Episode Transcript
Brent Warner 0:01
Do you find that you don’t have enough time to customize your lessons and materials in the way that you want for your students.

Ixchell Reyes 0:08
And this episode of the DIESOL podcast, we’re going to give you some ideas to get you organized with AI before you teach.

Brent Warner 0:29
Welcome to the DIESOL podcast where we focus on developing innovation in English as a second or other language. I am Brent Warner professor of ESL at Irvine Valley College. And I’m joined as always, with Ixchell Reyes, award winning instructor and teacher trainer and all sorts of other wonderful things. Ixchell how are you?

Ixchell Reyes 0:50
Pretty good. excited about today’s topic?

Brent Warner 0:53
Yeah. So we’re on episode 99. Here. So there’s gonna be a few changes coming up that we will talk about in a minute, but but I think we really want to jump into the topic today, which is AI conversation. So Ixchell, you’ve been having you did a presentation for some of your colleagues recently.

Ixchell Reyes 1:15
Yeah, and you did one, two, or you’ve done several recently. Yeah, we both been doing all around AI and how to use it. Yeah.

Brent Warner 1:24
And so one of the things that kind of came up was this idea that, you know, there’s separate ways to use things, right. So some teachers, a lot of teachers are really talking about how can they use it to prep and to get things going. There’s also using AI directly with your students. And finally, there’s kind of using it for assessment and all of those types of things. So kind of before class, during class and after class. And so today, we kind of want to talk a little bit about that idea of using it before class. Right. And so Ixchell I know that you had some conversations with your colleagues about that. And I think that’s what we’re going to jump in.

Ixchell Reyes 2:05
Alright, so first, it’s important to start with maybe a big level overview. And this is particularly specific to maybe when you know that what you’ll be teaching for that semester or that term? And so you want to start with curriculum building? Yeah,

Brent Warner 2:23
yeah. So curriculum building, for sure. So like you, you’re given a class, you know, what you’re going to be doing right, you kind of have this idea for things. And by the way, we can take these ideas to like, sometimes teachers just get thrown into a class with no instruction, right? And so actually, I think the AI conversation really would help out a lot there. So, but kind of take these ideas and apply them to your situation. But let’s we’re gonna kind of imagine at least you know, what’s going on what you’re supposed to be teaching. And so let’s start with the conversation around just bots. So Ixchell which bot are you using right now? Primarily?

Ixchell Reyes 3:01
Um, well, I’ve sort of moved on to co pilot. I’m, again, testing it out, seeing what kind of output it gives me. And if I have to do a lot of refinement. And so I sort of got tired of the just the layout of chat GPT and copilot, it looks a little fresher and crisper to my eyes right now. So, but I jumped between the two of them. Okay, so what have you been using yours?

Brent Warner 3:29
I still use GPT for the most part, but but actually right now, if you go into Gemini, so Google changed the name from Bard to Gemini. And by the way, copilot is Microsoft’s new name from what used to be Bing. All right. So messy. But anyway, so Gemini right now is giving a two free month access to their advanced level, their paid version. And so if you go into Gemini right now, gemini.google.com, you can play with that as well. So I’m experimenting with both. But the idea here is, if you go into whichever one you use, you can tell the bot some of these things, right? Number one, what level is the class that you’re working with? And Ixchell I would suggest that you’d be really specific with this, right? So you can’t really just say, beginner or intermediate or advanced, and that’s kind of a problem for English

Ixchell Reyes 4:25
learners. Right? We’re all English learners.

Brent Warner 4:29
Yeah. So you have to say something like suffer Level A one, right? Or, you know, a b two or whatever level your classes. Or if you have the TOEFL score that your classes generally add or whatever, whatever system you use, to be more specific, because then the bot can kind of understand and make adjustments for those levels. And then the things that you would put in would be your SLOs. So your student learning outcomes, whatever you’re expecting the students to learn or the objectives, a few other things you’re going to put in there. or is how long is your semester? How many times per week? Are you meeting? And then how long is each meeting, right? So if you put all that information in, and of course, you’re gonna say what the, the, you know what the name of the classes or whatever else it is, put that in, write it out as a sentence or a paragraph and tell it, hey, these are all the things that I’m trying to do. And I want to build a, you know, a 16 week curriculum or a 10 week curriculum or an outline for it, then that’s when things are gonna get started. But that’s not it, right?

Ixchell Reyes 5:35
Yeah. And then it’s important that if you don’t like the results, you’ve got to refine what you’re looking for, you gotta dig in. Perhaps this semester, you’re teaching the same class again, but you have holidays that are upcoming, or maybe you have midterms that you want to account for. So you want to talk to the bot and ask for it to customize those, you’ve really got to think of the bot as an assistant. So as specific as you can be, will give you better results. And the important thing is don’t don’t quit just because you didn’t like that initial result. Remember that you’re investing in that long term, ability to use what it’s giving you, right? Yeah, well, it should be saving your time. Especially if you’re teaching a brand new class and you don’t know what to do they suddenly give you your teaching computer skills for for 10 weeks for the next 10 weeks. And you haven’t taught it before. Well, this will make it a little less hard. Yeah.

Brent Warner 6:32
Well, I think also going back to that idea of talking to it, like it’s an assistant, right, when you’re talking to a person and you’re trying to do these things, they’re not always going to put make what you want it right, like, hey, you know, they don’t really set things up. Or maybe you weren’t as clear as you could have been. Or maybe you have to make adjustments and say, Hold on a second, I like this, but let’s make some changes here. And you have to be willing to do that same thing with the AI. Right. And I think that’s where a lot of people end up giving up as they’re like, oh, it’s not that great. I mean, it’s cool, but like, but

Ixchell Reyes 7:01
it’s not humanity got this. Yeah, it’s like, they just want to prove that it got it.

Brent Warner 7:05
As if somehow humans are always getting things, right. I keep kind of laughing about that the concept. It’s like, oh, it’s so bad. Like, you know, it’s like, well, humans are way less logical than all of this, but we work with them right to sort it out. So, so I think really digging in and having deeper conversations and being ready to say, okay, hold on a second, I’m going to work with this and see what comes out. And then the next thing inside of there, too, is you might say, Hey, hold on a second. I don’t like what you did for week two, can we switch week three and week two, and then readjust? The new week three, right? And so it’s okay, and it’ll do all that stuff for you. Right? So we’re so trained to kind of think of things as like, a one and done and then and then you can’t work with it anymore. But really, this is about that iterative process. And so as you’re building that curriculum or that outline, you know, work with it in sections and say, hey, I want to focus it on this part right now. Okay, now, I want to go back to the big idea. And, and it’s capable of doing all of those things, which is pretty amazing. Okay, so Ixchell next we’re going to talk about lesson plans. So how do you approach your lesson plans? Right? You know, what do you do when you’re thinking about your lesson plans.

Ixchell Reyes 8:20
I usually go by theme, it helps me to organize, looking at the theme, because everything is our curriculum is integrated. So I go by themes, and, and it’s a day by day type. Gotta finish this on day one, gotta finish this on day two, day three, etc. So it’s kind of a blend of both of them.

Brent Warner 8:41
Okay, so So you’re kind of bringing them together. And so some people do it, like, Hey, this is what I’m doing on this day. This is what I’m doing on that day. You know, some people who kind of have a little bit old school style of connecting it directly to a textbook, for example, they’re like, I’m gonna do chapter one, chapter two, whatever else it is. And so whatever you’re doing, you can put that in, right? So you can say, hey, let’s build a lesson plan for this day, or let’s build a series of lesson plans for this theme. Right? And so again, it will build those lesson plans out, right, and you can say, hey, I’ve got 90 minutes. break this down, make sure to include opportunities for students to interact with each other, make sure to include potential extension activities, if we run out of time, all of these things so that we kind of, you know, we know inherently they’re supposed to be there. But if you tell it, those things will be added in and it’s wonderful because then you’re like, oh, okay, I don’t have to worry if the timings right or you know, if I don’t have enough, like we always have a way to make supplemental materials inside of here. And sometimes I’ve spent hours just going well, what if it’s not long enough, right? I’m going to teach this one hour class and then I’m spending three hours thinking about like, what other things I can add just in case I run out of time. So now you can actually just Have these things and teachers with experience probably have a tool belt with them. But it’s nice to just be able to say, let’s get some variety not always Max, you know, doing the same things or mixing it up a little bit. So, so it works really well.

Ixchell Reyes 10:13
Yeah, and I think just, I think it’s important to remember that you’ve got to fine tune as you go along as we would with anything else. If we didn’t have ChatGPT or any of these bots, we would be fine tuning right, we would be fine tuning the lesson, we would go home and think about what went wrong, what could I have done differently, and we make notes for ourselves, hopefully, so that the next time we’re teaching it, we take that into account. But it’s the same thing with with these bots, I think it’s important to remember that the bot or any of these AIs doesn’t really replace who you are, you’ve got to bring your own style to it. And I think that’s what we see when we have the output from from a chatbot. But we don’t remember that it actually would have taken a human such a long time, sometimes the whole span of teaching that class for that semester to learn those lessons, right. And so we’ve got to work with the technology so that it actually gives us good feedback. Yeah,

Brent Warner 11:13
I want to take that back to a little bit of you know, old school or like learning how to teach conversation right? Back in the day, like, if you were teaching out of a book, right, the book would often give you the lesson plans and say, This is how you do it, right. But then as a teacher, you would still go in and make the changes and go, I don’t want to do this part or I do part right. And so it’s the same thing, right? It’s not it don’t be, you know, beholden to what it’s putting out, right? You can say, hey, I’m going to make my own adjustments. These are all just suggestions. And so keeping that in mind is really important.

Ixchell Reyes 11:46
Yeah, and I think the neat part here is, what if you need a sub for that week, and you already have, you need sub plans, for example, you can ask the bot to be like, Hey, I have create substitute plans, or, you know, add another version for week three, because perhaps you’re got surgery or whatnot. But this is a lot less. This is, I would say I would call it stress free, because I remember when I used to have to come up with sub lesson plans. And I was like, but I don’t want to give them the lesson I would have taught because that’s my good lesson. Yeah, and it would require them knowing all of these things that I did beforehand, and who knows who the sub is. And so I think, or someone who steps into the classroom that hasn’t taught but has to sub, or a brand new teacher, it just gives you like a skeleton to work from. And you’re not gonna, you’re not going to obviously, let that replace you.

Brent Warner 12:44
Well, that sub that sub thing is just awesome, too, because, because you know, you’re sick, or whatever’s going on, you’re like, I can’t do it. But like, you’re gonna so many teachers spent hours trying to build these sub plans out at the last minute. And now it’s like, I’m just gonna give something you might not even Yeah, and it’s like, now you’ve got like, a five minutes of thing, hey, here’s the things we’ve already done, let’s do a review class for the subbing or, you know, I want you to introduce just these basic concepts, and here’s how to do it. And then that’s good enough, right? So there’s, there’s just, you know, there’s like a feeling of a sigh of relief, just to be able to make some plans really quickly, especially on the fly. Because a lot of people say, Oh, just have a backup of sub plans and like, well, things happen throughout the class that don’t, you know, you know, they make changes, the students are asking different things, they moved in different directions. So I can’t necessarily just say, I’ve got this, this flood plan ready to go. I mean, it’s might be nice to have, but you can now customize it towards what you’re really doing that moment. So wonderful thing. Okay, next up here, and this one is a kind of a big one, but it’s content, right? I think the big thing, I’ve talked about this before, but one of the things that’s so important about AI is, we now have the opportunity to customize information for our students, right? To make things culturally and socially relevant to them. So whether that be worksheets and again, I know the worksheet conversation but paragraphs for readings, getting, you know, building scaffolding or content information, we don’t have to rely on whatever the textbooks are giving to us, or even like a news article that we have to go out and search out and find we can just say, hey, you know, write me a paragraph about right now is Taylor Swift at the Super Bowl, right? And you can make it relevant to you know, include, include these grammar forms inside of here so that we can now talk about this and it’ll write all those things out. Whereas we might have spent an hour or two hours, whatever it is trying to build that and make it nice. Now it’s like okay, we’ve got content, it’s hitting our grammar points, it’s hitting our language needs, whatever we’re trying to do, and I can bring that into the class immediately without having to do you know, I’ll read it but I don’t have To do tons and tons of work of thinking through everything. So what an amazing, amazing thing you can play with here.

Ixchell Reyes 15:08
Yeah, you can also ask the bot to make the media for you. I’m very big on images right now with AI. I’m having so much fun with that.

Brent Warner 15:17
And you’ve been sharing some of that sounds cool. On LinkedIn, kind of everybody, so come join us.

Ixchell Reyes 15:27
Yeah, I had resisted LinkedIn for a while. But yeah, making media is just awesome. Right now, even the stuff that doesn’t necessarily come out the way you want it to because it melds two cats together, for example, but, but that still adds to the class. It’s amazing now that you can build a slide deck, you can use cure a pod, and if you haven’t seen the most recent announcement, open AI is going to be releasing Surah, which is the tool to generate video. And I just think that’s amazing. What you could do to add a video of of a scene that your students want to take a look at, or you want to show differences between this and that. And if you wanted to show the differences between a live scene with real human beings versus the AI, you can have students talk about that, I think the way that that AI is helping us to build media like the, for example, captions, now you can have captions generated for something, all of that you can you can have it will make

Brent Warner 16:36
for you. And the other thing that’s cool about this too, and Ixchell like your your videos you put or the pictures you put up of like the cat mechanics or something like that, right. And it’s like, you can capture a student’s attention. So well, just by adding a little bit of weirdness to it, but still being on topic, right. And so that idea of the novelty, and before it’s like, oh, I would love that’d be cool. But like, I don’t have an artistic skill, I can’t draw that I can’t afford to pay someone to do that for this, you know, five minute activity. But now I can have really good, interesting novel, engaging images and videos of pretty much anything. And I can capture my students attention so much more quickly with it. So I love what that can

Ixchell Reyes 17:21
read. I think it’s reminding me of the way that Harry Potter when Harry Potter, you know, was the everyone’s obsession, when it was new, and how children wanted to read and adults wanted to read and they couldn’t put it down because it was just so imaginative, imaginative, right. And I think that AI does that for us. So well. Like just with an image, for example, yes, I can find a picture of people purchasing stuff. I don’t know how to restaurant and I want the students to talk about that. But what if now I changed the characters to chickens. And I always say everything’s so much more fun with chickens or cats. So make the characters cats make the characters. Chickens, what might they be saying? Why would you pass it? I mean, there’s just so much more imagination. Yeah, yeah, for sure. So and creativity embedded, I

Brent Warner 18:13
get a little bit wild, make it fun. And there’s tons of little ideas you can just throw in. And by the way, you could ask your students, hey, what kind of characters do you want next time around, and they might throw out some weird ideas to superhero. So there’s a lot to play with there.

Ixchell Reyes 18:32
Something new is happening. The 100th episode is coming up. And we want to hear from you. Yeah,

Brent Warner 18:39
so we’re asking people to share one to two minute voice recordings that share your go to teaching tip right. So if you want to be on the show, if you’ve if you’ve been listening, if you’ve been a fan, if you’ve been out there, this is kind of our hopefully we want to bring the community together a little bit, hear your voice on the show. And so share your tip.

Ixchell Reyes 18:59
Yeah, we’re thinking things like your favorite activity, something that just works a strategy to connect or engage your students. Any other tip that you think you couldn’t live without? Yeah.

Brent Warner 19:11
And so we can’t necessarily guarantee that every submission, we’ll make it on the show, but we want to hear from you. We’d love to hear from you. And so if you go to speak pipe.com/DIESOL That’s, of course, always the spelling is an issue as DIESOL or there’ll be a link in the show notes. But it’s really easy, you can just click a button and you can leave a voice message for us. We’ve already been getting some great ones in and so you’ll have about a week or so for if you listen to this at the time of this recording, you’ll have about a week or so to get it in if you want to share. It doesn’t have to be too crazy, but like a tool, a tip, a strategy, whatever it is that you’ve got going on that you liked, or let

Ixchell Reyes 19:49
it be crazy. Oh, I can’t

Brent Warner 19:53
I mean, it doesn’t have to be too crazy and like you don’t need to spend all your all day long thinking about it. I’m just saying like, what’s the one thing you go ot right you go, you jump into this thing, and we really want to hear. And I think, you know, for our 100th episode, that’s really what we wanted to focus on is like what people out there are doing and what they really love, and what they find is really effective in their classroom. So please give us a share, and speakpipe.com/DIESOL. And, again, link is in the show notes.

Okay, so we’ve got a couple last things. So activities, right building out activities, if you wanted to use AI to come up with creative activities, games, etc, to interact with the day’s content. So basically, you can already go into if you’ve, if you’ve been kind of following the steps inside of co pilot, or GPT, or whatever else it is that you’re using, you can then go say, hey, let’s take a look at this lesson plan for, you know, day 10, or whatever else it is. And I want to make some games around this how do what are some suggestions for things that this class can do for some games, right? And you could tell it what at what you have access to so say, hey, in our classroom, we have a projector, we have giant whiteboards, and I have a bunch of nerf balls, right? And so so you can say, Oh, you can make this kind of game or you can make this kind of, you know, physical activity or whatever else it is. And it will help you come up with things that are a little bit different right than maybe what you would have come up with yourself. And then of course it can you can say hey, can you also make the rules for me and make sure these rules are easy to understand that it doesn’t take too long to get started. And, and Ixchell we were talking about this a little bit before but like simplify the language or fun to fie the language by make it make it connect to the students, right. So you can you can turn these activities into something really fun, that maybe you hadn’t thought about before and make it some approaches that change things.

Ixchell Reyes 22:01
Yeah, one of the cool examples of this is that I wanted my students who are having trouble, they’re beginning level students, they were having trouble with tag questions and understanding that, especially from a Spanish speaking perspective, they get so confused. And I just think in general, tag questions are difficult for students to understand at first. So I asked Jack GPT to give me a game that would require the students to do some kind of physical activity to try to remember the concept of tag questions. And it did it gave me it said place two trash cans one with yes and one with no and have the students ask each other questions. And as they’re answering you, they have to, they have to throw something into the trashcan based on what they think that response should agree with. And so I just thought, wait a minute, I would have never come up with that. I would have said, Okay, let me try to figure out with a dialog, I would have kind of stuck to a very, probably a very paper based or dialogue based but yeah, but having them stand up and move now they would understand. Right? So activities and games, some of

Brent Warner 23:14
that TPR in there. Yeah. I love that. Yeah. So so make sure to add in comments about what you have available in your room, I said that thing about the Nerf balls just kind of off the top of my head. And then that’s almost exactly what it’s doing for you too, right? It’s like trashcan, trash,

Ixchell Reyes 23:28
like I would have never thought trash can. Cool. So we can also use AI for classroom management. Depending on how you’re you’re you what setup you have. You might have to create classroom roles. I’m in my classroom, we have roles every student has a role to play into for the week. And then that role might switch the following week. If I have the same students. You can gamify the systems if you want to have students earn points for I don’t know, keeping track of how much English they’re speaking and then this idea came came from our guests, Sally finkley, who spoke about English wargames. Oh, that’s right. Yeah. And how she creates roles and her Her style is very in depth. And I haven’t yet had the chance to fully incorporate English WarGames in my classroom as a gamification strategy. But I’ve started with roles. And initially I had my own roles that I wrote out. But they were just kind of boring and they lacked that fun ification I guess. And so I asked ChatGPT this week to take those roles that I wanted, for example, somebody who’s taking care of supplies the a classroom leader, that picks volunteers so that I’m not picking volunteers or that they can decide you know, when to read instructions first. something or a timekeeper who keeps us on time before breaks. And ChatGPT gave me a little bit snazzier language. And it even gave me ideas for icons that I could print out to designate those because we know that students like stickers and badges and I thought, oh, that’s, that’s actually really cool. My students would love that. And I’m talking here about adults, they would love that. So you can have, you know, you can have your AI tool built out student rotation system for jigsaws, perhaps if you have a large class, and you want to come up with groupings, and then switch those around, or dialogue partners, if you have a roster with the names and make, you know, to make sure that students get a chance to rotate with different different peers, a lot of ways that you can manage your classroom or at least get ideas because again, you’re not you’re not stuck with what it gives you. It gives you a place to start with. Yeah,

Brent Warner 25:55
I love that. Because you can really customize a lot, right? I like that idea. I’ve posted about this, I’ve tested it a few times. It’s like the jigsaw rotations, right. And you say, Hey, I’ve got all these students and they have to mix up into groups. And the next time they meet, I want them to be with different students and four times or whatever, right, and they can actually do that stuff for you. In a pretty quick way, large

Ixchell Reyes 26:14
classes. For large classes, if you’re teaching a class of 30 students, I had recently had a teacher in my class, when I was training, they have to teach 60 students at a time. So this would actually help them to try to incorporate some some kind of group work system that could that maybe would work. Well

Brent Warner 26:36
love it. Yes, 60s do lots of cool stuff to play for classroom management. But again, thinking about like all the things that you need to do before you go into classes, like there’s so much that you can save time with, right? These are things we kind of take for granted as like, Okay, this is just going to be part of everything, but it’s like okay, well I can save a bunch of time I can make these quicker I can I can get some different versions, things that maybe I wouldn’t have thought of by myself and so so I hope that all of these tips are some useful ways for everybody to take take a look at some ways that they can use AI before they step into the classroom

Ixchell Reyes 27:17
all right, it is time for our fun finds. And this time Brett, I have bell so ski Have you ever heard of her she is a believe she’s Malaysian. I found her through Instagram, Instagram, I love ethnic blends of, of, of music and also traditional instrument type, or the the use of traditional instruments and she blends Southeast Asian traditional ethnic instruments with pop and EDM. So it’s actually like the best of all worlds in my view, because I could listen to it at the gym and it pumps me up, but she is awesome. And she’s a one woman band. You can check her out on YouTube. She’s amazing. Very

Brent Warner 28:03
cool. Okay, so mine is I’m finally going for a beauty product here is the tangle teaser. Te is that probably good for beer. Oh, it’s actually for hair. It’s actually like designed for women but it’s like a scalp exfoliator so I’m gonna get a little bit gross here but I have stopped shampooing my hair. And or because I just think like all these chemicals that I’m putting in and as I’ve been pulling my hair out and I’m getting bald as I’m getting older, and so I stopped shampooing and I’m only using like, but I’m trying to scrub and you know keep my head clean. And so I found this thing that’s like an exfoliator it kind of keeps your head you know the balances out the oils I guess or whatever but like it’s just a brush with like the little little spikes on it, but it’s it’s pretty comfortable. It feels nice like after you get out of the shower or you didn’t do it inside of the shower. And yeah, so Tangle Teezer if you’re in such a need.

Ixchell Reyes 28:58
All right for the show notes and other episodes you can check out DIESOL.org/99 and you can find us on Instagram

Brent Warner 29:09
at DIESOLpod

Ixchell Reyes 29:12
at DIESOLpod

Brent Warner 29:13
You can find us on instagram, just go out there and find us! (laughter) Uh, DIESOLpod is the place. You can find me on most of the socials at @BrentGWarner.

Ixchell Reyes 29:25
And you can find me on most socials at @ixy_pixy that’s I X y underscore P I X Y or on LinkedIn.

Brent Warner 29:33
Yes, LinkedIn

Ixchell Reyes 29:35
Ixchell Reyes

Brent Warner 29:37
We’ll have links to that in the show notes as well. So Ixchell for the 90 minute episode. We haven’t really talked about this. I just want to squeeze this in at the last minute here. We are making some changes as we come up to 100. And so I want people to jump onto the website. Take a look. Well, some of you might have seen or recognized that we’re making a few changes to the format of the show. But we are changing a few things so will will Throw it out to the audience to see if you can find what parts were changing. nothing too major, but a little bit fun. So, for the 99th episode, before things do change, we’d like to say in English thank you for tuning in for

Ixchell Reyes 30:17
tuning in.

Brent Warner 30:20
Supposed to be in line with each other here. Come on. It’s like a sentence. Ready?

Ixchell Reyes 30:27
Thank you. Yeah.

Brent Warner 30:30
321 Thank you. Thank you for tuning in. for

Ixchell Reyes 30:35
tuning in. Are you like, No, I’m not sad at the same time.

Brent Warner 30:43
Are we delayed?

Ixchell Reyes 30:46
I don’t think so. You’re You’re

Brent Warner 30:49
too one. Thank you for tuning in.

Ixchell Reyes 30:53
We’re tuning in to the DIESOL

Brent Warner 30:55

Ixchell Reyes 30:58
We still can’t get it right. (laughter)

Brent Warner 31:00
Wait, can you do this in person? Can you say things at the same thing as people? I just really wondering if there’s a lag here if there’s like, No, you’re just like pranking me?

Ixchell Reyes 31:13
I’m not pranking you! (laughter) wait, pause

Brent Warner 31:15
you’re 100% pranking me (laughter)

Ixchell Reyes 31:16
No I’m not! (laughter)

Brent Warner 31:20
All right, Episode 99! Thanks, everybody. Have a good one.

AI tools are popping up everywhere! They’re embedded into nearly every tool available for teachers. In recent workshops, a commonly asked question from teachers is how they can use AI to help them prepare for classes. In this episode, Brent and Ixchell share ways to use AI as a time-saver and an organizing assistant as teachers plan out their classes.

Listen in for:

  • Strategies for curriculum building with AI, tailoring content to meet your class’s unique needs.
  • Tips for crafting engaging lesson plans that captivate students and streamline your teaching process.
  • Creative ideas for classroom activities and management techniques that save time and enhance learning.
  • How to personalize learning materials quickly and efficiently, keeping content relevant and stimulating.
  • And much more!

The 100th episode is coming up, and we want to hear from you! 

We’re asking people to share a 1-2 minute voice recording that shares your go-to teaching tip.  We’re thinking about things like your favorite activity, a tool that “just works”, a strategy to connect with your students, or any other tip that you couldn’t live without. We can’t guarantee that every submission will make it on the show, but we’d LOVE to hear from you: www.speakpipe.com/DIESOL.


Ixchell decided to try out planning an entire class term using ChatGPT! Check out the YouTube demo here. View the final document or read up on it at our sister blog, AI in ESL!

Fun Finds 

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