You may have caught the news last week about significant updates to OpenAI’s ChatGPT and Google’s Gemini. If you did not here is a useful summary of both announcements (click to enlarge):
Images courtesy of Resources — alignment education consulting
The adoption of emerging technologies in education, particularly AI, holds immense potential to revolutionise teaching methodologies, personalise learning experiences, and streamline processes. However, while AI can excel at tasks like presenting differentiated content and assuming many administrative duties, the complex process of facilitating learning requires more than mere dissemination of information. AI should therefore serve
to enhance, not replace, the role of the teacher. By freeing educators from routine tasks, AI empowers them to focus on building relationships, understanding individual student needs, and fostering motivation. This synergy not only improves teaching effectiveness but also underscores the indispensable human element in education, emphasised in our Technology for Learning responsibility.
The successful integration of AI into education systems
and processes will require careful consideration and strategic implementation. It has the potential to address challenges within education systems through:
- Personalised learning content and experiences, offering solutions to the challenge of catering to diverse student needs and enabling tailored educational journeys for each learner.
- Refined assessment and decision-making processes, promising more accurate evaluations and insights into student progress.
- Optimisation of teacher roles through augmentation and automation of tasks, alleviating administrative burdens and empowering educators to focus more on personalised instruction and mentorship.
- Integration of AI into educational curricula, presenting an opportunity for teaching both with and about AI, equipping students with essential skills, discernment, and knowledge for the future.
However, while AI offers numerous potential benefits for education, it’s vital to acknowledge and mitigate its risks. Frameworks from the International Society for Technology in Education, International Monetary Fund and UNESCO will help frame our implementation of AI and shape the future of learning.
Image courtesy of 7 principles on responsible AI use in education | World Economic Forum (weforum.org)
At our school we have been using multiple avenues to explore this frontier field. On the Staff Technology Advocates team, representatives from each Year group and specialist areas explore current AI platforms to determine their suitability for wider integration. The latest tool, called Mizou, allows you to build your own personal chatbot to test understanding or help generate ideas on a topic. Students in our AI Pioneers ECA and Student Digital Leaders teams loved creating and sharing their chatbots with their peers for feedback. In my tutor group, a student using a chatbot created by a peer to prepare for a forthcoming science progress check said “Mr Taylor, the questions on light and heat were too easy, so I asked it to make them harder, and it did!” A great example of personalised learning and student agency.
Feedforward from our pilot groups point to the need for nuanced discussions and further research to explore opportunities and challenges. By leveraging this technology judiciously, with ‘cautious curiosity’, we can enhance learning outcomes, empower educators, and equip students with the requisite skills for success in the dynamic landscape of the future.
Previous articles in this AI series can be found here:
Embracing {Inclusive} AI in Education - Part 1
Embracing AI in Education - Dispelling the MythsPart 2
Do you know how dark chocolate might be good for you? Or why it can be good to eat more wholegrain foods? Or how beneficial singing can be? Well, in Term 2, Year 9 students were challenged with a well-being project that empowered them to take charge of their physical health by seeking to answer such questions.
The project was centred on a key question: ‘What one change could you make to improve your well-being?’. To establish a focus to their responses, students first completed a reflective survey, allowing them to identify their interests and confidence regarding different well-being areas. The results revealed a clear result: students wanted to explore ways to look after their physical health, with a particular focus on nutrition, exercise, and sleep.
Inspired by Michael Mosley’s podcast, ‘Just One Thing’, students researched one specific well-being strategy of their choice. This process involved careful research, with students consulting scientific studies – an important stage when considering the validity of any well-being claim.
The final posters are not only a testament to the students’
dedication and creativity, but more importantly will endure as a springboard for further explorations of physical health in the Well-being Curriculum. Here are some of the most effective posters that demonstrated a high-quality of thought, research, and design.
Anna Cargill, 9J reflected on the experience: “This project gave us an opportunity to find a topic that we are passionate about, research it to get a better understanding, and then share this with our peers. Another benefit of this well-being project is that any change we were to make from one of these posters would be an easy and doable thing.”
Cici Choksiri, 9M shared a similar sentiment: “I really enjoyed completing the ‘Just One Thing’ project because I got to know more about matcha and also developed my research skills.”
Next on the Well-Being Curriculum for Year 9 is the creation of a well-being walk around the secondary school campus. Watch this space!
122 students from our 2023/24 cohort is graduating on Saturday, 25th May! Catch the live feed here: https://www.youtube.com/@BangkokPatanaSchool
You can also follow us on our Alumni Facebook page for all the updates.
Last week the Patana Netball Team challenged the staff to a friendly match on the front hard court. The student line up was formidable… Year 13 Freya made the special trip into school for the big game and moved swiftly around the court on attack, connecting well with Holly in the shooting circle. Gracie was excellent in defence and worked in tandem with Mya who took several high flying interceptions. Abby was attentive and alert - nothing got past her.
On the other hand, the Teachers’ team showed their own athletic prowess, working hard to keep up with the students! We saw great defensive plays from Mr Meadows and Mr Stewart, while Ms Glanowski made countless shots at the hoop for her team battling against Felix’s amazing reach and tenacity. Ms Tracey was nimble and fast when handling that ball, and the team worked together effortlessly. As the rains began the group improvised, creating a smaller court, but alas Mother Nature had other plans. In the end it was a 1-0 win for our students! An amazing game to watch and great play from both teams that was sadly cut short because of heavy rain and a thunderstorm. Thank you Ms Curwood for umpiring.
Netball is a growing sport at Bangkok Patana and there are ECAs in both Primary and Secondary - so get involved!
Year 9 students are gearing up to conquer the DELF (Diplôme d’Études en Langue Française) exam! Term 3, 34 students have been diligently preparing to showcase their French proficiency on the A1/A2 level. On 8th June, they will sit the exam at the prestigious Alliance Française of Bangkok.
The DELF exam is an official certification, internationally recognized for proficiency in the French language. For our students, it signifies not just a test, but a testament to their dedication, hard work, and passion for learning French.
To our Year 9 French students, remember that this exam is not merely about showcasing your language skills; it’s a celebration of your growth, resilience, and cultural appreciation.
On behalf of the school community, we extend our heartfelt wishes for success to all the students undertaking the DELF exam. Bonne chance!
Meaningful direct action community engagement has been found to bring multiple benefits; the recipients gain from the service provided to them, and those giving their time, in this case our students, find that the experience enhances their mental and emotional well-being. In other words, helping others does indeed make them happier. Likhit Daycare is a community engagement ECA in which our senior students engage with children from a local daycare centre. The children visit us every week and engage in outdoor play in the Foundation Stage playground or take part in the learning activities organised by the student team. For the majority of the students, this experience forms a component of their IBDP CAS programme, but it is so much more to them than just meeting a course requirement. Here are some reflections from our Year 12 students.
“Likhit Daycare is definitely one of the highlights of my week, as I really enjoy spending time with the kids. I think this is a great experience and a very good opportunity for both us and the children. We get to develop our management skills, and the kids always have a great time,” said Shoko Yoneyama, 12W
“Spending time with the children after a long day of school will always be rejuvenating. All of us have formed a close bond with the kids and they’ve become more comfortable with us. As a person who loves children, I have no regrets taking part in Likhit and I highly recommend it,” re -
flected Sarah Yue Tong Wong, 12O
“Participating in Likhit is an activity that has helped me grow as a person in many ways. Spending time with children taught me how to communicate better and so much more. Furthermore, Spending time with children has helped me release stress during busy times in the IB. I am grateful to be able to participate in Likhit and will continue to partake with excitement and enthusiasm,”said Ellie Imsuwansri, 12O
“My involvement with Likhit Daycare is a great escape from the stress of IB, furthermore the children are a great joy to be around, as they have a unique sense of creativity and imagination. This experience allows me to develop my communication skills, especially towards younger children, while also developing my collaboration skills with my peers in order to overcome challenges,” said Sanae (Sana) Tohi, 12R
“Thursday is always the day I look forward to because we have Likhit! Spending time with the kids and seeing their faces full of joy makes me feel so calm and at ease. Even though some of the older kids will eventually leave, which makes me really sad, having the opportunity to form strong bonds with them and spend quality time together still makes me very happy. I am glad to have the chance to join this activity; it has been one of the best choices I’ve made since it is a great way to relieve stress after a long school day. Also, while having fun together, apart from the
art and craft activities we have planned to teach them, we have also learned a lot from them, such as communication skills and all-inclusive creativity,” said Jodie Ching, 12S
“Spending time with the kids every Thursday afternoon is always a relief for me. Their smiles during our activities bring me so much comfort. It’s also a great opportunity to practice my collaboration skills since we have to brainstorm activity ideas as a group. Additionally, it improves my problem-solving skills, as we sometimes encounter some unexpected actions from kids,” said Shuhan (Shirley) Ye, 12B
“After a long day of IB, planning activities to see the kids have fun is one of the best moments, especially when I am stressed out. Playing outside with the kids, watching them interact with each other, and seeing them grow every week is heartwarming. One thing I have learned from this ECA is how language barriers do not exist between these children. I am not a native Thai speaker, which I thought would be a problem since these kids are local Thai children. However, through facial expressions, gestures, and simple words, I have found it very possible to communicate and interact with them just like how my Thai peers do,” said Yuki Ando, 12W.
FROM PAGE TO SCREEN
Neilson Hays Library and The Embassy of Ireland bring you a special film screening of That They May Face the Rising.
Dive into the heart of 1970s Ireland with this stunning adaptation of John McGahern’s final novel. Stick around after the film for an exclusive Q&A with screenwriter Eamon Little, moderated by the amazing Anna Gryaznova!
Movie Title: That They May Face the Rising
Date: June 5, 2024
Time: 6:30 PM
Location: Neilson Hays Library
FREE but registration is required. Secure your spot now: https://bit.ly/Film_Screening_McGahern
