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General Data Protection Regulation, or GDPR, have overhauled how businesses process and handle data. Our need-to-know GDPR guide explains what the changes mean for you

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Leverage AI to save time while creating choice boards that are universally designed. Watch the video or read how to use three free AI tools for teachers.

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Use Diffit to level texts for students, based on their reading levels and abilities. Use Diffit to generate vocabulary lists and questions, related to the text.

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Use existing curriculum, or generate standards-aligned content with real, cited sources. Choose a grade level and language, and watch Diffit create complete, differentiated resources. ✅

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Toddle - Mastering ChatGPT for Lesson Planning

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Toddle - Mastering ChatGPT for Lesson Planning

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Using Artificial Intelligence to Support Emergent Bilingual Students in the Classroom

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Using Artificial Intelligence to Support Emergent Bilingual Students in the Classroom

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Artificial intelligence (AI) can promote equity for emergent bilingual students in two ways: 1) by creating powerful, individualized learning pathways and 2) by quickly producing data that has historically been absent or extremely delayed. AI can create personalized learning for each student based on their current language level and deliver on-time data that educators can use to make informed instructional decisions.

This is important because educators typically have had to rely on data collected from a time-consuming one-to-one exchange between a proctor and the student, and the results of that test were not immediately available.

Thus, an educator likely had to begin teaching emergent bilingual students without knowing their true language proficiency level or which language standards had been mastered. But with individualized learning pathways, AI, and data, those educators can use their valuable time to make academic decisions that will move the needle for their students.

Celebrating Emergent Bilinguals

Emergent bilinguals (also known as English learners) are students who are developing skills in their heritage languages while also learning a new language. Using a term like emergent bilingual celebrates the linguistic knowledge of the heritage languages that learners bring with them to school. Those funds of knowledge can and should be leveraged to help the students become bilingual (in this case, by adding English to their repertoires).

Those students' heritage languages and cultures are assets to focus on as deep knowledge, and something that can be built upon.
Currently, about one in every ten students in US public schools is an emergent bilingual; that number is growing. Thanks to technological advancements, we can now use AI to help support bilingual and multilingual students.
In fact, if you have a program that individualizes the student experience and provides data based on what learners have done online-or that pushes information to you in some other way-you're probably already using AI in your classroom.

Five Ways AI Promotes Equity and Supports Emergent Bilinguals

Defined as a computer's ability to complete tasks normally performed by humans, AI can be used to listen to speech and respond as well as to collect and aggregate data. Because AI also helps machines learn from experience and adjust to new inputs, it's the perfect tool for helping emergent bilinguals in the classroom.
Here are five ways that an AI-enabled language program helps promote equity and supports emergent bilingual students:

1. Continually adjusts to the students' needs through personalization.
Excellent AI will determine the language level of the student and start them on a pathway that meets them right where they are. The algorithm will systematically move the student along an upward trajectory of learning. However, if a student makes a mistake, there should be scaffolds in place to provide corrective feedback. The student experience should also be coded in a way that alerts the educator whenever a learner is facing difficulties. All activity that the learner engages in online (e.g., when the student speaks, makes selections via multiple choice, or inputs answers on a keyboard) should be captured as data for the educator. Using this data, the AI can continually learn and adjust to individual students. For example, a speech recognition engine can "listen" as the learners talk and get to know the way they speak, including their individual accents. All this data can readily be pushed out to the educator in a usable and actionable way. In the best case, the AI should provide offline support in the form of standards-based lessons and help the educator group students according to their needs.

2. Helps educators prioritize instruction with current, accurate data.
Teaching emergent bilinguals an entirely new language is not a "set it and forget it" exercise by any means. The data is constantly changing based on how the student progresses. Using an AI-enabled platform, educators, principals, and district leaders can all monitor how well this student demographic is doing. This is a far cry from the past, when educators had to wait for an annual language proficiency test to find out if a learner was making progress (or not). Now, they can log in and check progress year-round. Better yet, the embedded progress monitoring and offline resources help educators prioritize and target instruction to meet the individual needs of all the students.

3. Works in tandem with educators and their knowledge.
Early on, there was concern over whether AI would somehow "replace'' human beings. We've always known that when it comes to the classroom, there is no replacement for a human educator who understands the art of teaching and has the expertise and skill set to make instructional decisions with the data that the AI is providing. In the best-case scenario, an equity-focused program will provide offline lessons that are connected to the online experience. It should also help educators continue the personalization in face-to-face environments by providing suggested groupings of students based on their online performance. Indeed, educators can use their discernment to deliver meaningful lessons.

4. Provides speaking practice.
Aided by AI, embedded speech recognition technology can be coded to listen to students and determine whether they're mastering the language proficiency standard they're being taught. This is important because other programs may only look at and factor in reading standards. While reading comprehension is a main goal, the fact is, oral language comprehension will set the foundation for both reading comprehension and proficiency in writing. Oral language is the bedrock for the other domains, and speaking practice is essential to oral language proficiency.

5. Embeds equity into the curriculum.
At our company, we're constantly thinking about how to proceduralize equity in the language-learning classroom. We spend time thinking about creating infrastructure around the concept of equity and how to embed equity into the curriculum versus having it just be an afterthought or an add-on. If we start from this point of view, every subsequent decision will follow suit. One of the ways that we aim to proceduralize equity is through an algorithm that includes AI, speech recognition, human intelligence, and data.

There's More to Come

At a fundamental level, AI uses computers and machines to mimic human decision-making, perception, and other processes needed to complete tasks.

It also creates individualized learning pathways for students, gathers data on their performance, and presents that data to the educator in a way that makes sense. Artificial intelligence should also correlate and connect with the state standards and objectives, show educators what a student has mastered, and reveal what work still needs to be done.

As we begin to see more AI make its way into educational technology, there's no doubt that its positive impacts will continue to materialize-both for emergent bilinguals and for all learners.

Maya Valencia Goodall, MEd, MA, is senior director of emergent bilingual curriculum at Lexia Learning ( www.lexialearning.com).

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Using Artificial Intelligence to Support Emergent Bilingual Students in the Classroom - Language Magazine

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Artificial intelligence (AI) can promote equity for emergent bilingual students in two ways: 1) by creating powerful, individualized learning pathways and 2) by quickly producing data that has historically been absent or extremely delayed. AI can create personalized learning for each student based on their current language level and deliver on-time data that educators can [...]

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Using AI to Support Multilingual Students

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Using AI to Support Multilingual Students

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Artificial intelligence tools can help multilingual students better understand complex texts in English.

Fly View Productions/ iStock

When I first learned about incorporating artificial intelligence (AI) in instruction, I felt like I was standing at the entrance to a forest. I didn't know where to go, and not entering it felt like a comforting option. Fortunately, I had colleagues who were exuberant fans of AI, and they guided me on this journey of integrating AI into my instruction.

Though I am still just at the edge of the forest, I am already seeing how useful AI is as a tool, especially for establishing comprehensible input for multilingual learners. I am using AI to support these students in learning new content, producing mentor texts, and producing accessible texts.

Learning New Content

When students have to learn new content, the content can be rather dense and incomprehensible. I need to show them the key details of that topic, and AI is an excellent tool that meets this goal.

For example, when my students needed to know about the difference between a dictatorship and a democracy, we used Perplexity to produce a simple definition of each form of government. We went further by prompting Perplexity to provide a list of advantages and disadvantages of each form of government.

This Perplexity-generated text was produced from a synthesis of various articles and videos online. Instead of processing all of them, we used Perplexity to provide a brief introductory text so that students would have a basic understanding of these government types.

While a Google search will produce the most viewed links, Perplexity efficiently synthesizes the most viewed resources on the topic. This significantly reduces the time it takes to process all the various resources. Instead, students simply read a few paragraphs on the topic.

Many of my multilingual learners, who are highly fluent in another language, translate the AI-generated text. This helps them learn the content even more efficiently by using their more proficient language.

Producing Mentor Texts

A mentor text brings clarity in the kind of writing students are supposed to produce. Analyzing a mentor text helps teachers identify the content and the academic language required to communicate the content. Previously, I would spend hours crafting an appropriate mentor text. Fortunately with AI, that time is reduced to mere seconds.

I often use MagicSchool to generate a mentor text. I simply identify the content and the type of text (e.g., poem, news article, short story, review, op-ed, biography). In seconds, MagicSchool produces a satisfactory mentor text aligned with the criteria I identified.

I often make minor modifications to the AI-generated text, such as adding contextual details, taking out unnecessary details, and adding synonyms in parentheses behind possibly unfamiliar vocabulary words. After analyzing the text, I have clearly identified the words, sentence structure, and organization of the writing I have to teach. These become my guideposts for developing my lessons.

Producing Accessible Texts

Multilingual learners are frequently expected to learn content through reading articles. However, these articles are often significantly above their reading levels. Fortunately, AI platforms such as Poe can come to their aid.

For example, my eighth graders were expected to read a magazine article about the Willow project that was written at the 11th-grade level. I simply took the URL link for the article and gave it to Poe. I set the reading level to grade 5, and in a few seconds, Poe produced a much more accessible article about the project.

The only downside to Poe is that the length is significantly reduced to a few paragraphs because many of the less essential details are left out intentionally in the AI-generated text.

A Word of Caution

As in all things tech, there are pros and cons. We are just realizing how social media companies are using their platforms to market to the users. We are unaware of any hidden nefarious agenda of the people who are creating AI platforms for teachers and students. Therefore, as we enter this space, move with caution and refrain from jumping at every AI offering. Watch, observe, take note, and move in tiny steps.

After intentionally teaching students how to use various AI learning tools, I noticed that students have gravitated to them more than to Google searches. To see students adopt a new tool so quickly suggests that they feel successful using these tools to support and enrich their learning.

If AI continues to highlight what multilingual learners can do, and it fosters greater academic achievement, then it has rightfully earned a place in my instruction. I hope AI can find a place in your instruction as well.

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Using AI to Support Multilingual Students

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Using AI to support multilingual students in middle and high school helps them better understand complex texts in English.

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What Teachers Should Know Before Using AI With English Learners

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What Teachers Should Know Before Using AI With English Learners

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What Teachers Should Know Before Using AI With English Learners

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Experts at an Education Week webinar and in an interview share advice on the benefits and caveats of AI tools.

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How AI Can Support Agency in Our Students

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How AI Can Support Agency in Our Students

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In January, the podcast Hard Fork interviewed Cherie Shields, a high school English teacher in Oregon, USA, about the impact of generative artificial intelligence (AI), specifically ChatGPT, on her work and her students. Towards the end of the conversation, Shields offered a clear and powerful framing of her approach:

"When we were having a discussion in my department, I said, try not to use the word 'cheating.' Because the teacher was like, well, they're going to have all these ways to cheat. And I said, maybe substitute the word 'cheating' for 'assistance.'"

Rather than focusing on what AI may prevent, I find it helpful to think about what it enables, especially in developing student and educator agency, that critical sense of ownership and self-efficacy that drives lifelong learning. How might we use AI to empower students and ourselves?

I've organized some ideas according to GOA's five shifts for competency-based learning (CBL). We've always used these shifts to emphasize that there are multiple entry points into competency-based learning, and the same applies to AI: there are many ways to use it, and these ideas offer ways it can support shifts to the learner-centered environments that are the hallmark of approaches like CBL.

Importantly, any discussion of the strategies below should include open acknowledgment of and conversation about some important facts: OpenAI's terms of use state that only people 18 and over should create accounts; the design and function of many artificial intelligence tools include problematic biases, inequities, and motives; artificial intelligence can give wrong answers and can be used to promote disinformation; and the number, sophistication, and accessibility of AI tools is only going to increase, and quickly. These facts should not stop us from exploring AI; rather, they should be a part of how we learn about it.

From Educator-Designed to Co-Designed

For me, this is one of the most exciting possibilities in artificial intelligence: as a partner to students who want to learn about topics that interest them. Using artificial intelligence well involves core competencies that are relevant to inquiry-based learning: crafting meaningful questions (like this CREATE framework for ChatGPT prompt design), asking questions to deepen knowledge (see the AP Macroeconomics "student" above), finding and curating relevant research (perhaps using tools like "the AI Research Assistant" Elicit), and using information literacy to assess the quality of that research (strategies like lateral reading and the SIFT framework have never been more important than in this AI age). Teachers who have embraced project-based learning and research projects should consider how AI can be integrated into the process of inquiry.

Where should schools begin?

A first step for schools is to create time, space, and support for educators to learn about and practice talking to AI so they can effectively collaborate with students. Explore how AI is already transforming the fields our students will enter, like science and the law. Practice talking to AI and imagine how it can affect our lives and work: Which routine or time-consuming tasks can AI do for you or make easier? What kind of feedback does it give you when you input things like lesson plans or communications or feedback for students? How does it help you prepare for classes or meetings or presentations? What are potential use cases with students in your context?

As the educator John Warner has written, "ChatGPT can't kill anything worth preserving." This moment in education offers us the opportunity to get clear about what we want to hold onto when it comes to learning and the student experience, and to imagine what AI might enable us to let go of.
For more, see:

This post is part of our GOA serves students, teachers, and leaders and is comprised of member schools from around the world, including independent, international, charter, and public schools. Learn more about Becoming a Member. Our professional learning opportunities are open to any educator or school team. Follow us on LinkedIn and Twitter. To stay up to date on GOA learning opportunities, sign up for our newsletter. Shifts in Practice series, which features educator voices from GOA's network and seeks to share practical strategies that create shifts in educator practice. Are you an educator interested in submitting an article for potential publication on our Insights blog? If so, please read Contribute Your Voice to Share Shifts in Practice and follow the directions. We look forward to featuring your voice, insights, and ideas.

From Content-Driven to Skills-Driven

An essential competency for using AI is communicating effectively with AI. Like other technological innovations dating back to the printing press, AI gives students the power to find and build knowledge on their own. The work of schools is to help them use that power well.

In an interaction of a few minutes, ChatGPT gave me a competency, learning outcomes, and performance levels to assess effective communication with AI. It took me longer to input these responses into GOA's single-point and analytic rubric templates than it did for ChatGPT to generate those responses. While these outcomes aren't perfect, the potential here is exciting: articulating learning outcomes and designing rubrics is a time-consuming task for teachers. In addition, ChatGPT's ability to generate learning outcomes can empower students to set and refine goals for themselves.

From Time-Based to Performance-Based

Eliminating or deemphasizing time as a factor in assessment is an essential component of competency-based learning. After years of disappointing adaptive technology, artificial intelligence may offer a way for students to have more agency over the time, place, and pace at which they learn.

For example, my colleague Lucas Ames recently acted as a student in Advanced Placement Macroeconomics and used ChatGPT as a study tool to self-assess, knowing that AI can generate an infinite amount of questions that can escalate in difficulty if we ask it to. We should spend time showing students how artificial intelligence can make self-study easier, more accessible, and more personalized. Teachers could use this same strategy to create differentiated lesson plans or formative assessments that are more responsive to what their students need.

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How AI Can Support Agency in Our Students, and in Us

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As generative artificial intelligence becomes increasingly accessible, it's important for educators to explore its potential for promoting student agency and engagement. Discover how AI can support competency-based learning with practical strategies for leveraging it in your classroom.

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Suno is building a future where anyone can make great music.

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VISEconTutor - bot example

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Using Character Chatbots in English Class

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Using Character Chatbots in English Class

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https://beta.character.ai/

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The tool Character.AI can give students insights into the books they read, as well as the limits of generative artificial intelligence.

In October, students in my freshman English class finished reading The Catcher in the Rye and were full of questions. What happened? What was the point? Did Holden get better? Why does he act like that? I decided to let them interview an AI-generated version of Holden Caulfield on Character.AI to answer their questions.

Many teachers are looking for methods to integrate artificial intelligence into education in a way that generates learning experiences and still require that students demonstrate understanding and critical thinking. Platforms like Character.AI offer a wide range of possibilities for teachers to implement engaging assessment techniques that can encompass a wide range of learning standards-and can show students some of the shortcomings of AI. Here is a three-step process for using Character.AI as a fun assessment tool in English.

1. Assess understanding of character and plot.

2. Provide an opportunity for students to ask the unanswered questions of the book.

3. Develop AI literacy through student-led evaluation of the AI chatbot effectiveness and utility.

4. Develop critical thinking and perspective through the generation of broad, open-ended and empathetic interview questions.

5. Develop active listening skills via the safe space of a conversation with an AI chatbot.

The assignment has five goals:

Step One: Preparing the class for the assignment

First, interview your own "HoldenAI" on Character.AI's platform. As you might expect, these bots are buggy. They can produce inaccuracies, misunderstand questions, and mix up characters and events from their own story. Furthermore, there are many versions of the same character (since they are user-generated). Before assigning this project, interview a handful of bots related to your book, subject, or task before settling on one that most closely resembles the historical or fictional character you have chosen. My favorite Holden bot was created by a user named @Karakter.

Next, you want to present and hype up the project. Have the class generate a list of "burning questions" for your given character with the class. Model curiosity by naming some of the questions you have always wanted to ask. Let students know they will be interviewing their own version of the character and evaluating its effectiveness.

For homework, ask students to register for Character.AI, and have them interview their favorite celebrity or historical figure for fun. This step allows students to familiarize themselves with the platform in an engaging way. Character.AI provides a blanket statement regarding NSFW content that guarantees the blocking of pornographic content. However some characters-such as villains or movie characters-may use profanity or be aggressive to match their personality.

Step Two: Engaging with the Platform

After students have developed an understanding of the program, ask them to generate broad, open-ended questions that also exhibit an understanding of the character's motivations and personality.

One of my favorite questions for Holden was "Why didn't you ever call Jane Gallagher?" The question works well because Jane was Holden's crush and was very meaningful to him, but he never built up the courage to call her in the book. It gets to a core aspect of Holden's character-an inability to face his feelings-while also being broad, open-ended, and a good conversation starter.

This part of the rubric or assignment should encourage students to engage in active listening. Students should respond to what the bot says rather than simply jumping to the next question. Student recognition of the bot responses could be as simple as "Thank you, that was helpful," or even "I'm sorry to hear that."

The goal of requiring active listening is to give students enough material to evaluate the bot's effectiveness and to develop AI literacy. Requiring this type of conversation will help many students understand what works and what doesn't work with AI. The truth is more complicated than many realize, and our students need to be given at-bats to develop an understanding on their own.

After students are finished with the conversation, have them copy and paste the text into a separate document and submit it electronically. I found the student conversations to be fascinating.In one conversation, a student opened up about his own struggles with his family and found the chatbot to be a helpful talking partner for his problems. In another, a student had a long debate with the bot about the rationality of Holden's actions that saw the two of them break down complex emotions into logical and understandable components.

In perhaps the most interesting conversation, a student confronted Holden so directly that the bot shrank in shame and slowly morphed into J.D. Salinger. The bot itself changed personalities from Holden to Salinger in the middle of the conversation.

Step Three: Evaluating the Bot's Effectiveness

In this portion of the assignment, students must show understanding of the character by comparing and contrasting the comments from the chatbot with the actions, words, and personality of the character from the book. Students can pair evidence from the chat with evidence from the book to make their case. In a fun twist, the conclusions will vary by student, since the bot has a different conversation with every user.

Here is the essay prompt I used: "Evaluate the effectiveness of the AI chatbot in furthering your understanding of Holden Caulfield. To what degree did your interview with HoldenAI increase your understanding of his character? In what ways did HoldenAI match up with or differ from J.D. Salinger's Holden Caulfield?"

As an example, the Holden chatbot that we used mischaracterized his brother Allie in conversation. In the book, Allie is Holden's younger brother, who died of cancer three years earlier. The chatbot repeatedly thought Allie was a girl. Sometimes, the bot thought Allie was a girl whom he had dated before. In others, he thought Allie was a superficial sister. In these ways, students can see that the bots are flawed and often operating on incomplete information.

Unpacking the assignment

After they submitted their chats, we had a "postgame" class discussion. Each student shared the highlights or lowlights of their conversation. Students were surprised to realize that the bot had very different conversations with each person. For some, Holden was combative and angry. For others, he was sad and sullen. For still others, he was talkative and open.

When students realize that every one of their classmates had a completely different conversation with the same bot, they begin to understand one of the project's more nuanced objectives: Questions matter, and so does listening. The way that the students prompt, listen, respond, and then converse will dramatically affect the conversation itself.

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Using Character Chatbots in English Class

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The tool Character.AI can give students insights into the books they read, as well as the limits of generative artificial intelligence.

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This framework helps teachers construct scaffolded GPT prompts to build their own AI classroom assistants.

Chemical nomenclature is the topic that has proven most challenging to students throughout my career teaching introductory chemistry. Students need prior mastery of skills such as element and ion naming and bond categorization. On top of that, students must approach the process algorithmically, first categorizing elements in a formula to determine the bonding category, then using naming rules unique to that category. I provide flowcharts, interactive activities, worksheets galore, numerous formative assessment opportunities, and oodles of extra help. While some students master nomenclature quickly, others need significantly more time and engagement opportunities to reach proficiency.

Over the years, students have expressed their wish for a tool that could help identify when they've erred and why. Enter "ChemBot," my custom GPT that is part chemical nomenclature tutor and part nomenclature practice problem maker. Unlike general large language models (ChatGPT, Bard, Claude, etc.), OpenAI's GPTs can be trained specifically on yourcourse content and learning goals, as well as on your students' learning progression, misconceptions, and preferences. With this knowledge, they can become highly effective tutors. In this article, we'll delve into how you can design your own custom AI classroom assistant, drawing from my experience creating ChemBot.

The Basics of Making a GPT Tutor

The process for making a customized AI classroom assistant starts with logging into ChatGPT Plus: The $20/month subscription includes access to plug-ins, GPT Builder, and publicly shared GPTs. After logging in, choose "Explore," followed by "Create a GPT." The design interface has two modes. "Create" involves making a custom chatbot by answering a series of questions posed by ChatGPT, whereas the other mode, "Configure," allows you to use a prompt of your own design. I chose Configure because I knew exactly what I wanted to target for an effective nomenclature tutor.

Using a PROMPT to scaffold prompts

I wrote a scaffolded prompt-the key step in the whole process-to serve as instructions for GPT Builder to create ChemBot. This visual guide represents each step.

Here is how I used the steps of PROMPT in designing the GPT tutor that I named ChemBot:

For ChemBot, I specified: "You will act as both a tutor and a practice problem generator for introductory chemistry students."

I told ChemBot, "Your interaction style should mirror effective tutoring dynamics, such as providing Socratic questioning over direct aid, all while targeting the content and proficiency level I will specify through uploaded documents. You are a positive, encouraging expert on chemical nomenclature, eagerly providing examples to help students build proficiency and confidence."

For ChemBot, I uploaded select documents such as my nomenclature flowchart, ion charts, and answer keys to several worksheets. I also instructed ChemBot, "Limit your knowledge to this base; cross-reference for accuracy exclusively with reputed chemistry education websites and chemistry textbooks via your internet search capabilities when possible."

I provided ChemBot with examples of incorrect student answers with the style of explanation I would give. I also identified several common student misconceptions, giving ChemBot guidelines for addressing such instances.

I instructed ChemBot to give only one or two problems at a time, as initial versions provided too many problems at once. I also told it, "Start out diagnostically, searching for the specific area(s) where a student might be struggling; then provide targeted questions in an adaptive fashion before moving on." I also described what mastery would look like: "Mastery is a student working through mixed nomenclature practice problems with minimal hints, explanations, and incorrect answers."

The split-screen interface of GPT Builder allowed me to test out ChemBot while in the design phase, enabling me to adjust aspects until I got the desired outcome.

ChemBot checks a number of boxes in terms of fostering a personalized and differentiated approach and being a solid stand-in "nomenclature expert" when I'm not available for my students. This outcome, along with the relative ease of designing ChemBot, has me excited to create more bespoke classroom assistants, helping make those limited, valuable teaching and learning minutes count even more.

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Meet 'ChemBot': How to Design a Personalized GPT Tutor

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Using a framework called PROMPT to design a GPT tutor allows teachers to build their own AI classroom assistants.

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More than ever, teachers feel pressed for time. While much of the focus on AI has revolved around student use of this technology, could it also be the key to relieving teacher workload? AMLE’s Teacher Leaders Committee compiled their top 10 time-saving AI teaching hacks, for use by both novice and experienced ChatGPT users.

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Say goodbye to the endless challenge of crafting engaging and relevant instructional materials. With just a few clicks, you can quickly generate rigorous quizzes, comprehensive lesson plans, detailed rubrics, captivating presentations, effective interventions, and much more, streamlining your preparation process.

Inspect and Assess Student Writing with AI Tools

We've taken AI detection to the next level. With the 'Replay' feature, you can see exactly how your students put together their assignments, with a video of their whole process from beginning to end.

Easily Adjust Reading Levels and Translate Texts with AI

Ensure every student can access classroom materials. With just a few clicks, instantly convert any online text into a Google Doc that's either simplified for different reading levels and/or translated into another language.

AI-Powered Professional Tools That Educators Deserve

Brisk is a free AI-powered Chrome extension that helps busy teachers save time directly within the tools they already use, like Google Docs, Slides, YouTube, and web articles. Quickly create instructional materials, share feedback, evaluate student writing, and adjust or translate texts - all without leaving your current workspace. With Brisk, the days of toggling between apps are over, freeing up more time for what you love: teaching.

Prep for the week in seconds with the Create Menu

No matter what grade level or subject area you teach, you can create, personalize, and differentiate curricular materials, lesson plans, quizzes, IEPs, rubrics, and more with the click of a button.

Using Google? Brisk integrates seamlessly with Google workspace. Google docs and forms created with Brisk can be instantly assigned in Google Assignment and Google Classroom. No copy and paste needed.

Drastically reduce time spent grading with feedback in Brisk

Leave feedback for students in four ways: ✨ Glows & Grows, 🎯 Targeted, 📏 Rubric Criteria, and 🪜 Next Steps.
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Brisk's unparalleled 🎯 Targeted Feedback tool instantly crafts Google Doc comments aligned with your rubric and standards, guiding students precisely where they need to revise. (Premium Feature

Inspect writing to understand the evolution of student work

Wondering how students revised their work? With Brisk you can watch a step-by-step playback of your students' revision history, including their copy and paste actions.

Brisk also leverages a cutting-edge AI-detection model to estimate the likelihood of AI writing. This gives you a starting point to facilitate conversations around academic honesty and dishonesty.
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Level educational materials to meet students where they're at

Have you encountered a resource that doesn't match your classroom's reading level? Brisk takes content from any Google doc, article, or website and converts the material into a document that is suitable and leveled for your students. Brisk will simplify complex ideas, shorten lengthy sentences, adjust the word choice, and so much more.

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Trusted by Over 200,000 Educators

"Brisk Teaching is an incredible AI tool. It serves as a blueprint for instant student feedback - which you can edit on the spot. If this would have come out years ago, more teachers would likely be feeling way less burnout. You can tell this is a product made by teachers for teachers. They thought of everything. If you're a teacher and haven't tried this tool, do it."

"I just have to say, Brisk is the gift that keeps on giving.to my classroom. I have used it almost every day... As a teacher who left teaching because of burnout and came back because I missed the classroom so much, your tool has made my job SO MUCH MORE MANAGEABLE, and has allowed me to give such quality feedback to my students in SECONDS! As an ELA teacher, this is life saving. Truly."

"As a Language Arts teacher, one of the hardest parts of my job is providing enough meaningful feedback for my students. Brisk has allowed me to provide way more specific and actionable feedback for my students. It has also helped me to see more elements of quality that I had previously overlooked in my students' work. The ease of access with Brisk is also a huge bonus. I can use this tool in all of the different platforms that my students use. I can't wait to see future versions - that will continue to help me provide the feedback that my students need."

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Nicole L.
English Teacher
Derry, New Hampshire

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Brisk is a free AI-powered Chrome extension that helps busy teachers save time directly within the tools they already use, like Google Docs, Slides, YouTube, and web articles. Teachers use Brisk as a Targeted Feedback Generator, AI Presentation Maker, AI Quiz Maker, AI Lesson Plan Generator, AI Rubric Generator, Letter of Recommendation Generator, IEP 504 Template Maker, and so much more.

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Quizizz - The world's most engaging learning platform

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Find and create gamified quizzes, lessons, presentations, and flashcards for students, employees, and everyone else. Get started for free!

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Updated CREATE Model for AI prompt creation

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Updated CREATE Model for AI prompt creation

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Excited to share the updated AI Prompt Craft Guide for educators! 
Together with @desertclimber, we've refined the C.R.E.A.T.E. acronym: Context, Role, Example, Audience, Task & Evaluate. A practical checklist to enhance daily teaching with effective prompts. #EdTech #AIinEdu

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Excited to share the updated AI Prompt Craft Guide for educators! 
Together with @desertclimber, we've refined the C.R.E.A.T.E. acronym: Context, Role, Example, Audience, Task & Evaluate. A practical checklist to enhance daily teaching with effective prompts. #EdTech #AIinEdu https://t.co/dL9MKEgaaG

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Excited to share the updated AI Prompt Craft Guide for educators!
Together with @desertclimber, we've refined the C.R.E.A.T.E. acronym: Context, Role, Example, Audience, Task & Evaluate. A practical checklist to enhance daily teaching with effective prompts. #EdTech #AIinEdu pic.twitter.com/dL9MKEgaaG
— Cora Yang (@CoraEdTech) March 2, 2024

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Excited to share the updated AI Prompt Craft Guide for educators! 
Together with @desertclimber, we've refined the C.R.E.A.T.E. acronym: Context, Role, Example, Audience, Task & Evaluate. A practical checklist to enhance daily teaching with effective prompts. #EdTech #AIinEdu https://t.co/dL9MKEgaaG

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Excited to share the updated AI Prompt Craft Guide for educators! 
Together with @desertclimber, we've refined the C.R.E.A.T.E. acronym: Context, Role, Example, Audience, Task & Evaluate. A practical checklist to enhance daily teaching with effective prompts. #EdTech #AIinEdu https://t.co/dL9MKEgaaG

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Excited to share the updated AI Prompt Craft Guide for educators! 
Together with @desertclimber, we've refined the C.R.E.A.T.E. acronym: Context, Role, Example, Audience, Task & Evaluate. A practical checklist to enhance daily teaching with effective prompts. #EdTech #AIinEdu

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Quick, grab-and-go lessons to help your students think critically about AI and its impact.

Artificial intelligence (AI) is rapidly transforming the world we live in. From using generative AI for schoolwork to dealing with misinformation and befriending AI chatbots, students have a lot to consider when it comes to this ever-evolving technology.

This collection of quick lessons (20 minutes or less!) provide an introduction to AI and help address its social and ethical impacts. Through these lessons, students will:

Understand what AI is and how it works

Consider some of its potential benefits and risks

Think critically about how we can be responsible and ethical users of AI

ChatGPT and Beyond: How to Handle AI in Schools

Here's what educators can do as artificial intelligence evolves.

Free Resources to Explore and Use ChatGPT and AI

Get an educator-focused approach to information, concerns, and uses for artificial intelligence.

Transforming Education with AI: What Educators Need to Know

Lessons and Tools for Teaching About Artificial Intelligence

Help your students understand the impacts and uses of AI.

ChatGPT: To Ban or Not to Ban?

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AI Literacy Lessons for Grades 6-12 | Common Sense Education

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Quick, grab-and-go lessons to teach your students how to be ethical and empowered users of artificial intelligence.

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10 ways students can use AI for deep learning

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10 ways students can use AI for deep learning

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The article image is titled, "Mother Earth Goddess Who Protects the Oceans," and was created by grade 8 students at Vientiane International School using Poe.com as part of a unit on SDG 13 - Climate Action.
Students want to be content creators, not content consumers, and the "sit and get" teaching approach can no longer take the main stage in the classroom. Engaging and connecting to meaningful content is imperative for student learning. With the emergence of artificial intelligence, it is easier than ever for students to become empowered learners and designers. In a previous article, we discussed 10 AI Time-Saving Teaching Hacks. In this article, we will discuss 10 ways that students can use AI for deep learning and authentic engagement.

Please note that the purpose of this article is to provide suggestions for using AI creatively with your students. If you are interested in looking more into the ethical considerations and current debate over the use of AI in the classroom before jumping in, you can check out our article, Five Ethical Considerations to Keep in Mind Before Using AI In Your Classroom.
1. Tutor Bots
A tutor bot is created by the teacher who inputs prompts and background material into Poe or ChatGPT. Once the bot is created, students can use it independently for clarification about their learning. Rather than waiting for teacher feedback, the student can receive answers immediately. This tool works similarly to Siri and Alexa.

For example, in Megan's school, the Economics teacher worked with the Technology Coach and the English Language Acquisition teacher to create an Econ Bot. They programmed the bot to answer students' questions about economics using simple and clear language at the appropriate reading level for the class. They also instructed the bot to provide students with background information, charts, tables, and facts to help them generate their answers, but not to be directly told the answer. After piloting the bot with students, the teacher found that students' understanding of difficult economics concepts improved. The bot reinforced the idea that technology is a tool rather than a destination in the learning process.
2. Conversation/Character Bots
Students can use AI to mimic authentic conversations with historical or literary figures.

For example, while teaching a grade six history unit on Ancient Egypt, Megan's colleague wanted students to learn more about Egyptian social classes. He created several bots to represent people in different social groups (slaves, farmers, merchants, scribes, Pharaohs, etc.). Students then conversed with the bots in Poe, asking them questions about their daily lives and routines. The bots were instructed to respond at an appropriate reading level and to remind them to ask a mix of both closed and open-ended questions. You can view the lesson plan here.
3. Image Generation for Stories and Comics
There are many tools that students can use to create AI generated art. These include, as examples, Bing Image Creator and Midjourney. The use of AI art tools can help students imagine, create, tinker, and compare their results to the work of other artists. Using AI tools to generate images helps students become content creators. This approach can help students illustrate their writing or generate art to support presentations they are making for class. AI's visualizing tools can help students who feel they lack the skills to skillfully render the visuals they want using traditional media like pen and paper. Students also improve their summarizing, describing, and explaining skills as they craft prompts to generate their desired images.
4. Creative and Informational Writing Partner
With increasing focus on standardized test scores and informational writing, many classrooms are shifting away from creative ventures. However, creative writing is just as important and can be made more collaborative and interactive with AI tools. For example, students could ask the AI to give them basic information about a character or a scene they want to write about. Then, they could ask it to generate a set of challenges each character faces in their life. Once the AI has helped the students generate initial ideas, the students can write a dinner conversation the characters might have with each other.

Students can also use AI tools to compare two works of literature. The website Magic Student has an informational chat feature (among other quite useful tools). For example, students can ask it to make a t-chart to compare S.E. Hinton's The Outsiders to Langston Hughes's "Thank You, M'am." They could ask it to help them analyze Ponyboy's challenge of being raised by his brother, Darry, to Mrs. Louella Bates Washington Jones's treatment of Roger. Students can then use the information provided by AI to help them write essays on the topic. In this way, AI helps feed the writing process rather than becoming the composer of the essay.
5. Analyzing mentor texts
Students can use AI to help them draft model essays in response to a practice writing prompt. This can be helpful when showing students the components of well-composed essays. Essay samples generated by AI can be collectively deconstructed, analyzed, and revised. Since AI tools write so quickly, students can easily make changes to improve the initial draft. Multiple ways of exploring essay writing through AI shows students that they have many options for approaching writing demands and pulling apart a prompt. Students can also be challenged with improving or personalizing AI-generated outlines and content, acting as young editors. In this case, the student writer then becomes an editor, making the writing experience more comprehensive.
7. Research and Building Background Knowledge
AI tools like Canva Magic Studio and Gamma help students create attractive presentations and visuals. In the AI era, you don't have to be a graphic designer to make a presentation look polished and sleek. These sites quickly provide templates and drafts for students to build upon and finesse. This not only saves time but also helps students see themselves as designers and feel proud of what they make.
8. Understanding Complex Texts
AI can provide basic background knowledge and information when beginning research on a topic of inquiry. Early studies have shown that students who ask AI multiple questions about a topic learn more than students who ask just one or two questions. When learning with AI, it's best to have a conversation. Simply plugging a research topic into AI isn't going to give specific enough results to be helpful. Once a student has used AI to learn a bit about their topic, they can ask it to recommend sites for further research.
9. Language Learning Practice
Many of us have noticed that grit and resilience are sometimes underdeveloped in students. When faced with complexity, some seem to prefer swift versus thorough solutions. AI can act as a bridge to more complex texts. For example, the main conflicts in stories and novels can become more meaningful when the texts seem accessible. Extensions like Merlin AI or Quillbot can help students summarize longer texts into bullet points. In fiction pieces, identifying the theme, main idea, and supporting details provides the students with a foundation for deeper analysis. Science-based articles can be summarized by AI to provide students with the essence of the piece. Once comprehension is achieved, skills including comparison/contrast and inference become more easily accessible.

Students who are new to learning a language or a bit shy to share in class might enjoy practicing in a low-stakes environment with AI. They can converse about a topic with ChatGPT in their chosen language. A conversation with ChatGPT feels like a conversation over a text messaging app. Students can even ask AI to point out any grammar mistakes they make. If students want to practice speaking and listening, they can use a more focused language practice site like TalkPalAI. The free version grants the user with ten minutes of conversation a day. Students speak into their microphones to practice pronunciation and intonation with the AI. It's a great way to build both receptive and productive language skills.

Many students find AI fun to play with because it's so new. This is especially true when it comes to making music and writing songs using AI programs like Suno or AIVA. For example, while Megan's students were researching UN Sustainable Development Goals they each chose an SDG and used Soundtrap to produce a short podcast. To accompany the podcast, the students used Suno to create a "Song for Change" to encourage people to take action in support of the SDG. Here's an example of one that a student made about SDG14 - Life Below Water. The student wrote a few lyrics, plugged them into the website, and then told it to create an uplifting song in the style of "We Are the World." It's a catchy tune, don't you think?

With proper support and teacher guidance, students can use AI tools authentically to boost their creativity, promote critical thinking, access difficult content material, and support research tasks. As our knowledge of AI continues to grow over the next few years, we will be more able to seamlessly integrate it into our classrooms.
This article was written by members of AMLE's Teacher Leaders Constituent Committee. about AMLE's constituent committees and other opportunities to get involved.
Additionally, as we mentioned earlier, there remain ethical considerations for both teachers and students using AI, including racial and gender bias that might play a role when generating images. For more information about the ethics of AI in the classroom, please see our companion article, " Five Ethical Considerations to Keep in Mind Before Using AI In Your Classroom ".

If you are interested in connecting with others around AI in our schools, please join us on Tuesday, April 23rd at 6:00 pm for our "Introduction to AI for Educators" webinar. You can sign up here! We hope to see you there.

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10 Ways Students Can Authentically Use AI For Deep Learning - AMLE

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With the emergence of artificial intelligence, it is easier than ever for students to become empowered learners and designers. In this article, we will discuss 10 ways that students can use AI for deep learning and authentic engagement.

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More shifting schools guide can be found here! https://www.shiftingschools.com/free-pdfs

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5 ethical considerations to keep in mind

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5 ethical considerations to keep in mind

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As teacher leaders, we are excited about the many ways that AI can support student engagement and deepen learning. We also advocate a healthy amount of caution. Before you set students loose in an AI world full of helpful and exciting tools, it is important to note its current drawbacks and implement explicit lessons to build understanding around them. Here, we outline 5 ethical considerations that teachers should be aware of when using AI with students. Please keep in mind that the technology is ever-changing - there may be future issues that are not mentioned here.
Ethical Considerations
1. Plagiarism: A potential drawback of using AI is the risk of plagiarism. Students should be taught how to cite AI appropriately (Noodle Tools has already published guidelines) when used for research and background information. The graphic " ChatGPT and this assignment," developed by international school librarian Linda Hoiseth, is helpful to share with students before they begin using AI for a research assignment.

Additionally, AI generated film, music, and images are quickly becoming sophisticated and hard to discern from original works. The ethical implications of AI image use link with issues of copyright law and creative rights. Teachers should be having critical conversations with students about how to use and cite images appropriately.

2. Age Restrictions and Mature Content: Teachers should read the terms of service for any AI site before using with students. For example, Poe says, "Use of Poe by anyone under 13 years of age is prohibited." Teachers working with students under age 13 should obtain parental consent before allowing students to use AI. Some AI may create images (especially of women) that are highly sexualized and/or inappropriate for children.

3. Access: Teachers must remember that some AI tools are free, some are partially free, and others require a fee. Students in the classroom will have varying degrees of access based on socioeconomic status. If a student comes from a more affluent family, they will be more likely to purchase the paid versions of the AI tools, which come with more features. Using AI might further widen the digital divide between those with resources and those without. Some students have devices and internet access at school and home, and some do not. AI can be used for deep learning, but only by those who have access to the technology.

4. Bias and Stereotyping: AI image-creator tools often draw on our collective history and biases when producing images. Asking AI to generate a person from a certain country or cultural background could create an image that has unintended racial or sexist undertones. Both students and teachers need to be conscious of this to prevent perpetuating stereotypes.

Before students use AI in the classroom, it can be beneficial to remind them of the ways that stereotyping can be perpetuated unintentionally. "Insight" and "empathy" become two key concepts for a lesson before using AI. We need to be in constant conversation and communication about the images produced to combat this from happening when some may not have the lens to see the bias.

5. Lack of citations and misinformation: AI does not typically cite sources. Therefore, it is hard to fact check the claims. AI is prone to "hallucinations" and can provide incorrect or nonsensical information, especially when asked higher-level math and science questions. The lack of in-text citations is also a problem for students conducting research, as there are no direct quotes or evidence to support claims made. AI does well writing general essays, but does not do as well when asked to write about specific, localized events. As of publication, ChatGPT's last knowledge update was in April 2023, so more recent events cannot be trusted to be recalled with accuracy.

If you teach in a school district that has 1:1 access to devices and is open to using AI in the classroom, AI can absolutely boost deep learning among your students. However, it still needs to be used with caution. There are many different issues to sort through, and we have only touched on a few in this article. Much more information and time is needed for us to fully understand how this new technology should and should not be used.

If you are interested in connecting with others about issues surrounding AI in our schools, please join us on Tuesday, April 23rd at 6:00 pm for our "Introduction to AI for Educators" webinar. You can sign up here! We hope to see you there.
This article was written by members of AMLE's Teacher Leaders Constituent Committee. about AMLE's constituent committees and other opportunities to get involved.

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Five Ethical Considerations to Keep in Mind Before Using AI In Your Classroom - AMLE

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As teacher leaders, we are excited about the many ways that AI can support student engagement and deepen learning. Here, we outline 5 ethical considerations that teachers should be aware of when using AI with students.

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The relationship between COPPA & GDPR - Privacy Compliance Hub

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Lawmakers have long recognised that children need special treatment when it comes to data and how it’s used. And as we’d expect, the EU’s new data protection framework, The General Data Protection…

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Simple & Effective Tricks (Digital Media)

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Government Regulations  GDPR, CCPA & COPPA

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Federal Student Privacy Laws - FERPA & COPPA

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Federal Student Privacy Laws - FERPA & COPPA

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In recent years, student data privacy has come under intense scrutiny in the United States (for very good reason). As technology usage increases in schools, education leaders are scrambling to understand, interpret, and comply with new federal, state, and local privacy laws designed to protect sensitive student information.

The federal student privacy laws that regulate privacy and protect sensitive data when schools issue devices or use educational software are best known as FERPA and COPPA. FERPA, or the Family Educational Rights and Privacy Act, protects the privacy of student education records. The Children's Online Privacy Protection Act (COPPA) addresses data protection regulations for children under the age of 13. Both laws focus on the ongoing and ever-evolving challenge of protecting student data privacy.

Educators, administrators, and parents should acquaint themselves with FERPA and COPPA, as both laws strive to protect sensitive student information. Below we'll cover the following:

An overview of these two fundamental federal data privacy laws

Best practice recommendations from the agencies that oversee them

Solutions schools are turning to for compliance ​

As defined by the U.S. Department of Education , FERPA is federal legislation that allows parents the right to access their child's education record, the right to have the education record amended, and the right to have some control over the disclosure of their child's personally identifiable information (PII) from the education record. FERPA law applies to all educational institutions that receive federal funds.

Designed to protect personal privacy, FERPA regulations cover paper and computerized education records, directory information, and de-identified data. Education records are any materials (files, documents, etc.) that contain information directly relating to a student and are maintained by an educational agency or institution, or by a person acting on behalf of the agency/institution. Directory information is any information in the education record that is not considered to be harmful or an invasion of privacy if disclosed. And de-identified data is where all PII has been removed and a reasonable determination has been made that a student is not personally identifiable.

Under FERPA, parents have the right to inspect and review their child's education records and schools are expected to respond within 45 days of the information request. Schools are also generally prohibited from sharing student PII without written consent from the parent or guardian.

Understanding the nuances of FERPA and ensuring compliance with the law are important steps in protecting student data privacy. Even seemingly small mishandlings of information by employees can result in unintended exposures of personal information that infringe upon student privacy rights.

FERPA often gets the most attention when it comes to protecting sensitive student information, but COPPA takes privacy a step further, specifically addressing the protection of data for kids under 13.

Sometimes referred to as the Children's Online Privacy Protection Rule, COPPA applies to online services, commercial websites and mobile applications that, knowingly or unknowingly, collect information from individuals under 13.

Enforced by the Federal Trade Commission (FTC), COPPA prohibits unfair and/or deceptive practices in connection with the collection, use, and disclosure of personal information online from children under the age of 13.

The COPPA Rule spells out what operators of commercial websites and online services must do to protect the privacy and safety of children online, and imposes certain requirements on those individuals that have access to student information.

The Rule specifies what an operator needs to include in a privacy policy, what their responsibilities are to protect child privacy and safety online, and when they need to seek verifiable consent from a parent or guardian. The Rule also sets firm restrictions on marketing to children under 13.

What does COPPA mean for school districts?

It's important to know that COPPA regulates companies, not schools. But in certain instances, schools may act as the parents' agent in the consent process, so making sure that school and district leaders understand their role and how it applies under COPPA law is critical in ensuring the protection of student information.

According to the FTC , schools can grant consent on behalf of parents when the operator of a website, online service, or application is specific to "the educational context" and is providing a service that is "solely for the benefit of students and the school system".

In other words, the school's ability to consent for the parent is limited to whether the service is used for school purposes. If the service is used for anything other than educational purposes, the operator needs to obtain verifiable consent directly from parents. Targeted advertising, public and/or social profiles, and data sales are all examples of non-educational purposes requiring parental consent.

The FTC expects companies to publicly post a privacy policy that clearly describes what personal information is being collected, and calls for an explanation of how that information may be used. The FTC further requires schools to make such notices publicly available to parents.

Upon request from the school, operators must give parents the ability to review and/or delete their child's personal information, and schools are responsible for ensuring that operators delete any personal information once it is no longer needed for its intended educational purpose.

For more information on schools and consent, please see COPPA FAQ, section M.4.

FERPA and COPPA Compliance Solutions for Schools:

Best practice recommendations for protecting sensitive student information

Protecting student data privacy requires careful and secure data handling to meet the requirements of FERPA and COPPA. The FTC and the U.S. Department of Education, the agencies that oversee these laws, recommend thorough review and consideration of third party technologies to ensure proper treatment of sensitive student information.

Reading the privacy policy and terms of use agreement for each online service provider is an important step in protecting student information. Understanding which third party technologies are currently in-use in the district, and determining which operators have access to sensitive student information are also necessary actions to proactively protect student data privacy.

Privacy recommendations for school officials and district administrators:

Have policies and procedures in place to evaluate and approve proposed online technologies.

Acquaint yourself with any applicable local, state and federal privacy regulations.

Know your rights and obligations under each respective law.

Conduct regular audits to determine which online technologies are in-use in your district.

Ascertain which service providers have access to student information.

Be transparent with parents and students.

Understand when parental consent is necessary.

Questions to ask when determining whether an online technology is safe for use in the classroom:

Does the website or online service collect PII from individuals under 13?

Does the service provider have a privacy policy publicly posted and does it comply with COPPA?

Does the operator need to obtain verifiable consent before collecting personal information?

Are you able to act as the parents' agent in the consent process?

Have you honored parental rights with respect to personal information collected from their kids?

Are there reasonable procedures in place to protect the privacy of student PII?

Solutions schools are turning to for compliance

Protecting student information online is an ongoing effort that takes time and thoughtful consideration. Guidance and resources are available to help online service providers and high school district leaders better manage their privacy obligations under the law.

Individuals seeking guidance on either of these laws should consider the following actions:

1. Reference the FTC COPPA FAQ and the USDOE FERPA FAQ pages to better understand the laws and how they apply in the school context.

2. Seek out organizations like CoSN and FERPA|Sherpa for helpful resources that assist in navigating the murky waters of protecting sensitive student information.

3. Consider exploring outside legal and/or professional help to manage your efforts and clarify any questions you may have.

Education Framework actively works to keep student data private, safe, and secure; helping school and district administrators better manage their privacy efforts.

Specializing in vetting online technologies for privacy, EdPrivacy (by Education Framework) is an expert K-12 student data privacy management solution that consistently scores the safety and security of online applications based on compliance with FERPA, COPPA, and other state and local privacy requirements.

In short, EdPrivacy is a privacy scoring and management system that simplifies and streamlines the vetting process for schools.

EdPrivacy utilizes machine learning-based artificial intelligence to create privacy quality scores for thousands of online technology resources commonly used in classrooms across the nation. The scores help educators and administrators quickly identify safe online technologies and easily determine which service providers respect and protect student data privacy.

With EdPrivacy, school district leaders better understand school privacy laws for students, and enjoy student data privacy peace of mind.

Benefits of EdPrivacy include:

Partner with trusted experts in school student data privacy.

Access a database of privacy scores for over 18,000 of the most-used online education resources.

Understand which education technologies respect and protect sensitive student information.

Instill parent confidence that the district is proactively protecting student information online.

Publish and maintain a list of safe-to-use technologies approved for use in the classroom.

Reduce risk of data breach and ensure compliance with FERPA, COPPA, and state privacy laws.

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Federal Student Privacy Laws - FERPA & COPPA

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In recent years, student data privacy has come under intense scrutiny in the United States (for very good reason). As technology usage increases in schools, education leaders are scrambling to understand, interpret, and comply with new federal, state, and local privacy laws designed to protect sensitive student information.

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Human Connection in an AI-Enhanced World

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Human Connection in an AI-Enhanced World

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Conclusion: The Human and the Loop

The promise of AI in education is not just about making teaching more efficient or personalizing learning. It's about how these technologies can make schools more human. The heart of learning is human connection.

With AI's ability to automate basic knowledge transfer, that impactful 1:1 review session you had with a student who came in to see you after school could happen during class through diversified teaching. You could have more time to make those personal moments 50% of your time rather than 5%. With AI's ability to synthesize information, projects that couldn't be scoped wider because of time limitations can now have briefs and outputs personalized to each student's interests. Students can leverage AI to quickly gather, synthesize, or express ideas across a variety of topics, with you as their guide pushing them to think critically and reflect on the flood of information available at their fingertips.

AI can promise more frequent feedback and new kinds of assessment, but what will truly revolutionize education is what you choose to do with what AI can provide and what more you can accomplish with its help. The efficiencies AI offers should not lead us away from the human element in teaching but rather back to it, providing more space and time for the relationships that drive meaningful learning experiences. By prioritizing and measuring these connections, we can ensure that AI enhances the educational journey, making it not just more personalized, but more human. Teachers will be not merely humans in the loop, but architects of learning who dictate how to draw that loop.

For more, see:

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international learning organization that empowers high school students

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and leaders to thrive in a globally networked society.

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Human Connection in an AI-Enhanced World: Through the Lens of Maslow's

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What does self-actualization look like for a student's education? How can educators use AI to emphasize human connection?

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With AI, Let's Keep Students' Learning Paramount!

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With AI, Let's Keep Students' Learning Paramount!

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Eight guiding principles when choosing to use or not use AI in the classroom

The rise of ChatGPT-4 and the use of Artificial Intelligence in the modern classroom is astounding. We're a little gobsmacked wondering at the evolution of its capacity and use in the years ahead. Today, we're only scratching the surface of its positive effects on learning and teaching, especially for its practicality and ability to inspire and transcend limitations. This is a transformative time to be a teacher, and I'm here for all of it.

With all the excitement, however, let's make sure we don't lose our footing. We are steeped in learning's call, rallying all efforts around students' long-term retention of what we present via instructional experiences. In the pursuit of productivity, teaching digital literacy, and empowering students with tools that reflect their current and future lives, we may have tripped on a cornerstone when it comes to AI.

Let's consider the nature of learning, for example: Is it to gain content knowledge or to use it to create, apply, connect, and improve things in the world? A combination of both? Something else?

Perception, memory, decision-making, language, and cognition all happen with systemic and not-so-systemic (i.e. unpredictable) interactions of millions of neural connections among separately activated portions of our brains. These "circuits" and chance relationships at the moment of input and subsequent processing are constantly evolving based on three elements: 1) a middle/high school student's life and classroom experiences, 2) current physiological growth, and 3) the significant impact of the endocrine (hormones) system, including the effects of growth in each of the pituitary gland, thyroid, hypothalamus, pineal body, adrenal glands, pancreas, ovaries, and testes.

These neural, physiological, and endocrinal interactions are supremely important in young adolescents whose brains are not yet fully developed, as they remain particularly malleable to frequent activity in each of these areas. Ten- to 15-year-olds experience intense growth in the pre-frontal cortex, the area most associated with executive function, and in brain efficiency, the neural pruning of the brain, which eliminates extraneous neurons and synapses. Their brains have a stunning capacity to adapt and respond to new experiences and learning. In fact, they are unusually open to learning challenges and creativity, functionally "craving" robust, active engagement with the world, and yes, with topics we teach in middle school.

As teachers, let's grab this opportunity while it lasts! Young adolescents are at the forefront of their own learning, not sitting inertly, waiting for it to be packaged and delivered to their intellectual doorsteps. In middle schools, we don't, "short circuit" any of this. Here, learning requires vigorous, frequent, and active engagement, not passive observation, and it happens inside students' skulls, not outside. If someone or something else does the gathering, processing, and learning, then simply presents it to students for them to stack temporarily in their heads and retrieve for a test with limited applications to students' actual lives and development, they don't invest in the content, nor do they find it meaningful enough to retain.

This premise is at odds with statements made by educators like Red River College instructor, George Seimens, in Manitoba, Canada, writing for The International Journal of Instructional Technology & Distance Learning,
"Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology...Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed)...Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing." - From, "Connectivism: A Learning Theory for the Digital Age," Vol 2. No. 1, January 2005
We can't keep up with all established and evolving knowledge, of course. Students will have to be taught how to access and sort the exponentially increasing knowledge bases that can't possibly be stored, let alone updated regularly, in our heads. So, key ingredients to student success include knowing how to keep on learning, yes, but also how to connect to larger communities and sources of knowledge, and remaining open to dynamic changes that happen at these intersections.

For middle level teachers, however, our focus is connecting what's happening in students' minds right here in our classrooms and throughout the school year with elements outside of the immediate brain. We judge the effectiveness of teaching and learning by capacities and content in students' minds, not just how they can avail themselves of what's found outside their minds. In Make it Stick: The Science of Successful Learning (Belknap Press, 2014), Brown, McDaniel, and Roedinger state that learning is, "Acquiring knowledge and skills and having them readily available from memory so you can make sense of future problems and opportunities."

Hold this thought for a moment and consider another angle here: Look at the labels at the top of some teachers' gradebook columns: Book Reports, Labs, Writings, Homework, Learning Logs, Participation, Quizzes, Tests, Projects, On-line Modules. These are all tasks and activities. None of these are reports of learning. They are formats used to express learning, but they are not statements of learning themselves unless the specific formats are our actual curriculum. This is for a gradebook, though, which is supposed to report students' learning regarding academic standards. These teachers confuse the completion of tasks and activities with reports of what students have learned.

Whether or not students do book reports, projects, or on-line modules is completely irrelevant. It's the learning that students demonstrate that matters, not the vehicles used to convey it. Over the decades, we've blurred the lines, thinking that students who've completed the projects, homework, and in-class activities learned a lot while those who did very little learned little. Doing things, however, is not the same as learning things.

Enter Artificial Intelligence. Wow, we exclaim when using CHATGPT-4 and similar AI tools, look at how much faster the task is! Look at the time it saves! Look how many of these I am able to create! (And just as great a concern) Look how I needn't focus on my own creativity - AI did it for me!

AI reigns supreme in a culture in which we emphasize completing tasks and compliance over students' meaningful learning and versatile applications of content. It makes things easier and faster. This doesn't mean that using AI cannot be meaningful for students and teachers, of course, but untempered emphasis on generative AI applications may lead us astray. The goal is that students learn and mature, carrying both facets forward. AI might help, but the "heavy lifting" of learning is done by students themselves.

In his recent article, " 5 Things About Using AI for Writing That I Wish Enthusiasts Would Remember" (April 15, 2024), college instructor and Tech & Learning 's senior staff writer, Erik Ofgang, laments,
"[L]ike a character in a Philip K. Dick novel, I regularly have the unsettling experience of suspecting human-generated writing was actually machine-written... Until it happens to you, it can be difficult to fully grasp how unsettling and demoralizing it is to come across AI-generated work in your classes. When you suspect a paper is AI-generated but can't prove it, you have to spend time grading inauthentic work and pretending this feedback matters to the student. AI submissions can also infect a whole batch of papers, making you wonder unfairly about ones that were actually generated by humans. It's a new kind of stress that just wasn't part of the job a year ago."
Here's the thing, though, writing is thinking, and whoever is doing the thinking is doing the learning. Does the use of generative AI limit students' generative learning? Ofgang continues,
"I know that writing about the world helps me understand it. And that when I consider a topic or a question or an argument and take the time to solidify my thoughts on paper, I understand that subject better and more deeply. I know writing doesn't come as easily to everyone and different people process the world differently, except our students deserve a chance to develop this ability that can serve them in so many ways beyond the scope of what seems to be a short writing assignment. In other words, this conversation around AI and writing isn't about writing at all, it's about thinking and making sure we continue to facilitate the type of thinking writing supports."
Later, Ofgang reports that currently, "96% of [college] students use ChatGPT for school work, 69% percent use it for help with writing, and 29% percent use it to generate entire papers." Hmm.

John Warner, author of the forthcoming book, More Than Words: How to Think About Writing in the Age of AI (2025), posted recently, "Generative AI reveals the lack of genuine meaning underneath lots of academic "activities." It's a tool for calling out what I've called "academic cosplay," the doing of academic-like work that is not actually rooted in the principles and values we claim for academia."

Warner is referring to the ceaseless pressure at the university level to publish regardless of originality or value as well as implement activities that express a pseudo-semblance of effective instruction, but the idea of "academic cosplay" resonates with middle and high school teachers, too. For example, are we succumbing to superficial technology use without questioning its actual effectiveness? Are we allowing AI to subsume our own effective instruction without critical examination of its provenance, developmental appropriateness, or outcome?

Some of those excited by AI may need to refocus on students' long-term retention of content and skills and the growth that comes from such. In multiple books, videos, blogs, articles, and online posts over the years, we see recommendations for using ChatGPT and AI to do things for students that these authors claim teach critical thinking, spark creative ideas, provide tools, and help them work more efficiently. These are all positive things, of course, but the problem is the idea of AI doing things for students: AI is doing it, students are not.

It is by wrestling with these very elements, and the organic dynamic created in the mind during those wrestling moments, that students invest in their own learning and comprehend, stretch, and connect. So, yes, let's use ChatGPT and AI for some of these things as it improves engagement and learning for students, but let's also apply a critical lens and consider what actually moves content, skills, and their versatile applications into students' minds for long term retention.

The list below is a sampling of recommended uses of ChatGPT-4 and AI in classrooms from several dozen published and posted resources over the past few years up through April 2024. These authors recommend we use generative AI to:

Draft initial versions of essays

Provide comparisons and analyses among pieces of literature and other topics students can use as catalysts for their early writing drafts

Identify themes, main ideas, and supportive details in writings and presentations

Generate questions to ask about a topic

Create scenarios for a situation under study

Generate conversation bots that simulate historical figures and people from historical eras or knowledge domains with whom students can converse

Summarize knowledge, text, videos, graphics, plays, and experiences

Generate creative and synergistic graphics depicting people, principles, and other elements conveying a message

Provide feedback to students about their work

Provide perspective from another point of view

Remix student work into a different medium

Create media presentations for students to deliver to classmates

Entertain

Analyze a character or historical figure's motivations

Create scripts students can act out in class

Generate poetry, songs, stories, parodies, and jokes

Design better AI prompts

For teachers: Design developmentally appropriate instruction, design rubrics, grade student writings, coding, projects, and tests, and write IEP's, report card comments, and emails to parents

Strikingly, all of these (except the one for teachers) are excellent experiences for students to do themselves. And for the elements listed for teachers, we are empowered and versatile as educators when developing these things for ourselves. I know we don't have time to do all these things well, but we have to ask for ourselves and our students, what is lost when we leap past them? What changes in the learning dynamic when we ask AI to serve students with the elements already generated, sifted, and sorted? Did we simply hand students a recipe to follow, or did we cultivate the soil within them to do this on their own? Are we powerful in our teaching when handed a recipe to follow, or is it in the genesis of instructional design using deep knowledge of students and our subject content that we become truly competent and effective?

Stravinsky reminds us, "Exposure to blind alleys I have learned throughout my life as a composer chiefly through my mistakes and pursuits of false assumptions, not by my exposure to founts of wisdom and knowledge."

Real and long-term learning is messy and organic. As middle level educators we embrace this. We know that whoever does the editing of a math problem, paragraph, code, music, presentation, and graphic does the most learning. We know that starting down one path of processing knowledge (writing, summarizing, graphing, building, connecting, for examples) often releases the subconscious, and we make meaningful associations resulting in something much improved over the original idea. Intellectual wiggling, wavering, and jumping tracks are valuable. Handing students a grocery list to memorize doesn't lead to long-term retention of content, and we know that teaching critical thinking is much more than simply weighing the merits and biases of what AI generates and presents.

We're better than some of the current uses of AI, and we can't short-cut robust learning. Let's use ChatGPT-4 and AI tools in all the wonderful ways we can, but let's keep alert, following eight guiding principles when choosing to use or not use AI in the classroom:

1. Do not short-cut anything that is an important thought process for students to experience in order to move content to long-term memory. Never let AI think for a student what he can think for himself. Think in terms of AI as a tool used to build capacity for learning, not do the learning.

2. Move away from emphasizing and reporting on what students do, and instead, emphasize and report on what they learn, making sure that expressions of student learning show what students know and can do themselves.

3. Ask students to create the first draft of anything on their own without benefit of AI. They can do research and other gathering of elements via AI and other sources like books, videos, interviews, models/examples, and more in preparation for drafting, of course, but the actual draft is done by the student. Seeing what AI creates and evaluating and finessing it for our own use doesn't have the instructional impact some think it does. We don't learn to swim by staring at the water or just by watching and comparing examples of poor and good swimmers; we jump in the water and swim.

4. Grade your students' work, don't outsource it. When we grade students' expressions of learning ourselves, we enter into advocating relationships with the students, thinking deeply about the most helpful feedback and what their expressions mean for next steps in instruction. As a result, we are more responsive and versatile in the subsequent interactions when working with students. We don't have this depth or dexterity at our mental fingertips when something else grades the work and simply hands us the report.

5. Periodically, re-visit what learning really means, how it is achieved, and how it is demonstrated accurately. AI generated products may be more an expression of the kind of prompts used in their genesis, the algorithms of data culled, or access or lack of access to particular generative AI tools than they are expressions of what student know themselves. Yes, learning may mean demonstrating dexterity with AI tools, but it's just as important to define it in terms of what students know in any one or more domains and what they can generate and connect for themselves.

6. Be careful when chasing quick learning and time-saving efficiency, as they don't always result in what's effective. Learning takes a lot of work and energy, even in an age of AI. We're so grateful for the many, many efficient tools, resources, syntheses, and instructional elements AI can provide, however, and those things make us more efficient, yes, but we're making a mistake when our prime focus is taking short cuts to learning. An individual human's real learning is our goal, and that takes time. Reminder: After COVID, teachers and schools were pushed to do "quick learning" and catch everyone up. We found out quickly that it is ineffective.

7. Remain vigilant about the misinformation, biases, and stereotypes perpetuated by AI that we and students use. AMLE's, article, "Five Ethical Considerations to Keep in Mind Before Using AI In Your Classroom," by Marri Bayour, Jason De Hart, Joe Pizzo, and Megan Vosk is great reminder here.

8. Be aware of the developmental needs of young adolescents, including the cognitive science ideas that lead to successful learning. How does the use of AI support what we know about middle schoolers' minds and how they grow? Our students are deeply impressionable, and one real concern is their unusual and sometimes addictive focus on screens and social media. Middle schoolers need to experience significant interactions with one another and adults in person. They need long exposure to the natural world, exercise, and fine and performing arts that is not related to screen work. They need time and structure (and sometimes, not so much structure) to reflect, dream, and invent on their own, free from pixels and algorithms. If there is anything we can facilitate in students' learning and growth that can be done just as effectively without using AI and screens, lean towards those activities.

This list of guidelines will undoubtedly change and grow as we converse, lean into curiosity, dream big, take constructive risks, and learn more about AI's instructional and personal uses. In these, we model the very things we want students to do in their own learning lives. There is architecture, however, carved from thoughtful engineering principles by dedicated artisans (middle school educators and researchers) that should inform our efforts. Let's start with the cornerstones of middle level instruction as we explore the wonderful possibilities of AI and use its tools to improve student learning over that which otherwise could be achieved without it. There's a lot of learning to be had, a lot of future to build.

Rick Wormeli is a long-time teacher, consultant and author living in Herndon, Virginia. His book, The Collected Writings (So Far) of Rick Wormeli: Crazy, Good Stuff I Learned about Teaching Along the Way, is available from AMLE. His newest books are Fair Isn't Always Equal: Second Edition, and Summarization in any Subject: 60 Innovative, Tech-Infused Strategies for Deeper Student Learning, 2nd edition, co-authored with Dedra Stafford. He can be reached at rick@rickwormeli.onmicrosoft.com, @rickwormeli2, and at www.rickwormeli.com.

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With A.I., Let's Keep Students' Learning Paramount - AMLE

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We're better than some of the current uses of AI, and we can't short-cut robust learning. Let's use ChatGPT-4 and AI tools in all the wonderful ways we can, but let's keep alert, following eight guiding principles when choosing to use or not use AI in the classroom.

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