Gregory Brown

I Learned that I am doing well with Chat GPT as I had used it for a majority of the suggestions of what to use it for. It was also a good reminder about confidentiality issues and equity regarding accessibility.

I am already using ChatGPT to support my teaching. The two big things are preparing the instructions for chatgpt, and then due diligence on reviewing the answers given.

I am already pretty familiar with AI, but I liked how the information was organized to describe the different functions performed within itself.

This was a great reminder that the process is more important than the grade, for learning... I learned several little exercises that will help students better own their information.

These were the items that stuck out to me: 

we must spend significant portions of instructional time in activities that de-emphasize grades if we have any hope of deepening student thought.

shoot for outcome and you only get outcome. But shoot for process and you get both.

all students get small white boards to write their answers for everything

These are the two concepts that stuck out to me: 

Research scientist Norman Webb has named four Depth of Knowledge (DOK) categories, or levels of thought, for any kind of knowledge: recall, skill/concept, strategic, and extended (Webb, 2013).

Neuroscientists have discovered that when you make a mistake, your brain gets a boost: nearly twice the number of neurons fire as usual, giving you a deeper understanding and making lasting connections in your brain (Rutherford, 2013).

I've always been a big fan of having students guess, and if they guess wrong, they learn it better.

These are the notes I took from the introductory session. I am looking forward to learning about neural connections: 

Questions students ask themselves: Am I interested? Can I do this? Does this matter?

Describe importance of assignment before going through it (or relevance?)

Conversation is a key to improving literacy.

Studies show that we remember information best when it’s presented at the beginning (primacy) or end (recency) of a sequence, and we forget what we learned in the middle (Myers & DeWall, 2015)