001Uh, welcome to the meeting on December 3rd, our work session. Mr. Dur, roll call, please. >> Mr. Bington, >> here. >> Mr. Anderson, >> here. >> Miss Many >> here. >> Miss Lar? >> Yes. Here. >> Miss Roland Miller >> here. Let us uh stand for the pledge of >> allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. Sorry, >> you have more trouble with it. >> I know, [laughter] but I'm still always dehydrated. All right, we have an um safety briefing. We're all aware of all the safety, so I'm going to jump over that to 2.1. Our agenda is uh primarily to talk about the um rolling out of the use of artificial intelligence
002within the district. And then uh Mr. drawer with Mr. Anderson requested an executive session. Um, so we've added that in. Can I have a motion to approve the agenda? >> So moved. >> Second. >> Miss [clears throat] Lmer, Mr. Anderson, Mr. Dur. Roll call. >> M. Lmer. >> Yes. >> Mr. Anderson. >> Yes. [clears throat] >> Mr. Bennington. >> Yes. >> Missy. >> Yes. >> Miss Roland Miller. >> Yes. Right. And with that, I will turn it over to I don't know who's I know Mr. Sarns is here. Dr. Anstead, I don't think Mr. Sarns needs any introduction, but Mr. Sarns is here this morning to talk to us about a honestly an abundance of work that's gone into putting together this AI toolkit and the roll out for artificial intelligence both with staff and
003students in the Praisburg schools. So, without further ado, >> thank you, ma'am. Um so while this seems like it has come up quick, this is something that we have been working on since [sighs] >> last year. Um but we we're taking it a bit slower. Um but as everyone knows that the last 6 months has exploded with AI use. Um, we wanted to make sure that we were doing things in a way that was going to be uh safeguard our students but also give them the tools that they're going to be using for the foreseeable future. So, um, but it's it's not only tools. So, I just want to go through. So just so you know this presentation was created with AI. Um it is a new feature in a in a um a platform
004called uh notebook LM u that has some really incredible features. This is a new one where it will create a complete slideshow based on what you put into the platform. So, I put our AI toolkit, all of our information into there, and it created this. So, we'll go through this. Um, hopefully it won't take too long, but this was really important for us. It's it's not a shortcut to learning, but it's a tool. It's a tool. Uh, and you know, we're we're trying to prepare our students for thinking creatively, collaborating. um technology is a part of their everyday life. It it is, you know, for those of us who are a little bit older. It sometimes it takes a little bit to adapt to that technology. When you see kids, it's it's second nature. Um
005a phone is connected to their hip. So, so our our goal is in in collaboration with our um the portrait of a jacket. When you look at those things, um being responsible, uh being cutting edge, uh having being empathetic citizens, uh all of those things that that we can get into [snorts] that um by we were really looking at some core principles. Um it talks about human- centered learning and that's where they get the portrait of a jacket with the curiosity, communication, persistence, and problem solving. how AI can [clears throat] aid all of those things. Um, but again, it's a tool. We were, one of the reasons we were going a little bit slower was the safety and privacy. Uh, we wanted to be sure that uh, our students data and was private, was kept
006private. We have spent a great deal of time I've I've been here before in front of you talking about our our data privacy agreements and how seriously we take those. Um so we wanted to make sure it was that that was in line. We also wanted to make sure that we were transparent and we were using these things ethically. So we relied on the Ohio AI toolkit that came from ODU um and part and a state initiative with that. Sorry, Jason. Um, so we wanted to we leaned on that to ensure uh best practice and while I'm here, I want to introduce uh Jason Hubard. Jason is one of our toes. Um Jason has been leading the charge with most of this. So if there are questions, you can ask Jason. No, I'm kidding. [laughter]
007Um but he he is integral in all of this. Um, this was interesting where I pulled this out. You ninestep launchpad for using AI with students. This is the big the biggest change. Our our staff and our teachers have been able to to access AI for the past year on their on our network on our student or our uh district issue devices that they have. Um the biggest change is with students and uh so kind of walking through this we want we have an acknowledgement that we want them to take a look at um and the acknowledgement really just says hey look if I'm going to use my classroom part of my responsibility is um [clears throat] informing my students teaching my students how to use AI in a responsible ethical way. um you can't
008just set them loose and say, "Okay, well, we're going to use it." Um we've talked about that in the past and it it's akin to if you're a math teacher and you want to use graphing calculators in your class, you have to be able to show and teach the students how to use that tool. So, this is this is no different. What we're doing here, though, is we're giving the the teachers a choice. You can say, and you'll see that later, absolutely, I don't want this. I don't want a AI used for assignments in my classroom. They have that choice. And uh but if you are going to dabble and you're going to start using this, there are some we just want you to acknowledge you have responsibilities as a teacher to make sure that
009you're working with your students in the proper way. Um so we have brought together this toolkit. We have brought together resources that were that we have available for them to put into their courses in schooly for both students and them. Um and uh so there is a mini lesson that we would like them to go through that we've provided for them. >> Um and then it's the collaboration and continuously knowing the tools. um we can give some time and we I we have some this week January 5th as well during our PD day for them to especially grades 5 through 8 to explore some of the tools the students may be using at grades K through uh K through 4 K through six um it's more teacher le it's more we're going to use this
010to do this um but grades 7 through 12 it could be more student use on their So, we'll talk through that a little bit more. So, you know, uh what it is and what we're looking at this in K6. It's a helper, not a shortcut. So, we're really kind of uh bringing them along slowly. And again, this is at the teachers discretion. We're not directing them to do one thing or another. were saying this is here and we have teachers who are already doing some of these things. So they're they're uh modeling leading the students but at 712 again this is a privilege. It's like any other piece of technology and what we have in place already. If you abuse the technology and you use your computer to do things that are nefarious, you're going
011to have that taken away. and we're going to work with you to understand why that shouldn't have been done. So, we're, you know, we're building on those things already that we have in place. Um so the tools that we have approved for all students uh grades 6 through 12 um school AI magic school Canva uh AI Canva is a design uh package that allows you to design many different things. they have an AI piece to it. And another one has a interesting name called Snorple. Um, which is really uh the teachers really [clears throat] create um Jason probably talked to this a little bit more, but it's it's really more of a platform where the teacher creates the the questions that lead the students through um projects. All of these and that is really important
012to know everything we're looking at we have data privacy agreements for. >> So those are things that are uh we have the companies who have assured us that the data that's put into these stays for a short period of time while the the the while the platform is being used and is discarded. It is not part of their environment. So uh versus something like chat GPT where it builds on everything that is put into it and it saves it. So it it is these companies operate differently with their platforms. We've added a couple at grade 7 through 12. We originally had uh Google Gemini on there. You can see that's been put on hold. So at through this whole process um [clears throat] you know Jason has done a fantastic job of putting this together
013uh you know working with both Brent Schaefer and myself to put this a lot of this together and then working with our AI subcommittee that is part of our tech advisory committee. So he has vetted or he has gone through this with various different groups of teachers, administrators, um had uh surveys with students, surveys with staff to bring this together. One of the things we heard very clearly about Google Gemini is that is the one that is the most open-ended. Um, we had a situation this fall where Google turned it on without us knowing it. >> Um, it was implemented and put into put out there for everybody and never notifies us. And those are things Google does that a lot. If you use Gmail, you'll notice that all of a sudden you open up
014your Gmail, wait a minute, it looks different. There's a new feature. There's something different. they do this with with us as well. Um, so as soon as we found out about that, we closed it back down. Um, but that's the one that we're going to work with more and as we get more comfortable, as teachers get more comfortable, um, we see that being opened back up. It may be next school year, um, it may be this spring. It just really depends on the feedback we're getting from, um, our staff. The the two that are going to be for just 7 through 12 though is notebook LM which is how this was created and another one called Brisk which is actually a Chrome extension that allows uh to curate some less materials and um but it
015the students engage through through teacher links. So, it's the Notebook LLM and Brisk are m are more controlled. Um there's there's much more oversight over those two than Google Gemini. Um but I we'll get there. I mean, we can't avoid it. I mean, the bottom line is is that off of our network, kids can access any of this with their phones, with another device, you know, but on our network and our devices >> on all these. And you talk about, you know, the the use with the kids and the going forward, but on the Google one, you had talked about the back end. And I've seen this at work. Is there precautions with the other ones on the back end because for example, issue at work with Otter >> and it had gone in and
016taken somebody's all somebody's contacts and invited all these people and you know, I mean, the person had no idea, >> right? So is there that precaution on the backside for the students and then this is a safety issue >> right and that's why the DPAs are so so important because the companies have signed the DPAs that's a legal document says we're not doing that. So yes um that's that's why that was one of the um the things with Google Gemini that there was like >> not not that that could happen but it was much more open-ended. So Jason, I don't know if you Yeah, absolutely. So the thing about magic school and school AI and risk and some of these others is that a teacher can um because [clears throat] we have a DPA the
017students can sign in with their Google account and as a result then a teacher could have an interactive ex learning experience for the kids and on the back end picture a dashboard with all of the students names who are in class and the teacher can see exactly how they've chatted with the AI the back and forth that's happen the entire transcript and they're alerted because these schools have kind of like an education shell around everything. They're alerted when a student might be talking about self harm. Student might be talking about I want to talk about weapons. Now >> that the systems are they redirect students back to the task, but they also alert the teacher if the student is off task and the teacher goes over and has a conversation with that student about >>
018that's something that Gemini doesn't have because Gemini is kind of made for the big bad world. Um whereas these other tools have that kind of more protective shell and they're especially I think great for us as we just kind of spring into this especially teachers not being 100% confident to the same as students. >> It's a better place to teach some literacy >> is that part of the uh kind of the mini lesson is letting the kind of letting the kids and everybody know that that's part of it. Right. if you type things in that you're not supposed to, it's going to get routed back to your teacher and whatnot. >> So, the the AI was that the AI mini lesson you're referring to, Chris? >> Yeah. Yeah. Yeah. >> That's there's there's some room
019for a teacher to decide what they'd like to put in that AI mini lesson. >> Yeah. >> And a part of what you're saying is in the we kind of our guidelines were suggested bare minimum to use the student commitment and it's in there. >> Okay. Um, so talking about this from a teacher standpoint, looking at this as as their co-pilot, um, you'll see in here several times, uh, the safeguard information. Never input confidential, personally identifiable student or staff information into AI tools. um you know the biggest thing you know AI can crunch data can analyze data can I mean it's it's phenomenal but if you're going to as a teacher and we've talked about this you're going to put student data in there with something that identifies the student can't do it don't do
020it okay so we we we're trying to get that message across as clearly as we can. Um, so the other thing is uh you see down here in the verify and validate it is not and this is the this is the fallacy about AI. You just put it in there and you just you just take whatever it gives you. You cannot do that. You have to evaluate it. You have to have the human part of that to look at it and say, "Okay, is this accurate? Is there a bias there?" Because there there are. I mean, we're you can find the studies where it talks about the bias within AI um bots or AI. I don't know what what I'm not using the word correctly. Um >> and is that something that we're going to
021stress to the students too that this is why they need to check their work and site it because I I know I've come across them a couple of times and I'm like, yeah, I'm not so sure if this is going to be the way of the future. >> You know, Laura, it it's going to be a learning curve. Um, I I think anytime you roll something out new like this, um, there is going to be a learning curve where kids are going to push the they're going to do that. And that's where we need the adults to step up and say, "Hey, >> no, you can't do that." Um, and >> because we know better because we've learned, but they don't. So, >> you know, they think they're pulling in new material and oh, this
022is wonderful and I don't love the new thing. >> Right. Yeah. It it it's going to be um we're going to learn lessons along the way. No doubt. >> Joe Seth shared an article with us recently on the most important skill right now might be discernment. >> Yes. >> And I I kind of talked to our union president about that a little bit because that those are her concerns. I would say that that's been true for generations. like the lack of discernment uh sometimes is what gets both adults and students into trouble. But I do think being intentional about talking to kids and honestly adults because I think adults trust it also and it isn't it's only as good as what you put in. It's just like anything in you know we we we say
023that when we laptops right garbage in garbage out it's you know with the spreadsheet it's the same thing here. So, and it's learning from a lot of different sources at a pace that we cannot even imagine. So, it will get better. It's a little scary how much how fast it's getting better. Uh even just I would say in the last six months I see a vast difference for what it can produce and how it produces and the graphics. >> You know, in the beginning, I think we're all we're all we're seeing all these weird, but now you're really online and wondering >> is that AI generated or not? Because it looks so real. Now, I know my dachshun can't open the refrigerator, but it really looks real when I see it when I see it
024in the cartoon because it's gotten so good in the last few months. Um, I know that people aren't feeding bears on their front porch probably on a regular basis, but but it looks pretty real. So, it really is. It's learning so fast. So, just having the discernment of not not just video, but >> of just the information you're getting. So, >> can I pick you back on that? >> I think too with discernment is is discerning, do I need AI, >> right? >> And so teachers are are going to have to start learning that and model that for the kids and the kids will have to make the same decisions. Um, yesterday I was working with Corbin Brangham in science over the June High and Corbin does experiments in his science class and you might
025remember the experiment where you heat up a metal sphere and it won't fit through the ring but when you cool it down it does fit through the ring and it's that expansion and contraction of molecules. But the students don't know what's actually happening at the molecular level. So he went into Gemini and he had it code for him a simulation and it does exactly that. But it shows what's happening to the molecules. You can see him get excited and expand and you see the sphere and the ring and everything on the screen so students can interact with it. And we pay for simulations through something called gizmos as a district and they're wonderful and science teachers would kill us if we got rid of them because they use them kids. But these are simulations. He
026created five for his students that directly line up with the exact activities he's doing in class so they can better understand what's happening at the conceptual level where they always wrestle. He said this is where they have misconceptions and he's using AI to do that. So here's an example of he's not just making a fancy worksheet with AI which would be a really crummy use of AI. He's using it to make simulations his kids can interact with and it's making the experience the learning experience better. So I think that's what's exciting about >> I think accessibility too Jason that reminds me that not all kids can access the content at the grade level that they're at. And I think in the past teachers have sometimes struggled. We often heard high school teachers say I'm not
027a reading teacher. I can't teach them to read this. No. But now you can put your content in here and say, "Teach this to me like I'm a third grader or give this give this content to me at a third grade reading level so that all my kids can access it." The timesaving that that does is incredible. And you're feeding it the content. It's just backing off the language. Uh I think I I just I think as a teacher tool, I cannot imagine the benefit of having this versus what we used to do when we differentiated in the old days. this really and I think it'll stretch our thinking about how we differentiate too. I'm thinking about notebook and just the little ways that I've used it very very little toe in the pond kind
028of thing and just the way that I'm able to see the same content represented in a podcast that sounds real >> in a mind map in a graphic organizer in written form in a presentation form. It's just it's absolutely an incredible tool. So, we do have uh Jason's worked really hard on on these two graphics um which is just a K6 AI use scale and these are things we want teachers to be using. We're saying okay in my classroom zero no AI use all the way down to four you can use it with human oversight. Um, as teachers get more comfortable, I think we're going to see them saying, "Okay, yes, we can. Okay, we're up to a two. You can use it to assist you." But I I I think this gives the teachers
029that tool to say, "No, we're not using it right now." And that's that's really where we want it. We want the teachers to be comfortable uh with this. Now, one of the things that we've stressed to teachers, and I think they know this, if you say no all the time, you're deluding yourself. >> So, you know, yes, you may have that for some some of your assignments, absolutely, but it's like Jason said, is the discernment on when it needs to be used and when it doesn't. So, we'll again, we'll get better at that as we go along. Um again dos and don'ts uh pertaining to student data. Um you know we have some board policies already in place uh to protect the data and talk about that. So um but just again we've got some
030dos and don'ts for the teachers. And then what is PII or personally identifiable information? It's any of this any of this stuff. So, um, you know, a lot of times you say, "Well, what if we just use a fake name?" No, no, because it can still be tied back in some ways. >> Jason, can you share maybe this or not how this is being utilized at the college level? >> I can certainly share that too. [laughter] >> I mean, one of our things is preparing kids. >> Yes, absolutely. >> Yeah. I think uh just to give you an example right now uh Ohio State and I can tell you this because Brent Schaefer's daughter is a freshman down there. Every student at Ohio State has to take a course in AI learning how to use
031it, how to use it ethically and their their um professors there are instructed how to use AI within their classroom. >> And that course will never look the same semester to semester. No, >> it's kind of like teaching law >> in Ohio. It never looks [laughter] the same semester to semester. The AI will evolve within the semester. >> So, I I think I think higher ed uh Don is probably in the same place K12 is in this sense. You're going to have some professors and you're going to have some universities who are much further ahead out in front of this. Um there are certainly districts that are a lot further ahead than we are with this. Um there are some that are further behind than we are. Um so I think it's I think you're
032going to have a cross-section. But when Brent told me that that that his daughter was taking that course at OSU, I was like, "Okay, >> BG has been on the cutting edge of this up front." Um >> two there. That's >> Yeah. I mean, they're really >> Yeah. Not surprising where this is all headed. >> Well, it, you know, honestly, all of us are old enough. Every one of us are old enough to remember the time before spell check when we handwrote our assignments. We can't imagine now having to write something and go to a dictionary, look up the word, make sure we're spelling it right. We can't imagine that time. But when we handed these, I was here when we did it to adults and to uh students, people lost their minds. >> Oh,
033yeah. because you know nobody was going to be able to learn and these kids were just going to be you know they were going to be idiots. No one was and really it's the same thing. It's a tool >> but you have to use again back to Joe's word discernment and that has to be taught. We can't expect honestly adults or kids >> to to necessarily we have to be intentional about it. No, I I will say this because I was at the forefront of the roll out of the um the the uh devices for students. Um it was it was >> this is going to ruin education. >> How am I not students could just look up whatever they wanted they want to find out? >> They can they can check all their answers.
034They can do how am I going to teach? >> It was also predicted to replace a teacher. Yes. Within a decade. He hasn't done that for sure. >> The same arguments that I heard then I'm hearing now about AI the I mean almost verbatim. The difference is that rolling out devices to students by the time we got to every student having a device grades 5 through 12 took us five years. Four years took us four years. um we don't have that kind of time with AI. I mean the time from when Katie talked about in the last six months how much it has improved um put the accelerator down. So this is what's really difficult is the the change seemingly is coming so fast that it is hard to for some of us to get
035our heads around it. So, >> it's one of those things. >> Buy a TV with AI capability. >> Yeah, absolutely. >> TVs at Costco have AI. >> Not that you've shopped, right? >> That 85 inch look pretty. [laughter] >> So, bot the bottom line for us is January 6th is when we're going to have the tools available for students. Um, and when I say available, what that means is is that Mr. Schaefer on the uh the back end of all this will open up those sites and they will be able to get through the filter for students. So, that's that's when it's coming. Um, but again, we're we're allowing the students to or not students, the the teachers to control when it's used in their class. >> Well, Joe, you said something and maybe it
036would and Jason, you might have contributed that conversation too. Right now they're using AI but without guardrails. >> Yes. >> Um we're naive to think that this isn't going on. We'd be very naive to think that. This just puts some guardrails in place at least while they're in our buildings. Uh certainly what they do outside of school is a different story, but this will put the guardrails in. It puts us in the data in the data privacy world where we're we're doing our due diligence. And the same thing with teachers. It's it I think we do need I mean Gemini was right out there and I think we've all used it and we love the capabilities of it but I think it was a little too much too fast initially. Uh I think next fall
037we'll probably see a robust use of that but I and you know with some hopefully with some changes to it but I think right now we're naive to think it's not going on. This just puts some guardrails in place and we'll be communicating with parents. I think that's an important uh >> and I I get that people will be nervous about it, >> but this is part of preparing kids to go into the workforce because it's everywhere. >> Well, you kind of hit on what I would what I've been thinking about through all of this and a webinar that I attended um what's today? Wednesday. So, maybe it was Monday. Well, I don't know. um which was absolutely outstanding. It was put on by the Missouri School Board Association. Um can we can we develop
038and by we I probably mean Jason and Joe or whoever something for parents. Can we develop like a a a class or a series of videos or something? Because we're asking our parents to oversee this when the kids have a free ride at home and they don't have the the ability of having teachers teaching them how to use that and and then they get and the kids get home and they think it's a free ride and off they go. the parents don't really know. They're they're kind of being thrown into this soup with no with no guidance. It seems to me like it would be a responsibility of the district to offer them some guidance and some um some help in understanding what this is. a lot of my generation there's still a lot of
039push back on this which I think is kind of fun. Um but the parents who are parenting now they're learning too because that I mean could you speak maybe the two of you could speak a little bit more about what the caregivers guide to AI is? >> Yeah. So, we care about the same thing. And and I think Sue, as we kind of talked through this and brought Rachel Zicker into the process, Rachel's so good at communicating and thinking of all the things. I go in and ask her to do one thing and she I leave with 15 to do things for [laughter] myself. And one of them was this caregivers guide, which is a slideshow, but it's kind of more than that because it's something with links and resources as the parents go through
040it. um and in particular how to have conversations with your child about AI and what children are using AI to do. And so it talks about deep fakes and things like that and how a lot of children are using it for entertainment purposes, but here's the potential for learning and here's the tools. It points them back to the tools that'll be on the website. So that will launch with the web page. Rachel and I are working on that on Monday. and then the parent message out. We wanted to make sure that the teachers had a handle on the materials first before the parents were given any access. But that's kind of in the way of educating the parents. That's what we have. >> Okay. So, this is going to go out before January 6. >>
041Okay. Are there within that I think is back as a parent couple thoughts. Um, I I always really appreciate the fact that my kids within the school bounds were limited in terms of what content they had. But of course, then they got into our house with the Wild West Wi-Fi. Um, but as parents, we do have the ability to block just like we do here in most of our devices within our Wi-Fi. Is there a list of some of the ones that we might recommend that we're blocking within the district that we could also recommend to parents? Because I think that that's that to me as a parent was always the issue as well. I can't get YouTube videos within the school, but as soon as I get home, I get YouTube. So, we blocked
042YouTube for a while. Like, because once I heard what some of the ones were within the school, I could go in and block those. You probably didn't find the 75 YouTube mirror sites that they used to get around the mall. >> No, my daughter. Yeah, I >> I learned I learned that was a a fool's errand as a parent, >> but [laughter] but it at least but it at least established within our house what our expectations were and we had those conversations. So, that would be the only thing I I would really appreciate. Here are the sites and here's why we we don't want you on these sites or here's why they're blocked within the schools. that would be I think helpful for parents. >> I I would just speak I I think that's a
043good thing. I think it's a difficult thing too because everything's changing so fast. Like I just heard about Goth. I don't know if you guys heard G- A T H. >> Um it's in our caregivers slide down. So we point it out as well as something called SOL. >> Snap a picture on your phone of the math problem solve. Of course we know that students are actually using the Google search partner because of the AI overview. So, I'm not try I'm I wrestle with it because I think it just changes. So, >> if we were to make a list, I think we would >> update it. >> I think the thing as I >> make a list of things to watch for watch for these things when you're checking out a site. >> Yeah. To
044your point, >> um I I think they're great guard rails kind of don't do this. I when I think about preparing students for college, when I think about the skills and being a problem, you know, thoughtful problem solver in particular, it's I I think the concern for me is is this to me is not um a computer. This to me is um Wikipedia. When Wikipedia came out, um that was like a kid looking up an encyclopedia in their mind. And meanwhile, there there was a lot of nonfactual information in Wikipedia. And there still is. much better. Um, and but what I what was lost there was that kind of ability to research and critically think. And it's interesting just yesterday I heard a news story. It was staying in the car. Um, they interviewed a
045a college professor who isn't allowing AI. He's an English professor and he wants kids to be able to think creatively. and he said, "AI is a great tool for lots of things, but it's never going to help you learn how to think. It's never going to allow you to um kind of teach you those critical thinking skills which you need to develop on your own." Um now, again, how can it partner with that? And and so I guess part of me would like to see as we develop this in the future is is more on not just the don'ts, but what you lose out on when you use AI. I think if if I put [clears throat] in an a question to a math problem I just couldn't figure out. If it gave me all
046the work, then maybe that's going to help me learn how to solve that problem, where I went long. Um but if I just use it to write the answer down, that's different. So that that to me is my concern in a world where critical thinking skills are so crucial more and more in our world that in some ways how do how is this going to limit those that that creative problem solver the persistent innovator that that becomes a tension that I feel and that that this is what concerns me because Wikipedia was that thing you didn't need to critically think about you just copied and pasted and threw it in because that was your research paper. Um, and and that would be my concern for AI is that we're not we we want kids to
047not just assume that it's true. Fine. But how are we going to teach them how to discern that? I guess that's >> we're gonna live like it's the 60s. We're going to question everything. [laughter] >> I was just thinking we're right back to the 60s. >> I just don't Yeah. I feel like more and more we're assuming whatever we hear is true and I think that that's >> Yeah. >> So I want to share >> has to go back to the 60s then >> I want to share just a quick snippet. This is this is notebook Ellen. And so I played around with a a lot of this, but one of the things getting ready for our math committee where we're going to start looking at our our math curriculum K4 and one of the
048things that's really hard sometimes is to get those best practices at research, right? How do you know we find that and you know, first thing you go is, well, here's a bunch, you know, here's nine articles. Go ahead and read those. Yes. Yeah, that's a lot. I mean, you know, if you are in college working on your masters or doctorate, yes, if you're a classroom teacher who is actively teaching, reading nine articles can sometimes can be a lot. But this is why I like Notebook LM because you put in what you the articles that you want. And one of the things it does is it will come up with um an audio overview, video overview. This is the slide deck I used for the presentation, but it'll do flashcards. It'll do mind maps. It It's
049amazing. And you have a lot of control over this. So, I created this and it's really interesting. evolves. >> Picture that moment maybe when a teacher gave you this simple almost magical math rule. [clears throat] >> Perhaps it was about, I don't know, division. Or maybe that one we all seem to remember. When you multiply by 10, just add a zero. >> Mhm. >> Oh, that one's famous, >> right? It felt like this absolute key, like a secret password to solve the problem. You felt pretty smart. >> Instances [clears throat] what this is, it's a podcast. It is a podcast that create everything that's in this podcast was created from those articles and I I'm going to be working with a gentleman called Dr. Gabriel Matney from DGSU who is going to work with our
050teachers um to develop a common background of what best practices are in math. He is phenomenal. He he's he's really good. if you've heard about our math camps. He's the one that runs the math camps from BGSU. I sent this to him and I said, "What do you think?" He goes, "That was amazing." He said, "There are things in there that I would want them to emphasize more." He said, "Are you able to do that? Are you able to tell the AI when you create this, I want you to emphasize these points?" I said, "Absolutely." I said, "You can go in there and you can tell them. You can tell the AI, I want you to emphasize this piece out of this article a little bit more. It's amazing. It's 16 minutes. And in 16
051minutes, you're going to get from the the emphasis from these nine articles. And I was like, okay, so as a teacher, I could spend, you know, 15 minutes, 16 minutes. Maybe that's my ride home and I can listen to this and now I have a lot of that back. Do I have it all? >> No. >> But that's why we're bringing Dr. Matney in is to flesh all that out. So there is um when you start looking at how AI and I know that our teachers who are incredibly creative and and will harness whatever tools they can like Jason was talking about Corbin when I started showing this to our admins there I could see the light bulbs going off and I know that if teachers start to see these possibilities I'm telling you the
052light bulbs are going to go off. They're going to go, "Holy cow, we could do this." Just from a an accessibility standpoint to curriculum. So, you talk about a child who may have difficulty with the reading part of it. You know, those articles, can they still grasp the content and comprehend? Yeah, because their listening vocabulary and their auditory processing is phenomenal. They can do all that, >> but the reading part gets in the way. >> Well, I think the important part is you fed it the content. >> Exactly. >> It's not going out onto the internet grabbing content that maybe you don't necessarily need. Uh it's a great place to get like the long legislative updates that we have. >> Sometimes those are just things that pile up in my inbox. And so I've started
053to throw them in LM and just create a podcast for my ride home. and it does a it does a good enough job summarizing it that I can go home and say 186 I should be paying more attention to that. So, uh it at least summarizes it for me. It doesn't give me everything I need, but a lot of I get a lot of that every day. Three or four different newsletters on legislation and just things going on. Just the ability for me in a 30 minute commute to have that in a podcast every day if my daughter doesn't call in the middle of it is just perfect. But there's >> we are um I'm conscious of time since we have the executive session on top of this. I feel like if there's unless there's
054other specific questions or >> topics people want to bring up. >> Okay. >> Nice thoughtful love out loud guys. >> Thank you very much. Very cool. It fits into what that webinar I did um the other day and I wanted your permission to send you that because they just sent us the slide deck yes late yesterday. I think you'd be fascinated. They took it from more of a psychology viewpoint >> and it was just so well done. >> It was so well done and it also has a public YouTube YouTube um of it as well. So, I'll send that to you because I think it's a it's kind of like it's it's all the people who are complaining and it it kind of acknowledges the complaints but then gives you tools to deal with it.
055and it was it was just so good. >> Thank you very much. Um >> uh 5.1 uh we have a motion to approve to enter into executive session for the purpose of discussing the appointment, promotion or compensation of specific employees or officials. >> So moved. >> Second. >> Uh Mr. Alexander, Miss >> I got promoted. I got promoted to a new name. [laughter] >> Yes, >> your name's right in front of me. Uh, this is your roll call, please. I'm sorry. >> Yes. >> Mr. Yes. Um, we can just stay here if the sound is off. >> To clarify, there'll be no action. >> There will be no action. Correct. I will stop the reporting.