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I wish we talked a bit about China-based AI projects. To be more aware of what AI tools students have access to when outside the classroom.

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A wonderful Session. Got a lot of tools which can be used in the classroom.

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Learned about lots of AI tools I'd never used before.

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Multi-leveled A.I use in various topics was greatly expressed in this PD session.

I believe that this has been one of the most valuable PD sessions at school.

I took several key points that I will make use of in my professional and personal life.

I would like to learn more on the Coding of an A.I as in, the actual computer science and mathematics that goes into creation of an A.I from scratch

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I want to explore the idea of using AIBots to help me guide students through their design processes and help them navigate IB criteria for their success.

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Knowing more about AI tools, ethical use of AI, etc. helps me gain the confidence to try them out myself.

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Really enjoyed today's PD and am excited to attempt to update some of our units with these innovative tools.

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More more more. I have to explore more.

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Join Napkin.ai and start creating visuals for your ideas today. Napkin turns text content into engaging visuals for presentations, social media, docs and more.

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I need to learn about:

the best practices around the world on how to promote healthy use of AI in the classroom.

how to establish clear boundaries for students to use AI wisely

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The recent AI training with Justin Zhang offered a wealth of insights into integrating AI into education, particularly in the International Baccalaureate (IB) Middle Years Program (MYP). Zhang's approach highlights the importance of using AI tools to enhance teaching while maintaining ethical standards and fostering critical thinking in students.

Integrating AI in Physical and Health Education (PHE)

As a PHE teacher in the MYP, AI tools can be transformative in several ways:

Data Analysis for Performance: Tools like motion tracking and AI-assisted video analysis can provide students with detailed feedback on their physical movements, enabling personalized improvement plans.

Gamification and Engagement: AI can create interactive fitness challenges or simulate sports scenarios, helping students stay engaged while learning complex physical strategies or techniques.

Curriculum Personalization: Adaptive AI programs can tailor health and fitness modules to match individual student needs, supporting differentiated instruction.

Assessment Efficiency: AI-powered systems can streamline assessments by analyzing data from wearable devices, like heart rate monitors, and providing comprehensive reports on student performance.

Teaching Ethical AI Usage to Students

To align with IB's emphasis on academic integrity and ATL (Approaches to Learning) skills, students should learn:

AI Literacy: Understanding how AI works and its capabilities. This includes exploring tools like ChatGPT for research and brainstorming while recognizing their limitations.

Critical Evaluation: Encouraging students to verify AI-generated outputs using reliable sources to avoid misinformation.

Ethical Considerations: Teaching about data privacy and the responsible use of AI, including respecting copyright and avoiding plagiarism.

Collaborative Problem Solving: Using AI as a tool for collaboration rather than replacement, fostering teamwork and shared decision-making.

Broader Implications

Justin Zhang emphasizes harmonizing AI with human teaching to create an equitable and engaging learning environment. Educators are encouraged to leverage AI tools thoughtfully, ensuring they complement pedagogy rather than dominate it. His AI frameworks also underline the importance of transparency and inclusivity, key components in nurturing AI literacy among future global citizens.

For further exploration, you can refer to Justin Zhang's AI in Education section on his website, which delves into AI frameworks, ethical integration strategies, and practical tools for teachers and students. This includes resources adapted from UNESCO and the U.S. Department of Education for designing safe and equitable AI integration in schools.

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Today's lessons on AI have equipped me with practical tools to enhance learning in my Physical and Health Education (PHE) classes within the MYP framework. I plan to use AI-powered motion tracking and data analysis tools to provide students with personalized feedback on their physical performance, enabling them to develop targeted improvement plans. Additionally, gamified AI platforms will engage students by simulating real-world sports scenarios and fostering strategic thinking. Importantly, I will integrate lessons on ethical AI use, teaching students to critically evaluate AI-generated information, respect data privacy, and use technology responsibly. By leveraging AI, I aim to create an inclusive, innovative learning environment that supports differentiated instruction and emphasizes IB values of academic integrity and lifelong learning.

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There was a huge number of AI resources shared today - it's excellent, but I feel that we need some sort of follow-up to figure out how best to actually use these tools for unit/lesson/activity planning and resource creation/gathering.

Is it possible for teachers to get school-funded subscriptions to Poe? The IB-specific bots - is that the right term? - are excellent, but the daily limit is not enough to fully make use of this resource. Perplexity looked very useful, too, but, again, it has daily limits.

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Rules and expectations for secondary as a whole

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Rules and expectations for secondary as a whole

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I would like revisit how our school formally encourages or sets limits to AI use. For myself, I would only want the M5 music students to use feedback from mizou or poe for their essay-writing. I personally would not want students in middle school to use AI for their personal experience/opinion writing as I believe they need to practice this skill by hand. A school statement of expectations for students' AI would be appreciated for future reference.

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Rules and expectations for TEACHERS also. In his book Mind in Society, Vygotsky says "children grow into the intellectual life of those around them." Let's model the behavior we want to see. If we use AI in our planning, let's acknowledge it. Actually, the same point goes with technology use in general. Do we want our students to see us walking down the hallway staring at our phones like an addicted zombie?

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I feel this topic will be my "life-long learner" goal. There is so much to learn. One day at a time.

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I will definitely use AI for my unit planing. I saw today that AI created things that I already did so....I am super happy. I also loved the image generating tool. This PD is really helpful.

Thank you Justin

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Thank you Justin for sharing your knowledge!

Discovered many tools I did not know about.

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We need to clearly articulate, within our subjects, how we will integrate AI into our instruction.

What grade do we introduce AI tools?

Through which lens?

What is our progression from one grade to the next? Teacher-supervised interaction with custom bots in M4? Then using AI search tools in M5?

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I found this PD to be less useful than Day 1, to be honest, as far as having clear strategies or approaches to implement. Day 1 had so many useful resources, for both teachers and students, that it was impossible to cover them all properly in one day. It felt truly transformational; undoubtedly the best PD I've attended, and I feel that we need more time and guidance on how to make use of it. One thing that Day 2 did make me appreciate, though, through talking to other teachers, is the challenge for teachers of subjects that are heavily language-based, but not Language LL or Language Acquisition, to differentiate for the wide range of language ability in their classes. It presents challenges even in the language subjects, and they don't have as great a range of language ability as in other subjects. I'm hopeful that some of the AI tools we were introduced to can help us to address this, but I wonder if there's not more that we can do to help our teachers and students in this area.

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I appreciated the way Justin structured this PD, particularly using the PILAR method (Planning, Instruction, Learning, Assessment, Research). Furthermore, he provided several links for each aspect of PILAR to incorporate into our daily practice.

I will continue along my "AI Teaching Roadmap" by identifying my current practice, growth areas, and AI integration dreams.

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As stated in my AILE post, I appreciated how Justin structured this PD, and I value the resources he shared and will continue to explore his links and main website within the Padlet.

A great deal of the content delivered on Day 2 was content I had already studied for my ESOL K-12 Teaching License; however, it was a nice refresher and gave me the motivation to incorporate the knowledge I forgot (and the new knowledge gained) back into my daily practice as a teacher and now language acquisition department leader.

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As stated above, it would be wise to have a school policy outlining the appropriate use of AI for both students and teachers.

Which questions are most prevalent to have answered in this policy?

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Literacy Development outside of Language Courses

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Literacy Development outside of Language Courses

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How is literacy being developed in Science, I+S, Math, VA, etc.?

What are the expectations for students regarding reading level and writing ability?

How much reading and writing is being done in classes? Daily? Weekly?

Is grammar corrected?

What lexile levels are being used? and so forth....

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Various resource was shared during the PD, with different functions, AI for creating a chat bot, visuals, music, and videos...Thanks for updating my knowledge and skills in advanced technology.

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Exploring the two Padlets and Justin's website. 

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Exploring the two Padlets and Justin's website. 

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Explore and read more, and try to practice some ideas in class. Still, how to check students' understanding if they write with the help of AI.

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I will try AI tools in class, for example, a chatbot or Phind, to help students acquire vocabulary or practice making sentences. And also some good ideas from the website, for example, a mime activity is suitable for students learning about stories.

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1. Knowing more about the latest information and useful approaches of application in AI area.

2. Enjoyable workshop by guiding us to know HOW quite in details.

3. Achieve not only techniques and methods but more importantly the perspectives and teaching strategies with flexibility to use for our work and supporting students.

4. Happy to learn new things with easier scaffolding steps to explore and practice with AI.

5. Hope our school can provide teachers the account for some popular account for us to us yearly to better support teaching.

💜 BIG THANK to Dr. Justin ZH and XLIS Leadership for bringing this valuable workshop to us! 💜

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To continue, day 2 focused deeper in language teaching and so impressive when Justin showed us how to train the bot for better use and service with models established and way to use them wisely. This is more valuable as a new thinking perspectives looking through teaching itself for future need.

Collaborated with peers by exploring the important aspects in language teaching.

Collected more thoughts about applying AI and ways to guide students to really understand about AI value.

Sharing and practicing with peers in subject area, knowing how to improve current teaching to be more effective.

Amazed by the Abbreviated Title with great translation and deep meaning in them, perfectly aligned.

Again, I still need time to study and explore deeper but it is such a good timing to start using it. This time, with more confidence! Thank you again~

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I just wonder a successful lesson plan with AI co-design would be like.

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Another concern is for using AI in daily learning, to which degree could students use it under supervision and how can we make sure the learning with AI strategies work well for teenagers to get a better result eventually?

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Applied AI in current teaching for better lesson plan or well-structured paper work or designing more creative activities. Better to apply some ideas of AI Bots into current teaching for brainstorming for activities, tools and materials with multiple perspectives and open-mindedness. Though there are not plenty of Language literature data or resources used explored by AI itself now, it won't influence to use and train an AI Bot to know better about our teaching need till it can help our students for better understanding and grasping more strategies of learning new ideas or effective feedback as an assistant in class.

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I can honestly say that this was my favourite PD session in all my years of teaching. Mr Zhang did a fabulous job sharing new tools that would make both my life and the lives of my students more interesting, rather than just more simple.

I found that my favourite tool so far has been SunoAI. The variety of genre the AI can mimic is really quite omething. I will definitely be using it in class as an idea generator for composition and lyric writing.

As for MagicSchool AI and Napkin. These were also two of my favourite tools, the creativity this inspired in me as I tried them out was honestly a time where I felt I could play. Play is often forgotten, but an essential tool to learn new things and allow them to become a part of our existing repertoire of tools through practise.

I wish we had an extra day to work out how best to use them in our own departments and in our own classes, but understandably we had to ensure that all the boxes were ticked so that the 2-day workshop could be as valuable as possible.

I will definitely be using more tools, particularly AI over the coming weeks to make class as interactive and usseful to students as possible.

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When it comes to AI tools, they are only as useful to the point where you know your subject, and know your subject well.

After having used AI tools like Claude and ChatGPT, I can honestly say that they are far from flawless and need us humans to refine both the prompt and the output of that prompt. No prompt will give you the perfect answer. Bearing this in mind, to let students use AI without subject knowledge can be dangerous and potentially harmful to their learning, however, guided use and exploration could spark that curiosity in them to be more creative with their thinking.

I will use it for unit planning, resource creation and creative inspiration. I hope to model for my students the best ways to use these tools in music class, so that they can have a meaningful and enjoyable experience.

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Being told day in and day out that one, in addition to being a subject teacher, are in fact alsso a English teacher never really made much sense to me. It frustrated me because there were no real examples to look to.

This particular workshop changed that for me. It finally makess sense and feel a lot more confident on the how. The "what" and "why" was usually the point of many conversations, but never the "how".

There was way more theory than i could take in in one day. I felt like this particular workshop could easily have been extended over 2 or 3 days due to the density of the information conveyed. This is on the one hand a good thing since it reminds me how much there is to learn and consequently apply. On the other hand, a trained workshop leader as himself should have seen this issue, so I wonder why it was not simplified so that more application ideas could have been gleaned ass in the workshop on Day 1.

I am guessing that this was once again due to the dramatic need of trained teachers to deal with the deficiency in English ability at XLIS whether due to the failings of the English program, the attitude of the students or the lack of support all round.

I have made sheets and sheets of notes, and Mr Zhang has left a wonderful resource of reading material and bots to assist us. Never have I felt like this: it feels like I have have received a treasure. I hope to be fortunate enough to be in a future workshop with him again.

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The second day brought new challenges, for me. There were many acronyms but I know I can use the padlet to unscrambble everything. I liked that, even if the training is on AI, we shared with the others about things not related to it. It makes us see that we are still in control of our work.

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I found that this workshop was structured very well and that the leader was very knowledgeable about the topic.

Development of language use is paramount in my discipline. Many informative ideas were spoken about which can be modelled and used in Mathematics

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I feel that with any new technology, those who are unfamiliar and who have not seen successful examples of ethical and proper usse will be resistant. No one thinks twice when using a spell-checker, or search using "Google", why any other AI tool? Should we not be able to spell ourselves? Should we not be be able to use a library? Ridiculous thought process, right?

Policies from IB on the ethical use of AI have already surfaced, yet I wonder how many schools have run with them and have already applied them. To be ahead of the curve in world where innovation is occurring at break-neck speed on a daily, hourly, and minute-by-minute basis, there is no need to fear or resist what is new and unfamiliar. Instead we should master them before we are mastered.

I feel that it will be up to the individual teacher to use these tools well, be an example to students on how to use them and also be able to be open about it.

If one of my students used AI, i should know them well enough to say "Hey, you had some help there, how can we give a good citation to show your collaborative process?", rather than "AI is of the Devil!".

The problem I see is a lack of the Risk-taker profile. Embrace in good time what is good, so that it may not be misused in the future.

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It was a great time to provoke our curiosity and creativity for innovative classes. The best thing I liked in this PD was that AI can be used as a great tool to create various materials for our real classes, even for differentiation.

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Professional development in this area equips teachers with the skills to harness AI's potential, fostering an innovative, data-informed classroom where both educators and students thrive in a dynamic, future-ready educational landscape.

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Teachers have created their own AI bots.

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Teachers have created their own AI bots.

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By integrating AI-driven tools, educators can personalize learning experiences, providing tailored content and adaptive feedback that meet individual student needs. This technology facilitates efficient assessment, automates administrative tasks, and opens new avenues for interactive learning through virtual environments and intelligent tutoring systems.

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The BICS-CALP workshop offered valuable insights into supporting language development in math classrooms. As a math teacher, I often see students excel in conversational English (BICS) but struggle with the academic language (CALP) required to articulate mathematical reasoning. The workshop emphasized strategies to bridge this gap, such as using visual aids, scaffolding technical vocabulary, and promoting discourse through structured problem-solving. I realized the importance of explicitly teaching terms like "evaluate," "interpret," and "justify" alongside mathematical concepts.

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1. Ethical use for students and need a clear policy including specific guidelines

2. Strategies and protocols for teachers' use

3. Continued impact on students learning, especially for low capable English students, and those are incapable in communication and research skills, more positive or more negative?

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I will not allow students to search content details through AI, but will use the photo/song generated tools as a teaching resource.

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The recent AI workshop provided practical insights into how AI tools can support teaching and learning in I&S. One key takeaway was how AI can streamline lesson planning by brainstorming creative ideas and filling in knowledge gaps on complex topics like population trends or global trade. It can also generate activities tailored to various student needs, which is particularly useful when addressing diverse perspectives or case studies within the I&S curriculum.

The ability to create and update differentiated instructions was especially relevant for I&S. AI tools can help design tasks that follow specific formats, such as those required for IB assessments, ensuring alignment with objectives like evaluating causation or analyzing sources. They also allow for refreshing lessons with contemporary examples, making global issues more relatable for students.

Supporting language development was another key area, particularly for EAL students. AI can create vocabulary lists with clear, level-appropriate definitions for terms like "demographic transition" or "industrialization." This function ensures that all students can engage with challenging I&S concepts more effectively, bridging potential language barriers.

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Make use of Mizou to monitor AI use for formative assessments (as a practice for myself and for students

Guide and encourage the use of Perplexity for student research in DP

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One of the most important takeaways from this workshop is how AI can serve as a powerful tool to support and empower teachers, acting as a "co-colleague" in our day-to-day work.  offers a wealth of possibilities that can enhance our ability to generate ideas, design engaging activities, and differentiate tasks to meet the diverse needs of our students.

For example, in my MYP5 I&S class, AI can be used to generate ideas for project-based learning activities and also help to suggest resources, and provide scaffolding for teaching. Similarly, in my DP BM class, AI could assist in creating personalized case studies based on current events.

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The second day is less impactful. Many of the principles discussed are quite basic of foundational TESOL concepts. While these are certainly important for teachers new to the field of language acquisition, I felt that we could have gone deeper into more advanced, practical strategies that would be directly applicable to our subject areas.I also think there was a missed opportunity to focus on diagnosing the current state of our teaching practices. A more in-depth discussion on how to assess where our own teaching stands in terms of language support would have been beneficial.

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AI can significantly enrich learning experiences by tailoring content to individual student needs. Adaptive learning platforms, powered by AI, analyze student progress in real-time and provide targeted resources or interventions. AI can support language learning through real-time translation tools and language-specific tutors. Additionally, AI enables access to a wealth of global resources, connecting students with content that broadens their worldviews and supports the IB emphasis on global-mindedness.