Melanie Trecek-King (00:00):

We say knowledge is power, but it’s not enough to know things. And there’s too much to know. So being able to think and not fall for someone’s bunk is my goal for my students.

Eric Cross (00:12):

Welcome to Science Connections. I’m your host, Eric Cross. On this third season, we’ve been talking about science’s underdog status. And just this past March at the NSTA conference in Atlanta, I had the chance to speak with science educators from around the country about this very topic.

Hermia Simanu (00:28):

Right now, there’s only two teachers in our high school teaching science.

Shane Dongilli (00:32):

I have 45 minutes once a week with each class. The focus is reading and math.

Alexis Tharpe (00:38):

Oftentimes science gets put by the wayside. And you know, I love math and I love my language arts, but I also think science needs to place be placed on that high pedestal as well.

Askia Little (00:46):

In fifth grade, oh, they teach science, because that’s the only grade that it’s tested.

Eric Cross (00:50):

That was Hermia Simanu from American Samoa. Her team flew for three days to make it to the conference. You also heard from Shane Dongilli from North Carolina, Alexis Tharpe from Virginia, and Askia Little from Texas. All of these teachers were excited to be at the conference and had a lot to say about the state of science education in their local schools. Throughout this season, we’ve been trying to make the case for science, showing how science can be utilized more effectively in the classroom. We’ve explored the evidence showing that science supports literacy instruction. We’ve talked about science and the responsible use of technology like AI. My hope is that all of you listeners out there can use some of this evidence to feel empowered to make the case for science in your own communities. And on this episode, we’re going to examine how science can help develop what might be the most important skill that we try to develop in our students: Good thinking. On this episode, I’m joined by a biologist who actually advocated for eliminating the Intro to Bio course at her college. Instead, Professor Trecek-King created a new course focused on critical thinking, information literacy, and science literacy skills. In this conversation, we discuss why the science classroom is such a good environment for helping students become better thinkers. Now, I don’t think that you can make a much stronger argument for science than using it to develop the skills that Melanie describes in this conversation. So, without further ado, I’m thrilled to bring you this conversation with Melanie Trecek-King, Associate Professor of Biology at Massasoit Community College, and creator of Thinking Is Power. Here’s Melanie.

Eric Cross (02:29):

Well, Melanie, thank you for joining us on the show. It’s so good to have you.

Melanie Trecek-King (02:34):

I am so happy to be here.

Eric Cross (02:35):

Now, I went to your session at NSTA in Chicago … I think it was two years ago. A couple years ago. And I was listening to your session, and as I was listening to you, I started Reverse Engineering in my mind what you were doing with your college students. I started reverse engineering the K–8. I was like, “This is amazing.” Where has what you’ve been doing been hiding? We need this not just in the college, higher ed. We need this all the way up and down. Because I hadn’t seen it before. So I think a good place for us to start is gonna be like the story of how and why you as a biologist wound up making the case to actually eliminate the Intro to Biology course at your college. So can you start off and tell us a little bit about that story?

Melanie Trecek-King (03:20):

Sure. So I started teaching at a community college in Massachusetts. And I absolutely love teaching at a community college. And I was teaching the courses that people who don’t wanna be scientists when they grow up have to take to fulfill their science requirement. And that course was Intro Bio. And I tried every way I could figure out to make that class be useful,] relevant to students. I mean, the thing is, our world is based on science and you have to understand science to be a good consumer of information, to make good decisions. And I’m a biologist, so it pains me to say this, but you know, somewhere in the middle of teaching students about the stages of mitosis and protein synthesis, I thought, “Is this really — like, if I have one semester that’s gonna be the last chance that someone’s gonna get a science education, is this really what they need?” And I just decided, “No.” So, to my college’s credit, they were very supportive. I went to them and said, “You know, I think we should assess the non-majors courses. Like, why do we teach non-majors science?” And we all agreed, well, it was for science literacy. OK, great. Do our existing non-majors courses do that? And so we evaluated each of the courses. I made a case that Intro Bio was not doing it. And so we actually replaced it with a course that I call Science for Life. And the whole course is designed to teach science literacy, critical thinking, and information literacy skills.

Eric Cross (04:48):

And so you did this while you were looking at mitosis. And you’re looking at students who may or may not be science majors. And then kind of asking that question. I know every educator asks this, and whether or not it’s welcomed or supported is a different question: “Is what I’m teaching actually gonna be relevant and useful later on down the road for this group of students?” And you actually got to run with it and then create this course, this new course. So, what were the skills that you were hoping to achieve with the new course you developed, and and why were those skills so important?

Melanie Trecek-King (05:21):

Well, if I just go back for a second to what you said, ’cause it, really hit me: I remember the actual moment — it had been building up to that point, but the actual moment that it hit me — I was teaching students the stages of mitosis. And I was applying it to cancer, because the thought is that if we use issues that are relevant to students to teach concepts, that it will be more meaningful to them. They’ll learn it better; they’ll be able to apply it. And they just looked absolutely deflated. They didn’t wanna be there. And I had this moment where I thought, “You know, if, if these students ever have cancer somewhere in their lives, is what I taught them going to be something that they remember? Is it going to be useful to them?” And quite frankly, like, no. <Laugh> They’re not gonna remember proto-oncogenes. And quite frankly, is that really what they need to know at that moment? What they need to know is, “What does this mean? Who is a reliable source of information here? If these treatments are recommended, what is the evidence for them? What are the cost-benefit analyses? Where do I go to find reliable information?” And in that space, cancer in particular, we have this whole field of — I wanna say charlatans, ’cause they may not actually be lying, but they’re pedaling false cures, false hopes. And people need that kind of hope, and so in their time of need, they’re more likely to fall for that kind of thing. Which leads me to the skills that I teach students. I call them this tree of skills. And the order is important. I start — and there’s a lot of overlap to be fair — but critical thinking, and then information literacy, and science literacy. The idea is that students carry in their pockets access to basically all of human’s knowledge at this moment in time. And if they needed to access it, they could. The question is, do they know what they’re looking for? Are they aware of their own biases that are leading them to certain sources, or certain false hopes? Are there certain things that are making them more vulnerable to the people that might prey on them? Are they able to use that information to make good decisions? There’s a great Carl Sagan quote, and it’s something like, “If we teach people only the findings of science, no matter how useful or even inspiring they may be, without communicating the method, then how is anyone to be able to tell the difference between science and pseudoscience?” So yes, the process of science is a process of critical thinking. However, we do tend to present science most of the time. Like, here’s what science has learned. And to be fair, those things that we’ve learned from science are really useful and inspiring. But if we don’t teach the process, so you’ve got somebody now who let’s say has been diagnosed with cancer and is on their phone and they’re scrolling through social media and everything looks the same. And of course the algorithms learn who you are. Next thing you know, there’s all of these like pseudo-treatments popping up. It all looks the same. Somebody who says that acupuncture can be used to cure cancer can feel the same, from someone who doesn’t understand the process of science, as a medical fact. And so the process is the process of critical thinking. My class everything is open note. The quizzes are open note. The exams — and I say open note, they’re also open online, because I know for the rest of their life they’re gonna have resources available to them; I want them to be good consumers with that information, which to me requires metacognition and critical thinking and information literacy and all those skills that I’m trying to teach them.

Eric Cross (08:58):

You’re basically taking what … we’ve taught science for so long. And more recently, it’s changed to more focusing on skills. At least in K through 12. But a lot of it was just memorization of a ton of different things that now we can pull up our phone, go on the internet. You can pull up a lot of those facts. But those facts don’t necessarily translate to actual real-world skills. When I listen to… I kind of make this analogy sometimes: students say … it’s funny, I have 12-year-olds that say this. They go, “How come they don’t teach us how to do our taxes?” And you know they’re regurgitating what they hear from adults, right? “Teach us real-world skills!” And I was like, really, if we taught you right now how to do your taxes, how many of you would really be like, “Oh, this is an awesome lesson! We’re really engaged!” But their point is that “I wanna learn something that I could actually use later on, that’s that I’m gonna carry on.” And in your course, you’re talking about these skills that actually can apply. Like you said, if I had cancer and I’m looking at different types of medical procedures, do I have the skills to really be able to evaluate and make informed decisions on that? And that’s, that’s not something that I’ve seen explicitly taught really anywhere. And I hadn’t heard anybody talk about it, really, until I heard your session, where you’ve kind of unpacked this, and over the last couple of years, have created some programs or resources for educators, where they can take this into their classroom. So what were some of those skills, again? What were were some of the skills that you thought, “I wanna make sure that my students can walk out and they know how to do this and apply it to maybe several different fields”?

Melanie Trecek-King (10:35):

Oh, that’s a really good question. Because the whole thing was a process for me. Like, when I finally let go of Intro Bio, I was so glad to see that class go, by the way. ‘Cause I just felt like I was beating a dead horse. So when I let go of it, I thought, “What do they need instead?” And for me, what I realized was I was trying to make the class I would’ve wanted to take. I realized the things that I personally didn’t know, that my own education maybe let me down a bit. But things that I thought were important. So then I took all of those, synthesized them, tried to figure out the best order. The class is currently in its third iteration. And I hope every iteration is an improvement. But I’m thinking about the students that I taught before the pandemic. It was Intro Bio. Up to just maybe the couple years before the pandemic, and during the pandemic, we had a new virus and we had a new vaccine and we had new treatments. There was hydroxychloroquine and there was ivermectin and then there’s masks. Are masks effective? Well, you know, in what circumstances? What kind of mask? There are all of these questions. And that whole thing was we saw science playing out in real time.

Eric Cross (11:50):

Absolutely.

Melanie Trecek-King (11:51):

And so were my students able to follow that? And then what happened in that process is that science became politicized. And in a time where things are uncertain and we need answers, ’cause it’s scary, people want certainty and science doesn’t tend to provide that. Especially when it’s just starting out. And then when it becomes politicized, people decide that they’re going to — it’s not necessarily a conscious decision — but they retreat into what people in their camps are saying or their groups are saying. Which actually leads me to one of the more important parts of information literacy skills in there, which is most of our knowledge is shared. We tend to have overinflated senses of what we individually know. And studies actually show that with Google, if you have access to Google, you think you’re smarter than if you don’t have access to Google. But we all have access to knowledge in our communities, and that’s one of the reasons humans are so successful, is that we can each specialize in different things and share our expertise and become greater than the sum of our parts. The problem with that, of course, is that we forget what we don’t know, and we assume that we know what the community knows. And so recognizing the limits of your own knowledge and how different communities produce knowledge, like the different epistemic processes that communities use to come to knowledge. When it comes down to it, an important part of knowing is knowing who to trust, right? Knowing where the source of knowledge lives. And in order to do that, you have to understand the processes that they’re using to come to that knowledge and the limits of your own knowledge. And then how to find who has that knowledge so that you can use that to make better decisions.

Eric Cross (13:38):

So, when I hear what you’re doing with your college students, and I think about what I’m doing in the classroom, in the middle school, we are really focusing on literacy as skills. Reading, writing, speaking, listening. And then when I think of the next step of the journey, your information literacy and the literacy you’re teaching is really the application of those things in the real world. And the examples that you gave are very critical examples. Evaluating claims about Covid. Making informed decisions about a medical procedure that you might need. And we all get that applied to us. We’re scrolling through social media and somehow social media is listening. It’s figuring out exactly what I’m doing, because all of a sudden the ads are telling me … how did you know I was alking about KitchenAid mixers now? I just said KitchenAid mixers and it’s gonna show up in my feed! But <laugh> I take that in the same way from the same place that I take in maybe an oncologist. So it’s it’s coming through the same channels. So now I kind of wanna pivot. So we’ve talked about what you’re doing, why you’re doing it, the connection between “am I really teaching the skills that my students need in the science class? Is it really critical thinking explicitly or is it just kind of implied?” Now I wanna ask you how you do it. What’s the annotated, abbreviated kind of syllabus of your course?

Melanie Trecek-King (15:03):

So the course is called Science for Life. And the premise behind it is the kinds of skills and understanding of the process of science that they would need to make good decisions to be empowered in a world based on science. And so the very first lecture, I say, “OK, I’m gonna tell you a story and I just want you to listen to the story. And at the end I’m gonna ask you why I told the story.” And the story that I tell them is some of the history of the witchcraft trials in Europe. And I start with the Malleus Maleficarum, or the Hammer of Witches, from the Pope, and about how people would accuse witches of causing birth defects or storms or crops dying. And, the best evidence that they had to absolutely know somebody was a witch was if somebody accused them, and then if they were accused, if they confessed. OK? But the problem is, to get them to confess, they would torture them. Roasting over coals, or splitting until somebody broke. And so I tell my students, “OK, this was absolute proof that someone was guilty of witchcraft. I don’t know about you; I would confess to anything, right? Make it stop!” So this is where I get to ask students, “Why would I ask you this? Why would I tell you this story? And traumatize you on the very first day of lecture?” And they see the reasoning, right? They thought they had evidence. The question was, is that good evidence? And so, you know, I’m getting students to have a basic understanding of epistemology, right? Without calling it that, or without going into all of the philosophical background of epistemology. Apply this to your own reasoning. What are you wrong about? Well, you probably wouldn’t know. OK, how would you know if you were wrong? Like what kinds of things do you feel that you’re so right about? How good is your evidence for that? So what I want them to do is internalize the thinking about thinking, and analyzing how they come to conclusions, and proportioning how strongly they believe. Their confidence in how right they are. So I think starting with that kind of misinformation, and getting students to internalize that process is important. But I think the example is really useful, because most of my students don’t believe in witchcraft. Right? So it’s not an issue that would immediately threaten them in some way. So when, when a belief is tied to identity or how we see ourselves or is really important to us, then it’s very difficult to be objective about that belief. And so by starting with witchcraft, it’s not triggering. I get them to think about thinking and practice that muscle so that when we get to those more important issues, they have the skills they need to evaluate them.

Eric Cross (17:55):

So would it be fair to say that your Science for Life class is really applied scientific thinking for the real world?

Melanie Trecek-King (18:01):

Absolutely. That’s the idea. I mean, science is too good to keep to ourselves, right? And it’s everywhere. So how can you understand the world through a scientific lens?

Eric Cross (18:10):

What are the nuts and bolts of how you teach your students these strategies? What do you do? What are some strategies and techniques that we can maybe share with listeners? And then where I want to go after that is I wanna ask you, how early do you think this can be started? So lemme start off first with, what do you do?

Melanie Trecek-King (18:28):

So I use three different strategies. One is, I provide students with a toolkit. And the toolkit is one that I created and it is like my one toolkit to rule them all. It is trying to apply critical thinking and science reasoning all together in one place. So that if students are met with a claim, they’ve got the toolkit with an acronym. They can now start and have somewhere to go. In that if I gave you a claim and said, “Just critically think through this claim,” I mean, that’s a mighty task. But if you have a structured toolkit, then it’s hopefully a systemic way that’s helpful. The toolkit is summarized by FLOATER. I have published it on Skeptical Inquirer. It’s free. So it’s Falsifiability, Logical, Objectivity, Alternative Explanations, Tentative Conclusions, Evidence, and Reproducibility. So I provide students with a toolkit. The next thing I do is I use a lot of misinformation in class. Back to what Carl Sagan says: What I heard was we should use pseudoscience to teach students the difference between a pseudo-scientific process and a scientific process. So, I use science denial, conspiracy theories, and give my students a lot of opportunities to practice evaluating claims with the toolkit. And the other thing I do is, I use inoculation activities. So inoculation theory is based on William McGuire’s original research in the ’60s, which is basically like a vaccine analogy. Where you can inject a small amount of a virus or bacterium into the body, so that it creates an immune response, so that it can learn the real thing. And so in the real world, it can fight it off. Inoculation theory does the same thing, but with misinformation. So, what we can do is, in controlled environments, expose students to little bits of misinformation so that they can recognize it in the real world. There’s different kinds of inoculation, but I’m a big fan of what’s called active and technique-based inoculation. So technique-based means that students are learning not the facts of misinformation, not factually why this thing is wrong, but about the technique used to deceive. So maybe the use of fake experts. Or maybe the use of anecdotes. Or the use of logical fallacies. The other part of that is active, which is where students create the misinformation. So for example, my students, just now, we finished covering pseudoscience. And I teach students the characteristics of pseudoscience. And basically we have fun with it. Where they pretend to be grifters and they sell a pseudoscience product. And so they have to make an ad like they’d see on social media, using the different techniques. And the point there is that it’s supposed to be funny, right? And lighthearted. But in a real way, by using the techniques used to sell something like pseudoscience, it’s opening their eyes. You can’t unsee how every alternative product has, “it’s an all-natural and used for centuries and millions use it and look at this person who says, ‘Wow, it worked for me!’ And it’s certified by some society that doesn’t exist, but this doctor behind it says that it’s really great!” I mean, it’s all the same stuff. So they create the misinformation using their own techniques.

Eric Cross (22:02):

That’s one of my favorite things that you’ve talked about, and I want to dive in that a little bit more. But when you’re teaching the toolkit, FLOATER, what does that look like in the classroom, when you’re actually breaking all of those things down? What does it look like as you’re walking your students through this, and you’re kind of coaching them on all of those different things? ‘Cause I feel like some things might be like, “Oh yeah, I got that.” And then some of them might be, “Oh, what is that?”

Melanie Trecek-King (22:24):

Yeah, it takes me probably a good solid lecture to get through the basis of the toolkit. But then over the rest of the semester, I’ll spend more time going into different parts, different rules, a bit more in-depth. So, for example, logical fallacies and objectivity. So the rule of objectivity basically states that you need to be honest with yourself. I’m gonna quote Feynman here, so: “The first principle is that you must not fool yourself — and you are the easiest person to fool.” We don’t tend to think that we can be fooled. But of course we can. So actually, if you wanna talk about it, I start class by fooling my students.

Eric Cross (23:03):

Wait, what do you do? What do you do for that?

Melanie Trecek-King (23:05):

Oh, so this is really fun. Day 1 of class, after the syllabus, I tell my … so you’re in my class now, Eric. “So I have a friend, and she’s a psychic. She’s an astrologer and she’s pretty good at what she does. I mean, she’s got books and she’s been on TV and stuff. She knows I teach this course about skepticism. And so she’s agreed to test how effective she is by providing personality assessments to students in class. So if you wanna participate, what I need from you is your birthday, your full name, answer a few questions. Like, if your house was on fire and you could take one thing, what would it be? Or if you could get paid for anything to do anything for a living, what would it be? Um, there’s a third one. Oh! If you could have any superpower, what would it be?” So the next class, it’s usually over a weekend. The next class I say, “OK, I’ve got your personality assessments back, but remember, we wanna test how effective she is. So in order to do that, I need you to read your profile as quietly as possible. And then I’m gonna have you rate her accuracy on a scale of 1 to 5. OK? So close your eyes; rate her.” Over the years doing this, it’s about a 4.3 to 4.5 out of 5. They think she’s pretty accurate. OK? “So now, if you feel comfortable, get with a person next to you. And I want you to talk about what parts of the personality assessment really spoke to you and, and why, and why you thought she was accurate or not.” And it takes them 5, 10 minutes before they realize they all got the same one. So, this is not my original experiment. It was first done by Bertram Forer in … I think it was the ’50s. And it’s done in psychology classrooms. James Randi made it famous. But the personality assessment itself is full of what are called Barnum statements. So, named after P.T. Barnum. These are statements that are very generic. So, “You have a need to be liked and admired by people. You are often quiet and reserved, but there are times where you can be the life of the party.”

Eric Cross (25:13):

How do you know this about me, by the way? This is a — I feel like you know me right now.

Melanie Trecek-King (25:17):

“There are times where you’ve wondered whether you’ve done the right thing.”

Eric Cross (25:19):

This is getting weird.

Melanie Trecek-King (25:21):

I’m just on fire, right? So these are Barnum statements. They’re the basis of personality assessment.

Eric Cross (25:29):

Mel, can I pause you right there? You said Barnum. Is that the same Barnum, like Barnum & Bailey Circus?

Melanie Trecek-King (25:34):

Yeah. P.T. Barnum, who didn’t actually say “There’s a sucker born every minute,” but we attribute him with that kind of ethos. These statements though, if you read a horoscope or even like personality indicators, like the MBTI, it is basically pseudo-scientific. And it ends up with lots of these Barnum statements. They produce what’s called the Barnum Effect, which is, “Wow, that’s so me! How did you know me?” I could even do more. Like, you have a box of photos in your house that need to be sorted. Or unused prescriptions. And these can apply to nearly everyone, but they produce this effect where we go, “Wow, that is so me!” Right? So by fooling them this way, I get to … well, so the next thing is, “Yes, I lied to you. And I’d like to tell you I won’t do that again. But I’m not going to, ’cause I might. So be on your guard.” But I did it for free. And why did I do it? “I did it because I could tell you ‘I could fool you,’ but you wouldn’t necessarily believe me. So I fooled you, so that you would learn what it feels like to be fooled.” It’s not fun. But we’re gonna make a joke outta this. And students are almost never upset about this ’cause it’s a fun process and they’re all fooled. And again, the point is, I didn’t disprove psychic powers. I didn’t just disprove psychics with this exercise. But I did show you how easy it was to fake. So if somebody is gonna tell you that they can know these things about you through some way, hopefully the evidence they provide should be stronger than something that’s easily faked. Right? Extraordinary claims require extraordinary evidence. If you claim to be able to read my personality based on my birthdate, then I need more than something that you can be taught to do in 15 minutes. So, I fool them to convince them that they could be fooled.

Eric Cross (27:27):

You’re giving them a practice scenario for thinking. And I was thinking about basketball. I grew up playing basketball. And my coach would have our own team be the defenders of the next team we were gonna play, so that we can be prepared for the defense. We were gonna see. Now, when I’m thinking about education, and what you just said reminded me of this, it’s like we’re often just teaching offense. We’re always teaching the plays. We’re always teaching what to do. But we rarely teach defense. What happens when someone comes towards you and, and they challenge you or they come at you with claims? How do we evaluate this? And I think in pockets we do it. We do claim-evidence-reasoning. We present claims and evidence and reasoning. But we don’t always have practice defending them. And I think there’s great resources. There’s Argumentation Toolkit and there’s all these awesome resources that do this. But does that fit? You’re kind of having them practice defense?

Melanie Trecek-King (28:26):

Yeah. You know, that’s brilliant. I never considered that analogy. But, yeah, in the real world, you don’t just get to always try to score all the time. Someone’s gonna challenge you and give you a claim that maybe you haven’t heard before. So how do you think through it?

Eric Cross (28:41):

Yeah. And you become better. So now I’m thinking about how early could we start doing this? For one, I love the idea of lying to your students, because I do that. And it’s just such a fun scenario. How early could we start implementing these strategies or these ideas or these toolkits? In your mind, what do you imagine? How early could we start this with young people?

Melanie Trecek-King (29:07):

Yeah. I’m so glad you asked that question, ’cause honestly, by the time they get to me, it’s almost too late. And I don’t wanna say it’s too late, ’cause it’s never too late. But, oh, we need to start so much earlier! That example that I gave about the selling pseudoscience argument? I have a wonderful colleague, Bertha Vasquez, who’s a middle school teacher in Miami and the director of TIES at CFI. She did this with her middle school students. And quite frankly, their examples were just as good, or in some cases better, than my college students. And they had so much fun with it, too. And she just said that, you know, <laugh>, they actually are more savvy with the kinds of things that they see online than we — I don’t wanna say give them credit for. But almost that we want to believe. My students give me examples of things that are from corners of the internet that I didn’t know existed. And quite frankly, that’s probably a good thing for my own mental health. But students are on there too, like middle school students, and we need to prepare them for the kinds of things that they see in the wild.

Eric Cross (30:13):

So in middle school, definitely. Now, you’ve also done some work in high school as well, right? In Oklahoma? Did you do some. …?

Melanie Trecek-King (30:17):

Yeah.

Eric Cross (30:18):

…some work with high schoolers? What was that like? Did you see any impact there?

Melanie Trecek-King (30:21):

So I didn’t actually do it in Oklahoma. I have taught the course … actually, you were talking about younger kids. I’ve taught the course to high schoolers in my area that are parts of dual enrollment. And they absolutely ate up the curriculum. And they were wonderful, wonderful students. And it was completely appropriate for … they were juniors, actually. But the course has also been taught in Oklahoma, through a dual enrollment program as well. And it was a small sample size. But we have pre-post testing that showed that it improved their critical thinking, their acceptance of science. But anecdotally the head of the program there said that in his years doing this, he’d never seen a course that helped them improve in their other courses so well. So, I felt very rewarded by hearing this. But apparently their critical thinking skills and information literacy skills helped them succeed in their other courses that they were taking. And I love that the students were transferring those skills to other classes. That’s the whole point.

Eric Cross (31:23):

And that’s a big … I think that what you just said is really the core, especially of what we’ve been talking about this season: What you’re talking about and what you’re teaching can transfer and supports literacy. And this is an example of science doing that across all other content areas. So I think that that’s huge, that that was said. What do people say about this course? I know I went on your website, and I looked at some of the comments that some folks were saying, and I know it’s just a snippet, but what do you hear from the education world about this? Because I don’t see it in many places. I see it kind of embedded, sprinkled into different content areas. But you’re actually teaching it explicitly. Do you tend to find positive feedback, overwhelmingly? Or do you get pushback on on some of this? What’s it been like for you?

Melanie Trecek-King (32:16):

I think the biggest pushback — and it’s good pushback, and I would agree entirely — is with inoculation activities, you do need to be careful to, when you debrief students, you wanna tell them why you did what you did and to use their powers for good and not for fooling other people. And I think importantly, for not putting misinformation out into the wild without having context around it. So if you do these kinds of inoculation activities, like if you have your students create pseudoscience ads, don’t just let them put them on social media. Obviously, you can’t control everything that they’re doing. But explain to them why you wouldn’t wanna do that. As far as everything else, I’ve heard really great feedback. You’re referencing my website. So, when I put together the course, I was trying to find resources for students to read. Textbooks are ridiculously expensive and I couldn’t find anything that I really wanted students to buy. So I just started writing, and I put it on my site. I have a site that’s basically the core of the curriculum. More in progress. And then I’ve got some of the topics that we explore and those are all assigned readings. My students are captive, in that I know they want a grade, and for four months they have to sit with me for the entire semester, in that I’ve specifically ordered the content in a way that would be most conducive to them learning these things. On the internet, though, and on social media, ’cause I post on there as well, people come in from all kinds of entry points, and so the goal would be to have them start at the beginning and go to the end. But people … I’m pleasantly surprised that there is an audience for critical thinking and science literacy content out there. And so that really warms my heart. But I am doing more and more for educators. And so I have a section for educators. I put content on there. I put assignments, the assignments that we’ve talked about and more, are on there. And the educators that I’ve had use it have just been really wonderful. Like, I hear great things. If I might, the biggest issue that I’m having is actually reaching educators. I’ve gone to — I met you at NSCA, actually, that was only last summer.

Eric Cross (34:30):

Oh, wow. Wow.

Melanie Trecek-King (34:32):

Right?

Eric Cross (34:32):

Yeah, you’re right. It wasn’t even a year.

Melanie Trecek-King (34:35):

Yeah, I think it was like July last year. So, um, you’ve been to the conferences. And I just went to the last one as well. But I have yet to figure out a way to really get in front of enough educators to share the content. So if anybody’s listening and is interested in learning more, please let me know! <Laugh>

Eric Cross (34:52):

Yes. And we talked about your website, but I didn’t say what the website was. So it’s ThinkingIsPower.com.

Melanie Trecek-King (34:57):

Yes.

Eric Cross (34:58):

And on there, there’s tons of resources. There is the toolkit. And it’s all free.

Melanie Trecek-King (35:06):

Yes.

Eric Cross (35:07):

And there’s a dope t-shirt on there that I just bought today, that Melanie’s actually wearing right now. It says, “Be curious, be skeptical, and be humble.” And I love that. Because I think one of the things that we can’t forget about teaching people how to think and critically evaluating information, sometimes those conversations can become very dehumanizing. And what I mean by that is it sometimes can become, like, intellectual sport, where we forget that there’s a human being on the other other side. And we lose that empathy and compassion. We can kind of see that. It just becomes this intellectual jousting and arguing. And one of the things I know about you, and when you talk about this or you talk about the work that you do, and even the shirt that you’re wearing, there’s this, “be humble.” There’s this human that is never lost in this. And you said it, too: When you’re teaching your students and you’re equipping them with all of these intellectual skills and all of these tools, to use it for good. So to maintain your humanity, to maintain your character, and then to use it to edify and lift people up, not to go out and do harm. That balance, I think, is so, so important. So it’s something that I really appreciate about you and how you teach.

Melanie Trecek-King (36:19):

I appreciate those kind words. Actually—

Eric Cross (36:21):

Oh, of course!

Melanie Trecek-King (36:22):

—and if I might, I sometimes see people using critical thinking like a weapon. It’s like, “I have learned fallacies and I’m just gonna use the tools of critical thinking to tell you why you’re stupid, or why you’re wrong, and why my position is right!” But real critical thinking involves applying those same standards to your own thought processes. And even something like argumentation: the goal of our argumentation is not to BE right; it’s to GET it right. And so we’re on the same team. If we’re arguing about something, if the idea is in scientific argumentation we’re trying to find the truth, which one of us is making a better argument based on the evidence? Can your perspective help me see my own blind spots and vice versa? And the more different perspectives that we have, the more able we are to find whatever reality is. But we are in this together. And so, yeah, I think … I’m glad to hear that that’s coming through. But if you don’t have the kind of humility that says, “You know, I could be wrong,” then you’re never gonna change your mind anyway. So having the humility to say, I’m wrong. <Laugh>

Eric Cross (37:33):

Yeah. You end up just seeing people just defend turf, as opposed to support “look for truth.” And I know for me, my own education journey, I end up with more questions than answers anyways. So I go in trying to find an answer for something and I end up with 10 more questions. And I go, “OK, this is kind of how it is.” You go down this rabbit hole and you just end up with all these different questions. And it forces the humility, because you’re like, “I don’t know! I think this is what it could be, but it could also be these other answers or explanations. So this is just where I’m at, based on what we know right now, at this present time, which might shift.”

Melanie Trecek-King (38:07):

And that sounds reasonable. Yes. Which might shift. Yes.

Eric Cross (38:11):

And especially for us as life-science biology teachers, our content is something that definitely shifts. I know some of the things I teach now are not things that I learned when I was even in middle school. Just because things evolve. They change. We learn, we get new data. That’s just the way it is.

Melanie Trecek-King (38:24):

<Sighs> And Pluto is no longer a planet.

Eric Cross (38:26):

I know. Rest in — well, no, Pluto’s still there. Yeah. It’s no longer a planet. But that was one part of my kindergarten memorizations <laugh> is Pluto being in there.

Melanie Trecek-King (38:36):

Gotta change your mind.

Eric Cross (38:38):

I know. Any words of advice for science educators out there who want to focus more on honing these critical thinking skills and strategies with their own students, but they don’t know where to start? Where would you point them? Or what advice would you give them?

Melanie Trecek-King (38:52):

I think start with what you want the students to know. And not necessarily the FACTS that you want students to know, but start with the skills that you want them to know. And then really be honest with your process. When I designed Science for Life, I started with, “these are the skills that I want students to know.” And everything was in service of that. So this sort of backwards design, I think, helped me follow a path that was more likely to be useful, if that makes any sense. But it really required doing it all over again. So don’t be afraid to question the things that you’re currently doing, even if that’s all you’ve been taught or all you know.

Eric Cross (39:41):

What I’m hearing is, don’t be afraid to question your own assumptions about what you’re doing. And don’t be afraid to adapt or change or modify. Kinda, pivot. Be flexible.

Melanie Trecek-King (39:51):

Yes, be flexible and pivot. And this is where I’m in a different position than middle school and high school educators. Because I have complete freedom over what I teach in my class.

Eric Cross (40:01):

Sure.

Melanie Trecek-King (40:01):

At the end of the semester, I always joke with non-majors that there’s nothing they have to know, which actually gives me a lot of flexibility, because I could teach ’em a lot of different things. So if there are things that you have to teach students, obviously that’s one thing. But I personally think that the way that we’ve been teaching science needs a refresher. A rethinking. And so I would say, “If you want your students to learn science literacy, honestly ask, what does that mean to you? And what would that look like to get to that point?” For me, though, it was also keeping in mind that maybe I didn’t already know the best way to do that.

Eric Cross (40:43):

One of the things you mentioned earlier is trying to reach out to educators. And I know that when we work together, it’s a force multiplier. And what you’re doing is developing skills. And there’s these skills that are happening right now in academia that you’re doing. And then how do we transfer that into middle and high school. Or, I’m sorry, middle and elementary school, high school. We need to get more people into this conversation to kind of brainstorm and figure that out. We have a Facebook group, Science Connections: The Community, where we have educators that gather. That can be one place we start the conversation. And again, I know on your website you’ve been super active on social media; you’ve grown your presence on Twitter and all these different places, engaging with folks. Which is awesome. ‘Cause I know I see your posts and I’m saving the things that you’re posting and I’m thinking of ways that I can do it in my classroom. I’m gonna take that product. By the way, is that on your website, the lesson that you do with the product?

Melanie Trecek-King (41:43):

No, actually. So the article, “How to Sell Pseudoscience” is … I know Bertha Vasquez wrote up a version of it.

Eric Cross (41:50):

Maybe we can grab that. ‘Cause we might be able to put that into the show notes for folks, because she’s a middle school educator. If there’s already something that’s been done for teachers like us, we’re like, “Yeah, let me get that and let me remix it and make it my own!” if there’s already a exemplar out there.

Melanie Trecek-King (42:04):

Yeah, she’s done it. And so I will absolutely share that with you.

Eric Cross (42:08):

So, all season long, we’ve been talking about science as the underdog. We kind of framed it, you know, science oftentimes takes a back seat to math and English. It’s kinda the first thing to go. Or the first area where time can get cut. Because of what gets tested gets focused on, oftentimes. And then in addition to that, when you’re a multi-subject teacher, elementary science isn’t just one thing — it’s every field. You know, you’re a biologist, which is different than a geologist. And when you’re teaching every subject, that’s a lot. And you might not have had a science class for years. And the realities that we’re seeing over and over with different researchers and practitioners is that science could actually enhance literacy, and building those skills. And I think you really talked about it with the critical thinking skills. Those can transfer. Or the administrator that said, “This is one of the only courses I’ve seen where it transfers to other areas.” Could you share maybe with our listeners, just any advice for advocating for science in their own world?

Melanie Trecek-King (43:13):

Wow, I’m not sure I’m qualified to answer that question! One of the things that comes to mind though — because I was listening to your last episode and educators … I honestly didn’t realize how little time they had for science. And how often science was then the first to go, to allow room for other subjects. But science overlaps with a lot of other issues. And so I feel like there could be a way to bring in science when teaching these other subjects. So, for example, argumentation and logical fallacies are easy to apply to reading and writing. Information literacy, and being able to find good information online, teaching students how to laterally read, to be able to check a source, or how to use Google effectively, to put in neutral search terms to find sources, or teaching students how to recognize the characteristics of conspiratorial thinking: All of these things can overlap with so many other subjects. So the scientist in me is a little biased towards science being important enough to do this. But try to bring it into the other subjects. It doesn’t have to be completely separate.

Eric Cross (44:43):

So integrating science into other things. And I … big believer. And a hundred percent agree with you. Now I’m gonna ask a question that kinda like takes us backwards. You shared an app with me when we first met that I thought was really cool. And I know it’s a friend or colleague of yours. But as a middle school teacher, I thought it was great, because it was something that my students could download and practice some of the skills that you’re talking about. Would you talk a little bit about the cranky uncle? Is it the Cranky Uncle app?

Melanie Trecek-King (45:17):

Cranky Uncle.

Eric Cross (45:18):

Could you share a little bit about that?

Melanie Trecek-King (45:20):

Yeah. Cranky Uncle is awesome. So, Cranky Uncle is the brainchild of John Cook, who is the founder of Skeptical Science and the author of the 97% Consensus study on climate change. Cranky Uncle … so he’s also a cartoonist. And Cranky Uncle is a cartoon game where … I don’t even have to explain who Cranky Uncle is to my students. Everybody inherently gets the, the character, right? So he’s like the guy at Thanksgiving that you don’t wanna talk to because he denies climate change and he’s just really cranky. But Cranky Uncle uses the techniques of science denial, which are summarized by the acronym FLICC: So it’s Fake experts, Logical fallacies, Impossible expectations, Cherry-picking, and Conspiratorial thinking. So he uses those techniques. Again, this is technique-based inoculation. So they recognize the techniques in the game, and you earn cranky points. And as you make Cranky crankier and crankier because you’re recognizing his techniques, you learn the techniques of science denial, and level up and open up other techniques. This is another one of those examples where climate change has a lot of science behind it, right? And if you wanted to get to the science behind climate change for any particular issue … so let’s say it’s cold today, so I’m gonna say there’s no climate change. OK? If I’m gonna unpack that at a factual level, and with science, we could be here for a while. But if I told you, “That’s like saying, ‘I just ate a sandwich so there’s no global hunger.’” OK? So that’s a parallel argument. Humorous. Love to use this kind of argumentation, ’cause it makes for some … I mean, it’s funny, but you get the point. It’s an anecdote. And anecdotes aren’t good evidence. So just like that, you could teach the technique of using an anecdotal fallacy for climate-change denial. So, I have my students play this game. You could do it when you’re studying argumentation. You could do it for science denial. I use an inoculation extension with that, where I have my students pretend that … um, actually, back up for a second. So I teach a class on critical thinking. And at the end of semesters I would get emails from students on, well, they’re failing the class, but they really shouldn’t, for all of these reasons. And reading these emails, I’m like, “If you think that’s a good argument, you clearly didn’t learn what I was hoping you would learn.” So I now have my students, early in the semester, after they play Cranky, pretend that it is the end of the semester and you’re failing the class and you’re failing because you didn’t do the work. Use at least four of the fallacies from class to argue for why you should pass. So they have to put it on a discussion forum, and they’ll say things like, “Well, if you fail me, then I won’t get into graduate school and then people will die and it will all be your fault.” Or, “My dog died, and so I was really sad.” Or, um, “You’re just a terrible teacher. And you’re short. So I don’t like you.” Or that kind of thing. So, oh, they love to attack my character. It’s really funny. But it’s supposed to be funny. And the point is, the students are using those arguments, they’re using the fallacies, to argue for something. And so by creating that misinformation themselves, they learn how those fallacies work. But taken together, I mean, everything that we just talked about there, Cranky Uncle, and the fallacy assignment, or whatever iteration you want that to be in, that doesn’t have to be in a purely science unit. Right? That could be sociology. It could be argumentation. It could be English.

Eric Cross (49:01):

Absolutely. That could be totally a prompt in an English class. And practiced in there. And then this could be an interdisciplinary thing, going back and forth between English and and science. Just having these discussions and looking at it from different angles. And you’re practicing the skills in two different contexts. So you get into argumentation. And then that app, I know I had fun with it. And the questions on there definitely resonate with people in my own family. I’m like, “I feel like I’m talking to exactly somebody that I’m related to right now.” <Laugh> Melanie, anything else that you wanna share, or discuss or highlight, before we wrap up?

Melanie Trecek-King (49:39):

So we could talk about lateral reading, if you like. ‘Cause I know a lot of educators use the crap test.

Eric Cross (49:45):

Please, please, please talk about that.

Melanie Trecek-King (49:47):

So, when evaluating sources, a lot of educators teach what’s called the CRAP test. And I wish I remembered what it stood for. But basically what you do, a lot of us have been taught when you go to a website, to figure out if it’s reliable, you wanna go to the about page. Read the mission; see who they are; maybe read some of the content; evaluate the language. So is it inflammatory? Are they making logical arguments? Are the links to reputable sources as well? And the problem is that if a site wants to mislead you, they’re not going to tell you that it’s a bunk site, right? They’re just gonna do a good job of misleading you. And so, what you wanna do instead … the CRAP test basically is an evaluation of a site. And that’s what’s called vertical reading. So you’re looking through a site to determine if it’s reliable. Uh, I think his name’s Sam Wineberg at Stanford, proposed something called lateral reading. Where, instead of on the site, what you wanna do is literally open a new tab and into the search engine type the source. You could do the claim, too. And then something like Reliability or FactCheck or whatever it’s that you’re checking, and then see what other reputable sites have to say about it. So, in their study, actually, they did a really interesting study where they compared professional fact checkers to PhD historians to Stanford undergrads. And they evaluated — I wish you could … um, there’s two pediatrician organizations. One’s like the American Association of Pediatrics and the American Academy of Pediatricians, something like that. They’re very similar sounding. So you give them to students. I do this with my students as well, the same study. So I give my students those two websites. And I say, “Which one of these is more reliable?” And they do exactly what most of us do, which is spend time on the site looking around. And most of the time, if not nearly all the time, they come to the wrong conclusion. And so then I tell them what lateral reading is: “OK, instead of looking through the site, open a new tab, search the organization and reliability.” Something like that. And it takes probably 30 seconds before they realize one of them has been dubbed by the Southern Poverty Law Center as a hate group. As opposed to the other one, which is like a hundred year old huge pediatrician organization that produces their own journals and so on. But nearly all my students are fooled. And in the study, none of the fact checkers were fooled. I’m gonna get the number right. It’s something like 50% of the historians and 20% of the Stanford undergraduates got the correct answer. And they spent a lot more time on it. So it’s a great way to teach students how to use the power of the internet to evaluate sources much more quickly and, effectively. And yes, use Wikipedia, right? Wikipedia is not a final answer, but Wikipedia is actually pretty accurate. So if Wikipedia is the first place you stop, then yes, go there, see what Wikipedia says, and then follow some of their sources.

Eric Cross (52:47):

What popped in my head was like, Yelp reviews for websites. That almost sounds like what it was. It’s like when I search for a product, I don’t go and read the product description marketing. ‘Cause that’s all designed to sell me on something. But I’ll go and look in Reliability, if it’s like a car, or just other sites to cross-reference. And that sounds like what you were talking about is like cross-referencing. Seeing what FactChecker [sic] said about this site, versus seeing what a site says about itself.

Melanie Trecek-King (53:14):

Well, that’s a great analogy. Because if I wanted to know if a product was effective, what the manufacturer says about the product, clearly there’s a strong chance of bias. Right? They’re going to be on their best, um, put their best foot forward. Versus, what do independent reviewers say about this product?

Eric Cross (53:35):

Yep. And I am known to research something to death. And I get something called “paralysis by analysis.”

Melanie Trecek-King (53:42):

Ohhhh, yeah.

Eric Cross (53:44):

And it’s so bad that even if I’m trying to buy, like, towels, I need to find the best-bang-for-the-buck towel. I have to defer some of these decisions out, because I’m on the internet for three hours now. I’ll be a pseudo-expert in towels, and thread count, and all of that stuff. But yeah, that maybe that’s just the science person.

Melanie Trecek-King (54:03):

I mean, I feel your pain. I do the same thing. <Laugh> It’s annoying. Like, it’s just towels. What does it really matter? But yeah.

Eric Cross (54:10):

Coffee! It doesn’t matter what it is. I just need to go, “OK, I have to use these powers for good. Otherwise I’m gonna be researching forever.”

Melanie Trecek-King (54:16):

I wanna say one other thing. So, again, this is a college class and I have a lot of freedom. But one of the driving philosophies behind the class is a wonderful quote in a book, Schick and Vaughn, How to Think about Weird Things. And they said, “The quality of your life is determined by the quality of your decisions, and the quality of your decisions is determined by the quality of your thinking.” And I know my students want a grade. But I’m really trying to teach them how to be empowered through better thinking. That’s where the name “Thinking is Power” came from. I mean, we say “Knowledge is Power,” but it’s not enough to know things. And there’s too much to know. So being able to think and be empowered to have your own agency and not fall for someone’s bunk is my goal for my students.

Eric Cross (55:07):

And doing that is gonna help them through the rest of their lives. Not be swindled, not be taken advantage of, be able to make better decisions. There’s so many benefits to building that skill. And I know your students have definitely grown and benefited. I’m sure you’ve heard, long after you’ve taught them, heard back from them and how they’ve applied that course to their lives. Melanie, thank you so much for being here. For a few things. One, for providing and filling this space where there’s such a need. Again, the critical thinking resources, the tools that you used, are so, so important. If we ever lived in a time where they were critical, it was really what we experienced during the pandemic in the last few years. We watched people’s information literacy and science literacy play out in real time. And we literally saw life-and-death decisions being made based off those skills. That highlighted, I think how important this is. And then, taking the time to generate resources for educators like myself, that we can take and adapt and put into our classroom and start teaching our students. ‘Cause like you said, by the time they get to you, they’re, they’re so far downstream or so far in a system that, depending on the teachers that they’ve had and the education system they’ve been in, may or may not have even touched on these things. They might have learned a lot of facts, but they may not have built their muscle to be able to critically analyze and interpret the world around them. And you’ve just — even the last year, it hasn’t even been a year since we talked the first time — I’ve watched your resources continue to grow, and you share them. And so I, on behalf of those of us in K–12, thank you. And thank you for being here.

Melanie Trecek-King (56:49):

Oh, well, thank you so much for this opportunity. Thank you for everything that you do, reaching out to other educators and for giving me a platform to hopefully reach other educators.

Eric Cross (57:00):

Thanks so much for listening to my conversation with Melanie Trecek-King, Associate Professor of Biology at Massasoit Community College and creator of Thinking Is Power. Make sure you don’t miss any new episodes of Science Connections by subscribing to the show, wherever you get podcasts. And while you’re there, we’d really appreciate it if you can leave us a review. It’ll help more listeners to find the show. You can find more information on all of Amplify shows at our podcast hub, Amplify.com/Hub. Thanks again for listening.

Jennifer Roberts (00:00:00):

If a kid graduates from school without knowing that AI exists, they’re not gonna be prepared for what they face out in the world.

Eric Cross (00:00:07):

Welcome to Science Connections. I’m your host, Eric Cross.

Eric Cross (00:00:12):

This season of the podcast, we’re making the case for everyone’s favorite underdog, science. Recently we’ve been highlighting the magic that can come from integrating science and literacy. So if you haven’t checked out those recent episodes, definitely go back in your feed after you’re done with this one. This time around, we’re going to deep dive into what artificial intelligence means for literacy instruction, and how science can be a force for good, in responsibly exposing students to AI. To help me out, I’m joined by two extremely accomplished educators. Jen Roberts, a veteran high-school English teacher from San Diego, who among many things runs the website LitAndTech.com. And I’m also joined by fifth-grade teacher Donnie Piercey. In addition to being Kentucky’s 2021 Teacher of the Year, Donnie also has an upcoming book about bringing AI into the classroom. Whether you’ve never heard of ChatGPT or whether you’re already using it every day, I think you’ll find this a valuable discussion about the intersection of science, English, and technology. Here’s Jen and Donnie.

Eric Cross (00:01:17):

So first off, welcome to the show. It’s good to see you all. What I wanna do is kind of start off by introducing both of you. And so we’ll just go K–12. So <laugh>, Donnie.

Jennifer Roberts (00:01:30):

Donnie goes first.

Eric Cross (00:01:31):

Donnie’s gonna go first. Donnie out in Kentucky. Just a little background. What do you teach; how long you’ve been in the classroom; and what are you having fun with right now?

Donnie Piercey (00:01:38):

Yeah, so my name is Donnie Piercey. I’m a fifth-grade teacher from Kentucky. Live and teach right here in Lexington, Kentucky, right in the center of the state. I’m the 2021 Kentucky Teacher of the Year. But I’ve been teaching elementary school for the past … I think this is year 16 or 17. It’s long enough where I’ve lost count, and I can’t even count on fingers anymore. My friends like to joke that I’ve taught long enough where now I can count down. You know, it’s like, “All right, only so many more years left.” But yeah, teach all subjects. Science definitely is one of the subjects that I don’t just try to squeeze into my day, but make sure that … it’s not even a devoted subject, but one that I definitely try to — don’t just have that set time, but also try to do some cross-curricular stuff with it. So definitely the rise of AI in these past few months, which feels like years by this point, has definitely played quite the role, in not just changing the way that I’ve been teaching science, but really all my subjects. So, excited to chat with y’all about it.

Eric Cross (00:02:47):

Nice. I’m excited that you’re here. And Jen?

Jennifer Roberts (00:02:51):

Hi, I’m Jen Roberts. I teach ninth-grade English at Point Loma High School, and that’s where I usually stop when I introduce myself. But for your sake—

Eric Cross (00:03:00):

I will keep introducing you if you stop there. <laugh>

Jennifer Roberts (00:03:04):

I am nationally board-certified in English Language Arts for early adolescence. I am the co-author of a book called Power Up: Making the Shift to 1:1 Teaching and Learning, from Stenhouse, with my fabulous co-author Diana Neebe. Shout out to Diana. I blog at LitAndTech.com about teaching and technology and literacy and the intersection of those things. And I’m looking forward to talking about how AI is showing up in my classroom and the fun things I’m doing with it.

Donnie Piercey (00:03:31):

And one of us is actually secretly a robot, and you have to guess which one.

Jennifer Roberts (00:03:35):

Have to guess which one. Yes. <laugh>

Eric Cross (00:03:37):

That would be super-meta. And you were the CUE — Computer-Using Educator — outstanding teacher or educator? Whatever. Either one. Of the year.

Jennifer Roberts (00:03:45):

I was the CUE ’22 Outstanding Educator. Yes. And I’ve won a few other things as well.

Eric Cross (00:03:53):

The gaming backpack.

Jennifer Roberts (00:03:54):

I’ve won a gaming backpack recently! Yes. I once won an iPad in a Twitter chat.

Eric Cross (00:03:58):

What?

Donnie Piercey (00:03:58):

What’s a gaming backpack? Hold on. We need to talk about that.

Jennifer Roberts (00:04:01):

We will talk about that. <laugh> And then, I was once a finalist for county Teacher of the Year. That’s as close as I got to Donnie. Donnie was the Kentucky Teacher of the Year. He got to go to the White House and stuff. That was exciting.

Donnie Piercey (00:04:13):

<laugh> I mean, to be fair, there’s only three million people in Kentucky, and about what, 50 million people that live in California? <Laugh> So odds are definitely stacked in my favor, I think.

Jennifer Roberts (00:04:23):

So you’re saying we’re even there? Is that, is that what you’re going for?

Donnie Piercey (00:04:25):

Yeah, evens out. Evens out.

Eric Cross (00:04:27):

So I’ve been looking forward to talking to you both for a while now, and talking about artificial intelligence. It’s like the big thing. And both of you, at different ends of the spectrum and in my life, have contributed to this. Donnie, you’ve been sharing so much great information online about how you’re using AI in elementary. Jen, you are the reason I got into education technology years ago, right when I was becoming a teacher. And so being able to talk with you both about it excites me a lot. So first off, for the listeners who may not have any experience with it — and there’s still a lot of people out there who have not been exposed to it, haven’t got their feet wet with it yet — I’m hoping we could start off maybe with an explanation of … we could do AI, ChatGPT, I know that’s the big one. But simply explaining what it is, just for the new person. And whoever wants to start off can tell us about it. Or maybe we’ll start … we’ll, let’s actually, let’s do this: Let’s continue going like K–12? So Donnie, maybe you could … what’s your pitch to the new person of, “Hey, this is what it is”?

Donnie Piercey (00:05:31):

All right. So, AI, artificial intelligence, probably the way that most people are exposed to it, at least since November when it launched, is through ChatGPT. Where if you Google it, you know it’s made by a company called OpenAI. The best way to describe what it is … when you go there for the first time, make an account, it’s free. You have like a little search window, looks like a Google search bar. And instead of searching for information, you can ask it to create stuff for you. So for example, like on Google search, you might type in a question like, “Who was the 19th president of the United States?” Where on ChatGPT, instead of just searching for information, it creates stuff for you. So you could say, you could ask it to, “Hey, write a poem about the 19th president of the United States.” Or, “Write a short little essay comparing, I don’t know, Frederick Douglass to Martin Luther King Jr.” And it would do that for you. You know, that’s most people’s first exposure to AI, at least in these past few months. Instead of … you know, it’s artificial intelligence, but it’s not just chatbots. There’s lots of other AI that exist out there.

Jennifer Roberts (00:06:47):

And I think that’s the thing: that people don’t realize how much AI is already in their lives.

Donnie Piercey (00:06:51):

For sure. Yeah.

Jennifer Roberts (00:06:52):

You know, they just haven’t seen … the term that I see being used a lot now is “generative AI.” AI that can produce something. It can produce writing, it can produce art, it can produce a script, it can produce a character. But the AI that has been helping you pick what to watch next on Netflix and the AI that’s helping Google help you get where you wanna go on Google Maps faster, those are forms of artificial intelligence as well.

Donnie Piercey (00:07:21):

Yeah. I mean, even those, when you get that that message in Gmail, and instead of having to type out that response that says, “Yeah, that sounds great,” you can just click the little button that says, “Yeah, that sounds great.” I mean, that’s been in Gmail for years, but that’s artificial intelligence too.

Eric Cross (00:07:39):

Absolutely. So why is it important, do you think, for educators to, to be familiar with it? Like, why are we all so excited about it?

Jennifer Roberts (00:07:47):

So, educators need to know what kids are into, and kids are obviously into ChatGPT. And anyone who’s an educator right now has probably already had something cross their desk — or more likely their computer screen — that was written by AI and passed off as a student’s own work. And that is, of course, the great fear among teachers everywhere, that this is what kids are just gonna do these days and they won’t be able to catch it and children won’t be doing their own work and this and this. But I think the big reason teachers need to know what’s going on is because teachers need to be futurists. Our clientele will live in the future. We teach kids, kids will become adults, adults will live in the world. And so if we’re not thinking about and trying to predict on some level what’s gonna happen 5, 10, 15 years from now … we might be wrong, but what if we’re right?

Jennifer Roberts (00:08:38):

And if we’re not at least trying to think about what is their future world gonna look like, then we’re not serving our students well. I did a whole night talk on that. So I think ChatGPT is part of that. I teach seniors. I had this moment of realization I felt a few months ago. I’m like, “This is gonna be the world they graduate into. They need to know what this is before they leave me.” If I don’t teach them how to use this well, and not the way they’re using it — which is to copy and paste the teacher’s assignment and drop it into ChatGPT and take whatever it spits out and turning that in without even looking at it — if I don’t teach ’em how to use it critically, if I don’t teach them how to write effective prompts, if I don’t teach them how to use the AI as a tool, as a collaborator, then they’re gonna graduate into a world where they lose out to people who do know how to do that. And I think the advantage goes to kids who have access and knowledge of what’s in front of them and what’s available, and can use all of the tools at their disposal. Because when you’re writing in school and you write with a collaborator, that could be considered cheating. But when you do that out in the adult world, that’s considered doing a good job. <Laugh> Being a team player. <Laugh> You know, adults don’t work alone for the most part. And adults are expected to churn out beautiful, perfect content no matter how they got there. So if I’m not teaching my kids how to use this, they’re not being ready. They’re not gonna be ready to be the adults that I want them to be.

Donnie Piercey (00:10:07):

A hundred percent agree. And I also believe … as you know, I teach elementary school. I also don’t think anybody is saying that on the first day of kindergarten, you hand a kid a Chromebook and load up an AI chatbot or ChatGPT and say, Hey, this thing’s gonna do all your work for you for the next 12 years; just coast through life. You don’t have to think creatively. You don’t have to learn how to develop a paragraph or learn how to write a speech or develop an idea. Like, I don’t think anybody’s saying that, because as an elementary school teacher, there’s many days when I’m like, “Y’all, we’re just putting the Chromebooks away today and we’re just gonna go old-school. We’re just gonna maybe just jot down five quick ideas and stand up and present those ideas to the class.”

Donnie Piercey (00:10:54):

Because while AI definitely will, like you were saying, Jen, play a significant role in the lives of our students who are, not just graduating, but the 10- and 11-year-olds in my classroom this year. A significant role in their lives. It’s also really important to recognize that we’re not saying that this means that “Hey, kids don’t have to work anymore.” They still have to put forth that effort. There’s still — one of the ways that you become a good writer is by trial and error. And sometimes that trial and error comes through talking to a teacher or talking like you were saying to a peer or collaborating with a peer and saying to them, “Well, this sentence here, this paragraph here, really doesn’t make sense.” And I do believe one of the ways — especially as AI starts to become more fine-tuned and starts to be embedded more and more in tools like Google Docs and Microsoft Word — is it’s almost going to be a tutor to students.

Donnie Piercey (00:11:56):

Mm-hmm. <affirmative> Where I could very easily see in a few years, or maybe a few months, who knows what Google or any of these other big companies has rolling out, where a student could highlight a paragraph that they wrote simply, and then say, “Hey, proofread this for me,” or “Check for coherence.” Or even just ask a simple question: “Does this paragraph make sense?” Because you can already do that. You can copy a paragraph over into a chatbot and say, “Hey, does this make sense?” You know, “Rate my idea from one to 10,” and it’ll do that for ’em.

Jennifer Roberts (00:12:26):

We did that last week <laugh>.

Donnie Piercey (00:12:28):

Yeah. Right. I mean, that’s the thing. That technology exists now. It’s just not totally embedded yet. But based on what I’ve read and what I’ve seen, that’s gonna happen sooner rather than later. And it’s really, really important that we teach our students that, “No, you’re not just gonna use this, this tool to cheat, but you can use this tool to help you become a more creative student.”

Jennifer Roberts (00:12:50):

This is the use case in my classroom. Can I talk about that? You ready for that?

Eric Cross (00:12:53):

Please.

Jennifer Roberts (00:12:54):

OK.

Eric Cross (00:12:54):

Please.

Jennifer Roberts (00:12:55):

So my ninth graders are writing a comparative analysis essay, where I took them to the student art gallery and I made them pick two pieces of completely unknown student art and take notes on it, so they could go back and write this essay. And as soon as we got back to class, I said, can ChatGPT write this for you? And they all kind of froze ’cause I didn’t tell them what ChatGPT was. And they weren’t sure if they were allowed to know or not. And finally one of them kind of bravely raised his hand and said, “No.” And I said, “Why not?” And he said, “Well, the AI hasn’t seen the art. How can it write an essay about art when the art is completely original that we just went and looked at?” I said, “It’s almost like I planned it that way, isn’t it?” And they laughed nervously. And then I said, “Does that mean it can’t help us with this assignment?” And they said, “Well, no — of course it can’t help us, because it has not seen the art.” And I said, “Well. …” And I open ChatGPT, and I typed in what they were trying to do: “I need to write a comparative analysis essay comparing two pieces of student art on these reasons. And I need to choose which one did it better, basically. Can you help me with an outline?” and ChatGPT produced a lovely outline. And I looked at that with my students and we looked at it together and I said, “This is what it gave us. Would this be helpful to you?” And they’re like, “Yeah, that would be helpful to us.” So we — to be clear here, I was the only one using ChatGPT in the room. They were not actually using it. We were using it together. I copied and pasted the outline that it gave us and put it in their learning management system where they could access it so they could use the outline that the robot provided, and then they could use that to make their own writing better. So then I let them write for a little while, and, after they’d written for a little while, I said, “Does anybody wanna let me share your first paragraph with ChatGPT and see what it thinks of how you’re doing?” And a brave student raised his hand and we took his paragraph and we put it in ChatGPT, and it spit back advice. We said, “This is what I have so far for my first paragraph. Do you have any advice for me?” And we gave it the writing, and the first piece of advice it gave back was very generic, you know, “Add a hook,” you know, like kind of thing. But after that, it started to get more specific about things he was actually doing in his writing. And it started to give him some feedback. And we looked at that together as a class. And I said, “Does any of that feedback help you?” And he said, “Oh yeah, absolutely. I’m gonna go add some revisions to my paragraph.” And other students did too. They looked at the feedback he got and used that to improve their writing. And so everybody went and revised. And I said, “Look, if you take what the robot gives you and you copy and paste it, and you turn it in as your own work, it’s gonna get flagged for plagiarism. And that’s not gonna go well. But if it gives you writing advice the same way I would give you writing advice, and you decide that advice is good, and you take that advice and you incorporate it into your own writing yourself, then the robot’s making you better, but you’re still the one doing your own writing.” And the writing they turned in from that assignment was, was better. It wasn’t written by ChatGPT; it was still about the student art that they found in the gallery. But I showed them a path. Like, it can help you with an outline, it can help you with feedback. Right? These are fair ways to use it that’s gonna make you better. And they really liked that. They really liked — no one had shown them that before. The idea that you don’t just take the teacher’s prompt and give it to it … like, these are new uses to students and worked well.

Eric Cross (00:16:17):

So right now, you both just laid out these ways that you’re using it. And I do this with people that I’m trying to introduce to ChatGPT or AI. ‘Cause I get excited. Anyone could write a 500-word persuasive essay on the use of color in The Great Gatsby or The Outsiders, and they can get something back within seconds. But for a lot of educators, it might feel like the sky is falling.

Donnie Piercey (00:16:43):

Oh, understandably! Understandably. I mean, that totally makes sense.

Eric Cross (00:16:49):

What would you say to them? Donnie, go ahead.

Donnie Piercey (00:16:51):

Yeah. Well, I feel like every teacher kind of goes through the same experience when they see like a generative chatbot. I mean, all these major companies are gonna start incorporating AI, the generative AI piece. And a lot of times, when they see it for the first time, two things. First they’ll say “Oh, but I’ll know that that’s not my students’ writing.” Which, frankly, I think is a good thing, because that tells me that the teachers know their students’ writing. They’ve seen them write in person. They’ve conferenced with them one-on-one. And if a student were to turn something in to me, who I know might be a struggling writer, maybe it’s not their strength, and all of a sudden they’re turning in this10-page dissertation-worthy thesis written at a PhD level, I’m like, “All right, man, you’re nine. Can we talk about where this came from?” <laugh> But I also don’t think that at like the heart, I don’t feel like kids want to cheat. I really don’t. I feel like sometimes like kids are in a situation where they’re like, “OK, I’ve got nothing left. I gotta get this assignment done.” And when those kind of things happen, that’s when we as teachers, we have those one-on-one conversations. Even when I showed my students ChatGPT and even some of the AI image-generating stuff for the first time, and I talked to them about, “What do y’all think about this?” Because, you know, they’re under 13. In my district, ChatGPT is blocked for students. Staff, we have access to it. And that’s just because one, it’s so new, and at the same time, we need to figure out, “What’s the best way they can go about using this tool?” But when we were talking about it as a class, you know, I didn’t want to ignore the elephant in the room. So I asked them, I said, “Hey, do you feel like this is something that you all would use to. …” I mean, I used the word. I said “cheat.” And to be honest, the majority of the students in my class, they were taken aback. They’re like, “What? You think we just would cheat all the time?” Right? <Laugh> And I’m like, “Oh, well good. I’m glad to know that integrity is still alive and well.” But yeah, that’s definitely my thoughts on it, as far as not only the student integrity piece — I think that that’s the big thing that you need to just bring up with your students. Because again, I like to think that I’ve seen my students write enough that if they were going to turn something in that wasn’t their voice, or it didn’t sound like them, like I could have that conversation. And don’t be surprised, too, if in the next … I don’t know, one month to a year, there’s lots of AI detectors that exist. A lot of them are these like third-party things. You can go ahead, but I would not be surprised if in the next year or so, like you start to see those AI detectors be built into Google Docs, into Microsoft Word, into even Canva. And honestly, it’s almost like a fail-safe button for teachers, that we could say “All right, this is telling me that this is 99% probably written by AI.” So you can have that conversation with a student that way.

Jennifer Roberts (00:20:03):

I mean, if you’re worried about it, Formative, right now, will even tell you if something is copy-and-pasted into the boxes that they give you for students to write in. I find that kids who cheat are desperate, you know. Especially at the high school level. They’re panic mode. And, and usually their panic comes from, “I have no idea how to even start this assignment.” And so part of what I wanna use ChatGPT for is to lower that barrier for them. Like, you’ve got an assignment, you don’t know where to start. Tell the robot, tell ChatGPT, about the assignment and ask it for a list of steps. You know, ask it for an outline. Ask it for a time management plan. I see so much tremendous potential for this to help many of my students with IEPs who have executive functioning issues.

Donnie Piercey (00:20:49):

Oh, a hundred percent, right?

Jennifer Roberts (00:20:51):

Yes, a hundred percent. This can be their personal assistant who, you know, instead of me sitting with them one-on-one and saying, you know, “This is the task you need to do, let’s break it down into these six discrete chunks,” the artificial intelligence can do that for them. And it can do that for teachers too. <laugh>

Donnie Piercey (00:21:09):

Jen, I was just thinking about, how long until we see like the phrase artificial intelligence written onto a student’s IEP? I could see that happening very, very soon.

Jennifer Roberts (00:21:20):

Right? They should be able to use that. And then, also, of course, all of its amazing beneficials for teachers. I had to completely rewrite a unit of my curriculum. I knew what I wanted to do. I had some ideas of things I wanted to put in there. And I resorted to, I went to EducationCopilot.com and typed in my stuff that I had: You know, what standards I wanted to cover, what outcomes I was hoping for mm-hmm. <affirmative>. And it generated an eight-week unit for me. And I actually told it then to go back and do it as a 12-week unit so that I’d have more stuff in there to go and cherry-pick to decide what I really wanted to do. But it gave me ideas. It gave me places to start. It saved me an hour of just brainstorming. And I don’t think that was cheating. I still got to go in and decide which ideas were valid. And I still got to … you know, I mean, I’m a teacher. Can I get accused of cheating? I don’t think that’s a thing. It’s—

Eric Cross (00:22:18):

That’s collaborating! It’s collaborating!

Donnie Piercey (00:22:20):

Collaborating! It’s a feature! It’s a feature.

Jennifer Roberts (00:22:22):

It’s Tony Stark talking to Jarvis. You know, they’re figuring it out together.

Donnie Piercey (00:22:26):

Oh, when you use the AI, Jennifer, do you call yours Jarvis? In my class we call him Jeeves. ‘Cause remember Ask Jeeves?

Jennifer Roberts (00:22:33):

I think Eric calls it Jarvis.

Eric Cross (00:22:35):

Yeah. Jarvis is gonna be the AI’s name when, when I can get that fully functioning. There are some things that you had said, I just wanna circle back on. Donnie, Jen — so what I heard was like, best intentions. The part you said about integrity and students wanting to cheat … even the mindset that we go in assuming our students, what they would want to do and assuming best intentions, really kind of frames how you look at this kind of technology. And then Jen, you kind of brought up why students cheat, and realizing that either they don’t feel equipped, or maybe it’s time management, or something else. But most people — and I believe this as an educator — most students want to learn, and they want to be able to perform and achieve. And when they cheat, it’s because they didn’t feel like they could, for whatever reason. Whether it’s it’s outside factors, whether it’s something internal, motivation, whatever it is.

Jennifer Roberts (00:23:24):

Or they were very disconnected and just didn’t care.

Eric Cross (00:23:27):

Sure.

Jennifer Roberts (00:23:27):

This is just busy work the teacher’s giving me, so I’m gonna give it very little of my time and energy. But I think, yeah, it can be that. But if the kid cares about it, if they wanna learn, they wanna learn, you know?

Eric Cross (00:23:40):

Right.

Jennifer Roberts (00:23:40):

This is the day of the internet. Any kid can learn anything they really want to learn. And we see that all the time in our classes. The kid who has zero interest in what I’m teaching in English, but he is an expert coder, and that’s what he wants to spend his time learning. He’s like, “Can I read this C++ book as my independent reading book?” And I’m like, “You know, actually, you can. Go ahead.” <Laugh>

Eric Cross (00:24:01):

Yeah. And for both of you, saying that this makes content more accessible … and I think Donnie, or Jen, you said something about IEPs. I actually put in having it write an IEP to see what would happen. I gave it a prompt for a student’s ability level and I asked it to create a plan. And then I asked it to create a rationale. And it did! And it was good! I went through and vetted it. And right now … you know, a lot of it is funny, ’cause the conversation I’m having with different teachers is kind of like the Wikipedia one. Remember when Wikipedia first got out and everyone was like trying to discourage everybody from using it, because, well, it could be changed by anybody? And now everyone’s like, “Oh, check Wikipedia, and then steal the sources, ’cause they’re already done for you.” Like, the mindset has shifted since then. And I was talking to someone and they said, “Well. …” And I said, “We can use AI, it could be a tutor, these other things. …” And they said, “Yeah, but what happens?” And then insert apocalyptic scenario. Like, what happens if you don’t have access to wifi? And it reminded me of, for some reason, cooking classes. So in the 1700s you probably had to be able to farm to be able to generate your food. Right? Like, you had to get it from somewhere. But if you take a culinary class now, you just go to the grocery store. And someone might say, “Well, but you should know how to farm, ’cause what if there was this worldwide apocalypse and nobody could go to the grocery stores?” <Laugh> And you’re like, “Well, balance of probability though.” You know, it’s like we’ve been really been living in these iterations of life, and I think this next step for some folks … like, we don’t even realize, even like something like bank statements, right? So many folks are paperless. And there’s always a what-if scenario. What if you need it and the internet goes down. But we get so used to to to technology advancing and making our lives different. This kind of seems like that next iteration. And I wanna ask you this question: Are we looking at like the next calculator? The next internet, with this tech? Or do you think it’s too early to say?

Donnie Piercey (00:26:01):

Well, I’ve seen a lot of people compare ChatGPT to a calculator. I’ve seen that pop up on social media. There’s, “Oh well, no, this is like when the calculator was invented. Everyone was up in arms about how ‘that’s not what math students should do.’ Math should be pencil and paper, math should be this.’” However, you can give a kid a calculator and you can give ’em a word problem and they can punch in all the numbers, but they could do the wrong operation or they could put the decimal point in the wrong place, ’cause the student is still the one who’s controlling what’s on the calculator. Where with AI, all you gotta do is just copy it and then paste it into the bot and it’ll spit out whatever the question asked it for. Whether it was, you know, a 500-word rationale or proof for something in geometry, or if it’s analyzing data on a chart, it’ll do all that.

Jennifer Roberts (00:27:00):

Yes. But it’s not that magical. It’s back to what Eric did with the IEP. He put in a prompt and then he knew enough to ask for a rationale and then he knew enough about IEPs to critically read the results he got and make sure they actually worked for what he needed. He had to know all that. He was an expert using it to do an expert thing. My husband’s a computer scientist; he got ChatGPT to help him write an app, and it was a new programming language to him, and he could put in the data and he could ask for things that I would’ve never thought to ask for. But because he knows the language of computer science, he knew what to ask for. And when it gave him results that were bad, he could see that, and he could say, “Yes, but do it again, but without this,” or “make this part more efficient.” He, again, knew what to ask for. So I think the generative AI is, as a partner with humans, a powerful thing. But if the human doesn’t know what they’re doing, yeah. You’re still not gonna get great results.

Donnie Piercey (00:28:03):

<laugh> And I think that’s why I’m coming at this from the elementary school perspective, right? Because in K–5 students are still learning, like, “Hey, where does the decimal point go?” They’re still learning, you know, if you’re dividing by a two-digit number, where does the first digit go, if you go in the old long-division algorithm? And so they’re still acquiring that base-level knowledge that … I don’t know, maybe this is similar to in Jurassic Park when Jeff Goldblum says, “It didn’t take any knowledge to attain,” you know, “they stood on the shoulders of geniuses,” that whole thing. Like they had to acquire the knowledge for themselves, was his whole point. And so that’s why I don’t think it’s exactly the same as the calculator. It is definitely going to change things, in a similar way that the calculator did. But to me it’s just a whole new animal. And I don’t know if it’s going to be like the next internet, Eric — if you’re gonna get little devices that have AI built into it, like a Star Wars kind of thing, like a droid or something that follows you around — all that would be kind of cool, not gonna lie. But whether it’s something that you’ll access through the internet, something that’s built into your TV, that part I don’t know. But I do know that there’s a reason why all of these apps and all these companies are investing so much — not just energy, but time and money into it. Because they’re recognizing. “OK, this really has the potential to change things.” But if used well, and used safely, to change people’s lives for the better.

Eric Cross (00:29:41):

So I definitely hear that you both agree with the statement that if AI ChatGPT was used in the classroom, it could be a force for good. And literacy development. And I wanna shift gears a bit and then come back to the AI. So with that said — and we’re gonna get into some best practices in a minute — in Science Connections right now in this season, we’re making the case for how science can do more in classrooms and in schools. And so I’m I’m curious about what both of you think about the role in science fostering a better future when it comes to AI and education. And this season we’re really talking a lot about literacy. You know, in schools, so often it’s taught in a siloed way. And Donnie, you’re doing multi-subject. Jen, you’re single-subject: English. And we’ve really been trying to make this case for how science can actually support literacy, and these skills that students are trying to develop. So we’re going a little old-school, kind of diving into your content specialty, but maybe even pre-AI, or maybe AI has a component in this. But Don, maybe we’ll start with you. How has science been a way that has been helpful for your own literacy instruction? I know you do a lot of science, because I see your Google Earth stuff and the thing you did with the solar systems back in the day. And I think —.

Donnie Piercey (00:30:54):

Oh my gosh! You remember my <laugh> … wow.

Eric Cross (00:30:58):

That was amazing!

Donnie Piercey (00:31:00):

We haven’t done that since the pandemic. But I had my students go out, and using Google Earth, we built a scale model. Each of the students partnered up and they planned out on Google Earth a scale model of the solar system. They picked an object from around their house and we talked about like, “Don’t pick something bigger than a beach ball, or else, you know, your Neptune’s gonna end up like 10 miles away.” But you know, they just picked like a small ball, like a basketball, soccer ball, something like that. Or football, for international friends. And then we calculated the size of every other planet. And then on Google Earth, using their front lawn as where the sun was, then we went and we calculated where other planets would be, and then we actually drove to those locations and like held up the objects that would represent Neptune, Jupiter, Saturn, and all that. But it was a lot of fun.

Eric Cross (00:31:59):

And is that still accessible? ‘Cause I know you have some websites that you put resources out there.

Donnie Piercey (00:32:03):

Yeah. Yeah, I can … I wanna say on my Resources page — Resources.MrPiercey.com — I’ve got a link on there to a couple of student examples that I can share. And if not, when we get off this call, I’m gonna go on and put them on there <laugh> so people can find it. I’ll even throw on there just the assignment itself. So if you wanted to copy that and do that with your students, you could.

Eric Cross (00:32:27):

Donnie, the reason why I brought that up is because I saw that you had posted that or shared it a long time ago, and I just thought it was the coolest thing that you could totally do with middle-school students or high-school students. Jen, when I became a teacher, you said, “We’re all teachers of literacy.”

Jennifer Roberts (00:32:43):

<laugh> Yeah. I think we forgot to tell them that I was one of your professors.

Eric Cross (00:32:47):

Yes. <Jennifer laughs> One of the people who’ve definitely influenced and shaped my teaching. And that statement has never left my mind: that we’re all teachers of literacy. And I want to ask you, at the high-school level, how can science educators, or how can science — how have you seen it, or how does it, support literacy, when it’s done right?

Jennifer Roberts (00:33:09):

Like I said, I think we’re all teachers of literacy, but I think literacy is bigger than just reading and writing. I don’t think someone is literate if they can’t talk somewhat knowledgeably about what’s happening with climate change. I don’t think someone’s literate if they don’t know what’s going on in the world. And I think so much of what’s going on in the world has to do with science. We’re doing that all the time. If I could teach English just by giving kids articles about science, things to read, that would make my day. Right? We would never read another piece of fiction again. It would all be, you know, what’s happening to the ice sheet in Greenland. My students thrive on reading non-fiction. And then whenever that non-fiction touches on science is even more interesting. And whenever I can get them writing about data, particularly their own data that they collected, I think that’s building those science literacy skills as well. So I think science and English blend together very, very well. I think the literacy aspects of that are fantastic. There are more subject-specific vocabulary words, advanced vocabulary words, in science than any other discipline. And I don’t see why those shouldn’t come up in English as well. You know, my seniors will do a unit at the end of the year on the new space race. Unless I replace it with a unit about generative AI, which I’m seriously considering doing, ’cause I think they really need to learn about bias in AI algorithms and things like that. And I would like to have them read a whole bunch about that stuff. And I wanna give them the open letter that all those CEOs signed that said that AI research should slow down, and make them part of that live conversation about what’s happening in that field. So science comes into that. You know, when we read Into the Wild, we start talking about a whole bunch of scientific concepts. And when it rains in Southern California, we pull up weather maps and look at radar and talk about that and how that works.

Donnie Piercey (00:34:59):

That’s like once every 10 years, Jen? <Laugh>

Jennifer Roberts (00:35:02):

Well, actually, this year it rained a lot. It rained a lot in San Diego. Which is actually very high-interest for them. ‘Cause they wanna know, is it gonna be raining at lunchtime?

Eric Cross (00:35:12):

Jen, you said something … you have your students writing about data?

Jennifer Roberts (00:35:16):

Oh yeah.

Eric Cross (00:35:17):

Can you tell me more about that?

Jennifer Roberts (00:35:19):

So, this is something we’ve done with the ninth grade team for a long time now, is writing about their own data. So it started with a unit about stereotypes and stereotype threat. And they would collect data individually and then they would enter that data into a Google form and then we would give them the spreadsheet of the aggregate data from the whole ninth grade. And then we morphed that unit into one about academic honesty, and they filled out a survey at the beginning of the unit about their feelings about academic honesty and about experiences with academic honesty and cheating and homework and things like that. And then we would do the unit. We’d do all the readings in the unit. And they’d have these “aha” moments about things that were happening at other schools. And then at the end of the unit, we would give them back their own aggregate data and ask them to write about whether or not academic honesty was an issue at our school. And then to support that answer with evidence from their own dataset. So they had that spreadsheet to comb through and figure out, you know, where am I gonna stand on this? We give them the multiple-choice questions we gave them as the graphs, in Google Slides, so that they could write about them and talk about them, too. So yeah, getting kids to write about data. And the the sentence frames we gave them were sentence frames out of, They Say, I Say, from the chapter on writing about science. And <laugh> as they write this stuff, they’re like, “I feel so smart writing this way.” And I’m like, “I know, ’cause you’re writing about big important topics!” Right? And writing about their own data come to think of it is another great way to make an assignment both very personal to them, but also make it ChatGPT-proof, you know, if you’re looking for something that kids can’t just hand to the robot, the robot doesn’t have that data set.

Eric Cross (00:37:08):

Absolutely. And Donnie, at the elementary level, do you, do you make connections between science and literacy? In your class? You talked about with math, definitely with the solar system, but now, I’m curious, what are your newer projects? What have you been working on lately?

Jennifer Roberts (00:37:23):

What’s up now, Donnie?

Eric Cross (00:37:24):

Yeah, what are you doing?

Donnie Piercey (00:37:25):

Oh, man. Well, let me think. I’m just trying to think of some fun projects that we’ve done this year. Science that we can tie in Literacy and also some student creation. Just recently we had a … so I’ve wanted to expose my students to famous scientists that weren’t just white dudes from Europe. So for this year, what I did — and I actually used AI for this — I went into ChatGPT and I asked for 64 famous scientists and it listed them all off. And then I asked it, like, how many of these were white? And I think it said like 61 of them. You know, it had like Neil DeGrasse Tyson, and a couple of other … I didn’t know who they were. So I’m like, “All right, so we need to make this more diverse and make this more equitable.” ‘Cause you know, with the student population in my classroom, try to find equal representation to make sure they can see themselves in some of these scientists. So, eventually got it narrowed down to where I had about 64 scientists. Half are women, half are men from all continents except Antarctica. I assigned these scientists to my students. Some got two; some got three. And their assignment was to go and one, do some individual research on this person, find out what they were famous for, what they were most well-known for, turn it actually into a persuasive piece, where I said, “Hey, you’re gonna have one slide.” And I’ll tell you why I gave him one slide in a minute. On that one slide, you’ve gotta convince the person who sees it that this scientist is the most important scientist since the dawn of creation. I said, “You could use images, text — I don’t care if they were famous for something that you didn’t even understand what it was. It’s a persuasive piece. You’re 10. Go all out. Add gifs, do that whole thing.

Eric Cross (00:39:21):

This is awesome.

Jennifer Roberts (00:39:21):

I wanna do this project.

Donnie Piercey (00:39:23):

And if you picked up on the number 64, and I did this in March, so what we did was throughout the weeks of March Madness of the women’s and men’s NCAA tournament, whenever a game was going on, we had another round of voting. I just paired ’em up. I was gonna like seed them, like 1 to 64 — that’s just way too much work for me <laugh>. So I just kind of did random kind of thing. But all the students had to do — they just saw the slides side-by-side, and the only question they had was, “Based on what you see here, who is the most important scientist? This person or this person?” And it eventually came down to Carl Sagan going up against Marie Curie.

Eric Cross (00:40:04):

OK, that’s a good matchup.

Donnie Piercey (00:40:06):

Yeah, well, the Marie Curie slide, they just liked the radium piece. So they added like some green glowing gifs. And I said, “Guys, it doesn’t always grow glow green.” But whatever. Anyway, eventually Carl Sagan, in case you wanted to know, according to the 10-year-olds in my classroom, is the most important scientist in the history of the world. So I don’t know if I agree with that per se — I think maybe Newton or somebody else might have had something else to say about it — but fun assignment. It was a unique way to expose my students to a bunch of ideas. I remember the student that I assigned Newton, the only thing that that she knew about Isaac Newton was “Didn’t he get hit in the head with an apple?” And I said, “Well, not exactly, I think you might have read or maybe seen too many like old-school cartoons or whatever.” But she ended up doing some research. She’s like, “Oh, I’ve heard of that before! That equal and opposite reaction thing.” Didn’t know what it meant. I had another student that just got really … you know, if you’ve ever been on one of those YouTube kicks where it’s just, you go like nine levels deep onto like, “What does this theorem mean?” Student sits in back of my classroom, I walked by one day and he’s just watching something on like the fifth dimension and what it might be. And I said, “Oh, your scientist got you started on that.” So definitely was a lot of fun. Unique way to combine reading, writing, but also expose my students to some ideas. And we’re definitely gonna do it again. I’ve actually done this assignment before. I picked 64 random elements on the periodic table. But their only slide that they have to make is “What’s your element? What is it used for? And then, why is this the most important element since the dawn of creation?” <Laugh> And, you know, there’s always that student that gets hydrogen. They’re just like “Sweet!” Right? They get excited about that one. <laugh>

Eric Cross (00:41:59):

Explosions.

Donnie Piercey (00:42:00):

Yeah. But then, for that kid who likes a challenge, or that student with the “gifted” label, you give them, like, einsteinium or palladium. Some of the more challenging ones. And they go all out with this. I didn’t use AI for that one, but it was kind of fun, and I figured it’d be neat to share an idea that another teacher could try.

Eric Cross (00:42:20):

Well you probably have at least two teachers right now that are gonna go and try that. And we’re both looking at you. So.

Donnie Piercey (00:42:24):

Go for it.

Eric Cross (00:42:25):

Thanks for that idea. I’m imagining my students coming in with jerseys with “neon.”

Donnie Piercey (00:42:29):

Oh yeah. <laugh>

Eric Cross (00:42:30):

“Neon” on it. Just all ’80s out.

Donnie Piercey (00:42:33):

The game behind it, too, is you tell kids — again, this is just so the 10-year-olds in my class don’t get their feelings hurt — but I say, “Hey, and if your element gets knocked out, you just have to start cheering for whoever beats you in the tournament.” So by the end, you kind of got half the class cheering for one and half the class cheering for whatever.

Jennifer Roberts (00:42:53):

So the only thing I got outta that whole story that I’ve got for you is, as a child I met Carl Sagan. That’s all I got.

Donnie Piercey (00:43:02):

For real?

Jennifer Roberts (00:43:02):

For real.

Donnie Piercey (00:43:03):

So did he talk with that cadence and tone?

Jennifer Roberts (00:43:06):

Yes.

Donnie Piercey (00:43:06):

Like in real life? Wow.

Jennifer Roberts (00:43:07):

Yes. My father was one of the cinematographers on the original Cosmos. And I got to go to the set a few times.

Donnie Piercey (00:43:14):

That’s incredible!

Jennifer Roberts (00:43:15):

I did not appreciate what I was seeing as a child. But as an adult, I’m like, “That was cool. I was there.”

Donnie Piercey (00:43:20):

“You can see my shadow off in the distance.”

Jennifer Roberts (00:43:23):

I mean, maybe that’s part of why I’ve always had an interest in science. I’ve always had fantastic science teachers. Every science teacher I ever had was amazing.

Donnie Piercey (00:43:31):

I credit mine to Mr. Wizard. I don’t know if you ever watched Mr. Wizard and Beakman’s World?

Eric Cross (00:43:35):

I remember Mr. Wizard. Yep. Yep. I definitely remember Mr. Wizard, Beakman’s World, all those. That was on Nickelodeon back in the day. I had to get up early to watch that one. But there’s a YouTube video—

Donnie Piercey (00:43:44):

Six am!

Eric Cross (00:43:44):

<laugh> It was! It was super-early! But there was one, Don, I don’t know if you’ve seen this on YouTube, but it said “Mr. Wizard Is Mean,” and it’s just clips of when he’s—

Donnie Piercey (00:43:56):

Yelling at kids!

Eric Cross (00:43:56):

Chastising. Or being really direct. It’s just one after another.

Donnie Piercey (00:44:02):

He always asked ’em a question and if the kid, you know, didn’t answer it right, he’d be like, “Well, you’re not right, but you’re wrong.” You know, whatever. <Laugh>

Eric Cross (00:44:14):

I have to make sure I’m not subconsciously saying Mr. Wizard quotes when I’m talking in the classroom, when things are happening. But yeah, that video’s hilarious. So I just want to bring us back to AI, and ask this question: Do you think science has a special role to play when it comes to teaching kids about AI responsibly? Does science have a special role in that?

Jennifer Roberts (00:44:36):

I think the responsible piece of AI I wanna teach my students about is the part about the bias in the algorithms and the bias in the training. And I want them to understand how it works, well enough to make informed decisions about how it impacts their lives.

Donnie Piercey (00:44:56):

Hmm.

Jennifer Roberts (00:44:57):

Because I do have concerns about a tool that was trained on the internet. And the answers it gives you is the average of the internet. And do we trust the internet? And the answer from kids is always, “Well sorta, no.” <Laugh> So I want them to understand the social science behind that.

Donnie Piercey (00:45:18):

Yeah. And just along that same point, having the students recognize that just because, you know, you copy-and-paste a question in, the answer it spits out might not always be correct. So, teaching them that just like you would with a source that you find about a topic that you’re researching, you’ve gotta fact-check.

Jennifer Roberts (00:45:44):

It’s just like being a good scientist. A good scientist wouldn’t always accept a single result or the first result. You know, you would look at multiple angles. You would try things different ways. Last week I took the article my seniors were reading about victim compensation after 9-11, and in front of them, I gave ChatGPT, I said, “Are you familiar with this article by Amanda Ripley? And ChatGPT came back and said, “Oh yes, this was written in the Atlantic in 2020 and it’s about these things, blah, blah blah.” And my students looked at that and went, “That’s not the article we read.” And I said, “I know. It got it wrong. That’s amazing!” Yeah. And I was so happy that it got it wrong! ‘Cause I wanted them to see that happen.

Donnie Piercey (00:46:21):

And I guess one of the big science questions there, or one of the big science components there, is that idea of inquiry. Right? It’s almost like you have to teach students how to ask those deep questions about what AI spits out.

Eric Cross (00:46:35):

All of those tips are great. And it leads me to this last question I want to ask. New teachers that are out there — it actually doesn’t even matter; new teachers, experienced teachers, all of us are kind of new at different levels of this race. We’re all kind of starting it together. I mean, it hit mainstream. We’re all getting exposed to it. You all really dive into it. When tech comes out, I know you two really like, “OK, how can we use this to transform education and do awesome things for kids?”

Donnie Piercey (00:47:04):

Usually, when new tech comes out, “How can this make my life easier?” is usually the question. Yeah.

Jennifer Roberts (00:47:09):

“How can I save myself time with this?” Yes.

Donnie Piercey (00:47:11):

“How can this result in me watching more TV and you know, less grading,” sometimes.

Eric Cross (00:47:16):

And I start there like you, but then I end up more time that I fill with another project. And I need to learn how to stop doing that. I’m like, “Oh! I got more free time! … to go take on this other task.”

Jennifer Roberts (00:47:28):

Oh, all of my tech adoption is driven by “how can I work less?”

Eric Cross (00:47:32):

So you’re you’re talking to a new teacher, teacher’s getting exposed to this, they’re starting the school year or they’re just getting their feet wet with it. What advice would you give them about AI, incorporated into content or even just best practices? Where you’re at right now in your own journey, and someone’s asking you about it —what would you share with ’em? And Jen, I want to start with you.

Jennifer Roberts (00:47:53):

So, the first thing I did is I was in the middle of grading, you know, 62 essays from my seniors about Into the Wild, when ChatGPT became a thing last November. And I wanted to see what would happen. So the first thing I did was take the prompt that I had given my students and gave it to ChatGPT, ’cause I had just graded a whole bunch of those essays and my brain was very attuned to what my rubric was doing and what I was expecting as the outcome. So I could take what ChatGPT gave me as that quote unquote “essay” and evaluate it critically. And I was ready to do that. So my first advice is take something you’re already asking students to do and ask ChatGPT to do the same thing. So that as you look at the student results, you can compare that to what ChatGPTgives you. If what you’re finding is that ChatGPT can generate something that would earn a decent grade from you, you might need to change that assignment. And it doesn’t need to be a big change, but it might need a tweak or something, so that it, it does rely on the student voice, the students to do something more personal. I’m finding very helpful in my classroom is having my kids do projects where they are recording themselves on — I like Flip. So they’re writing a scene together and they’re having to record the scene together. And I’m emphasizing more of the speaking roles than the writing roles necessarily. So yes, first, take something you’re already doing, paste in to ChatGPT, see what the results are, see how that fits with what your students are doing, and then do that for every assignment you give and just sort of see what comes out of that, and see which assignments are failing and which assignments are working. ‘Cause that’s gonna give you a sense, when you do see one of those results from your students, you’ll be able to recognize it. But it’ll also help you tweak your assignments and decide, “How can I make this a little more original or a little bit more authentic for my students?” And if the robot, if the AI, can’t generate a response, what could the AI do that would be helpful to your students? Would be my next question. So can you use the AI to help them generate an outline? Can you use the AI to help them generate a list of steps to help them get started? And when you’re comfortable enough doing that by yourself, then don’t be afraid to open it in front of your class. If it’s not blocked at your school site, which I hope it’s not. Because I think the advantage goes to kids who have access to this in the long run, or at least see what it is and know what it is. Right? Because if a kid graduates from school without knowing that AI exists, they’re not gonna be prepared for what they face out in the world. So give them a chance to see you using it. Model effectively using it. I have a blog post about that. I just wrote it. LitAndTech.com. You can check that out. “Introducing 9th graders to ChatGPT.” How it went, right? There’s a chart there you can have. It’s my very first draft of this, but it seems to be very popular. So, you know, show students how it can be used as their mentor. If I can’t come read your paragraph because I have 36 kids in my classroom and I cannot stop and read everybody’s first paragraph, can you, if you want to, give your first paragraph to ChatGPT and ask for advice? And will that advice be helpful to you? So showing students how it can be used responsibly is, I think, something every teacher should be doing right now. And don’t hold back just because you’re afraid you’re gonna be teaching them what this is. They know what this is. Right?

Donnie Piercey (00:51:13):

They know what it is.

Jennifer Roberts (00:51:13):

Especially if you teach high school. They know what it is. I’ve had parents thank me for showing them how to use it responsibly. You know, this can actually be a really useful tool, but if you’re trying to make it do your work for you, it will probably fail you. If you’re trying to use it to help you do your work, it will probably be helpful. Sort of the way I’m breaking it down for them at this point. You want the great metaphor? The great metaphor is if you build a robot and send it to the top of a mountain, did you climb that mountain? No. If you build a robot and ask it to help you get to the top of the mountain, and you and the robot go together, did you climb that mountain? Yes.

Eric Cross (00:51:53):

I like that. I’m thinking through this. I’m processing that now.

Donnie Piercey (00:51:57):

Me too.

Eric Cross (00:51:59):

Yeah. I just imagine a robot holding my hand climbing Mount Everest and I’m like, “Yeah, I did it.”

Donnie Piercey (00:52:04):

If I got a robot though, like I would have to dress it like Arnold Schwarzenegger in Terminator 2. Like I would just have to.

Eric Cross (00:52:10):

Of course.

Donnie Piercey (00:52:10):

Of course.

Eric Cross (00:52:13):

Donnie, same question. Advice. Teachers getting immersed into it. Tips. What would you say?

Donnie Piercey (00:52:20):

So, I would definitely agree with everything that Jen said. Just, if anything else, to familiarize yourself with it. Almost like pretend like it’s a student in your classroom and it’s answering questions, just so that way you can see what it can do. And you’re kind of training yourself, like, “Oh, well, if I ever need examples, exemplars.” If you’re in a writing piece and you don’t wanna sit there and write out four different types of student responses — you know, advanced writer, beginning writer, whatever — great way to to do that is you just—

Jennifer Roberts (00:52:48):

Oh yeah. We did that.

Donnie Piercey (00:52:48):

—copy the prompt in and give a beautifully written piece that a fifth grader would be impressed with. Boom. It’ll do it for you. In my classroom, the way that I approach it is I kinda look at AI as almost like this butler that I don’t have to pay. That if I need it to do something for me, it’s just bookmarked. I can click it. And I mean, sometimes I just talk to it like it’s a person. And it’s almost like, in the chat window, I’m just rambling at it, what I’m trying to do. And it’s almost like I’m talking to a coworker, and I’m trying to hedge out some ideas for a lesson. Simple example: For a science lesson, if you’re trying to come up with … let’s say you’re a fifth-grade — or, sorry, I teach fifth grade. Say you’re a seventh-grade science teacher. And you’re trying to teach the students in your class about Newton’s third law of motion. You know, every action [has an ] equal and opposite reaction. Look around your room. See what you have. Maybe look around and you’re like, “All right, I got a whiteboard, microscope, I’ve got magnets, a cylinder. …” And you just copy all this stuff into ChatGPT. Say, like, “Hey, I have all of these items. Cotton balls, peanut butter, whatever.” And say, “I’m trying to teach students Newton’s third law of motion. Give me some ideas of some ways I could teach it using some of these materials.” And it’ll do it! It’ll give you like five to 10 ideas!

Jennifer Roberts (00:54:15):

And then tell it what your students are into. Like, my students are really into basketball. Can you work that into this lesson?

Donnie Piercey (00:54:21):

Yeah! They’re into the Avengers! Hey, find some way to tie Spider-Man into this. You know, that was a pun that didn’t go so well. But, you know <laugh> figure out some way that you could incorporate this and it’ll do it. And Eric, like you said, it won’t be perfect. Right? But if anything else, if you’re a starting teacher and you’re trying to brainstorm ideas — try it.

Eric Cross (00:54:44):

And Donnie, as you were saying that, I was thinking — first, I imagined Spider-Man shooting cotton balls with peanut butter all over them — and then my mind went to having students have these items, like you were saying. And then they create labs, working alongside AI. To do inquiry. To create a lab about something, and then going and performing and collecting data. OK, that’s — now I wanna go do that tomorrow!

Donnie Piercey (00:55:10):

Listen, it is so easy to do. If you have an extra computer in your classroom. … We were talking about Jarvis and Iron Man and Tony Stark earlier. Make a new chat in ChatGPT. Tell it, “I want you to pretend that you are Tony Stark. Only answer questions as if you are Tony Stark.” Or “Pretend you’re Jarvis.” Whatever. “Stay in character the whole time. I’m going to have sixth grade students come up to you and ask you questions about science or forces of nature, and only answer questions like you’re Iron Man.” And guess what? You keep that station in your classroom. Students are working on a project — you know, in elementary school, a lot of times we’ll have that, “ask three before me” — you’re supposed to ask three friends before you go and bug the teacher. Well, maybe one of those “three before me” can be that little computer station, where they go up and ask Tony Stark a question, and then it answers them as Jarvis or Iron Man. I mean, we’re really just scratching the surface with all this AI stuff. And as more and more companies and more and more creatives are gonna start to realize everything that it can do, we’re gonna start to see it more and more. And hopefully we as teachers can really figure out how to use this tool to, of course, help students, but also help them be creative and explore and learn on their own.

Eric Cross (00:56:35):

That’s amazing. And just both of you are just dropping gems right now. And I wanna wrap up by saying — and I’ve said this before on earlier podcasts I’ve done — but at this phase in my life, the people that I’m the biggest fans of are teachers. And it’s true. I don’t mean that in a cliche way. When I watch celebrities and things like that, when I watch professional sports, that doesn’t fill me the way it used to when I was a kid. At this point, as a professional, I get inspired by other educators who are just doing awesome things. And when I think about educators who are doing that, you two are on that list of people that make me better. And when I get better, I can do better things for my kids. And so, one, I want to thank you for staying in the classroom and continue to support students. They’re so lucky to have you both. The second thing I wanted to say is, Jen, I wanna start with you. Where can people — and I know we said at the beginning — but where can people find the stuff that you put out? You got blogs, your social, your book.

Jennifer Roberts (00:57:28):

I got lots of social. Twitter, I’m JenRoberts1 on Twitter. And then my blog is LitAndTech.com. And then I’m on lots of the new social too, the Mastodons, the Spoutables, the Posts — those kinds of things — as just Jen Roberts, because I got in early and I got my real name without a 1. And there was some other one I’m on recently that I’ve forgotten about. But there’s lots of ’em. They’re fun. And I’m Jen Roberts. You can find me there.

Donnie Piercey (00:57:56):

And I’m SergeantPepperD on AOL, if anyone’s interested.

Eric Cross (00:58:00):

If you wanna hit Donnie up on AIM. <Laugh>

Donnie Piercey (00:58:03):

SergeantPepperD.

Jennifer Roberts (00:58:04):

You know, speaking of rock stars and people who do amazing things, I did write a blog post about using ChatGPT in the classroom, but I hear Donnie wrote a whole book.

Eric Cross (00:58:13):

Oh yeah. So, Donnie! Donnie, that’s a great segue. Thanks Jen. Donnie, how do people find out more? And can you tell us about this book you wrote, that’s coming out in the summer?

Donnie Piercey (00:58:22):

Yeah, so the book I wrote is called 50 Strategies for Integrating AI Into the Classroom. It’s published by Teacher Created Materials. They reached out to me. They had seen some of the stuff that I was doing, not just with ChatGPT, but also some image-generating AI stuff. You know, I got featured on Good Morning America, which was kind of cool. And they saw that and they said, ‘Hey, that looks really neat.” Reached out to me and asked me to write a book. And the idea behind the book, that launches this summer, it’s just 50 ideas, 50 prompts, different things that, as a classroom teacher, that you can do. So, you know, I think there’s so many AI books that are out there now. A lot of them are big ideas, which I think are important. Definitely important discussions that need to be, have around, the ethics of AI. What’s the role that AI should play in the classroom. But I just wanted to write a book, kind of like the discussion that, that Jen and I were just having, which is like, “Can we just share a whole bunch of ideas, different things that we could try with our students?” So definitely check it out. And I appreciate you giving me a shout-out too. That was cool, Eric. Thank you.

Eric Cross (00:59:35):

Of course. Definitely. And Donnie, your Twitter is again. …

Donnie Piercey (00:59:39):

Oh, @MrPiercey, M R P I E R C E Y.

Eric Cross (00:59:44):

Follow Donnie. Follow Jen. Tons of stuff on there. Both of you, thank you so much. For your time, for talking about students and how we can take care of them, science, literacy, AI. I hope we can talk about this again. I feel like even if in just six months, we might be saying different things. In a year, the landscape might completely change. And that makes it really fun. But thank you both for being on the show.

Jennifer Roberts (01:00:04):

Thank you for having us, Eric.

Donnie Piercey (01:00:05):

Thank you so much, Eric. We appreciate it, bud.

Eric Cross (01:00:10):

Thanks so much for listening to my conversation with Jen Roberts and Donnie Piercey. Jen Roberts is a veteran English teacher at San Diego’s Point Loma High School and author of the book Power Up: Making the Shift to 1:1 Teaching and Learning. You can keep up with her at LitAndTech.com. And Donnie Piercey is a fifth-grade teacher from Lexington, Kentucky. He hosts the podcast Teachers Passing Notes. Stay up-to-date with him at Resources.MrPiercey.com. And let us know what you think of this episode in our Facebook discussion group, Science Connections: The Community. Make sure you don’t miss any new episodes of Science Connections by subscribing to the show, wherever you get podcasts. And as always, we’d really appreciate it if you can leave us a review. It’ll help more people and AI robots find the show. You can find more information on all of Amplify’s shows on our podcast hub, Amplify.com/hub. Thanks again for listening.

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Dr. Susan Gomez Zwiep (00:00):
We started to see this trend of students communicating more in English because they were excited about the science that they had been learning.

Eric Cross (00:10):
Welcome to Science Connections. I’m your host Eric Cross. In this third season, we’re exploring the theme of science as the underdog. And last time around, we delved into the data showing that compared to other subjects, science is often put on the back burner. Now it’s time to explore why it’s so important to change that and how to do it effectively. So over the course of these coming episodes, we’re gonna make the case for science and equip you with data and strategies for advancing science in your own home, school, or community. To kick things off, we’re going to spend a few episodes going in depth on the integration of science and English instruction. We know we need to dramatically improve literacy rates in this country, and as we’ll show in the coming episodes, science can be a key ally in that goal. We’ll also show how language development and literacy instruction can support science. Yes, it can be a win-win, folks. To start out, I’m joined by someone who has been studying science and language development for more than a decade. Dr. Susan Gomez Zwiep is a senior science educator and staff advocate for BSCS Science Learning. On this episode, she talks about her own experience as a middle school science teacher and share some key insights and strategies from the research on integrating science and English language development. Please enjoy this conversation with Dr. Susan Gomez Zwiep.

Eric Cross (01:36):
Welcome to the podcast. Thank you for being here and having this really important conversation. So I’m so glad you can make it, Susan.

Dr. Susan Gomez Zwiep (01:43):
Yeah, I’m excited to be here.

Eric Cross (01:44):
We’re gonna talk all about language development and science. But first I was hoping that you can just kind of set the stage and tell the listeners about yourself and how you came about to studying this specific subject.

Dr. Susan Gomez Zwiep (01:57):
Sure. So I am a California native. I grew up in the San Gabriel Valley and that’s where I started teaching. I have an undergraduate degree in integrated biology from UC Berkeley. And I thought I was gonna go be a field scientist. And while I was waiting for grad school applications to run their course, I took a substitute job in Montebello to kind of bide my time. And because I had a science degree, they asked if I would take a permanent placement, well, a temporary permanent placement. And I said sure. And found myself teaching seventh and eighth grade general science to a population that at the time was about 68% English language learners, in a school that you would consider urban, under-resourced with a community that was large percentage immigrants from Mexico, Central and South America. And I never looked back. I kept that job.

Dr. Susan Gomez Zwiep (03:04):
I loved it. I love the middle school classroom. I love teaching science to my middle school students and truly, truly just found a really good home for my love of science, but also my love for talking about science and helping other people understand science. So at some point I was entertained with the idea of going to graduate school. So while I was still teaching, I actually did a Ph.D. At the University of Southern California in the science education field. And once there, realized that I actually had a unique experience in higher ed, that experience of teaching with populations that are learning English or have home languages other than English, was actually not common in higher ed circles. And being from that community was also not common. And so I pretty quickly leveraged that experience to combat what I think is universally agreed as an equity issue that in my school where I taught, the district had advocated for ELs to get an extra hour of language development in order to promote their English language proficiency.

Dr. Susan Gomez Zwiep (04:28):
And, our principal wisely said, there are not enough English-only students in this school to do that without losing all of our science teachers because there’s not enough kids left to actually fill a day, a teacher’s day. And she said, these kids learn more language in their science courses than they do anywhere else, so I don’t wanna remove that. But the reality is, is that at that time–this was in the late nineties, early two thousands–if you were not proficient in English, you went to more time with language development. And that makes a lot of sense in some ways. But when you look at the big picture, you realize, well, that means those kids aren’t going to science and they’re not having opportunities to have consistent quality science learning opportunities simply because they spoke a language other than English at home. And so that’s really how I fell into this work.

Eric Cross (05:28):
And that has a downstream effect. I mean, once you start pulling students from a course, that automatically sets the trajectory for later outcomes, which we ultimately see in STEM fields where we, we don’t see the population of our students represented in the STEM fields. Now, I know this goes back a few years, but you were doing research for your Ph.D. What did you start to follow?

Dr. Susan Gomez Zwiep (05:50):
Yeah, so I eventually took a position at Cal State Long Beach, which was not by chance, it’s a Hispanic-serving institution, and that’s where I wanted to do my academic work. And once I was there, sought funding with a district to support elementary science learning. So it had a teacher professional learning component that was both summer and in-class, sort of like PD in the classroom component. And the district came back and said, the only way you are gonna get time to even talk about science in elementary school is if it’s attached to language development. And so that’s what we did. It was a three-year grant, there was a sister grant that followed–so all told, it was about a five-year program where we basically said, what if instead of following the traditional ELD, English Language Development curriculum, we modified and put science as the context for language development in the K2 bands.

Dr. Susan Gomez Zwiep (07:01):
Teachers at the district traditionally had not been excited about their language development curriculum until we said, we’re gonna take that and we’re gonna do some science instead. And then they were like, no, no, no! We love our ELD curriculum. But they hung in there with us. The project was successful enough that it actually became a K4 and then a K5 project. The district ended up having to put in a ton of money into this because the grant only paid for so much. But their schools actually wanted “in” ’cause what they heard is when we put science as a context for language development, kids were talking more. Kids were speaking in English more. Kids were writing more. Kids were engaged. And the ultimate, kids were developing English quickly and in a community where you could actually operate within the community without speaking English. These are Spanish-speaking communities and the schools operated in Spanish outside the classroom. So if you walked into the school’s office, the principal secretary, the person who manned the door, spoke Spanish. The field supervisors that the lunch supervisors spoke Spanish.

Eric Cross (08:17):
The non-teaching staff that are supporting the rest of the students outside of the classroom.

Dr. Susan Gomez Zwiep (08:23):
Yeah. Everybody spoke Spanish and they spoke Spanish at school. And even the principals came back and said, from being in this project, that the kids were coming into the office and had transitioned to communicating in English, especially when they wanted to talk about science, and they really wanted to talk about science ’cause they were super excited about the stuff that they were learning. So we started to see this trend of students communicating more in English because they were excited about the science that they had been learning. And yeah, that sold itself and we had schools jumping in.

Eric Cross (09:01):
So you started off in a situation where you were told that you had to, if you wanna get science and you had to merge it into English, basically. And is it fair to say that that’s because of testing requirements that schools have on them? Like this is what gets analyzed or what was the purpose behind that?

Dr. Susan Gomez Zwiep (09:15):
It was district policy and it was site policy and those policies were put into place for very good intentions. Students don’t get reclassified into English only, and reclassification is how you traditionally got access to all this other programming, electives, AP college prep, all those other things. And the best way to get them reclassified was to learn English, and to learn it sooner rather than later. So it was in an attempt to get kids reclassified from English learner to English proficient.

Eric Cross (09:55):
And then during that process it was able to be expanded to K4. And then with these open-minded teachers, you gave them the content, they used science as the context for learning. And then your students who were mostly emerging bilinguals and multilingual students, you found that they started speaking English more frequently. What did you make of that result? Like what did you come to after seeing all that happen?

Dr. Susan Gomez Zwiep (10:20):
So I do wanna say that there’s a couple of reasons why we think this works so well. But I have to really acknowledge that there were linguistics, second language acquisition experts that were part of this team. And we wouldn’t have been able to make any of this work if it was purely science educators leading this cause. There’s a lot we didn’t understand about language development, and they really helped us. But one of the things that we think is unique about science, there’s a few really important aspects–one is that we all have experiences in the natural world, since we can process outside information, right? We all have observations, things we’ve observed with our eyes, we’ve heard, we’ve felt, and all of those experiences build some pretty good science ideas before we enter formal schooling. You know, kids already have ideas about this.

Dr. Susan Gomez Zwiep (11:20):
We don’t have to give them language for it. They already have these concepts and experiences. The other thing is that we are inherently interested in the natural world we occupy. And so we’re curious, science is often considered cool, there are science channels and science fiction movies and science fiction books and magazines–and this is just … it’s just cool. And that tended to be the trigger, you know, when we gave kids something interesting to observe. A Ziploc bag with water that we added an Alka-Seltzer to, and strange things starts happening in the baggie. That curiosity, that excitement allowed kids to leap over any concerns they had about the language they were supposed to use in the classroom. One of the most difficult things about learning a language is using a language that is imperfect. So saying things and communicating in a language that you are not a hundred percent confident about, that you’re not sure you’re using the right words or the right tenses. But when kids were excited about this thing in a Ziploc bag, they didn’t care. They communicated however they could, sometimes in their primary language or their home language, sometimes in imperfect English, but by and large they just communicated. They did it in oral language, like listening and speaking, but they also did it in writing. And that was easy. Like we didn’t have to do anything other than provide interesting science experiences. And that’s, that’s pretty common.

Eric Cross (13:06):
Yeah. I feel like, to co-sign on the science is cool, it is objectively, if a matter of fact, even just looking at the Oscars, like we have multiverse, you know, we have sci-fi you know, the costume designer of Wakanda Forever. We have all of these different movies that are all founded in some kind of these scientific principles. And so the idea that science is cool and organic, naturally engaging is something I think we, we all can connect to and it resonates with all of us. So I feel like is sort of your origin story too.

Dr. Susan Gomez Zwiep (13:33):
That’s the origin story.

Eric Cross (13:34):
That’s the origin story right there, to continue with this like movie theme. Now if we fast forward to today, based on all the research that you’ve seen since then, and your experience, why would you advocate merging English language development and science?

Dr. Susan Gomez Zwiep (13:49):
Well, for one, the research that we conducted actually provided some really nice evidence that showed, even though we had essentially stole minutes from language development time and inserted science. And on state mandated tests and on their students’ language proficiency measures, the kids in the program with the blended, did significantly better than students who were getting ELD instruction alone. Traditional ELD instruction. And that kind of blew our mind. We would’ve been happy if they had done just fine. Like we could put science into a student’s day and do no harm. They could get their language development; they could get science. But in fact, what we found was that they did better. That they actually gained English more quickly and it showed up in multiple measures, including the state English language arts assessment, which again, kind of blew our mind.

Eric Cross (14:55):
So just to be clear about the study that you did, you looked at two groups and one was the blended science and English language development, and then the other one was a control group. And the blended group ended up showing more improvement.

Dr. Susan Gomez Zwiep (15:09):
Yes. So there’s quite a bit of research now, this research was done in the early two thousands, and the research has built around it to really suggest that this does seem to be a more efficient way to promote language development while still maintaining students’ access to a core content area. But in recent years, the standards have shifted and that has been just a remarkable, wonderful change. And both standards have shifted. So when we did our research, we did it under the old California Science standards that were fairly heavy in technical terms. They were heavy in science concepts rather than kids doing things. And they were a much narrower focus.

Eric Cross (16:04):
And these are the standards that most of us grew up on, right? Those of us who are pretty much teachers in the classroom today pretty much grew up on what you’re talking about. Is that fair to say?

Dr. Susan Gomez Zwiep (16:12):
That’s fair to say, yes. So the new standards that we have now, the California NGSS Standards emphasize not just ideas, but they also emphasize students doing things in science. And we didn’t have to build-in language portions to the standards. They now exist. The NGSS is a very, very rich linguistic opportunity for students. And at the same time, the way we’ve thought about language development has also shifted. We used to talk about language and science… we used to think about science as a lot of words, and you had to know the words, you had to have this technical language. And we’ve sort of shifted that to really thinking about, language is no longer a prerequisite for science learning. Language is now developed through the science learning or the content learning experiences.

Eric Cross (17:11):
So now there’s more chances to integrate English into science. Have you seen success stories or have you seen examples of this? Maybe just anecdotes of teachers kind of doing this since you’ve been doing this research and kind of watching. If so, would you mind sharing one or two?

Dr. Susan Gomez Zwiep (17:30):
Yeah. And I will just give a nod to Dr. Dr. Okie Lee who’s now at NYU who has really led sort of this reconception of language and science. And one of the ways she talks about it is this notion that I enter this learning experience, I enter this observation of this phenomena with fairly naive, simple scientific ideas. And my language about it is equally simple. But as I develop more and more ideas, as my understanding of the phenomenon, what I figured out becomes more sophisticated, I need more sophisticated language. And so what we’re starting to see are these spaces where teachers are building science ideas and science and understanding along with the language. And in order to do that, you really need to know what’s the storyline arc of my science lesson? What do they figure out in lesson one? What do they figure out in lesson two?

Dr. Susan Gomez Zwiep (18:35):
What do they figure out in lesson three? How are the science ideas building over time? So that I can then look at the language that they’re using and what language supports do I need in order to allow students to not only engage and figure things out, but communicate their ideas about it. And so we’re seeing teachers blow up what we call language, what we call text. It’s not just words. It’s not just sentences written on a paper, but it’s models, it’s pictorial representations, it’s gestures, it’s this wide range. We pretty much said, let’s blow language up. Let’s like use all of the linguistic registers that we have in order to make meaning of what we’re seeing it in together in this classroom. So that’s one thing that we’re starting to see. The other thing is that teachers are really allowing students opportunities to use what we call social language, non-standard dialects.

Dr. Susan Gomez Zwiep (19:40):
The language I use at home and with my friends. Because earlier I had said, we have all these experiences and those experiences in the world are tied up in my social register. They’re tied up in my home language ’cause that’s where I experience them. And to let students have access to using that language in the classroom, especially initially in a unit, means we’re giving ’em access to those experiences that they have that are related to the phenomena under study. So I totally understand the benefit of promoting academic language and promoting language frames and forms that we use in more academic settings. But it’s a sticky wicket. You have to be careful how you tell students about the way you want them to communicate. Because when we tell them that language that you use at home with your friends and family is not welcome here, we can send a message that they’re not welcome here. And that those experiences that they have outside of classroom about how things fall, the way sunlight heats up different surfaces, where you’ll find plants and what plants you will find based on conditions. All of those experiences, we’re sending a message that those are not welcome in the classroom. And so this expansion of language, including non-standard dialects and even home language, is really important for letting students bring their whole selves into the classroom.

Eric Cross (21:23):
I love what you just said. It legitimizes the funds of knowledge, the language, the cultures that our students are bringing to the table. I remember when I first learned the word code-switching in college and you know, I’m biracial, I grew up in my home community and my school community were two different communities and I ethnically, culturally belonged to both. And I had to code-switch in order to kind of survive and be accepted into different communities. And not until I was in college did I actually understand what I was doing. Now there were all kinds of teasing and jokes that went on to how I would talk if I code-switched improperly. And in my classroom, I would see students who would explain concepts in a way that was maybe like a casual register. They just were explaining it the best way they could.

Eric Cross (22:10):
And the way they were speaking was kind of denigrated or it was seen as negative even though they were communicating their concept. And when I became a middle school teacher, one of my, I don’t know, it’s like sometimes when you teach, you get to, you change how you were taught or what you experience and legitimizing my students’ language, and they would tell these beautiful stories and in their most common like, casual language, but they’re explaining the concept brilliantly. And it was phenomenal to see this barrier be removed of saying, you have to talk like this in order to be a scientist or you have to say these right words. And, and that’s what I feel like I’m hearing that in how you’re describing kind of how science has been done and what language can do to certain groups of students.

Dr. Susan Gomez Zwiep (22:58):
Yeah, very much so. And you know, back to the origin story, you know, I grew up in a multi-generational household. My mom, my aunt, my grandmother, Spanish was their first language, but they lost it because my mom was raised in Riverside and she, you know, went to school in the, the fifties and sixties and back then you weren’t allowed to speak Spanish at school. And so they lost the language.

Eric Cross (23:27):
They weren’t allowed to speak it at all.

Dr. Susan Gomez Zwiep (23:29):
At all. I didn’t directly observe it, but that is the story that my family tells, that there was no English spoken anywhere on school grounds. And that was a different issue. Right? That was very much for people unfamiliar with some of the history in Southern California. Their segregated schools, severe racism, linguistic racism, racial racism against Mexicans was a real thing. But yet I grew up in this household where the sort of way of speaking, like I think many Mexican households, the context is everything. So you can’t get to the facts until you’ve told the whole context of everything happening around it. So we used to joke that we couldn’t send my grandmother to the doctor by herself ’cause he had 15 minutes, and she was gonna take 20 just to tell him how she got there before she got to why she was there. But this telling of the context, the telling of the story around the idea is part of the linguistic, this sort of linguistic way of my household. When I got to school, I had to learn to drop it because teachers found me off topic. You know, I still have to be careful how I express things and sometimes I’m not a fast storyteller <laugh>, and I monitor that for myself. So I can only imagine what it’s like to be a kid in a classroom.

Eric Cross (24:59):
Right. And there are so many constraints in the school day, you know, especially if you’re multi-subject and you’re elementary and you’re teaching multiple subjects and someone’s trying to tell a story and you’re just like, land the plane! And they’ve, you know, gotta tell ’em the story, but realizing that when you look at it through a lens of like, culturally, this is how we communicate, then it reframes what the student is trying to do. They’re communicating to you based on how they’ve learned to communicate and they’re including essential parts of the story. And so how do you both honor that while also, you know, certain things like brevity and being concise and things like that that they’ll have to learn. But also honoring that and making sure that there’s space for that in your classroom. Even me, I’m thinking about this where I had students record this video and it was one minute to two-and-a-half minutes explaining three concepts. And I had students coming up to me afterwards saying, Mr. Cross, I need to record two videos because two-and-a-half minutes is not long enough. And I was like, how? I even extended it. But I’m realizing and listening to you and going, they’re probably not just getting to the point. They’re probably including more context into this because that’s how they story tell and that was actually part of the lesson.

Eric Cross (26:12):
So now I need to go back and extend their time that I’ve given them for <laugh> that project. I wanna come back to kind of, since we’re on this topic about why this is also an equity issue. Mm-hmm. <affirmative>. So we were talking about language, you touched on this a bit, and we were talking about integrating into science, but can we go a little bit further into how this integrated approach maybe can benefit English language learners in particular? And maybe anything else that’s related to equity that comes to mind.

Dr. Susan Gomez Zwiep (26:40):
So there’s a couple of layers of the equity issue. The most tangible and clear is student access. If we wait until students develop English proficiency to allow them access to quality science learning, we lose a tremendous number of students that could not only could they benefit from science, we could benefit from their entering this science conversation. And I was at a university and I was in a college of natural sciences and we were dedicated to increasing the diversity of the faculty. And it was a struggle ’cause the number of Ph.D. science ed or biology or chemistry academics that come from marginalized populations is very, very small. And it’s not by accident. You know, the number of students that make it into the next level, that make it into college prep courses, that make it into STEM majors, that complete STEM majors and go on to either careers or advanced degrees narrows at every possible step.

Dr. Susan Gomez Zwiep (28:01):
And so the equity issue is really one of access. And as basic as that is, it’s the easiest to solve. So that’s the first layer of equity. But the second issue around equity is how we engage these students once they’re in this space. Do we make it possible for them to see themselves as a scientist or an engineer? Are we creating learning experiences that not only allow them to use all the sense-making resources that they have, but do we make them feel like they’re valuable and useful in that space? Because there’s a lot of people that will say, I could be successful as a scientist, but I’m not willing to give up who I am in order to do that. And that’s a real thing. There’s a lot of research about like, why are they leaving? Like why, you know, is it because they’re not able?

Dr. Susan Gomez Zwiep (29:05):
Is it because they don’t see themselves as being capable? And now I think we’re looking at this as a different issue. It’s not that students don’t see themselves as capable and not that they’re not achieving. They see the cost that it will take to enter these fields and essentially not be able to be their full selves. So that’s the second equity issue. And in both cases we lose. As a society, we lose. We lose access to the full range of human resources that we have, and we lose access to their unique perspectives that they would bring to real problems facing us. It’s like all hands-on deck. We need to stop making it too difficult to participate in the conversation and we need to be more inclusive about how we invite these other perspectives and how we respect and utilize their ways of sense-making. That may not be Western science ways that we have in our books now, but hopefully those science materials are gonna change and we’re gonna start to see other ways of sense-making and other people involved in the stories that we tell around science concepts.

Eric Cross (30:29):
And just to be clear, this practice in integration, while it lifts up equity for marginalized or underrepresented groups or students who are emerging bilinguals or students who typically we don’t see representation of, this approach also benefits native speakers as well. Correct?

Dr. Susan Gomez Zwiep (30:47):
Yeah. And there’s actually a group of native speakers that come from text poor homes. It’s typical in underserved communities. Poor people living in poverty that may be native English speakers. They may not be marginalized populations. But they don’t have access to like text. And so that’s another group altogether that needs linguistic support. And then once you have all voices in the room contributing, everybody benefits because now the conversation, the building understanding conversation we’re having or the sense-making conversation that we’re having has everybody involved. And we all benefit from that.

Eric Cross (31:33):
And we see, I think one of the benefits about a country like the U.S., is we have such a heterogeneous group of people. And when we’re moving in the same direction, we’re all coming to the same problem, but from different perspectives and we’re able to come up with more innovative and novel solutions to them. And that’s kind of what I’m hearing is like as we generate scientists that are all coming from different backgrounds, we’re gonna be able to solve future problems, current problems a lot more effectively because nobody has a monopoly on perspective. Nobody has a monopoly on knowledge or the fastest way to do something or the best way to do something.

Dr. Susan Gomez Zwiep (32:11):
Right. Right. And traditionally we really have privileged particular experiences, particular ways of sense-making particular linguistic registers. And if we could just kind of put that privileged ways aside and open up space for everybody to feel like they have a voice, I think the next generation could change the world. I think they could solve some real problems. I’m truly hopeful that they would see themselves not just as capable, but as necessary in these pursuits.

Eric Cross (32:50):
So what does it actually look like today to do this work in instruction well? So to integrate the science, to integrate literacy, to take the benefits of the things that we’ve been talking about. What are some practical things that educators could do to get started, whether it’s in early, you know, K5 or middle school or even high school.

Dr. Susan Gomez Zwiep (33:13):
So I will say, I’m gonna kind of separate ’cause in the elementary space, students are primarily developing literacy in multiple languages. The language of the classroom, typically English, home language, languages, they may be multilingual. In the secondary setting where students tend to have developed social language in some language, it’s a little different. So I’m gonna kind of separate those two. So for elementary spaces where teachers tend to teach multiple things, I recommend that you get a partner. Don’t do this work alone. You cannot do this work alone. I mean you can, but it’s very frustrating and not nearly as much fun. So you really wanna take a look at what is the science that kids are going to be engaged in. Because when we look at science first and build language development around it, the experience tends to be more authentic and organic.

Dr. Susan Gomez Zwiep (34:18):
And what we used to do is we used to, like when we were talking about the science, we’d monitor the language we were using and then use that to say these are the registers. This is the language that we use when we were thinking about this. So if students are gonna use this, these are the scaffolds they’re gonna need. ‘Cause to do it, well, to do it efficiently, the scaffolds need to be specific to the science learning. So if we’re doing cause and effect, those are specific linguistic scaffolds that are different than if, say we’re doing model and systems and systems models, those are a whole other slew of scaffolds. And so you wanna be really tending to, what is the science being discussed and what is the language that kids are going to use and build scaffolds around it.

Dr. Susan Gomez Zwiep (35:10):
And then you also wanna think about what is the social language? What are the experience that kids will have either in words or pictures that I can leverage in this space. And then you wanna do that for the arc of the unit and slowly increase sophistication around those linguistic supports, as well as the science learning. But if kids have social language and they’re now in, there’s a group we call long-term English learners who have not been reclassified way beyond what the typical reclassification is. And that actually is important to think about because if you think about the kinder group, the group of kindergartners that enter a school when they’re five or six, those kids are going to go from grade to grade to grade. And as students develop proficiency, will get reclassified and they move out of this group that we’re still calling English learners.

Dr. Susan Gomez Zwiep (36:10):
So by the time you get to like seventh, eighth, ninth grade, if they’re still students in that category, they have very different needs on average than the group we started with. Often when we talk about secondary or these long-term English learners, we can leverage social language a lot more, but have to build the scaffolds more carefully around, for lack of a better word, the more academic content transferring that those social nonverbal language into more sophisticated forms. I think in any setting, you wanna utilize your resources. If I’m in a secondary space and I have a language development teacher and I’m not talking to her or him or they, that’s a problem. You need to go talk to the other people that have these same kids and talk to them about, how are you engaging in language, what are you doing?

Dr. Susan Gomez Zwiep (37:07):
Because you know, you could actually have a lesson, maybe this is a lesson about energy and you’re using a model and the kids are creating an initial model. And over in ELD land, they’re doing some linguistic supports. They’re working on some forms and functions of language. You could talk about the catapult, you could talk about the solar heater. You could use the context of the science conversation, which has a whole bunch of tangible experiences. You know, there’s the solar heater in front of you. I don’t need to keep it all in my head ’cause it’s in front of me and we can point to things and talk about things by manipulating the materials. And then I can take all of that and my ELD partner can use that as context when available. But it takes collaboration, but it’s collaboration well spent. And it’s more challenging in the initial phases of the collaboration. Once you kind of the get into the groove, it becomes a lot easier.

Eric Cross (38:16):
The meta of this, as we talk about integrating science and literacy is, and this is great advice, but it’s basically integrate your science teachers with your English teachers and co-plan and do this work together. It’s a force multiplier. One, you’re both, you’re getting two specialists together. It also, I’m just listening to just the parallels. It also resembles what you actually do in the STEM fields of collaboration working together to problem-solve, and you’re modeling for your students what you want to happen. And if I was an administrator listening to this, someone who had control, like master schedules and things like that, there also needs to be space created for these teachers to talk to each other and plan and do all these other things to kind of maybe come up with like interdisciplinary units or even just meet and begin the conversation. It just seems like such great advice.

Dr. Susan Gomez Zwiep (39:07):
Yeah. We’re professionals. We have academic degrees and credentials and experience in the classroom and yet more often than not, we leave it to the students in the seats to make the connections between my class and the class they go to next. And that’s not fair. We need to be talking to each other. So if we’re talking about argumentation, argumentation in science and argumentation in ELA and argumentation in math–we’re not even talking about the same thing. I mean, cognitively we’re talking about taking some evidence and creating a claim and supporting it, but what we mean by evidence is very different in the different disciplines. What counts as more convincing evidence changes. And yet we assume that because we say evidence in one class, the kids know what we’re talking about. And the kids are sitting there going, which one is this? Which evidence are you talking about? Because last period it was something else. And so I think we also need to really consider who’s in the best position to clarify the connections and the integration because we leave it to kids more often than not right now.

Eric Cross (40:19):
I agree. Just having those conversations and defining your terms and agreeing on them just to make it easier for students. ‘Cause you’re right, they are left to make those connections or bridge the gaps. And when you have an education system for many schools, I think most of us, it’s still pretty siloed. You’re still kind of like, especially when you’re in secondary, it’s we’re doing this or even elementary, different times of the day you do different subjects, versus the way that we experience life itself or even our professions. We’re actually integrating science and math and reading and writing throughout the day, and ebbs and flows going back and forth. And without making those explicit connections, we’re leaving a lot of things to chance, hoping that the learning’s there in such a valuable moment. Before we go, I’m wondering if you have a parting message for listeners about the topic of integrating science and literacy. You’ve already said so many amazing things, but you have the platform speaking to educators and folks out there. What would you wanna say to them?

Dr. Susan Gomez Zwiep (41:18):
This is not an easy endeavor. The system that we operate in does not make this effort easy, but it is worth it. It is worth it to the kids in our classrooms. It is worth it to the building of a scientific community and a scientifically literate populace. It’s important to solving problems in the future. It’s important to have kids feel like regardless of how they say things, that they belong in a classroom. If we can relax the sort of linguistic demands on kids and let them enter science learning in a way that allows them to use all their resources and they’re curious, they can really leverage both areas in a way that they don’t do individually. It’s really hard to think about what it is I’m trying to say if I’m worried about how I have to say it. And so we really need to think about, when are those times that we’re gonna let kids just tell us what it is that they’re excited about and when is it that we’re going to help them craft a more formalized language around those ideas. Right now we do a really good job at that second half. We need to do better at the first.

Eric Cross (42:46):
Susan, thank you so much for joining us today and for sharing your expertise and your wisdom and your passion for serving the students and for bringing everybody to the table through language and through science. We really appreciate it and the listeners will too.

Dr. Susan Gomez Zwiep (43:03):
Thank you so much. This is my favorite topic.

Eric Cross (43:06):
Thanks so much for listening to my conversation with Dr. Susan Gomez Zwiep, senior science educator and staff advocate at BSCS Science Learning. And please remember to subscribe to Science Connections so that you don’t miss any of the episodes in this exciting third season. And while you’re there, we’d really appreciate it if you can leave us a review. It’ll help more listeners find the show. Next time on the show, we’re going to continue exploring the how and why of integrating science and literacy instruction.

Speaker 3 (43:35):
When we interview scientists, they spend a lot of their time reading the work of other scientists and writing their findings, writing grant proposals, presenting at conferences. A huge part of the work of a scientist is not just at a bench conducting experiments, but even if you’re conducting experiments, you’re using your literacy processes to think about what you’re seeing in your experiment.

Eric Cross (43:57):
That’s next time on Science Connections. Thanks so much for listening.

Procedural fluency is the ability to use procedures flexibly, accurately, and efficiently to solve problems. Procedural fluency goes beyond memorization—students develop fluency when they understand number relationships and can choose from multiple strategies based on the numbers involved.

Students who understand why procedures work feel confident tackling challenging problems. When students can choose strategies that make sense to them, rather than relying on rote memorization, they develop agency and see themselves as capable mathematical thinkers.

Understanding how numbers connect helps students develop flexible thinking and multiple solution strategies. Timed tests often prioritize speed over understanding, which can create math anxiety and discourage the productive struggle that deepens learning.

Teachers can achieve this balance by using a predictable routine: warm-ups for fluency practice, a core problem-solving activity during which students explore multiple strategies, and structured discussion to connect different approaches. This structure ensures both skill-building and mathematical discourse happen daily.

Synthesizing learning means bringing the lesson together by highlighting the key mathematical idea that students have just explored. After students share strategies, the teacher helps them make connections between different approaches and names the big takeaway, often through a brief summary or exit ticket.

The Five Practices for Orchestrating Productive Mathematical Discussions are: 1) Anticipating student strategies before the lesson, 2) monitoring student work during the activity, 3) selecting specific students to share, 4) sequencing presentations in a purposeful order, and 5) connecting different strategies to the mathematical goal.

Productive struggle is when students grapple with challenging problems that require genuine thinking, but that remain accessible with appropriate support. It’s essential for deeper understanding, because it compels students to think critically, test strategies, and build perseverance, moving beyond surface-level memorization.

They can celebrate mistakes as learning opportunities and emphasize that understanding develops through effort and persistence. They can also create a safe classroom environment in which all students feel comfortable sharing their developing ideas and foster structured discussions during which multiple strategies are valued, helping students see that there’s more than one right way to think mathematically.

These are problems accessible to all students (that’s the low floor) but open enough to challenge advanced thinkers (that’s the high ceiling). Tasks like these allow multiple entry points and solution strategies, making them ideal for generating rich classroom discussion in which every student can participate meaningfully.

Such routines build number sense and fluency while making discussions predictable and low stakes. These brief, structured activities (5–10 minutes) activate prior knowledge, help students see number relationships, and give everyone practice explaining their thinking—all without requiring extensive preparation or materials.

They can do so by maintaining meaningful objectives while providing varied supports—ensuring that students understand what’s being asked, offering manipulatives and visual tools, allowing partner discussion before whole-class sharing, asking guiding questions without giving away the answer, and strategically grouping students. The goal is supporting access to challenging work, not making it easier.

Standard: MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
Recommended placement: Thermal Energy unit, Lesson 4.4, addition to Activity 3
Materials: “Liquid Oxygen”
By reading the article “Liquid Oxygen,” which describes how the relationship between attraction and kinetic energy determines when a substance changes phase, students extend their understanding of the possible effects of adding or removing thermal energy to include changes in state (phase). Oxygen is one of the most common elements in the world, but most people are only familiar with oxygen in the gas phase. Because oxygen molecules are only weakly attracted to one another, condensing oxygen is difficult. This article introduces students to molecular attraction and discusses its role in phase change, including how it can be used to turn oxygen from a gas to a liquid.
Instructions:
Download PDFs of the “Liquid Oxygen” and distribute it to students. Before they begin reading, remind students of the Active Reading Guidelines. 

Standard: MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Recommended placement: Weather Patterns unit, Lesson 4.4, addition to Activity 3
Materials: “Harvesting Sunlight”, “Why No One in Space Can Hear You Scream” and “Making Waves at Swim Practice”
After investigating weather patterns, which includes a focus of the effects of energy from sunlight, students extend their learning about light by reading three articles about light and other waves.
“Harvesting Sunlight:” Students read this article to learn about the types of light from the sun that plants use for photosynthesis. The article describes how the sun emits all types of light, but plants can only use certain types of visible light for photosynthesis, mostly red and blue light. Plants also absorb other types of light, and these types of light affect plants in different ways. Students use this information to gather evidence that there are different types of light that can affect a material in different ways.
“Why No One in Space Can Hear You Scream:” Students read this article to learn about how waves are transmitted. Explosions that would be deafening on Earth are silent in space. This is because sound is produced by sound waves and, unlike light waves, sound waves need matter to travel through. Reading about this phenomenon helps students understand the similarities and differences between mechanical and electromagnetic waves.
“Making Waves at Swim Practice:” A practice for the school swim team provides an everyday context for discussing light waves and sound waves in this engaging article. First, the article explores sound waves traveling through different materials–the air, the water of the pool, and even a metal poolside bench. Students discover that sound waves travel at different speeds in different materials. The later part of the article discusses light waves, which also travel at different speeds in different materials. As light waves move from one material to another, they change speed and bend. This bending of light waves is called refraction, and it explains why objects that are partly in the water and partly out of the water (such as the legs of a person sitting on the side of a pool) appear ripply and bent.
Instructions:
Plan one class period for each article. Download PDFs of the  “Harvesting Sunlight,” “Why No One in Space Can Hear You Scream,” and “Making Waves at Swim Practice” articles. For each article, before students begin reading, preview the article and discuss what students already know and what they wonder about the topic, then remind students of the Active Reading Guidelines. 

Standard: MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. MS-PS2-5: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
Recommended placement: Harnessing Human Energy unit, Lesson 3.4, after Activity 1
Materials: “Earth’s Geomagnetism” and “Painting with Static Electricity”
After concluding their investigations of energy transfers and conversions, students read two articles that introduce the topic of forces that act at a distance.
“Earth’s Geomagnetism:” What makes a compass needle point north, no matter what? This article introduces students to Earth’s geomagnetic field and the field lines scientists use to show its direction.
“Painting with Static Electricity:” This article gives students the opportunity to learn about electrostatic fields and forces in the context of spray painting without making a mess. Electrostatic painting systems use electrostatics to draw spray paint toward the object being painted, and nowhere else. Painters charge the object they are painting with a negative charge and the paint with a positive charge. The opposite charges are attracted to one another, causing the paint to move toward the object. This surprising use of electrostatics saves time and paint and keeps things tidy!
Instructions
Plan one class period for each article. Download PDFs of the “Earth’s Geomagnetism” and “Painting with Electricity” articles. For each article, before students begin reading, preview the article and discuss what students already know and what they wonder about the topic, then remind students of the Active Reading Guidelines. 

Amplify ELA’s hybrid curriculum empowers teachers to decide when and how their students use technology without the worry of compromising learning. Whether implemented in high tech or low tech classrooms, teachers can easily and confidently provide 100% standards coverage.

Amplify ELA’s structured yet flexible lessons are grounded in regular routines while still allowing for a variety of learning experiences and continuous student engagement.

Take a closer look at the program’s structure and the sequence of activity types that appear in a typical lesson.

There is never a dull moment on a middle school campus. For that reason, some schools appreciate having a flexible pacing option. Our abridged lesson pathways ensure full coverage of the standards in just 100 lessons.

• Grade 6 100 Lesson Pathway
• Grade 7 100 Lesson Pathway
• Grade 8 100 Lesson Pathway

Amplify ELA features high-quality lessons grounded in great books, with powerful multimedia tools to immerse young adolescents in reading, writing, and speaking.

Our rich and relevant texts are more than just excerpts. With more than 700 full titles in our digital library plus a variety of Novel Guides, Amplify ELA engages and inspires middle schoolers with great works, including poetry, rhetoric, and Spanish selections.

Based on individual student needs and performance measures within Amplify ELA reports, teachers are able to select the differentiation level that’s best for each student. When students reach an activity, the platform delivers the assigned differentiation, allowing all students to experience the same lesson with supports tailored to their unique needs.

• Our close reading apps bring texts to life for students. Students zoom in on specific moments of the text and trace characters’ emotions throughout a text, gather evidence to build a case, and create storyboards that render their understanding of a text.
• The Vocab App strengthens vocabulary skills with fun and fully differentiated adaptive games, repeated encounters with new words across multiple contexts, and an interactive stats page that helps students track their own progress.
• Quests are fun, week-long explorations that help students practice analytical reading, writing, speaking, and listening skills while building a strong classroom community. In each Quest, students step into the world of the text they have been reading. They interact with different complex texts in multiple formats and media, gather evidence from these texts and interactions with classmates, and work together to achieve the Quest goal.

With Amplify ELA, your students will benefit from embedded assessments that maximize instructional time and allow them to keep learning without the disruption of step-away performance tests.

In addition, as students complete activities within lessons and units, Amplify ELA teacher and admin reports provide a continuously updated picture of how each student is progressing with key skills and standards. Data is gathered from daily learning moments, allowing you to keep teaching while building a clear understanding of student performance.

Providing feedback has never been easier. With Classwork, teachers can review student writing and multiple choice answers and easily add scores and comments (and even emojis) all in one place, giving students the immediate feedback they need to further develop their confidence and literacy skills.

Amplify ELA’s structured yet flexible lessons are grounded in regular routines while still allowing for a variety of learning experiences and continuous student engagement.

Take a closer look at the program’s structure and the sequence of activity types that appear in a typical lesson.

Amplify ELA features high-quality lessons grounded in great books, with powerful multimedia tools to immerse young adolescents in reading, writing, and speaking.

Our rich and relevant texts are more than just excerpts. With more than 700 full titles in our digital library plus a variety of Novel Guides, Amplify ELA engages and inspires middle schoolers with great works, including poetry, rhetoric, and Spanish selections.

Amplify ELA’s new, hybrid curriculum can be used in classrooms with limited access to devices. Our engaging print highlights the many digital experiences that can be shared with students through classroom projections. Teachers can make choices about when their students use devices without compromising learning and while providing 100% standards coverage.

Download the Remote and Hybrid Learning Guide to learn how we support in-person, remote, and hybrid instruction.

Based on individual student needs and performance measures within Amplify ELA reports, teachers are able to select the differentiation level that’s best for each student. When students reach an activity, the platform delivers the assigned differentiation, allowing all students to experience the same lesson with supports tailored to their unique needs.

What’s more, when logging in each morning, teachers will be greeted by their Amplify ELA Homescreen where they can view a snapshot of student performance, access reports, see which students are struggling, and easily return to where they left off the day before.

• Our close reading apps bring texts to life for students. Students zoom in on specific moments of the text and map out character traits, trace emotions throughout a text, and gather evidence to build a case. These apps are also flexible so teachers can create their own activities for Amplify ELA core texts, texts in the library, and texts they bring in from other sources.
• The Vocab App strengthens vocabulary skills with fun and fully differentiated adaptive games, repeated encounters with new words across multiple contexts, and an interactive stats page that helps students track their own progress.
• Quests are fun, week-long explorations that help students practice analytical reading, writing, speaking, and listening skills while building a strong classroom community. In each Quest, students step into the world of the text they have been reading. They interact with different complex texts in multiple formats and media, gather evidence from these texts and interactions with classmates, and work together to achieve the Quest goal.

With Amplify ELA, your students will benefit from embedded assessments that maximize instructional time and allow them to keep learning without the disruption of step-away performance tests.

And as students complete activities within lessons and units, Amplify ELA teacher and admin reports provide a continuously updated picture of how each student is progressing with key skills and standards. Data is gathered from daily learning moments, allowing you to keep teaching while building a clear understanding of student performance.

Providing feedback has never been easier. With Classwork, teachers can review student writing and multiple choice answers and easily add scores and comments (and even emoji!) all in one place, giving students the immediate feedback they need to further develop their confidence and literacy skills.

Amplify ELA’s new, hybrid curriculum empowers teachers to decide when and how their students use technology without the worry of compromising learning. Whether implemented in high tech, low tech, or no tech classrooms, teachers can easily and confidently provide 100% standards coverage.

Download the Remote and hybrid learning guide to learn how we support in-person, remote, and hybrid instruction.

Amplify ELA’s structured yet flexible lessons are grounded in regular routines while still allowing for a variety of learning experiences and continuous student engagement.

Take a closer look at the program’s structure and the sequence of activity types that appear in a typical lesson.

Amplify ELA features high-quality lessons grounded in great books, with powerful multimedia tools to immerse young adolescents in reading, writing, and speaking.

Our rich and relevant texts are more than just excerpts. With more than 700 full titles in our digital library plus a variety of Novel Guides, Amplify ELA engages and inspires middle schoolers with great works, including poetry, rhetoric, and Spanish selections.

Based on individual student needs and performance measures within Amplify ELA reports, teachers are able to select the differentiation level that’s best for each student. When students reach an activity, the platform delivers the assigned differentiation, allowing all students to experience the same lesson with supports tailored to their unique needs.

What’s more, when logging in each morning, teachers will be greeted by their Amplify ELA Homescreen where they can view a snapshot of student performance, access reports, see which students are struggling, and easily return to where they left off the day before.

• Our close reading apps bring texts to life for students. Students zoom in on specific moments of the text and map out character traits, trace emotions throughout a text, and gather evidence to build a case. These apps are also flexible so teachers can create their own activities for Amplify ELA core texts, texts in the library, and texts they bring in from other sources.
• The Vocab App strengthens vocabulary skills with fun and fully differentiated adaptive games, repeated encounters with new words across multiple contexts, and an interactive stats page that helps students track their own progress.
• Quests are fun, week-long explorations that help students practice analytical reading, writing, speaking, and listening skills while building a strong classroom community. In each Quest, students step into the world of the text they have been reading. They interact with different complex texts in multiple formats and media, gather evidence from these texts and interactions with classmates, and work together to achieve the Quest goal.

With Amplify ELA, your students will benefit from embedded assessments that maximize instructional time and allow them to keep learning without the disruption of step-away performance tests.

In addition, as students complete activities within lessons and units, Amplify ELA teacher and admin reports provide a continuously updated picture of how each student is progressing with key skills and standards. Data is gathered from daily learning moments, allowing you to keep teaching while building a clear understanding of student performance.

Providing feedback has never been easier. With Classwork, teachers can review student writing and multiple choice answers and easily add scores and comments (and even emojis) all in one place, giving students the immediate feedback they need to further develop their confidence and literacy skills.