April 19, 2025 • 22 mins
T.D. Flenaugh discusses integrating AI into the writing process, using tools like Otter AI and ChatGPT. Chat GPT assisted in categorizing expenses for taxes and creating a book cover. Flenaugh emphasizes responsible AI use, particularly in education, through a collaborative project with the California Writing Project. Students use AI to enhance their writing, but Flenaugh stresses the importance of maintaining personal intelligence over AI-generated content. The approach involves using AI for revision and feedback, while ensuring students understand the value of their own creativity and critical thinking skills.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
TD Flenaugh (00:03):
I'm laughing. Let me tell you something. I do use
artificial intelligence AI. Iuse otter.ai to make
transcriptions the transcriptfor my podcast episodes. I use
chat GPT sometimes to structurethe things that I will talk
about in my podcast, and I justuse it for different ideas. I
(00:30):
use it the other day. TD, when Iwas trying to figure out how to
itemize or categorize thedifferent expenses I had in my
2024 so that could do my taxes.
I asked chat GPT to take thisExcel or Google sheet right and
to categorize the differentthings it asked me questions. It
did 90% of the work for me. Andso once I opened up chat GPT
(00:53):
today, because I'm trying tofigure out, should I be paying
for otter AI, and should I bepaying for? Should I be paying
for otter AI, as well as chatGPT? I pay one $20 a month for
chat GPT, because it couldupload bigger things. It even
makes images for me. It may ithelped me make my book cover
(01:15):
title. So if you don't know now,you know, anyway, in addition.
So I tried to put, upload my mp3file, so that it could record,
not record, but transcribe mystuff. Could chatGPT do this? Or
should I renew my otter? Do youknow I'm gonna get back to what
(01:36):
I was gonna say in just amoment, but it, it said it
couldn't do this, and it and iteven, like, referred me to
otter.ai and I was like, Excuseme, that's your competition
right now.
Hi. Thank you so much forjoining the Falling for Learning
Podcast. We have this podcast tohelp parents and caregivers with
(01:57):
having the resources, strategiesand tools needed to make sure
that their children are on trackfor learning and to stay on
track for success.
But one of the things thathappened when I opened up
ChatGPT it basically, you know,it's advertising its new
features, and it says you canask it to describe you. So it
(02:23):
says, describe me based on allour chats, make it catchy, and
so I'm going to read whatchatGPT has said about me. Okay,
you're an educational powerhouseon a mission, a mic dropping
literacy architect, curriculumdesigner and parent champion
with the knack for turningwriting woes into storytelling
(02:45):
wins, whether you're coachingteachers, podcasting wisdom on
falling for learning or craftingbook deals and workshop
blueprints, you blend hearthustle and high standards like
no one else, you've got one handon a mic, Another on a
manuscript and both eyes on a$200,000 dream fueled by real
(03:06):
estate moves, curriculum, salesand viral podcast episodes.
You're driven by purpose,grounded in pedagogy and never
afraid to rewrite the narrative,literally and figuratively.
You're TD Flenaugh, writer,teacher, visionary and a force
behind the next wave of young,joyful and just minded learners.
(03:28):
So tell me, when you picturedyour dream podcast episode
blowing up online, what's theone message you want the world
to take away from it? Now I wasa little flabbergasted from
this. Okay, let me just tell youa little bit flabbergasted. But
I was like, Okay, let me writeout what I wanted to say. And I
said, we can support you innavigating the twist and turns
that and I accidentally pressedreturn. Well, chatty, Cathy,
(03:54):
chatty chatGPT went ahead andsaid, We can support you in
navigating the twist and turnsthat come with raising, teaching
and inspiring young minds,especially when the road gets
bumpy, the stakes feel high andthe system feels stacked.
Whether you're a parent tryingto keep your tween motivated, an
educator pushing for deeperlearning, or a school leader
ready to rewrite the playbook,we've got your back with tools,
(04:16):
truth and a whole lot of heart.
Want me to build that into apodcast intro, email line or
promo graphic. Okay, anyway,just thought I'd share that with
you. I am part of the computingand Composing Collaborative with
the California Writing Project.
(04:36):
I am working on how to teachstudents how to responsibly
build, responsibly useartificial intelligence, and one
of the things that I am doing isa series of lessons in which my
students are taking theirwriting that they're doing just
(04:59):
their rough drafts that they'redoing. They're sitting down and
journaling. It's usually about aparagraph long. They have a
prompt, and from there I amtaking the one that they want to
choose, they get to choose one,and they are going to tell me
which one they want to developinto a longer piece. And so
(05:20):
they've chosen it. And then Irun it through the chat GPT, as
fifth graders, the students arenot able to access, not on
campus, not not, you know, notwith my guidance AI or chat GPT.
So I did it for them. And so asa result, they ended up. They
(05:49):
ended up. So I gave it to them,right? I told AI to add an extra
six sentences to theirparagraphs that they had done as
just a rough draft that they doat the beginning of the day. I'm
collaborating with anotherclassroom. My mentee has a fifth
grade classroom. I mostly justteach first grade, second and
(06:13):
third grade, structuredliteracy. We have some writing
tasks that we do connect it tothe text or the sentence and
letter, letter patterns, soundspelling patterns that they're
learning, but it's not deepdives into curriculum. So I'm
using the fifth grade to do myfield research. And so as I do
(06:35):
that, this is the lesson thatwe're doing, and we I asked
them, you know, once they sawwhat the chat GPT added the six
sentences, some of them were alittle irritated because it, you
know, it got some things wrong.
Obviously, if I take you in themiddle of your story, or when
(06:56):
it's a very brief segment ofyour personal experience, and
add to it on my own right, usingartificial intelligence, I am
leaving out things and assumingthings right, and that is one of
the things that we want to takefrom it. I'm very excited that
they got upset, because I wantthem to know that AI does not
(07:18):
replace their intelligence,right? Their personal
intelligence is is more valuablethan what the AI gives. And I
did present it in a way thatthey have hand written
something, then they typed it,then I ran it through chat,
chat, GPT, of course, manypeople are presented chat GPT or
(07:41):
AI in a way that it justreplaces their writing process.
So I put it in their writingprocess and really blew up the
process of revision. And withstudents, I really hone in on
revision as a means of improvingthe quality of their writing,
(08:03):
leveling up the writing thatthey do on a regular basis. Now,
a lot of adults do not know howto teach writing in a productive
way, and this is what I mean,the more that they teach kids
writing, the more they hatewriting and and it's a hard
conversation because a lot ofpeople don't want to hear it,
(08:26):
and they're not open to hearingit, but the facts are bear born
out in the statistics. When yousee kids and they're writing
that the less as they get older,a lot of times they're doing
less writing. You are makingthem do writing, the percentage
of kids who are completing theassignment is going down. So it
(08:47):
is often our idea to say, well,the students hate writing. They
don't have to do this whatever.
But really we have to own thepractices that we're putting in
place that are making kids hatewriting. So they don't
understand why they have to do arough draft and then revising.
(09:11):
They don't understand revisionand, and, and here's one thing
that we're doing that we'regetting wrong. And whenever I'm
telling you that we're gettingthis wrong, I am saying we as
teachers, as educators, asparents, if you're out there,
you know really involved in yourchild's learning process,
because we make things tooserious.
(09:38):
Yeah, let that sink in. We makethings too serious. Is writing
serious? Is education serious?
Absolutely. But leading with theseriousness is going to make
kids hate it. Leading with italways must be correct and it
only can be this way is going tomake kids hate it. Do you
understand that? Like. If itmakes them hate it, you telling
(10:00):
them it. This is the only way,the way that we teach writing in
many, many schools, in many,many classrooms is divorced of
creativity. This is why I makesure that I do these things to
keep kids in to their writing.
(10:23):
Stay tuned. After thesemessages, you'll see why the
rewrite method and the rewritemethod workbook are your go to
resource for helping kids tolearn to fall in love with
writing, it has the tips, tools,resources, strategies and skill
(10:49):
building activities to help kidsfall out of writing and into
loving. To write, get your bookset today.
I'm back. Okay, so this is whatI do to make sure that kids get
(11:12):
into their writing. I ground thewriting in spirit experiences.
We lead with personalexperience, right? So it's not
just some random something,having them start with a
personal like, how was yourweekend? Having them, you know,
revise that, you know, helpsthem to figure out what they can
(11:34):
do better, what more they cansay, having conversations with
each other about it. So I cansay, Well, what did you do after
you went to the movies? Whatmovie did you watch? You say
here that you went to the moviesin your journal entry, but you
didn't say what movie you wentto see, or you didn't say who
was with you. Did you go byyourself? And that will give
them a reason to revise. Andagain, I want to go back to that
(11:58):
definition of revision isimproving the quality of their
writing. A lot of kids don'tlike to write right, because we
have told them, oh, that's notspelled that that that is not
spelled correctly, that does notmake any sense. So instead of
responding to what they wroteand what's promising and what's
good about what they wrote, Weare automatically responding to
(12:20):
what's wrong about what theywrote. So I in my book The
rewrite method. Okay, let's talkabout it. No, I talk about how
we need to focus in on overcomplimenting, because it is our
knee jerk, automatic reaction tobe more focused on what they did
(12:45):
wrong. So you need to makeyourself retrain yourself to
over compliment them. Say what'sright, say what's right, and
give them one, one, and if theyalready kind of like writing, I
will give you two, not more thantwo things that they could work
on, and the way that we'regiving that feedback, I want to
(13:07):
lead with a question, can youtell me which movie you want to
see? So that's my feedback, notwhat does that say that's
supposed to be a movie? That'snot how you spell movie. And you
know, right? This is you don'thave to confess to me. I just
want you to I just want you toreflect. Is that what you're
(13:28):
leading with, with your right?
When you're in your writinginstruction, what does this say?
And if I don't know what itsays, because I'm going to tell
you, Yes, I do not always knowwhat the students wrote. So I'll
ask them, Can you write? Can youread that? For me, that's how
you figure it out. You ask themto read it to you. Now,
(13:49):
sometimes you'll find that theycan't read it themselves, and
that's another issue. But, youknow, always talk about what
they did. Well, lead withcompliments. Okay, these are how
we get them out of hating it.
Give them choice. What? Whichone of these are you going to
(14:11):
do? Instead of saying, well,you're all going to do this,
you're all going to write aboutthis one thing, you're all going
to develop this so they get awriting journal that they do
every day. Shout out to theteacher. That's the one who
developed their daily practiceand was giving them a journal
prompt, but then asking them,which one are they going to
(14:33):
develop into a final piece, orlonger piece? That was their
choice, right? Then, once theyhave chat, G, P, T's, revision,
they have a copy changechecklist, right? They got to
change this copy this text, andI give them seven different
things that they need to do. Andthen I give them an option of a.
(15:00):
Four of those things that theymake. So shout out to the
teachers that I work with at theCalifornia writing project in
the collaborative. It's thecomputing Okay, slow that down
composing a computingcollaborative, because they gave
me the idea of the copy change,right? And so I gave a checklist
(15:23):
that works for my fifth graders,where another teacher, and I
want to say her name is Dana, Iwant to have her on the show, so
then you'll know exactly who sheis. So, yeah, but she gave me
the idea of, you know, the copychange checklist, and I had to
do some trial and error, right?
And if you're going to do this,and I strongly suggest you do
(15:45):
this, is you give them achecklist, right? It may not be
perfect, but you learn when yougive them that checklist. When I
first did it, I kind of gavethem a couple of things that
they could change, and the kidswere like, oh, it's that's okay.
I like it, right, which is atypical response to AI, right? I
gave it to my high schoolersfirst. I didn't have a developed
(16:07):
checklist, and a lot of themchose to keep it, but I needed
to take that choice away, right?
We don't want them using AI toreplace their writing process.
We want them to use AI in aresponsible way so it's
integrated into their writingprocess. So they were required
to take out at least twosentences written by AI. They
(16:30):
were required to add threesentences, to add certain
vocabulary words. So they wereat to change it up, change the
beginning, change the ending. Sothey were had requirements for,
I have a whole list of seventhings, but four and every
requirement had to go back andsay and add three sentences. Do
this and add three sentences,take without what AI at it, and
(16:54):
then you need to add three moresentences. So we could get to
the process where kids can seehow they could develop their
work, right? We could get intoideas about paragraphing. We
could get into ideas about youchoosing the right word, right?
The Shades of words, the shadesof meaning. So it is so
(17:15):
important that we arecultivating this for them,
because remember their friends,or whoever, who are young and
dumb like they are. We lovethem, but they're still dumb.
Kids are, you know, young anddumb every, every one of us has
had our young and dumb. So it'snot, you know, it's not mean.
(17:36):
It's just the truth, okay, ourfriend, their friends who are
young and dumb, will tell them,uh oh, you don't have to write
that paper. All you have to dois put in the prompt to chat.
GPT. You can speak it in now,right? You don't have to type it
in. You could just say, youknow, you could hit that little
microphone and say, you know,please write a report on blah,
(17:59):
blah, blah. And then he said,but it's going to get you in
trouble later, because when youhave failed to journey through,
to think through, and to putpencil to paper to fingers to
keyboard and go through Theprocess of changing around
(18:19):
words, thinking through makingmistakes. You know, doing the
run on sentence when you weretrying to do a compound sentence
or whatever you're putting thecomment the wrong place. You
know, the capitalization is notsupposed to be there. All of
those things that we all havegone through in our writing
(18:39):
process, an authentic journey ofwriting development. You are
disadvantaged by that. So whenyou tell kids that they could
just use chat GPT to replacetheir writing, their thinking,
their critical thinking, theexperience of learning to write
better when it comes to thosehigh stake tests that they need
(19:03):
to take, the bar exam, the, youknow, the exam to become a
nurse, or whatever it is thatthey need to do, they won't have
the skills, but they won't havechat GPT either. And then what
are they going to do? They willjust fail, so you have to help
them use AI in a responsibleway. Now, most adults today
(19:28):
using chat TD to replace someparts of their writing process
have had to go through thewriting process since they were
little kids, so they haven'tbeen cheated out of anything,
and they at least know what thewriting should be. I have even
seen kids turn in responses thathave nothing to do with what was
(19:51):
asked for them, so they don'teven read. Some of them don't
even read the response that'sgiven by chat TD, and they're
like turning it into. Teacher,and the teacher's like, Did you
even read what this says? Andthey're like, Oh, they're
getting kicked out of, you know,classes, failing courses,
because they are not reading.
They're not even knowing whatthey're supposed to be getting.
(20:15):
Because chat, GPT, ourartificial intelligence is
artificial, right? So sometimesthey spit out what you call
hallucinations. They arespitting out things that are not
real, fake information. They'reusing algorithms to respond to
things, and most of the time,many times, it is correct, but
there are times that A plus Bdoesn't equal c the way their
(20:38):
algorithm is telling it does,and if you read it, you'll see
it's wrong. They may put outoutdated information.
Businesses that are now defunct,laws that no longer exist or
have been changed, news articlesthat came out that debunked
certain things. So you know, youdon't know unless you know. And
(21:03):
so using AI as a tool to enhancewriting development is going to
advantage our kids, teachingthem to use AI in a way that
replaces their criticalthinking, their voice and their
personal experience, in otherwords, replacing their personal
intelligence with artificialintelligence is disadvantaging
(21:27):
them. And you know what thefollowing for learning podcast
is about. It's about giving yourkids the competitive advantage.
It's not about setting them upfor failure. It's all about
setting them up for success. Andso like and subscribe for more.
If you found value, if you foundvalue today, please do that.
(21:48):
Anyways, I'm going to get out ofhere. This is my second podcast
I recorded for today's, but Idon't care my makeup person, my
personal stylist didn't comebecause I don't have one, and
I'm going to be on the otherepisode with the same thing
going on, and it is what it is.
I appreciate you joining metoday. I hope that you join us
again and make sure you dosomething today that's going to
(22:15):
give your child the competitiveadvantage. Thanks again for
supporting the falling forlearning podcast, new episodes
go live every Saturday at 5pmyou can watch us on youtube.com,
at falling for learning orlisten on all major podcast
platforms, such as Apple,Google, Audible, Spotify and
(22:39):
much more for more resources,visit falling in love with
learning.com we reallyappreciate you. Have a wonderful
week. You.
I'm laughing. Let me tell you something. I do use
artificial intelligence AI. Iuse otter.ai to make
transcriptions the transcriptfor my podcast episodes. I use
chat GPT sometimes to structurethe things that I will talk
about in my podcast, and I justuse it for different ideas. I
(00:30):
use it the other day. TD, when Iwas trying to figure out how to
itemize or categorize thedifferent expenses I had in my
2024 so that could do my taxes.
I asked chat GPT to take thisExcel or Google sheet right and
to categorize the differentthings it asked me questions. It
did 90% of the work for me. Andso once I opened up chat GPT
(00:53):
today, because I'm trying tofigure out, should I be paying
for otter AI, and should I bepaying for? Should I be paying
for otter AI, as well as chatGPT? I pay one $20 a month for
chat GPT, because it couldupload bigger things. It even
makes images for me. It may ithelped me make my book cover
(01:15):
title. So if you don't know now,you know, anyway, in addition.
So I tried to put, upload my mp3file, so that it could record,
not record, but transcribe mystuff. Could chatGPT do this? Or
should I renew my otter? Do youknow I'm gonna get back to what
(01:36):
I was gonna say in just amoment, but it, it said it
couldn't do this, and it and iteven, like, referred me to
otter.ai and I was like, Excuseme, that's your competition
right now.
Hi. Thank you so much forjoining the Falling for Learning
Podcast. We have this podcast tohelp parents and caregivers with
(01:57):
having the resources, strategiesand tools needed to make sure
that their children are on trackfor learning and to stay on
track for success.
But one of the things thathappened when I opened up
ChatGPT it basically, you know,it's advertising its new
features, and it says you canask it to describe you. So it
(02:23):
says, describe me based on allour chats, make it catchy, and
so I'm going to read whatchatGPT has said about me. Okay,
you're an educational powerhouseon a mission, a mic dropping
literacy architect, curriculumdesigner and parent champion
with the knack for turningwriting woes into storytelling
(02:45):
wins, whether you're coachingteachers, podcasting wisdom on
falling for learning or craftingbook deals and workshop
blueprints, you blend hearthustle and high standards like
no one else, you've got one handon a mic, Another on a
manuscript and both eyes on a$200,000 dream fueled by real
(03:06):
estate moves, curriculum, salesand viral podcast episodes.
You're driven by purpose,grounded in pedagogy and never
afraid to rewrite the narrative,literally and figuratively.
You're TD Flenaugh, writer,teacher, visionary and a force
behind the next wave of young,joyful and just minded learners.
(03:28):
So tell me, when you picturedyour dream podcast episode
blowing up online, what's theone message you want the world
to take away from it? Now I wasa little flabbergasted from
this. Okay, let me just tell youa little bit flabbergasted. But
I was like, Okay, let me writeout what I wanted to say. And I
said, we can support you innavigating the twist and turns
that and I accidentally pressedreturn. Well, chatty, Cathy,
(03:54):
chatty chatGPT went ahead andsaid, We can support you in
navigating the twist and turnsthat come with raising, teaching
and inspiring young minds,especially when the road gets
bumpy, the stakes feel high andthe system feels stacked.
Whether you're a parent tryingto keep your tween motivated, an
educator pushing for deeperlearning, or a school leader
ready to rewrite the playbook,we've got your back with tools,
(04:16):
truth and a whole lot of heart.
Want me to build that into apodcast intro, email line or
promo graphic. Okay, anyway,just thought I'd share that with
you. I am part of the computingand Composing Collaborative with
the California Writing Project.
(04:36):
I am working on how to teachstudents how to responsibly
build, responsibly useartificial intelligence, and one
of the things that I am doing isa series of lessons in which my
students are taking theirwriting that they're doing just
(04:59):
their rough drafts that they'redoing. They're sitting down and
journaling. It's usually about aparagraph long. They have a
prompt, and from there I amtaking the one that they want to
choose, they get to choose one,and they are going to tell me
which one they want to developinto a longer piece. And so
(05:20):
they've chosen it. And then Irun it through the chat GPT, as
fifth graders, the students arenot able to access, not on
campus, not not, you know, notwith my guidance AI or chat GPT.
So I did it for them. And so asa result, they ended up. They
(05:49):
ended up. So I gave it to them,right? I told AI to add an extra
six sentences to theirparagraphs that they had done as
just a rough draft that they doat the beginning of the day. I'm
collaborating with anotherclassroom. My mentee has a fifth
grade classroom. I mostly justteach first grade, second and
(06:13):
third grade, structuredliteracy. We have some writing
tasks that we do connect it tothe text or the sentence and
letter, letter patterns, soundspelling patterns that they're
learning, but it's not deepdives into curriculum. So I'm
using the fifth grade to do myfield research. And so as I do
(06:35):
that, this is the lesson thatwe're doing, and we I asked
them, you know, once they sawwhat the chat GPT added the six
sentences, some of them were alittle irritated because it, you
know, it got some things wrong.
Obviously, if I take you in themiddle of your story, or when
(06:56):
it's a very brief segment ofyour personal experience, and
add to it on my own right, usingartificial intelligence, I am
leaving out things and assumingthings right, and that is one of
the things that we want to takefrom it. I'm very excited that
they got upset, because I wantthem to know that AI does not
(07:18):
replace their intelligence,right? Their personal
intelligence is is more valuablethan what the AI gives. And I
did present it in a way thatthey have hand written
something, then they typed it,then I ran it through chat,
chat, GPT, of course, manypeople are presented chat GPT or
(07:41):
AI in a way that it justreplaces their writing process.
So I put it in their writingprocess and really blew up the
process of revision. And withstudents, I really hone in on
revision as a means of improvingthe quality of their writing,
(08:03):
leveling up the writing thatthey do on a regular basis. Now,
a lot of adults do not know howto teach writing in a productive
way, and this is what I mean,the more that they teach kids
writing, the more they hatewriting and and it's a hard
conversation because a lot ofpeople don't want to hear it,
(08:26):
and they're not open to hearingit, but the facts are bear born
out in the statistics. When yousee kids and they're writing
that the less as they get older,a lot of times they're doing
less writing. You are makingthem do writing, the percentage
of kids who are completing theassignment is going down. So it
(08:47):
is often our idea to say, well,the students hate writing. They
don't have to do this whatever.
But really we have to own thepractices that we're putting in
place that are making kids hatewriting. So they don't
understand why they have to do arough draft and then revising.
(09:11):
They don't understand revisionand, and, and here's one thing
that we're doing that we'regetting wrong. And whenever I'm
telling you that we're gettingthis wrong, I am saying we as
teachers, as educators, asparents, if you're out there,
you know really involved in yourchild's learning process,
because we make things tooserious.
(09:38):
Yeah, let that sink in. We makethings too serious. Is writing
serious? Is education serious?
Absolutely. But leading with theseriousness is going to make
kids hate it. Leading with italways must be correct and it
only can be this way is going tomake kids hate it. Do you
understand that? Like. If itmakes them hate it, you telling
(10:00):
them it. This is the only way,the way that we teach writing in
many, many schools, in many,many classrooms is divorced of
creativity. This is why I makesure that I do these things to
keep kids in to their writing.
(10:23):
Stay tuned. After thesemessages, you'll see why the
rewrite method and the rewritemethod workbook are your go to
resource for helping kids tolearn to fall in love with
writing, it has the tips, tools,resources, strategies and skill
(10:49):
building activities to help kidsfall out of writing and into
loving. To write, get your bookset today.
I'm back. Okay, so this is whatI do to make sure that kids get
(11:12):
into their writing. I ground thewriting in spirit experiences.
We lead with personalexperience, right? So it's not
just some random something,having them start with a
personal like, how was yourweekend? Having them, you know,
revise that, you know, helpsthem to figure out what they can
(11:34):
do better, what more they cansay, having conversations with
each other about it. So I cansay, Well, what did you do after
you went to the movies? Whatmovie did you watch? You say
here that you went to the moviesin your journal entry, but you
didn't say what movie you wentto see, or you didn't say who
was with you. Did you go byyourself? And that will give
them a reason to revise. Andagain, I want to go back to that
(11:58):
definition of revision isimproving the quality of their
writing. A lot of kids don'tlike to write right, because we
have told them, oh, that's notspelled that that that is not
spelled correctly, that does notmake any sense. So instead of
responding to what they wroteand what's promising and what's
good about what they wrote, Weare automatically responding to
(12:20):
what's wrong about what theywrote. So I in my book The
rewrite method. Okay, let's talkabout it. No, I talk about how
we need to focus in on overcomplimenting, because it is our
knee jerk, automatic reaction tobe more focused on what they did
(12:45):
wrong. So you need to makeyourself retrain yourself to
over compliment them. Say what'sright, say what's right, and
give them one, one, and if theyalready kind of like writing, I
will give you two, not more thantwo things that they could work
on, and the way that we'regiving that feedback, I want to
(13:07):
lead with a question, can youtell me which movie you want to
see? So that's my feedback, notwhat does that say that's
supposed to be a movie? That'snot how you spell movie. And you
know, right? This is you don'thave to confess to me. I just
want you to I just want you toreflect. Is that what you're
(13:28):
leading with, with your right?
When you're in your writinginstruction, what does this say?
And if I don't know what itsays, because I'm going to tell
you, Yes, I do not always knowwhat the students wrote. So I'll
ask them, Can you write? Can youread that? For me, that's how
you figure it out. You ask themto read it to you. Now,
(13:49):
sometimes you'll find that theycan't read it themselves, and
that's another issue. But, youknow, always talk about what
they did. Well, lead withcompliments. Okay, these are how
we get them out of hating it.
Give them choice. What? Whichone of these are you going to
(14:11):
do? Instead of saying, well,you're all going to do this,
you're all going to write aboutthis one thing, you're all going
to develop this so they get awriting journal that they do
every day. Shout out to theteacher. That's the one who
developed their daily practiceand was giving them a journal
prompt, but then asking them,which one are they going to
(14:33):
develop into a final piece, orlonger piece? That was their
choice, right? Then, once theyhave chat, G, P, T's, revision,
they have a copy changechecklist, right? They got to
change this copy this text, andI give them seven different
things that they need to do. Andthen I give them an option of a.
(15:00):
Four of those things that theymake. So shout out to the
teachers that I work with at theCalifornia writing project in
the collaborative. It's thecomputing Okay, slow that down
composing a computingcollaborative, because they gave
me the idea of the copy change,right? And so I gave a checklist
(15:23):
that works for my fifth graders,where another teacher, and I
want to say her name is Dana, Iwant to have her on the show, so
then you'll know exactly who sheis. So, yeah, but she gave me
the idea of, you know, the copychange checklist, and I had to
do some trial and error, right?
And if you're going to do this,and I strongly suggest you do
(15:45):
this, is you give them achecklist, right? It may not be
perfect, but you learn when yougive them that checklist. When I
first did it, I kind of gavethem a couple of things that
they could change, and the kidswere like, oh, it's that's okay.
I like it, right, which is atypical response to AI, right? I
gave it to my high schoolersfirst. I didn't have a developed
(16:07):
checklist, and a lot of themchose to keep it, but I needed
to take that choice away, right?
We don't want them using AI toreplace their writing process.
We want them to use AI in aresponsible way so it's
integrated into their writingprocess. So they were required
to take out at least twosentences written by AI. They
(16:30):
were required to add threesentences, to add certain
vocabulary words. So they wereat to change it up, change the
beginning, change the ending. Sothey were had requirements for,
I have a whole list of seventhings, but four and every
requirement had to go back andsay and add three sentences. Do
this and add three sentences,take without what AI at it, and
(16:54):
then you need to add three moresentences. So we could get to
the process where kids can seehow they could develop their
work, right? We could get intoideas about paragraphing. We
could get into ideas about youchoosing the right word, right?
The Shades of words, the shadesof meaning. So it is so
(17:15):
important that we arecultivating this for them,
because remember their friends,or whoever, who are young and
dumb like they are. We lovethem, but they're still dumb.
Kids are, you know, young anddumb every, every one of us has
had our young and dumb. So it'snot, you know, it's not mean.
(17:36):
It's just the truth, okay, ourfriend, their friends who are
young and dumb, will tell them,uh oh, you don't have to write
that paper. All you have to dois put in the prompt to chat.
GPT. You can speak it in now,right? You don't have to type it
in. You could just say, youknow, you could hit that little
microphone and say, you know,please write a report on blah,
(17:59):
blah, blah. And then he said,but it's going to get you in
trouble later, because when youhave failed to journey through,
to think through, and to putpencil to paper to fingers to
keyboard and go through Theprocess of changing around
(18:19):
words, thinking through makingmistakes. You know, doing the
run on sentence when you weretrying to do a compound sentence
or whatever you're putting thecomment the wrong place. You
know, the capitalization is notsupposed to be there. All of
those things that we all havegone through in our writing
(18:39):
process, an authentic journey ofwriting development. You are
disadvantaged by that. So whenyou tell kids that they could
just use chat GPT to replacetheir writing, their thinking,
their critical thinking, theexperience of learning to write
better when it comes to thosehigh stake tests that they need
(19:03):
to take, the bar exam, the, youknow, the exam to become a
nurse, or whatever it is thatthey need to do, they won't have
the skills, but they won't havechat GPT either. And then what
are they going to do? They willjust fail, so you have to help
them use AI in a responsibleway. Now, most adults today
(19:28):
using chat TD to replace someparts of their writing process
have had to go through thewriting process since they were
little kids, so they haven'tbeen cheated out of anything,
and they at least know what thewriting should be. I have even
seen kids turn in responses thathave nothing to do with what was
(19:51):
asked for them, so they don'teven read. Some of them don't
even read the response that'sgiven by chat TD, and they're
like turning it into. Teacher,and the teacher's like, Did you
even read what this says? Andthey're like, Oh, they're
getting kicked out of, you know,classes, failing courses,
because they are not reading.
They're not even knowing whatthey're supposed to be getting.
(20:15):
Because chat, GPT, ourartificial intelligence is
artificial, right? So sometimesthey spit out what you call
hallucinations. They arespitting out things that are not
real, fake information. They'reusing algorithms to respond to
things, and most of the time,many times, it is correct, but
there are times that A plus Bdoesn't equal c the way their
(20:38):
algorithm is telling it does,and if you read it, you'll see
it's wrong. They may put outoutdated information.
Businesses that are now defunct,laws that no longer exist or
have been changed, news articlesthat came out that debunked
certain things. So you know, youdon't know unless you know. And
(21:03):
so using AI as a tool to enhancewriting development is going to
advantage our kids, teachingthem to use AI in a way that
replaces their criticalthinking, their voice and their
personal experience, in otherwords, replacing their personal
intelligence with artificialintelligence is disadvantaging
(21:27):
them. And you know what thefollowing for learning podcast
is about. It's about giving yourkids the competitive advantage.
It's not about setting them upfor failure. It's all about
setting them up for success. Andso like and subscribe for more.
If you found value, if you foundvalue today, please do that.
(21:48):
Anyways, I'm going to get out ofhere. This is my second podcast
I recorded for today's, but Idon't care my makeup person, my
personal stylist didn't comebecause I don't have one, and
I'm going to be on the otherepisode with the same thing
going on, and it is what it is.
I appreciate you joining metoday. I hope that you join us
again and make sure you dosomething today that's going to
(22:15):
give your child the competitiveadvantage. Thanks again for
supporting the falling forlearning podcast, new episodes
go live every Saturday at 5pmyou can watch us on youtube.com,
at falling for learning orlisten on all major podcast
platforms, such as Apple,Google, Audible, Spotify and
(22:39):
much more for more resources,visit falling in love with
learning.com we reallyappreciate you. Have a wonderful
week. You.
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