EDT115 Adam Sparks Part 2 - Teaching Writing in the Age of AI, Short Answer, SchoolAI, Pear Deck, MagicSchool, Screencastify Submit - Educational Duct Tape: An EdTech Integration Mindset

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(00:00):
And today's episode of theeducational duct tape podcast.

(00:02):
Adam Sparks is back to continue ourconversation about writing instruction.
In the age of AI, we're diving into evenmore actionable strategies from using
tools like short answer, to embedding,more writing across the curriculum to help
students recover those lost writing reps.
Plus we tackle big picture topicslike teaching students who use AI
effectively leveraging AI in scoringstate level assessments and being

(00:25):
intentional about making, learningrelevant and stick around for updates.
Dates from Pear Deck, MagicSchool,and Screencastify Submit.
This episode is packed withideas to empower your teaching.
No matter what subject you teach.
I've got a confession to make.
I'm a bit of an out-loud thinker.
You know, the type I have to talkthrough ideas to make sense of them.

(00:46):
My wife.
Well, let's just say she'sa very patient listener.
But even the most supportivespouses probably have a limit.
Right.
That's why I was so excited whenI discovered MirrorTalk.ai, a new
tool from today's sponsor, swivl.
It's designed for people like me and maybeyou too, who need to reflect out loud,
whether you're brainstorming, assessingyour work or helping others grow mirror

(01:09):
talk makes reflection smarter and easier.
And here's the thing.
It's not just for people like me.
Teachers can use it to help studentsbuild reflective and metacognitive
skills, which are game changersfor deep learning students.
Simply talk through their thoughtsand mirror talk provides instant.
AI powered feedback onhow they're thinking.
And how they can improve curious

(01:30):
head over to bit.ly/mirrortalkjakethat's bit.ly/mirrortalkjake
to learn more and startreflecting better today.

(01:51):
Welcome in duct tapers.
I hope that you are doing well andthat you and yours are safe right now.
Before we dive into today's episode,I want to point out that this is
part two of a two episode series,featuring an interview with Adam Sparks.
If you haven't listened tothe first, I recommend going
back and tuning into that one.
I will be right here waiting for you.
You jump right back in and hear thesecond half of the interview here.

(02:14):
For those of you who havealready listened to that one.
I know that, you know, I know that,you know, I know that, you know,
do they know that we know that theyknow, I know that you know, that
you are in for some goodness today.
I so enjoyed the conversation with Adam.
I know that you know, that we know thatI know that it was a good episode and
I know, you know, that it was good andyou're in for something special today.

(02:35):
I learned so much from last time.
Um, he brought up a lot of ideasthat really started me thinking
I hope he did for you too.
And that continues in today's episode.
I'm so eager for you to hear it.
speaking of our conversation, there wasone point in the previous episode where
Adam, who was a Nebraska corn Huskers fan.
Teased me about my favoritecollege football team.
The yeah, the Ohio stateuniversity Buckeyes.

(02:58):
Uh, at the time of the interview,Buckeye fans like myself, we're reeling
from our loss to Michigan, but by thetime I aired the first part of the
interview, we were celebrating ourwins against Tennessee and Oregon.
And now I'm recording thisintroduction just hours, actually,
maybe minutes before the nationalchampionship game against Notre Dame.
And hopefully you will be listeningto this episode in a world in which

(03:19):
the Buckeyes are national champions.
Always.
We'll see what happens.
I'm I'm eager.
I'm excited.
I can't wait.
I'm excited about the steam.
I'm also excited about this episode.
Uh, I should point out this episode iscoming out a week later than I had hoped.
This is a pattern with me.
Uh, but this time I really thoughtI was gonna get an out, but, uh,
FETC in Orlando, Florida kept me.

(03:39):
Really busy last week,but it also was amazing.
It was such a blast being at the futureof educational technology conference.
If you've never been, I'd recommendputting it on your to-do list.
It's a great, great conference.
I had such a great time presenting andmore importantly, meeting new educators
and reconnecting with old friends.
And actually I even got to see today'sguest Adam at his booth for short answer.

(04:16):
Recently I was visiting a third gradeclassroom where students were having
a publishing party to celebrate thecompletion of a new writing piece.
The assignment was to write anopinion piece about whether or not
they'd like to be an astronaut.
As I was walking around differentchildren, read excerpts of their
work for me, it was really fun.
Uh, I was surprised to findthough, how many of them weren't

(04:36):
interested in traveling to space?
One worried aboutneeding to wear a diaper.
Uh, another was concerned aboutswallowing toothpaste, but the one
that really got me really made melaugh said, did you know that it takes
years to get ready to go to space?
What a waste of time.
Uh, it made me laugh,but that didn't hit me.

(04:56):
Whether the effort inconvenienceand time spent on such a
mission is worthwhile or not.
Really depends entirely onhow much you value the goal.
And this kid clearly did notvalue the goal of going to space.
More than six decadesago, president John F.
Kennedy clearly saw the missionof space travel as worth
that effort, that toothpaste.

(05:18):
That inconvenience, thosediapers and that time.
His famous speech at rice universityshowed just how important it was to him.
We choose to go to the moon in thisdecade and do the other things.
Not because they are easy,but because they are hard.
Because that goal will serve toorganize and measure the best

(05:40):
of our energies and skills.
Because that challenge is onethat we're willing to accept.
One we are unwilling to postpone.
And one we intend to win.
Well, those third graders wouldsurely postpone that challenge.
Kennedy was unwilling.
Kennedy's mission to the moon.
Wasn't just about space.
It was about tackling the hardthings that shape our future.

(06:03):
Today in education, we're facingmany challenges that I'm sure many
of you see as about as pleasurable asthose third graders see space travel.
Challenges that you maybe eager to postpone.
The biggest of those challenges, in myopinion, is artificial intelligence.
I know, you know that because I'vetalked about it quite a bit lately.

(06:24):
The difference here is a third grader canchoose whether or not to be an astronaut.
You unfortunately cannot choosewhether or not AI will modify
the landscape of education.
It's going to happen.
It is happening.
Getting American astronauts tothe moon required a team of people
with a shared goal, each doingtheir part to make it a success.

(06:46):
It wasn't just Kennedy.
It wasn't just Neil Armstrong.
It was a whole big group of peopleeach with one shared goal, all
working together, doing their parts.
The challenge of respondingto the challenges of AI and
education also requires teamwork.
And our classroom teachershave a key role in that team.

(07:07):
In recent episodes of this podcast,we've talked about facing the AI
storm, head-on setting guardrailsand policies, controlling what we
can and adapting to what we can't.
We've explored how to think, likescientists curious and open-minded.
While harnessing AI power as our own.
And we've tackled the tough topicof AI detection tools and why

(07:29):
they could do more harm than good.
And that's a lot to process.
I know.
But if anybody's up tothe task, it's teachers.
Look at what you've donein the last five years.
And like Kennedy's moonshot.
This is a challenge we cannot put off.
The choices we make today.

(07:50):
Will ripple across classroomsand careers for decades to come.
We cannot afford to sit back.
So here we are standing onthe edge of a new frontier.
Artificial intelligence is here.
And it's already changingthe world around us.
We have the opportunity.
Right now.

(08:10):
To shape how our students engage with it.
And how we integrateit into our classrooms.
Not because it's easy.
But because it's necessary.
This is the challenge.
We are unwilling to postpone.
Today's guest is, onceagain, Adam Sparks.

(08:33):
Adam taught for seven yearsbefore recently finishing his
master's in learning designand technology at Stanford.
While at Stanford, Adam designeda writing tool called ShortAnswer
that he now builds full time.
As a part of his work with ShortAnswer,Adam leads PD with schools across
the country on adjusting writinginstruction in the wake of AI.

(08:55):
You could reach Adam on emailat Adam at my Short Answer.
com on their website at my Short Answer.
com or on Twitter slash X at Mr.
Sparks tweets.
Or if you're like me and you'vetransitioned over to blue sky,
you can find them at Adam sparks.
Dot B S K Y dot social.

(09:16):
So, Adam, picking up where weleft off, how should teachers
teach and assess writing?
In the age of AI.
So now that our landscape has totallyshifted because of AI, I think
the classroom that's most impactedby it is the writing classroom.
They're all impacted by it.
We can't stick our heads in the sand.

(09:36):
We have to, we have to embrace it ina way, because it's part of our world.
So we have to admit it's there.
So what do we do whenwe're teaching writing?
How do we change how we teach?
So point one is like, gottahave clear classroom policies
and conversations with kids.
But then point two is just more shortformative targeted in class writing
instruction and really getting kids tothink critically about writing skills.

(10:00):
and that's specifically whywe're building Short Answer
is.
It is for that in class, short form,meaningful conversations and social
interaction around writing instruction.
please do tell us about Short Answer.
I, I know that it feels awkwardbecause you're, you, you don't wanna
feel like you're selling here, but Ithink people need to hear about it.
Pe everybody comes on this show andtalks about tools that they love.
Short Answer is a tool that I, I love.

(10:21):
It's a tool that you love, youlove it for extra reasons, , but
tell us about it.
Go for it.
Yeah.
The fastest way to get it across isjust think like Kahoot for writing
like kids sign in with a code.
You send out writing promptsto students or questions.
And Students respond.
It's all constructed response.
They can type theirtext or attach pictures.
They rate their confidence intheir submission, which I think is
an important point and submit it.

(10:42):
And then once the teachersgot all those responses, they
push him back to the class.
The really important part of this is, it'sall based around peer to peer interaction
and creating social experiences for kids.
I think that's really importantand I want to come back to it.
But so teacher pushes responses backto the class, and then in a variety of
gamified activities, the kids will seeeach other's responses, and essentially
they award points to each other basedon the different success criteria.

(11:05):
So, for example, here's two of yourclassmates' anonymous responses.
Of the two in front of you.
Which one has a more clear topic sentence?
Oh, you click that one.
Oh, I get some points.
Hooray.
Explain to me why you felt likethat had a clear topic sentence.
Okay, great.
Here's two more.
So the kids go through that processand then we average it all out to
kick out sort of like a hooray.
Here's the top responses.
That's kind of like the gamificationelement, but then we're also

(11:28):
kicking out individual feedbackreports to the kids as well.
that's the, that's the basic gist of it.
So it is all sort of short form in classwriting that's ideally centered around an
authentic audience for student work wherestudents are creating something, they're
sharing it with other people, and they'reseeing how those other people react to it.
And I think when I think about that,Sort of a central challenge in this

(11:50):
new age of AI of, like, how are wegoing to motivate kids to want to
learn how to write in a world wherethey can now use AI to write for them?
That's, that's where my mind goes is youhave to create experiences that, where,
we're not just telling them writing isimportant, but where they can actually
experience the importance of writing.
And for me, that's creating socialexperiences where they can see
like, oh, this is writing is howI communicate with the world.

(12:12):
If I'm unable to write effectively, Icannot effectively communicate who I am
and what I what I think to the world.
So I think that authentic audiencepiece is really the core engagement loop
for Short Answer, sharing your writingand seeing how people react to it.
And it is short form writing, butI don't want to give the impression
that you can't drill down onspecific writing skills that might be

(12:34):
specific to like longer form writing.
So if you're doing likean 11th or 12th grade.
You know, like a composition classwhere we're doing a five to ten page,
you know, gnarly research paper.
What I've seen teachers do is like,all right, I want you to copy paste in,
you know, your first body paragraph.
And we're going to specifically key inon what are the high quality aspects of
a body paragraph and provide feedback toeach other in that way, using this tool.

(12:55):
So It's not, I know it is a short formwriting tool, but you can use it to
sort of chunk longer form writing it andhave meaningful in class conversations
about that, such that, like, evenif the kids went home and said, Hey,
ChatGPT write my 10 page researchpaper on whatever we're working on.
We can still bring it in and have ameaningful conversation about like.
Is this effective writing or not?

(13:15):
You know, what does this look like?
So, that's the basic gist of it.
I'm happy to go into anymore detail in any of that.
But, but if you look at our theory ofchange back to the Dylan William work,
it is all based around actualizing heand Paul Black's framework for what
effective formative assessment is.
I'm happy to talk more about that,but I, I feel lucky that Dylan is on
our advisory board and I get to meetwith him like on a quarterly basis.

(13:37):
And those conversations are surreal.
he's
he's on my,
um, he's on my educationMount Rushmore for sure.
Yeah.
I saw him present once andI was like, this dude is
amazing..
And unfortunately I was at a conferencewhere I was a featured speaker and
he was keynoting and I was only ableto stay for part of it because I had
to be like ready in my room for like10 minutes after he finished to talk.

(13:59):
And I'm like, I can't believe Ihave to talk like to somebody who
just listened to Dylan William.
Now I have to talk.
Um, But I didn't even get tosee his whole speech, and so
I was really fascinated by it.
Um, I don't know if you could see mewhile you were talking, shaking my head.
I was not shaking my headlike, this is horrible.
I was shaking my head like, he is sayingall of the things that I care about in
education with this, with this tool.

(14:20):
Which is really cool.
So if I was shaking my head, people can'tsee me saying this to you right now.
But if you saw me,don't be offended, Adam.
I have one question that I havesome, some thoughts to share on that.
it's interesting because I toldAdam before the show that I
don't have a certain time limit.
It's just, it's just, aslong as it's interesting.
And Adam, I'm interested right now.
So we're going to keep goingbecause this is fascinating.

(14:41):
Um, I, so one question I have, so yousaid, you mentioned how it doesn't have
to be just short form writing, it couldbe potentially pieces of a longer piece.
So there's the ability to assign themShort Answer created prompts, and
there's also the ability to assignyour own prompts to them, correct?
exactly.

(15:02):
So I could say like, share yoursecond paragraph of the essay
that you're working on right now.
And that's what everybody's sharingis just a piece of their actual
essay they're working on, right?
Exactly.
So they really, this really couldbe the pieces of a larger thing.
So it's short form, but then it allgets strung together as a longer thing.
And the second piece is when they'regiving feedback, when they're looking at

(15:23):
each other's, uh, anonymous or, or do they
Yeah, definitely.
Anonymous
needs to be, you know, for obviousreasons, I think for teachers, but the
research is pretty clear on that, too.
If you want kids to provideeffective peer feedback, anonymity
is going to be your friend.
Yeah, I think we want to get classroomsto the point where a learner can go,

(15:43):
Man, something's not feeling rightabout this essay or this paragraph.
Um, I really want to getsomebody else's eyes on it.
And they go to a student, not anonymously,and say, Could you look at this for me?
I'm struggling with this.
that's what makes us successfulas adults in the workspace, right?
You're able to go to Dylan William and golike, am I designing this platform, right?
You know, and get some feedback from,and you're not doing that anonymously.

(16:04):
You're just going to them in theinterest of improving your work.
And we want learners to do that too.
But I think they, and teachers willtell you, it's hard to do peer feedback
because of the social issues there.
but if we're doing it anonymouslyand we start to value the
potential of feedback, I think.
It could, we can then get learnersto the point where they're
comfortable seeking feedback frompeople in a non anonymous way.

(16:29):
Do you agree with that?
Uh, yeah, totally.
And another thing I should addthat I didn't, in the description
is you also need to scaffoldthat peer feedback effectively.
And for us, the scaffold is very simple.
It's comparative judgmentis just here's two things.
Of these two things student,which one do you think is better?
Oh, you think it's that one?
Tell me why.
Very simple scaffold, but theresearch base we grew out of shows
kids can do that at a high level.

(16:51):
And when you average all ofthose comparisons, the feedback
reports we can kick out arecomparable to an expert teacher.
So that adaptive comparative judgmentresearch base is an important
part of Short Answer to that.
I didn't mention.
Yeah, so maybe you're not asking them toassess a piece of writing on a rubric that
includes seven different descriptors withfour different levels of each descriptor

(17:12):
and give some general feedback at the end.
You're really just saying,compare these two pieces and
then explain what your logic was.
And then you're using kind of the law oflarge numbers where you're like, okay, now
this has been done by 20 other students.
So now We've, kind of averaged outany irrelevant responses or, or maybe
not accurate responses out of there.

(17:34):
That's exactly right.
Cause if, if you did the firstthing you described, what you
would get is 25 different scoresfor 25 different pieces, right?
Like, you
know, kids struggle with that, butthey're really good at just of these
two, which one's stronger, thanthey're more reliable and consistent.
Yeah, that makes a lot of sense.
a couple of things.
I just want to like, give alittle finger clicks for here.
like I'm in a jet, like I'm ina jazz club here talking to you.

(17:55):
the first is that by making it a gameset up, you're tapping into extrinsic
motivation, which we know extrinsicmotivation is not the best form of
motivation, you know, intrinsic is,um, but we also know that extrinsic
motivation does work particularlywith kids and over short terms.
So, um, Especially when theydon't want to do the thing
and don't see it as important.
So it's going to get kids whomaybe aren't that excited to write

(18:17):
into the writing because of thatgamification that's happening.
And that's cool.
The next part is that the way that you'redoing this is focusing them in on a skill.
on growing their skill as a writer.
So we know that when we lookat motivation, we know that the
things that motivate kids more aremastery oriented motivation, not

(18:39):
performance oriented motivation.
So not looking at, I got 90 percent of mymultiplication problems right, but looking
at, I'm growing my skill as a writeror in these specific areas of writing.
So this all focuses on, The quality ofthe writing and it's focused on the skill
and those kinds of things are what tendto shift us from extrinsic motivated to

(18:59):
intrinsic motivation because now we'reworking on developing a skill and that's
internal and we might just naturallythen care more about growing that skill.
Um, Yeah, and then the so thesocial part of this is so cool.
and then the next thing I wantto point to actually another.
Another one, two, one, two more, six more.

(19:20):
I was 19 more things.
I want to say, Adam, next, theauthentic audience is huge.
We know that when we're writing foran authentic audience, other than just
our teacher, number one, it makes usunderstand why writing is important,
but number two, it's a motivator.
And then the last one I really wantto zero in is that confidence piece,
because you're really asking kidsto be metacognitive, and reflect
on the quality of their work.
So they're, they're effectively selfassessing their work before submitting it.

(19:44):
Then they're getting peer assessed.
And so by putting in their confidence,level, they are doing a self
assessment and being metacognitiveabout their writing skill without
even really thinking about it.
You're almost like trickingthem into doing that by saying,
how confident are you in this?
So
then, and
then at the end they can ratetheir confidence again and the the
teacher can see was their differencebecause that's a meaningful conversation

(20:04):
regardless of if you became moreconfident or less like, tell me why.
And those, I think those conversationscan be super meaningful for
kids.
Yeah.
Super.
Super.
There's some work that I was just rereading about recently, which is the
Assessment Capable Learners work, whichwas Nancy Frey, Douglas Fisher, and
John Hattie, and they talk about, Idon't love the name Assessment Capable

(20:26):
Learners, but they talk about how, asuccessful learner can do a few different
things, and they're, they're motivated,They make choices about how they're
going to go through their learning.
They set goals, and they, theyprogress monitor and they're
looking at growth over time.
And there's some other pieces to it, butthe studies have shown that that piece

(20:47):
that you're talking about there of kindof reflecting on and being metacognitive
of yourself as a learner is great.
So that's really, really cool.
So.
Yeah.
So zooming out from Short Answer alittle bit, even though I, that, that
was really exciting and I'm glad wetook that detour, zooming out from
Short Answer, you're saying it's oneway, a very good way that we could

(21:08):
bring more short formative targetedin class writing into, into class.
And really, let me see if I'munderstanding this correctly.
The, what's really important here,the kids are writing in class.
They're writing in short bursts andit's being viewed as kind of a formative
assessment and a self assessment too, inthe process, would you agree with that?
That's right.

(21:29):
Yeah.
And that not only avoids the AI issue,but it puts the focus on the right thing,
which is the growth of the writing skill
That's you.
You said it better than I than I could.
I don't think I did.
I just, I just synthesized it.
So, yeah, some of thethings we've talked about.
So, you know, we've gotclear classroom policies.
We're going to do more shortform targeted in class writing.

(21:52):
the third piece would be just, we needmore writing across the curriculum.
It can't just fall on theEnglish teacher anymore.
we, we're going to need to makeup for what I think are going to
be lost reps at writing practice.
So there's tremendouslearning benefits to AI.
I don't, I'm not, I'm not a hater.
So to speak, but, there arealso some downsides that I
think we need to recognize.

(22:12):
And one of them is AI is goingand already is embedded in every
platform that kids use every day.
It's, it's, it's already in Snapchat.
It's
going to be in the iPhone.
You know, if you get the new one, it'sgoing to be a layer in the iPhone.
It's already in Google search, you know,it's, it's going to be writing stuff
across all the platforms that kids use.
And I think that that's going to add upto kids getting a heck of a lot less.

(22:33):
Writing reps
basically in their day to day life.
And so we're going to need tomake up for those lost reps.
and so it can't just fall onthe English teacher anymore.
Like it needs to be in social studiesand math and science and the electives.
And again, to your point, you broughtup earlier, it's easy to say that,
but we already don't give teachersenough time to do their jobs.
And now here we are askingthem to do even more.

(22:53):
And so my answer, you know, tothat challenge is like, just
find ways to teach your content.
You know, whatever your standards are.
I'm not, I'm not asking thescience teacher to do subject
verb agreement lessons.
I'm just saying, find a wayto teach your content through
writing across the curriculum.
And I'm not, this is nothing,you know, revolutionary here.

(23:14):
Writing across the curriculum hasbeen advocated for for decades.
There's an entire organization.
If you just type in whack to your Googlesearch bar, like, that, that this is
their goal is to promote writing acrossthe curriculum because research shows
it's one of the best ways Initiativesyou can do to improve literacy across,
you know, K 12 school district.
but I just think it's justmore relevant now more
than ever.
So that's point 3 of the plan

(23:35):
is writing across the curriculumneeds to be reemphasized.
I think.
Yeah.
And I think another thing to pointout, you pointed out, we don't want
the science teacher, for example,to, to reinvent everything they do.
Yeah.
and start teaching the writing skills.
We're really just asking to getkids writing in those classrooms.
And I also want to pointout, two things about that.
One is You don't have to gradeevery piece of writing a kid does.

(23:56):
Sometimes the writing is for the writing.
It's not for the assessing with that said,as much as I love formative assessment
tools that are multiple choice questionsthat I could really look at and get auto
graded and get really quick grades on themas much as I love those kinds of formative
assessment tools, the best formativeassessment is formative assessment
where I could really peek into a kid'sbrain and understand their thinking.

(24:19):
And that's if a kid can write well, whichsome kids can't, and that's an issue.
But if a kid can write well,I could do some really rich
formative assessment on that.
So I don't have to assess it all thetime as a science teacher, for example.
but when I do, I'm goingto really understand.
That kid's level of understandingof something better than can they
answer this multiple choice D O K onevocabulary question about this thing.

(24:43):
So that writing is not that thosethings don't have a place in learning.
Like there is like, we doneed the D O K one level.
but we need this writing to seeinside their, their thinking.
So
there's lots of benefit for it.
And I'm sure WAC willtell us all about it.
yeah, exactly.
And to your point, like, youdon't have to read all of it.
Like,
I can imagine, like, commonstrategy I've seen is, you know,
here's your, Weekly journal and
every Friday for a bell ringer, we'regonna take the first 15 minutes of

(25:06):
math class, let's say, and for 15minutes, I just want you to write a
reflection on would you learn this week?
What
was challenging?
What was not?
we're gonna do that every week.
And then at the end of the month,you're gonna start the one you
want me to read, and that'll
be the one every week.
So I'm like, you're, you're writingevery week in my math class, but
I'm not, you know, sitting down andgrading essays every Sunday night.
You know, it's like, so there'smeaningful ways to do this in ways

(25:29):
that I hope don't increase the workloadfor teachers across the curriculum.
And that's a, that's a beneficialmove, even if it does, even if it does
increase the workload a little bit.
I think the return on investment isreally high there to get kids to be
metacognitive about their thinking.
So you're not just saying, writean essay response to a question.
Um, you're saying reflect,write about your learning.

(25:49):
Um, it forces them to be honest aboutmaybe the use of AI, but it also
forced them to be metacognitive,which is a huge, huge thing.
Huge benefit.
Actually, I mentioned Hattie earlier,one of Hattie's biggest effect
sizes, maybe his biggest is students,thoughtfully reporting on their learning.
that he found in one of the meta analysisto, to nearly quadruple the rate of

(26:10):
learning when students metacognitivelythoughtfully report on their learning.
And so that's what you're asking me to do.
And it's getting them writing more andthen you're looking at some of them.
That's it's worth the extra time.
So
Bravo to that one.
Okay.
So that that's number three,
that's number three,
Creating clear policies.
We are doing more short in classtargeted writing, and now we're

(26:30):
writing across the curriculum as well.
Okay.
What's number four.
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(26:51):
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(27:11):
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(27:35):
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All right, back to ourinterview with Adam Sparks.
number four.
We could talk aboutfor the next six hours.
Um,

(27:56):
Oh, good.
I want to.
it's, it's, we gotta, we gotta beintentional about teaching kids.
If you're going to use AI in yourwriting, how do we use that effectively?
So it's embedding AI.
Instruction
in in the writing classroom.
And obviously that is a huge topic.
you know, OpenAI actually recentlyjust put out a blog post in which

(28:16):
they lay out, like, here's howstudents can use AI for writing.
And it's, you know, I tend to be prettyskeptical of the stuff OpenAI puts out,
but it was a pretty good blog post.
I actually just
shared my BlueSky this morning.
and so, you know, if you're looking forinspiration, that might be a good place.
But this is a huge topic, but just AIcan be a pretty darn good, You know,
resource to help you brainstorm and toresearch, and to format your writing or

(28:39):
to cite your sources or to, you know,get feedback on sort of six traits of
writing type of stuff, or, you know, aslike a debate partner that challenges
you on whatever your thesis is, or,so there are any number of use cases
that I think are really effective.
It's then it becomeslike, how do we do this?
In a targeted specific focusway where kids are actually
like, you know, where the A.
I.
Is in the loop, but the teacheris in charge, so to speak.

(29:01):
and a tool that I really love for this.
And I have no problem pluggingis SchoolAi, schoolAI is like
the tool that I use the most withit is you can create custom chat
bots that do very specific tasks.
And then you
share those out with the joincode and the kids can sign in.
and so you can monitor the students usein real time and that chat bots doing

(29:21):
maybe one specific thing that you want tosort of model for your kids on how they
might use a I effectively in the writing.
So I'm imagining like thebrainstorming partner, for example,
like maybe we're doing a 10thgrade creative writing project.
And, you know, I, I've createdthis bot that's going to help you
brainstorm what your characters aregoing to be for your story or whatever.
But I can monitor that inreal time using SchoolAI.
and if I don't like the wayyour interaction is going with

(29:44):
the chat bot, I can pause it.
And now you and I can go and havea conversation on the side while
everybody else is, you know,still doing their own thing.
So that's a tool that Ilook to a lot for that.
specifically around teaching kids touse AI effectively in their writing.
There are many others thatI'm sure we could talk about.
And again, this is a topic that wecould again spend the next like the You
know, the whole day talking about, but,
but I do think that we need to beintentional, especially maybe not so much

(30:06):
at the elementary level, but definitelyat the middle and high school level
about teaching kids how they mightuse AI effectively in their writing.
Yeah.
and the way you're talking about ittoo, is it going back to that thing I
said earlier, where, if we're sometimeson the red light and sometimes on the
yellow light, and sometimes on the greenlight, when we're on the red light, the
kid is likely to understand that we'rebeing intentional about why, and that

(30:28):
we also allow them to use it at times.
And so saying like, you're going touse school AI to debate this topic
with you as you brainstorm or whatever.
You're saying I have a clearpurpose for why we're using it.
I think it's going to benefit you.
and I'm being more permissiveof the use of AI in this way.
And, they're good tools for in theclassroom school AI, especially because

(30:50):
you could see the interaction betweenthe student and the, and the bot.
But I think from a, almost like aclassroom culture and a trust perspective
between you and the student and a beingvery clear about objectives and strategies
being used, I think there's a lot ofstrength in what you're suggesting here
is that we're, we're not saying like,Because AI is in the world, just go

(31:10):
ahead and use it freely in my class.
Yeah, exactly.
We're saying we're goingto be really deliberate.
We're going to model why we useAI for certain things and why we
don't use it for other things.
and where we need it to be just you andnot the AI and where AI can be a support
without taking away from the skillsthat we're trying to develop in you.
And going back to the thing we talkedabout earlier of being clear about

(31:32):
what skills are we trying to grow.
This is a skill we're tryingto grow, which is the effective
use of AI as a, as a learner.
And as someday as a, youknow, workforce member.
exactly.
Because it is something they're goingto use in their day to day lives.
So I don't, I don't, Ithink we're doing kids.
And I have caught a lot of heatfor saying this on Twitter.
I think we're doing kids a disserviceif we don't make an attempt to

(31:53):
AI effectively in their writing.
because they're going to use itwhether we want them to or not.
So let's be intentional about showingthem how to do that effectively.
Yeah.
And back in number one, you wereclear with them about your policy
and your logic, behind that policy.
So you're not only teaching them howto use it effectively, you're teaching
them how to use it within that policy.

(32:14):
And to your point earlier about academicintegrity, you're teaching them how
to do it with academic integrity.
And not with academic dishonestyor, or whatever the opposite
of integrity is, I don't
know,
exactly.
Like what does it mean to cite a
conversation with a chatbot?
How do I stuff like that?
That is just really practical
blocking and tacking,tackling sort of stuff.

(32:35):
But, So that was a very quickoverview, but I do think point four
of like, we need to be effectivelylike teaching kids how to use this
stuff effectively in their writing.
and so the final piece then is, and thisis kind of like Adam's wishlist, I guess.
I don't know how practical this is fora classroom teacher, for a district.
but I, We just need more urgency aroundWe need more urgency around literacy.

(32:57):
And that's going to be some ofyour listeners are gonna be like
more urgency around literacy.
Like, are you following thescience of reading movement?
Yes, I am.
I'm following it very closely.
And if you look at the stateinitiatives around the country that
have been passed because of thescience of reading, which I, for the
record, I think is a great thing.
It's 100 percent focused on reading.

(33:18):
And like early childhood reading.
That's great.
But literacy is theability to read and write.
And the and write part has gottenmore or less completely lost.
And so what I think that looks like is weneed to put more writing on state tests.
I'm not I'm not here to sing thevirtues of like how great state tests
are, but for better or for worse, likewhat is on the state test, there tends

(33:41):
to be a lot of urgency around thatin what school districts focus on.
And you can see that.
So the state of Texas very recentlyput, writing across the curriculum,
essentially like short form writing, onthe star test, which is their state exam.
And the data came back terrible.
Kids can't write.
And there's a, so now there'sa ton of urgency in the state
of Texas around writing.
Okay.

(34:02):
Um, I would love to see thaturgency in other states.
and I, and I think this is actuallyan area where AI can really help us
because historically, I think part ofthe reason that writing was left off of
state tests is because it's a logisticalnightmare to score all that writing.
Like great.
Now I got to train and bring in andpay like all the English teachers
from across the state to scorethese essays or score these short

(34:23):
constructed responses or whatever.
but AI is increasingly really good.
at scoring student writing,especially on like a standardized
task, like a state test.
and, and actually Texas is using AI inpart to score their state writing exam.
So I think AI can unlock andmake it a lot more practical to
put writing on the state test.
And I think we should, because I thinkthat'll create more urgency around writing

(34:44):
instruction that we really need becauseagain, our kids already can't write.
Frankly, and now we're introducing AI.
That's going to write forthem across every platform
that they're using every day.
I'm worried about what that means forstudent writing ability moving forward.
and so I think we need to get ahead ofit with some urgency, and hopefully,
you know, putting more writing on astate test would create that urgency.

(35:05):
That's just kind of Adam waving his wandin the air and, you know, sort of Adam.
If, if I had a magic wand,this is what we'll do.
I'm not expecting states or, or, or the,the, the federal, department of education
to go along with me on this, but like,ideally that would be a next step as well.
Uh,
yeah,
you
gave me some cognitive dissonance onthere on a couple different things, Adam.
The first

(35:25):
is like, I, the last thing I want ismore things in the state assessment.
So maybe we could replace things, but I dothink there's some validity to the famous
quote, what gets measured gets done.
and so I think that's, that's a keypoint to just be like, I don't like that.
That's the case, That is part of the case.
I think the other thing too, isWhat i'm making this one up as a

(35:46):
paraphrase, but what gets measuredcommunicates what you care about.
So I think that's another thing too.
So by measuring it, we say we careabout it, which is part of the problem
of state assessments now, to behonest, is by measuring that we're
saying that's what we care about.
But if we measure writing skillmore, yeah, so I, so I get that.
I love the point that the movementin literacy, which has been

(36:08):
generally positive, I think,has been, has been focused on
the reading, not on the writing.
And that, that could be a wholeepisode as well to, the reading
part as well as the writing part.
but I think the one thing that reallygave me pause that you said there was
leveraging AI to score the assessmentsbecause I'm like, isn't this the
guy that an hour ago when we startedthis really long interview that I'm
thoroughly enjoying told us not to useAI detection tools because they're not

(36:32):
effective, but you're, you're right.
But then I thought about it and I said,I thought, well, actually he's not
saying the same thing here, becausehe's not saying use AI to determine
if AI was used, you're just saying,use AI to assess, which is different.
And I think, especially on a stateassessment, oftentimes those, from

(36:53):
what I've heard, those are graded byessentially like temp workers, right.
Or people that, that arenot teachers necessarily.
it definitely depends, but you know,like, for example, I taught AP US history,
the way AP has done it historically is.
They train you as an AP graderand they fly you into a central
location and like 500 AP U.

(37:14):
S.
history teachers sit in agym and manually grade AP U.
S.
history
short answer responses.
I think the days of that arerapidly nearing their end.
Um, because when you have all ofthat data, you're going to be able to
basically fine tune a model to scorethis stuff relatively accurately.
And I'm not talking out of pocket here.
So part of the reason I'm comfortablesaying this is there's a couple of

(37:36):
studies that literally just came out.
so if your listeners want to typeinto their Google search bar, if they
have a computer in front of them,just like computers and education
journal, just, just this month,there's a study called can AI provide
useful holistic essay scoring?
Steve Graham is on that study who formy money is like again, like one of the
godfathers of best practices in K 12writing instruction and the short answer

(37:57):
of that, you know, to short circuit avery long and an important research study.
yes, AI can can provide useful holisticessay scoring and not long before that,
there was a study that came out calledcomparing the quality of human and
chat GPT feedback on students writingand what they found was that there's
really not that big of a differencebetween, human feedback and Ai.
Feedback.
and they suggest that A.

(38:20):
I.
Scoring for, you know, low stakesformative in class stuff is useful
and potentially can be useful forhigher stakes stuff like a state test.
So I think the technologyis increasingly there.
Mm hmm.
And I think maybe the reason thatI'm coming off is playing both sides
here is because I'm very much downthe middle when it comes to AI in
school, I think there are like.

(38:40):
When we lead our AI writing workshopswith schools, I, I always lead
with this AI enthusiasm spectrum.
And on the one end, there's likethe rainbow crowd that thinks AI is
going to solve the world's problems.
And, you know, the greatest thingsince sliced bread on the other end, I
literally put up the grim reaper and it's
like, AI is going to destroycritical thinking and, you
know, intellectual property.

(39:01):
And it's, It's the devil.
That's just here to suck up the oceansand make capitalists a bunch of money.
I'm very much in the middle.
Like, I think, I think if youlive too much on one end of
fairy tales and rainbows, likeyou, you risk ignoring the flaws
as there are tremendous flaws, butif you live too much on the sort
of like, It's going to destroy theworld Terminator two type of stuff.

(39:21):
You, you risk ignoringsome of the potential.
And so I think some of the potential is,these studies that I'm talking about.
Like it might unlock the abilityto like really meaningful writing
assessment at scale in ways thathave not been possible before.
So I don't see the value in ignoring that.
I think there's
tremendous potential.
Yeah, I'd agree,
yeah.
Wow.

(39:42):
Yeah, I will link those two articlesinto the, into the show notes for people
that are might be in their car or onthe treadmill and to try to Google
those things while you were talking.
So I'll put in the show notesthat they went once you're off
the treadmill and thank you.
Like, first of all, I'm proud of youfor being on the treadmill right now.
Good job.
Go you.
but once you're off the treadmill,you can click the link and
check out those, those articles.
I think it makes, it makesa whole lot of sense to me.

(40:03):
and so the last thing I'd like totalk about to Adam, before I let
you not take up your entire dayfor this amazing conversation, is.
Okay, so the main reason that peoplecare about Thinking about writing
instruction in the age of AI isbecause they're worried about cheating.
I'm guessing that, but I'm prettyconfident in that guess, that that's

(40:24):
the main reason we care about itor people are worried about it.
and similarly, your, mention of,it'll mean in the end of critical
thinking and things like that.
Like if, if AI could do itfor us, why would we do it?
And so it goes into alot of different things.
to me.
The reason a student would cheaton writing is because all they're

(40:46):
trying to do is finish the writing.
Oh, and or get the grade and or not getin trouble and or please their teacher or
please their parent or not get in troublewith their parent or get into a college
or get into a prep school or whateverthey're trying to achieve some extrinsic
thing that is finishing the work, gettingthe reward, avoiding the punishment, We're

(41:08):
getting the praise, whatever it might be.
And that's why we cheat on things.
For example, I'm going to comeright out and say this here in Ohio.
We have to do these online modulesabout, some specific safety things.
and there's one particular modulethat really doesn't impact my job.
And so when I do it, I Google theanswers while I'm doing it, because

(41:30):
all I'm trying to do is finish it.
So my HR director knowsthat I finished it.
And so if I, as a person who caresdeeply about education and talks
about it in my free time and recordsa podcast about it, I'm willing to,
to quote unquote, cheat on this, onthis assessment to get this task done.
I hope I don't get fired forsaying this in a podcast,

(41:52):
you do you cheat on yourbloodborne pathogen test?
I will tell you off the air, whichone it is that I'm cheating on.
Uh, um, but if I'm willing to do that,that shows you that there's a reason
that I'm willing to do that, whichis that I have assessed that there
really is no use for this particularpiece of value in my job, and I don't

(42:13):
feel the need to have it for myself.
And so I'm willing to just do it.
Go ahead and look up the answers to it.
And that also then is the reason that alearner is likely to use AI to write a
paper for them is because all they careabout is finishing that writing and maybe
getting some kind of extrinsic reward.
So how do we fix that part of it?

(42:33):
That's a really big question, butwhat's like, what's your, what's
your, piece of guidance for how,how do we make it so that they care?
Well, the first thing I just want toacknowledge, it's a legitimate question
that you're gonna get from kids.
It's like, why should Ilearn how to do this skill?
Is it relevant anymore?
It's, it's,
it's Dylan William, John, we keepreferencing these researchers and
I'm glad, but Dylan, William, JohnHattie and Arran Hamilton have this

(42:54):
paper called like, it's called like 13challenges that AI creates for education
and like how we can solve them or
something.
I can, we can link it, but they talkabout this of like, it's the same logic.
That's like, why should I.
Yeah.
Learn how to why shouldI memorize the roads?
If I have GPS now, like,
I don't need to memorize the roads likeGPS tells me exactly where I need to go.
And it can factor itcan do all these things.

(43:16):
I couldn't do can factor in trafficpatterns and blah, blah, blah.
Like, so legitimately, whydo I need to learn the roads
anymore?
And I think so.
We need to take kids seriously ifand when they challenge us on like,
why is this important anymore?
And my answer to them would be intoyour question would be literacy is
one of the most important predictorsof your health and well being
as you go throughout your life.
Like, yeah.

(43:36):
The research is crystal clear on that,
um, your ability to communicateeffectively with the world is going
to influence your ability to besuccessful, regardless of what you
want to do with your life, whetheryou want to be a welder and, you know,
join a trade or whether you want to bethe president United States, like you
need to be an effective communicator.
And writing is going to influence that.

(43:56):
Now, we can tell kids, you know,we can cite research and tell them
writing is important all we want.
But I think as teachers, we knowtelling a kid is not going to be enough.
We have to be intentional aboutcreating experiences where they
can actually experience thebenefit and the value of writing.
So for me again, I would go back tocreating meaningful experiences in
your classroom where kids are writingsomething, sharing it with the world

(44:21):
and seeing how the world reacts to
that.
You could use the tool we're building,
but you don't have to, I can think backon like when I was in high school, my
English teacher had us do a letter tothe editor where we just like wrote
an opinion piece and sent it in.
I put no thought into it.
I was like a moody high school, youknow, 11th grader and mine got published.
And I was complaining about how.

(44:42):
Our school is small town really intosports and things and our sports team
wasn't very good and like, like I wascomplaining about how people care too
much about winning in our small townthing and it created a kerfuffle.
People were like, did youread that Adam Sparks piece?
Like what's going on with the culture?
What's going on with the culture of thesports team at listville high school?
What's why?
Why
is the football team?
Like, why is the football teamwriting into the paper about and

(45:03):
yeah, Like I, I'm 33 years old.
I still remember that.
Like, Like, that, that was so shoutout to miss Paula Holman, who was
my high school English teacherfor creating that experience.
Like, I still remember how important that
that that demonstratedto me like, Oh, wow.
Writing is how you communicate withthe world and actually can have
profound consequences for, for you.

(45:25):
Yeah.
So just being intentional about creatingexperiences like that, which, so again,
for me, it's, it's creating an authenticaudience, you know, for other teachers, it
might be something different, but you haveto create experiences for them so they
can actually experience the value of it.
You can't just tell them it'simportant and that really goes
for just about any content.
Not just writing.
Yeah.

(45:45):
those are some really good points.
So, so number one, the importanceof just being able to communicate,
number two is that, what a predictorof health and wellbeing it is.
Number three, bringing the authenticityof why writing is impactful.
And number four, and you saidthis in the first part is just
being really intentional tokids about why it's relevant.
To them why they should be learningbeing really intentional about saying

(46:06):
that like we know anytime we could statethe objectives of a lesson and tell
them why those objectives should beimportant to them are going to be, it's
going to be more impactful that way.
And I will say, in my early years ofteaching, sometimes I would find it
hard to explain to kids why they needto know what scientific notation is.
And for example, I'm just picking athing in math class that I used to teach.
And it's really hardto figure out a reason.

(46:27):
And I was really kind of fakingit when I explained it to him.
But nowadays I can go to AI andsay, why is this important to them?
Help me.
My kids really care about these things.
They're really into these things.
What are some examples of why this wouldbe important and relevant in their life?
and then generate that list.
And then, maybe I'll have moreideas for what to share there, but
I think that's a really good point.
And so.

(46:47):
Those are things that my original thingwas They're likely to cheat at writing
if they only see writing as somethingthat they have to do or a means to
a certain goal but if they see thedevelopment of the skill of writing and
being a good writer as being somethingthat has some kind of Benefit to them
and something that they value Thenthey're less likely to cheat, right?

(47:10):
Would you agree with that?
I would totally agree with that.
Yeah
And there's been, you know, forthose that are worried about
cheating, there's been studies done.
So Denise, Dr.
Denise Pope and Victor Lee, who are tworesearchers out of Stanford, Denise Pope
specifically has been studying studentcheating patterns for the last 20 years.
And cheating has not demonstrablyincreased since the release of chat GPT.
Like their research hasbeen pretty clear on that.

(47:30):
Now, part of that is because baselinecheating was already high, but
baseline cheating was alreadyhigh because of what you're
describing kids just viewing.
schoolwork is like a grade that theyhave to get or a box they have to
check rather than something that isintrinsically valuable that has, that
will influence your, your life, you know,
so, no, I, I agree witheverything you just said.
yeah, and if we think that, kids,potentially cheating on work and

(47:54):
not valuing schoolwork and not beingreally invested in it in 2024, a
few years after chat GPT and stufflike that hit the scene, uh, if
we think it's problematic now.
Like just, just wait.
Like, I don't, I don't have a crystalball to tell you what's coming, but I
think, I think, yeah, yeah, we need, weneed to start shifting now to, to focusing

(48:16):
on the skills rather than focusing oncompleting tasks and getting grades.
because we're almost encouragingthings like cheating being done.
Wow.
Adam, this was such a good conversation.
I'm, I apologize for takingup so much of your day.
We started, Adam was finishinghis breakfast when we started and
he's now, he, dinner is about tobe put on the table and his house.

(48:37):
Yeah.
love these types of conversations.
And, so no, I've loved it.
This has been super fun.
Yeah, great.
Well, thank you so much for coming on.
Like I said, I'm going to put yourcontact information in the show notes.
I'm going to put a link to Short Answerin the show notes, a link to all of the
awesome studies and articles and thingslike that you referenced and a reminder

(48:57):
to folks that you could find Adam, atISTE at a lot of different conferences.
And if he's not at the conference thatyou're going to, Maybe talk to him.
I don't know if his family will accepthow often he's allowed to leave the
house to go to these conferences,but hopefully he can make it work.
And I think the other thing too, thatI recently signed up for Adam is the,
the mailing list on myShortAnswer.Combecause it's, it's not just.

(49:22):
It's not just updates about the tool,which as you could tell from earlier,
I'm very excited about the tool.
it's also about some of these, thesewebinars that you guys have been doing,
which we mentioned a few of them.
So, are there, are theremore coming up soon?
Yeah, we try to do awebinar about quarterly.
So
we've done a couple of thisthis semester, and we're hoping
to do a couple in the spring.
So, yeah, we try to be veryintentional about the emails we send

(49:43):
because we know teachers are busy.
So we
To be value in those emails.
So yeah, join the mailing list.
That'd be great.
yeah, for sure.
I'll put that link in the show notes too.
thank you so much Adam.
This was amazing.
I really appreciate your time.
Yeah.
Thank you for having me.
I appreciate it.
Okay, can you see now why?
I was so excited aboutthat interview with Adam?

(50:04):
When we started talking, I was like,Hey, so Adam, I normally do like 30 to 45
minutes, but I like to know just in case.
Do you have a hard stop time, you know?
And he did not.
And boy was, I glad he did not becausewe just kept going and he told I
would off air kind of in parts.
You couldn't hear, say like, is itokay if we go a little bit longer?
Uh, because he was justhearing such good stuff.

(50:24):
I'm super excited about his wisdom.
About as advice and about short answer.
And I'm relieved that we havefolks like him helping us steer the
pedagogical ship through the days of AI.
Um, before we steer our shipsout of this episode, let's take
a look at some education newsthat has caught my attention.
So three things first,some news from pear deck.

(50:47):
Uh, paradigm has long beenone of my favorite tools.
And when I talk about it, uh, andI talked to Nearpod users about
the two tools, because they're sosimilar, they're both fantastic tools.
I am a paradoc fan, mostly because theschool I was teaching at used paradox.
And so I was more familiar with it.
Um, when I talked to Nearpod users therethey're often pointing out the parodic
does an auto grade and they're right.

(51:08):
Well, they were right,because now it does.
That's right.
They now offer auto gradedquestions for choice.
And number slides, you caneven assign point values.
So I have a question, be a oneor two or three or four points.
However many you want, by the way younotice, I said, choice slides in there.
There are now two different optionsis another change they made.
So now there are choice slides.

(51:29):
Those are multiple choice kind of slides.
They are auto-graded.
There's all also pull slides.
Those are good for whenyou don't want to grade it.
So they're essentiallylike a survey question.
So choice site.
Choice slides or poll slides.
And then, uh, the choice slidesare auto-graded and the number
slides are auto graded as well.
Second update.

(51:49):
I'm also a big fan of magic school,but one thing that has bothered me
with magic school is that there wasn'tas much customization as on a full
large language model, like chat GPT.
So I was often recommending the teachers.
Start with magic school.
See what's potential with AI, kind ofidentify the limitations and magic school.
It's a great, great tool becauseit, it shows the teachers

(52:13):
what's possible from AI.
And then when you see what youwould also like to get from it,
Then turn to chat GPT or Claude orGemini or whatever, and use that.
Um, because you couldn't customizeand magical, you just did what
they gave you essentially.
But now magic school allowsyou to make custom tools.
So whether it's a lessonplan and a certain format or.

(52:33):
Uh, quiz and just the right way youlike it set up or a feedback tool that
you want created, you can tweak whatmagic school does, just the way you
want and then save it to use again.
And again, and again, I'm curious,what would you customize to
make your teaching life easier?
I'd love to hear about it.
Uh, reach out on socialmedia at Jake Miller EDU

(52:54):
with the hashtag EDU ducttape to tell me about it.
And one more update is abit of a pattern today.
We're talking about tools that I love.
Adding features that I've alwaysthought they were missing.
Along those same lines.
I like Screencastify submit a lot.
Um, but it was always just a videosubmission tool so that the student
submitted a video to the teacher.

(53:14):
The teacher could see it and assess basedon it, but nobody else was seeing it.
And so I felt like those weremissing well, they just added tools
to boost student engagement andstreamline that teacher feedback.
So now students can comment on eachother's Screencastify submit videos.
Teachers can give timestamped feedback.
And you could use pre-made templates.

(53:36):
You could really feel here.
That this was probably part of their mapin the first place, but this is really
well timed with Flipgrid or flip goingaway except for, for Microsoft users.
So now if you're trying to fillthat gap, Screencastify submit now
is a little bit better at fillingthat gap than it used to be.
Um, plus screencast by submit nowlets you set recording limits.

(53:56):
So a certain amount of time.
Also let's use tag standardsin your assignments too.
Which feature are you excited about?
The most?
I'm curious for me.
It is that student commentingoption and the teacher feedback
option, I guess I can't choose.
So I'm curious of these three updates.
One from paradoc one from magic schooland one from Screencastify summit,
which are you most excited about?

(54:18):
I would love for you toreach out on social media.
The one I'm most excited aboutright now is blue sky, but anywhere.
Use the hashtag EDU duct tape.
And let me know which of these threenew updates you are most excited about.
I have to tell you, I feel likethis episode went really well.
I wonder if everyone liked it.
Oops.
There I go again, reflectingand processing out loud.

(54:39):
I think instead of doing this on thepodcast, though, I should probably
use MirrorTalk.ai from today'ssponsor, Swivl to do my reflection.
MirrorTalk, lets you talk throughyour ideas and get instant AI
powered feedback on how you'rethinking and where you can improve.
Whether you're a teacher, helpingstudents develop metacognitive skills.

(54:59):
Someone who loves a good self-reflectionor a podcast or reflecting on how
their recent podcast episode went.
Swivls mirror talk is a brilliantway to think smarter and grow.
Visit bit.ly/mirrortalkjakethat's bit.ly/mirrortalkjake.

(55:24):
To learn more and startreflecting better today.

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EDT115 Adam Sparks Part 2 - Teaching Writing in the Age of AI, Short Answer, SchoolAI, Pear Deck, MagicSchool, Screencastify Submit

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.css-14f5ked{margin:0;word-break:break-word;display:-webkit-box;-webkit-box-orient:vertical;box-orient:vertical;-webkit-line-clamp:2;overflow:hidden;}EDT115 Adam Sparks Part 2 - Teaching Writing in the Age of AI, Short Answer, SchoolAI, Pear Deck, MagicSchool, Screencastify Submit