[audio logo]

Speaker: OTAN, Outreach and Technical Assistance Network.

Francisco Pinedo: OK. So good morning. Good morning, everyone who's joining us online. We have about 12, I believe. If you would like to participate with this interactive activity from your device, if you have a secondary device like a phone or a tablet, you can join Nearpod. It's on your screen join.nearpod.com, and then enter the code. That way, you're watching the presentation, and then you can also, on a second device, interact with it.

So this is a hybrid session. So a lot of times, I'll be directing at the camera at you. So it's like I teach my classes. Sometimes I have to multitask, so sometimes I'm talking directly to the people from Zoom and other times from people in here. So it will be fun. OK. OK. So it is 10:30. I like to respect everyone's time, start on time, and on time. So good morning, everybody. My name is Francisco Pinedo, and this is Susan Coulter who will be--

Susan Coulter: I'm just--

Francisco Pinedo: --our monitor. And very glad that she's here monitoring the room and everything. Anything you'd like to say, Susan?

Susan Coulter: No, I'm just counting.

Francisco Pinedo: OK.

[laughter]

So I hope you all enjoyed the first session, and welcome to TDLS. So this first session-- and there's going to be a lot of sessions on AI, on artificial intelligence. So this is just one of the many that builds a little bit to what our guest speaker or our main speaker was talking about this morning. So again, give about another minute for people to join on Nearpod. And then I'll put also the information in the chat. OK. So let's see.

For those of us who are on Nearpod, we're going to start with a poll. So you have a minute, and you're going to describe, how do you feel after this morning's keynote speaker? So you go ahead and you'll do amazing, great, energized, feel OK, or where am I at? What am I doing here? OK? So go ahead. And is everyone able to do the-- so after a minute, the poll will close.

[interposing voices]

Francisco Pinedo: OK. So I see about 45% say amazing, great. 35, OK. 6.2, where am I? I know it's Friday, so OK. So this is an activity I like to start with my students. I do teach a HyFlex class. So this way, both my students in person and my students on Zoom class, which I call, are doing the same activity and I'm not doing anything different. So I don't have to prepare anything special for them or special for the class. It's the same activity that we're all doing. OK.

So again, my name is Francisco Pinedo, a subject matter expert for OTAC, but also the lead instructor for Soledad Adult School, which we are in Monterey County. And today's session is ChatGPT and artificial intelligence. The title says in the ESL classroom, but I will-- I do cover a little bit more. We're a small school. So for example my colleague, she does ESL but she also does HSC, but the same content information could be related to both, even CTE as well.

So in this session, there's going to be a lot of interactivity. I am going to leave space towards the end for Q&As. So at that time, if you have a burning question, you want to write it down, and then we could have a more of a conversation in towards the end, which maybe about 11:45 ish. We'll have that discussion.

But again, I'll be asking people questions as well. So for those of us who are on Zoom, you could put it in the chat box. For those of us here, if we have a question, we want to make sure that the people on Zoom could hear us. So maybe once we get to the Q&A part, maybe move a little closer or speak a little bit louder so everybody can hear us.

So the objective for this lesson is you will learn about ChatGPT to improve writing in our students. Again, ESL, but it could also be HSD. I do HSD as well. Using artificial intelligence tools to help summarize information for students, again, for ESL, high school equivalency, high school diploma, and beyond. And just like it was said this morning, what Mr. Marcus said, is that AI is a tool, OK?

And I think he mentioned that several times. It's a tool. And like a tool, we're all learning how to use it, especially because it is so new, OK? The agenda cover what is artificial intelligence, how is used in the classroom, examples of science examples of ChatGPT for ESL, for HSC, and then I'll be talking about claude.ai, which is a great tool that is used to summarize in key points information, for example-- and I'll be using examples from the official HiSET tests that are available online, the sample test, to gather all the information and make key points, again, to help students maybe who that reading is just too much and it will help it break down into chunks.

Again, what I want to drive is that it is a tool. It is not something that's going to take over your classroom or you're going to let the students just do ike it was set in the morning, just let them run with it. But I use AI as a tool. I am still the teacher. I still set the rules, expectations, objectives. I just give them-- teach them how to use this tool to help them become better writers, and better readers as well. There's also some math examples that I will be sharing.

So first of all, what is AI, or Artificial Intelligence? So artificial intelligence, according to the website state.gov, is-- the act of 2020 means a machine based system that can give a set of human defined objectives, make predictions, recommend or decision influence real or virtual environments. So again, it is not a real person.

Some of my students, when I introduced ChatGPT with them back in the fall, they thought, oh, the response I'm getting is from someone. I'm like, no, we have to understand that it is computer databases that are feeding that information to the prompt that you make. So I always let my students know that this is not a real person responding, but it's a database of systems, a database where the information gets sent out to.

AI was mainly designed for business, or businesses, to help with customer service, OK? It wasn't used-- it wasn't created as a tool for education. We morphed it into education as educators, but we always have to remember that it was designed primarily for businesses. So a family member dealing with their insurance, before it, we used to call-- now every time even when you call, they always refer you to the app and to try to do everything. This is an example of AI, of artificial intelligence. Where instead of being on the phone, you are just typing in-- it's like a chat, choosing options, and then you're able to do all that.

At airports, AI is also used a lot of airports for facial recognition. So if you've flown recently, those of you who flew here, you're noticing that every time, there's less and less human interaction and more and more interaction with machines. That's AI. I also helps with luggage. So some will still have problems with luggage, but AI is used to track and monitor your luggage from point A to point B.

Also, it is used a lot for security where it's detecting people's behaviors in order-- if there's going to be-- that person is a threat or whatnot. So AI is used a lot in businesses mainly for customer service. So we always have to remember that. This is not a tool created for us as educators. It was created to help, as it was mentioned in the morning, help people unload a lot of the work that was very repetitive like answering the same questions for customer service and using-- that's what they would use AI for.

Again, it's a substitution to do the work that you might not have time to do like writing all papers if you have multiple classes or reading through them or doing summaries or whatnot. So this is something that you could use as a tool. And three reasons where the Office of Education Technology and Artificial Intelligence in-- and I'll show you that-- it's a big PDF that was published last year. Three reasons to address AI is that again, AI improves-- to be adaptable. And that's another key point I want to drive, it's a tool to become adaptable.

So if I have a student who is struggling reading a whole paragraph, using AI, it would chunk it down into smaller bullet points that they would read first and then read the main article. So again, it's a tool. I always like to say it's a tool for adaptation. Learning resource for students' strengths and their needs. Again, AI is not 100% reliable. We have to check, double check, and triple check information as it might be biased.

And there is a site that we will be visiting where you could see how AI is very, very biased. And remember, that could be very dangerous to our students. So we want to make sure that we let them know that the information here is not always 100% or maybe even 75% accurate. There still has to be that part where we as educators have to teach our students that whatever is there, you still have to do a little bit of research and find reliable sources.

And again, at large scale, the use of AI in education can have a negative effect because, let's say we were to set up a curriculum only on AI. It would go so fast that the student would be left behind probably from the first step. So we have to remember that for educators, we have to use AI not just as a only thing in our classroom or in our program, but use it little by little and then be going along with teachers as we're getting educated about AI, transmitting that to our students.

And letting them know that no, you will not come into a classroom and it will be an AI teacher teaching you the whole lesson. Because that's what heard the last time I did a presentation similar. It's going to be a tool that they could use to help them achieve their educational goals, OK? Any questions so far? Yes.

Audience: So you said you can use it to help students maybe if they're struggling to read text, make bullet points and also summarize. Now, I've had a student in my previous classes say, well, look, teacher, I typed something in AI, and it's written like this. Why do I need to learn how to summarize? Or why do I need to learn the skill if AI can do it for me? So what am I--

Francisco Pinedo: Those are some of the discussions we'll save towards the end. Because then that-- again, there's a lot of-- like it was mentioned this morning, it's the whys, addressing the whys of using this. Our main speaker did talk about that, so we'll capture that at the end towards the end of the session, OK? Because that's a really big question. I'm not going to be able to give you an answer in a minute, OK?

So again, bias in adult education in artificial intelligence. So how AI reduces the world to stereotypes. So did anyone see this story on the OTAN website. It was still up last week. Yeah Anyone Wow. Well, we should be visiting the old OTAN website frequently because new stories do change maybe about twice a week.

So this was the cover story from February 20 till about the 26th or the 27th where it's talking about how it's from the rest of World. So let's see here let me-- so those of you who are in Nearpod, it should open up the whole article, OK? Or it would say, "click here to open", OK? So on this one here, you could see how AI generated images are very stereotypical. For example, if you work on AI, an image of an Indian person is almost always an old man with a beard. And these are all images that were AI generated, OK? Stereotypical learning.

Audience: Yeah.

Francisco Pinedo: How could this be a negative impact to our students?

Audience: It just perpetuates this--

Francisco Pinedo: Exactly. Then if we see a Mexican person, it's usually a man with a sombrero that says "Viva Mexica" and maracas, right?

Audience: And tequila.

Francisco Pinedo: And tequila.

[laughs]

OK? Images of New Delhi. Our streets are polluted and littered. So they're all images. In Indonesia, food is always served exclusively on banana leaves. OK. These are all images. And the article is very fascinating, because it talks about how AI generates these images.

Now if you've been following the news or social media, you might have heard of the Willy Wonka Experience. Anybody heard of that? Mr. Pierce, do you want to tell us? I'm sorry, do you want to tell--

Audience: Who, me?

Francisco Pinedo: Uh-huh.

Audience: Oh, yeah. Yeah, yeah. OK, so there was a Willy Wonka Experience. It was like Jurassic Quest if you guys are familiar with that. And it was in Scotland. And there was this organized business that created this event. And they used generative AI to create these images with really fantastical images. And actually, their print media had a lot of misspellings. And it was making up words. Which, I guess, Willy Wonka words, if you think about it.

But when the ticket buyers-- and this is 40 pounds coming there. It was just basically an empty warehouse with a couple of decorations. Very unhappy oompa loompas. And it was just really cheaply and roughshod. And so think Fyre Festival except with candy, I guess.

Francisco Pinedo: So and all the images to promote this event were created on AI tools like this. A lot of spelling errors. A lot of them. I mean, you look at them, and you're like, wow, they really didn't even mind to check the spelling. So but again, it shows you how AI can have a negative impact. To the point where people were going to this event and were calling the police because they were so unhappy with the experience and what they paid. So there was a lot of scuffles over the weekend.

So again, that is why we have to make sure that when we teach our students to use this type of technology, that make sure that we take it with a grain of salt and be like, you still need that human aspect when creating something on AI. Because like I mentioned before, everything on AI, our computer database is coming together to give that information to you. But who--

--have information about AI on their site. And then also again a couple weeks prior to this article, OTAN following guidelines from the CDE had an article about four lessons learned about teaching with AI. The teaching AI guidance. So if we look at the first one here, again, if you're on your part, you're able to scroll the information yourself.

But on this one here, the Department of Education has a section that says Learning with AI, Learning about AI. So this information here, again, it's still evolving. Because we know the world of AI is changing so quickly. Again, as was referenced this morning. Again, it's talking about considering the bias and the social impacts of artificial intelligence. Utilizing AI in schools and the why.

Audience: Sorry.

Francisco Pinedo: Talking about accessibility as well. Talking how they use it in college and career readiness. Again, talking about the digital divide. And again, so this is actually guidance that is coming from the Department of Ed about AI. So again, it's a nice piece of information to read.

Then following that at the beginning of the year, OTAN put Four Lessons from California's Teaching with AI Guidance, which is the document that I just showed you right now. So on this article, and then a summary of it, it's talking about how AI prioritizes student safety. So again, all AI systems were not developed for schools and don't have appropriate privacy settings. So that's why we have to be very careful. Because a lot of this information, again, is unfiltered. So it might be inappropriate for especially K-12, but also in adult ed.

Teach AI literacy. We talked about digital literacy for a long time, teaching that. Well now, we're-- well, we have to teach AI literacy where some of us are still in the teaching digital literacy phase. Now, we're looking at this new one. Again, recognizing Ai bias and potential social impacts. And that point is driven over and over again.

And then incorporating the community and update tech procedures. So as school districts, we are updating our policies on technology and the use of AI is to also have feedback from us teachers. Also from our students and from the community. So making sure that we incorporate, involve the student voice, along with school leaders to establish a great foundation for revising and adding AI policies currently and in the future.

Just to piggyback a little bit on this one. A couple of weeks ago, I did make a tech request at my district to install ChatGPT on our adult ed iPads. So it was a back and forth conversation. So it was rejected and it wasn't installed because in their guidelines, there really wasn't anything about adding these type of apps. And then another thing is that the district firewall, I think, wasn't going to allow us to use it.

So those are some of the conversations we want to start having, because again, this conference, we're going to learn so much about AI. But then what's going to be the barrier? Our districts. Our districts policy, right. So a lot of our students go back to, bring your own device. And that sometimes doesn't work.

So again, it's important to have these conversations. And even at this TDLS, we were thinking, we should have invited one of our people from the tech department so that they could see why we need to have these type of apps open in our iPads, because they might just see the request coming from me. And they're like, that's another app he wants, right. But if they're here in a conference like this and they're hearing how we use it, they'll get educated on it. And they'll be more than likely to understand why we need it. So maybe that could be an invitation for next year, is to invite someone from your tech department to come specifically to TDLS because you'll learn about the whys we need to learn.

It took a long time for me to get one of the testing that we do in our laptops or our iPads as well, because they quite didn't understand if we do it paper/pencil, why do we need to do it on the computer? But if they become educated on why we use this technology in the classroom, it'll probably be easier to get it done. So let me close some of my tabs because-- OK.

So some of the sites that use AI, websites with AI features. And I'm only showcasing two, because there's a lot of them. One of them is a great site that I like, ck12.org and uscis.org. So these two sites use AI, one of them a little bit more than the other. So on the next one here, now what I like about Nearpod when I use it in the classroom, I could have the option of letting my students play the video at their own pace, like for the people on Zoom. Or in the classroom, I can have it set up where I could play it. So I'm going to try both.

So on this one here--

[video playback]

[music playing]

- Hello, students, educators, and parents. Neeru Khosla. I am the CEO of CK12 Foundation. Today, I'm really excited to introduce you to our newest offering to help every student get--

[end playback]

Susan Coulter: I cut everybody else off.

Francisco Pinedo: Let's see here.

[video playback]

- Quality education.

- Thanks, Neeru. I got it from here. I'm Flexi, CK12's AI tutor. I use artificial intelligence--

Susan Coulter: Turn your laptop volume up all the way.

Francisco Pinedo: Hang on a second.

- To help you with your homework assignments, just like a human tutor would.

Susan Coulter: You have your volume turned up?

- What are you working on?

Francisco Pinedo: Camera sound.

- I can help with that. It's as easy as that. By the way--

[end playback]

Francisco Pinedo: OK. We'll just watch it. You get the point. So something as teachers we have to improvise. So here, with the use of AI, you're able to do some of the things on-- has anyone looked at ck12.org? It's wonderful. It's wonderful. It now has also a tutoring with AI.

So here, you're able to see how, for example, creating, regenerating ideas, making them simpler, making them more detailed for writing, for example. So many times we tell our students, write us a paragraph, give us more examples. So within K12, the AI is able to give those recommendations as well. So the video goes on to say how CK12 uses artificial intelligence to help students. And there's a lot of academic subjects. For example, in math.

OK. So again, this is a great site where you can see how AI is really used effectively in the classroom or to teach a course. So again, there goes Flexi talking about how-- and then again, we have to remember, though, we will still need the teacher to help the student with their actual work-work. This is just a tool to help them. This is not going to be-- oh, there it is. I'm just going to copy it and paste it. Because what AI writes and what our student writes is like this. I know my students' writing. I think you do, too, OK.

So if you start seeing words that are like, hmm-- and then you ask them to read them and ask them, well, what does that word mean? Oh, I don't know, teacher.

[laughs]

It was something done with this. So the next one is Emma with the USCIS. Now Emma's a little bit more-- how should I say this? It's been around a little bit longer than Flexi. But still, it's the same concept where people who have questions about their USCIS status, N-400 application or whatnot, they use AI and it directs them to exactly where that information is at.

On some points, like the first example that I showed about customer service. AI couldn't figure out the answer. So it said, let me connect you with a live person. So then so we would see how. So then that customer service person would know what is the problem, what is the prompt, and they'll be able to help more efficiently. So with Emma, let me try to make it sure so that you could play it from your device. Hopefully that'll--

Audience: You know it used to be-- and it still is in some cases where you go to a chat or information, and there won't be any connection. It's just that's it.

Francisco Pinedo: Yes. Yes, so that was-- exactly. So quite a few years before this, you would just type in prompts and it would just give you a link, a link, a link, and that's it. Now they actually have that connection where, well, maybe this is not going to help you. So now we're going to transfer you to an actual person. And yes, you're right.

We've heard a lot of the airlines with glitches. And they say, oh, go on the app and then figure it out. I just had a friend who shared an experience how they were able to rebook their flight back from Hawaii here without talking to somebody on a phone. It was all used on the app using AI. And she was like, even though her whole family flew on separate planes practically, but they were able to make it back safely to San Jose. I know. Poor Anna.

So on this one here, I believe you have the power to play the video. Yes or no?

Audience: Yes.

Francisco Pinedo: OK. So go ahead and play it. On Zoom as well. If you're on Nearpod, you can go ahead and play the video.

Audience: There are also captions.

Francisco Pinedo: Yes, they are. There are captions.

Audience: Instead of on this one.

Audience: Have you tried to turning off the sound for [muffled voices]? And what happens is [muffled voices] [LAUGHTER].

I quickly figured that one out.

Francisco Pinedo: Oh, OK. Thank you. OK.

OK. So for time's sake, we saw the video, we saw all of it. It was great. So then there you can see examples of how AI is used for, like in this case, the USCIS, for customer service. And on the other one, how it's used in an educational setting. So on this one, AI tools for adaptability.

So again, I drive that point a lot. It's for adaptability. And I know at the last conference, there was a lot of push-- not push back, but there was a lot of questioning of, should we allow this in the classroom? Is this cheating? If we backtrack to when the calculator was invented and it was brought into the classroom, what were some of the--

Audience: Oh. Well, I remember when I was going through high school and people had a calculator and we had just-- they passed a law. I think it was a law that you could have it now on the STAAR test or whatever test it was. You had students that did not understand the basic concepts but knew how to press a button, making calculations, passing tests.

Teachers were saying, well, it's another way of you're teaching to the test or you're allowing students that don't understand something to advance. And then I also was in class with a lot of students. They had basic video games on their graphing calculators. So that's another way before cell phones to ignore the teacher.

Francisco Pinedo: OK. Also when we talk about the calculator, when they say, oh, it's cheating. But again, it's a tool. So now we use it for tests. We even use it for the HiSET, for example, or the GED, right. So to see how much it has changed to when we-- when educators first said it's cheating, to now it's a tool to help you pass this test.

Same thing with AI. It is not cheating. It's a tool to help students, for example, summarize main points of reading. We have a lot of adults with disabilities. We know that. We see it. Where we give them a paragraph and their mind just goes blank. But if we teach them how to use sites, like I'm going to show you next, claude.ai, where it generates all that information and compiles it into five bullet points. That it's easy to read, easy to understand. And then we have the student go back and read the whole article. Because now they know what they are looking for. So that is just a way to adapt to that students need.

Again, like it was mentioned this morning, it's very hard to tailor each lesson to each and every one of our students. But if we give them the tool that they could use and show them how to use it, they would take that part of their education in their own hands. Also helps improve their own writing samples. Sometimes in one of my classes, the students did writing samples. And I'll show some of the examples. After I finish the Nearpod, I'll actually go on the website and see some of the examples that I borrowed from my students.

Help students improve with math. You saw that slide because we didn't really hear it from the CK12 where it explains the math problems step by step. But always remember, AI was designed for businesses, not for education. So some of the information might just seem so far out there. But because we have to remember, these tools were created for businesses first. Now little by little, they're starting to merge more into education.

Evolving technology. Teachers slowly learn how to incorporate them in the classroom. Trust me, our students are probably going to learn quicker than us. I just started learning about AI maybe about a year ago. Prior to that, I had heard about it, but I ignored it. Ignored it, ignored it. Up until I believe it was the CAEP Summit, which was just recently in October. Where you know what, I need to get on board with it. I need to join some of the OTAN talks and tech talks and-- tech talk, not TikTok-- Tech talks about ChatGPT and AI.

So now I see it, how it's used more and more. How many of you, if you're an educator and admin, use it at your site? Or know some of your teachers that use it at your site? To what extent?

Audience: I use it to help me summarize some articles to present--

Francisco Pinedo: OK. But on a daily basis, once a week?

Audience: At least once a week.

Francisco Pinedo: OK. So good. I do with my students to, well, maybe about once a week for a few 20, 30 minutes here and there. But it's teaching them how to use it where later on I'm realizing that they're using it on their own as well, which is good. For example here, tutoring a specific subject for ESL in HSE or HSD.

This was something that in one of our books that we use for EMI advanced ESL class was talking about climate change, about things like that. So one of the students wanted to know more about global warming in easy terms. So you have to remember, ChatGPT, you have to be very specific. I can just put, explain global warming. This is general. I just put, explain global warming in easy terms. And then it popped up this information. Again, you can see it on your screen, it's very hard to see up here.

We have to remember again, it's a computer. You don't have to say please or you don't have to say, can you please? Because I don't want to say who, but a friend of mine types on it like if it's a real person. They're like, can you please, please explain to me? I would really appreciate it. And I'm like, that's my computer.

But yeah. But sometimes when she would put a lot of those key words, they were actually embedded in here. And she was like, why is it saying that? I'm like, well, because you're being extra kind to it. So just get to the point. That's what I tell my students. Just get to the point. Make sure it's in terms of you want to be very specific. You want to drill down to the point, so that way you can get exactly what you need.

In this example-- let me see if I can Zoom it in-- for explaining for math, I put here, explain how to multiply fractions in easy terms with examples. So then it went, and it gave me some examples.

And then, well, what if my student speaks another language? So I put in the prompt, after I translate into Spanish, and it did it with the same examples. OK, same steps. Same steps. Same procedures as the English one. I was going to add it. When I go live, I'll show you. I even tried translating to French, translating to Japanese. Of course I don't know French or Japanese, so I don't know how accurate it was.

Well, now we have students. A lot of students who speak Arabic. Maybe I could it with them. So they could give me the feedback. So again, it's a tool that I could use in the classroom not just for ESL but for high school diploma, high school equivalency as well. OK, let's see here.

Other functions that we could use with ChatGPT include lesson plans or emergency lesson plans. So I could whip up a lesson plan like that, copy it, email it to your director or your sub, or just have it in a binder, like in the K12 world. So there's always the teacher has their little box of their substitute folder and all that. And a lot of teachers sometimes-- because I used to be housed in an elementary school, now my colleague is. I would see teachers-- I'm going to be absent the next two days. And they have literally a table of books and another table of copies for day one, for day two. Oh, for this student, oh, for that student, oh, for this student. It's for doing this.

And literally, some of the teachers just tell me, I'd rather not be absent. Because it's more work.

Audience: Yeah.

Francisco Pinedo: For us, something like this, it takes no more than seconds to create. Like in the morning, they were talking about that song. I was just blown away by that. Having that song that was created in, like you said, in seconds, we can have lesson plans. Resumes for students. We want our students to get a job. But sometimes they struggle with creating a resume, creating a cover letter. Generating examples of job interview questions. So some of our students in our district apply within the district and want to know, well, what are some examples of questions that they will get asked? So all these here you could use with ChatGPT.

Again, some considerations. Remember, AI is not human. And be very specific. And the data, especially if we want data, is a little bit outdated. With the free version, I believe they said 2021 is where-- so if I want something more recent, it's not going to have me that data. So but again, AI is predictable to some way where if I give it the information that I want it to disseminate on newer information, it will do that. Especially with Claude. Or even with this one here.

If I want recent information, I could just copy and paste the article that has data and numbers, statistics. Feed it to it, pretty much. And then it will generate something because it's generating it from it's-- within the text, not from the database. So that's why we have to consider-- and even the paid version, I heard the information is, what, last year or in 2023.

Audience: It was this year.

Francisco Pinedo: Or something like that. But we know how the world evolves one second after another. So it's not going to be very up to date. Again, practice, practice, practice with prompts. And I'm going to show examples of how each prompt, by me wording it different, I get either better results or not too good results.

Language considerations. They might be inaccurate. OK. Fact check data given. Again, information can be biased. And again, this was not created for education. But it can be used a tool in education. OK, that's something that I always want to emphasize. I don't want you to leave this conference and say, oh, AI is my one big solution to everything. No. It's a tool. It's a tool that we want our students to use, we want to teach our students to use.

So I'm going to show you some examples of a lesson plan, cover letter interview questions, writing sample, and a math example. So the first one here. This was before I actually create an account. That's why it says anonymous. Create a lesson for adult education ESL beginning level for past tense verbs. Because prior to that, I just put, create a past tense verb lesson. It did that, but it had a lot of vocabulary that was like high school. But I wanted to use it for my beginning students.

So in this one here, notice it gives me the title of the lesson. Exploring past tense verb. It gives me the objectives, the materials, the introduction. So everything like it would a real lesson. If we follow whatever book we follow, our curriculum we follow has all that. And I tried it, but it didn't quite work. I put, for example, reference the CASAS standards or the-- I always get that term on the-- APLPS standards. And it went haywire. So that's still something I need to manually put into my lesson plan.

I have with the introduction. It has the presentation and the time. So this is an hour, hour or whatnot presentation. But I could condense it. I could say, make this lesson in 45 minutes. And then it'll just chop up things and make you a new lesson with the same concept but with less activities.

Presentation. And then it has the practice. Again, verb matching exercise, sentence formation, verb parts. Notice some of them, it doesn't-- well, you can't really see it. If you're on device, probably you could. But again, there's different ways how you could use it. And then for some of them, I would-- when I tried it with my class, the workbook with the book that we were using was about verbs. So I just put workbook or student page, blah, blah, blah.

Because all this here, you could copy it and paste it into another document, which I'll show you a little bit later. You could copy it into, for example, Google Sheets or Microsoft Word, and then make it your own.

Audience: Could it come up with the handout itself?

Francisco Pinedo: No, but I'll show you how I use that same information to create a handout that would correlate with this. I guess you could if you put, create X amount of examples to fill in. Because I did do that activity as well. Then it has the application process, the conclusion. And it even has the homework.

So that right there is the whole lesson. So let's say that I'm out for whatever reason. I could just copy this, email it to the director or if I know who the sub is going to be. And they have a lesson. That's whatever duration your class period is. For a cover letter, in this one here, I put, write a cover letter for a custodian position at a school. I am a fast learner and motivated.

So then ChatGPT got to work and noticed it has how a letter should be formatted. Name, address, email, telephone number, date, and then who it's going to. And then it starts, dear hiring manager, I'm writing to express my strong interest in the custodian position at-- and notice that here, the student will fill in the blanks with the name of the school or the district or wherever they're-- and this one is because it was in a school district.

So here, it will give them an example. Then they could customize it. Because that's the thing. It creates it. Once the student copies it, they make it their own. They would make it their own with their information, swap out words here and there. And then I actually, on the other example, I put, make it shorter. Because it gave me a whole two pages of a cover letter.

That's too much. So I put make it shorter. It condensed it to about three, two paragraphs. Everything in two paragraphs. So that right there, again, for hiring people, that's what they like. For HSE writing, for example, this is an actual prompt. So I put, provide examples of passing GED writing examples. And it said, certainly. Here are a few examples of GED writing samples for extended responses portion of the GED language arts writing test. So it has the prompt and then it has the sample response. And then I put it here.

Because I know my students. I know they are not going to write all this, OK. So I put, make it shorter. So I mean, I think it made it too short. But you see how you could really customize it. And again, it's not that the student is going to copy this. But when they do their example, they could see, huh, I could grab this information from here, add it into my paragraph. Or I could take this and substitute.

So again, it's just examples of for writing. Yes?

Audience: Just a quick comment. I did that with the beginning ESL, and there were no mistakes in it. And then I said, did you revise for ESL typical errors? And it said, I can't do that, because that's not-- and I said, well, I'm a teacher, I'd like to use this as an example. And then it did.

Francisco Pinedo: Yeah. So that's very funny, because you actually start feeling like you're getting that actual interaction. Interview questions. So these are for-- and I put here, examples of job interview questions for a middle school lunch cook in a busy school. So because some of my students were applying for positions like that. So this one here generated some of the questions they might hear on their interview.

Come to find out there were a lot of them not worded the same exactly, but similar in content. For example, can you describe your previous experience working in a fast-paced kitchen environment? For one of the students, that literally was the first question. Not like that, but similar to it. And then it's talking about also, for example, prioritizing tasks and managing time effectively.

So again, because the position was-- it's not full time, it's part time. So they have to make sure that breakfast and lunch is served by a time. So again, what to do if-- handle situations where ingredients are low or you run out of food? It does happen. It does happen where sometimes the food runs out. And the head cook and everything like that have to work to feed those students so that they could go back to class. So what to do in that situation? OK, so it has a lot of real examples that our students can face in an interview. Let me see here.

So what we're going to do is we're going to do a pair share activity. So for those of us in person, it'll be with a partner. Those of you on Zoom, you could do it on the chat. So you're going to think about how you can use ChatGPT in your classroom or your program. Share with one or two partners if you're in the room or more. If you are virtual, in the chat box.

After about two or three minutes, we will share ideas on a pad. It's not going to be Padlet, but it's going to be Nearpod's version of Padlet, OK. So let me set my, OK, my timer for three minutes. So if you're in the room, go ahead and pair share how you could use this. Those of us on Zoom.

OK, so now we're going to have time to share the information, because there's a lot of great information in the chat. Some of what I heard here is using to create maybe a study guide for a grammar test. So maybe being very specific on creating a study guide for the grammar content or the grammar section. I didn't even think of a study guide, but maybe-- and then somebody put for in the GED social studies in the next class, not sure how to use it. So maybe creating again, creating some of the points that you want to teach. Maybe also a study guide form.

So now what we're going to do is for those of you who are in Padlet, we did the think pair share. So now you're going to share your idea. So share the idea that you discussed with your partners or, for those of you in Zoom land, here that way we can all see what examples that you have.

OK, so customized lesson plan, homework tutor. Use AI generate dialogues for ESL students to practice. Use it for evaluations. Adjust grade levels of reading. So then on your screen, you could see all what everyone else is writing. What we have in your discussion board.

Again, I like using discussion boards with students because sometimes a student in class might not feel comfortable talking in front of a group. This way, the only thing between-- the reason I use Padlet a little bit more is because it's anonymous. So it doesn't have the name of the person. So if there's a mistake, I could go ahead and look at it and then the person won't know who it is.

With this one here, it does have the name. So sometimes, I mean-- and then as you're reading comments, you notice that there's a little heart. So if like the comment, I can make you-- like in social media. So I always tell my students, like someone's post. And then what I like also is that, for example, if it's a beginning, like in my beginning ESL class-- I should have brought those examples. Well, I think I have them in my other account.

The student might not be at the writing stage just yet. So they could easily draw a picture. So let's say it's--

Audience: But remember, you're seeing the names because you are the teacher. But we as--

Francisco Pinedo: Oh, you're not? Oh.

Audience: We do not see the name.

Francisco Pinedo: Oh, OK.

Audience: We do not--

Audience: Oh, so good.

Francisco Pinedo: Oh, so now you're-- OK, well, let me switch. See, I'm never a student in Nearpod. I'm always the teacher, so I didn't know that. Thank you, Ms. [inaudible name].

Audience: So our students wouldn't be able to see who posted it or who made them--

Francisco Pinedo: Oh, OK. I would. OK. Oh, but if I'm showing it, OK.

Audience: Yeah, that's fine.

[laughs]

Francisco Pinedo: So for example, in one of the lessons with my beginning students, whatever the prompt is, if they are not at the writing stage just yet, they can do a picture of it. And we have iPads in the classroom that we use and they just take a picture, they could upload a picture. I know you used examples with video. Ms. [inaudible name] used examples-- she's my colleague-- with video, students recording their videos. They can record a video as well or actually audio as well. And we've tried it with audio.