406 - AI in the Classroom: A Powerful Tool for Transforming Teaching and Learning

In this episode of "AI Conversations," we are bringing back the hot topic of AI in the classroom. Join us and forward-thinking educator Adam Mohler as he delves into how AI can revolutionize teaching and learning. Adam emphasizes that AI is not just a tool for students but also a personal assistant for teachers, easing their workload and supporting better teaching. Discover how AI can create engaging and personalized learning experiences, from generating first-grade-level stories to creating interactive slides with images. Adam also addresses the concerns and fears some teachers have about AI, assuring that it's here to stay and that it can be a powerful tool for educators who embrace it. Tune in to "AI Conversations" for insights and strategies on using AI to enhance student learning and transform education.

Find Adam here:
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@moler3031 - TikTok

Check out Moler's Musings!

Podcast Team
Hosts- Katie Ritter & Matthäus Huelse
Editing Team- Matthäus Huelse, Jeremy McConnell, Justin Thomas
Social Media/ Promo Team- Alyssa Faubion
Producer- Matthäus Huelse



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Transcript

Matthaeus Huelse: 0:01

Calling all Instructional Coaches, Curriculum Specialists, Teachers on Special Assignment, or whatever they call you. I'm Matthaeus Huelse.

Katie Ritter: 0:09

And I'm Katie Ritter. As Instructional Coaches, we are often responsible for our own professional learning and can sometimes feel pretty isolated in our role.

Matthaeus Huelse: 0:17

That's why we're here, bridging the gap with a wealth of tips, tricks, and building a community of coaches.

Katie Ritter: 0:23

So hit the restart button with us.

Matthaeus Huelse: 0:25

Recharge your coaching batteries.

Katie Ritter: 0:26

And hopefully you'll leave feeling just a little bit less on your own coaching island.

Matthaeus: 0:35

Welcome back everyone. Few topics in education tend to polarize our teachers just as much as artificial intelligence. Reactions range from absolute pushback and calls for banning AI in our classrooms to welcoming it with open arms as a silver bullet against any educator task. The truth is The AI genie is out of the bottle and we can't squeeze it back in. So whether you're an AI enthusiast, a skeptic, or somewhere in between, today's episode focuses on equipping you with the valuable insights and advice for tackling the tough AI conversations in your building, while also learning how to build AI literacy in your community. Today, we're thrilled to welcome Adam Mohler, a forward thinking educator who's at the forefront of integrating AI into student centered history lessons. Known for his dynamic approach to teaching, Adam leverages critical thinking, creativity, and collaborative thinking to make history engaging for his 8th graders. As the co author of the EDU Protocols Field Guide, Social Studies Edition, Adam is not just reshaping history, education. He's also pioneering the conversation around AI's role in the classroom. His work, Consulting on AI Implementation, and his blog, Moeller's Musings, serve as prime platforms for discussing the transformative potential of AI in education. From enhancing EDU protocols to building essential AI skills among educators and students, Recognized for his innovative contributions with awards like the Ohio district 10 teacher of the year in 2023. Adam's insights into AI emerging role in education are invaluable. Adam, we're eager to explore with you how AI is revolutionizing the way of teaching. How are you doing?

Adam: 2:11

I'm great. I'm great. How are you guys?

Katie: 2:13

It's an honor to have you here, Adam, with your accolades and a book under your belt. A lot of our listeners love the edu protocols so having one of the authors here on the podcast is awesome and congratulations on that recognition as Teacher of the Year. That's amazing.

Adam: 2:31

Thank you. Thank you. I really appreciate you guys having me on.

Katie: 2:34

Absolutely.

Adam: 2:35

want to say, like this sounds terrible, but I had AI write that bio right there. So,

Matthaeus: 2:39

really?

Adam: 2:40

Yes,

Katie: 2:40

I don't, I don't think you're the first one.

Adam: 2:42

because sometimes, like, with conferences and, and sign, like, Trying to like, when you get your proposal accepted, they want a bio or they want it like, like a brief bio or, Hey, give us a two sentence bio. I'm like, I don't have that kind of mental capacity right now. So I just take stuff and then just put it in AI and say, write this in two sentences or. Here's all my info, write a bio or an intro for me. So yeah, so I used AI to write

Matthaeus: 3:09

that's clever. I like - I Relate to that. I mean, it's one of those things that you can knock off your list pretty quickly with AI, right?

Adam: 3:16

Yes, correct. It's like all those little ins and outs. I like when you're filling out those Google forms for conferences or proposals or writing session descriptions, those AI really helps me out because sometimes I just can't think of that stuff.

Katie: 3:35

I like it. I'm going to steal that tip. Or as one of our coaches, Tracy, says, she says, harvest it. I'm going to harvest that tip for the future. So Adam, jumping in a little bit, if you could start off, I'm super interested, in particular in the context of this episode here for our listeners to hear a little bit more about the consulting work that you're doing in AI. What, what does that work look like for you in your your blogs? What's kind of been your focus there?

Adam: 4:01

I, this consulting role, I, I kind of take on the role of introducing AI to people., I know like more and more teachers have gotten on AI and they are exploring a little bit, but there's still a ton of teachers out there that are, Scared of it or they don't know how to access it and so that's where I come in and my, my role as I see it is to help people understand that A. I. isn't going anywhere. You can't run from it. You can't hide from it. But I try to share with teachers that think of think of something that you've always wanted to do in your classroom and you haven't been able to do it. Because now it's possible and that's the approach that I take with AI and it, I, I think some teachers immediately go to this idea that, Oh, only students can use it. Well, no, it can be your personal assistant, it can do things for you. So that's the approach that I take is what can this do for you? And then eventually, what can it do for your classroom to make your life easier to help you ultimately just teach better work less. And get, get some results. So, and improve engagement. So that's that's the approach that I take when I'm going out and working with other teachers or sharing ideas or working with other schools.

Matthaeus: 5:27

Yeah, that's great. That's very much what I also told teachers before. Dream big, right? I mean, now that you potentially have some really great tool that can take some of that busy work out of it, that's an opportunity for us to dream big and do the things that we haven't thought of before. I mean, that, that's really cool. I really like how you're doing that, that, that push forward this way.

Adam: 5:46

so, so I was, I was going to say like. Just makes things so much easier throughout the school day. So like for example, like it's, this stuff is so new and I use it consistently throughout the day. I can use examples from like 90 minutes ago in class. I have a group of students in class that are from our MD unit and I want to say like their reading level is probably at like a first grade reading level. And we're learning about Hamilton, Alexander Hamilton and national bank. And it's like, I need to put something on their level about that. And so I, right before a class started, I used AI to generate "Somebody wanted, but, so, then" story format with Alexander Hamilton and the bank. And I said, Hey, write it in a first grade level, put it into a table. And so then it put it into a table. I copied it to a Google Doc. I printed it right before class. I cut it up into pieces and now they had they had to piece the story together. And so then I paired it up with an EDU protocol where once they piece the story together. Now they transferred it to a slide and they added images to their story. And retold somebody wanted but so then with Alexander Hamilton and National Bank, but I did that in like three minutes, right? So it just it starts with an idea and you just kind of go with it. So it's just so Practical and can help teachers do things on the fly could help personalize learning it can help differentiate for everybody that's, that's all I wanted to share.

Matthaeus: 7:23

that's great.

Katie: 7:24

No, I love, we love the practical

Matthaeus: 7:26

Yeah. And we definitely are seeing some praises here about AI and we see all the positive things, but you said that too. There's still a lot of teachers that are very, very scared of that. And they're really reluctant to dive into that, that topic a little bit more. How do you help someone get either over the hump or maybe I should even ask before that. What if someone asks you, why do you think this is not just a fad? Why do you think that this is going to stay here as a tool?

Adam: 7:54

Well, I don't know. It kind of reminds me of the ed tech world where with educational technology, it just kind of exploded. Right. And it's all these things out there like EdPuzzle, Nearpod, Pear Deck Canva like I can go on and on and on. Like there are people make. Diagrams and wheels to help organize ed tech tools for teachers. And there's so much of it out there. And I see that with the AI world right now, it's, there's so much stuff out there that's, that uses AI and has taken on AI at first started with chat GPT. And I know like the first time that I presented about AI to. To the Hamilton County Service Center, it was just chat GPT. And now my presentation has like six AI tools. And then I teamed up with a buddy of mine. And we presented AI to National Council for Social Studies, and he had six tools that he likes that were completely different from the six tools that I like. And, , and now I'm going to present next week and I have a new tool that I want to add on there that I really like. So it's just, it's exploding, it's growing, it's, it's not going anywhere. And you, like I said before, you can't run, you can't hide from it. And it's only a matter of, you gotta, we, we have to help people understand, How can this help them, right? Because you're always going to have your teachers that, are never going to buy into this. And I get that. They're just not. And, and it's like, honestly, we can't waste our time trying to get these teachers that are never going to buy in. But we do have teachers that are all in and we have teachers that are like, well, this sounds great, but how can it help me? Those are the people that we need to get after. We need to share with people. How can this help you? How can this help you differentiate for your students and just improve your overall teaching? And it's just a matter of exposing people to it. Practical uses for it. So one thing I do, I like to share is, you know, I use AI and this is a practical use, everyday use. I think the most common thing that somebody would do is you would log into chat GPT and say, write me a poem. Write me a song because that's what people want to see. Right. But like for me, how can I get someone to connect to this with a practical use? Have it create a, meal plan for your week. Right. If, cause we, in my house, we have special diets. We have vegetarians. We have people that eat meat. We have all kinds of stuff. And it's like, why not get on chat GPT and say, give me three meals for the week. And I do this by the way, I meal plan by the way, with, with chat GPT. I say, give me three meals, vegetarian meals for the week. I don't like mustard. I don't like vinegar. I don't like, and I have like a whole list of stuff, right. That I don't like, cause I'm kind of picky about things. And then I say, I want it to share ingredients because I don't want to have a big grocery list. And it creates three meals that share ingredients and. My grocery list is like, really small, and now I'm saving money. So it's like, if you can get, get someone using it, define how it can make their, , life easier, I think that's just the way to do it. And then you just build from there.

Matthaeus: 11:06

Yeah, I thought, I think it's on to be completely honest with you. I have literally thought and said a lot of the same things that you've done when initially I saw people use AI to make. little poems and everything like that. I'm like, that's really cool and all. But for me, the first step was like, Oh, maybe we can make it build surveys, for example, because I can make those very personalized. And it's kind of like this entryway to the first experience that you're going to have, I think kind of introduces you to AI. And then you, you follow that, that kind of passion. Was that Was that your first passion project?

Adam: 11:39

No, it was, It was just something I thought of along the way. The first time I heard about AI was from my buddy Jake Carr, who's from Northern California, he's a fellow Edge Protocol guy. He had a video on TikTok, and he talked about this controversial thing called ChatGPT, and this was back in January. I saw this video and I was like, Ooh, I like controversial, I want to check this out. And I checked it out and I did what everyone else did. I was like, Hey, write me a song, write me a poem or something in this, in this way. But my mind works and functions in the way of. Okay. This is pretty cool. I wonder what else it can do. And, and I wanted to see how it could help me. And so I just started thinking of ideas like, write me some Mad Libs. Can you make a historical Mad Lib about the Louisiana Purchase? And then boom, it like whipped one out. And I was like, Oh, what else can I do? And I just went from there and I just started thinking of all this stuff that, that is so hard for me to think of sometimes. As a teacher, give me create an odd one out, give me four things and have it do an odd one out where students can debate which one needs to come out or create questions for GIM kit and things like that. So it's it, it kind of started with that and then it's just my mind thinking and building and, and, and just trying to make my life easier, really.

Katie: 13:05

That's awesome. Adam, I'm curious, you mentioned, Jake and being a fellow EDU Protocol guy, and he's the one who first got you involved in AI, so I'd love to get your take, one, if you could first share for anyone who's not familiar with the EDU Protocol series and what, what these books are, if you could give like a super quick Summary pitch of what the EDU protocols are, and then follow that up if you would with how do you see AI impacting some of the EDU protocols from your experience that you've written maybe in your book, but how, where does AI fit into some of these EDU protocols? Does it make you rethink them? Does it enhance them? Is there just a whole new world of possibilities now?

Adam: 13:48

Yeah, so with EDU Protocols for anyone unfamiliar with it, EDU Protocols , it's a pedagogy. It's a style of teaching. It is not a curriculum but you can take your existing curriculum and wrap EDU Protocols around it. You can use your textbook. You can pull articles offline. You can use AI to generate articles if you want and wrap EDU Protocols around those. But they are just student centered lesson frames that include using just. Repetition and building reps into your weekly routine just to help students focus on some skills of writing skills or reading skills, things like that. Math skills even. So, in a nutshell. That's what EDU protocols are. And so with AI paired with EDU protocols, I'll give some examples here. I might have to share some of what these individual protocols are, but for example one of the EDU protocols and they have these, these goofy names and it has these names because. Like I, if I were to say like, Hey, we're going to do a cyber sandwich, every student knows what a cyber sandwich is because we've done it. Right. And that's kind of the, it's the creativity behind the, that from John and Marlena that created EDU Protocols. So, so like a cyber sandwich, for example, I try to do those once a week, cause that's the repetition piece and with a cyber sandwich students read for 10 minutes and they take notes. And then they will discuss for and compare their notes with a partner for about five minutes, and then they just write a summary for 10 minutes. So students are creating their own notes, discussing and comparing with a partner, and then they're writing a summary, which I'll throw some Marzano in here. Those are Marzano's two high yield strategies or instructional strategies, summarizing and then note taking and comparing. And a cyber sandwich hits on that, but here's where AI can. Enhance that so AI can generate articles for a cyber sandwich and I can generate First grade level articles for students third grade level I can go up to 12th grade level if I need to So so AI can enhance it from that perspective Sometimes I will take a section out of the textbook And I will ask AI what text structure is being used in this textbook section and it will tell me and then I can structure the note taking to fit with the text structure. So if it's a sequence text structure, I can change the note, the notes on there to be a sequence structure. With the summary part, I can use AI to grade their summaries. And give feedback, which I do routinely. I will put up a rubric on Claude and I will run student paragraphs through Claude and sometimes I do it all at once. Sometimes I'll do it individually, but then with the rubric, I will then write in the prompt. I had eighth grade students write, and I'll just use something recent, write a paragraph on how the constitution is a model for limited government attached as my rubric. I want you to score it based on topic sentences, three or more details, and a concluding sentence. And I want you to give positive feedback, cause I, cause sometimes the feedback sounds a little bit harsh, but when you tell it to be positive feedback, I have found it's a little bit more upbeat, and a little more tailored towards 8th grade, and so then I grade their paragraphs. But here, here's the important part I want to share with everybody though, and so like, and I'll say this too, like I have my eyes on it. And I can catch things, right? Being, being able to edit responses from AI is going to be a super important skill, writing prompts and being able to edit AI responses. Those are the two, the two skills that we're all going to need. And it catch, I catch it sometimes cause it'll give us really awesome score to something that I know is not a four out of five or a five out of five. And I'll call it out. I'll say, that's not a four out of five to me. And it'll go, you're right. And then it'll go back and rethink it. And I'll say, it doesn't have a

Katie: 18:14

That just made me feel kind of bad

Adam: 18:15

yeah,

Katie: 18:16

Oh man,

Adam: 18:17

I'm, I'm scolding, I'm scolding it. Yes. But but I go back and tell it what I think is wrong with it. And then it goes back and readjust and fixes it. But, but it's like, you have to keep your eyes on it., and you have to be able to edit their responses and, and teach it basically. I know that sounds really weird, but you got to teach it. But that's how like AI can enhance protocols and just the generation of articles, the differentiation piece, the, the giving feedback piece changing the game right now.

Katie: 18:51

That's great. Thank

Adam: 18:52

And I'll even say this too, because I know some people might push back on, like, you're using that to grade stuff and it's like, there's no doubt in my mind that they're grading state tests with AI, like, I don't, honestly, I don't know that for sure, but I'm pretty sure, like, if If they're not, they will be. And I know like, somebody I was mentoring here did their resident educator program, they submitted their responses, and then they got a grade back in like 10 minutes. It's like, there's no way someone read all that and gave you a grade. It has to be graded by AI. There's no way.

Katie: 19:26

Yeah. I do think you hit on an important piece, at least for where AI is at right now of having your eyes on it and how key and important that is, you know, we know that AI will make stuff up just to please us and, and fill in with the text. So I do think that is. You know, to, to push back on anyone who might be critical of that, of you you know, you can spend more time and give more tailored feedback, even though AI is generating it, but as long as you as the teacher is still, you know, looking over it and kind of giving it your blessing or your thumbs up, like, yep, this is accurate, I would say this too I don't see anything wrong with trying to make the most of your time from an instructional standpoint for your students.

Adam: 20:13

Yeah, I I'll share another thing too. I, I wanted to see where my students writing was from September until now. And I have students submit writing samples through a Google form and I capture all their paragraphs in a, in a spreadsheet. And so. I'll put September's paragraphs up and I had January's paragraphs up and I wanted to see I said, give me some qualitative and quantitative data about these student paragraphs. And I put in there our focus of topics, sentences, details, concluding sentence. I just want good, basic, solid paragraphs. That's it. And what I found when it was giving feedback is it's, is it. It referred to only 13 or 14 lines. And I asked it a question. I said, What do you mean by 14 lines? And it only gave me data on the first 14 paragraphs is basically what it told me, not the 100 paragraphs that I submitted. So I went back and I said, I need you to analyze all 100 paragraphs from both samples. And then the data was drastically different. Then what it gave to me. So that's just another example of what may may seem really good. You've got to really be able to catch those things and then tell it and teach it that, you know, when it's doing something wrong.

Matthaeus: 21:42

I think you hit a point earlier that I wanted to pick up again. You said that there are some things that we need to teach about AI and the way that we use it. I mean, for example, how we have, like, we have to learn how to go to the back button and edit our last prompt, for example. What are some other things do you think that

Adam: 21:58

Mm

Matthaeus: 21:59

teach teachers about using AI?

Adam: 22:01

hmm. Honestly, I think we need to just have, we need to educate them in a way so they can have educated conversations with students about AI. Because I think the quick reaction that to a student using AI when you don't know what it is or what you're talking about is, Oh, you're using AI. How dare you? I'm going to write you up. And that's the quick response. And I, I, I've seen kids using AI this year and it's you And I'll, I'll share a couple of stories. I actually share these stories with some of my, schools that I've gone to. So I had a student this year that said, Hey, Mr. Miller, I got written up today. I'm like, oh, okay. he goes, well, yeah, I was using AI. I used AI to generate my. poem. And I go, well, why'd you do that? He goes, well, I didn't know what I was doing. And I went, okay. I said, well, maybe you should not use AI to do your work for you. But here's where like, I think our teachers need to be educated on this is like, now, yeah, he was wrong to use AI to do his work. I will admit that. But here's where I stepped in and I said, here are some ideas for you. Why not ask your teacher how to write your poem? And then do it yourself, and then ask AI for feedback. Or why not just type it in, or like type your poem, and ask it for some, different ideas. Or why not ask AI itself, how do I write a poem, and give me an example. And they went, oh, I never thought of it in that way. And it's like those conversations need to be had with our students because again, they're, they're curious with it and they are using it more and more, but we need to educate ourselves to be able to have those conversations instead of just the quick, I'm going to write you up. How dare you blah, blah, blah. So

Matthaeus: 24:03

I think that's a great,

Katie: 24:05

That's great.

Matthaeus: 24:05

We're going to take a really quick break and we're going to hand it over to our sponsors and then we're going to be right back with conversations about AI with Adam Moeller.

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Matthaeus: 25:26

Welcome back to Restart Recharge. We are here with Adam Moeller talking about AI in education, building AI literacy in our schools, and you know, learning a little bit about what it is like to be in a future where there is going to be AI And every single corner, potentially. So let's go back a little bit to teaching teachers and learning, learning about AI. I think your last example was great because it showed so much about how we need to talk to our students about it, how it's going to be relevant in a lot of ways. A tool is a tool is a tool, right? It's about building the context around it. And allowing some transparency. If you use AI, then just say so. And at least we understand, but you understand that there's contexts in which you can use it and in which you can't use it. Any other, like, kind of like rules or advice or things that we can take to our teachers, things that they should know before they jump into the deep end with the AI?

Adam: 26:19

i, I, I think they need to know that, you obviously you can't trust everything that it produces, and I'm going to keep saying it. You need to be able to edit responses. I think teachers need to understand that their students are curious about it, and it's there can be tons of uses for it. But you have to, I don't know, you have to think outside the box a little bit, and making your students write on paper to avoid it is not going to help. Making your students do everything on paper is not going to help. Writing students up for using it is not going to help. But it's, it's, it's. It's just, I don't know, you, I just need to keep saying, you need to educate yourselves to have conversations with your students about it.

Katie: 27:07

Adam, I'd like to dig a little bit deeper into that. So, aside from like specific skills, right, or specific tools, that's not what I'm asking. What's your recommendation to build that literacy among the staff? To educate themselves? What are some maybe thinking about our audience instructional coaches that listen to the podcast. They're often doing group professional development. They're often working with teachers in a one on one setting, right? They're often at a K 12 level across the entire district or even working with multiple buildings within the district. They work with administrators, right? So they have this really great opportunity to be this middle ground and connect stakeholders and really help. build a I literacy with their staff. But what are what are some ways that you're seeing schools find success with sparking that curiosity with their teachers and their staff to even get bring them on board to want to educate themselves.

Adam: 28:04

well this school I was at up in Syracuse is one of the top four districts in New York, and they have fully embraced AI. Like, the whole day was about AI, and I think it starts with administrators, honestly. Using the AI tools and for whatever it is, they need to use it for analyzing data, emails, things like that. Because once it starts with administrators, then it starts to trickle its way down. And from administrators You really need to hit, like, I'll say this, I share this too with people. You can divide a school up into thirds. A third of your teachers are the really excited teachers. A middle third are the teachers that are like, yeah, it's cool, but how will this help me? And then your bottom third are like your teachers that are like, no way, I don't think so. Not going to happen. And so once your administrators start to use it, let that trickle down to those excited teachers that can then start using AI, let them explore a little bit and their curiosity, hopefully we'll kind of move into that middle third. And it's not going to happen like overnight, right? It's just, it's a process, but I think it starts with that. You have to have your admin team fully embrace it. Share it with your excited third of your building, decide who that is, and then just let it kind of trickle in from there through the staff from there. And we need to be, again, we just need to have educated conversations about it, exposing teachers to it. And, and getting rid of some of these myths surrounding, AI, I know, like in some of my presentations, I share with teachers, some statistics from the Walton foundation from now I have to see if they're updated now because the stats I got are from like late July or like early August, somewhere around there. But the stats are kind of like eye opening for teachers because they realize that. Students really aren't using a I as much as they think, and teachers actually have embraced a I more than a more than they think. And so that's, you know, that's how I start off. My presentations is trying to get rid of some myths that surround it. But I think that combination of stuff can really help a school and teachers educate themselves and then pass it on to others. And have more educated conversations.

Matthaeus: 30:44

Yeah, that's great. so we always in our episode at the end, we want to take three takeaways for our coaches that they can immediately put into action, something they can use right off the bat. So Adam, what, what kind of three tips you got for our listeners today?

Adam: 30:57

So first thing I would say, , is. Edit your responses, edit the responses from AI, be able to have an eye, look for those things and don't be afraid to call it out. Just, I know it sounds weird, but call it out, teach it and get better results that way. I think the, the next tip for AI would be to use it for differentiating using different reading levels. But here's, here's the thing though. One, and one tip I haven't even shared yet is. But before you even ask it, so before I even ask AI to write something at like a 400 Lexile level, I'm going to ask it first, what do you know about Lexile levels? Because I want to see what it knows and what it tells me. So I'm going to build it up and educate it first before I have it do something for me. So I'll, I'll ask it, what do you know about Lexile levels. I'll read the response and then I'll follow up and say, I would like you to convert this reading to a 400 Lexile level for me. And then you can even follow up with that, whatever it is that you just wrote, what makes it a 400 Lexile level? Make it tell you why it wrote it in the way that it did and, and that way you can cover all your bases and, and make sure you're getting the best results. And then my third tip would be to,, you know, this is what I'm finding. That's what I'm finding. Like we can't be afraid of this. We, we have to expose students to it. And, and I'll share this story here as to why. So I have a, and by the way, like Chat GPT and Claude are hard to like share with students, right? an AI site called Pi. Have you guys heard of Pi? P I dot A I?

Katie: 32:57

I have not.

Adam: 32:58

Yeah, Pi is really easy just to kind of get students on board with and it's a, it's set up as like a conversationalist or you can hit the discover button up on the side and it says brainstorm ideas, vent. Or, you know, all these different things, and you can use it to converse with. Well, what I have found is, is I've been like hesitant with my students at school, but I'm starting to slowly use it more and more with, with my students here. But I have a student in my first bell who is on the spectrum and doesn't communicate that well. But I noticed that the student communicates with AI. So, I showed him Pi. And he's been using it to communicate with like, and I've shown him things such as tell me this, like I'm a fourth grader or simplify this explanation, or he's into anime and he says, explain this to me, like this anime character that he really likes. So he's like making these personalized connections because ultimately. That's what our future is going to be with AI. You can personalize learning for students. And that's what he is doing over there and he's, he doesn't always do his work, but he is understanding things and he's doing more things than he ever has before because I've shown him a couple of things and he's putting it on his level and he's not afraid to ask AI questions, whereas he might be afraid to speak up to me.

Katie: 34:32

Yeah, I love that you're helping him take ownership for himself too, right? So, not just helping our teachers learn how to do this for our students, which is phenomenal, but I do like the translation of even helping the students kind of own and, and take advantage of the benefits for themselves too.

Adam: 34:50

and so, yeah, those are my, my three tips for everybody going into. Like wanting to use AI or teach people more about AI.

Matthaeus: 35:00

Awesome.

Katie: 35:01

Adam, that's great. How can people get a hold of you, or follow you, or tell us your blog address? The, you know, where can they buy the book? How, how can people find you after the podcast?

Adam: 35:13

So you can email me and I tell everybody you get free lifetime support with me. Feel free to email me anytime. It's Adam J.

Matthaeus: 35:23

That's good service. Free lifetime support.

Katie: 35:26

Yeah.

Adam: 35:29

It's adamjmohler at gmail. com. So feel free to email me., my blog.

Katie: 35:35

will you spell Moeller, please?

Adam: 35:38

Yeah, M O L E R.

Katie: 35:39

Here we go.

Adam: 35:40

My blog is molersmusings. wordpress. com and every Friday I reflect on my week. I've been doing that for two and a half years now. I share all my resources and share my lessons for the week and kind of reflect on how my week went of teaching. And I'm happy to share anything with anybody. So it's all there. find me on, See, I don't want to call it X. I can't call it X.

Katie: 36:09

We don't

Matthaeus: 36:09

either

Adam: 36:09

to do that. I'm on Twitter. I'm on Twitter.

Matthaeus: 36:13

Yeah,

Katie: 36:14

it's in the Hall of Fame as Twitter here on

Matthaeus: 36:16

absolutely.

Adam: 36:17

Yes, I refuse to say X. I'm on Twitter, people. At Moller3031 and, active on Facebook as well. So, but and then you can find EDU Protocol books on Amazon, Barnes Noble. And I've always thought this was pretty cool. You can find it at Target and Walmart too. Yeah.

Matthaeus: 36:42

All right, Adam. It's been an absolute pleasure talking with you. I think we've gotten so much cool advice and cool tips as well as application ideas for our teachers., thank you so much for, for being here and talking to us.

Adam: 36:54

Thanks for having me. I really appreciate it guys.

Katie: 36:57

Thanks, Adam. Have a good one.