Campfire Session — IB Exam Review

Shareout of ideas and stories from the Flint team and teachers about helping students prepare for their IB exams.

Lulu Gao, Head of Teacher Experience at Flint | LinkedIn

During IB revision, teachers and students can use all the practice and explanations they can get. Flint enables them to leverage the power of AI combined with scaffolding about the educational context to provide endless practice and meaningful review.

This session included a demo of Flint's options for review and teachers' shareout about their own experiences. Topics covered included:

1. Creating activities in Flint for students

2. Using chats to generate materials for students

3. Encouraging students to practice on their own through chats

Slides from the presentation can be found here.

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Introduction • 00:00

• Lulu Gao introduces the session on IB Exam review. The capabilities of AI to produce practice for students is emphasized

Ice-breaking news • 02:01

• A discussion on the balance between theoretical knowledge and practical experience is initiated. Employers' hesitance to hire recent graduates is highlighted.

• Educators present agreed on the stance that the IB still heavily leans on content, and that the content is important to be able to teach the process. Both content and process are important in learning.

• Lulu emphasizes how this aligns with how teachers should use Flint—uploading their own content and designing their activities.

Review activities in Flint • 08:39

• The difference between passive learning with typical AI platforms and the active learning that Flint fosters is noted.

• A quiz is created for IB Biology students. Flint generates additional multiple choice questions for exam preparation.

• Oral practice activities for language students are discussed. Students receive feedback and can review their performance through transcripts.

• Flint provides feedback on student writing assignments. Specific suggestions for improvement are given to enhance analysis and textual evidence.

• The rubric upload is discussed for better feedback. Flint's generic rubric creation is mentioned.

• The potential for analyzing IB report feedback is explored. Uploading prompts for student practice is suggested.

• The document size limit for uploads is clarified. 100 pages double-spaced is the limit for an individual piece of content. 16 of these uploads can be added to a single activity. Chunking large documents is advised for effective use.

Review chats in Flint • 22:47

• An example of how teachers can use Flint to create alternative versions of a worksheet that can be differentiated is demonstrated.

• Another example of how a student can use Flint to proactively ask for practice or tutoring help through chats is demonstrated with a statistics example.

• Students can independently create activities. Some even create activities for peers to use.

• In summary, options include:

  • Teacher-created activities for students: for structured lessons or use any time
  • Student-made activities: for themselves to have customized, recurring practice
  • Generated materials for students: for use outside of Flint
  • Student practice through chats: for basic questions and explanations

• Concerns are raised about AI inaccuracies. Teaching and practicing critical thinking is emphasized when using AI tools.

Teacher Shareout 1: Maninder's TOK and Physics Classes • 31:12

• Approach with Flint as gatekeeping AI access is explained.

• Challenges with AI chatbot interactions are discussed. The importance of guiding the AI to achieve desired outcomes is emphasized.

• Suggestions for improving AI feedback mechanisms are provided. The interaction process with the AI is highlighted as essential for effective use.

• A chatbot was developed by a team of eight. It was tested to prevent students from receiving writing assistance. Template for this activity was highly requested and can be found here.

• One teacher discusses challenges faced with a previous AI platform. The platform struggled to identify narrative writing done for students.

• Maninder emphasizes the importance of managing students' AI usage. A system was established to authenticate students' work using AI.

• Feedback mechanisms in education are discussed. The emotional experiences of students with AI are emphasized.

Teacher Shareout 2: Cristian's and Anthony's World Language Classes • 42:58

• Cristian shares insights on classroom activities for his IB Spanish courses. The integration of AI in role-playing exercises is highlighted.

• Logistical considerations for using AI in class are examined. Flexibility in student participation is encouraged.

• Flint is used for practice and assessments. Feedback from Flint is noted as accurate and helpful.

• Anthony Daoudi shares positive experiences using Flint. Students found Flint's feedback beneficial for their assessments.

Concluding thoughts and feedback • 50:57

• Lulu shows her concluding slides about next sessions and the teacher Facebook group.

• Additional thoughts on teaching with AI are shared. Tips for using AI to enhance Flint prompts are shared. The importance of refining AI interactions is emphasized.

• Concerns about the proliferation of educational tools were raised. A plea for integrated solutions was made to address reliability issues.

• Predictions were made about the future of educational tools by Sohan. A consolidation of resources is expected in the coming years.

• The importance of critical thinking in students was emphasized. A comparison was made between AI tools and calculators regarding reliability.

• Concerns about AI's emotional connection are raised. The need for careful manipulation of AI tools is emphasized.

• The importance of honesty in AI integration is discussed. A call for improved validity in AI tools is made.