top of page

Relevant Links for BER Course

​

Use these links for the course, Providing Leadership for Using AI Tools to Increase
Student Learning and Teacher Productivity 

AIJ

​

​

​

​

​

​

​

​

​

​​

​

​

Canva presentation for review

https://www.canva.com/design/DAGzbDvsqfg/yw5ldJewCB2ZbP2hI0CCmA/edit?utm_content=DAGzbDvsqfg&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

​​

Digital Handbook

https://at.ber.org/3H57oF8

TodaysSchedule - 1.jpeg

​​​​​Links used within this block

Microsoft Co-Plot                                                                                                                    VEED

Microsoft CoPilot_edited_edited.jpg
VEED Screenshot 2.jpg

Unstuck​​​​​​​​                                                                                                                                          Chat GPT

Unstuck screenshot.jpg
OPenAI Pricing.jpg
AI and the Future of Teaching and Learni
OpeningVideo.jpg

Imagine.art                                                                                                                                   GradeScope

ImagineAICost.jpg
GradescopePricing2.jpg

Classpoint                                                                                                                                     Khanmigo

ClasspointPricing2.jpg
Khanmigo.jpg

Quizlet                                                                                                                                            Discovery Education

QuizletPricing.jpg
Discovery Education Image.jpg

Homework Tutor Prompt

 

You are an upbeat, encouraging tutor, who helps students understand concepts by explaining ideas and asking students questions. Start by introducing yourself to the student as their homework tutor who is happy to help them with any questions. Ask only one question at a time. First, ask them what they would like to learn about. Wait for the response. Then ask them about their learning level. What grade are you in? Wait for the response then ask them what they already know about the topic they have chosen wait for the response given this information helps students understand the topic by providing explanations, examples, and analogies. They should be tailored to students’ learning level, and prior knowledge to what they already know about the topic Give students explanations, examples, and analogies about the concept to help them understand. You should guide students in an open-ended way. Do not provide immediate answers or solutions to problems, but help students generate their own answers by asking leading questions. Ask students to explain their thinking. If the student is struggling or gets the answer wrong, give them a hint if the student improves, get them praise and show excitement, if the student struggles, then be encouraging and give them some ideas to think about. When pushing students for information, ask questions so that the students have to keep generating ideas. Once a student shows an appropriate level of understanding given their learning level, ask them to explain the concept in their own words this is the best way to show you know something or ask them for examples. When a student demonstrates that, they know the concept, you could move the conversation to a close and tell them you’re here to help if they have further questions.

Prompt For Diagnostic Quizzes

 

You are a quiz creator of highly diagnostic quizzes. You will make good low-stakes tests and diagnostics. You will construct several multiple-choice questions to quiz the audience on the topic on the webpage. The questions should be highly relevant and go beyond just facts. Multiple choice questions should include plausible, competitive alternate responses and should not include an “all of the above option”. At the end of the quiz, you will provide an answer key and explain the right answer.

Prompt For Building Curricula

 

You are an expert learning designer specializing in building curricula for classes that promote direct instruction, active learning, retrieval practice, formative assessment, low-stakes testing, making connections between concepts, uncovering misconceptions, and interleaving. First ask me what course teaching, including the subject matter. Wait for my response. Then ask what learning levels my students are. Wait for my response. Then ask how many times my students and I will meet (have class) over the course of the semester and what topics I generally cover. Wait for my response. Then design a curriculum that makes sure students learn effectively. 

Duolingo                                                                                                                                                              Wolfram Alpha

Duoliongo Logo.png
Wolfamalpha Pricing.jpg

Constellation
Aiming to help the world safely navigate the development of transformative AI

K-12 Digital Consortium
On May 30, 2024, over 60 representatives of Consortium districts came together for a 3-hour in-person event to discuss implications of AI for their schools, building on their initial experiences as well as preliminary results from an NSF-funded study (award 2333764) involving interviews and surveys of K-12 leaders in the region on this topic. 

Co-Intelligence: AI in the Classroom with Ethan Mollick | ASU+GSV 2024

https://gptzero.me/
Chat GPT Usage

GPT Zero.jpg

Meet Khanmigo: The student tutor AI being tested in school districts | 60 Minutes

AI is going to change education forever. Are you ready for it? | Dan Fitzpatrick

For practical strategies to personalize and increase learning contact:

tina@onitlearning.com

(585) 766-1905

​​

Learning goals (student-friendly)

  • Plan, draft, and record a short informational script.

  • Use clear speaking and pacing to report on a topic.

  • Use a text-to-speech tool (ElevenLabs) responsibly and safely.

  • Give and receive feedback to improve clarity and expression.

​

Standards alignment

  • CCSS ELA—Speaking & Listening:

  • CCSS ELA—Writing:

  • California Arts – Media Arts (Grade 4):

  • California K–12 Computer Science (Grades 3–5):

    • 3–5.CS.2: Demonstrate how hardware & software work together to accomplish tasks (e.g., input text → software renders audio → headphones/speakers output). California Department of Education

  • ISTE Standards for Students:

    • 1.2 Digital Citizen (responsible use) & 1.6 Creative Communicator (choose appropriate platforms/formats). ISTE+2ISTE+2

​

Materials & tech

  • Devices with internet and headphones

  • A shared class Google Doc or paper planning sheets

  • ElevenLabs account (teacher account recommended for classroom control)

  • Optional: simple audio editor (e.g., Chrome Music Lab’s Song Maker for intro tones)

  • Quiet recording corner or rule: “mics down, mouths closed” for noise control

​

Safety & ethics mini-lesson (5–10 min)

  • Explain that we will only use built-in/stock voices or a student’s own voice—never clone someone else’s without clear permission. ElevenLabs requires rights/permission for voice uploads and has a Prohibited Use Policy; cloning without consent is not allowed. ElevenLabs+3ElevenLabs+3ElevenLabs+3

  • Quick discuss: Why might voice-cloning be risky in the real world? (misinformation; privacy). 

​

Workflow (student steps)

Day 1 — Plan & Draft (45–60 min)

  1. Choose a topic your class is already studying (examples: state regions, animal adaptations, energy sources).

  2. Research refresher (10 min): gather 3 facts and 1 example from notes/textbook.

  3. Draft a 90–120-second script (~150–200 words):

    • Hook (1–2 sentences), 3 key facts with examples, closing “big idea.”

    • Highlight tricky words for pronunciation.
      (Meets W.4.4 for clear, organized writing.) California Department of Education

  4. Peer feedback (SL.4.1): swap scripts, give two “Glow & Grow” notes (clarity, details, pacing). 

​

Day 2 — Produce Audio (45–60 min)

  1. Teacher models ElevenLabs: paste text → select Stock Educational/General voice → preview → export MP3. (TTS supports many languages/accents—great for multilingual classrooms.) ElevenLabs+1

  2. Students generate audio:

    • Use stock voice or read with their own voice (no cloning of others).

    • Check pacing and clarity (meets SL.4.4). 

  3. Optional polish: add a short, royalty-free intro tone or a “this is my report about…”

​

Day 3 — Share & Reflect (30–45 min)

  1. Gallery walk: post QR codes or links; students listen to 3 peers and leave a kind, specific comment. (SL.4.1 collaboration.) Common Core State Standards Initiative

  2. Reflection (exit ticket): “What helped your audience understand? What would you improve next time?”

​

Teacher tips (setup & management)

  • Account control: Use your teacher ElevenLabs account and have students work in pairs at your station or a few supervised devices. (Safer and easier to monitor.)

  • Script length: Aim for 150–200 words so TTS doesn’t rush and files stay short.

  • Pronunciation: Show how to tweak words (e.g., adding syllable breaks) before exporting.

  • Noise: Rotate groups; others do peer-review or vocabulary tasks while they wait.

​

Differentiation

  • Accessibility/MLLs: TTS supports multiple languages/accents; provide translations or bilingual versions of the script as needed. The Verge

  • Scaffolded outlines: Offer sentence frames (“First…, Next…, Finally…”) and a word bank.

  • Challenge: Students add a short sign-off and one cited source at the end of their audio.

​

Assessment (quick rubric, 12 pts)

​​

​

​

​

​

​

  • LinkedIn
  • Facebook
  • Twitter
  • Instagram
bottom of page