This man was my elementary school principal for years. Great to see he's doing so well. Never forgot the powerful and easing presence he had. No principle I had after him came close. Gold standard educator 💯
5 characteristics of future AI-based lessons: 1. 6:52 Experience: Problem solving through discovery, exploration, and reflection - called active learning 2. 7:04 Ask questions about meaning. Encouraging students to identify their beliefs, to see the bigger picture. Generalize concepts, make learning personal by asking what does this information mean to you? Why is this information relevant? 3. 7:28 Connections to real world. Integrate new information into students knowledge. How does it relate to last weeks lesson? 4. 7:51 Feelings: Awareness, Empathy, Relations. 5. 8:27 Applications: Novelty, Creativity, Divergence, think outside the box
A good, tight treatment of what educators (in most any type of classroom) should be looking at in the brave, new world of AI. Marc, your 5 characteristics of learning deserves deep dives on all points and subpoints. To me what holds great promise is it's ability to give us more and better in-roads to personalized learning and differentiating instruction. Like any other "magic bullet" ed reforms and innovations of the past 30 years, I'm skeptical that it may only bring us accelerated mediocrity and an even further narrowing of the curriculum. I've recently found from an eight year old and a fourteen year old that kids have a surprisingly high sense of ethics...they want to be known for their own work and what they can accomplish. It was a pleasant surprise to me. Maybe some of us should stop barking up the wrong tree and put a little more trust in them. Now the potential equity issues to be wrought by AI is a completely different kettle of fish. Thank you for sharing your knowledge and experience. And I appreciate the practical advice and practical thinking you provided. Looking forward to more presentations.
This is so beautifully expressed. Implementing the new framework for learning will definitely the right way ...may be difficult ...but it is the right way ahead! :) Thanks Marc Natanagara
Excellent talk, very inspiring! One point where I slightly disagree was the "Reading the room" example: Actually AI systems can already read mood and sentiment very well (using both visual and audio clues) and are getting better at this every day.
We discuss that in my workshops, and even AI experts find that there are many more subtle clues than listening to words and identifying facial expressions when it comes to reading group emotions. Human senses and processing somehow pick through seemingly random and chaotic murmurs, glances, small gestures, vocal tones etc. I do think it likely AI will get better at all this. Thanks for sparking these kinds of conversations!
AI is an amazing tool that can help teachers meet the needs of different learners. Student engagement is at an all time low, using AI will increase student engagement. Students WANT to learn on technology and AI creates many different avenues for teachers to explore and use in the classroom.
Great ideas, but be very cautious about trying to limit future AI abilities to it's current limitations. No one thought that AI would be better at us on creativity scores, and yet, that was one of the first things that ChatGPT surpassed us in. AI could very well surpass us in "reading the room", determining someone's mood, or thinking out of the box. Possibly as soon as next year.
There are interesting suggestions here. But the implementation of these suggestions is very difficult indeed and there lies the problem. It's easy enough to know what to do but sometimes nearly impossible to do it. Always remember the story of the Owl and the Centipede.
I don't know that story! But we have been implementing everything I talk about here in several NJ for the past two years and soon to be in VT schools this year. I never say "impossible"! I'll post some of what these concepts have become in practice on my website after the next two conferences I'm running this month.
That laudable but pretty much impractical at scale. And, as long as we value degrees and certifications as access filters to work opportunity, it's also useless.
Your comment about what we value is very good one. That generally drives what we do. As far as "at scale," my work has always been about starting where we can have an impact (one classroom--> one school--> one district--> one state...) and working to help it spread from there. Isn't that how all evolution and revolutions happen?
As an educator for 24 years, I had a number of problems with this TED talk. For one, he provides a false dichotomy at the beginning (fight or flight). I agree we should see how AI can be applied to learning, but I don’t think all technology should necessarily be a part of that equation. As a writer (I’m a full-time professor, aspiring author), I use AI as an assistant, but as a writing teacher I would never suggest students to use AI in their writing process…not yet, at least. Should we monitor for cheating and the misuse of technology? Yes! Does that inhibit the trust that a teacher should give to their students? Well, I don’t think a teacher should fully trust their students…for their learning! Does a boss fully trust their employees? Shouldn’t a teacher help guide students away from methods that impede their learning? In short, I will stand up against the full embrace of any technology that impedes learning. And, no, that is not “fight” against AI. That’s discernment. If AI ever becomes more than a cheating tool, I’ll gladly use it in the classroom. I’ll give an analogy. Would I embrace students using technology like Google Glasses (are those still around?) when checking their understanding of historical events? No. Such technology would impede their learning of history if they could look up everything instead of putting it into their “bank of knowledge”, and a student who doesn’t know history will be doomed to watch it repeat on their smart devices. I also found his suggestions of what to do in the classroom “off-topic”. ;) His suggestions are how to teach without using AI. How is that suggesting the incorporation of AI into lessons?
This talk is not about incorporating AI into lessons. It's about being able to discern when to use a tool and not to based on its identified benefits and deficits, but ar more importantly- and I'm dismayed if that's not clear- using this moment to rethink the way we teach, assign work, and measure learning. Of course in 9 minutes everything is simplified, but in late 2022, the fight/flight dichotomy represented the only advice being offered. (Some educators opted for a third, which we also see in the animal kingdom: freeze.) Btw, I teach college intro to education classes and work with several universities, and college profs are the most difficult to nudge from their traditional ways, for whatever reasons you might imagine.
@@marcnatanagara6721 As I’ve told my colleagues recently with another situation, please feel free to use whatever resources and tools you wanna try out and report back to the group how it worked. I’m usually an early adopter of technology and known for being the go-to person to ask on how to integrate resources, but I stand by my thoughts on the integrated of AI in teaching languages and writing. Heck, I don’t even let my students use translators for the same reasons that it doesn’t allow them to practice what they know and are learning and leads them into bad habits of relying on technology to organize their thoughts in a structure that will better communicate with their audience. But I will continue to play with it as a writer and think how it might help students. Please feel free to report back how you use AI to teach. ;)
That are some thoughtful points you raised.. I understand your concerns about AI’s impact on how students learn and retain knowledge, but I see it a bit differently. For me, the question of whether memorizing information should still be a primary focus for students is central to this discussion on AI in education. AI is transforming how we work, much like previous innovations such as the internet, calculators, and spell-checkers did, challenging us to rethink skills and knowledge expectations. By handling more “general work,” AI allows students to focus on personal interests where their creativity and unique insights can flourish. Imagine an educational path where students receive a broad foundation but can specialize in skills they are truly passionate about. For instance, a student interested in design might explore new media like holograms. Such a personalized approach would be valuable in a future workforce that seeks not only basic skills but also creativity and originality - qualities that humans, unlike AI, can provide. In terms of factual knowledge: I believe the workplace is evolving such that retaining information may become less crucial. AI can retrieve information so quickly that it frees humans to cultivate unique abilities - emotional insight, critical thinking, and original ideas - that AI can’t replicate. Ultimately, we need to differentiate AI’s strengths from those of people. AI can support factual information needs, while humans bring unique sets of skills, curiosity, passion, and creativity. This requires a new approach to education, one that prepares students through personalized learning paths beyond simple knowledge transfer. What are your thoughts on how we might balance these strengths, allowing students to develop their unique skills alongside AI?
Winston Churchill was not the source for the statement "never let a crisis go to waste", it was Rahm Emanuel, Democrat in the US. It is poor speaking practice to alter history to avoid citing dubious sources.
This man was my elementary school principal for years. Great to see he's doing so well. Never forgot the powerful and easing presence he had. No principle I had after him came close. Gold standard educator 💯
Thank you, Carson!
Cccc❤❤❤🎉🎉🎉
5 characteristics of future AI-based lessons:
1. 6:52 Experience: Problem solving through discovery, exploration, and reflection - called active learning
2. 7:04 Ask questions about meaning. Encouraging students to identify their beliefs, to see the bigger picture. Generalize concepts, make learning personal by asking what does this information mean to you? Why is this information relevant?
3. 7:28 Connections to real world. Integrate new information into students knowledge. How does it relate to last weeks lesson?
4. 7:51 Feelings: Awareness, Empathy, Relations.
5. 8:27 Applications: Novelty, Creativity, Divergence, think outside the box
A good, tight treatment of what educators (in most any type of classroom) should be looking at in the brave, new world of AI. Marc, your 5 characteristics of learning deserves deep dives on all points and subpoints. To me what holds great promise is it's ability to give us more and better in-roads to personalized learning and differentiating instruction. Like any other "magic bullet" ed reforms and innovations of the past 30 years, I'm skeptical that it may only bring us accelerated mediocrity and an even further narrowing of the curriculum.
I've recently found from an eight year old and a fourteen year old that kids have a surprisingly high sense of ethics...they want to be known for their own work and what they can accomplish. It was a pleasant surprise to me. Maybe some of us should stop barking up the wrong tree and put a little more trust in them. Now the potential equity issues to be wrought by AI is a completely different kettle of fish.
Thank you for sharing your knowledge and experience. And I appreciate the practical advice and practical thinking you provided. Looking forward to more presentations.
Fabulous Ted talk, gave me a lot of hope for the future! Thank you Dr. Natanagara!
Such an incredible talk. Thank you!
This is so beautifully expressed. Implementing the new framework for learning will definitely the right way ...may be difficult ...but it is the right way ahead! :) Thanks Marc Natanagara
Excellent talk, very inspiring!
One point where I slightly disagree was the "Reading the room" example: Actually AI systems can already read mood and sentiment very well (using both visual and audio clues) and are getting better at this every day.
Can you give us some examples, APPS, robots names, projects maybe ?
We discuss that in my workshops, and even AI experts find that there are many more subtle clues than listening to words and identifying facial expressions when it comes to reading group emotions. Human senses and processing somehow pick through seemingly random and chaotic murmurs, glances, small gestures, vocal tones etc.
I do think it likely AI will get better at all this.
Thanks for sparking these kinds of conversations!
I agree with your suggested use of AI in the classroom. Active learning is what students must engage in to grow understanding. It's the only way.
AI is an amazing tool that can help teachers meet the needs of different learners. Student engagement is at an all time low, using AI will increase student engagement. Students WANT to learn on technology and AI creates many different avenues for teachers to explore and use in the classroom.
excellent!
Great ideas, but be very cautious about trying to limit future AI abilities to it's current limitations. No one thought that AI would be better at us on creativity scores, and yet, that was one of the first things that ChatGPT surpassed us in.
AI could very well surpass us in "reading the room", determining someone's mood, or thinking out of the box. Possibly as soon as next year.
Ai is a "co-teacher". Use it for assignment generation, student support, lesson planning
Very well said. The fact that we should emphasise human intelligence in areas where AI cannot.
There are interesting suggestions here. But the implementation of these suggestions is very difficult indeed and there lies the problem. It's easy enough to know what to do but sometimes nearly impossible to do it. Always remember the story of the Owl and the Centipede.
I don't know that story! But we have been implementing everything I talk about here in several NJ for the past two years and soon to be in VT schools this year. I never say "impossible"! I'll post some of what these concepts have become in practice on my website after the next two conferences I'm running this month.
Wonderful talk! Thank you for it.
So we are pushing everyone towards Philosophy.
Great observation! I almost always begin a new project discussing our beliefs and values. What we think drives what we do.
AI is a part of conciousness
That laudable but pretty much impractical at scale. And, as long as we value degrees and certifications as access filters to work opportunity, it's also useless.
Coming to an end , SOON .
Your comment about what we value is very good one. That generally drives what we do. As far as "at scale," my work has always been about starting where we can have an impact (one classroom--> one school--> one district--> one state...) and working to help it spread from there. Isn't that how all evolution and revolutions happen?
What questions can't AI answer?
It's no longer cheating .
As an educator for 24 years, I had a number of problems with this TED talk. For one, he provides a false dichotomy at the beginning (fight or flight). I agree we should see how AI can be applied to learning, but I don’t think all technology should necessarily be a part of that equation. As a writer (I’m a full-time professor, aspiring author), I use AI as an assistant, but as a writing teacher I would never suggest students to use AI in their writing process…not yet, at least. Should we monitor for cheating and the misuse of technology? Yes! Does that inhibit the trust that a teacher should give to their students? Well, I don’t think a teacher should fully trust their students…for their learning! Does a boss fully trust their employees? Shouldn’t a teacher help guide students away from methods that impede their learning? In short, I will stand up against the full embrace of any technology that impedes learning. And, no, that is not “fight” against AI. That’s discernment. If AI ever becomes more than a cheating tool, I’ll gladly use it in the classroom.
I’ll give an analogy. Would I embrace students using technology like Google Glasses (are those still around?) when checking their understanding of historical events? No. Such technology would impede their learning of history if they could look up everything instead of putting it into their “bank of knowledge”, and a student who doesn’t know history will be doomed to watch it repeat on their smart devices.
I also found his suggestions of what to do in the classroom “off-topic”. ;) His suggestions are how to teach without using AI. How is that suggesting the incorporation of AI into lessons?
This talk is not about incorporating AI into lessons. It's about being able to discern when to use a tool and not to based on its identified benefits and deficits, but ar more importantly- and I'm dismayed if that's not clear- using this moment to rethink the way we teach, assign work, and measure learning. Of course in 9 minutes everything is simplified, but in late 2022, the fight/flight dichotomy represented the only advice being offered. (Some educators opted for a third, which we also see in the animal kingdom: freeze.) Btw, I teach college intro to education classes and work with several universities, and college profs are the most difficult to nudge from their traditional ways, for whatever reasons you might imagine.
@@marcnatanagara6721 As I’ve told my colleagues recently with another situation, please feel free to use whatever resources and tools you wanna try out and report back to the group how it worked. I’m usually an early adopter of technology and known for being the go-to person to ask on how to integrate resources, but I stand by my thoughts on the integrated of AI in teaching languages and writing. Heck, I don’t even let my students use translators for the same reasons that it doesn’t allow them to practice what they know and are learning and leads them into bad habits of relying on technology to organize their thoughts in a structure that will better communicate with their audience.
But I will continue to play with it as a writer and think how it might help students. Please feel free to report back how you use AI to teach. ;)
That are some thoughtful points you raised..
I understand your concerns about AI’s impact on how students learn and retain knowledge, but I see it a bit differently. For me, the question of whether memorizing information should still be a primary focus for students is central to this discussion on AI in education.
AI is transforming how we work, much like previous innovations such as the internet, calculators, and spell-checkers did, challenging us to rethink skills and knowledge expectations. By handling more “general work,” AI allows students to focus on personal interests where their creativity and unique insights can flourish.
Imagine an educational path where students receive a broad foundation but can specialize in skills they are truly passionate about. For instance, a student interested in design might explore new media like holograms. Such a personalized approach would be valuable in a future workforce that seeks not only basic skills but also creativity and originality - qualities that humans, unlike AI, can provide.
In terms of factual knowledge: I believe the workplace is evolving such that retaining information may become less crucial. AI can retrieve information so quickly that it frees humans to cultivate unique abilities - emotional insight, critical thinking, and original ideas - that AI can’t replicate.
Ultimately, we need to differentiate AI’s strengths from those of people. AI can support factual information needs, while humans bring unique sets of skills, curiosity, passion, and creativity. This requires a new approach to education, one that prepares students through personalized learning paths beyond simple knowledge transfer.
What are your thoughts on how we might balance these strengths, allowing students to develop their unique skills alongside AI?
Wrong: with a good prompt AI can generalize and apply knowledge and write a report on what I have " learnt" in class where I slept
Winston Churchill was not the source for the statement "never let a crisis go to waste", it was Rahm Emanuel, Democrat in the US. It is poor speaking practice to alter history to avoid citing dubious sources.