Educator Voices: Artificial Intelligence, Part I

In this episode, K-12 educators across the United States share their experiences and insights about artificial intelligence. Topics range from student use to the need for professional learning, to the time-saving benefits it may offer teachers. Their comments shine a light on where things currently stand with AI in our schools and serve as a springboard to our conversation about the best ways to move ahead. These recorded comments were captured during educator interviews at the AVID National Conference in San Diego. Visit AVID Open Access to learn more.

Transcript

#280 – Educator Voices: Artificial Intelligence, Part I

32 min
AVID Open Access

Clarissa Sicarios  0:00  

I see with AI my kiddos are using it to giving ideas to go deeper into a topic.

Donna Goode  0:08  

I think is something that we should embrace and not run away from. It's definitely an opportunity for us as teachers to do a little bit more creativity things in the classroom.

Winston Benjamin  0:20  

Over the last couple of weeks, you've heard read so much information about how AI impacts the classroom. For today's topic of AI our podcast we're going to have Educator Voice: Artificial Intelligence, Part I. Unpacking Education is brought to you by avid.org. AVID believes that you can raise the bar for education. To learn more about AVID visit their website at avid.org.

Rena Clark  0:48  

Welcome to Unpacking Education, the podcast where we explore current issues and best practices in education. I'm Rena Clark.

Paul Beckermann  0:58  

I'm Paul Beckermann.

Winston Benjamin  1:00  

And I'm Winston Benjamin, we are educators.

Paul Beckermann  1:04  

And we're here to share insights and actionable strategies. 

Student  1:08  

Education is our passport to the future.

Winston Benjamin  1:14  

Our call for today comes from Carl Hooker, the author of The New Era of AI in the Classroom. He says "This is an opportunity for people who didn't have an opportunity before." What are you all thinking about this quote, Rena, Paul?

Rena Clark  1:30  

I just think of AI as another resource that now many of our students or educators have access to, which then provides an opportunity, an opportunity to personalize learning, to be a personal assistant, to access additional information, and maybe organize your thoughts. I was talking about when I, in the middle of the night, and I just need to throw some ideas around. I don't have to have that meeting or wait. I can just put some of that in in AI and get some of those thoughts back that then can prompt me or even we talked about I think in another episode saying they had writer's block some of these authors we've talked to, and AI has actually helped them get through that much more quickly. Because it's really that opportunity for a partner to help you think through some of those things. So it's I think it's an opportunity to use a tool to leverage your greatness that's inside you and help you with time and ease and brilliance. 

Paul Beckermann  2:30  

I love that you're focusing on opportunity, because I think it's natural human reaction to think about the threats first. Because I think as humans, we're programmed for self preservation and when there's some kind of perceived threat. And often that's just the unknown. We don't know what's going to be there. So we have to decide is that a threat to us. And then we hop into our lizard brain and, and self preserve. But if we can get past that, I think you're hitting on a key point Rena, that there's so many opportunities out there that are in front of us. And it's okay to take some time and process the things that we're nervous about. Totally okay. I mean, that's what we do as people. But I think once we get past that there are those opportunities on the other side.

Winston Benjamin  3:15  

And I appreciate you bringing up opportunities. And again, like a lot of times even in our episodes in the past, you've heard from experts, academics and authors and journalists about how they view AI in the classroom. But this again is an opportunity to listen to teachers. So today we're going to feature a collection of recorded comments about artificial intelligence by K–12 educators. These sound bites were recorded at the AVID National Conference, which was held in San Diego in late November 2023. Let's take a listen and hear some from teachers who are using AI in their work.

Clarissa Sicarios  3:57  

Hi, my name is Clarissa Sicarios. I work in Monterey County Gonzales Unified School District and I am an English and ELD teacher. I see with AI my kiddos are using it to complete homework assignments, and also correcting assignments, but also giving ideas to go deeper into a topic. I recently had a student asked me about the Native Americans and pilgrims and wanted to go more in depth about that journey. While using AI, he came across the whole story and how in our textbooks, it's sugar coated but in reality, according to AI and research, this is what actually happened and he composed a paper that he submitted to his dual enrollment class and he received an A on that paper using some key points that were made in AI. I would say it is helping students dig deeper but also expand on their thoughts.

Paul Beckermann  4:56  

How do you navigate that balance between AI writing the paper and the student writing the paper? How do you do that with the kids? 

Clarissa Sicarios  5:03  

Yeah. So I think for me, it's learning their style, or having them discover their writing style. And taking it day by day, paper, small quickwrite prompts, open ended questions. And then from there, brainstorming the bigger picture, beginning, middle, and end, having a articulate their thoughts. And then of course, using assistance, like AI or other resources to help fill in the blanks. And then from there, looking at it with our peers, and also seeing if it's easy to understand at their level. 

Paul Beckermann  5:41  

So how do you know as an English teacher, if it's their work? 

Clarissa Sicarios  5:46  

That's a good question. So now that we're at the end of first semester, I have familiarized myself with my students' writing style, I have students who use eloquent vocabulary that I have students using empty words, because, they, I. So I can tell, okay, this student, this is their writing style. This student, we're working, we're practicing on that slowly, but surely, they're making some changes, they're using a thesaurus, or they're using artificial intelligence to help assist in the writing. But I think I'm pretty spot on with recognizing that now, especially with quickwrites, it is a daily routine for me. So at the beginning of every period, five minute writing prompts, so I can see throughout the week, thoughts and then when it comes to the big paper, I'm already familiar with their work.

Tamala Ashford  6:34  

My name is Tamala Ashford, I am a middle school principal from Columbia, South Carolina. I think it's something that we should embrace and not run away from. We know it's there. I've had several parents to reach out and say, "Hey, I just don't know if you all are aware." And I'm like, "Yeah, we're aware, we know what's happening." But as a principal, I've had my Technology Learning Coach lead some PD sessions for teachers on the proper use of it, how to make the best use of it, and same thing with our kids. I use it every day, to just kind of help with crafting emails, to look for different ways to [communicate] when I have to write letters. It saves time, and it just kind of helps you to know that you're on the right track.

Sanoe Tuitele  7:17  

My name is Sanoe Tuitele. I'm from Radford High School located in Honolulu, Hawaii. And I'm an FST teacher and a freshman AVID teacher.

Paul Beckermann  7:27  

Have you used AI? And if so, how do you use it?

Sanoe Tuitele  7:30  

Yes, I just used it this past week for the lesson plan for this week. And I think it's a great opportunity. Because sometimes for me too, it helps me to fill in the blank. Sometimes us as teachers, we don't have enough time to do all the little things that we have ideas for. But I think AI allows us to have that opportunity, that extra time, because it allows us to share our creativity, but it puts in the work to make it make sense. But I think you know, you still gotta go back and reread what it just spit out. But I think it's definitely an opportunity for us as teachers to do a little bit more creativity things in the classroom.

Paul Beckermann  8:06  

I've heard people call it a teaching assistant.

Sanoe Tuitele  8:09  

It is definitely a teacher's assistant. And it's definitely been my assistant after learning about, I think it's called MagicSchool. That's been my rubric go-to right there.

Bri Brown  8:18  

My name is Bri Brown. I am a school counselor at AI du Pont Middle School in Wilmington, Delaware. With staff, I think we just need more training. I definitely think we've barely scratched the surface on being taught how to teach kids how to use this. So I think staff definitely we need more training. Students, they're using it, it's everywhere. We know it, right now, I think it's pretty easy to recognize, because the teacher will say, "That's not your typical work." But I had an interesting conversation with a student last year who came to me and said, "Miss Brown, I feel really bad about something and I want to talk about." I said "Okay," and so she said, "I had a paper for English and I used AI to write the paper, and now I feel really bad about it." I said, "Okay, well, the fact that you feel really bad about it is actually good. Because it means that you care." And so I said, "Well, let's talk about it. What can we do? What do you think you need to do?" And she was like, "I think I need to tell my teacher." I said, "I think you're right." I said, "let's look at it. Show me this paper." So she shows it to me and I said, "Okay, so how can you try to use this AI as a tool to help you but not necessarily cheat? So look what they did. They gave you like a nice outline for your story. They kind of gave you a format for how to write the story. Now all you need to do is say, okay, I can use that outline, but create my own story." So I think we have to figure out how to teach kids how to use this to their advantage because it's not going anywhere. So we have to teach them how to use this responsibly.

Glenn Jacobson  8:19  

Hi, I'm Glenn Jacobson. I'm a learning experience designer which is a fancy title for teacher, I'm a STEM teacher eighth grade at Design39Campus for Poway Unified. Yeah, we definitely see artificial intelligence show up in school, I've of course, there's the students leveraging it to just get out of work. Even at this point, it's still usually pretty obvious that it's not an authentic student answer. And I know that word authentic has been bounced around by a lot of like thought moguls and different things like that. But what I really think the best way to handle that is to lean into it and figure out how to leverage it rather than look at it as a weapon being wielded against you, it's the best thing we could do is figure out how can we use it as a tool, just like we do with any other technology, just like we do with a laptop, a tablet, anything like that. So I've been paying close attention to kind of how major universities, are approaching it, and how professors are taking it and using it very deliberately, and saying, "Okay, well, I spit out this, what can you do to make this better? Or what's wrong? Or what is it missing?" Where it really takes more of an analytical eye that isn't just a polar question. It's going to be something that's really takes the background knowledge, and then having students be able to synthesize that to, to say, "Oh, well, this is wrong, or this would make it better, or there's no research for that, or that's actually a bogus reference completely," which does happen sometimes when there's AI things, and it'll cite something that doesn't exist or just makes something up. So as a math teacher, it does scare me at times. But again, when I go to do things like that, I always use a calculator, I always use a tool. So we have to figure out how to embrace it and use it, rather than shy away from it.

My name is Maryrose Hemd. And I'm an academic innovation consultant with Patback. And I live in Baltimore, where I taught for 10 years.

Reid Malone  12:18  

And I'm Reid Malone. I am an Academic Innovation consultant on the K–12 team for Packback as well. And I live in Northwest Arkansas, but I am from Dallas, Texas.

Paul Beckermann  12:27  

What do you see as some of the pressing questions that educators seem to have about AI? What have you been hearing? Like, what are people asking or wondering about?

Reid Malone  12:38  

The initial question comes to mind for me of are we going to be okay? Educators themselves that are in classrooms I think are very nervous about a couple of things, including cheating, including the validity of their traditional assessments and their traditional teaching styles of the past. Can they still continue with that? But there's also the real fear of is this going to take my job? And there's no real answers for these things. But I did hear somebody say recently, I don't remember who this was exactly. But somebody said, "AI is not going to take your job, but somebody who knows how to use AI may take your job." And that's a conversation that everybody needs to be having with themselves, not just teachers. But that's probably the biggest questions I've been hearing from teachers so far. I don't know about you.

Maryrose Hembd  13:26  

Yeah, I think the other big question we hear is about plagiarism. So how can I tell if a student is using AI in a way that's not academically honest. And at Pacback, our approached to plagiarism is that we provide detection. But we know that not even for companies that are like full on detection companies, that that's not a foolproof, or fully accurate way. These AI models are developing too quickly. And so I think the conversation with educators is around well, what is academic honesty look like in a world with AI? And I don't think we're there yet. But there's a world where students use AI regularly. And they're incorporating it into their work. And how do we know that it's theirs? And I think we're like in the very early stages of those conversations with educators. And I think that's fair, because when you're grading papers, and planning lessons and managing behavior, and talking to parents and doing all the hard work they're doing, some of this can feel like a little removed right now. And so we try to pivot the conversation back to like, well, here's how it can help you and put that in the, in the front of their minds, because they've got a lot to think about.

Paul Beckermann  14:37  

So let's talk about that. Because I think the things that you both said play together. I mean, is this an existential threat for me? And how can I use it? You know, how can it be good for me? So let's look at it two ways. How can it be good for teachers and how can it be good for students?

Maryrose Hembd  14:54  

I'll start with teachers because I burnt out twice. I left teaching once and after the first time I burned out, I went back in and even tried again. And after two stints and 10 years, I could just not keep up with the demands on the schedule and the time and what I needed to do for me and my family. And so for teachers, AI can help them save time. It gives, it puts time back in their hands. With Packback, they're gonna get some auto grading assistance. And I mean, that would just be the greatest gift. And I'll like read talk about how, how that can help students.

Reid Malone  15:27  

Yeah, absolutely. I mean, saving teachers time helps students right then and there, because there's so much time freed up that now a teacher gets to spend building those relationships with them even further, giving them more direct feedback on content, because Packback is going to help them free up time from grading the technical sides of the writing. So that's one piece that you wouldn't even think about AI as helping the student, but it is, it's helping the teacher then become more helpful for the student. But directly to the student, the AI with Packback specifically gives them an AI writing assistant and research assistant that does so many things. But the real impact that we're seeing is that we're closing feedback loops in real time, meeting students where they are and when they are, at the level that they are at. And then helping to support them get to that next level, all because we're not waiting on a teacher to have grading time to get feedback to them. When the student is already thinking about the next assignment or what they're eating for lunch the next day. They're getting the feedback while they're writing, while they're critically thinking through their next question.

Paul Beckermann  16:28  

So let me follow up on that. Why is it so critical that students have feedback so immediately? Like, why is that a key? 

Maryrose Hembd  16:37  

I think people much smarter than I am, who've done the research, but teachers know this firsthand. When feedback is timely, it's actionable and students are invested. I had an English teacher who was still my favorite teacher, but I didn't get those comments on that paper back until three weeks later. I don't even remember what I wrote at that point. And we're doing the best we can, but it's not quick enough. So I need it to be timely so that it's actionable, so that I care about it. And then we also need the feedback to be consistent. It can be really frustrating for a student. Well, this teacher saying this and this teacher saying that. And then for district administrators, now you're talking about different buildings, so to bring some standard level of baseline consistency. I think there's real, real power in that.

Paul Beckermann  17:20  

All right. So look in your crystal ball. Where do you see AI assisted learning and teaching going in the future. 

Reid Malone  17:29  

I think that in the future, it's inescapable. I think students are writing with the assistance of AI, I think teachers are differentiating, and creating assessments and assignments with the use of AI. I think all professional development is assisted by AI in some form or fashion. And even down to district administration tracking successes and strategic goals, is assisted by AI in some form or fashion. It's inescapable. I can't tell the future of where it goes to though.

Maryrose Hembd  17:58  

I will say I don't see a world where there were humans are not absolutely central to teaching. 

Reid Malone  18:03  

Absolutely. 

Maryrose Hembd  18:03  

Teaching and learning. I don't see AI led classrooms and it's only an AI. I think even the the keynote speaker today talked about just the centrality of like humility and humanity and knowing your students. So I think the continued time savings from AI, I think feedback gets more personalized, increasingly personalized. And I think that the instruction becomes about how to use AI, how to prompt it, how to direct it. And I think far off from that, how do we make algorithms, I see a world where we have custom algorithms to match certain rubrics and standards and things like that. So districts can deploy AI in a way that's aligned with their strategic goals. But I think customization is the way that that goes. And then given that time back to educators to infuse the human side and the thing only humans can do.

Winston Benjamin  19:01  

So those are some really wonderful points that we heard from practitioners. So I just want to throw it to us. What stands out? How can we elevate some of the educators voices that we've heard? What stands out to you all? Rena?

Rena Clark  19:16  

So probably not going to surprise anyone that's been listening and knows me a little better, but I just loved and I believe it was to Sanoe where they talked about increasing the opportunity for creativity in the classroom. I love the part I often say, I think in pictures, which some people really don't understand. And I have so many things going on in my head. And I don't know how to organize that or even put it into words in a way that others can understand. That's something I've had to work on my whole life. But I love the idea she was talking about allows us to be more creative and share our creativity. So it's like in generative AI, I could put my work in just like all my random thoughts and ideas, which is what's happening in my brain. And then it can really help maybe leverage some of that or give me more actionable ideas to use with students, and things that often would take me hours and hours to organize and find the resources and think about what's best for this group of students. Now I can leverage AI to help me with that. And I love that I believe that they said, "Let us teachers do a little bit more creative things in the classroom is what AI does, and allows us to share our creativity, it puts the work in, it puts the work to make it make sense." So I just love that idea. And our students could do the same thing if they're struggling with something similar.

Paul Beckermann  20:43  

Yeah, isn't it cool that the educators that were speaking, even though they acknowledged some discomfort with certain things, they really were very positive. And I really, it made me proud to be an educator to hear how positive and forward thinking they were. It's like, yeah, there's some things that I really don't know how it's going to shake out. But I'm going to work through that. And I'm going to make this a positive for my students, like Reid from Packback said, what he's hearing is teachers, our first reaction, are we going to be okay, is this going to take my job? How is this going to change my job? But then quickly, people are moving on to that next step, kind of like the quote at the beginning of the show, they're moving on to that opportunity. And then Maryrose was saying, yeah, there's a world where students use AI regularly, and they're using it for good. Like, they're getting timely feedback, which is actionable. I just love that mindset. And you know, for the listeners that are out there, who still aren't sure about AI, it's okay not to be sure about it. But I encourage you to do as these educators are, and really look for those opportunities. 

Rena Clark  21:51  

And I love when Reid, I've heard it before, he pointed out who said, "Those that are worried about their jobs and everything else, or even our students, but it was somebody that knows how to use AI is going to be the one that takes the job." So how are we preparing the students like we've always talked about to be ready future-ready and giving them that opportunity. So they are able to enter the workforce with that leg up. And also as educators how that can help us.

Winston Benjamin  22:18  

Absolutely. I think, Rena, something you mentioned earlier about the amount of time teachers spend trying to curate the actual resources for the classroom. I think sometimes we forget that there's a bit of guilt that impacts us and a teacher stance like, dang, I wish I could have done more, I could have done better. But I think with AI as several people this set, including Clarissa, she mentioned how the students are willing to go and dig into their own information and find access to stuff that she may not have been able to do that the students were able to fill in their own blanks. And I think giving that opportunity, it takes a little bit of the guilt away from the feeling of I could have done more. But I didn't know that was an opportunity. I didn't know that was a community. So I think it limits the the actual limitations of the teachers knowledge, which is, which is a beautiful thing. And going back to what you were saying, Paul, about giving opportunities to students, I think it also provides teachers the chance to do the work, building relationships with students, finding out their interests, so that they can then build structures for them to fill in those blanks.

Paul Beckermann  23:36  

I think it's cool, how you're talking about how it's changing the limitations of our work. And I've said this on the show in the past, but it used to be people chose a college based on the size of the library, because the only information you had access to were the professors at the university, the other students, and the library. And then the Internet came and boom, that blew down a lot of those barriers. This is another barrier breakdown moment. And it can reduce some of those limitations that maybe we've seen before.

Rena Clark  24:06  

So I spend a lot of time observing teaching and classrooms. And it's and I will say they're usually classrooms where students have opportunities to be heard and have more individualized instruction or classrooms where there's more planning involved. And that takes a lot of time. So I'm seeing how this could break down a lot of that barrier. We only have so much time, but it could help with that planning, that architecture of lesson design that we talked about. Then, as both like I believe, Maryrose and Reid talked about that affecting at that teacher level then directly impacts that student level. Because now because I've been able to have great architecture, I have more opportunity for small group planning. I'm having an opportunity to have the one on one more opportunity to give immediate feedback, which then directly impacts our students. And I'm telling you from direct observation that tends to be what has a huge difference in outcomes for students. 

Paul Beckermann  25:02  

You said one of my favorite words, Rena, architecture. Not lesson design. But lesson architecture. 

Winston Benjamin  25:09  

Something else that I think is important that you're talking about, Rena, is that they mentioned, Paul, Reid mentioned being burned out. And I think is Reid Maryrose. Maryrose mentioned burning out twice. At the end of the day, how many good years and good teachers are we losing that could support students because they are overburdened with the mundane, non educational things? So I think, as you said, Paul out, giving them the opportunity to have a structure to then provide student opportunities is important because then they can stay for longer, and be refreshed more and be able to do the feedback. As you mentioned iand the value of that, Rena. 

Paul Beckermann  25:53  

Yeah, that burnout. Really, that comment really resonated with me too. And kudos to Maryrose for being so vulnerable and sharing that because a lot of people try to hide that. And you know what, it's real. I've talked to so many teachers who feel like they're on the edge of burnout. Because of that time constraint, more and more things are piled on,

Rena Clark  26:13  

There could be a burnout support group and it would be full.

Paul Beckermann  26:20  

You know what, those people probably would need a toolkit. 

Check it out, check it out. Check it out. What's in the toolkit? What is in the toolkit? Check it out.

 All right, toolkit time. Winston, what do you what do you got for us today?

Winston Benjamin  26:42  

 So for me, I think one of the important things is a mindset related to AI. So the fear of students cheating, the fear of losing my job, the fear of the all these other things. I think having teachers shift that to, I know my students enough, so I know what their work looks like. Less fear, more willingness to engage. So I think having a growth mindset is a really important part to put in your toolkit, especially when thinking about how to utilize AI in the classroom. 

Paul Beckermann  27:11  

Yeah, Rena? 

Rena Clark  27:13  

Well, I'm thinking about how to utilize both generative AI or some of this digital media AI, we talked about creativity. But to help organize your ideas, codify them, help you be more productive, or I would spend hours like making these pictures or things. And now because I, if you're that person that needs your slide to look a certain way, first of all, let it go. But now you can use AI to get that image that you want, much faster. So streamline that, still have creativity be a part of your work, a huge part, but now much faster. And more organized. 

Paul Beckermann  27:48  

Yeah. And you know, if you're listening to this, and you still aren't sure, well, where do I start? What do I do? I would recommend just picking one of the big AI chatbots and try it out. Try ChatGPT or Google Gemini, one of the big ones, maybe Claude, those are probably the three I'd pick from and try something. Ethan Mollick says you've got to put in at least 10 hours of trying just to figure out what it can do for you. If you're not sure where even to start, brainstorm a lesson plan idea, or ask the AI chatbot, how can I assess this specific standard that I'm working on? Or what questions could I ask my students about this particular topic or piece of literature? And then just try and see what it gives you. And I think over time, you're going to figure out where it can and maybe won't help you. And that's part of that clarity moving forward.

Rena Clark  28:43  

Yeah, it's even that personalizing for you. So as you said, Paul, put in your rubric, share your rubric, and then say, what kinds of questions might I ask students to help them as I'm pushing them? Some of that stuff's great.

Paul Beckermann  28:57  

And sometimes you can put in a summary of the lesson you have designed and ask the chatbot, how could I improve this lesson? Or how can I make sure that all students will have access to this content when I'm delivering this lesson? It can help find blind spots for us.

Rena Clark  29:13  

All right, well, that helps us move into our one thing. So what is the one thing that maybe we took away from listening to all these amazing educators, and just our thoughts for today? 

Paul, Rena, and Winston singing  29:26  

It's time for that one thing. One thing, one thing. It's time for that one thing. It's that one thing. 

Winston Benjamin  29:37  

I'm thinking about the feedback loop, as it was said, it closes the feedback loop, and allows teachers to really get a chance to sit with students and give them on time and in need reaction to their work that makes it more impactful to their learning. So I think that's an important part and something I'm walking away with.

Paul Beckermann  30:00  

I'm gonna quote Maryrose when she said, "I don't see a world where humans are not absolutely central to teaching and learning." And I sincerely believe that. I think it's potentially going to disrupt how things look for a little while until we figure out the new normal, but it's not going to replace us. I think that part of the fear can go away. And now it just becomes let's find the opportunities to make everything better.

Rena Clark  30:27  

And very, in that similar vein, I would just say AI to amplify.

Paul Beckermann  30:32  

Ooh, t-shirt, Rena, t-shirt.

Rena Clark  30:35  

I think that's a good one. And because I agree with both Winston and Paul, those are things I've been thinking about. But it's all about how we use AI to amplify all the good things we're doing. Knowing it can also amplify the bad. So that's why it's so important to create these habits or opportunities for both educators and students to use AI to amplify the good, and how to really support them in expanding all those positive things that we want.

Paul Beckermann  31:05  

I wonder if it should be amplify and simplify because it's simple. It's not exactly equivalent to what I'm looking for. But I'm thinking of the time-saving piece. If it can save people time and help teachers not to burn out and feel like they're more on top of their game so they can work with kids more. I guess that amplifies. I guess it amplifies what we can do because it gets rid of the trivia.

Rena Clark  31:28  

And finds our time.

Paul Beckermann  31:30  

Oh, I like it. Yeah.

Winston Benjamin  31:34  

And I think it's important that we remember that this is just our listening to what teachers are telling us about the value of AI in their space in their world. So this is our first of two episodes, where we're going to be engaging with just voices from teachers discussing the value of AI in their classroom. And as we've all just listened to, it's an opportunity to really, for teachers, to one remember why they got into the game, one your creativity, as Rena mentioned, and two the opportunity to care for students, as Paul mentioned, a chance to architect and build learning experiences for our students. So again, see what AI can do for you. Check back in for episode two of this discourse.

Rena Clark  32:20  

Thanks for listening to Unpacking Education.

Winston Benjamin  32:22  

We invite you to visit us at AVIDopenaccess.org where you can discover resources to support student agency, equity, and academic tenacity to create a classroom for future ready learners.

Paul Beckermann  32:37  

We'll be back here next Wednesday for a fresh episode of Unpacking Education.

Rena Clark  32:42  

And remember, Go forth and be awesome.

Winston Benjamin  32:45  

Thank you for all you do.

Paul Beckermann  32:47  

You make a difference.

Transcribed by https://otter.ai