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

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

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

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

• how to establish clear boundaries for students to use AI wisely

Integrating AI in Physical and Health Education (PHE)

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

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

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

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

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

Teaching Ethical AI Usage to Students

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

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

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

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

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

Broader Implications

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

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

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

Thank you Justin

Discovered many tools I did not know about.

• What grade do we introduce AI tools?

• Through which lens?

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

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

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

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

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

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

Is grammar corrected?

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

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

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

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

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

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

  
  

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

----------------------------------------------

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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