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Dear Stressed Me

Dr. Rachelle Dené Poth Leave a comment

Guest post by Dr. Amy Mathews-Perez, a Director of Special Programs in a public school in Central Texas. Connect with Amy on X (formerly Twitter) at @drgrowtoknow, on Facebook at DrAmy MP, or at her website dramyperez.com

I’m wondering how you read the title of this blog. Did you read it as Dear, Stressed Me (self pity-ish) or as the beginning of a letter? Either way works (and both apply at some point or another for all of us, right?) and serve as an opportunity to self-reflect on why you read it that way. The intention was that the title is the beginning of a note – to yourself.

We all get stressed out, no doubt. Stress is not a selective force – it impacts every one of us in different ways, at different times, for different reasons, for different lengths of time, and with different results/responses. If you have spent time reflecting, you’ve probably figured out (or are figuring out) how to talk yourself through these stressful times. There is a popular quote by Zig Ziglar: “The most influential person you will talk to all day is you.” There are also many varieties of this message floating around, but the point is the same: Self-talk is powerful.

The hard part about self-talk is easy to identify: judgment. We second guess ourselves, we feel silly, we want to do it “right.” However, I want to make you aware of two important things related to self-talk: (1) You already talk to yourself, whether out loud or just in your head -or both for some of us. When it is instinctive, we don’t pause to evaluate it, we just do it. Whether we are pumping ourselves up to do something challenging (EX: A job interview), calming ourselves down to get through something difficult (EX: Getting pulled over) or celebrating our success in getting something accomplished (EX: We got the job?). Here is your challenge: pay attention next time it happens, and then add to it with an intentional, positive phrase. The second thing I want to make you aware of is this: (2) There is no “right” or “perfect” way to do self-talk. You know yourself – or are learning about yourself. We figure out if we need a voice of rant, rage, encouragement, empowerment, cheer (or all of these). Some of us need a pep-talk, some of us need to be reminded to live up to our potential, some of us need to be remotivated with goals, some of us need a “no-excuses” approach, and some of us need empathy during times of stress.

We live, we learn; we stress, we recover; we breathe and continue going forward in learning.

Understanding the value of positive talk, encouragement and kindness, imagine if you could facilitate a positive outcome for someone else that is going through a stressful time. This blog provides a method for you to do that. Originally intended for leaders in work settings, this activity can be done with any group or person you choose.

Whatever your relationship (leader, friend, co-worker, etc.) I’m going to assume that you want to help others be their best; you do your best to meet the needs of others. There will be times when your support will be effective & that is awesome. However, other times, a person’s “self-talk” support can be more helpful than our support. A common situation we all face is that we get so busy we don’t take the time to think about motivating ourselves or others, much less by writing it down. So, here is an activity that capitalizes on creating that opportunity for others: it honors each person’s self-awareness/knowledge and allows you to support each person individually during stressful times. This is an activity that I’ve done with my staff for three years in a row and it has had multiple positive outcomes every time.

You pick the “Who” & the “When.”. Here is the “How” (then we’ll visit the benefits):

  • Give each person a blank note card & envelope. (have each person seated away from each other)
  • Have the person write their name on the envelope.
  • Ask each person to write themselves a “Dear Stressed Me” note. Assure them that this is 100% confidential; NO ONE will read their note.
  • Once they each complete the note, have them put it in the envelope that they put their name on – and seal the envelope.
  • Collect the envelopes and put them in a place you’ll remember.
  • During the school year, when you notice that one of those people is stressed out, hand-deliver their note to them. (If you want to give them a treat when you do that, that typically brings a smile; a Sonic drink, candy bar, favorite pen, etc., but this is not foundational to this activity)
  • When they say, “Thank you” (they typically do) you can respond with something like: “Don’t thank me, thank yourself.”

What they are really thanking you for is “seeing” them; acknowledging them, and showing care about them being stressed. Done with authenticity, this can build relationships, ease stress, and create a moment to take a breath. As an added benefit, it promotes the value of you being in tune with each person because YOU are going to give each person their own note….at a time that you notice they need it. Notice a need, share your care, and build resiliency.

I believe in positive intent, and I’m passionate about empowering and encouraging others. I hope that this has provided an easy action you can take, and, equally importantly, I hope you take time to validate yourself for the hard work you’ve done, the progress you’ve made, and your willingness to learn. If you use this activity & would like to share your outcomes, I’d appreciate the opportunity to connect. dramymp@gmail.com or on X @drgrowtoknow.

About Amy

Texas-born & raised, Amy is in her 32nd year of serving public education. General Ed. Teacher, SLP, Diagnostician, SPED Supervisor, Assistant Principal, Principal, and Director of Special Education are roles she’s held. She is the CEO of Making Education Special for All (M.E.S.A), an LLC dedicated to training, facilitation, consultation, and speaking engagements that revolve around information, motivation, and insights on why and how to make education special for all stakeholders. Her passions are communication, joy, authenticity, and empowerment. “Life is short but our influence is never-ending,” and Amy is committed to connecting with others through service and smiles.

Rachelle’s blog

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

Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of nine books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

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

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

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

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

Join my show on THRIVEinEDU on Facebook. Join the group here.

A look back at AI in education

Dr. Rachelle Dené Poth Leave a comment

 

A slight update of my first post on AI in 2018. Image above generated by AI.
 

Over the past seven years, I have focused on learning more about artificial intelligence. Initially I thought I understood the meaning of  AI. But I did not.

In early 2018, I noticed that AI was becoming an increasingly popular topic of discussion in the blogs that I was reading and in social media posts. When I first started thinking of AI, I had a flashback to the 2004 movie I, Robot, which starred Will Smith. In the movie, set in 2035, robots filled public service positions and were able to think like humans and take action. Then, I thought about virtual assistants such as Alexa and Siri. But what is AI, and how do we use it daily?

What is AI?

A quick Google search turns up more than 615 million results. AI is computer code that displays some form of intelligence, learning and problem-solving in what has been referred to as a “super intelligence.” AI “learns” on its own, and makes adjustments and improvements based on past iterations. As AI becomes “smarter,” its knowledge base grows, and it is able to complete more tasks. Digging a little deeper, I found #AskAboutAI, a research project launched by Getting Smart, which identified over 100 applications of AI.

Shehzad Najib, CEO and co-founder of Kinteract, told me a few years ago: “You shouldn’t notice that AI is working. You should notice that life is easier and you’re saving time.”

Keep that in mind. Here are a few ways that we interact with AI daily:

  • Communication: We all use email and receive a lot of spam. AI is used to streamline the amount of spam allowed through filters, and it continues to learn over time as you mark items as spam.
  • Travel: If you use driving apps such as Uber or Lyft, you have experienced machine learning, a form of AI that determines your estimated arrival time. In the airline industry, “human-steered” flight time is estimated to be about seven minutes, leaving the rest to autopilot, which is AI.
  • Social networks: Most people are engaging in some form of social media use. Years ago, Facebook shared results of how AI successfully detects spam but was not as successful at detecting hate speech or cyberbullying. When photos are used in social media, AI uses facial detection to suggest a name for photo tagging. If you’ve wondered how it recognizes your friends and family without even typing a name into the platform. It learns over time.
  • Shopping: Many people use Amazon and similar services. They are quite helpful, and who doesn’t appreciate it when suggestions are provided for other items of interest? AI analyzes your prior data and makes decisions based on your preferences over time.
  • Fraud protection: When making purchases online or in person, systems analyze your purchasing trends and locations and can immediately flag and send alerts for unusual transactions.

Were you familiar with all of these AI uses? Thinking back to Shehzad’s statement, these do save time and often go unnoticed because they are just performing what they have been programmed to do.

What can AI do for education?

One of the most interesting articles that I read during my initial research, came from an article in Forbes, which highlighted 10 ways to use AI in education. Looking at these, how much has changed? Remember, this article is from nearly 10 years ago, which was the original post before its update in 2017.

  1. AI can automate basic activities in education, such as grading.
  2. Educational software can be adapted to student needs.
  3. AI can point out places where courses need improvements.
  4. AI tutors can help support students.
  5. AI-driven programs can give students and educators helpful feedback.
  6. AI is altering how we find and interact with information.
  7. AI could change teachers’ roles.
  8. AI can make trial-and-error learning less intimidating.
  9. Data powered by AI can change how schools find, teach, and support students.
  10. AI could change where students learn, who teaches them, and how students acquire basic skills.

Regardless of the technology we choose to explore and use in education, we have to focus on the technology’s purpose. What are the benefits of using AI? Is it practical to use AI?

Time is always a consideration, and when it comes to providing authentic, meaningful, and personalized learning experiences for our students, we need to make the most of it. AI can make an impact here.

For example, students and teachers can connect and have instant access to resources that meet their specific needs. AI will make decisions based on responses and interactions.

AI can save teachers time in grading and help to provide differentiated instruction that adjusts as students continue to work through class materials. AI analyzes data faster, so teachers can act on it faster and, again, have more time to work with students.

We must actively explore the resources that are being shared in the education world today. There are many blogs, books, podcasts, webinars, and other learning opportunities for educators.  We have so many digital tools available to choose from. Have fun exploring but be mindful of not just the possibilities, but always focus on our responsibilities as educators. 

If you want to learn more, check out recent Edutopia and Getting Smart blogs. Many AI books are available, including my recent book. Keep on learning and growing, and don’t be afraid of not being the expert. We are all learning as we go!

About the Author:

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

Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of nine books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

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

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

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

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

Join my show on THRIVEinEDU on Facebook. Join the group here.

*

Exploring Careers Through Real-World Learning

Dr. Rachelle Dené Poth Leave a comment

We have experienced so many changes in the world of education and the world of work. Technology is constantly evolving, and skills in demand now may not be needed five years from now. Jobs are changing, technology is advancing rapidly, and careers that exist today may not exist in the future. We also have to remember that many jobs don’t exist yet that will need to be filled by the students in our classrooms today. How do we prepare for what we can’t truly know and understand? 

Students must have opportunities to explore a variety of topics and careers. They need experiences that will guide them to learn about their areas of interest and themselves. We need to spark curiosity about learning and help students discover what they might actually be interested in. 

Students must be active in learning and have time to explore the world around them. In some classrooms, students may experience passive learning and solely consume content rather than create it. To really enhance and transform learning for our students, we must create experiences that may even cause some good chaos. It might push us to shift from what has been a traditional classroom structure of our teaching practice. What I have learned by stepping out of my comfort zone and taking some risks is that learning can and should happen beyond our classroom space. We must embrace new learning models that promote student agency and spark student curiosity for learning. Using methods and creating opportunities that foster the development of essential SEL skills, we will best prepare students for the future through real-world learning opportunities. When they see the relevance of what they are learning and how that applies to the real world and careers that are available to them, it will boost interest and excitement for learning.

How do we prepare?

We have to consider which methods and tools will best meet the needs and interests of our students. In education, we have been focusing on developing “21st-century skills” for many years. We can’t possibly know everything about what the future holds for students when it comes to careers and specific skills, so to prepare, we must help students build a variety of skills, especially skills that are beneficial to many areas of work. Opportunities that support students as they learn how to adapt to changes and become flexible in learning and growing will prepare them for whatever the world of work will look like five, ten, or more years from now. I also recommend following the Job Skills Outlook Report shared by the World Economic Forum to look at the Top Ten Skills in Demand and gain insights into careers that are on the rise. In my STEAM class, we recently did some career research on areas such as Cybersecurity Experts, Ethical Hackers, Data Analysts, Smart City Developers and more.

Here are three more ways to spark curiosity for the future and engage students in career-focused learning:  

  1. CTE and Work-based learning: Students need to continue to learn about the career options that are available and how they may be changing. With CTE, work-based learning, and even job shadowing programs, students gain practical and real-world insights into different fields. Being able to experience what it is like in the work environment and interact with people working in careers of interest to students will have a bigger and more meaningful impact. By partnering with local businesses and professionals, inviting guest speakers, and involving students in real-world, hands-on projects, they will become more aware of the opportunities available. Through these experiences, they learn about what their interests are and how they can make an impact in the world.
  2. Place-based learning: By shifting our focus from solely the content area, we can identify a geographical area or the culture of a place as a way to build content knowledge and help students develop SEL skills. Through place-based learning, we place students into the community to collaborate with local businesses, entrepreneurs, and other organizations. These experiences allow students to apply the content they are learning in the real world and see the impact. These experiences foster the development of student agency, boost engagement and excitement for learning, and enhance student awareness of the issues in the world around them. To further engage students, we can arrange field trips to local industries, invite guest speakers to our schools, and have students research local challenges and offer solutions.
  3. Project-based learning (PBL): With PBL, students take the lead in deciding what they want to learn and how they want to learn it. With PBL, students choose an area of interest, design their own learning journey, and, throughout the experience, will see the “process” of learning rather than a finite endpoint. In our classroom, we explored a variety of student-chosen topics and also incorporated the United Nations Sustainable Development Goals (SDGs) into the projects. We can help students to become more globally aware and involved in finding solutions to challenges faced in the world. PBL helps students to become more independent in learning while developing essential SEL skills such as self-management and social awareness.

There are many more options available, but starting with just a few is the way to go. Think about your local community or reach to your global network. There are organizations available that help educators to provide these types of opportunities. While we may not know exactly which jobs will still exist, we do know that there are specific skills that will help students stay flexible and adapt to the changing landscape of learning and work. In real-world opportunities, students will make connections that will positively impact their learning and, hopefully, spark curiosity and excitement for learning!

About the Author:

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

Rachelle is an ISTE-certified educator and community leader and served as president of the ISTE Teacher Education Network. She was named the EdTech Trendsetter of 2024 by EdTech Digest, One of 30 K-12 IT Influencers to follow in 2021 and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of nine books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

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

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

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

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

Join my show on THRIVEinEDU on Facebook. Join the group here

Firefighting Mindset

Dr. Rachelle Dené Poth Leave a comment

Guest post by Kaylah Holland, Ed.D

Think of a problem you are currently experiencing. If you are like me, you have plenty of options to choose from. We are often stuck in a cycle of response when it comes to resolving challenges we regularly face resulting in the same problems cropping up again and again. In the book titled Upstream: the quest to solve problems before they happen, Chip and Dan Heath liken problem solving to a river – more solutions exist the farther upstream you are from the problem. What a great reminder that numerous solutions exist for every single challenge faced. However, if there are all of these solutions, how do I select the right one for my specific problem? Hence, the firefighting mindset!

Why firefighting?

The firefighting mindset is steeped in design thinking and comes from my work in the juvenile justice system. I have the privilege to work with educators and students in the juvenile justice system across the US. When traveling to secure schools, often located in detention centers and jails, I ask teachers how they are doing and typically get the same response, Oh you know, just putting out fires. This response led to the question, why are we always putting out the same fire or in other words, why are we always solving the same challenge? If we are stuck in a cycle of response, always putting out the same fire, then we are not actually solving the problem. If the Heath brothers are right and there are many solutions to each problem, how do we find them? We find them by changing our mindset toward the problems themselves. Firefighting becomes a metaphor for a way to see problems and challenges as opportunities for new ways of thinking and new solutions designed.

Putting Out Fires

Putting Out Fires as a mindset helps us to begin to understand problems at its core in order to truly end the problem with the most effective solution. Do you need a solution right now because you cannot take this problem for one more minute or this problem is harming students and must be stopped immediately? Or, do you have time to track data about the problem in order to effectively implement a solution? Not all problems are created equal and each deserves its own unique solution. We are often so busy that we try a one size fits all approach to problem solving. Instead, the firefighting mindset helps us to understand problems at their core and implement a solution designed specifically for the problem itself allowing us to truly end the cycle of response for that particular problem.

An example of the putting out fires mindset can be found in the use of metro turnstiles in Paris to create clean energy. Climate change is a rising issue across the globe. As each year brings more one-of-a-kind storms, wildfires, hurricanes, earthquakes, rising sea temperatures, and more, Paris began a groundbreaking project to harness green energy in an attempt to build a new energy source stopping the need for depleting the Earth of its natural resources. The solution is incredibly simple, “as commuters pass through the turnstiles, their movements spin the turbines, generating kinetic energy. Though each rotation produces a small amount of energy, the cumulative effect is significant due to the millions of daily commuters using the metro system” (TSUI, 2023). The use of turnstiles in Paris is the launching point of an innovative solution to creating clean energy. Imagine how much energy can be created from similar public transportation hotspots like airports, railway stations, office buildings, and more. “Initiatives that empower individuals to participate in the energy transition, even through daily activities, are vital in shaping a greener world” (TSUI, 2023).

This example embodies the firefighting mindset because the creators of this solution understood their specific problem, its root causes and symptoms, and designed a creative solution in a different area using a mundane action, going through the metro turnstiles, to create clean energy and help lessen the effects of climate change.

You can learn more about the firefighting approach to problem-solving by grabbing a copy of “Putting Out Fires: A Framework for Solving Problems in Your Classroom or School”. Releasing this summer, this book delves into the intricacies of the firefighting mindset, provides practical strategies for implementing creative solutions to problems you’re facing, and offers inspirational examples of problem solving at its finest just like the Paris metro turnstiles mentioned above. If this approach works for some of the most restrictive classrooms in the US, it can work for you too!

We all have challenges we face every single day. We can either allow the challenges to take over causing us to live in a consistent cycle of response. Or, you can take ownership of the problem, adjust your mentality, and design a unique solution to end the problem for good.

The fire alarm is ringing….let’s get started putting out those fires!

Kaylah Holland, Ed.D. Bio:

Dr. Kaylah Holland is passionate about empowering educators through professional development, one-on-one coaching, and innovative lesson design. She holds a Doctorate of Education in Instructional Design and Technology with extensive research in active learning environments. Driven by a passion for education, Dr. Holland consistently explores innovative methods to empower educators and champion student-centered classrooms. She is a Google Certified Innovator, Trainer, and Coach, a college professor, and an ISTE Community Leader. She was presented the “20 to Watch” award by ISTE in 2022 and was recognized by EdTech K-12 Magazine as a top 30 influencer in 2023. She was named a Featured Voice for ISTE in 2024. Dr. Holland is the author of Putting Out Fires: a Framework for Solving Problems in Your Classroom or School published in 2024. As the Director of Instructional Technology and Blended Learning for BreakFree Education, Kaylah empowers educators to foster innovative, sustainable, and active educational experiences inside juvenile justice facilities across the United States offering students held in confinement a path to success in school and life. She also works to empower educators across the globe as the founder of Go Teach Be Love, a nonprofit providing professional development to educators in developing countries, and the co-founder of Global Good Edu, a program recognizing the incredible impact educators are making around the world.

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

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

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

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

Join my show on THRIVEinEDU on Facebook. Join the group here

Learning Styles is a Myth

Dr. Rachelle Dené Poth Leave a comment

Learning Styles is a Myth!

Guest Post by Michael Cao & Evan Missakian

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

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

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

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

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

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

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

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

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

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

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

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

Author Bios:

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

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

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

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

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

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

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

Dr. Rachelle Dené Poth Leave a comment

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

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

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

Laura Homs Vilà from Couch Polyglot shares her experience:

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

Practical Strategies for Engaging Language Learning

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

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

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

How Kwizie works in 3 steps:

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

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

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

Impact

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

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

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

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

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

Helsinki, Finland

Bio:

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

Twitter/X: @Chrispetrie6

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

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

Dr. Rachelle Dené Poth Leave a comment

In collaboration with ReadSpeaker

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

Focus on accessibility

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

The benefits of TTS

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

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

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

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

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

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

About Rachelle’s blog

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Blogging to Counter False Knowledge

Dr. Rachelle Dené Poth Leave a comment

A Closer Look

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

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

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

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

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

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

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

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

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

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

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

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

Author Bios

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

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

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

References

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

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Facing the Fog

Dr. Rachelle Dené Poth Leave a comment

Guest post by Dr. Amy Mathews-Perez, a Director of Special Programs in a public school in Central Texas who also serves on the Board of Directors for the Texas Council of Administrators of Special Education (TCASE). Connect with Amy on X (formerly Twitter) at @drgrowtoknow and on Facebook at DrAmy MP.

Have you ever driven through fog? Depending on how dense it is, it can be eerie or ethereal. Sometimes the fog seems to just appear and other times, you can see it in the distance as you approach. When you are driving through dense fog, you tend to slow down because it can be hard to see what is right in front of you. Likewise, it can be difficult to know or see when the fog will end. There are times that it dissipates slowly, and other times when you drive right out of it sooner than expected.

Now, replace the image of fog with the challenges you are facing. “Challenges” can also be described as roadblocks, obstacles, or enigmas. There are many ways that fog and a challenge are similar. Perhaps if we consider those similarities both in CONTENT and APPROACH, we can improve our perspective and progress regarding challenges.

A key characteristic that fog and challenges have in common is that they are temporary…as long as you are moving through them. To stay stuck – or allow yourself to get stuck – in a challenge is like parking your car on the side of the road in the fog and just waiting until the fog goes away. What a waste of time and gas…plus you’ll be late to your destination! Face the fog with intention, cautious movement toward your goal and awareness of your surroundings.

Just like fog, sometimes challenges come out of nowhere – they blind you without warning, or they seem like “no big deal” until you get up close & personal. One potential response in that situation is to rush through and hope you get out of it soon, but that is a huge risk because you may not be able to see that vehicle coming toward you/up behind you until they are within 10 feet of you and then you have to REACT instead of respond. Same with challenges: if we rush through them without learning from them, without going slow enough to see the challenge in a different way, it can result in a crash between our goals and actions; that momentum of rushing can set us back instead of moving us forward.

Face the fog, don’t race the fog.

Just like challenges, fog can seem ubiquitous & consuming; it may blur our goals. But let’s think about it like this: What is fog made of? The condensation of water vapor; tiny liquid water droplets that hang in the air. What are challenges made of? The condensation of choices & opportunities that hang in your mental space. Embrace the mystery of progress, take the time you need to navigate your path and clarity to your goals as you face the fog.

About Amy

Texas-born & raised, Amy is in her 32nd year of serving public education. Her roles have included General Ed. Teacher, SLP, Diagnostician, SPED Supervisor, Assistant Principal, Principal and Director of Special Education.

She is the CEO of Making Education Special for All (M.E.S.A), an LLC dedicated to training, facilitation, consultation, and speaking engagements that revolve around information, motivation, and insights on why and how to make education special for all stakeholders. Her passions are communication, joy, authenticity, and empowerment.

“Life is short but our influence is never-ending,” and Amy is committed to connecting with others through service and smiles.

About Rachelle

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

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Junior Technology Leaders….

Dr. Rachelle Dené Poth Leave a comment

Guest blog by Dr. Susan Kandianis, Supervisor of Educational Technology, Colonial Intermediate Unit 20

Twitter: @IU20EdTech

Leading the Way with Student-Led Professional Development

Need some assistance with integrating a new technology resource into your lesson design? Curious about the free resources to teach digital citizenship skills? Call in the Junior Technology Leaders to assist and lead your professional learning session!

What is a Junior Technology Leader?

A Junior Technology Leader is a student in Grades 4-7 within the Colonial Intermediate Unit 20 region. Colonial Intermediate Unit 20 (CIU 20) is one of 29 intermediate units throughout Pennsylvania. CIU20 provides services and programs to schools, educators, families and students within Northampton, Pike and Monroe counties, and one of these programs includes the Junior Technology Leaders!

The creation of the Junior Technology Leader program was a joint effort of the CIU 20 technology and professional learning departments. The program was born out of a passion for delivering quality teaching and learning experiences with technology as well as a strategy to help break down barriers to technology tools/resources and professional learning. Today’s learners are growing up with digital tools, so why not have them provide learning sessions for the classmates as well as for their teachers? The educational technology team planned the curriculum for the first year of the program, basing lessons on current resources available to member school districts within the CIU 20 catchment…..and we were ready to roll!

The program began in 2017 with a small group; five teams and 15 students. Initially, there was a registration fee for the program as we worked to get the program off the ground. A team consisted of the school district advisor and three students. With school district administrative support for the program, advisors attended each session at CIU 20 with their students, and provided support for students back at their home school to complete the lessons and/or facilitation of a professional learning session.

Valuable feedback was key during our first year. Feedback was provided by program advisors and students via surveys at the end of each season. The lessons for the program were tailored to meet the needs of our attending teams.

What Does Student-Led Professional Development Look Like?

Junior Technology Leaders return to their schools with the provided lessons and resources to provide professional learning experiences at their home school. The professional learning experiences may be delivered to their classmates, teachers, and administrators (depending on the school.)

Student-led professional development is not a new concept, but it seems to be one that is challenging to bring into the school schedule. As shared in Unconventional (Poth, 2019), “creating an opportunity for students to provide feedback to teachers about what strategies and tools help them learn best, and add their different ideas into the classroom, will help students to

feel more valued in the classroom and create a more meaningful experience” (p.97.) (Reading this section in Unconventional was actually the inspiration to write this blog. More on how students provide student-led professional development in my next blog. I only have 900 words!)

How Does the Program Help Break Down the Digital Design Divide?
Student technology leaders can also make an impact on their schools by helping bridge the Digital Use Divide. As shared in the newly released 2024 National Educational Technology Plan, the Digital Design Divide, is an “inequitable implementation of instructional tasks supported by technology. On one side of this divide are students who are asked to actively use technology in
their learning to analyze, build, produce, and create using digital tools, and on the other, students  encountering instructional tasks where they are asked  to use technology for passive assignment completion” (U.S. Department of Education, 2024, p.9.)

The work of the Junior Technology Leaders addresses the Digital Design Divide. Their work helps break down barriers by sharing lessons and resources they obtain through the face-to-face sessions and taking them back to their school to provide engaging learning experiences. In doing so, the schools within our catchment can work to ensure that “all students have transformative, active, creative, critically thoughtful experiences supported by technology” (U.S. Department of Education, 2024, p.10).

What’s Next for the Junior Technology Leaders Program?

We continue to grow our Junior Technology Program. With the support of grants, we have been able to purchase enough resources to support our lessons, and we now offer the program at no cost to our member districts. Our Junior Technology Leaders have presented at faculty meetings in their schools, at the annual Junior Technology Leader Showcase at CIU 20 Central Office, at the Pennsylvania Educational Technology Conference & Expo (PETE &C) and twice at the International Society of Technology Conference (ISTE).

We continue to grow the program, and who knows where you will see our Junior Technology Leaders presenting next!

Resources:

Poth, R. (2019). Unconventional. EduMatch. Alexandria, VA.

U.S. Department of Education, Office of Educational Technology, National Educational Technology Plan, Washington, DC, 2024. https://tech.ed.gov

Colonial Intermediate Unit 20. Educational Technology. http://www.ciu20.org

About Rachelle

Follow Rachelle on Twitter (X) @Rdene915 and on Instagram @Rdene915. Rachelle has a podcast, ThriveinEDU, available at https://anchor.fm/rdene915.

Looking for PD for your school or keynotes for your conference? I provide in-person and virtual training on the following topics. If you want to learn more about and explore AI and ChatGPT, contact me to schedule! Rdene915@gmail.com or use the Book Me form on my website. bit.ly/thriveineduPD

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