Writing is my artistic expression. My keyboard is my brush. Words are my medium. My blog is my canvas. And committing to writing daily makes me feel like an artist.
I recognize this video is for a small audience, and I’m hoping to get some help. Joe and I are viewing the world as geometers, not physicists or mathematicians. If you know of someone smarter than us in these fields, we encourage dialogue and perspectives that challenge our thinking, please share.
Thank you!
There is no doubt that Artificial Intelligence (AI) is going to influence the way we do school in the very near future. I have been pondering what that influence will look like. What are the implications now and what will they be in just a few short years.
Now: AI is going to get messy. Unlike when Google and Wikipedia came out and we were dealing with plagiarism issues, AI writing is not Google-able, and there are two key issues with this: First, you can create assignments that are not Google-able, but you are much more limited in what you can create that is un-AI-able. That is to say, you can ask a question that isn’t easily answerable by Google search, but AI is quite imaginative and creative and can postulate things that a Google search can’t answer, and then share a coherent response. The second issue is that AI detectors are not evidence of cheating. If I find the exact source that was plagiarized, it’s easy to say that a student copied it, but if a detector says that something is 90% likely to be written by AI that doesn’t mean that it’s only 10% likely to be written by a person. For example, I could write that last sentence in 3 different ways and an AI detector would come up with 3 different percentages of likeliness that it is AI. Same sentence, different percentage of likelihood to be AI written, and all written by me.
So we are entering a messy stage of students choosing to use AI to do the work for them, or to help them do the work, or even to discuss that topic and argue with them so that they can come up with their own, better responses. We can all agree that the three uses I shared above are progressively ‘better’ use of AI, but again, all are using AI in some way. The question is, are we going to try to police this, or try to teach appropriate use at the appropriate time? And even when we do this, what do we do when we suspect misuse, but can’t prove it? Do we give full marks and move on? Do we challenge the student? What’s the best approach?
So we are in an era where it is more and more challenging to figure out when a student is misusing AI and we are further challenged with the burden of proof. Do we now start only marking things we see students do in supervised environments? That seems less than ideal. The obvious choice is to be explicit about expectations and to teach good use of AI, and not pretend like we can continue on and expect students not to use it.
The near future: I find the possible direction of use of AI in schools quite exciting to consider. Watch this short video of Sal Hahn and his son, Imran, working with an Open AI tool to solve a Math question without the AI giving away the answer.
When I see something like this video, made almost 6 month ago, I wonder, what’s going to be possible in another couple years? How much will an AI ‘know’ about a student’s approach to learning, about their challenges? About how best to entice learning specifically for each student? And then what is the teacher’s role?
I’m not worried about teachers being redundant, on the contrary, I’m excited about what’s possible in this now era. When 80% of the class is getting exactly the instruction they need to progress to a grade standard in a class on the required content, how much time does a teacher having during class time to meet with and support the other 20% of students who struggle? When a large part part of the curriculum is covered by AI, meeting and challenging students at their ideal points of challenge, and not a whole class moving at the class targeted needs, how much ‘extra’ time is available to do some really interesting experiments or projects? What can be done to take ideas from a course across multiple disciplines and to teach students how to make real-world connections with the work they are studying?
Students generally spend between 5 and 6 hours a day in class at school. If we are ‘covering’ what we need to with AI assistance in less than 3 hours, what does the rest of the time at school look like? Student directed inquiries based on their passions and interests? Real world community connections? Authentic leadership opportunities? Challenges and competitions that force them to be imaginative and creative? The options seem both exciting and endless.
The path from ‘now’ to ‘the near future’ is going to be messy. That said, I’m quite excited about seeing how the journey unfolds. While it won’t be a smooth ride, it will definitely be one that is both a great adventure and one that is headed to a pretty fantastic destination.
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Update: Inspired by my podcast conversation with Dean Shareski, here.
I mentioned in my podcast with Dean Shareski that a favourite part of my job is asking myself, “How do I get to ‘Yes’?” when students come to me with big ideas and challenges that are not easy accommodate in a school. Yesterday I had an easy one, any easy ‘Yes’ when a student came to me wanting us to purchase a silk screen printing kit.
The student came to my office with the pitch just a couple minutes before I was set to have an online meeting. I told her that I had the meeting coming up and asked if she could email me, and one of my teachers, and explain why this was something good for the school, and to provide me with an Amazon link to the kit she wanted to purchase. Knowing the kid, I probably should have expected what I got from her 35 minutes later, but still, I had to chuckle at her email. Here it is in full. If you don’t want to read it all, the funniest ‘justifications’ were #12 and #15. Also noteworthy is #6, her commitment to make it easier for others to use.
Dearest Mr.Truss,
We have gathered here today to discuss the impacts a screen printer would serve this school, If you kindly agree to the purchase.
PROS
Number one. It will elevate the school’s shirt making/crafting personality. As you may know the school already own a Cricut (only cuts one colour) and a sublimation printer (only prints on white polyester shirts). We need to fill an obvious gap. We need a tool that can print multiple colours on a darker coloured shirt. A screen printer would be able to achieve this and not only that but….
Number two. It saves on material/waste used. As you may or may not have noticed but the Cricut requires the user to weed our bits of material that is unwanted in a design, creating lots of little bits of garbage. The sublimation printer uses entire sheets of paper per design. The screen printer however would not add to the amount of waste produced from our shirt making machine collection.
Number three. I have talked with Mr.Hopkins and he thinks it’s a good idea. He mentioned that he would consider making it a media arts project so other student would be able to learn how the process works.
Number four. The screen printer is not even a machine tbh. It’s literally just a frame and some ink. So it wouldn’t take up much space in the classroom.
Number five. Though you might think that the ink will be messy, I assure you that I will personally make sure that anyone using it will have the proper coverage on the surfaces they’re working on.
Number six. I will create a document with step by step instructions so people can refer to it if they need reminders or instruction on how to work it.
Number seven. Because the screen printing screens are reusable and because screen printing itself is long lasting. It opens the possibility to mass produce clothing. Similar to the pink shirt day assembly line, we could possibly make clothing or designs for the school.
Number eight. The Amazon kit that I am proposing provides a light. We could use the light for Media Arts as well.
Number nine. Your students will be amazed. Incoming students will be impressed with the amount of tools at their disposal. There are many students who are interested in fashion, so they could perhaps use this new system to create their own clothing designs.
Number ten. It does not require the use of the heat press. Unlike the Cricut and sublimation printer you won’t have to worry about students burning or pinching themselves in a hot press.
Number eleven. The kit itself is reusable, with the photo emulsion remover you’ll be able to put different design on the screen, so you won’t have to spend more money on more screens. And even if, for whatever reason it does need a new screen, you can probably go to fabricana to get some cheaper screen and purchase it by the yard.
Number twelve. If you desire I could make u a complimentary shirt.
Number thirteen. If you’re gonna mass produce shirts for the school, maybe you could create shirts to sell to other people and earn more than the money you invested into this kit. I’m just saying, you’ve got students who are good graphic designers, it may be time to put them to work.
Number fourteen. Mr. Sarte was talking to me about how beneficial a screen printer could be last year, so he’ll probably be happy if you get it too.
Number fifteen. As a student I really value my time, but I’m sure you can imagine how much time it has taken me to write this email, thus i think it is important and worth my limited time. I could be working on my UBC personal profile right now…..
Number sixteen. This screen printer will bring you’re students closer together. It is with this screen printer that we will become an even tighter knit community. I mean you could create intramural shirts with this thing.
CONS
Number one. It doesn’t come with yellow ink, so could we please get some so we’ll have all the primary colours and can mix different colours from there?
Thank you for considering this purchase. I’d be deeply grateful if you gifted the school with a screen printer.
Here is a link to the Amazon kit that has all the tools we would need. [Link to item]
Here is a link to some yellow ink. [Link to item]
Much appreciation, [Student full name]
All that for a $180 purchase of an item the whole school can use. Here was my response:
Thank you for using your valuable time for this proposal [Student name]!
My concern isn’t the cost of the purchase, but rather the quality.
I’ve asked a few teachers if this will do, or if we should spend a bit more on a kit that is more durable/better quality… You too can make suggestions (if you have time).
Thanks,
Dave
If I didn’t have a meeting that I had to attend just a couple minutes after this student came to my office, this would probably just have been a short conversation and an easy ‘Yes’. As much as the bad timing created a lot more ‘work’ for the student, I’m glad that it happened this way. I think it’s a valuable process for a student to through, and if I’m honest, reading her email was the highlight of my day.
I’ve been working with Joe Truss on a project called ‘Book of Codes’, where we are examining the building blocks of the universe. The main premise is that we live in a Tetraverse, a universe where the smallest possible length in the universe (the Planck length) must be the edge length of a tetrahedron.
I think this is quite insightful. I’ve been thinking about how to use this tool since I shared it by putting my blog posts into it and having it do a Deep Dive on the content. Since then, I’ve read a few things that have questioned just how useful this kind of podcast really is?
Alan Levine says in ‘Wow Us with your AI Generated Podcast…, “In one sample listen, you might be wowed. But over a series, Biff and Buffy sound like a bunch of gushing sycophants, those office butt kissers you want to kick in the pants.”
And in a comment response Aaron Davis mentions my blog’s Deep Dive, “I agree with you Alan about the initial amazement about what is possible, I am not sure how purposeful it is. I listened to David Truss’ podcast he posted and was left thinking about my experience with David Truss’ writing. I imagine that such tools may provide a possible entry way into new content, but I am not sure what is really gained by putting this into an audio format?”
It’s true, I’ve done this a few times and while it can be impressive, I do see that this can get a bit old pretty fast. Except for one thing… I think that if you are asking it for a general summary of light content, you are going to get a light and fluffy Deep Dive response. However, if you want to understand something really challenging or different or dense, this could be a really good way to get a general understanding of tough to understand content. The Deep Dive into the Tetraverse video actually did a really good job of describing new content in a clear way. I found the kaleidoscope metaphor it mentioned an insightful analogy and I think that listening to the audio first would help someone appreciate the video even more.
Like any new and shiny tool, this Deep Dive podcast on Google’s Notebook LM will get a lot of play and then dwindle in use… but that doesn’t make it useless. I think it will find it’s rightful place as a way to take dense material and make it digestible. It will be a great content introduction, an insightful entry into new learning. It won’t become something you go to listen to where you also listen to your favourite podcast episodes. Still, it will have a purpose and you might find yourself going to it, or to a similar tool, when you have too much content to summarize, or if the content is significantly challenging to parse.
I spent spent 45 minutes on social media. That wasn’t my intent, I have a to-do list that will take me a fair bit of time, and I haven’t don’t my normal daily routines, like writing here, yet. Now that I’m here, I’m focused. I have my headphones on, and my ‘Writing’ playlist playing softly in my ears. I know that I won’t be distracted, and I won’t get up from my laptop until I hit the ‘Publish’ button. I know how to focus, how to stay on a task until it’s done. The issue isn’t the doing, it’s the getting started. Once I’ve started, it will get done (usually) efficiently and (usually) effectively, (I’m far from perfect).
But the world is full of distractions. My phone is probably the biggest one. But so are things like feeding the cat, doing the dishes, television, and tasks that are easier to do than getting started on something bigger. Social media algorithms are designed to keep me engaged, learning from me, and pointing me to things that will keep me scrolling, liking, sharing, and wanting more. I’m not the only one. I love when my wife has to do report cards, suddenly she finds the time to bake, and I get my fill of things like chocolate chip cookies and banana loaf. As a 30 year teacher, I can tell you that she writes amazing report cards that really show that she has put thought into every report… every kid. But before she spends hours on the task, she bakes, cleans, and finds many reasons not get started.
Distractions can be useful, after all the cat does need to be fed and the dishes won’t clean themselves. But distractions can also be a complete waste of time. They can suck time up like a vacuum. A vacuum only sucks what you point it at, and likewise if you point your distractions towards a time-waster, that’s all it takes in. Part of me knows that I work a bit better when I have a deadline, and today I have one with a family commitment in a few hours that will take up the rest of my day. So, after being distracted for 45 minutes, I’m now wondering if I’ll get everything done that I hope to finish. How much less stress would I have placed on myself if I had used that 45 minutes better? Or would I have done the same amount of tasks but simply spread them out to fill the time?
I’ll never get rid of all the distractions I have, but I do think often about how to reduce the ones where I don’t use my time well. I battle with the joy I get from death scrolling on social media, and the thoughts I have about how much better I can use that time. What if I used that time for more writing? What if I spent that time with family and friends? What if I actually started doing archery again? Those are not things I would consider distractions. Those are things I’d like to focus on. Will they give me the same dopamine kick social media gives me? Probably not, but the dopamine spike doesn’t seem like something I should focus on. That just seems like an empty distraction.
I barely slept last night. This doesn’t happen often, but if you search my blog for the word insomnia, you’ll see that periodically I struggle with sleep. This time I question if it wasn’t at least partially initiated by my own perseverating thoughts after I had a rougher than usual nights sleep two nights ago. I felt like this was coming on, and couldn’t shake the thought. Did I unintentionally will a night of almost no sleep into existence or was I just feeling it build in my body? I don’t know.
In my years as an educator, most of my absences have been related to back pain, but this morning after staring at the ceiling as the room brightened, I decided that with the lack of sleep the night before compounding a sleepless night, I would would take the day off. Today I had two long naps. The first one was broken, fighting my monkey-mind and restless body, and the second one longer and much more like real sleep. Tonight I’ll catch up on work, and then intentionally go to sleep a little later than usual… hopefully feeling tired and sleeping through the night.
That’s a long introduction to make a simple point. It would have been easy to skip my workout today. But I didn’t. In fact, I think I would attribute my longer, better nap to getting the feelings of restlessness out of my body. I spent 30 minutes with a weighted vest, on an incline, on my treadmill. It was hard enough that I went slower than I normally do and on less of an incline. I didn’t enjoy it, but I did it. I also did a humorous attempt at a meditation where my internal dialogue was so loud, and so lacking in concentration that squirrel brain would be a complimentary description. But I did it. Now I’m spending too much time rewriting my words here, making me realize I should make dinner before attempting to tackle anything related to work… but I’m writing, and I will do some work catch-up before tomorrow.
All this to say that doing my usual routines today has been challenging. And not very rewarding. But there is one key reward that I’m getting out of this and that’s consistency. I’m continuing my habits despite it not being easy to do today. My body and my brain are not allowing me to be at my best, but I’m not allowing me to use that as an excuse. Actually, two good things happened today. First of all, I did get a few hours of solid sleep that have me on a recovery path after a sleepless night last night. Secondly, I maintained my habits. Because the hardest days are the days that really matter. I didn’t need a break from my habits today, I needed to do them despite how hard they were to do. That’s what make them habits and not just things I like to do.
Today I added all the posts on my Daily-Ink blog, from the time I started blogging daily in July 2019 up to yesterday, into Google NotebookLM. The first thing I did was to ask it ‘What does David Truss write about on his Daily-Ink Blog?’ I’ll share the response below, but what I really wanted to do was to create an Audio Overview, a ‘Deep dive conversation’ that is basically two AI ‘personalities’ discussing the content I shared.
I am blown away by both the conversational aspect of this AI dialogue as well as the way it stuck to a single theme of habits while covering a fair bit of the things I wrote about.
I’m going to be playing with this tool a lot more in the future… and this is just the beginning of the use of AI to summarize and help us learn from large amounts of information. Think of the possibilities to come!
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As I mentioned above, the first question I asked on Google NotebookLM was, ‘What does David Truss write about on his Daily-Ink Blog?’ and this was the response:
David Truss writes about a variety of topics in his blog Daily-Ink, but common themes include:
● Education: This is a frequent topic for Truss, who is an educator. He has blogged about topics like inquiry-based learning and teaching, blended learning and distributed learning, leadership and innovation in education, and student voice and choice. For instance, in one post, he discusses his visit to Inquiry Hub Secondary, a school where “students design the school” themselves.
● Technology: Truss often discusses technology in his blog posts. Specific topics of interest include blended learning, distributed learning, and artificial intelligence. He also used his blog to document his experiences using new technologies. For example, he has written about Dall-E, an AI image generation software and Bing Copilot, an AI assistant.
● Personal Reflections: Beyond his professional interests, Truss also writes about his personal life, sharing reflections on topics such as relationships, personal growth, mindfulness, and daily routines. For example, he writes about the challenges of maintaining routines during the pandemic and reflects on the value of taking walks. He also frequently documents his journey with archery and maintaining an active lifestyle.
● The Blogging Process: Truss seems to view blogging as a personal practice and frequently shares his thoughts on the writing process itself. He sees writing as an art form and his blog as his canvas. He discusses his commitment to writing daily, the challenges he faces, and the satisfaction he derives from it.
In addition to these recurring themes, Truss also uses his blog to:
● Share Links and Resources: Truss frequently shares links to articles, videos, and other resources that he finds interesting or valuable. He often provides context for these links, explaining why he finds them noteworthy and encouraging his readers to explore them further.
● Engage in Conversations: Truss uses his blog as a platform for engaging in conversations with his readers. He actively responds to comments, asking for feedback and acknowledging different perspectives.
Overall, David Truss uses his Daily-Ink blog as a space for reflecting on his experiences, exploring his interests, and connecting with others. He is open about his process, his struggles, and his growth, offering a glimpse into his life and his thoughts.
Well that concludes my 10 Lessons based on James Clear’s Atomic Habits. I highly encourage you to read the book. There are details I had to edit, like the importance of being 1% better, that James demonstrates clearly and entertainingly in the book.
I’m so glad to finally finish this for our students. I started talking about it a couple school years ago when I listened to Atomic Habits for the second time, taking notes on my whiteboard… Planning these 10 lessons along the way.
Then last year I spent about a 10 hour day laying out the updated whiteboard and recording myself sharing the 10 lessons. And I’ve spent much of my spare time over the past 2 and a half weeks doing video editing.
Our students in our school have more free time than most high schools get. And, from Grade 9 to Grade 12, we really see a progression in our students abilities to get (good) work done quickly and effectively. We see them heading to university and we know they won’t be dropping out because they couldn’t manage the workload.
I hope that my 10 lessons will help at least one of them take a smoother and more effective journey down that path.
