:38:25.480 point is, though, is go find a platform or a 00:38:25.480 --> 00:38:27.480 management system that has the information of 00:38:27.480 --> 00:38:29.320 the students who are represented in your classroom. 00:38:29.460 --> 00:38:31.420 And you can pull from there. And then also, of 00:38:31.420 --> 00:38:33.059 course, just by observing and seeing who's in 00:38:33.059 --> 00:38:34.900 your classroom. but i think whenever you can 00:38:34.900 --> 00:38:38.019 like write down that information again not personal 00:38:38.019 --> 00:38:39.880 information but just kind of those backgrounds 00:38:39.880 --> 00:38:42.280 copy and paste add that into a prompt or something 00:38:42.280 --> 00:38:44.119 it at least just gives you more accessibility 00:38:44.119 --> 00:38:46.519 into trying to consider and think outside the 00:38:46.519 --> 00:38:48.639 box of what's typically represented are we talking 00:38:48.639 --> 00:38:51.059 about just this one certain type of a family, 00:38:51.139 --> 00:38:52.519 or are we bringing in different perspectives, 00:38:52.659 --> 00:38:54.360 even different words and different languages 00:38:54.360 --> 00:38:57.159 and someone who might be standing and someone 00:38:57.159 --> 00:38:59.199 else who might be in a wheelchair? Like what 00:38:59.199 --> 00:39:01.159 images are we bringing to the forefront to really 00:39:01.159 --> 00:39:03.159 be inclusive of the conversations? And you can 00:39:03.159 --> 00:39:05.300 leverage AI in so many ways for that. So it just 00:39:05.300 --> 00:39:08.500 goes back to that adapting to managing and institutionalizing 00:39:08.500 --> 00:39:10.840 that cultural knowledge throughout everything. 00:39:11.059 --> 00:39:13.099 AI does such a great job at helping facilitate 00:39:13.099 --> 00:39:15.119 that. Alicia, I think you had something that 00:39:15.119 --> 00:39:16.900 you wanted to say. I was going to talk about 00:39:16.900 --> 00:39:19.909 edge of skills too. Like if you are, Utilizing 00:39:19.909 --> 00:39:22.690 an AI platform, it's so great that you can just 00:39:22.690 --> 00:39:24.829 copy and paste, for instance, like Edgeskills 00:39:24.829 --> 00:39:28.719 has its own ELAP form with goals. for every kid 00:39:28.719 --> 00:39:30.519 where they're at, what they need. And if you 00:39:30.519 --> 00:39:32.440 have a majority of the students who are in your 00:39:32.440 --> 00:39:34.300 class that are English language learners, you 00:39:34.300 --> 00:39:36.280 could take a goal that's pretty similar for all 00:39:36.280 --> 00:39:38.280 of them, put that into the AI with the standard. 00:39:38.460 --> 00:39:40.300 And you're looking for a way to teach that. You're 00:39:40.300 --> 00:39:41.739 looking for a way to bring culture. And that's 00:39:41.739 --> 00:39:43.679 like a great way because the goal's already there. 00:39:43.739 --> 00:39:45.159 It doesn't even have to make it for you. Same 00:39:45.159 --> 00:39:47.679 thing with IEPs. If you wanna take, if you have 00:39:47.679 --> 00:39:49.719 an overarching goal that a lot of your students 00:39:49.719 --> 00:39:53.739 have for math and you teach math and your nine 00:39:53.739 --> 00:39:56.159 students on an IEP or whatever it is has a similar 00:39:56.159 --> 00:39:58.460 goal, you could, copy and paste that into your 00:39:58.460 --> 00:40:00.840 language model and ask, you know, what's the 00:40:00.840 --> 00:40:02.559 best way to teach this? Or I'm going to make 00:40:02.559 --> 00:40:05.119 a small group around this goal or whatever. And 00:40:05.119 --> 00:40:07.679 so utilize those things that a lot of places 00:40:07.679 --> 00:40:11.280 have already and just use those to prompt. I've 00:40:11.280 --> 00:40:13.880 never had a prompt too long. I've never had it 00:40:13.880 --> 00:40:17.480 like cut me off because I had too big of a prompt 00:40:17.480 --> 00:40:21.159 because I copy and paste. So much in there, into 00:40:21.159 --> 00:40:23.920 a prompt. So, I mean, the more information that 00:40:23.920 --> 00:40:26.019 you give it, the better. You know, and not every 00:40:26.019 --> 00:40:28.500 state has an English language acquisition plan 00:40:28.500 --> 00:40:31.719 like we do here in the state of Oklahoma. Some 00:40:31.719 --> 00:40:33.719 other states do have them and they're already 00:40:33.719 --> 00:40:37.340 embedded within standards. They take the standards 00:40:37.340 --> 00:40:39.599 that are from that language assessment and then 00:40:39.599 --> 00:40:41.760 they couple them with their state standard. Every 00:40:41.760 --> 00:40:43.960 state might be a little bit different or maybe 00:40:43.960 --> 00:40:46.170 more. more similar in other ways. But however, 00:40:46.369 --> 00:40:48.110 no matter where you are in listening to this, 00:40:48.210 --> 00:40:49.969 I would encourage you just to go and look at 00:40:49.969 --> 00:40:51.690 that language assessment and see what those standards 00:40:51.690 --> 00:40:54.130 are. And so you can just copy and paste those 00:40:54.130 --> 00:40:56.750 standards right in next to your state standard 00:40:56.750 --> 00:40:58.889 and then generate that through the prompt. And 00:40:58.889 --> 00:41:02.250 that will at least help you. And even ask, again, 00:41:02.469 --> 00:41:06.210 this is about feeding. like teaching the right 00:41:06.210 --> 00:41:08.530 questions, like teach how to fish and not just 00:41:08.530 --> 00:41:10.369 give the fish. And then think of questions to 00:41:10.369 --> 00:41:12.429 ask it. Like, hey, I have students within these 00:41:12.429 --> 00:41:14.250 different language proficiency levels on here. 00:41:14.409 --> 00:41:17.570 And so, you know, that might help guide and facilitate 00:41:17.570 --> 00:41:20.150 the conversation. All of that with a little asterisk 00:41:20.150 --> 00:41:22.329 next to it. Don't forget about some of our friends 00:41:22.329 --> 00:41:23.889 that we've had that have come in and that they 00:41:23.889 --> 00:41:25.750 are reading at a first grade level in English 00:41:25.750 --> 00:41:27.050 because they're just not going to be English, 00:41:27.090 --> 00:41:29.170 but they read at the 13th grade level in Spanish 00:41:29.170 --> 00:41:34.230 or... mandarin or tagalog or any other language 00:41:34.230 --> 00:41:36.510 all right so just remember that we have readers 00:41:36.510 --> 00:41:39.449 out there and that this is the big takeaway language 00:41:39.449 --> 00:41:41.730 proficiency does not equate to cognitive ability 00:41:41.730 --> 00:41:43.670 so sometimes whenever you're looking at those 00:41:43.670 --> 00:41:45.510 different proficiency levels just know that that 00:41:45.510 --> 00:41:48.929 is just one small piece of a larger puzzle of 00:41:48.929 --> 00:41:51.500 helping teachers and students guide themselves 00:41:51.500 --> 00:41:54.039 into their language acquisition and mastery through 00:41:54.039 --> 00:41:56.619 those content areas but it's asset -based lens 00:41:56.619 --> 00:41:58.679 they're bringing in all the language that they 00:41:58.679 --> 00:42:01.000 need it's just us helping transfer those skills 00:42:01.000 --> 00:42:03.480 between two different languages and i think ai 00:42:03.480 --> 00:42:06.880 has that like me as a monolingual teacher ai 00:42:06.880 --> 00:42:11.880 has been really helpful in that to say like i 00:42:11.880 --> 00:42:14.360 know that they have like they know this how do 00:42:14.360 --> 00:42:18.599 i incorporate this with in a way that's uh accessible 00:42:19.579 --> 00:42:22.639 while also honoring them and everything that 00:42:22.639 --> 00:42:26.940 they know and bring to the table. And it's been 00:42:26.940 --> 00:42:29.440 really helpful with translanguaging, finding 00:42:29.440 --> 00:42:33.159 cognates, even some of that stuff of like, I 00:42:33.159 --> 00:42:36.679 have this. What does this look like for my students? 00:42:36.719 --> 00:42:39.280 Like it can lift some of that load for you. And 00:42:39.280 --> 00:42:42.079 it's it's difficult for teachers to understand 00:42:42.079 --> 00:42:43.940 all of these different concepts and like for 00:42:43.940 --> 00:42:45.519 everyone to be a master at everything. And I 00:42:45.519 --> 00:42:47.360 feel like sometimes and I feel like this for 00:42:47.360 --> 00:42:49.739 myself, like I feel like I need to know everything 00:42:49.739 --> 00:42:52.869 and I just can't know. everything and so now 00:42:52.869 --> 00:42:55.510 i have a i have i have a classroom that has a 00:42:55.510 --> 00:42:58.429 student with a 504 and also an iep and an english 00:42:58.429 --> 00:43:00.230 language acquisition plan and the general education 00:43:00.230 --> 00:43:03.050 student and the other you know behavioral issues 00:43:03.050 --> 00:43:05.429 that are going on and i also have um our norm 00:43:05.429 --> 00:43:07.510 reference test uh window that we're going to 00:43:07.510 --> 00:43:09.849 be in and i have the and like it becomes so much 00:43:09.849 --> 00:43:14.769 i love you all you teachers i love you we all 00:43:14.769 --> 00:43:17.849 do we are like is overwhelming it is overwhelming 00:43:17.849 --> 00:43:20.980 but there really are some really nice ways that 00:43:20.980 --> 00:43:23.659 we can try to eliminate some of that extra work 00:43:23.659 --> 00:43:26.139 while still being totally inclusive. And so I 00:43:26.139 --> 00:43:29.320 really consider what it means to look at our 00:43:29.320 --> 00:43:31.559 classes as a whole and then just work backwards 00:43:31.559 --> 00:43:34.000 from there. And then if you just come with that 00:43:34.000 --> 00:43:35.920 mindset that everyone is a language learner. 00:43:36.360 --> 00:43:38.719 at some level, no one is that native born speaker 00:43:38.719 --> 00:43:41.420 of academic language. And we all learn better 00:43:41.420 --> 00:43:43.960 whenever we're exposed to each other's backgrounds 00:43:43.960 --> 00:43:47.820 and experiences and cultures, we all get better. 00:43:47.900 --> 00:43:50.639 So if that just becomes the lens, and then we 00:43:50.639 --> 00:43:52.820 can leverage that with that utilization of AI, 00:43:53.039 --> 00:43:55.960 it really makes the teaching process a lot more 00:43:55.960 --> 00:43:59.440 accessible in many ways, hopefully. Yeah, the 00:43:59.440 --> 00:44:01.539 teaching process and hopefully the learning process, 00:44:01.579 --> 00:44:04.269 right? Like I think when we elevate every learner 00:44:04.269 --> 00:44:06.630 like you're giving multiple opportunities to 00:44:06.630 --> 00:44:08.969 every learner like you mentioned all the different 00:44:08.969 --> 00:44:12.369 learners that we have in our classrooms and it's 00:44:12.369 --> 00:44:15.889 hard as a teacher to remember each and every 00:44:15.889 --> 00:44:18.449 individual student that you have but that's also 00:44:18.449 --> 00:44:21.369 the task right like we learn best when we're 00:44:21.369 --> 00:44:24.389 seen when you are recognized as an individual 00:44:24.389 --> 00:44:27.869 and who you are and so the more tools that we 00:44:27.869 --> 00:44:29.909 can give teachers to help them do that for their 00:44:29.909 --> 00:44:33.440 students I think the better. It alleviates a 00:44:33.440 --> 00:44:35.800 little bit off of them, but also gives them that 00:44:35.800 --> 00:44:39.119 power of connection and really allows them to 00:44:39.119 --> 00:44:42.519 elevate every learner. And that's always my experience 00:44:42.519 --> 00:44:44.099 is that every time I'm with teachers, they are 00:44:44.099 --> 00:44:46.260 just always gung -ho and so excited about what 00:44:46.260 --> 00:44:47.980 they can do. Like whenever we start having these 00:44:47.980 --> 00:44:50.980 conversations, I mean, 9 .9 times out of 10, 00:44:51.179 --> 00:44:53.780 they are excited. Like they want to learn too. 00:44:53.840 --> 00:44:55.360 These are different ways. Like this is what makes 00:44:55.360 --> 00:44:57.300 it so engaging. It's so much fun. And I know 00:44:57.300 --> 00:45:00.820 it changes me. as a person even, but I've learned 00:45:00.820 --> 00:45:02.860 more about the students because I've always talked 00:45:02.860 --> 00:45:04.559 about how they are the best professors that we 00:45:04.559 --> 00:45:06.719 could ever have. What are some ways though, and 00:45:06.719 --> 00:45:08.619 connecting back just to like you all personally, 00:45:08.679 --> 00:45:09.820 it doesn't even have to be on the professional 00:45:09.820 --> 00:45:13.000 level, but how has leveraging the work that you've 00:45:13.000 --> 00:45:15.739 been doing in schools and education, your own 00:45:15.739 --> 00:45:18.840 past experiences, and then starting this company 00:45:18.840 --> 00:45:21.380 of Sustained to leverage AI to help in schools 00:45:21.380 --> 00:45:24.960 change or impacted you as a person now in your 00:45:24.960 --> 00:45:27.460 view and your mindset, helping all students to 00:45:27.460 --> 00:45:29.489 the best of your ability? How have you grown 00:45:29.489 --> 00:45:32.449 in that process? I think for me growing up and 00:45:32.449 --> 00:45:35.070 then just being in school as a student and then 00:45:35.070 --> 00:45:37.750 as a teacher, I always felt like I had to do 00:45:37.750 --> 00:45:41.110 everything perfect and that I had to be the best 00:45:41.110 --> 00:45:44.349 all the time. And I feel like I've been able. 00:45:45.019 --> 00:45:49.199 to observe so many different environments and 00:45:49.199 --> 00:45:52.099 talk to so many other people that I've been able 00:45:52.099 --> 00:45:54.960 to take that step back and really be comfortable 00:45:54.960 --> 00:45:58.179 in not being the smartest person in the room 00:45:58.179 --> 00:46:01.380 and knowing that like Everyone has so much to 00:46:01.380 --> 00:46:04.559 offer. Not that before I walked into a room and 00:46:04.559 --> 00:46:09.880 I was like, but really being open to having those 00:46:09.880 --> 00:46:12.880 conversations and seeing other viewpoints into 00:46:12.880 --> 00:46:16.480 things. I felt like I kind of had tunnel vision 00:46:16.480 --> 00:46:20.199 almost in a way of X, Y, and Z is what's going 00:46:20.199 --> 00:46:22.739 to get you to the top. Like if you just do this, 00:46:22.920 --> 00:46:25.300 it's going to get better. And I feel like I have 00:46:25.300 --> 00:46:28.449 more of a holistic. viewpoint of everything when 00:46:28.449 --> 00:46:31.869 I walk into a classroom and I can see the teacher 00:46:31.869 --> 00:46:34.269 for who they are and I can see the students for 00:46:34.269 --> 00:46:36.829 who they are and I can find these connections 00:46:36.829 --> 00:46:39.650 I almost feel like beautiful mind background 00:46:39.650 --> 00:46:42.570 where there's like things going on my connections 00:46:42.570 --> 00:46:45.829 of how we can put all of this together and make 00:46:45.829 --> 00:46:49.710 it work and not force anybody to be someone that 00:46:49.710 --> 00:46:52.659 they're not or make someone feel uncomfortable 00:46:52.659 --> 00:46:55.519 in their space. I feel like one of the most important 00:46:55.519 --> 00:46:57.780 questions that I ask a teacher when I'm working 00:46:57.780 --> 00:47:00.239 with them is, how do you like to receive feedback? 00:47:00.539 --> 00:47:03.440 Would you prefer if I gave you this information 00:47:03.440 --> 00:47:06.099 up front and you took time to process it and 00:47:06.099 --> 00:47:08.579 then we had a conversation? Do you want me just 00:47:08.579 --> 00:47:11.139 to shoot it to you straight and give you bullet 00:47:11.139 --> 00:47:15.139 point, you know, factual things? Do you need 00:47:15.139 --> 00:47:17.909 a more gentle approach? And I feel like just 00:47:17.909 --> 00:47:22.130 knowing yourself as a person and then being able 00:47:22.130 --> 00:47:25.190 to build up that relationship with whoever you're 00:47:25.190 --> 00:47:28.690 working with is imperative for you both to be 00:47:28.690 --> 00:47:30.650 able to grow through that process and through 00:47:30.650 --> 00:47:32.769 that journey. And I know sometimes it can be 00:47:32.769 --> 00:47:35.110 hard when you're delivering like one professional 00:47:35.110 --> 00:47:38.789 development. It's like you have one hour or one 00:47:38.789 --> 00:47:41.750 day with a group of very diverse learners and 00:47:41.750 --> 00:47:44.409 you have to figure out like how can I try to 00:47:44.409 --> 00:47:47.329 meet the needs of everyone? And I feel like for 00:47:47.329 --> 00:47:50.690 me, when I am kind of like going through the 00:47:50.690 --> 00:47:53.030 information we're presenting, that's where I 00:47:53.030 --> 00:47:56.489 use AI a little bit more just to make sure that 00:47:56.489 --> 00:47:59.429 I'm not leaving anyone out, that I'm trying to 00:47:59.429 --> 00:48:01.949 make sure that I'm being as inclusive as I can 00:48:01.949 --> 00:48:05.710 when, you know, going over these different strategies, 00:48:05.789 --> 00:48:09.090 knowing that some of them are going to be. you 00:48:09.090 --> 00:48:10.969 know, like a home run and some are just going 00:48:10.969 --> 00:48:14.130 to be like, right now, like there is not going 00:48:14.130 --> 00:48:16.829 to work all the time for everyone in every situation. 00:48:17.369 --> 00:48:21.469 So I feel like I have been able to have a broader 00:48:21.469 --> 00:48:25.550 view and really be more respectful of everyone 00:48:25.550 --> 00:48:29.010 in their individuality because teaching is hard. 00:48:29.469 --> 00:48:32.309 The difference between when I was in the classroom 00:48:32.309 --> 00:48:35.750 and now it's very different. It's constantly 00:48:35.750 --> 00:48:39.179 changing, which is like, On one hand, so beautiful, 00:48:39.300 --> 00:48:41.900 right? Like that we're constantly evolving and 00:48:41.900 --> 00:48:44.219 new things are coming in and we're just getting 00:48:44.219 --> 00:48:47.920 better. And on the other hand, it makes it difficult 00:48:47.920 --> 00:48:51.019 for someone who's not actively in a building 00:48:51.019 --> 00:48:54.019 or a classroom to easily lose touch with reality. 00:48:54.500 --> 00:48:56.380 And I feel like a lot of times when you see that 00:48:56.380 --> 00:48:59.559 happen, they default to just data. Like you're 00:48:59.559 --> 00:49:02.699 no longer a person or a building or like your 00:49:02.699 --> 00:49:05.320 community that you're building up. You are this 00:49:05.320 --> 00:49:09.449 point on this data. wall and you know you have 00:49:09.449 --> 00:49:11.469 to get better like that's always the bottom line 00:49:11.469 --> 00:49:14.130 you have to get better but being able to really 00:49:14.130 --> 00:49:16.869 take that step back and remembering like we're 00:49:16.869 --> 00:49:19.409 all human I'm going to make mistakes I make them 00:49:19.409 --> 00:49:22.030 all the time and that's why I love working with 00:49:22.030 --> 00:49:26.510 other people like Alicia and Stephanie like call 00:49:26.510 --> 00:49:29.489 me out be like nay nay that's wrong like let's 00:49:29.489 --> 00:49:31.329 try that again I thought you were going to say 00:49:31.329 --> 00:49:36.269 they make more mistakes than me Let go. I'm not 00:49:36.269 --> 00:49:39.650 a perfectionist. I also developed ADHD as an 00:49:39.650 --> 00:49:42.250 adult, so I have too many tabs open in my brain 00:49:42.250 --> 00:49:46.989 at any given time to be able to sort through 00:49:46.989 --> 00:49:51.010 all the information. All of us on some level 00:49:51.010 --> 00:49:52.730 are just a little bit of a mess, but in progress, 00:49:53.030 --> 00:49:55.530 right? But we're all in progress. We're all getting 00:49:55.530 --> 00:49:58.409 there. I think it's nice that how you take a 00:49:58.409 --> 00:50:00.110 step back and you ask those considerate questions 00:50:00.110 --> 00:50:02.070 about how they want to receive feedback. That 00:50:02.070 --> 00:50:05.349 was... That was really nice to hear. That's really 00:50:05.349 --> 00:50:07.570 kind. I think it was important to me because 00:50:07.570 --> 00:50:09.929 when I started out in teaching, no one ever asked 00:50:09.929 --> 00:50:14.449 me that. And I, having that perfectionist mentality 00:50:14.449 --> 00:50:17.190 of just the way I grew up and the experiences 00:50:17.190 --> 00:50:20.369 that I had, when someone would even tell me like, 00:50:20.510 --> 00:50:23.130 hey, you could be doing this, I automatically 00:50:23.130 --> 00:50:26.869 take that in as criticism. And I'm like, I'm 00:50:26.869 --> 00:50:30.670 the worst. I can't do this. And I there's part 00:50:30.670 --> 00:50:32.789 of me mentally that just starts to shut down. 00:50:32.889 --> 00:50:35.630 And so knowing that if they had been like, you 00:50:35.630 --> 00:50:38.489 know, a little more gentle with it, like maybe 00:50:38.489 --> 00:50:41.010 I needed more of a positive sandwich as a new 00:50:41.010 --> 00:50:45.429 baby teacher. We can work on this and then this 00:50:45.429 --> 00:50:47.570 is going great. I would have been like, yeah, 00:50:47.670 --> 00:50:49.690 I can totally work on that part because I can 00:50:49.690 --> 00:50:52.760 get it up to par with everything else. I got 00:50:52.760 --> 00:50:54.539 to tell you, though, being a new teacher, though, 00:50:54.639 --> 00:50:57.360 or a new person in any situation, it does not 00:50:57.360 --> 00:50:59.840 matter your age. It is one of the most loneliest, 00:50:59.840 --> 00:51:03.460 intimidating spaces to be in. And you just the 00:51:03.460 --> 00:51:05.320 more love and support that you can have around 00:51:05.320 --> 00:51:07.340 you and just compassion, empathy and understanding. 00:51:07.780 --> 00:51:10.119 That's just what you need, because I can work 00:51:10.119 --> 00:51:12.519 a million hours for you if I know that you have 00:51:12.519 --> 00:51:14.579 my back and you care about me. But if I feel 00:51:14.579 --> 00:51:16.559 like I'm walking on eggshells around you and 00:51:16.559 --> 00:51:18.699 you're just always judging me and I'm just never 00:51:18.699 --> 00:51:22.400 good enough, I burn out very quickly. Yes. Very 00:51:22.400 --> 00:51:24.500 quickly. So I'm glad that you're doing that. 00:51:25.619 --> 00:51:28.039 All right, Alicia and Stephanie, there were some 00:51:28.039 --> 00:51:29.239 things that maybe you were going to say about 00:51:29.239 --> 00:51:30.539 these connections, about things that you've learned, 00:51:30.599 --> 00:51:32.199 how you've been impacted, how this has been changing 00:51:32.199 --> 00:51:34.780 your perspective and your roles. Well, I think 00:51:34.780 --> 00:51:37.199 that I came at this whole thing as like, this 00:51:37.199 --> 00:51:40.039 is going to be a service to people. Like I genuinely 00:51:40.039 --> 00:51:45.500 don't like PD. It's weird. I always tell people, 00:51:45.579 --> 00:51:48.079 don't talk about me afterwards in happy hour 00:51:48.079 --> 00:51:50.980 and just invite me if you do, but let's make 00:51:50.980 --> 00:51:54.820 it good. Seriously, I need to move all the time. 00:51:54.900 --> 00:51:57.179 Like that's why education is a great profession 00:51:57.179 --> 00:51:59.480 for me because I cannot stand to be a student. 00:51:59.519 --> 00:52:02.199 I cannot stand to like sit there and take in. 00:52:02.300 --> 00:52:05.500 So like we all three think it's really important 00:52:05.500 --> 00:52:10.179 that the PD that we give is useful and applicable. 00:52:10.380 --> 00:52:12.260 There's nothing worse than like trying to teach 00:52:12.260 --> 00:52:14.500 math PD to like a music teacher. And they're 00:52:14.500 --> 00:52:17.449 just like, cool. I'm here. But we like focus 00:52:17.449 --> 00:52:20.610 really hard on like, what can we do to make this 00:52:20.610 --> 00:52:24.329 PD engaging, useful, something that they can 00:52:24.329 --> 00:52:26.730 use immediately, something that they can interact 00:52:26.730 --> 00:52:29.639 with? How can we make it engaging? you know how 00:52:29.639 --> 00:52:32.199 can we build in something in the pd where they 00:52:32.199 --> 00:52:34.099 can actually walk away with something usable 00:52:34.099 --> 00:52:37.099 from the pd that day because i've been to some 00:52:37.099 --> 00:52:39.380 amazing pd when i say i don't like pd i'm being 00:52:39.380 --> 00:52:41.099 a little bit cheeky like i've been to some great 00:52:41.099 --> 00:52:43.619 pd that i loved that i got a lot out of and then 00:52:43.619 --> 00:52:45.739 i've also been to the other end of the spectrum 00:52:45.739 --> 00:52:47.780 where i'm like i'm crawling out of my skin and 00:52:47.780 --> 00:52:50.480 i can't wait to get out of here so we have worked 00:52:50.480 --> 00:52:52.420 really hard to make good information you just 00:52:52.420 --> 00:52:55.090 are like Right. And I've taken something away 00:52:55.090 --> 00:52:58.230 even from what I consider not so great PD, but 00:52:58.230 --> 00:53:01.210 it's just difficult for me to just sit there 00:53:01.210 --> 00:53:03.050 and I'm just maybe a little weirdo. But I think 00:53:03.050 --> 00:53:04.869 there's more people like me in education than 00:53:04.869 --> 00:53:11.070 not. We go into this job and like develop ADD. 00:53:11.090 --> 00:53:12.829 I think if we didn't have it before, because 00:53:12.829 --> 00:53:15.730 we're all, we have so many tabs open, like Tracy 00:53:15.730 --> 00:53:18.110 said, we all have to focus on like a hundred 00:53:18.110 --> 00:53:20.789 things at once every single day. And so then 00:53:20.789 --> 00:53:22.989 when somebody's like, Hey, just sit down and 00:53:22.989 --> 00:53:25.510 focus on this one thing. Okay. You're like, I 00:53:25.510 --> 00:53:28.510 don't even remember how to do that anymore. So 00:53:28.510 --> 00:53:31.849 I think that it's just been eyeopening for me 00:53:31.849 --> 00:53:34.269 about how hard it is to really create things 00:53:34.269 --> 00:53:37.570 that are applicable and usable for the people 00:53:37.570 --> 00:53:39.110 that are going to be in the room and like what 00:53:39.110 --> 00:53:41.050 Tracy said, it's been really great to connect 00:53:41.050 --> 00:53:43.530 with those people, learn about them, take a step 00:53:43.530 --> 00:53:45.710 back and notice that everybody's very, very different. 00:53:45.869 --> 00:53:47.349 What worked for me in the classroom is not going 00:53:47.349 --> 00:53:49.530 to work for them and giving tools that are going 00:53:49.530 --> 00:53:51.929 to be able to be adjusted for any personality, 00:53:52.190 --> 00:53:54.969 any type of classroom. Stephanie, want to add 00:53:54.969 --> 00:53:57.969 anything? I just agree. I mean, so like I just 00:53:57.969 --> 00:54:01.050 in my head, like when we started this, our whole 00:54:01.050 --> 00:54:03.750 goal was like, we know what's on teacher's plates. 00:54:03.809 --> 00:54:07.980 Like we're in it. We are here with them. And 00:54:07.980 --> 00:54:11.239 there is not enough support for teachers that 00:54:11.239 --> 00:54:15.300 is great or just education in general. And so 00:54:15.300 --> 00:54:18.340 in so many ways, just more and more and more 00:54:18.340 --> 00:54:20.800 just continues to get piled on. You are not just. 00:54:21.159 --> 00:54:23.219 The teacher, you are the emotional confidant. 00:54:23.219 --> 00:54:26.000 You are required to keep them safe. You are required 00:54:26.000 --> 00:54:28.659 to teach them critical thinking. You need to 00:54:28.659 --> 00:54:31.920 be aware of always X, Y, Z is changing. And then 00:54:31.920 --> 00:54:34.800 we're adding in testing and making sense of this 00:54:34.800 --> 00:54:37.380 data and pair it with this data. But remember 00:54:37.380 --> 00:54:39.800 who the student is, but remember your why. Like 00:54:39.800 --> 00:54:45.019 there's just so much. Oh my gosh, I know. Be 00:54:45.019 --> 00:54:48.179 a counselor and be a nurse and be all the things. 00:54:48.340 --> 00:54:52.039 Be all the things. And so in this process. Teachers 00:54:52.039 --> 00:54:54.119 are the heroes. Everyone needs to know this. 00:54:54.760 --> 00:54:57.719 Teachers are the heroes. Like our people that 00:54:57.719 --> 00:54:59.539 are working with our students every single day. 00:54:59.599 --> 00:55:01.679 And I have kids and I am so incredibly grateful 00:55:01.679 --> 00:55:05.440 for the teachers that see them for who they are. 00:55:06.440 --> 00:55:09.199 My kids have teachers this year that truly like. 00:55:09.550 --> 00:55:11.250 have like, I've seen them interact with my kids 00:55:11.250 --> 00:55:13.949 and like, no, they know my son and who he is. 00:55:14.349 --> 00:55:17.809 And there's nothing that matters more to them 00:55:17.809 --> 00:55:19.969 in that moment. And I also know, like, I think 00:55:19.969 --> 00:55:21.730 that's also what's driven me in teaching. Like 00:55:21.730 --> 00:55:24.309 I very classically, like pretty much always wanting 00:55:24.309 --> 00:55:26.690 to be a teacher, like very kind of traditionally 00:55:26.690 --> 00:55:29.630 came into this, but with it, I had really great 00:55:29.630 --> 00:55:32.670 teachers and I had really bad teachers. Yeah. 00:55:33.860 --> 00:55:36.659 And they both had an impact. Right. But the question 00:55:36.659 --> 00:55:39.079 is, what type of impact are we going to have? 00:55:39.159 --> 00:55:42.280 Is it going to be positive or negative? And the 00:55:42.280 --> 00:55:45.739 more great teachers that we can keep in education, 00:55:46.039 --> 00:55:49.519 that's the bigger impact, positive impact for 00:55:49.519 --> 00:55:52.500 our students in any way that we can help support 00:55:52.500 --> 00:55:56.510 that. If it's with a strategy, if it's with an 00:55:56.510 --> 00:55:59.650 AI prompt, if it's with a, I see you and I'm 00:55:59.650 --> 00:56:02.030 here with you, like, let's figure this out together 00:56:02.030 --> 00:56:06.530 because this is hard. Those opportunities is 00:56:06.530 --> 00:56:09.369 what have like meant the most to me. And I think 00:56:09.369 --> 00:56:13.570 specifically like getting to know you and getting 00:56:13.570 --> 00:56:16.429 to work with like the stuff culturally and like 00:56:16.429 --> 00:56:19.010 always being aware of that. And I've worked in. 00:56:19.400 --> 00:56:22.000 uh multilingual schools with majority and then 00:56:22.000 --> 00:56:24.860 i've also not worked in that and recognizing 00:56:24.860 --> 00:56:28.320 how much language acquisition really affects 00:56:28.320 --> 00:56:31.179 education and i truly believe it's a space that 00:56:31.179 --> 00:56:33.860 the more we tap into it the more gaps we're going 00:56:33.860 --> 00:56:36.179 to be able to close because as we said academic 00:56:36.179 --> 00:56:38.420 language is the second language for everybody 00:56:38.420 --> 00:56:42.929 yes um and Also going into the why behind it. 00:56:42.949 --> 00:56:44.710 Like, why do we teach kids to write? Like, yes, 00:56:44.730 --> 00:56:46.750 you need to pass a test, but I also need you 00:56:46.750 --> 00:56:48.670 to be able to advocate for yourself and what 00:56:48.670 --> 00:56:51.210 you need. Yeah. I wish that we didn't have to 00:56:51.210 --> 00:56:53.349 worry about that test component. Right. But like, 00:56:53.349 --> 00:56:56.809 truly. But I also say, you know, and we said 00:56:56.809 --> 00:56:58.190 it together, if there's a game to play, you might 00:56:58.190 --> 00:57:00.010 as well win. Right. Play to win the game. But 00:57:00.010 --> 00:57:01.829 like, why are we doing that? Why do I want to 00:57:01.829 --> 00:57:03.969 teach them to think critically? Why do I want 00:57:03.969 --> 00:57:06.010 them to be able to write? Why am I doing this 00:57:06.010 --> 00:57:08.750 beyond the test? Right. Because our teachers 00:57:08.750 --> 00:57:11.699 and our students. um are the people that are 00:57:11.699 --> 00:57:13.579 in the communities around us they're the people 00:57:13.579 --> 00:57:16.559 that we get to live this life next to and with 00:57:16.559 --> 00:57:19.599 and that will lead and um it's a privilege to 00:57:19.599 --> 00:57:22.019 walk alongside them in it and many of our communities 00:57:22.019 --> 00:57:24.340 and thank you for saying that that's really kind 00:57:24.340 --> 00:57:26.880 it is a privilege to walk alongside them you 00:57:26.880 --> 00:57:28.940 know and to be invited to these spaces as well 00:57:28.940 --> 00:57:32.039 to have these conversations but this utilization 00:57:32.039 --> 00:57:34.179 of ai can really help us create these holistic 00:57:34.179 --> 00:57:36.639 linguistic ecosystems for students that they 00:57:36.639 --> 00:57:40.280 need in their classroom And I was 15 years old 00:57:40.280 --> 00:57:42.619 whenever I began learning Spanish. No one else 00:57:42.619 --> 00:57:44.800 in my family spoke Spanish. I was exposed to 00:57:44.800 --> 00:57:46.440 this. And then one thing led to another. And 00:57:46.440 --> 00:57:50.119 then now I can speak Spanish fluently. I'm so 00:57:50.119 --> 00:57:52.199 happy and so thankful for that. But our students 00:57:52.199 --> 00:57:54.719 also can be exposed to this. And some of them 00:57:54.719 --> 00:57:57.090 need that. because it's going to help them with 00:57:57.090 --> 00:57:58.969 their scaffolding for linguistic support to make 00:57:58.969 --> 00:58:01.090 cross -linguistic connections. And then others 00:58:01.090 --> 00:58:02.409 are going to be exposed to that. They're going 00:58:02.409 --> 00:58:04.269 to help them become interested in culture and 00:58:04.269 --> 00:58:06.969 language as well. And all of this multiculturalism 00:58:06.969 --> 00:58:10.510 is just a benefit. And all this multilingualism, 00:58:10.510 --> 00:58:14.389 that helps all of us together. This makes all 00:58:14.389 --> 00:58:16.730 of our votes rise. And so I just want to make 00:58:16.730 --> 00:58:19.489 sure to pause on that for a second, but also 00:58:19.489 --> 00:58:22.869 add in, just because whenever we talk about creating 00:58:22.869 --> 00:58:25.239 that holistic linguistic... holistic linguistic 00:58:25.239 --> 00:58:28.360 ecosystem and we talk about things like translanguaging 00:58:28.360 --> 00:58:30.760 and cross -linguistic connections this is just 00:58:30.760 --> 00:58:33.739 the touching the bare minimum this is not i i 00:58:33.739 --> 00:58:36.460 because there are great researchers out there 00:58:36.460 --> 00:58:38.860 who really understand what this means there are 00:58:38.860 --> 00:58:40.780 books and books and books written about this 00:58:40.780 --> 00:58:43.079 but not everyone can be a master at everything 00:58:43.079 --> 00:58:45.639 at all times but i do believe again this is a 00:58:45.639 --> 00:58:47.679 good prompt that we can leverage to at least 00:58:47.679 --> 00:58:50.440 start those conversations into the understanding 00:58:50.440 --> 00:58:54.760 of oh If I ask it this question, this can give 00:58:54.760 --> 00:58:57.159 me an idea as an English -only speaking teacher 00:58:57.159 --> 00:58:59.960 of how to incorporate a cross -linguistic connection 00:58:59.960 --> 00:59:03.280 between these cognates, for example, and what 00:59:03.280 --> 00:59:06.219 this means. And AI can help you understand that. 00:59:06.420 --> 00:59:09.519 So you can be an English -only speaker with no 00:59:09.519 --> 00:59:12.099 background knowledge in language acquisition 00:59:12.099 --> 00:59:16.260 to still understand, hey, let me just ask my 00:59:16.260 --> 00:59:19.920 AI platform, how can I make this lesson accessible 00:59:19.920 --> 00:59:23.849 with... this idea of metalinguistic awareness 00:59:23.849 --> 00:59:27.150 or cross -linguistic awareness or translanguaging 00:59:27.150 --> 00:59:29.650 opportunities or a holistic linguistic ecosystem 00:59:29.650 --> 00:59:34.989 or cognates specifically, or what can I do? Sentence 00:59:34.989 --> 00:59:38.550 frames and stems. Yes, sentence frames, sentence 00:59:38.550 --> 00:59:41.469 stems, things just to help that process because 00:59:41.469 --> 00:59:43.570 that skill of reading will still transfer and 00:59:43.570 --> 00:59:46.050 they will start making those connections. Because 00:59:46.050 --> 00:59:48.130 many times people feel like, I can't do this 00:59:48.130 --> 00:59:49.969 because I don't speak another language. And I 00:59:49.969 --> 00:59:53.150 say leverage AI. Again, all due respect to all 00:59:53.150 --> 00:59:56.010 of our researchers out there who, I mean. There 00:59:56.010 --> 00:59:58.349 is a lot of research behind this. But for teachers 00:59:58.349 --> 01:00:01.449 that are just in maybe an urban, suburban, or 01:00:01.449 --> 01:00:03.849 very rural area and just have no background in 01:00:03.849 --> 01:00:05.650 this, and they say, what do you mean how I can 01:00:05.650 --> 01:00:08.309 make a holistic linguistic ecosystem? One, it's 01:00:08.309 --> 01:00:09.929 just going to be your heart. You just want to 01:00:09.929 --> 01:00:12.429 do it. You want to just allow all these languages 01:00:12.429 --> 01:00:14.110 to be brought in and to be spoken. And I'm going 01:00:14.110 --> 01:00:15.670 to help you make sure you get it to me in English. 01:00:15.869 --> 01:00:17.449 But I think this would be beneficial because 01:00:17.449 --> 01:00:20.489 we can learn and elevate our vocabulary from 01:00:20.489 --> 01:00:22.789 others. But then two, the reality is if you only 01:00:22.789 --> 01:00:24.650 speak one language, how are you going to do it? 01:00:25.500 --> 01:00:27.880 Again, not all of it will always be 100 percent 01:00:27.880 --> 01:00:30.139 correct, but it sure is a great step to leverage 01:00:30.139 --> 01:00:33.639 that AI platform to help create multilingual 01:00:33.639 --> 01:00:37.659 resources for students. It's fun, too. It is 01:00:37.659 --> 01:00:42.909 fun. And I think I this week. In some learning 01:00:42.909 --> 01:00:45.690 with some other educators, we talked about scaffolds 01:00:45.690 --> 01:00:48.289 and how so often like scaffolds, like you think 01:00:48.289 --> 01:00:50.630 like, oh, I need to make this more accessible. 01:00:50.710 --> 01:00:53.389 So a lot of times it gets watered down when really 01:00:53.389 --> 01:00:55.769 we need to think about scaffolds as scaffolding 01:00:55.769 --> 01:00:58.269 up to the level that they need to be at. Like 01:00:58.269 --> 01:01:00.329 we don't want to water things down. We want to 01:01:00.329 --> 01:01:03.460 give them content grade level appropriate. things. 01:01:03.599 --> 01:01:06.880 And AI has been like a huge bridge in that, right? 01:01:06.960 --> 01:01:09.039 Like, I know I can do this. I know I need to 01:01:09.039 --> 01:01:13.199 do this, but how do I get from X to Y? And even 01:01:13.199 --> 01:01:15.400 if it's just to get the thought process going, 01:01:15.539 --> 01:01:18.019 I might not use anything exactly that comes out 01:01:18.019 --> 01:01:20.960 of it, but it put me on the right track to get 01:01:20.960 --> 01:01:22.639 there. Do y 'all have any words of wisdom that 01:01:22.639 --> 01:01:25.880 you'd like to add to that? No, I think when I 01:01:25.880 --> 01:01:28.900 just want to tell teachers, it is that hard. 01:01:29.000 --> 01:01:31.559 We see you. It is that hard. You're not crazy. 01:01:32.219 --> 01:01:33.639 I feel like I just needed somebody to tell me 01:01:33.639 --> 01:01:37.139 that my first year. And then now it's harder 01:01:37.139 --> 01:01:41.699 now than it was even when I started. And like, 01:01:41.719 --> 01:01:44.099 please use tools because it really is that hard 01:01:44.099 --> 01:01:46.480 and it really is that impossible. So you're not 01:01:46.480 --> 01:01:49.139 going crazy. Yeah. I mean, leverage what's available 01:01:49.139 --> 01:01:52.860 to us so that you can get back to doing the things 01:01:52.860 --> 01:01:55.699 that really matter. And you can invest your time 01:01:55.699 --> 01:01:58.840 in getting to know your students, but also. Taking 01:01:58.840 --> 01:02:01.199 care of yourself. I know that's such like a cliche, 01:02:01.320 --> 01:02:05.699 like self -care, but if AI is going to give you 01:02:05.699 --> 01:02:09.119 that hour so that you can go get your facial, 01:02:09.320 --> 01:02:15.119 then by golly, go do it. Model that idea. Okay, 01:02:15.199 --> 01:02:17.719 real quick, wrap it around. What's one thing 01:02:17.719 --> 01:02:19.960 that you've learned from a student and from a 01:02:19.960 --> 01:02:22.519 teacher in this past year so far that you feel 01:02:22.519 --> 01:02:24.619 like has made you better? Again, one thing that 01:02:24.619 --> 01:02:27.800 you've learned from a student or a teacher. that 01:02:27.800 --> 01:02:29.800 you feel like has made you feel like you've become 01:02:29.800 --> 01:02:34.340 better at what you do? I don't know. Rapid fire. 01:02:34.739 --> 01:02:37.579 Okay. I think from a student, and this isn't 01:02:37.579 --> 01:02:40.099 like information necessarily that I learned from 01:02:40.099 --> 01:02:43.019 them. I learned that not only are they super 01:02:43.019 --> 01:02:45.250 observant. And that they're seeing everything 01:02:45.250 --> 01:02:47.869 and they're very inquisitive if you give them 01:02:47.869 --> 01:02:50.530 a moment to actually ask the questions and kind 01:02:50.530 --> 01:02:53.010 of prompt them instead of just giving them the 01:02:53.010 --> 01:02:54.969 answer. So really taking that inquiry approach, 01:02:55.170 --> 01:02:57.730 like they are so much smarter than a lot of times 01:02:57.730 --> 01:03:00.010 we give them credit for. And I mean that in a 01:03:00.010 --> 01:03:02.909 sense of like working with preteens in a middle 01:03:02.909 --> 01:03:05.349 school. A lot of times they're like, oh, they 01:03:05.349 --> 01:03:07.889 don't know. They don't have that. But they do. 01:03:08.230 --> 01:03:10.860 They're just. They're shy. They're timid. You've 01:03:10.860 --> 01:03:13.480 got to like pull it out of them. But just the 01:03:13.480 --> 01:03:15.800 side conversations I've had the privilege of 01:03:15.800 --> 01:03:17.659 having with some of the students when we do student 01:03:17.659 --> 01:03:20.059 shadows, where we follow a student the entire 01:03:20.059 --> 01:03:21.980 day throughout a grade level and just really 01:03:21.980 --> 01:03:25.420 experience what it's like. Not only is it exhausting 01:03:25.420 --> 01:03:31.059 to be a student, but they are so smart. You just, 01:03:31.079 --> 01:03:34.090 you've got to give them. Time. You have to work 01:03:34.090 --> 01:03:36.530 with them. And I know that's hard when you have 01:03:36.530 --> 01:03:39.170 a limited time with everybody, but give them 01:03:39.170 --> 01:03:41.750 the credit they deserve. Like we can learn so 01:03:41.750 --> 01:03:44.030 much from them just as they can learn from us. 01:03:44.909 --> 01:03:48.550 100%. Alicia, you have anything? It's not new 01:03:48.550 --> 01:03:51.250 information to me, but I feel like I have to 01:03:51.250 --> 01:03:53.730 relearn it from different students. Like every 01:03:53.730 --> 01:03:57.150 year of my career is just that their story behind 01:03:57.150 --> 01:04:00.550 their behavior will often just... make their 01:04:00.550 --> 01:04:03.090 behavior make so much more sense. But as an adult, 01:04:03.190 --> 01:04:04.989 there comes a time where you're just frustrated. 01:04:04.989 --> 01:04:06.869 You're just frustrated with them. But then every 01:04:06.869 --> 01:04:10.429 single time, every year, it doesn't, every single 01:04:10.429 --> 01:04:12.489 time, like, oh, then I found out their story 01:04:12.489 --> 01:04:14.449 and now I'm mad at myself for being frustrated 01:04:14.449 --> 01:04:16.650 with them. And so, so like I have to relearn 01:04:16.650 --> 01:04:19.050 that all the time. It's our human reaction. Seek 01:04:19.050 --> 01:04:21.110 to understand, but also give yourself grace and 01:04:21.110 --> 01:04:23.150 compassion because it's a natural reaction. But 01:04:23.150 --> 01:04:25.590 yes, it's always good to remember that level 01:04:25.590 --> 01:04:27.989 of empathy. what is going on there's a root cause 01:04:27.989 --> 01:04:30.789 to this somewhere but you also had 25 fires going 01:04:30.789 --> 01:04:33.530 out already so you were just like ah yes we get 01:04:33.530 --> 01:04:37.190 it happens too much and stephanie just the power 01:04:37.190 --> 01:04:40.489 of something fun and silly like teachers will 01:04:40.489 --> 01:04:42.730 so often like bring me something that they're 01:04:42.730 --> 01:04:46.130 so excited like to see and like i will have been 01:04:46.130 --> 01:04:48.960 like in the bogs of data and they're like, but 01:04:48.960 --> 01:04:51.260 look at this and look at what it's working in. 01:04:51.280 --> 01:04:54.420 Like just the power of consistency and like finding 01:04:54.420 --> 01:04:56.480 those little wins in the day that our teachers 01:04:56.480 --> 01:04:59.340 are so good at, because again, they're the ones 01:04:59.340 --> 01:05:02.380 like walking each and every step and moment and 01:05:02.380 --> 01:05:05.780 minute with those kiddos. And it's just been 01:05:05.780 --> 01:05:08.619 like, they are the best at like bringing you 01:05:08.619 --> 01:05:11.019 back to center and what really matters in education. 01:05:11.380 --> 01:05:13.219 Well, I know that you all do fantastic work. 01:05:13.300 --> 01:05:15.099 I know that you've been into some places that 01:05:15.099 --> 01:05:16.980 I've really appreciated. your services you present 01:05:16.980 --> 01:05:19.519 over at conferences there is going to be information 01:05:19.519 --> 01:05:22.000 again just so you all know that will be in the 01:05:22.000 --> 01:05:25.579 bottom of this bio you can see sustained s -u 01:05:25.579 --> 01:05:30.539 -s -t -a -i -n -e -d impact consulting dot com 01:05:30.539 --> 01:05:32.980 and again we will have that link in that bio 01:05:32.980 --> 01:05:37.159 very last round quick question just to make it 01:05:37.159 --> 01:05:39.400 fun all right this is something just to end it 01:05:39.400 --> 01:05:42.840 in a little fun way um what is something that 01:05:42.840 --> 01:05:45.340 always brings you joy bring it on happy note 01:05:45.710 --> 01:05:47.969 Always brings you joy. Stephanie, you go first. 01:05:48.449 --> 01:05:51.829 Coffee. Coffee. Alicia, what's yours? The week 01:05:51.829 --> 01:05:54.329 of Halloween at school every year. My favorite. 01:05:54.409 --> 01:05:56.809 The week of Halloween at school. Tracy? Plants. 01:05:58.119 --> 01:06:00.940 And for me, it's the three of you and all of 01:06:00.940 --> 01:06:03.019 you out there listening. I appreciate you. I'm 01:06:03.019 --> 01:06:04.659 glad that you all are here. And I'm really honestly, 01:06:04.900 --> 01:06:09.860 I know that was real fun, but I really appreciate 01:06:09.860 --> 01:06:12.400 the three of you being here. Alicia, Tracy, Stephanie, 01:06:12.559 --> 01:06:14.000 thank you for all that you do in the field of 01:06:14.000 --> 01:06:16.179 education. Thank you for what you do for so many 01:06:16.179 --> 01:06:18.440 educators out there. And I'm so excited for you 01:06:18.440 --> 01:06:21.619 all and for Sustained Impact, empowering educators, 01:06:21.940 --> 01:06:23.840 leading every learner. Thank you for being on 01:06:23.840 --> 01:06:26.219 the podcast today. Also, big shout out to our 01:06:26.219 --> 01:06:29.070 sponsors. And to our host, we have Edges Skills. 01:06:29.369 --> 01:06:33.869 And a big shout out to Mike Overholt, who is 01:06:33.869 --> 01:06:36.469 our producer. Thank you all so much. And we all 01:06:36.469 --> 01:06:38.230 love you. And we hope you have a wonderful rest 01:06:38.230 --> 01:06:40.110 of your day. We'll see you next time on Cultural 01:06:40.110 --> 01:07:04.000 Connections Lab. Adios. Thank you for joining 01:07:04.000 --> 01:07:06.639 us today. Don't forget to like follow and subscribe 01:07:06.639 --> 01:07:07.900 adios.