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Hopeful for a future where people can enjoy nature

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art Swiming in a lake in 1978 with my friends no mountains

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Grateful for childhood spent playing

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playing in a creek when i was an 8 yera old girl in 1974

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I've been an educator since the 1990s, teaching science, AP Seminar, and teachers. I'm the Instructional Technology Coordinator for SRVUSD since 2022.

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Use this article to launch a converstion about your beliefs about teaching in the age of AI.

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I've been teaching for almost 20 years. Most of that time has been in sixth grade core, but I have also taught civics.

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Cabin in the woods on a blustery winter day

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I have taught in this district for 23 years. This year, I am teaching core 6. Happy to be back with this group again this year.

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Grateful for the worlds that reading books opened up for a small town girl.

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Hello! This is my 10th year teaching. I teach 7th core, video production, and digital media at Gale Ranch.

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A exhausted middle aged woman sleeping in a cozy bed

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I've been teaching high school digital photo and graphics since 2014 at Cal High, prior to that I was a practicing graphic designer working in professional sports.

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I'm Sam! I'm going on my 4th year teaching high school Social Science. This is my second year as an instructional tech leader and I just finished my master's degree in secondary edu w/ a focus on the impact of AI in education, specifically the Social Sciences.

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This is my 21st year teaching math. I currently teach AP Stats at Dougherty Valley

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Grateful for all the camping trips.

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Grateful for a family that introduced me to the joy of travel and adventure.

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Hopeful for a future where people come together to amicably and peacefully to solve problems.

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I hope to spend more time outdoors with family and friends.

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spending the holidays with family two boys and a husband and friends outdoor fire

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Hey friends! I'm Hanna, the teacher librarian at SRVHS. This is my second year as a TL, 10th year as a teacher. I'm finishing my credential as a teacher librarian and I am STOKED.

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Hello! I am the teacher librarian at LCMS and this is my 16th year in the district.

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traveling to costa rica with my husband and 2 girls

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The opportunity to work and practice graphic design with some amazing people nationwide.

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Opportunity to be a working graphic designer

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Just got back from Portugal last night. This is the monument to honor discovery so I thought it was appropriate. I am a teacher librarian living my best life by reading, traveling, and learning cool things. I have taught for 18 years

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I am grateful for summers spent in Lake Tahoe with family.

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lakeside lake tahoe with family and a boat

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I am grateful for the childhood joy the ocean brings.

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happy blonde little girl playing in the ocean

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Hi, i'm Kyle.

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This is my third year teaching and my first year teaching after finishing my credential program. I am teaching 7th grade CORE for the first time but previously taught 6th the last two years. I went to school in the district and graduated from Dougherty Valley HS in 2017.

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I

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To buy a beach house on the east coast for retirement.

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Hi fearless educators,

I am teaching Spanish at Monte Vista High School. This is my 8th year in the district. I also taught French at the High School and Middle School level. I am looking forward to expanding my toolbox.

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I've been teaching for 10 years! After teaching 3rd grade at Twin Creeks for 1 year, I found my home teaching 6th Grade Core at PVMS and have been there ever since!

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a campervan to see the national parks and beyond

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I am hopeful that we can build a future nation of compassion and togetherness.

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I am grateful for having had the opportunities to travel and expand my horizons.

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I have been a teacher at DVHS since it opened in 2007. I teach history, AP Seminar and the Dual Enrollment support teacher for the district.

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I'm grateful for my family and my childhood dog Cassie who is currently 14 and a bundle of joy

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I am grateful for my childhood pets.

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so many national parks

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Jenn Bible Quote: You are the expert, AI is the assistant.

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Jenn Bible Quote: You are the expert, AI is the assistant.

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Love this idea. We have been talking about how AI is a tool, but you need to understand underlying concepts of a topic so you can tell when AI makes a mistake and also so you can finesse the results.

Also, we need to be aware of biases and how it perpetuates stereotypes and false information.

Along with the idea that AI is a tool, we need to teach students (and ourselves) how to use it effectively and ethically.

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I am hopeful for a future that values human kindness and tolerance. On a personal note, I am hopeful that I will get to travel far to exotic places again.

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a blond mom and brown-haired dad watch two young boys play in the ocean

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I am Jeff! I am in my 12th year teaching high school Social Science and Academic Enrichment at Dougherty Valley High School.

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Hopeful for future family adventures!

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Family

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Grateful for my dog Murry, RIP buddy.

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Teacher librarian at DVHS. 21 years in ed/at SRVUSD. SRVHS grad. Glad to be here.

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This is my 10th year in the district teaching. I teach English, Positive Psychology & Philosophy, and Peer Counseling at Cal High.

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Hopeful my little girls grow up always happy and healthy.

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RIP Gus Dog Knapp.

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Grateful for a family that traveled and honored public spaces.

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I agree with the section about AI Opportunities for educators. I am excited to see how we can optimize AI to help us teach more effectively!

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Grateful I did not grow up in a time when there were cell phones and social media

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That the next generation will do better then ours

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I hope to own a yurt campground and offer yoga, nutrition and more for visitors.

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I am proud of how I showed up in the world today and in the past 23 years of teaching Science. I am not ready to post a picture of the bags within the bags under my eyes.

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This is my 4th year teaching middle school. I’m a history nerd, love AI, and can’t exercise enough. Love working with this group.

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Here's a SMART goal for your 8th-grade Physics unit, addressing both NGSS standards and potential learning gaps:

Specific: By the end of the unit, students will be able to accurately calculate the force, mass, and acceleration of objects using Newton's Second Law of Motion (F=ma).

Measurable: Students will demonstrate their understanding by correctly solving at least 80% of force and motion problems on a unit assessment.

Achievable: Students will have regular practice with force and motion concepts through hands-on experiments, simulations, and problem-solving activities.

Relevant: This goal aligns with the NGSS standards for 8th-grade Physical Science and addresses foundational concepts that may have been missed in earlier grades, such as the relationship between force, mass, and motion.

Time-bound: Students will achieve this goal by the end of the second semester Physics unit.

Additional Tips for Supporting Student Learning:

Visual Aids: Use diagrams, animations, and real-world examples to illustrate concepts.

Hands-on Activities: Conduct experiments that allow students to observe and measure forces and motion.

Interactive Simulations: Utilize online simulations to reinforce understanding and provide opportunities for experimentation.

Collaborative Learning: Encourage students to work together to solve problems and discuss their findings.

Differentiated Instruction: Provide a variety of learning activities to accommodate different learning styles and abilities.

Frequent Assessment: Use formative assessments to monitor student progress and provide timely feedback.

By incorporating these strategies, you can help your students develop a strong foundation in physics and successfully achieve their SMART goal.

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By the end of the semester, I will increase the amount of written feedback provided to students on essays, projects, and presentations within 2 weeks of submission by 20%.

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Goal: By the end of the school year, 90% of students will demonstrate increased engagement and improved writing skills through the use of AI-powered writing tools.

Specific: Students will use AI writing tools to:

Generate writing prompts

Receive real-time feedback on their writing

Access language translation tools for diverse learners

Measurable:

Increased student engagement will be measured through pre- and post-surveys and teacher observations.

Improved writing skills will be assessed through writing samples and standardized test scores.

Achievable:

The teacher will provide clear instructions and support for using AI tools.

The teacher will select AI tools that are user-friendly and appropriate for 6th-grade students.

The teacher will integrate AI tools into lessons regularly.

Relevant:

AI tools can help students to overcome language barriers and improve their writing skills.

AI can provide personalized feedback and support, helping students to become more independent learners.

Time-bound:

This goal will be achieved by the end of the current school year.

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I will create a successful AI PD that empowers teachers to leverage AI to enhance student learning by the end of January.

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I got a mixed response from Gemini in part due to the fact that my prompts were too large and vague and also because I was asking for information not available to AI (due to copyrights). The app helped me with plan in general, creating a smart goal but not to create specific detailed study guides for my students to review for Finals. I liked how it helped outline main ideas but not that it couldn't create tables, hyperlink documents, etc. What it did provide was on point, offered many different teaching strategies and ideas.

My smart goal question was: o help your students improve their speaking fluency in Spanish, let's brainstorm some strategies. Here are some questions to consider:

1. Immersion Opportunities:

How can we incorporate more Spanish language immersion activities into the classroom?

Are there opportunities for students to interact with native Spanish speakers, either in person or virtually?

Can we organize cultural events or celebrations that involve speaking Spanish?

2. Speaking Practice:

What are some effective techniques for practicing speaking, such as role-playing, debates, or presentations?

How can we create a low-stress environment where students feel comfortable making mistakes and taking risks?

Can we use technology tools like language exchange apps or virtual classrooms to facilitate speaking practice?

3. Feedback and Correction:

How can we provide constructive feedback on students' pronunciation, grammar, and vocabulary?

Should we focus on correcting errors immediately or wait until the end of an activity?

How can we balance providing feedback with encouraging students to keep speaking?

4. Self-Assessment:

How can we help students develop self-assessment skills to monitor their own progress?

Can we provide them with checklists or rubrics to evaluate their speaking performance?

How can we encourage students to set personal language goals and track their progress?

By addressing these questions, you can develop a comprehensive plan to improve your students' speaking fluency. Would you like to focus on a specific area or discuss any challenges you're currently facing?

yes let's focus on self-assessment, specifically for reviewing what skills they need to work on to be ready for a final assessment of 100 questions covering four chapters of autentico 1 first semester

Show drafts

Focusing on Self-Assessment for Autentico 1 Final Assessment

To help your students effectively self-assess their readiness for the Autentico 1 final assessment, consider the following strategies:

1. Create a Self-Assessment Checklist:

Vocabulary: Can they define key vocabulary words from each chapter? Can they use them in sentences?

Grammar: Do they understand the basic grammar structures, such as verb conjugations and sentence structure? Can they apply them correctly?

Reading Comprehension: Can they understand the main ideas and details of a reading passage? Can they answer comprehension questions?

Listening Comprehension: Can they understand spoken Spanish, even at a slower pace? Can they identify key information from audio clips or videos?

Speaking: Can they express themselves clearly and confidently in Spanish? Can they participate in conversations and discussions?

Writing: Can they write simple sentences and paragraphs in Spanish? Can they use correct grammar and vocabulary?

2. Utilize Self-Assessment Quizzes:

Create short quizzes that cover specific skills, such as vocabulary, grammar, or reading comprehension.

Encourage students to take these quizzes independently and review their answers.

Provide feedback on their performance and identify areas for improvement.

3. Peer Assessment:

Pair students up to review each other's work.

Provide guidelines for peer assessment, such as focusing on specific criteria.

Encourage students to provide constructive feedback to each other.

4. Reflection Journal:

Have students keep a journal to reflect on their learning.

Encourage them to write about their strengths and weaknesses, as well as their goals for improvement.

They can also use the journal to track their progress over time.

5. Personalized Learning Plans:

Based on their self-assessments, help students create personalized learning plans.

These plans should include specific goals and strategies for improvement.

Encourage students to monitor their progress and adjust their plans as needed.

By implementing these strategies, you can empower your students to take ownership of their learning and become more effective language learners.

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I've been teaching computers, graphic design and yearbook at Charlotte Wood since 2003. I'm excited to be part of this group in year 2. I need curriculum that moves with the times. There's no textbook that's up to date enough to teach technology.

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Chapter on Leadership Styles by Fruit Type.  

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Chapter on Leadership Styles by Fruit Type.  

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From the book "Step up your school leadership game" by Dr. Cynthia Rapaido

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I’m all about the grapes. Team dynamics for the win

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Cheating, Students who use it at as a crutch rather than a tool

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Cheating, Students who use it at as a crutch rather than a tool

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I would say that I am a combination of apple and orange.

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Apples need the PD to be clear, concise and to honor the time frames we set.

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Grapes need the PD to be inclusive and give them a chance to collaborate and offer feedback.

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Pineapples need PD to have clear boundaries and for clear expectations to be in place.

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I would say I'm a Pineapple + Orange

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Oranges need the PD to be presented logically and contain relevant data, details and documents.

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How to use the tool thoughtfully with clearly defined Objectives

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Apple/Pineapple - wanna get work done but also visionary/dreamer.

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I would say that I am a GRAPE/ APPLE. I slide back and forth between the two. 

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I would say that I am a GRAPE/ APPLE. I slide back and forth between the two. 

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The biggest challenge teachers face with AI at the middle school level differs from other levels. Right now students are getting saavy at detecting AI as well as how to use it undetected. I think teaching the value and boundary of its use is important. I also think teaching the misuse and abuse are critical.

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The biggest challenge teachers face with AI at the middle school level differs from other levels. Right now students are getting saavy at detecting AI as well as how to use it undetected. I think teaching the value and boundary of its use is important. I also think teaching the misuse and abuse are critical.

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Concern about AI doing the work for students. AI replaces critical thinking.

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How do we keep up with knowing everything about it? Will we really be able to fund this? Will this just be one more thing that we will learn about and then the funding will be taken away?

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Needing to learn new tools. We need to teach resilence and also for teachers to understand frameworks, instead of specific programs

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Biggest Challenges Teachers Face With AI

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Biggest Challenges Teachers Face With AI

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teachers don't have enough time

cheating/ethics in general

balancing learning vs ease of use

students being more advanced than teachers

students being bored with it already

resources needed/sustainability

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1. Lack of time to play and explore - more than a prep period or a short PD.

2. Fear - the less lech savvy and the scared, negative news associated with AI

3. Limiting Choices - Gearing the sites and programs toward teachers curriculum without them feeling overloaded.

4. Using it effectively - Using it in a manner to grow learning, instead of just a cool new toy.

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Inequitable practices/delivery amongst teachers will lead to students having completely different and inequitable experiences.

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I am an apple but would like to be a grape/orange

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I think we vacillate between fruits so I struggle with these labels/groups.

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I think we vacillate between fruits so I struggle with these labels/groups.

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I would say I am an apple with a little orange mixed in.

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Apples need action steps and time to get started (sandbox time). They need to feel empowered.

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Apples need action steps and time to get started (sandbox time). They need to feel empowered.

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Grapes would benefit from being given the job of timekeeper or process checker in a meeting. They can be sure each group is heard and norms are followed.

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Grapes would benefit from being given the job of timekeeper or process checker in a meeting. They can be sure each group is heard and norms are followed.

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The tech-wary veteran could be here. We don't want to change this decisive person's lesson plans, but we want to show them one simple thing that could be done with students that could be fit in in a couple of minutes. We don't want to make it complicated for them.

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Pineapples are sometimes identified as department chairs or team leaders, but often there are more than one per group so giving them new roles (assigned) in meetings will support their needs. They also need to have structured boundaries so they don't take on too much. Telling them where we are headed is important.

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Pineapples are sometimes identified as department chairs or team leaders, but often there are more than one per group so giving them new roles (assigned) in meetings will support their needs. They also need to have structured boundaries so they don't take on too much. Telling them where we are headed is important.

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Pineapple grape.  sounds like a terrible smoothie.  I need more orange and apple!

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Pineapple grape.  sounds like a terrible smoothie.  I need more orange and apple!

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I'm both apples and oranges.

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I'm in my 14th year of teaching with SRVUSD. I'm currently teaching in AltEd at Venture/Del Amigo High School. I teach for both schools, doing independent study remotely for our Venture students and then teaching in person for our Del Amigo students. I teach Math (various levels), Personal Finance, and Phys. Science.

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How/when/what to use?

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Apple/orange

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What is one AI Superpower you wish AI could accomplish in your classroom.

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What is one AI Superpower you wish AI could accomplish in your classroom.

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Disable phones so they cannot be used in my classroom.

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kid in a classroom who cannot get his phone to work and he is actually happy and free of the device

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What would you tell yourself 5 years ago about AI today? 

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What would you tell yourself 5 years ago about AI today? 

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This crazy thing is going to change education forever.

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kid connected to the whole world and thriving in what he is learning

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AI was the Y2K of 2025