Campfire Session — Curriculum Coordinators

Shareouts and demos of how to use Flint to coordinate curricula, plan lessons, manage registration, and more.

Lulu Gao, Head of Teacher Experience at Flint | LinkedIn

AI's ability to synthesize, generate, analyze, and edit quickly creates many opportunities for it to be useful to curriculum coordinators. This session touches broadly on how teachers can use Flint for improving their own lesson plans, and how school leaders can use Flint to guide their faculty, students, and parents to make the most of what the school provides.

Featuring two educators who have used Flint to help in more administrative efforts of the school's curriculum, this session covered:

1. Quick overview of Flint
2. Educator examples for using Flint for lesson planning and course registration with AI
3. Chats and Activities in Flint

Slides from the presentation can be found here.

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Introduction • 00:00

• Lulu introduces the session and how the shareout will happen earlier in this session compared to other Campfires.

Ice-breaking News • 00:36

• A podcast discussing AI in education is shared. The podcast highlights the evolution of educators' interactions with AI tools.

Quick Overview of Flint • 02:47

• An overview of Flint's capabilities is provided. The platform is described as a brainstorming partner for lesson planning.
• The differences between chats and activities in Flint are explained. Activities are emphasized as the primary focus for developing recurring educational interactions.

Shareout: AI Policy-based Lesson Planning Activity • 05:17

• Meghan Smith shares her AI policy-based lesson planning activity template. She started with introducing the policy, which aims to assist teachers in lesson planning by separating the policy into different levels of AI integration.
• Meghan discusses the hesitancy teachers feel towards AI integration. A focus on improving instructional methods through AI is emphasized.
• Meghan demonstrates the AI integration tool, designed to help plan AI-integrated lessons.
• A progression of AI integration levels is discussed. The generation level is described as basic AI use for research. The transformation level involves real-world applications requiring AI.
• Meghan discusses how the tool was rolled out, including prompts for integrating AI into lesson plans.
• Meghan Smith discusses the training process for teachers, providing support to help them gain confidence with AI tools.

Q&A Part 1 • 14:49

• Lulu Gao emphasizes the importance of AI in lesson planning. Activities in Flint are highlighted as beneficial for teacher creativity.
• Mariam Elias inquires about the module creation process. Meghan Smith explains how to access and utilize templates in Flint.
• Meghan discusses her initial challenges with developing this tool. Feedback from teachers was gathered to refine the approach.
• Meghan created a how-to video and PDF document. Adjustments were made to the documentation as updates occurred.
• Yossi Hoffman inquires about integrating school-wide customization into the product, raising questions about aligning activities with educational standards.

Shareout: Course Registration Guidance Activity • 22:37

• Jeffrey Smith introduces the new course registration process at Stony Brook School, highlighting a chatbot developed with Flint for assisting students.
• The chatbot's ability to provide tailored course advice is showcased, along with its translation feature for non-English speaking students.
• A math and world languages placement test is being developed to save significant time in processing student placements.

Q&A Part 2 • 31:45

• Feedback from the counseling department has been positive, as AI has improved communication with families regarding course selection.
• A separate workspace was created for new students, allowing access for those without school email accounts.
• No pushback has been received regarding the use of Flint, as the service is not mandatory, allowing families to choose.

Chats and Activities in Flint • 37:00

• Lulu Gao demonstrates how to set up activities in Flint, sharing examples of curriculum mapping and lesson planning.
• A demonstration of creating a custom activity is provided, emphasizing the importance of giving AI a specific persona.
• Feedback mechanisms for improving AI interactions are discussed, along with suggestions for uploading accessible content to Flint.
• Key takeaways for building activities with Flint are summarized, reiterating the need for context and examples from schools.

Conclusion • 59:52

• Lulu wraps up the session and hints at the next two session topics: Arts & Design and ACT & SAT prep.
• Lulu shares QR codes for the Campfire Calendar and new Flint Community forum.