Campfire Session — Making Student Thinking Visible with AI

Introduction to Making Thinking Visible • 00:00

• Participants are welcomed and introduced. Justin Cerenzia is highlighted as the session host.

• Justin Cerenzia shares insights on Flint's growth and his connection to the team.

Importance of making student thinking visible • 02:33

• A reference to a Harvard statistician's work is included.

• Two questions are posed to frame the discussion. The first question addresses the impact of making student thinking visible on teaching effectiveness.

• An anecdote about parenting is shared to illustrate the importance of understanding student thinking. The second question explores whether exercises promoting dialogue and feedback can enhance learning.

• A critique of common perceptions of AI in education is presented. The speaker emphasizes the need for AI to be used appropriately to support learning.

Process of making student thinking visible • 09:20

• Justin explains what he means by "making student thinking visible" with an example of a social annotation tool for reading.

• The impact of Flint on student performance is discussed. Better performance on tests is noted when Flint is utilized effectively.

Naquin's Three-part Model • 11:50

• The dialogic computing model is introduced as a framework. It asserts that an AI model, like Flint, can be used to enhance student engagement with learning resources.

• The importance of visibility into student thinking is emphasized. Flint provides teachers with insights into student learning and areas needing support. "Flint gives teachers a privileged view of learning," Cerenzia says.

Where AI fits into the enhanced learning timeline • 16:15

• Access to student thinking supports learners beyond traditional content.

• Active practice for homework is emphasized. Flint is suggested as a tool to enhance traditional textbook readings.

• Think Pair Share is highlighted as a valuable classroom strategy. The integration of Flint improves student engagement and feedback.

• "Data of student thinking made visible at every step" is the goal. A significant moment of student engagement is highlighted. The potential of educational technology in facilitating learning is emphasized.

Visible thinking in action (examples) • 22:12

• A Flint exercise is introduced to enhance historical thinking skills. Students are encouraged to engage with the text through close reading.

• The effectiveness of immediate feedback from Flint is discussed. Students demonstrate improved understanding in assessments following the exercise.

• A discussion on the use of artificial intelligence in education occurs. The potential for oral exams via chat is highlighted as a future assessment method.

• The importance of analytics in understanding student thinking is emphasized. The ability to provide tailored feedback based on student performance is appreciated.

Conclusion and Q&A • 29:24

• The concepts of conversational competency, intellectual ping pong, and dialogue about dialogue are all made possible by pursuing the visibility of student thinking.

• Question from Sohan about how visibility into student thinking has impacted how Justin himself teachers or prepares to teach.

• Question from Lulu about how Justin, as an administrator, addresses teachers' fears around academic integrity to promote student use of AI and visibility in their thinking.

• Follow-up question from Lulu if Justin has any advice for teachers in terms of how to create Flint activities that will focus on making student thinking visible.

• Discussion around the balance of designing conversational assignments versus assignments to prepare students for testing ensues.

• Sarah shares her experience seeing how online school during COVID was beneficial for introverted students. She notes how higher engagement from them might also be enabled through a student thinking focus.