End of the school year? Dive into Brisk Teaching Today!

Rachelle Dené Poth Leave a comment

In collaboration with Brisk Teaching, All opinions are my own

The life of an educator is always quite busy! There are so many demands on our days that finding extra time to try something different can be tough! However, when you find out about a great tool that not only helps you to save time and is easy to use but also provides many other benefits that will enhance instruction and impact students, then it’s definitely worth diving into some exploration!

Especially during this school year, which brought even more tools, educators are increasingly turning to technology to streamline workflows and enhance instructional quality. A few months ago, I started exploring something new that I found, and I love sharing it with educators. Brisk Teaching, an AI-powered Chrome extension, is designed specifically for educators! What makes it incredibly powerful is how seamless it is to use. Brisk is not an additional app or tool that you have to manage – it integrates directly into the tools teachers are already using (Google Docs, slides, articles, YouTube videos) to save you time right where you’re already working! Efficiency and productivity with Brisk!

The end of the school year is the perfect time to try out these great features and see how Brisk can save time, help with assessments, and more.

Here’s a look at some of Brisk Teaching’s key features, which are helping educators do more in less time! Brisk’s key features include Content Creation, Feedback, Inspect writing, and Differentiation.

Content Creation

Brisk Teaching is amazing in how it transforms the way educators create their materials. With Brisk, you can quickly transform articles, YouTube videos, Google Docs, and other content into worksheets, quizzes, presentations, and more – right from the original sources. I really enjoy using awesome features like the AI Presentation Maker and AI Lesson Plan Generator, which enable teachers to design high-quality, engaging instructional content in minutes! For example, my favorite option, the AI Presentation Maker, enables educators to convert information obtained from articles, websites, or YouTube videos directly into a Google Slides presentation. The slides are created within minutes, and they automatically save directly in your Google Drive so you can easily change them as you normally would when using Google Slides. It just streamlines the whole process, all possible with a simple prompt, grade level, and design selection. It has been so much fun to demonstrate how quickly the slides are generated from a simple prompt of a few words.

Educators are amazed to see each slide being generated with content, images, and a great layout! Brisk not only simplifies the creation process but also ensures that the content is relevant and engaging for students.

The AI Lesson Plan Generator generates comprehensive plans in alignment with specific teaching objectives, grade levels, and more, which significantly reduces the time that teachers spend on lesson planning. Quickly generate a detailed rubric with the AI Rubric Generator or some Depth of Knowledge (DOK) questions. Brisk Teaching empowers educators to produce a variety of educational resources efficiently, which gives them more time to spend working with students!

Feedback

As we know, feedback is essential for learning. It needs to be authentic, meaningful, and timely. With Brisk Teaching, educators can provide this feedback even faster using the Targeted Feedback Generator. This feature enables educators to provide individualized comments to each student right within the student’s Google Docs.

Additionally, there are several feedback styles to choose from, including Glow & Grow praises and actionable Next Steps. The feedback will help students understand their strengths and identify areas for improvement. For educators, by automating the feedback process, Brisk helps educators keep providing feedback in a time-sensitive manner and promotes more consistent feedback for students. Choosing from the feedback styles can also help foster a supportive learning environment.

Inspect Writing

When you first explore the Inspect Writing feature of Brisk Teaching, seeing the replay of how a student has completed their assignment is really cool. The Inspect Writing feature provides educators with some insight into a student’s writing process, starting with any initial drafts to their final submission. With the replay, educators can develop a greater understanding of how a student approaches their work and can then use this to better target instructional approaches and provide more personalized feedback to better meet student needs and help them to grow.

Inspect writing is also a good way to engage a discussion about academic integrity. I see this as a way to focus on accountability also, especially when working with a group, and also as a way to focus on time management when conducting research or writing.

Differentiation

It is essential that all educators ensure that students have access to the learning materials that best match their reading levels and language needs. Promoting inclusivity is critical, and with Brisk Teaching tools like the Text Leveler and Translate Text Tool, educators can instantly adjust the complexity of texts or translate them into different languages for students. With these options, we can ensure that all classroom materials we use are accessible to students from varying linguistic and academic backgrounds and learning needs.

Why I recommend Brisk

Brisk Teaching is more than just a tool; it provides a comprehensive solution that has been designed by educators for educators. It aims to reduce burnout and enhance instructional effectiveness. It is easy to integrate in the classroom and its key features help to streamline our workflow and save time for us to work more with students and colleagues! As technology continues to evolve, tools like Brisk Teaching will continue to add new features in response to educator and student needs. Stay tuned for some other exciting features coming from Brisk. Brisk Boost for Students coming soon!

Teachers use free! Sign up here: https://www.briskteaching.com/

Check out tips to get started on their PD page: https://www.briskteaching.com/brisk-professional-development-resources

Guest blogging opportunities

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Unlocking Educational Innovation: Integrating Bloom’s Taxonomy and AI in the Classroom

Rachelle Dené Poth Leave a comment

In collaboration with ClassPoint

The surge in AI integration across various sectors, including education, is becoming more apparent. AI is now involved in tasks like assisting in curriculum design, offering feedback, supporting essay composition, and acting as learning companions, showcasing its multifaceted potential in enhancing classroom practices. The emergence of AI emphasizes the importance of equipping students with advanced cognitive skills, such as critical and analytical thinking. Rather than perceiving AI as a barrier to these higher-order thinking skills (HOTS), it is essential to explore how AI can be leveraged to augment and refine them.

How to Teach Higher-Order Thinking

Prioritizing the cultivation of HOTS is essential for fostering innovation and preparing students for success in this fast-paced world. While some may fear that the rise of AI could diminish the relevance of these skills, a study by the McKinsey Global Institute (2017) on AI and automation suggests otherwise. The study found that while AI and automation may replace certain routine tasks, they also create new opportunities for tasks requiring human-centric skills, including higher-order thinking. Therefore, far from declining, the importance of HOTS is underscored in the age of AI.

Higher-order thinking refers to cognitive processes operating at the top tiers of Bloom’s taxonomy, including analysis, evaluation, and creation. These advanced cognitive skills demand the application of critical thinking, where learners independently generate understanding, make connections, and assess information based on their learning experiences.

Bloom’s Taxonomy Questions for Higher Order Thinking Skills

Developing higher-level questioning requires teachers to possess a profound understanding of Bloom’s Taxonomy levels and the art of questioning.

While questioning serves as a fundamental tool utilized by educators on a daily basis, it is essential to recognize that the purpose of questions aimed at promoting HOTS extends beyond the mere recollection of facts or information. Rather, these inquiries are crafted to stimulate critical thinking and foster a deeper grasp of the content. By prompting students to delve deeper into the material, such questions encourage them to construct a more comprehensive understanding, thereby enabling them to apply their knowledge effectively in real-world contexts.

Open-ended questions aimed at higher-level thinking encourage learners to delve into topics more deeply, utilizing their knowledge and abilities. These types of questions cannot be answered with a simple “yes,” “no,” or brief response. Instead, they encourage individuals to critically analyze the information they’ve acquired and construct cohesive, relevant answers.

Understanding Bloom’s Taxonomy

Bloom’s Taxonomy is a structured hierarchy, developed by Benjamin Bloom back in the 1950s, that classifies thinking behaviors essential for learning. Let’s dive into how you can incorporate Bloom’s Taxonomy in your classroom teaching with strategic questions tailored to each level:

  • Remember: This is the foundational step. It’s all about remembering facts. The base of Bloom’s pyramid, the “Knowledge” level, is the stepping stone to all higher-order thinking skills. At this stage, students absorb raw facts and figures, laying the groundwork for more complex cognitive tasks
    • Sample of questions to ask students:
      • “When did the American Civil War start?
      • “What is the capital city of Canada?”
  • Understand: This stage challenges students to grasp the meaning of the information, like interpreting the primary theme of a poem. It’s not just about parroting back facts; it’s about making sense of them. Comprehension, a critical step in Bloom’s Taxonomy, involves not just absorbing information but truly understanding it. Students delve into the “why” and “how” behind concepts, ensuring they can explain and translate information in their own words.
    • Sample of questions to ask students:
      • “How would you summarize this chapter to a friend who hasn’t read it?”
      • “What does this graph indicate about the relationship between X and Y?”
  • Apply: Can students extend their knowledge to unfamiliar situations? For instance, can they go beyond simply memorizing the Pythagorean theorem and instead use it to address practical challenges like those found in architecture or engineering? The “Application” level in Bloom’s Taxonomy drives students from merely knowing information to applying it in novel scenarios. It’s not just about retaining or understanding; it’s about putting that knowledge into practice, a critical leap in cognitive development.
    • Sample of questions to ask students:
      • “How can you demonstrate the law of conservation of energy using a simple experiment?”
      • “How would you apply the concept of photosynthesis in setting up an efficient greenhouse?”
  • Analyze: This stage encourages students to dissect information and grasp its structural components. For example, in a science experiment, can they discern the variables, methodologies, and outcomes? The “Analysis” phase of Bloom’s Taxonomy guides students towards the dissection, differentiation, and organization of information. At this stage, learners move beyond simple application of knowledge, delving deeper to comprehend the complex components of a topic and their relationships.
    • Sample of questions to ask students:
      • “Based on the historical document, can you identify the underlying causes of the event?”
      • “Which parts of this experiment were crucial in determining the final outcome?”
  • Evaluate: In this phase, students assess values, make judgments, and substantiate decisions. They might be challenged with debating the ethics of a historical event or critiquing a piece of art. Occupying the pinnacle of Bloom’s Taxonomy hierarchy, the evaluation stage requires discerning scrutiny and the formulation of judgments based on predetermined criteria. It goes beyond mere identification of pros and cons to providing recommendations or making informed decisions.
    • Sample of questions to ask students:
      • “Which method discussed in class do you think is most effective for solving this problem, and why?”
      • “In comparing these two characters, who do you believe showed greater resilience, and what evidence supports your view?”
  • Create: In this phase, the emphasis lies on combining elements to construct a novel pattern or structure. Picture it as creating a fresh narrative by blending components from different fairy tales. Culminating Bloom’s hierarchy, the Creating level tasks students with assembling pieces into an original arrangement, devising innovative solutions, or fostering a unique perspective.
    • Sample of questions to ask students:
      • “Can you devise a new experiment that would expand on the findings from our previous lab?”
      • “Can you compose a poem that integrates five different literary devices we’ve discussed this semester?”

Incorporating Technology into Bloom’s Taxonomy Teaching

In an era dominated by technology and AI, educators and presenters are constantly searching for innovative methods to capture their audience’s attention and ensure that learning remains both stimulating and impactful. Enter ClassPoint AI, a groundbreaking tool that automates Bloom’s Taxonomy question generation based on teachers’ PowerPoint slide content.

AI-Powered Bloom’s Taxonomy Quiz Question Generation

Incorporating ClassPoint AI into teachers’ education or presentation strategy is not merely about utilizing technology—it’s about transforming the perspective and approach towards assessments and interactions. Here’s how:

  • AI-Powered Efficiency: With ClassPoint AI’s AI-generated quiz questions, teachers can instantly transform any PowerPoint slide into an engaging quiz. This not only saves time but also ensures the quiz aligns with the content’s relevance. It is a great way to involve students in the use of AI for purposeful learning!
  • Versatile Assessment Features: Through its flexible quiz customization, ClassPoint AI breaks the monotony of conventional quizzes. Teachers can tailor quizzes to match specific learning objectives, enhancing engagement and effectiveness. Creating quizzes that meet students’ needs is easy!
  • Fostering Critical Thinking: Crafting questions based on Bloom’s Taxonomy cognitive complexity hierarchy ensures that students go beyond mere memorization. Instead, they engage in analysis, evaluation, and synthesis of information, resulting in a profound comprehension of the subject matter.
  • Closing Language Barriers: ClassPoint AI’s multi-language support guarantees inclusivity, ensuring that all learners, whether international students in a classroom or a diverse audience in a global seminar, are accommodated.

While ClassPoint AI is undoubtedly invaluable for educators, its utility transcends the boundaries of traditional classrooms:

  • Corporate Training Sessions: Utilizing ClassPoint AI, trainers can assess employee comprehension in real-time during workshops, enhancing interactivity and effectiveness.
  • Webinars and Online Workshops: Incorporating quizzes through ClassPoint AI ensures sustained audience engagement and immediate feedback for presenters.
  • Language Academies: With ClassPoint AI, language instructors can develop personalized quizzes in various languages, enriching language learning and comprehension.

Bonus: Interactive Classroom Activities You Can Run in Class for Each Bloom’s Taxonomy Level

Utilizing the Bloom’s Taxonomy framework in teaching doesn’t have to be a laborious task. With ClassPoint, each stage of Bloom’s Taxonomy instruction can be amplified through a variety of presentation, interactive quiz and gamification tools.

Here are a few methods for seamlessly incorporating your lessons within the Bloom’s Taxonomy framework:

Lower-Order Thinking Skills

Activities Involving Recalling of Information

  • Run “Multiple Choice” quizzes to test students’ ability to recall important information
  • Run “Fill In The Blanks” activities to test students’ understanding of a new topic being taught

Activities to Test Understanding

  • Run “Word Cloud” as a tool for brainstorming and ideas collection to encourage the solidification of understanding of a new concept being taught.
  • Run “Audio Record” to encourage students to submit their responses via audio format.

Problem-Solving Activities

  • Run “Slide Drawing” to encourage students to submit their responses by drawing or editing the teacher’s slide
  • Run “Short Answer” and solve problems by offering students’ point of view

Analysis

  • Use “Draggable Objects” to move objects freely during a live presentation where teachers and students can label and classify objects into their respective categories.
  • Use “Annotation Tools” to build mind maps and concept maps and help students understand the relationships between concepts.

Higher-Order Thinking Skills

Evaluative Activities

  • Use “Timer” to run debate or role-play activities with students to enhance their critical thinking.
  • Use “Quick Poll” to gather students’ responses and feedback on a topic being taught.

Creative Activities

  • Use “Draggable Objects” to create something new by putting together the puzzle pieces on the teachers’ slides.
  • Run “Video Upload” to encourage submission of projects in the form of videos or vlogs to encourage creativity and innovation.

Embrace The Synergy

In today’s educational landscape, the fusion of Bloom’s Taxonomy with AI heralds a new era of classroom innovation. By embracing this synergy, educators can empower students to develop critical thinking, problem-solving, analysis, evaluation, and creativity—essential competencies for success in the modern world. Tools like ClassPoint AI present an exciting avenue to revolutionize teaching HOTS, offering efficient quiz generation based on Bloom’s Taxonomy and fostering interactive learning experiences. As we navigate this transformative journey, let’s harness the power of AI to cultivate agile, forward-thinking learners.

Guest blogging opportunities

Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or your event! Submit the Contact Form.

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Learning Styles is a Myth

Rachelle Dené Poth Leave a comment

Learning Styles is a Myth!

Guest Post by Michael Cao & Evan Missakian

You might have heard it before from your teachers: “Everyone learns in their own way.”

For years, teachers have been attempting to design lessons and activities to match students’ different “learning styles.” But what does this actually mean? What are these supposed “learning styles”?

For some people, they claim that they are “visual learners,” which means that they have a preference for visual-driven instruction. They are more likely to understand concepts if given visual aids such as maps, graphs, diagrams, charts, etc… (Grand Canyon University, 2020). Some people claim that they learn best through auditory modes, while others prefer to be hands-on.

You, too, might have allocated yourself to one of these categories of learning styles throughout your years in K-12 schooling or even college. Suppose that you are a “kinesthetic learner” and like to be hands-on. You are trying to learn systems of equations in a math class. Would you rather be “hands on” with that activity or see someone work out the problem on the board? The obvious choice would seem to be the latter. Does that mean you’re not a kinesthetic learner but rather a visual learner?

This is where learning styles as a concept starts to become muddy. The idea of learning styles has been something that is so pervasive that we never stop to think about if the idea is grounded in scientific research. So is learning styles a myth? The short answer is yes.

The myth is based on the idea that “learning will be ineffective, or at least less efficient than it could be, if learners receive instruction that does not take account of their learning style, or conversely, it is the claim that individualizing instruction to the learner’s style can allow people to achieve a better learning outcome” (Pashler et al., 2009, p. 108).

However, there is a multitude of evidence to suggest that this is actually not true, or at least not supported enough that the learning style hypothesis is valid. Pashler and colleagues noted:

At present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have a strong evidence base, of which there are an increasing number. (p. 105)

This brings up an interesting point. Since there seems to be very little evidence on creating instruction based around learning styles, what harm are the teachers who are proponents of this concept potentially doing to their students’ learning? Well, when students are allocated to a certain learning style and the lesson is catered to their learning style, they could be missing out on different learning opportunities (University of Kansas, 2024). For instance, a “visual learner” who is always instructed using visual aids may be hindered in understanding active listening, or might miss out on hands-on learning with science experiments.

While it would seem that we are criticizing learning styles harshly, we do see that there were good intentions behind the idea. On one hand, there’s little scientific evidence to support learning styles; on the other hand, it is still important for educators to realize that each individual student has their own preference as to how they tackle their learning. The idea that learning style propagates is choice but does it in the wrong way.

What matters most is the context of the learning and topic at hand. You wouldn’t give a student a set of auditory directions about where Spain is when you can just show them a map, even if they claim to be an “auditory learner.” You’d be better off teaching this learner how to actually read a map to build upon their spatial knowledge and then give them the choice in how they want to present what they know. They want to create a presentation on Spain? That’s fine. They want to create a podcast, describing Spain? That’s also fine. Or, perhaps they want to create a poster board! To create an empowered learner is to give the learner the choice to show what they know in any way they want – this is different from tailoring lessons to each students’ learning style.

So to all educators and future teachers, it might not be helpful to give your students a choice in how they want to learn solely based on their “learning style,” but instead give them the choice in how they want to show their learning.

Author Bios:

Michael Cao is a Mathematics major at UMass Amherst under the teaching concentration. He is also pursuing an Education minor.

Evan Missakian is majoring in History and minoring in Education at the University of Massachusetts Amherst. He hopes to pursue a career as a History Teacher in secondary education after graduation.

Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or your event! Submit the Contact Form.

Follow Rachelle on Twitter(X) and Instagram at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

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Benefits of Screen Time for Children

Rachelle Dené Poth Leave a comment

Guest Post by Jada Hewes, Mei-Lynn Bukunt, & Sarah Rosen

In today’s day and age, discussions revolving around screen time for children often have a negative connotation. Concerns about the impact screens have on children’s development, health, and socialization have a widespread belief that it is harmful in the long run. However, when taking a deeper look, research reveals many benefits that arise from using screen time in moderation. 

First, it is important to recognize the difference between what is shown on the child’s screen. The specific content, and how it is presented or used, plays a significant role in the effects on the child. For example, aimless scrolling through social media or hours of watching cartoons might fall under the category of negative effects of screen time if the child is just passively looking at the screen. 

On the other hand, if the screen time is interactive, educational, and uses critical thinking, it can be beneficial. In an article titled “Here’s What the Research Says About Screen Time and School-Aged Kids” the author, Kecia Ray, explains that “excessive screen time is concerning, but when used for education, it can be beneficial” (para. 1). When screen time is focused on educational purposes there are many benefits. Ray (2023) mentions research done in Australia on 4,013 children that focused on different categories of screen time. The categories were social, educational, passive, interactive, and other. The study concluded that the type of screen time determined whether or not there was a negative or positive impact. The research showed that educational screen time was the most beneficial. 

In addition to this, the virtual universe provides what seems to be a never-ending display of resources and learning opportunities that can enhance a child’s cognitive development. For example, screen time can be used to develop a variety of skills, including digital skills, creative thinking, problem-solving, communication, social, motor, and goal-setting (RaisingChildren, 2022). These skills are developed when children not only consume media, but also produce their own media – producing content, like writing a blog, creating music, or designing films, is highly beneficial for children.

Digital skills can be enhanced when children learn about video-editing. This can be learned while creating educational videos and content. In addition, problem-solving skills can be strengthened by playing games that involve coding and experimentation. Online applications such as Duolingo can improve communication skills and cultural knowledge expansion. Also, using technology and playing video games can also improve a child’s fine motor skills. Interacting with computers stimulates hand-eye coordination and improves visual intelligence.

Critics of screen time also express concerns about its impact on sleep. While blue light can have negative side effects, when used with proper management, these side effects can be avoided. Parents can establish screen time limits that do not allow their child to go on their phone before bed in order to promote healthy sleep habits. There are also various settings in smartphones and tablets that can shift the device into a “night mode,” which dims the lighting and filters out the blue light in order to reduce the negative impact of digital use before bed. 

Another significant benefit of screen time is its potential for social connection. While critics argue that screens isolate children, they can also facilitate meaningful interactions. Video calls with relatives or friends can help children maintain relationships, especially in today’s world, where distance often separates loved ones. Online multiplayer games or collaborative platforms allow children to work together, problem-solve, and build friendships in virtual spaces. These experiences can teach valuable social skills such as teamwork, communication, and empathy.

In the realm of creativity, screens offer a myriad of opportunities. Digital art programs, music composition software, and video editing tools provide outlets for self-expression and artistic exploration. Many young creators find their passion through online platforms, where they can share their work and receive feedback from a global audience. Screen time can nurture talents and hobbies, whether it’s photography, writing, coding, or graphic design. Rather than stifling creativity, screens can amplify it, offering tools and platforms for young artists, musicians, and writers to showcase their skills.

Physical activity is often cited as a casualty of screen time, but technology can also be a catalyst for movement. Active video games, such as those played with motion-sensing controllers, get children up and moving while they play. These games can be a fun way to encourage physical activity, especially when outdoor play is limited by factors like weather or safety concerns. Even simple apps that guide children through yoga or dance routines can promote physical health and well-being.

In conclusion, the argument that screen time is universally bad for children is a simplistic view that overlooks the potential benefits. When used in moderation and with purpose, screen time can enhance children’s learning, creativity, socialization, and physical activity. Educational apps, virtual experiences, and creative tools can all contribute positively to a child’s development. Rather than demonizing screens, we should focus on guiding children toward quality content and balanced screen time usage. By harnessing the potential of technology, we can empower children to learn, create, connect, and explore in ways that were never before possible.

Author Bios

Jada Hewes is majoring in Early Childhood Education and minoring in Speech Language and Hearing Sciences at the University of Massachusetts Amherst. She hopes to use her degrees in some way to help children learn and become successful. 

Mei-Lynn Bukunt is double majoring in Managerial Economics and Education at the University of Massachusetts Amherst. 

Sarah Rosen is majoring in Speech, Language, and Hearing Sciences at the University of Massachusetts Amherst. 

Bibliography

Angwin, J. (2022, June 4). Rethinking the effects of screen time on youth. The Markup. https://themarkup.org/newsletter/hello-world/rethinking-the-effects-of-screen-time-on-youth 

Charaipotra, S., & Zapata, K. (2022, December 19). The benefits of screen time in play that parents need to know. Parents. https://www.parents.com/parenting/better-parenting/teenagers/screen-time-experts-say-quality-matters-more-than-quantity-especially-in-a-pandemic/ 

Christensen, J. (2021, May 28). Children and screen time: How much is too much? Mayo Clinic Health System. https://www.mayoclinichealthsystem.org/hometown-health/speaking-of-health/children-and-screen-time 

Hu, J. C. (2020, March 10). Why It’s hard to know what problems screen time causes. Slate Magazine. https://slate.com/technology/2020/03/screen-time-research-correlation-causation.html 

Muppalla, S. K., Vuppalapati, S., Reddy Pulliahgaru, A., & Sreenivasulu, H. (2023). Effects of excessive screen time on child development: An updated review and strategies for management. Cureus, 15(6). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10353947/

Morrison, N. (2021, September 10). Screen time is not as dangerous as you think—And it may help your child make friends. Forbes. https://www.forbes.com/sites/nickmorrison/2021/09/10/screens-are-not-as-dangerous-as-you-thinkand-may-help-your-kid-make-friends/?sh=150027c41176 

Raising Children Network. (2022, December 19). Using screen time and digital technology for learning: children and pre-teens. https://raisingchildren.net.au/school-age/school-learning/learning-ideas/screen-time-helps-children-learn

Ray, K. (2023, January 5). Here’s what the research says about screen time and school-aged kids. EdTech Magazine. https://edtechmagazine.com/k12/article/2023/01/heres-what-research-says-about-screen-time-and-school-aged-kids 

Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or your event! Submit the Contact Form.

Follow Rachelle on Twitter(X) and Instagram at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

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From Passive Video Consumption to Active, Personalized, Data-Driven Learning with AI

Rachelle Dené Poth Leave a comment

Sponsored post by Chris Petrie, via Kwizie.ai; opinions are those of the author

Language tutors are facing unprecedented challenges in keeping students engaged and motivated. The shift towards video-driven learning, accelerated by the COVID-19 pandemic, has only intensified these problems. With studies saying that GenZ students consume an average of 7.2 hours of video content daily and a staggering 500 hours of video uploaded to YouTube every minute, educators are competing with a barrage of digital content designed for instant gratification. This massive influx of content, coupled with the addictive design of platforms like TikTok and Instagram, has made it increasingly difficult to capture and retain students’ attention. One key to overcoming this challenge lies in aligning educational content with student interests, but the heavy burden of personalizing interactive and engaging resources can be overwhelming.

Enter the power of AI in language learning. Kwizie.ai is transforming the way language educators personalize learning content by automating the creation of quiz games from any video in 20 different languages. This tool turns passive video watching into an active learning experience, making language comprehension both aligned with student interests and highly personalized.

Laura Homs Vilà from Couch Polyglot shares her experience:

“I was blown away by how fast it was possible to create such quizzes. It’s definitely a game-changer for teachers and learners alike, helping to clarify whether the video content was truly understood.”

Practical Strategies for Engaging Language Learning

Imagine many possibilities: an English video the student knows well paired with a Spanish quiz, or a Spanish video reinforcing language skills with a quiz in Spanish. The combinations can be tailored to suit any learning objective.

For a creative approach, consider using the learner’s favorite music videos. A familiar Taylor Swift song, for instance, could be the basis for a quiz in a different language (click here for a Spanish quiz, for example), making learning both fun and engaging.

Another great strategy is to get students into study groups and have them engage in peer assessment; they can easily create quiz games for each other from their favorite videos as a powerful way to learn together.

How Kwizie works in 3 steps:

1. Select Content: Start by choosing video content that resonates with your students’ interests. For example, a short National Geographic documentary on sharks could captivate a student fascinated by marine life. Kwizie’s AI can then generate a quiz based on this content in 20 languages.

2. Share and Collaborate: Once the quiz is generated, you can edit what you like and set the quiz conditions. Then, sharing it with students is done in one click.

3. Leverage Analytics for Future Learning: Kwizie provides valuable analytics that offer insights into student engagement and listening comprehension. This data-driven approach allows educators to tailor their delivery strategies to meet the individual needs of their students. For more advanced learners, incorporating activities like recording their own presentation and speaking sessions can add an extra layer of challenge and engagement for audiences.

Impact

By leveraging Kwizie’s AI capabilities, educators can significantly increase the rate of language learning while radically decreasing the time spent creating personalized and engaging learning experiences. This not only motivates learners but also sets them on a path to success, which is the ultimate goal for any educator.

“I have to say this technology is outstanding! It’s one of the most impressive quiz-making tools

that we’ve come across. It does it instantly. It does it in seconds. It even makes it a little gamified.” – Russell Stannard from Teacher Training Videos

It is free to try – it takes less than a few minutes to get your first quiz up and running, and, with a special offer, to try Kwizie for just $1 in the first month. Visit Kwizie.ai and click “Try Now for Free” to embark on a journey that transforms passive video consumption into an active, data-driven learning adventure.

Chris Petrie, PhD, CEO & Co-Founder Kwizie.ai

Helsinki, Finland

Bio:

Chris Petrie is the CEO and Co-Founder of Kwizie.ai, bringing 20 years of experience in education, research, and product leadership. Previously, he has led more than 25 global research projects for well-known international clients, including Supercell, the OECD, the LEGO Foundation, and the World Bank.

Twitter/X: @Chrispetrie6

#languagelearning #Kwizie #polyglot #activelearning #videolearning #aiineducation #educationinnovation #edtech

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Enhancing STEM Learning: The Role of Ethical AI-Powered Text-to-Speech Technology

Rachelle Dené Poth Leave a comment

In collaboration with ReadSpeaker

In the world of education, particularly in the fields of science, technology, engineering, and mathematics (STEM), accessibility and engagement are paramount. However, traditional methods of instruction often fall short in providing accommodations for diverse learning needs and fostering active participation. Enter ethical AI-powered text-to-speech (TTS) technology, a tool revolutionizing the educational landscape by bridging accessibility gaps and enhancing learner engagement in STEM content.

Focus on accessibility

Accessibility in education means providing equal opportunities for all learners, regardless of their abilities or disabilities. Visual impairments, learning disabilities, dyslexia, neurodiversity, and language barriers can pose significant challenges for individuals seeking to access STEM materials. Traditional textbooks are often overfilled with complex diagrams, graphs, and equations. These can create formidable obstacles for these students. However, TTS technology offers a solution by converting written text into spoken words, making STEM content accessible through auditory means. Through the seamless integration of TTS technology into digital platforms and Learning Management Systems (LMS), learners can engage with scientific concepts with ease and independence.

The benefits of TTS

Moreover, TTS technology transcends accessibility barriers to benefit a broader spectrum of learners, including those without disabilities. By providing alternative modalities for accessing information, TTS provides diverse learning methods. Learners thrive by adding auditory environments, where they can process and retain information more effectively through listening rather than reading. TTS facilitates this auditory learning process by transforming written STEM content into engaging audio presentations, which helps with enhancing comprehension and retention.

Additionally, TTS technology acts as a catalyst for increasing engagement among STEM learners. Engagement is crucial for fostering a deeper understanding of complex scientific concepts and promoting lifelong learning. However, traditional instructional materials often fail to captivate students’ interest, leading to disengagement and disinterest in STEM subjects. AI-powered TTS addresses this issue by transforming static text into dynamic, interactive experiences. By incorporating natural language processing and speech synthesis algorithms, TTS systems deliver content with human-like intonation and expression, capturing learners’ attention and sustaining their engagement throughout the learning process.

TTS technology also enables personalized learning experiences tailored to individual needs and preferences. Through customizable settings such as playback speed, voice selection, and highlighting options, learners can adapt the TTS output to suit their unique learning styles. For example, students can adjust the playback speed to accommodate their preferred pace of learning or select voices that resonate with them personally. These customization features empower learners to take control of their learning journey, promoting autonomy and self-directed learning.

TTS technology facilitates multimodal learning experiences by integrating audio with visual and interactive elements. For instance, TTS-enabled e-books can synchronize spoken text with highlighted visuals, enabling learners to follow along seamlessly. Additionally, interactive simulations and virtual labs accompanied by TTS narration offer hands-on learning opportunities, further enhancing engagement and understanding. By leveraging the power of AI and multimedia integration, TTS technology transforms static STEM content into dynamic, immersive learning experiences that appeal to learners of all ages and backgrounds.

In conclusion, AI-powered text-to-speech technology represents a paradigm shift in STEM education, offering unparalleled accessibility and engagement for learners worldwide. By breaking down barriers to access and fostering interactive learning experiences, TTS technology empowers individuals to explore the wonders of science, technology, engineering, and mathematics with newfound enthusiasm and confidence. As technology continues to evolve, so will the possibilities for leveraging AI to enhance STEM education and inspire the next generation of innovators and problem solvers.

See ReadSpeaker.com for more information. Interested in seeing how TTS would look in your environment? Contact us at contact@readspeaker.com.

About Rachelle’s blog

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The Benefits of Adventure/Outdoor Education

Rachelle Dené Poth Leave a comment

Guest post by Jeremy Jorgensen, @jeremyajorg

Adventure beckons to us all.

The thrill of the unknown, the beauty of nature, and the lessons learned along the way make it a truly engaging experience. Working as a camp counselor and leading 9-15-year-olds on outdoor adventures led me to become a teacher in the first place. I took kids canoeing in Canada, hiking in the Porcupine Mountains, and mountain biking on the CAMBA trail system.

This was before the advent of cell phones and social media. Now that screens are omnipresent and social media has hijacked young people’s dopamine pathways, these outdoor, unplugged experiences are more necessary than ever. All children can benefit from solitude and reflection.

What is Adventure/Outdoor Education?

Adventure/Outdoor Education is an experiential learning method that takes place in an outdoor setting. It involves activities like hiking, camping, rock climbing, and canoeing to promote personal growth, develop social skills, and enhance physical and mental health. In the purest sense, adventure can be anything that takes you out of your comfort zone.

The Benefits of Adventure/Outdoor Education

  • Personal Development: Engaging in outdoor activities fosters self-confidence and resilience. It pushes individuals out of their comfort zones and encourages them to tackle challenges head-on, leading to a sense of personal achievement.
  • Social Skills: Adventure/outdoor education is often a group endeavor, promoting teamwork, leadership, and communication skills. It teaches individuals to collaborate effectively and respect others’ perspectives.
  • Physical Health: The active nature of outdoor activities provides a great workout, improving cardiovascular health, flexibility, and strength. Physical activity also translates into better academic performance.
  • Mental Health: The great outdoors is a natural stress reliever. It calms the mind and boosts mood, helping to combat conditions like anxiety and depression.
  • Connection with Nature: Adventure/outdoor education promotes environmental awareness and fosters a deep connection with nature. This connection instills a sense of responsibility toward preserving our natural environment.
  • Resilience: Adventure builds resilience, teamwork, problem-solving skills, and self-confidence. Hands-on activities in real-world settings connect classroom concepts to real-life experiences.

How to Incorporate Adventure/Outdoor Education

Incorporating adventure/outdoor education into your school curriculum may seem challenging, but it need not be a daunting task. It’s important to remember that even small, simple activities can have a big impact. Starting with activities like nature walks or camping trips can be an excellent way to introduce students to the outdoors. These activities provide an opportunity for physical activity and allow students to observe and interact with the natural world around them.

Organizing field trips to natural reserves is another effective way to incorporate outdoor education. These trips can be linked to various subjects in the curriculum, making learning more engaging and relevant for students. For example, visiting a forest reserve can enhance biology, geography, and environmental science lessons. You could partner with a camp or university with experience in leading this type of programming.

Outdoor activities can also be integrated into the physical education curriculum. Activities like hiking, rock climbing, biking, rollerblading, or canoeing can be great for developing physical strength and endurance and promoting teamwork and leadership skills.

Remember, the goal is to step out, explore, and learn from the greatest teacher of all – nature.

ResourcesBooks, Articles, and More

Grant Resources

About the Author

In Jeremy’s 25 years as an 8th-grade teacher, he has been dedicated to fostering a love for learning and creating engaging classroom environments. He specializes in teaching physical science and social studies and serving as a homeroom crew leader. He is passionate about incorporating innovative teaching strategies, such as the learning teams model, to promote student engagement and a sense of belonging. His goal is to empower students and inspire them to reach their full potential in and out of the classroom.

FOLLOW ME

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LinkedIn – http://www.linkedin.com/in/jeremy-jorgensen321

Guest blogging opportunities

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The Truth About Learning Styles

Rachelle Dené Poth Leave a comment

Guest Post by Grace Coderre, Renee Graczyk, Lucy Vician

Opinions expressed are those of the authors

“Learning styles” is a concept that perpetuates the idea that certain individuals learn better when information is presented in their preferred style of learning (e.g., visual, auditory, kinesthetic). Diagnosing and presenting information according to learning styles has been a prominent practice in K-12 through higher education learning environments for years. There is also a thriving industry devoted to producing learning styles materials, including learning style tests, guidebooks, and workshops, all designed to assist educators in understanding and effectively teaching to students based on their specific style.

Upon copious research, we have concluded that learning styles lack credible validity and should not continue in educational settings. There are serious implications from accepting learning styles as fact. First of all, schools are wasting valuable and limited time and resources dedicating their practice to this misconception. Teachers spend precious time and effort catering to children’s learning styles when they could otherwise be implementing strategies scientifically proven to help students learn. The use of learning styles also limits student’s ability to overcome obstacles and develop a growth mindset, a crucial aspect of resilience. Students who are taught and believe that they can only learn through one style may reject instruction that does not reflect their chosen mode.

Learning styles are commonly chosen based on the individual’s perceived favorable mode of receiving information. However, this self-report may not be accurate and neglects to address the issue that one learning style may not be applicable to the multitude of modes needed to teach the variety of subjects mandated by the curriculum. The fact stands that the modes of teaching are dictated by the subject being taught. For example, students who are being taught geography will benefit from visually seeing a map in order to understand the content. Self-proclaimed “auditory learners” will not better understand geography based on an auditory explanation of the content (Marshik, 2015).

One of the main issues with the concept of learning styles is that it does not encourage students to struggle with learning in different ways. In reality, students need to be able to adapt to learning in different ways. Students will face a diverse set of lessons in their schooling that use different modes of learning. At some point, students will come face to face with lessons that need them to focus on being kinesthetic, auditory, visual, or tactile learners, either individually or all at the same time. The joy of learning and education is that you can do it in so many ways, which begs the question of why are we subjecting students to only focus on one type? Instead of spending so much time on having students figure out which learning style suits them best and altering lessons to fit those results, teachers should aim to help students embrace all styles while keeping an open mind.

Theresa LeBlanc from Texas University did a study on this subject and concluded that “teaching students the cognitive processes and skills involved in learning—those strategies that help learners think, solve problems, and create meaning—can similarly empower students, not with a false sense that one can learn only one or two ways, but with an understanding that learning is multifaceted, reflecting different combinations of learning abilities that make us effective in different ways” (LeBlanc, 2018, p. 39).

Students will be much more effective learners if they can adapt to any style of teaching and learning. Teachers can promote this idea of learning style flexibility while also celebrating student differences. While learning styles don’t have sufficient evidence, it is true that students learn best in different ways. Teachers can help students notice these differences and embrace them as a way to celebrate the uniqueness of learning. This is a much better use of time and resources in school than promoting an idea that has no adequate evidence to back it up.

But why has this educational myth persisted for so long, and more importantly, how can we, as future teachers, examine popular teaching approaches through a critical lens? Researchers, including Riener and Willingham (2010), believe that the confirmation bias has given us reason to believe that one learning style works best for everyone. Reiner and Willingham stated that “when evaluating our own beliefs, we tend to seek out information that confirms our beliefs and ignore contrary information, even when we encounter it repeatedly. When we see someone who professes to be a visual learner excel at geography and an auditory learner excel at music, we do not seek out the information which would disprove our interpretation of these events” (p. 35). These scholars believe that, in order to critically examine popular teaching approaches which might not be based in evidence, or even worse, might be harming our students’ learning, we need to be able to challenge our existing beliefs rather than accept what others say at face value.

Author Bios:

Grace Coderre is majoring in Early Childhood Education and minoring in Psychology at the University of Massachusetts Amherst.

Renee Graczyk is a third year student at the University of Massachusetts Amherst, majoring in Early Childhood Education and minoring in Psychology.

Lucy Vician is majoring in Early Childhood Education and minoring in Psychology at the University of Massachusetts Amherst.

About Rachelle’s blog

Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or your event! Submit the Contact Form.

Follow Rachelle on Twitter(X) and Instagram at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

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References

LeBlanc, T. (2018). Learning styles: Academic fact or urban myth? A recent review of the literature. Journal of College Academic Support Programs, 1(1), 34–40. https://doi.org/10.36896/1.1fa4

Marshik, T. (2015). Learning styles and the importance of critical self-reflection [Video]. TEDxTalk. https://www.youtube.com/watch?v=855Now8h5Rs

Reiner, C. & Willingham, D. (2010). The myth of learning styles. Change,

42(5), 32–35. http://www.jstor.org/stable/25742629

Blogging to Counter False Knowledge

Rachelle Dené Poth Leave a comment

A Closer Look

Guest post by Miles DeMacedo, Kylie Gannon, and Pierre Ayer, Opinions expressed are those of the authors.

Schools across the United States have been grappling with how to improve student engagement, quality of work, and attitude toward learning. Administrators and teachers alike are blaming cell phones and their widespread use in schools for distracting students from what they should be focusing on – their learning. 

In a congressional press release, Senator Tom Cotton of Arkansas stated: “Widespread use of cellphones in schools are at best a distraction for young Americans; at worst, they expose schoolchildren to content that is harmful and addictive,” (as cited in Langreo, 2023, para. 6). Proponents contend that students are using cellphones in manners that hinder not just their own learning but also that of their peers (Ugur & Koc, 2015). As a result, schools across the U.S. and even other countries have implemented such bans. 

What are the results? A number of studies have found that there has been an increase in student test scores (Beland, 2021) and noticeable reductions of bullying incidence among teenagers (Beneito, Vincente-Chrivella, 2022).

That’s quite the claim! We’re inclined to believe it, too. It seems like common sense, and the claims are based on research. The writing is on the wall: Smartphones in schools are on their way out, as they should be! However, that might not be the whole story. The issue at hand requires a more nuanced look at schools, students, and their relationship with smartphones. Let’s dive deeper!

In the current climate, it is safe to say that smartphones and how they are utilized are criticized. Senator Tom Cotton will have you believe that they are nothing but insidious devices that demand the attention of your children. While there is some truth to this, Tom Cotton fails to consider the potential positives of smartphones and what they can bring to the table for students seeking to learn. While each new piece of technology produces a wave of skepticism, McKenna (2023) says that “banning a technology or behavior prematurely, based on its initial negative impacts, can prevent society from learning how to adapt to and effectively manage the technology” (para. 15).

One argument for allowing cellphones in schools is that they allow for students to practice control over their actions and responsible technology use, becoming more active learners in the classroom. Chris Davis, a teacher in Glendale Unified School District, noted that with clear expectations, “the classroom rewards outweigh the risks of a more open policy” (as cited in Walker, 2016, para. 3).  

A large portion of teachers are already having students utilize their cellphones for learning. One study surveyed 79 teachers to determine their perceptions of using cellphones for classroom instruction, and “findings indicated that the majority (69%) of teachers support the use of cellphones in the classroom and were presently using them for school-related work” (Thomas et al., 2013, para. 1). 

Even in schools with strict cellphone ban policies, students are still using cellphones in the classroom as requested by teachers. At South Eugene High School, the policy is that students keep their cellphones off and out of sight during class unless instructed otherwise. One teacher working under this policy, Bobbie Willis, says she asks students to use their cellphones as documentation tools used to record or take photos. “The convenience makes her wonder if the phones are more valuable than the school-issued laptop” (Snelling, 2024, para. 19).

But what about the test score improvements cited in the Beland and Murphy study in Swedish secondary schools? Well, a study was done to replicate those claims, with an increase in the survey response rate of schools to approximately 75% (a bigger sample size than the original study), it was found that there was “no impact of mobile phone bans on student performance and [we] can reject even small-sized gains” (Kessel et al., 2020, Abstract).

Another important note to consider is the student’s perspective. After all, these are the people that cellphone ban policies affect most. Overall, these policies can be discouraging to students because they take away their ability to make their own choices when it comes to the use of technology. Teaching responsibility must include some level of trust, otherwise the school atmosphere can become hostile. The relationship between the students and the school can significantly affect a student’s learning (Singer, 2023).

So, are cell phone bans in schools the answer to the lack of engagement from students? Well, like we said previously, this issue requires a more nuanced view. At the very least, there is a need for school policymakers to align cell phone rules and restrictions accordingly (Keengwe, 2012, para. 1). Then it becomes a matter of using a variety of approaches, looking at the research, and adapting accordingly. 

Author Bios

Miles DeMacedo is majoring in Community Education and Social Change at the University of Massachusetts Amherst. He has also applied to the 4+1 masters program for higher education at UMass Amherst.

Kylie Gannon is majoring in Physics with minors in Mathematics and Education at the University of Massachusetts Amherst. Outside of the classroom, she is an instructor at an educational maker-space, teaching children and teens about robotics and coding.  

Pierre Ayer is majoring in Community Education and Social Change at the University of Massachusetts Amherst.

References

  1. Beland. (2021, March 25). Banning mobile phones in schools can improve students’ academic performance. This is how we know. World Leading Higher Education Information and Services. https://world.edu/banning-mobile-phones-in-schools-can-improve-students-academic-performance-this-is-how-we-know/ 
  2. Beneito, P. and Vicente-Chirivella, Ó. (2022). Banning mobile phones in schools: Evidence from regional-level policies in Spain. Applied Economic Analysis, 30(90), 153-175. https://doi.org/10.1108/AEA-05-2021-0112   
  3. Keengwe, J., Schnellert, G. & Jonas, D. (2014). Mobile phones in education: Challenges and opportunities for learning. Education and Information Technologies, 19, 441–450. https://doi.org/10.1007/s10639-012-9235-7  
  4. Kessel, D., Hardardottir, H. L., & Tyrefors, B. (2020). The impact of banning mobile phones in Swedish secondary schools. Economics of Education Review, 77, 102009. https://doi.org/10.1016/j.econedurev.2020.102009  
  5. Langreo, L. (2023, November 21). Should more schools ban cellphones? It’s a question U.S. lawmakers want answered. Education Week. https://www.edweek.org/technology/should-more-schools-ban-cellphones-its-a-question-u-s-lawmakers-want-answered/2023/11  
  6. McKenna, J. (2023, November 13). Navigating the digital tide: Balancing technology and engagement in modern education. Medium. https://medium.com/@McKennaJ/navigating-the-digital-tide-balancing-technology-and-engagement-in-modern-education-c5c60b40c9cc 
  7. Thomas, K., O’Bannon, B., & Bolton, N., (2013). Cell Phones in the Classroom: Teachers’ Perspectives of Inclusion, Benefits, and Barriers. Computers in the Schools, 30(4), 295-308, https://www.tandfonline.com/doi/full/10.1080/07380569.2013.844637
  8. Singer, N. (2023, October 31). This Florida school district banned cellphones. Here’s what happened. The New York Times. https://www.nytimes.com/2023/10/31/technology/florida-school-cellphone-tiktok-ban.html 
  9. Snelling, J. (2024, January 8). Do smartphones belong in schools? A look at different approaches. ISTE. https://iste.org/blog/do-smartphones-belong-in-schools-a-look-at-different-approaches 
  10. Uğur, N. G., & Koç, T. (2015, December 30). Mobile phones as distracting tools in the classroom: College students perspective. The Journal of Operations Research, Statistics, Econometrics and Management Information Systems. https://dergipark.org.tr/en/pub/alphanumeric/article/287550 
  11. Walker, T. (n.d.). By opening the door to cell phones, are schools also feeding an addiction? NEA. https://www.nea.org/nea-today/all-news-articles/opening-door-cell-phones-are-schools-also-feeding-addiction 
  12. Zalaznick, M. (2024, January 17). Want students to be more engaged? Don’t ban cellphones!, District Administration. https://districtadministration.com/want-students-to-be-more-engaged-dont-ban-cellphones// 

Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or your event! Submit the Contact Form.

Follow Rachelle on Twitter(X) and Instagram at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

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Empowering Teachers with Conversational AI

Rachelle Dené Poth Leave a comment

In collaboration with Kyron Learning, All opinions are my own

As educators, we have access to a wide variety of digital tools to bring into our classrooms. We use these to enhance learning and provide new opportunities for students to build content knowledge, as well as help them to develop essential digital skills. With the right methods and tools, educators are able to achieve the goal of providing the most authentic, meaningful, and personalized learning experiences for all students. Leveraging these resources helps us to do this more efficiently and effectively and enables us to provide timely feedback and support to our students.

Now, with the power of generative AI, there are even more valuable resources available for educators to bring into their classrooms. We can use these tools to enhance the content being taught and also to support students so they learn how to interact with AI responsibly and safely.

Kyron Learning is a revolutionary interactive video learning platform that leverages conversational AI to transform the way educators can support their students. Kyron empowers teachers by saving them time, personalizing instruction, and providing valuable student data. With Kyron, students have access to a personal tutor who works with them as they build their skills in an engaging space. The power of AI helps teachers create interactive lessons that are student-paced and student-focused. As students work through a lesson, it truly feels like a one-on-one tutoring session with a real teacher. Students can ask and respond to questions, engage in further discussions, and receive immediate feedback, all made possible by Kyron’s AI assistant. The “conversational engine” listens to the student’s responses and selects the most appropriate pre-recorded video segment to play next. When you try a Kyron lesson for the first time, you will be amazed at how well it flows!

Using Kyron, teachers can provide additional opportunities for students that give them more individualized learning experiences. It is easy to get started by simply choosing from the many lessons already available for students. Are you teaching math? Explore the lessons available such as “Base Ten,” “Place Value,” or “Comparing Fractions.” You will see the objectives, the number of lessons, and the languages available. You can even choose your tutor! With Kyron, teachers also have access to resources such as blogs and other materials to get them started!

Kyron Studio

Newly available in March, teachers can now create their own lessons for students using Kyron Studio! In addition to what Kyron already provides, with Kyron Studio, teachers can become AI tutors! Educators are also able to share and collaborate on lessons, leveraging the collective expertise of the teaching community. In Kyron Studio, teachers can design multi-modal AI-facilitated tutoring sessions for their students and make them even more personalized.

The sessions can be customized based on each teacher’s curriculum and include videos and visuals. It is a learning experience that engages and helps every learner to understand a concept in an authentic way and at their own pace.

Getting started with Kyron Studio is easy! You simply enter your objectives and provide relevant information about your learners, and a lesson outline with materials and questions will be generated. Once the lesson is generated, teachers can make any changes to the AI-generated content.

Learning with Kyron is fun!

As students work through lessons, they experience those “aha” moments when they finally understand something, and you can see their excitement! It is an engaging learning experience for students and one that also teaches them about purposeful and safe uses of AI. It benefits teachers because they can see students’ progress and support them right when they need it! While we all know technology can’t replicate the relationships between a teacher and a student, Kyron aims to also provide a supportive digital environment where students feel seen and valued.

I worked through several lessons and really enjoyed the experience. It was very different from other interactive lessons and platforms that place students in the lead. To start, I spent time selecting a lesson to dive into and then was surprised that I was able to choose my tutor! I enjoyed testing how my tutor would respond to my answers and questions. I told my tutor that I was confused, entered incorrect answers, and asked for help and more clarification. Each time it responded to me in such a personalized way that helped me to understand. If I got an answer wrong, my tutor provided me with an explanation or another example. It was amazing to see how well it responded to my questions and adjusted similarly to how a teacher would with students in the classroom.

Some of the great features of Kyron are:

Multimodal Learning: Lessons can incorporate videos, images, and text, catering to diverse learning preferences and creating a more engaging experience.

Easy Lesson Creation: Kyron Studio offers an automated and user-friendly interface for educators to build custom AI-powered tutoring sessions.

Educator Choice: Educators control lesson content, can upload their own visuals, and curate the questions and answers, which makes it more authentic for students.

Assessment and Misconception Detection: Kyron identifies student misconceptions during lessons, providing valuable insights for educators to personalize and target instruction.

Focus on Safety and Ethics: Kyron prioritizes student safety by implementing controls and moderation layers to prevent inappropriate interactions.

Commitment to Transparency: User data is anonymized and used ethically to enhance the platform.

Supporting Educators and Students

In an increasingly digital world, especially with the rapid advancements in AI, what I value about Kyron is its approach when it comes to the use of AI and the creation of this platform. The key principles are:

  • Connect, Engage, Encourage: When students complete a lesson, they are supported and receive encouraging feedback during their learning journey.
  • Teach Through Dialogue: The lessons are interactive and fun for students to complete because they are involved in a conversation. Through prompts that promote critical thinking and problem-solving, students can build their skills in ways that meet their pace and specific needs.
  • Work in Concert with Teachers: Kyron provides high-quality, differentiated curriculum and gives teachers access to real-time student progress data. It helps teachers to target instruction and personalize instruction for every student.

There are so many great lessons available to start with, or just dive in and create your own lesson in very little time. I definitely recommend that you try some lessons to experience how unique Kyron is.

Ready to transform your classroom and empower your students? Visit Kyron Learning today at http://app.kyronlearning.com and see how Kyron can help you create a personalized and engaging learning experience for all students!

And if you want to learn more and connect with other educators, Kyron just launched a community for educators called the Visionaries! Educators can join at www.kyronlearning.com/visionaries. Explore the great resources such as tutorials and more!

About the Author:

Rachelle Dené is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle is currently finishing her doctorate with a focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader and served as president of the ISTE Teacher Education Network. She was named one of 30 12 IT Influencers to follow in 2021 and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of eight books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” and her newest book “Things I Wish […] Knew” is now available at bit.ly/thingsiwishedu.

Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or your event! Submit the Contact Form.

Follow Rachelle on Twitter(X) and Instagram at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

************ Also check out my THRIVEinEDU Podcast Here!

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