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برچسب: Using

  • How are college students using AI tools like ChatGPT?

    How are college students using AI tools like ChatGPT?


    “I find it most helpful for summarizing readings and just making really menial and time-consuming tasks a lot easier,” Miglani said. A premium ChatGPT subscriber, he said he regularly checks his math problems with the chatbot, though it often can’t handle the complex equations and concepts used in some of his classes.

    Miglani said the preliminary models of ChatGPT were “pretty rudimentary,” struggling to produce quality written answers and useful for mainly short-answer assignments and creating outlines for his essays. Now, ChatGPT and other AI tools, including Microsoft Edge and Gemini, are Miglani’s near-constant companions for homework tasks.

    For the first few semesters after ChatGPT’s debut, Miglani said students used it fairly freely without much concern about getting caught, as AI detection software didn’t yet exist. Now that commonly used submission programs like Turnitin allow professors to scan assignments for evidence of AI use, Miglani said he’s been more conscientious about writing essays that won’t be flagged. 

    “I have not gotten caught using AI yet,” he said. “In fact, now, as I take higher level courses, professors understand that people are going to use AI, and so I have started asking them, ‘Do you approve of AI use in and in what capacity?’” 

    Some of Miglani’s professors have allowed AI use for research and basic summarization, but many draw the line at using chatbots to generate citations or write essays.

    By Christina Chkarboul





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  • Steve Kuninsky On Using (FASE) Reading in Science

    Steve Kuninsky On Using (FASE) Reading in Science


    Steve Kuninsky is one of our twelve Cohort 3 Teach Like a Champion Fellows. His cohort began working with our team in December 2022 and just presented their final projects in January. Steve’s final project explored the use of FASE Reading in high school Chemistry at the Gwinnett School of Mathematics, Science, and Technology. If you are interested in becoming a TLAC Fellow or know someone who might be a good fit, applications for our fourth cohort are open and available here: https://teachlikeachampion.org/teach-like-champion-fellows/ and are due by May 30, 2025. 

     

     

    In order to become better readers, students need to read, and this is why I chose to study FASE Reading in Chemistry for my Fellows project. FASE reading is a systematic approach to having students read out loud and follow along as others read. The goal is to encourage reading that is Fluent, Accountable, Social, and Expressive.  

     

    For years, I would ask my AP Biology students to read their science textbooks in preparation for class. I was consistently frustrated by the lack of compliance and success with what I thought was a very simple request. 

     

    It turns out my request wasn’t actually so simple. I was asking students to read a college level textbook, understand concepts addressed in the text, and come to class with an understanding of those concepts. At some point, I started wondering if I was asking them to demonstrate mastery of a skill on which they had yet to develop proficiency. 

     

    In order to successfully make meaning from any text, students must read with fluency.  And in order to become fluent readers, they need to practice reading – something they typically don’t do enough of on their own, especially in science classes. What I needed was some way to help my students practice reading fluently in a way that held them accountable to participate, provided effective feedback, and modeled what fluent reading looks like.  

     

    In October 2023, I had the opportunity to attend the TLAC Reading Reconsidered Workshop. I had already experimented with FASE on my own, and this workshop inspired and equipped me to deepen my use of this technique. I had recently shifted from teaching AP Biology to Chemistry, which is a 9th grade course. FASE seemed like a great method for working on reading skills with my freshmen, who I knew would be expected to read a college level Biology textbook the following year.   

     

    What I love most about FASE is that it provides a low pressure/low stakes environment in which students can practice reading while receiving immediate feedback. Those who aren’t reading follow along, listen, and hear feedback offered to their peers.  

     

    Here’s a clip of the first time I used FASE Reading in my class back in August: 

     

    Planning and preparation are key to successful use of FASE. Prior to implementing FASE, explain to your students how they are expected to participate.  The video of my roll out is provided here for reference. One of the most important points to make is that mistakes are normal, expected, and ok – Reinforce that Culture of Error. 

     

    When preparing a text for FASE:  

    1. Plan reading sections and identify who will read each section in advance. Mark your copy of the text to indicate when you will transition between readers.  
    1. Keep reading durations short, but variable. 
    1. Keep readers unpredictable. Avoid going in a specific order that allows students to predict the next reader.  
    1. Intentionally match students to a text. Especially for struggling readers, look to provide a section that will challenge but not overwhelm them.  
    1. Identify what section(s) you will read to model fluency for your students – this is called bridging.  

     

    Here’s the text that I marked up for this first instance of FASE Reading in class. Note that the first sentence is marked for bridging (where I read to model fluency), and slashes indicate where I planned to transition between readers. Questions to ask after certain sentences are written on the document to help me check for understanding of students’ comprehension. I preselect students to read and keep a list of their names on a post-it note; this helps me ensure that I hear a multitude of voices across the classroom, and I can use my knowledge of students to determine which portion of the text I want them to read.  

     

     

    Perhaps at this point, you’re wondering how we got here. Some people think that students aren’t okay with reading out loud together. Right before the clip above, I gave a quick Roll Out of FASE Reading. I told students the purpose of the system and how they should expect to be invited to read and what they should do while peers read.  

     

    See my Roll Out of FASE Reading here: 

     

     

    My biggest takeaway is when reading out loud becomes a regular part of class, when mistakes are normalized, and when successes are celebrated, FASE can become a community building experience.  Your students will feel a sense of enjoyment and belonging as you work together with the common goal of reading fluency.  

     

     

     

    Want to bring FASE Reading to your campus or learn more about Science of Reading? Check out:  

     

    The Teach Like a Champion Guide to the Science of Reading: Translating Research to Reignite Joy and Meaning in the Classroom by Doug Lemov, Erica Woolway, and Colleen Driggs, addresses the pressing challenges educators face in effectively incorporating the Science of Reading into their instruction once students already know how to decode. By offering actionable guidance grounded in seven evidence-based principles, this book helps teachers elevate their instructional practices and better prepare students to be lifelong readers and thinkers. Coming out in late July! Preorder your copy here.  

     

    Plug and Plays: Check out our FASE Reading Plug and Play, a fully-scripted professional development session including the PowerPoint slides, videos, handout, and talking points here.  

     

    TLAC Online: Teachers can study Ways of Reading, including FASE Reading, in these 15-minute teacher-facing modules that include video, quick reading, and practice here. 

     

     

     



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  • Boston Globe: Harvard May Beat Trump by Using His Tactics

    Boston Globe: Harvard May Beat Trump by Using His Tactics


    James Pindell of The Boston Globe predicts that Harvard University has a better hand than Trump in their epic confrontation. Harvard, like Trump, can employ the tactics of delay, delay, appeal, delay, appeal, which Trump used to avoid accountability for provoking an insurrection and trying to overturn the election that he lost. Despite plentiful evidence of the greatest crime against our in our history, Trump used delay-and-appeal to evade punishment.

    Furthermore, Harvard has its pick of the best lawyers in the nation. And it has the funding to bear the burden of prolonged litigation.

    He writes:

    Harvard University is unrivaled when it comes to securing smart, high-powered legal advice, often from people who have the institution’s long-term interests at heart. Four of the nine current US Supreme Court justices are Harvard alumni. Retired Justice Stephen Breyer still maintains an office at the law school. And with a $53 billion endowment, Harvard can afford to hire virtually any white-shoe law firm it chooses.

    But as Harvard formally resisted the Trump administration’s latest round of demands this week — unprecedented even by the administration’s own standards — it seemed, ironically, that the university might be borrowing a legal strategy from President Trump himself.

    Step one: Deny any wrongdoing. Step two: Assemble a team of elite lawyers to challenge every question, motion, and investigation at length. Step three: Stall, delay, and wait it out.

    This is a playbook Trump has used for decades. Most recently, it served as the foundation of his legal strategy in three criminal trials during his post-presidency. In each case, he managed to use procedural maneuvers and aggressive delay tactics to his advantage.

    Sure, Trump’s ability to dodge accountability is often described as uniquely his own. But in this case, Harvard may actually hold the better cards, at least in terms of timing and institutional resilience.

    In just 600 days, Democrats could reclaim the majority in the US House of Representatives. In four years, Trump will no longer be president. (Speculation about a third term is a separate column.) Harvard, by contrast, was founded 389 years ago. Those entrusted with its future are planning for it to exist at least another 400. From that perspective, Trump’s second term is a blip.

    The Trump administration first went after Harvard two weeks ago, with what at the time was largely about antisemitism on campus following the Oct. 7 Hamas attack on Israel. But on Friday night, the Trump administration sent Harvard a second letter, escalating its pressure campaign. Unlike the first letter, which focused on claims of rampant antisemitism on campus and threatened a loss of federal research funding, this second demand went much further. The administration insisted that Harvard overhaul its hiring and admissions practices, abandon academic independence in curricular matters, and adopt some vague form of ideological “balance” — as defined by the administration now and in the future.

    And in another move right out of Trump’s own playbook, Harvard isn’t just preparing for court — it’s leveraging the standoff as a public relations opportunity.

    Columbia University, facing immense internal and external pressure, saw two university presidents resign in two years and ultimately made concessions. Harvard, too, had a president resign under pressure from conservatives in the wake of the Israel-Hamas war. But this week, by contrast, the school is being praised within academic circles for standing its ground. It is positioning itself as a standard-bearer for academic freedom and likely sees this moment as one that could define its leadership and credibility among peers.

    But in the long term, Harvard uniquely may have the resources and the legal muscle to delay without conceding a single point, at least until there is a new US president. It also has the financial cushion to cover essential programs it deems vital to its mission. This, for Harvard, is what a rainy day looks like — and it has a very large umbrella.

    The Trump administration apparently realized belatedly that they went too far in the demands they made in threatening Harvard. The New York Times reported that the letter demanding control of the curriculum, of admissions, and of “ideological diversity” among the faculty and students was sent in error and did not have the appropriate vetting.



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  • Using Wowzers with Google Classroom

    Using Wowzers with Google Classroom


    We’ve been receiving a lot of questions lately about how Wowzers can be used with Google Classroom. Google Classroom is a fantastic tool that helps students and teachers organize assignments, boost collaboration, and foster better communication, particularly for virtual learning. By assigning work from one central platform, teachers and students can easily find all their assignments, grades, and feedback in one location. We’ve put together some suggestions and tips on how to best incorporate Wowzers into this tool.

    Assign work through Google Classroom

    The first step is to assign specific content to students through Google Classroom. This can be a particular activity, section, or amount of time. For example, one of our teachers who currently uses Google Classroom often assigns, “Complete at least one lesson, game, and assessment in Wowzers.” This allows students to follow their own personalized curriculum path, but keeps all students moving at the same pace so no one gets left behind. When a student completes that assignment, they can mark it off as complete so you know it’s time to check their report. At that point, you can immediately review math concepts together using a digital whiteboard, if needed.

    Open a line of feedback

    Google Classroom allows students and teachers to communicate about particular assignments. Encourage students to provide feedback about each lesson. Was it too hard, too easy? Did they understand the content? Use this feedback to adjust the student’s curriculum path as needed, such as assigning an extra remediation video to reinforce a concept, or even moving them back to review a previous concept. Similarly, be sure to communicate back to your students. Congratulate them when they’re thriving or completing extra work, and provide support when they struggle. Let them know when you’re rewarding them with extra Wowzers coins.

    To keep a record of this communication, you can open up a private Google doc with each student and attach it directly to the assignment in Google Classroom. You could also consider using a digital whiteboard to review concepts and collaborate. To review a student’s progress, share your screen with the student, and go over their recent reports. It’s even possible to use tools such as Google Docs to group students into a collaborative discussion. This allows all students can participate and contribute.

    Provide supplemental activities

    Did you know Wowzers includes offline activities, worksheets, discussion questions, and projects as well? These supplemental materials are available as PDFs, which can be attached to an assignment in Google Classroom. You could even use Google Docs or Google Slides to have students work together as a group and prepare a write-up or presentation of their project to share with the rest of the class. Using the rubrics available in Wowzers, you can grade these supplemental activities directly in Google Classroom.

    Do you use Google Classroom alongside Wowzers? We’d love to hear your tips and tricks as well!



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  • Fellows at Work: Using Cold Call to Develop Better Doctors

    Fellows at Work: Using Cold Call to Develop Better Doctors


    It’s not this…

    Dr. Bob Arnold, Gerald J. and Dorothy R. Friedmans Chair in Palliative Care and Vice Chair for Professional Development at Mount Sinai’s Brookdale Department of Geriatrics and Palliative Medicine, and Dr. Rene Claxton, Director of Palliative Care Undergraduate and Graduate Medical Education at UPMC, are two of our twelve Teach Like a Champion Fellows from cohort 3. For their final projects. Bob and Rene studied Cold Call in the medical educator setting. They shared the following brief summary of their project! 

    If you are interested in becoming a TLAC Fellow or know someone who might be a good fit, applications for our fourth cohort are open and available here: https://teachlikeachampion.org/teach-like-champion-fellows/ and are due by May 30, 2025. 

     

    Cold Calling in Medical Education 

    For decades, medical educators have employed questioning as a teaching strategy. Senior doctors quiz learners, asking them questions until they do not know the answer and then moving on to a more senior member of the team. The focus is building on knowledge deficits.1 While learners felt this practice known as “pimping” (a gendered term for a demeaning practice) was a rite of passage, it did not cultivate psychological safety and its impact on learning is unclear. In the era of physician wellness, some educators called for the elimination of this form of questioning practice.2 

    Teach Like a Champion Fellows and physicians, Bob and Rene, honed in on the dissonance between their experience of pimping and their observation of exceptionally skilled educators employing questioning strategically to ensure voice equity, demonstrate loving accountability and ensure learning. They came up with the following differences: 

      Pimping  Cold Calling 
    Teacher intention 

     

    		 Highlight knowledge shortfall  Celebrate knowledge acquisition and maximize voice equity 

     
    Group dynamics 

     

    		 Reinforce hierarchy 

     

    Create supportive learning environment 

     
    Pre-requisite knowledge 

     

    		 None explicitly provided 

     

    		 Provided prior to questioning sequence 

     
    Learner errors

     

    		 Underscores learner knowledge deficit 

     

    		 Provides teacher insight into the success of their teaching (allows for checking for understanding) 

     

     

    As they brainstormed replacing the antiquated method of pimping with Cold Calling, they agreed on several core steps:  

    1. Start by outlining the rationale for cold call and distinguishing it from pimping in a short roll out speech. In Rene’s roll out for the first day of a series of fellows’ education, she makes sure to say:  

    What she’s doing 

     

    		 I’m going to call on people even if their hands aren’t raised 

     
    Why she’s doing it 

     

    		 Helps us gauge how good of job we are doing teaching…to help us stay engaged…what we pay attention to is what we learn 

     
    What to do if a learner doesn’t have the right answer 

     

    It’s okay if you don’t know the answer. That means you’re learning…that’s why you’re here … just say pass 

     

     

     

    2. Carefully craft and place Cold Call questions in the lesson to set students up for success. Don’t call on someone as a punishment or to call out that they were distracted. To ensure learners have pre-requisite knowledge, assign pre-reading prior to the class session. Use Wait Time to give the students time to think about a thoughtful answer. Use formative language by starting cold call questions with low-stakes phrases like, “Who can start us off?”   

     

    In this example, Bob planned a Turn and Talk before a Cold Call to help learners teach each other (increase motivation) and feel more confident in their responses. He transitions from the Turn and Talk to the Cold Call using low stakes phrasing by directing the group, “We’re going to go from team Becca to team Courtney and see how we do.”  

     

     

    3. Positively frame the Cold Call practice by repeatedly setting expectations that mistakes are part of learning and respond to mistakes with supportive phrases such as, “You’re 80% there” or “Who can build on that?” When the answer is wrong, use it as an opportunity for the group to learn together by using phrases like, “That is a common mistake that we can all learn from.” These phrases maintain accountability for learning while enhancing psychological safety. Learners are more excited to contribute when they know their answers will be taken seriously and used to promote their learning.  

    In Bob and Rene’s experience, medical students reported high satisfaction with Cold Calling – the key was making sure teachers perform the technique effectively–setting it up carefully and making it safe which allowed students to bring their best answers and appreciate what they do know. 

     

    References 

    1. An example of pimping from the television show ER: https://www.youtube.com/watch?v=qoT5QkGBjOA
    2. Chen DR, Priest KC. Pimping: a tradition of gendered disempowerment. BMC Med Educ. 2019;19(1):345. doi:10.1186/s12909-019-1761-1 

     

     

    Want to learn more?  

    Join us for our remote Engaging Academics in the Medical Educator Setting (four 90 minute remote sessions on May 22nd, May 29th, June 5th, and June 12th). Bob and Rene will be co-facilitating with the TLAC Team! Learn more and register here.  



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