Latest / Integrate This! Ed Tech Podcast / Controlling the AI Chaos: Executive Function, Coaching, & Classroom Support | with Stephanie Howell

Transcript

Controlling the AI Chaos: Executive Function, Coaching, & Classroom Support | with Stephanie Howell · Integrate This! Ed Tech Podcast

0:00
Welcome to Integrate This, your go -to EdTech
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podcast where curiosity meets classroom innovation.
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Join your hosts, David Berner and Jeremy Mikla,
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as we explore the rapidly evolving world of educational
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technology. From game -changing tools to insightful
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conversations with today's top EdTech voices,
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we're here to help educators stay informed, inspired,
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and ready to innovate. So tune in, level up,
0:25
and let's integrate this. Welcome to the Integrate
0:39
This Ed Tech podcast. I'm Jeremy Mikla and I'm
0:43
joined here as always by co -host David Berner.
0:46
And David and I are fortunate enough to have
0:48
a wonderful guest join us here today. We're really
0:50
thankful that you're able to be on the show with
0:53
us. And we have Stephanie Howell. And Stephanie
0:57
here, kind of as we kick things off, why don't
1:00
you kind of give us a little bit of background,
1:03
a little bit of information about, you know,
1:05
who you are, how did you get to this point in
1:09
your ed tech and ed tech and, you know, tech
1:12
and education journey? Yeah, so I actually did
1:15
not want to be an educator. I actually hated
1:18
school as a student. And so when I was in the
1:23
second grade, I was diagnosed with a learning
1:24
disability. School was extremely hard for me,
1:28
especially like reading and writing and The way
1:31
that I was taught was not something that I enjoyed.
1:34
A lot of my learning was direct instruction,
1:36
sitting in rows and the teacher was teaching.
1:39
I had to take notes and it just wasn't engaging.
1:42
I am the like hands -on active learner and just
1:46
being that passive learner was just something
1:49
that I was not excited about. So I'm like, okay,
1:52
I can't wait to graduate. I can't wait to, you
1:54
know, get into the real world. And then high
1:56
school came and I started to be a peer model
2:00
in a classroom with students that had more severe
2:04
disabilities, maybe physical like wheelchairs
2:07
or even just some type of like autism. And with
2:12
these students, I fell in love with supporting
2:15
and helping them learn. And so I was like, Oh,
2:18
no, I'm going in to be an educator. And so I
2:22
was I was kind of put into that path and I went
2:25
to college and just didn't love my experience
2:29
in college. And so I went online at Western Governors
2:33
University, and I absolutely loved the program.
2:36
They have mastery -based learning, and it was
2:39
very one -on -one where I would meet with my
2:41
mentor, meet with my professors, and it was just
2:44
a whole different learning experience than I
2:46
ever experienced in my entire career. So being
2:50
from that passive learner, sitting in rows, expected
2:53
to take notes, take a test on Friday, to project
2:57
-based learning and meeting with a mentor or
3:00
meeting with a professor one -on -one and having
3:03
conversations was something that I was like,
3:06
oh, this can be learning, right? It just completely
3:09
flipped. And so I continued my career and getting
3:13
my special education license. And I found a job
3:16
in Pickerington, Ohio. And I started to think
3:20
about how can I create this learning experience
3:24
for my students that are fifth graders to really
3:27
enjoy. Learning because I didn't in fifth grade,
3:30
right? Like I absolutely hated learning and so
3:33
I really challenged the way that some of my teachers
3:36
viewed learning this thing called Google classroom
3:39
I don't know if you guys know what that is but
3:41
came out in 2014 It was it was the first year
3:45
and I remember implementing it in my classroom
3:48
I was helping students with their writing and
3:51
I just gravitated towards technology because
3:53
it allowed me not to be right next to my kids
3:56
and giving them feedback and giving them support
3:59
and seeing how they were doing. And that independence
4:02
was not something that I had. I always had the
4:04
teacher right next to me. And I felt like, oh
4:06
my gosh, everyone knows how stupid I am right
4:08
now. Everyone knows I don't understand it because
4:11
I have my intervention specialist sitting right
4:13
next to me in my class or these type of things.
4:17
And so I was able to give that feedback to my
4:19
students in a whole other way. and use some of
4:22
that mastery -based learning that I learned at
4:23
Western Governors University to really empower
4:27
my students and to begin to model to like my
4:31
co -teachers, which then led me into instructional
4:34
coaching, which led me into being a technology
4:37
coordinator, teaching and learning coordinator.
4:39
And now I work at School AI. So that's kind of
4:42
my journey is started out rough, but really started
4:45
to transform the way that my students learned
4:47
as well. Yeah, and that David and I we've had
4:51
guests on the show and they talked about some
4:53
of the reasons why they first got into education
4:55
and it was because They were good at playing
4:57
the game of school right and they were they they
5:01
excelled and and to some extent I would say this
5:03
is true for me as well I school came especially
5:06
through high school came fairly easy for me it
5:09
felt like I was getting good grades I was doing
5:11
the things that you know the teachers expected
5:15
and I was rewarded with you know getting my diploma
5:17
at the end and and that is absolutely not the
5:20
case for everyone and I think it's really great
5:23
then to hear voices like yours to amplify um
5:27
the experiences of others in the classroom. So
5:29
was it Google Classroom that kind of was your
5:32
foray then into the educational technology space
5:36
and you were just able to like accelerate from
5:40
there and find more and more creative ways to
5:44
use technology to help accommodate the learning
5:47
needs of your students? Yeah, it was Google Classroom.
5:51
We had a Set of iPads that we had to share between
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five classrooms. I hogged them because nobody
5:57
else wanted to use them So I'm like, okay, I'll
6:00
use them, you know But what I loved about Google
6:02
classroom is I could give my students choices
6:04
So they could choose which writing prompt they
6:07
wanted to write with We also use some of the
6:10
dictation tools So if they struggled with getting
6:12
their words by typing they could actually say
6:15
their thoughts and ideas and then go in and kind
6:18
of work through rewriting them. So we did a lot
6:22
of fun kind of projects like that. Again, it
6:25
was geared towards my writing and I was a little
6:27
afraid like, okay, if we use too much of this,
6:29
right? Like they're gonna lose that magic. And
6:32
so I was like, nope, just once a week on Fridays,
6:34
we're using the iPads, like as that motivator,
6:37
as that carrot. And then soon I realized. that
6:41
there's other tools out there. And I think EdTech
6:43
was growing at that time, right? Like this is
6:46
right at the beginning of EdTech kind of blooming
6:48
before COVID, right? Like a lot of startup companies.
6:53
I mean, I remember using EdPuzzle, Kami, when
6:55
they first were out there and thinking, oh my
6:59
gosh, this is insane the way that we can transform
7:01
education. you know it what what has happened
7:07
since you know like the time you talked about
7:09
2014 is you know education technology keeps emerging
7:13
right um but what the the platforms and the tools
7:17
sometimes change but i think one thing that i
7:20
have noticed is what doesn't seem to change is
7:22
there's always a group, a subset of educators
7:26
who are reluctant to adapt to and embrace that
7:31
next segment of change that's coming, right?
7:36
It's iPads at one point. It's LMS capabilities,
7:41
whether it's with Google Classroom or any of
7:43
the others. And even emerging into today, it's
7:46
definitely generative AI. But I still notice
7:50
there's the same group of teachers that don't
7:53
want to embrace it, you know, like, and, you
7:56
know, when it can be used to help accelerate
7:59
the learning that is taking place for a student,
8:01
you know, how do you try to approach a teacher
8:04
and say, I know this isn't your forte, this isn't
8:08
your cup of tea. But if you embrace this, that
8:11
could really help this segment of students in
8:15
your classroom that are kind of being left, you
8:18
know, by the wayside. How do you try to connect
8:21
that to teachers? Yeah, I've dealt with a lot
8:25
of those teachers and I think my secret sauce
8:28
is letting them bent and there's like research
8:31
back of like creating that psychological safe
8:33
space first. So letting teachers really kind
8:37
of share. Hey, here is where I'm struggling in
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my classroom. This is why I don't want to use
8:43
that technology tool that you're trying to get
8:45
me to use like really allowing that that time
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for them to share Why they don't want to use
8:52
whatever it is or what what they're even scared
8:54
of and so building that relationship creating
8:57
that space for them to really share like maybe
9:00
it's time maybe they're afraid they're gonna
9:02
have tech issues maybe they're afraid students
9:05
are going to misbehave whatever that root cause
9:09
of them not using it giving them that time to
9:12
share and asking those questions if you need
9:14
to maybe dive a little deeper on that teacher
9:17
that that's not as willing to share and building
9:19
that relationship and then once they share you
9:23
know don't judge them for it, you know, kind
9:25
of be like, oh yeah, I can totally see where
9:28
your students might act up or I totally see this.
9:31
And then I would often offer to come in and support.
9:35
So I would say, okay, I see that. Can I come
9:37
in? You'll lead the lesson and I'll be there
9:40
as tech support. So if a student gets behind
9:43
or scared, you know, and if they get... off task,
9:48
I will be there to put them back on, right? And
9:50
so being there as that extra hand the first few
9:53
times is where I've seen teachers overcome, but
9:57
really allowing and not judging them of like,
10:00
come on, you've got to be using this. This is
10:02
2026. Why are we still not using our learning
10:05
management system or whatever that's going to
10:08
really off put them. And so it's building that
10:10
relationship, creating that safe space where
10:12
they're willing to try new tools with you. And
10:15
then also being there, being there. And I mean,
10:19
I've been in classrooms. We'll all show up because
10:22
I thought we had a same time. I made a Google
10:25
calendar invite. So that means it's happening.
10:27
Right. I show up in the classroom and the teacher
10:29
is like, oh, we're not doing that today. And
10:31
I'm like, but I, but I write, like, stop being
10:34
selfish. And it's like, OK, well, then can I
10:36
come back next Thursday? Can I come back later
10:39
this afternoon? Can I come back here? And I think
10:41
that constant like I am not leaving. I'm gonna
10:45
be here to support you has really shown some
10:49
of those teachers that have been a little bit
10:50
more hesitant that I am there to support them
10:53
and I'm there to listen to like I'm there to
10:55
listen to your your problems your pain points
10:58
and we're gonna solve them together Yeah, and
11:02
Stephanie I think that's a there's a lot of good
11:04
tips you just gave there as far as like helping
11:08
encourage teachers so that they don't maybe feel
11:10
like they're on an island and what so my one
11:13
of my questions is and we kind of hear this a
11:15
lot is like What do you do about the closed doors?
11:19
Like what's the what's the approach for the closed
11:21
door teachers? Is it like sending out a survey
11:25
to see who's interested in some coaching? Maybe
11:28
that still doesn't open the door. What have you
11:30
seen or maybe what have you tried to like? Try
11:33
to open some of those doors for those teachers
11:38
to open those doors. So this is kind of like
11:41
funny because I don't think you're meaning physical
11:42
doors, but middle school is where I kind of started
11:46
coaching. And a lot of those teachers would either
11:48
have the doors open or they would be shut. Like
11:50
you have your open classrooms and you have the
11:53
door shut classrooms as you're walking through
11:55
the halls as a coach. And so the open doors,
11:58
I feel like those teachers are willing to get
12:00
feedback. They're willing to innovate. They're
12:03
like, okay, come on in. And so I would do like
12:06
morning rounds where I would, and they might
12:08
not be morning, I just use the like doctor term,
12:11
where I would go from classroom to classroom
12:13
when I entered a building. I had three buildings
12:15
when I first started coaching and I would just
12:18
stop in. And at the beginning of me doing that,
12:21
teachers were like, what do you need? And I'm
12:24
like, nothing. I'm just, I'm just here. I'm just
12:27
here to see what the kids are doing, right? But
12:29
they're like, What do you need? And then later
12:32
that year, I actually needed something. And I'm
12:34
like, I really need you. And they would ignore
12:36
me because they thought I was just there to be
12:38
in the classroom. And I'm like, no, I really
12:40
have a question. I really do need you right now.
12:43
And they would just keep circling away from me.
12:45
And I'm like, OK, now they're used to me coming
12:48
in. But then you would have rooms where the doors
12:51
are shut. And it's kind of awkward. Let me think
12:55
about that physical door. If it's open, I feel
12:58
like I can just walk right in. quietly see what
13:00
the kids are doing, walk out. But the doors that
13:03
are shut, it sometimes feels like that's a blocker.
13:05
It's like that noise of you opening and it creaking
13:08
open or you're walking in and all the kids are
13:11
looking at you as you're walking in, like they
13:13
can see you walking in. And so a lot of times
13:17
with those teachers, right? It's again, building
13:19
those relationships. Sometimes I would sit down
13:21
with those teachers, figure out when their lunches.
13:24
I guess I'm like a high stalker, apparently.
13:27
But I would like find out like, what is their
13:29
schedule? Looking at the master schedule. Okay,
13:30
I'm going to eat lunch here and just build that
13:32
relationship. I'm going to listen. I'm going
13:34
to see what is going on. Is there something I
13:36
can help with? Is there a way that can support
13:39
them? I'm also really big into personality tests.
13:43
So when it comes of personality, I did this wrong,
13:46
right? Like we've got teachers that need me to
13:49
check in with them, see how they're doing, see
13:51
how their kids are. I am not like that. I am
13:54
the to -do list person. I'm like, all right,
13:55
let's get recording. Here's my to -do list. Let's
13:57
get it done, checked off the list. That's what
14:00
motivates me. But I would notice that there's
14:03
teachers that I'd be like, okay, let's get this
14:05
done. And I didn't even ask them how they were.
14:07
And so that right there was a relationship blocker.
14:11
And so rather than just being like, hey, how's
14:13
it going today? Or, hey, I know you had surgery
14:15
last week. How did your mom's surgery go? Or
14:17
how did your son's soccer game go this weekend?
14:20
And so instead of doing that, I would just jump
14:23
into the task. And so I realized I needed to
14:26
slow down for some of those teachers that really
14:29
needed me to check in with them. And then I got
14:32
placed at the junior high. I say I got placed
14:34
because it was not my... Not my choice. I was
14:37
like, I love the fifth and sixth grade. Now you're
14:39
moving me to seventh and eighth grade teachers.
14:42
What, right? Like those secondary teachers, they
14:44
have this like, sometimes sigma, and these teachers
14:48
would lock their doors. So in the middle school,
14:53
I could just open it, right? Have that awkward
14:55
creak, have that awkward moment of everyone staring
14:57
at me. In the junior high, I had to get out my
15:00
key, and I had to like, open. and unlock the
15:03
door to get into some of these classrooms or
15:05
knock on the door if I didn't have my keys on
15:07
me. And they were always like, oh, it's for safety
15:10
reasons that our doors are locked. But I really
15:14
think they were trying to keep people out. I
15:16
really feel like they were sometimes keeping
15:18
people out. And so with those type of teachers,
15:21
again, it was that relationship building and
15:24
really getting to know them. It does take time.
15:27
And I think also word of mouth, I would do something
15:31
with one teacher that started to trust me. And
15:33
then she would share with her TBT, her teacher
15:35
-based team, hey, Stephanie did this activity
15:38
with me. And then they would be like, hey, can
15:39
you share that with me? Can Stephanie come in
15:42
and try that with me? And we started to build.
15:45
So word of mouth and also just time of building
15:47
relationships. Yeah. And as you started to work,
15:53
and I really like your example of like, you're
15:56
approaching those teachers that are willing to
15:59
work with you and the word of mouth kind of gets
16:01
out. They're really interesting things that other
16:04
teachers are doing and that you're helping with
16:05
and all of that. How do you know when a teacher
16:08
or how did you start to develop knowing what
16:11
a teacher needed like in terms of did they just
16:14
need a resource? Did they want to do some code
16:17
teaching? Did they want to do or you know did
16:19
they need modeling of how to use something in
16:23
the classroom, say it's whatever, whatever tool
16:25
or just like someone to listen to. How did you
16:31
determine that kind of thing? Yeah, I think for
16:34
that I use the Google coaching model when I use
16:37
coaching. So that is where you start with a problem.
16:42
So really focused on kind of that. What is the
16:45
problem that this teacher is focusing in on?
16:48
And I did this wrong. I never. like knew this
16:51
framework. When I first started coaching, it
16:53
was kind of like, oh, just try things and see
16:55
what sticks. You know, I didn't really know.
16:57
And then I started to learn about GemNight and
17:00
Aguilera and, you know, this Google coaching
17:02
model. And so when I first started coaching,
17:04
I was kind of like, here is everything. Here's
17:08
all the tech tools. Here's all the resources.
17:10
And I wasn't aligning it to what they actually
17:13
needed or the curriculum or the goals. I was
17:15
just like, let's try this sparkly thing right
17:18
here. Let's try this. Right. And so I did it
17:22
wrong. I would say my first few years of coaching
17:25
and like figuring it out. And then I got introduced
17:28
to the Google coaching model where you start
17:30
with a problem. And so now with AI, I'm able
17:35
to create a space where students or teachers
17:39
or your students, they can join a space. And
17:42
I'll first kind of start. So for example, one
17:46
of the things that we were working on was like
17:48
executive functioning. A lot of teachers were
17:50
struggling with classroom management because
17:53
we were moving towards personalized learning.
17:55
Well, when you have your students sitting in
17:57
desk and rows and you're moving to that personalized
18:00
learning, that can be sometimes a struggle for
18:04
teachers. Now you've got active learners. Sometimes
18:08
you feel like you care more than the kids because
18:10
you're like get your work done and they're just
18:11
sitting there, right? I had students that would
18:14
say they're watching a video and the headphones
18:16
weren't even in and the video was on silent.
18:18
Like there was so many issues when we were trying
18:21
to move to personalized learning and so teachers
18:23
were resistant. They didn't want to do it. And
18:26
so what I what I did is I had this spreadsheet
18:29
of like 100 slides of resources. I overwhelmed.
18:34
a lot of teachers with those slides, right? And
18:38
so what I started to do with that Google coaching
18:40
model is I created a school AI space. I uploaded
18:44
those slides as resources and I started with,
18:49
okay, what is like a problem? I want you to just
18:52
think of one kid, right? Instead of thinking
18:53
of all 30 kids, think of one kid. So like I wanted
18:58
them to think of one word and I wanted them,
19:00
it was kind of a fixed mindset activity at the
19:03
start. So one of the words in the space was like
19:06
lazy, stubborn, messy, disruptive, right? Like
19:13
some of these hard words. So I want you to think
19:16
about yourself, okay? What word would you give
19:17
yourself, Jeremy and David? Are you messy? Are
19:22
you lazy? Are you stubborn? For me, it would
19:26
be impatient. Impatient, okay, yeah, yeah. What
19:31
about you, David? maybe like to, I don't know
19:37
if strict is the word, but I feel like it's,
19:41
I'm like very much like task at hand. Like I
19:44
need to finish the thing at hand. I don't know.
19:46
Okay. You're probably a little stubborn then,
19:48
right? Yeah. You can say that. Yeah. Cause you
19:50
can't like get over it. So it asks these teachers,
19:53
you know, what is your word for get full unmotivated?
19:56
Like they would pick a student. Typically we
19:58
usually don't focus on ourselves. So they would
20:01
pick their word. And then what would happen is
20:04
that word is aligned with an executive functioning
20:06
skill. So when I think of impatient, I'm like,
20:11
oh, you know, Jeremy's always impatient. That's
20:15
never going to change. right? But when I pair
20:17
that up with an executive functioning skill,
20:20
I think of skill. That's something that we can
20:22
work on, right? And so I'd hear these words in
20:26
the lunchroom. I would hear them as I'm walking
20:28
or in teacher planning meetings. And you know,
20:31
they would say like, Oh, my gosh, this kid is
20:33
so lazy. This kid is so stubborn. And so for
20:36
my son, he's a six year old. So he's in kindergarten,
20:39
and he's very stubborn. I'm like, that's who
20:42
he is. And so he struggled with going to school
20:45
this year. And so, you know, I'm like, okay,
20:47
I can either view this as stubborn or I can view
20:50
this as he needs to work on cognitive flexibility.
20:54
If I view it as cognitive flexibility, it's viewed
20:56
as like growth mindset. And that's where I'm
20:58
able to really dive into strategies that can
21:01
support him and have him improve. And so we started
21:05
to create this space. So instead of giving my
21:08
teachers 100 resources on executive functioning
21:10
strategies, they now went into the space. They
21:13
shared the students stubborn, the students impatient,
21:17
the student is this. And it would match it with
21:19
a executive functioning skill right in the space.
21:23
So rather than me working with 400 teachers going,
21:26
oh, here's your answer, here's your answer, here's
21:29
your answer, the space was able to automatically
21:32
make those connections and find those patterns
21:35
for who needed what resources. And so after I
21:40
said that my son was stubborn, right? And it
21:43
goes, oh, he's dealing with cognitive flexibility.
21:45
It reframes it as that skill. It then gives the
21:49
teachers three to four strategies, which is the
21:51
next step in that Google coaching model of here
21:55
are some, I'm gonna research. What are the strategies
21:57
that I can use to support my problem? The space
22:00
does that. So rather than teachers searching
22:03
through a hundred different slides for resources
22:05
and links, the space caters to what they said
22:10
and it personalizes those strategies to that
22:13
certain situation that they are struggling with
22:15
in their classroom to help them overcome. Yeah,
22:20
I really like that because you're really tailoring
22:22
that learning that's going to be taking place
22:24
to what those individual needs of students are
22:26
and you know, and the skills that are going to
22:30
help them become successful learners. And I think
22:33
that's a great step for teachers to be able to
22:37
make. But do you think that's the entry point
22:39
for most teachers or do you think most teachers
22:41
entry point to generative AI? Do they need a
22:46
softer entry into that pool? Then then starting
22:50
to personalize for every student like is it is
22:53
it something like yeah, you know, maybe with
22:55
helping them design Or improve some lesson plans
22:58
or tweaking assessments that they've given before
23:02
they get to that point or do you do you think
23:04
it's good to you know, like Jump into the pool
23:09
with a cannonball in the deep end. You know what
23:11
I mean? Yeah, I definitely think it depends on
23:13
the personality that you're working with but
23:16
a lot of times what I have noticed is teachers
23:19
first need that productivity when like, oh, I
23:23
can differentiate in just a few moments. Oh,
23:27
I can do this in just a few seconds. Oh, I can
23:30
find this resource and it can summarize or rewrite
23:32
my email. I think they sometimes need that concrete
23:35
example of how they can use it before kind of
23:40
using it within their lesson. I mean, our students
23:41
are using it regardless, right? Like our students
23:44
are probably exploring AI on their own with their
23:47
personal accounts, even if it's blocked on your
23:50
district network. And so how do you then decide,
23:55
OK, now I feel comfortable to dive in with the
23:57
student side, but I've noticed that as I'm supporting
24:00
teachers with AI implementation in districts.
24:03
It really has been that productivity piece of
24:06
like let me get comfortable first. OK, now that
24:09
I kind of understand that this is like using
24:10
patterns and how it kind of works and and all
24:13
of those things. OK, now I'm ready to create
24:16
that that resource or that learning activity
24:20
for my students. So you've talked a lot about.
24:24
you know, your space that you created in school
24:28
AI. Why did you choose school AI as a platform
24:32
when there's other educational AI alternatives
24:35
that are available? What made that best suited
24:38
to the situation that you described just a little
24:41
bit earlier? Yeah, I think it was the mission
24:45
control. So being able to see that data, because
24:47
in a coaching cycle, right, if I have 400 teachers,
24:51
I don't want them being in a gym or another platform
24:56
where I can't see what's happening. I was able
24:59
to create that space and I'm able to see all
25:01
of that data. I could add my principal or a co
25:04
-teacher into that space, and I can see all of
25:07
that data appearing up in the screen. I can say,
25:11
okay, who's struggling? I can even see the lesson
25:14
objectives that I have for this activity. And
25:18
I'm also modeling for teachers. So I'm able to
25:20
model to them, here's a technology tool that
25:23
you can use with students as well. So they're
25:26
able to kind of say, oh my gosh, I really liked
25:28
how this kind of choose your own PD adventure
25:30
worked out. And I love the strategies that it
25:33
gave me. They're able to take that and share
25:36
that with their students. But I was able to use
25:38
that data piece. And so the next piece of the
25:43
Google coaching model is first they identified.
25:47
So they identified that executive functioning
25:49
skill. We gave them strategies in the space.
25:52
And so the AI can kind of help me with that,
25:55
right? When I have 400 plus teachers, it can
25:57
help me do that piece. Now where I come in, because
26:02
we still need the human in the loop, is where
26:04
I come in is I can now support them with what
26:07
they implemented, what they decided. How do they,
26:10
do they need a co -teach? Do they need me to
26:12
model? Do they need me to create a resource?
26:14
Do they need me to send something? Maybe they're
26:16
struggling with something in the curriculum and
26:18
they need help with learning how to adapt it
26:20
using AI. So I'm able to use that data piece
26:23
and then I'm able to dive in to support that
26:27
coaching cycle with those teachers. And that's
26:30
where the human piece comes in. As they choose,
26:33
they have that ownership, that autonomy. And
26:35
now that they've chose that strategy, OK, how
26:37
can I go in and support them? I can see every
26:40
single chat history. I can also see as a whole
26:44
group. Let me pull this and kind of see who maybe
26:48
do I need to meet with? What professional development
26:50
should I give whole group? I can use that data
26:52
a lot faster to make decisions rather than everyone
26:55
copying and pasting their chat. to me. I think
27:01
you're dancing around a term here without using
27:03
it when you talk about giving the learners choices
27:07
in the modes and in ways in which they're going
27:10
to learn. And it's UDL, right? Universal Design
27:14
for Learning. And you've just been dancing around
27:17
it here with everything that you've been describing
27:20
here. In my experience, too, when I start talking
27:25
UDL, or I think it's a barrier for some teachers,
27:30
too. How do you try to lower that wall and make
27:36
it more attainable for teachers to really start
27:39
to consider those different types of choices
27:42
that learners need, the needs of learners when
27:46
designing their lessons, their assessments, and
27:50
anything else? Yeah, I think sometimes with UDL,
27:55
it is that executive functioning piece that our
27:59
students kind of struggle with, right? Because
28:01
again, if I'm up in front of the room, I have
28:04
control of my class, right? Like everyone's typically
28:06
quiet. They might not be engaged, but they're
28:09
quiet. And I think sometimes teachers think or...
28:12
administrators, a quiet classroom. Oh, they're
28:15
learning, right? They're so engaged. It's like
28:17
a library. And that's not always the case. I
28:20
think sometimes messy, noisy rooms are learning,
28:24
right? Because we're collaborating, we're talking,
28:26
we're working with a peer. And but we need sometimes
28:30
those executive functioning skills to really
28:32
be able to be active learners. And I think that
28:36
was sometimes the missing piece that we noticed
28:38
when we were trying to change from passive, right,
28:43
passive learners to those active learners. And
28:46
so for an example, I had a teacher that was had
28:51
a kind of a passive classroom where students
28:53
were listening. a lot to them lecture, right?
28:57
Taking notes from the board. And so what this
29:01
teacher was ready to do was they were willing
29:03
to try station rotation. And so we tried station
29:06
rotation or they tried it the first time without.
29:09
any support. And I think that's sometimes how
29:12
we learn is by failing, right? And so they set
29:15
it up like one station was the teacher, another
29:17
station was like a video on ed puzzle. Another
29:20
station was independent practice, where the students
29:23
were practicing like problem sets from Eureka.
29:26
Another station was where students were supposed
29:29
to be like working on some type of project in
29:32
a collaborative group. Okay, the teacher station
29:34
was good, right? The teacher was there monitoring
29:37
it. The video station, well, if you switch a
29:41
tab, the kids weren't on the video. They were
29:43
on a game, right? Then you have the guided practice
29:47
game where like they weren't completing all of
29:50
their work. And then you had the last station
29:52
where they were supposed to be working on a project
29:54
and they were talking about their weekend plans.
29:56
And so we really had to work through. What are
30:00
the pieces that we need to put in place to support
30:02
that station rotation, right? Because just having
30:05
it set up and saying go doesn't always work.
30:08
And so we really had to teach the kids. Here's
30:10
how you watch a video. You put your headphones
30:12
in, you hit play, you pause it, you take some
30:15
notes, you hit play, you pause it, you take some
30:18
notes, right? Like we really had to teach that
30:20
skill. And so even though it was a five minute
30:22
video, it should take you maybe 10 minutes total
30:25
to watch it because you're pausing. You're making
30:27
those connections, you're synthesizing the information,
30:30
and you're taking those notes. And so he was
30:33
adding those UDL principles in there by having
30:37
all of the video, listening, having that audio,
30:41
by having that practice set where students were
30:44
actually practicing that learning, working collaboratively,
30:47
his station with that teacher's station. But
30:50
there were just some different struggles. right?
30:53
Because there were skills missing within that
30:56
classroom. Maybe an agenda could support, right?
30:59
A timer for time management, planning and prioritizing.
31:03
And so having those UDL practices are really
31:07
important. But again, sometimes it feels out
31:09
of control when we're trying to support that
31:12
classroom. Do you think, is there like a checklist
31:15
or anything that a teacher should at least mentally
31:18
go through to help make sure that they are designing
31:21
with UDL in mind? Yeah, I mean there definitely
31:24
could be a checklist I've seen a couple and also
31:27
it kind of depends on the school district like
31:29
some districts use different frameworks as well
31:32
Madeline Hunter is another one, you know, and
31:35
so depending on what your district uses I've
31:38
even seen though more so principals have like
31:41
walkthrough checklists and I think maybe yeah
31:43
We should be sharing those with the teacher so
31:45
they know What is the principal actually looking
31:48
for when they're coming in and and sharing and
31:51
being transparent about that information? I think
31:53
is super important. So Stephanie, as you kind
31:58
of look at we've touched quite a bit on like
32:01
the individual classrooms, especially from the
32:03
coaching component and working with teachers.
32:06
As you look at. Like when you're you know, whether
32:10
it's you know your previous experiences at schools
32:13
or with school AI, how does it differ when you
32:17
start to like have a whole room full of teachers
32:20
with professional learning? Yeah, so coaching
32:24
is that like one -on -one small group coaching
32:26
where you're working really intensely with a
32:29
problem? Whole group is a little bit more crazy
32:32
right because you've got teachers With all levels
32:36
just like a classroom and I think sometimes What
32:39
I've noticed is my sessions at conferences are
32:43
very interactive I I'm usually like not that
32:46
sit -and -get type of person because I'm like
32:48
I hated that as a student And so I make people
32:50
get in. I've used Edge protocols. I've used different
32:54
technologies, school AI spaces during my sessions,
32:58
station rotation. And one person was like, I
33:01
just want to be a passive learner today. So I
33:04
don't know if I should attend your session. And
33:05
I'm like, oh right like oh that kind of hurt
33:09
like you you you want to check email and you
33:11
want to do other things rather than like growing
33:13
and learning uh in this experience but you know
33:16
with me like you are going to be expected uh
33:19
to do things in my session and so i think it's
33:23
kind of hard because i think sometimes teachers
33:26
want to be passive right like i want to be able
33:28
to check my email i want to be able to do certain
33:31
things that i've always done for years But we
33:34
really do need to change professional development
33:36
because we need to model what we expect to see
33:38
in the classroom. And so if we expect to see
33:41
sit, rows, passive learning, then yeah, that's
33:45
what our professional development should look
33:47
like. If we don't want that in our classrooms,
33:49
then I really do think it needs to be active.
33:52
It needs to be group work. It needs to be collaborative.
33:55
It needs to have different elements of good teaching
33:59
to support our learners and modeling that and
34:03
taking those instructional strategies that they
34:05
can take back into their classroom. So it really
34:09
kind of depends on the district. But I feel like
34:12
it is kind of hard, especially now that I work
34:14
with so many different districts. I have to be
34:16
like, OK, what is the culture? I don't always
34:19
have that relationship with the teachers beforehand.
34:22
And so it's just kind of like, OK, what is it
34:25
that they need? How can I support them? And then
34:29
how can I make this active and engaging for them?
34:32
And again, it kind of depends. If they only buy
34:35
one professional development, it's very difficult
34:38
because I don't have that relationship over an
34:41
hour, right? Compared to if they buy like a full
34:43
day or multiple sessions, then I'm able to build
34:46
that relationship and really dive in. Yeah, and
34:49
that resonates with Jeremy and I a lot because
34:52
in our position, we often are going into schools
34:56
and we might only go in for a day and then we
34:58
might not see that school again for a year. I
35:00
mean, particularly like this is the case with
35:02
all of the different AI trainings we've been
35:04
doing, right? So you, we very much agree, like
35:07
it's difficult when you don't have like, when
35:09
you're not part of the culture, like you're not
35:12
part of someone who's going around door to door
35:15
and the staff get to know you and that kind of
35:17
thing can make it a little bit difficult. One
35:21
other question I have for you is like when you
35:23
look at, And I'll just keep it in the AI context,
35:25
I guess, is that when you do go into a bigger
35:30
room for professional development. what do you
35:34
think works the best for reaching a variety of
35:37
different teachers? So if we just keep it in
35:39
the context of AI, we know that the way that
35:42
elementary is going to be using it is completely
35:44
different than what you might be doing at the
35:46
middle school, high school level. And this happens
35:49
a lot with other ed tech tools too, but just
35:52
with AI, what are the best methods for a large
35:56
group when you do have such a difference in not
36:00
only their personal, experience with AI and how
36:04
comfortable they feel, but just an implementation
36:07
of the variety of different classrooms that we
36:09
have. Yeah, cause like with AI for a lot of times,
36:13
high school, they are like, okay, my kids can
36:15
get on. They can do it. You know, they can, they
36:18
can get a sense for this. Elementary. Sometimes
36:21
our students don't know how to spell, right?
36:24
And so like that looks very different of using
36:27
the voice to text or even the teacher modeling
36:29
up on the screen first and then the kids diving
36:32
in. And so a lot of times when I'm doing my professional
36:36
development K -12 and I have all different teachers
36:39
in the classroom and you know, you got. regular
36:42
ed teachers, you've got science, math, social
36:45
studies, you have art, music, theater, right?
36:48
You've got all of the different folks. Sometimes
36:51
I do get lucky and they'll separate them out.
36:53
But usually what I will do is I'll try to pick
36:58
like a skill that is needed k -12. So sometimes
37:02
I'm like, okay, writing, right? Like a lot of
37:04
subjects need writing. So let's go ahead and
37:07
show how AI can support the writing process.
37:10
But it's also creating sometimes choice and naming.
37:15
Okay, here's what this might look like for a
37:18
kindergarten. But now let's talk about secondary,
37:20
right? And sometimes if, depending on the time,
37:23
if I can do breakout rooms and get them into
37:26
grade bands and having them kind of collaborate
37:29
too has been really helpful. But again, it depends
37:32
on how much time is given. But it can also be
37:35
helpful to just kind of name it. Like, OK, elementary
37:38
folks, here is how this can look. Here are secondary
37:42
folks. And I'm kind of like, my experience is
37:46
a lot more in that middle range. And so sometimes
37:49
I'm stuck like, OK, I feel like I'm just kind
37:51
of in that middle range. And I really have to
37:53
grow and think about, OK, how might an elementary
37:56
teacher? What are you thinking? And using, I
37:59
like to use Project Zero, which is from Harvard.
38:02
They have really good reflexes. of questions,
38:04
and I'll use those with teachers. So I might
38:06
even kind of say, okay, what do you see? What
38:08
do you think? What do you wonder? Right? Asking
38:10
them, okay, have them share in the chat, have
38:12
them share in the school AI space. And as they're
38:15
doing that, I can have them kind of gather that
38:18
information. And I can kind of collect and see
38:21
and point out what they're sharing too. I also
38:24
like to set timers. Again, my sessions are not
38:26
passive. OK, I'm going to model this. Now you
38:30
go and you create. We're going to first start
38:32
with productivity just because, again, it depends
38:35
on where the school is. If they've already had
38:38
a session on maybe using AI with productivity,
38:41
let's move into the student side of it. But I
38:44
usually will show them, here's how we can differentiate.
38:47
Here's how we can support another. reading level,
38:51
here's how we can help with this. And then I
38:53
move into, okay, this next side, we're gonna
38:56
learn how to create a learning experience and
39:00
kind of thinking through the framework, right?
39:01
Because I think sometimes with AI, teachers are
39:05
like, well, when would I use this, right? And
39:07
so thinking through our lesson, thinking through
39:10
the parts of our learning, right? At the beginning,
39:13
we try to hook our students with prior knowledge.
39:16
Well, I can create a space that inspires, that
39:19
sparks curiosity, that gets my students excited
39:21
about a topic, builds vocabulary, builds prior
39:24
knowledge. I can then move into like a formative
39:27
assessment, right? That's usually the next part
39:30
of learning. And so how would this look kind
39:32
of like substituting what they've done on paper?
39:35
into maybe using AI to support that instruction.
39:39
And when I tell them to, and I have them think
39:41
about, I usually have them in a school AI space
39:44
where I'm like, okay, think about how would this
39:46
feel different if you did this on paper, right?
39:49
Like think about your bell ringers. If you do
39:51
this on piece of paper, I have to go around as
39:54
a teacher and push for deeper learning. Well,
39:57
why did you say that? Why do you think that,
39:59
right? Like if a kid just writes one sentence,
40:01
the paper is not pushing back. It is not pushing
40:03
back on their thinking. And so for me, as a teacher,
40:06
I would have to run, get 10 ,000 steps by period
40:10
fourth, right? And I'm like, okay, keep going,
40:12
keep going. but with the AI, it can really push
40:15
their learning into deeper levels of thinking.
40:17
And so we talk about that too, of like, you know,
40:20
paper's not bad, but when can I use this instead
40:23
to support that deeper learning? And so just
40:26
kind of giving them those examples, giving them
40:29
time to fail forward and try things and break
40:32
it, and I'm there to support them is really helpful.
40:36
And then again, it depends on the district where
40:38
I struggle because I'm such a advocate for coaching
40:41
is the schools that don't have a coach. And there's
40:43
a lot of schools in Ohio right now that are cutting
40:45
coaching. And I'm not OK with that, right? Like
40:48
I am. I am not OK with that because sometimes
40:51
I'll do like a coach that coaches type of session
40:54
and then they go and train and work with their
40:56
teachers, which I absolutely love and adore.
40:59
But other times I'm like, OK, go try this in
41:02
your classroom. Well, I'm up in Ohio. If I'm
41:04
teaching a teacher in Kentucky, I can't just
41:08
go to Kentucky and coach them, right? Like sometimes
41:10
in Ohio, I can. But if that district doesn't
41:14
have coaches to help that teacher. I'm like,
41:17
okay, well, who's going to be there to support
41:19
them, right? And so trying to tie it back to
41:22
maybe their teacher based team. So if they don't
41:24
have coaches, which again, I disagree with, but
41:26
I get it. They have to work with their teacher
41:28
based team to have that kind of conversation
41:31
and talk about how they're using that within
41:33
their classroom. But that that kind of skill
41:36
and so just taking those skills that they're
41:37
already doing in their classroom that really
41:39
support great teaching and helping teachers walk
41:42
through and model that. Yeah, and I want to pivot
41:46
here just for a second because you had brought
41:48
up just the reality of not having available coaches
41:53
or just an available support to learn how to
41:57
implement EdTech. So as you are looking at the
42:03
current landscape, and I know you have your own
42:06
organization for learning too, GoalDBU. So with
42:11
that, What are ways that some of those teachers
42:14
can get into those learning opportunities being
42:20
that they don't have someone that's like directly
42:22
at the district? Yeah, there's a lot of different
42:26
resources I think out there, right? If you get
42:28
on social media, you can find a friend connecting
42:31
at conferences and finding those people too.
42:35
But I think where sometimes we get stuck in.
42:38
I did my first couple years is feeling like I
42:40
was only able to collaborate with people in my
42:43
district, right? And then I got accepted into
42:46
the Google Innovator program, got sent to Sydney,
42:48
Australia. And I'm like, oh my gosh, there's
42:50
all these educators out here outside of my. my
42:53
little district. And so I was able to learn and
42:56
make friendships and really start to reach out
42:59
to people. So reach out to people. Educators
43:01
are wonderful humans, and I think sometimes teachers
43:04
feel stuck by those four walls or they're exhausted.
43:09
But collaborating, having conversations, and
43:12
connecting. One of the ways that I do it now,
43:16
because I work at home a lot of times, is I use
43:18
Marco Polo. So Marco Polo is a video app where
43:21
you video call somebody. They can't interrupt
43:25
you. It's not like a phone call where they come
43:27
in and out. Like I just talk for 20 minutes to
43:30
some of those folks. Or sometimes it's five minutes.
43:32
Sometimes it's two minutes. Sometimes it's, you
43:34
know, three minutes. And you can just really
43:37
think through a problem that you're having. and
43:39
you're able to kind of talk it through and then
43:41
that person listens and then they respond back
43:43
to you. And so that is one way that I have really
43:46
connected with a lot of educators right now is
43:49
through Marco Polo. And so like, I mean, I had
43:53
maybe six messages today and I'm like, okay,
43:55
let me go through these. Some of them were two
43:56
minutes, some of them were 10 minutes, and I'm
43:58
just listening, right? And we're giving advice,
44:01
we're solving problems, we're thinking through
44:03
how can we add some ideas into this lesson? How
44:07
can we support this? And so I think there's no
44:10
really excuse, right? for this because again,
44:14
this is asynchronous. I can respond in two days.
44:16
I can respond in a minute. I can respond in four
44:18
days, right? Like I can decide when I respond.
44:22
There's also WhatsApp groups where teachers can
44:24
collaborate and communicate. But I think sometimes
44:27
you have to be the one that steps up first and
44:30
say, hey, let's be friends. I'm dealing with
44:33
this. Do you want to help me with it? I noticed
44:35
some of the things that you're doing on social
44:37
media or hey, I use this resource resource like
44:40
really telling people like, hey, I use this and
44:43
it was amazing. Thank you for creating that because
44:45
it took them time to create educators are some
44:47
of the most giving people on this planet. I do
44:51
know there are paid coaching services. So I know
44:54
if you need like paid, I'm sure there's something
44:56
out there for you. But a lot of folks will just
44:59
want to be your friend and help you. That's one
45:05
tool that I have not heard of before. I have
45:09
not. I'm gonna add that to my list of something
45:12
I need to check out here. I have a spreadsheet
45:15
of, I just call it things to check out. And every
45:20
month I try to update it or try to pick an afternoon
45:22
each month where I go through and of all those
45:25
things that I've accumulated, I try to check
45:27
them off so at least I'm familiar with them or
45:29
if I've got. Something looks like something I
45:31
need to share to a particular person or group
45:34
because I know it's going to fit for them. That
45:37
sounds like a great way to kind of to do some
45:40
of those things and combine it and also just
45:43
kind of be that I just need someone to listen
45:44
to me, you know, kind of thing where happens
45:46
all the time. If you need a friend, I'm on there.
45:49
Jeremy, we can connect. I can listen to your
45:52
problems. You can listen to mine. And we can
45:54
just give advice and it's like a coaching cycle
45:56
because like what's nice about it too is it's
45:59
really reflective because you're not being interrupted,
46:00
right? Like you can record as long as you need
46:03
to. One thing that I want to make sure that we
46:08
definitely get to here before we wrap up our
46:11
time here together is a few years ago, I know
46:13
you wrote a book, Controlling the Chaos, and
46:16
you've talked a lot about executive functioning
46:19
here on the program so far, but I kind of want
46:23
to tie it back to that, to the book, and where
46:26
you see how is that still applicable. I think
46:30
it was the book in about 2022? or so, three,
46:35
four years ago, which is coming out kind of at
46:39
the beginnings of generative AI and now with
46:42
AI, how is it kind of, you've talked about using
46:46
AI for helping with executive functioning skills
46:49
and identifying and designing for those, but
46:51
if you were to write a second edition of the
46:54
book or you were to add a new chapter about AI,
46:57
what would you include in that? Yeah, so it does
47:00
not have any AI. This is all prior to AI, or
47:04
AI just getting up and running at that time,
47:09
or I mean known about. I mean, AI has been around
47:11
for a little bit. But with that book, I think
47:14
one thing that I would have really changed is
47:17
how we think about student feedback and ownership,
47:20
right? Because I think AI can really play a role
47:22
in that feedback piece. That is something that,
47:27
I mean, we talk about, but it's a lot of like
47:30
the teacher supporting the feedback or peer support
47:33
where now we have AI that can really kind of
47:36
be that first pass for students. Another thing
47:39
that I love is like students with directions.
47:44
Sometimes they will get multi -step directions
47:46
and you have kids that won't even start the project
47:49
or the assignment because there's just so many
47:51
directions where they don't even know where to
47:54
start. And so what I've been working with some
47:56
teachers on is kids like intervention specialists.
47:59
They'll have a space and then the kids will paste
48:01
in the direction so it can be reused and reused
48:04
as many times as it needs to. They paste in the
48:07
directions and it breaks it up. So it will break
48:09
up the steps for the kids to help them with that
48:11
project, to help them with that task, to help
48:14
the intervention specialists if they're trying
48:15
to help their students. And so that is like something
48:19
else I think I would add in is just how AI can
48:21
support different parts of executive functioning.
48:25
Because again, it was a lot either teaching the
48:27
kids how to do that their own selves or different
48:31
ways like that. And so I'm excited to see where
48:35
AI goes because I've been exploring a lot with
48:37
Claude too. And it was crazy. I put into Claude
48:41
and I'm like, I'm using cowork and I go, here's
48:44
my son's calendar for next school year, right?
48:46
Planning and prioritizing. It put it all in my
48:49
calendar. Like I no longer need to go in and
48:52
create an event for each of those, those single
48:55
events that are on that district calendar. I
48:57
was just able to say to Claude, add this to my
49:00
calendar and. there's an event for it, right?
49:03
And so I think that is going to be, we're going
49:06
to have a lot of those agent or cowork type of
49:09
things available. I feel like right now the pricing
49:12
is kind of keeping the availability and the privacy
49:16
to schools and districts, but I'm wondering like,
49:18
what will AI look to support that executive functioning?
49:21
I don't even want to say five years from now,
49:23
like a year from now, right? Because it's just
49:25
changing so quickly. It's so hard to predict
49:30
exactly where things are going to go in that
49:32
regard. Skills, though, stay the same, like you're
49:37
talking about helping students set themselves
49:40
up for success by finding ways to break large
49:43
tasks down into smaller pieces, by helping to
49:46
stay organized, by things like you said, setting
49:49
yourself some time limits, you know, as you progress
49:52
through through different things before moving
49:54
on to something else. But I think those are all
49:56
great ideas. And, you know, if you ever do update
49:59
your book, I think that's definitely something
50:02
that would be included in that next one. Yeah,
50:05
for sure. So we're kind of getting to the point
50:09
here where we're getting a little bit short on
50:11
time here. So we wanna move quickly into our
50:13
lightning round questions. So we're gonna let
50:15
you expand on any of these questions that David
50:20
and I have for you. It's a chance for us to get
50:22
to know you a little bit better, but also to
50:24
end on a little bit more lighthearted notes rather
50:26
than digging deep into the weeds. And so in the
50:31
interest of time here, I'm gonna limit you to
50:35
how much you can expand though. So be ready with
50:39
quick poignant answers. No, I'm just kidding.
50:42
Take as much time as you need here. But so I'll
50:46
kick off with the first one. And then we'll alternate
50:49
a little bit here. And then David, or I will
50:52
give you some this or that questions where it
50:54
is one or the other. Okay, sounds good. You talked
50:58
a little bit about failing and learning from
51:00
failing here. So I'm going to put you on the
51:02
spot. What's one classroom or coaching idea or
51:07
implementation that you tried that just failed
51:09
but really taught you something important? I
51:12
used to just say, here's a cool tech tool. I
51:15
would be the one that's like, here's five tools,
51:16
go try them. And instead of focusing on that
51:19
Google coaching model of what's the problem,
51:23
that's where I failed and really confused a lot
51:26
of people or gave them too many tools in their
51:28
toolbox. Alright Stephanie, first job you ever
51:33
had? Babysitter or I mean I did get in trouble
51:38
in fourth grade. I had a classroom store that
51:41
I would put out during indoor recess and people
51:44
could buy things from me with their like we had
51:49
these like smiley bucks that they could pay me
51:52
for my things. I got in a lot of trouble though,
51:55
like a lot of trouble and. Yeah, it was not encouraged,
52:00
which is kind of sad because I'm like, I was
52:03
I was running my own business in fourth grade.
52:05
So babysitter for sure. Just think if you would
52:09
have had like Venmo. I know. Could you imagine
52:12
how much money I could have made from those fourth
52:14
graders? So what's your guilty pleasure? TV show,
52:18
movie, Netflix series, whatever that you that
52:21
you binge a full house. Oh, interesting. Nice.
52:28
Love the 90s. What's something people would be
52:31
surprised to know about you? So when I went to
52:36
Sunnyvale, it was like a Google symposium. I
52:38
have touched all of the sands in the world. If
52:45
David and I were to host a conference and we
52:47
invited you to become our keynote speaker here,
52:50
and the moment is coming where you're about to
52:52
walk out in front of the audience on the stage
52:55
and want to be able to pump yourself up, what's
52:59
your keynote walk -up song going to be? I'm very
53:02
competitive, and so I just won the Edge of Protocol's
53:06
March Madness event. And so I think it would
53:09
be like all I do is win because I'm very competitive.
53:12
I'm like, okay, all we're gonna do today is we're
53:14
gonna win. All right, and we're gonna hop into
53:19
our this or that. So this one's a bit tougher.
53:21
You can only choose one or the other. Although
53:24
we have people say both all the time. So Google
53:28
Doc or sticky notes? Google Doc. Early bird or
53:33
night owl? Early bird. Cook at home or eat out?
53:39
Eat out. Plan everything or improvise? Plan.
53:46
AI for brainstorming or AI for feedback? Brainstorming.
53:53
Quiet work time or collaborative chaos? Quiet
53:56
work time. And the last one is beach or mountains?
54:02
Mountains. Alright. Mountains are still winning.
54:07
I don't know. They should be. The beach is just
54:10
too sandy. We have disagreements here between
54:16
the two of us. So Stephanie, you know, thank
54:23
you so much for your time. We really appreciate
54:25
having you on and it's been a great conversation
54:27
here. But as we come to a close, I want to kind
54:32
of turn the mic over to you and give you a chance
54:34
to promote anything that you have going on. You
54:37
know, whether it's your website, whether it's
54:39
anything school AI or a conference maybe that
54:42
you have coming up that you're going to be presenting
54:44
at and maybe how listeners can get in contact
54:47
with you. Yeah, so I'm working on a second book.
54:51
So hopefully that will be out sometime soon.
54:54
I don't know. We'll see. But I am working on
54:56
just kind of how to re -innovate your learning.
55:00
So like taking what you've done and kind of upping
55:02
it up with technology or resources or strategies.
55:06
I'll be at different conferences, so make sure
55:08
you stop by, say hi as you're maybe at ISTE or
55:11
any of the same events that I'm at. And then
55:14
you can always connect or chat with me on Marco
55:17
Polo. I'm always looking for new friends if you're
55:20
interested in having those conversations. Or
55:22
you can find me on social media at MissHow24.
55:27
Awesome. Well, we'll make sure to link all of
55:29
those things into the description in the show
55:31
notes. But just once again, thank you so much.
55:35
Awesome. Thank you. Thanks, Stephanie. Thanks
55:38
for listening to Integrate This. Want to take
55:40
your learning further? Head over to our YouTube
55:43
channel for quick tutorials, deep dives, and
55:46
more edtech tips you can use right away. Don't
55:49
forget to subscribe and catch new podcast episodes
55:52
every Thursday on Apple, Spotify, or wherever
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you get your podcasts. Until next time, keep
55:59
exploring, keep innovating, and keep integrating
56:03
this.