Shadowing-Übung: Teacher to Teacher: Is AI reshaping education for the better? - Englisch Sprechen Lernen mit Video
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You didn't have that like existential dread of oh no my job is going to be outsourced by automation.
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It's not about are you using these tools or are you not using these tools, it's are you using them in the right way.
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My initial impression of AI was I am out of a job
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because this device can write an essay better than I can.
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So how can I sell students on the importance of writing topic sentences
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and learning grammar rules when this thing can just do it for us?
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But that mindset, I think, quickly shifted when I actually started playing around with the tools within the context of lesson planning
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and thinking about how my classroom teaching can be enhanced.
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So my mindset went from how will my change in a
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scary way to how can I be a better teacher now
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because of this new emergent technology sure it's not about are you using these tools
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or you're not using these tools it's are you using them in the right way
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and students who are using them as answer generators were doing
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poorer than the students who were not using the tools at all
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so the the point
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that we then had a conversation about was how do we use these tools to be that personal tutor
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And like you get to a point where you keep balancing an equation incorrectly.
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Take a screenshot of that equation and say, can you explain to me what my mistake is?
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Not what's the answer to this math problem, right?
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You're going to get different outcomes from those two prompts.
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Have you seen some of the outcomes that you've been seeking in the classroom change?
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Not just how the students are working towards those outcomes, but the outcomes themselves.
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I think we're on our way because I'm becoming more capable at harnessing its potential for good.
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Like, for example, only recently have I taught kids how to use it as a kind of writing tutor.
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And so I've trained them how to use it to coach them in the same way that I would coach them.
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And I've taught them how to prompt to get the feedback that I would give to them.
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That being said, I do worry that the over -reliance on the tool means
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that we're not grappling with complex text in the way we did like pre -ChatGPT.
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They read SparkNotes, but now they have this tool that can summarize for them.
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And reading carefully has been on the decline for many years.
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And so that's one fear that I have is how can we continue pushing kids to read complex,
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challenging texts on their own and again, use AI as a thought partner, not a replacement for the reading and struggling process itself.
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And that kind of reminds me, I was reading the UNESCO competency framework, and one of the key points was that it is fundamental
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that schools recognize that if we as educators can't model how to use these tools well, we are setting up our students for failure.
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We all have to learn how to use them.
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I mean, you were talking about critical, building critical thinking skills and the World Economic Forum puts out their job support every two years.
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And the two top skills they always put that companies are saying
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that students need in school are critical and creative thinking skills.
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So it's then asking ourselves, how can we use these skills at the top of the top of that bracket?
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And then you talked about your assessments and how you look at the process of how they're writing them.
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Now I know there's tools out there that we can put an essay in and see was it generated by artificial intelligence
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And when I saw
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that was starting to come out I had chat GPT write me an essay on a random topic
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and I put it in it was a hundred percent generated
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So I said well that that looks like it's a pretty reliable tool
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And then I kept giving it the prompt right more like a human in
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Different forms of that prompt and I got it down to about 20 percent confidence
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that it was written by artificial intelligence and I didn't write a single word of that.
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That reminds me of my early kind of experience interacting with AI.
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I remember I was new to ISP, I was a maternity cover, and so I didn't know the students that well.
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And I remember this student wrote this kind of like very detailed, brilliant, it was just like a graphic organizer, small activity.
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We put a lot of time, effort, and energy into it.
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And most of the other students did not.
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So I assumed that he used AI, and I asked ChatGPT, was this generated by you?
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ChatGPT said, yes, I generated this.
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And I later learned that this is just the student that goes above and beyond for everything.
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And the student was really offended that I accused him of using ChatGPT and it kind of, it damaged our relationship.
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And so I quickly learned that, man, we can't over -rely on this technology.
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We have to be vigilant and we have to be skeptical.
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Do you have any like blunders that you want to share about how you've used it?
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I mean...
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I'm also in graduate school, so I'm using it as a student and I'm using it as a teacher.
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And that's given me a really unique perspective on this.
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And I bought into a platform where I had to read many, many, many peer -reviewed articles for a thesis that I was writing.
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So I would read them, maybe not the methods in full, but I would read the introductions and the conclusions
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and try to wrap my head
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and then I would put them into a chat bot
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and I would have it start trying to help me look for similarities and differences among research papers.
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So I would ask, for instance, for a certain fact from one of the research papers that was in my notes,
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and it would tell me that that fact exists and it's on page six.
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Now, as somebody who's been a student for quite a long time,
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I know that I need to go check page six and I need to make sure that,
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you know, what's written in my notes for my citations
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and it's not it's not there yeah so this tool that was branding itself
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as a way to help me with my research could actually lead my citations to be incorrect
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so as a student it's actually like prevented me from using this tool at all
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because i don't want to put something in my paper unethically
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and i think
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when i think back to like a 14 15 year old i don't think they're going to take
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that step i think they're going to take it at its word so
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So that skepticism is really important to build.
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You say you're cautiously optimistic as well, either the optimistic side or the cautious side.
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Yeah, I mean, you bring up a good point about the coming of age in a time
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when there's so much uncertainty in it.
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The conversations are generally quite scary for students.
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And I think about the impact that has on their cognitive development
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and their well -being and it must be
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so scary to think about what is the world going to look like when I'm an adult,
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when the world is changing so rapidly and there's so much unknown
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and uncertainty and kids are already dealing with enough stress and anxiety about the future,
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but we don't even know what the future looks like more than ever.
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I remember when I was in school thinking about what is going to be my major and my career,
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I had a pretty good understanding of what the next five to ten years would look like, but I was still scared.
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So I worry for the younger generations grappling with all of the complexity.
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So would you say you're cautiously optimistic about what's to come with AI?
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How are you thinking about the future?
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I am.
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I think the word cautious is correct there.
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I am on the optimistic side.
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Now, if we talk about it from like an educational perspective, I think increasing educational equity across the world,
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especially in developing countries, So many people now have a smartphone in their pocket. And
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when you're looking at how we can support students who don't
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have the same access to education as students at our school might have, they might not be too far behind if we support developing countries
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and schools and teachers to adopt these tools and to use them as personal tutors.
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Because not everybody can afford to go out and pay somebody per hour for a tutor.
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So that's one way I'm really optimistic, but we really need to put a lot of focus into that as a worldwide community.
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But optimistic that, like, if we as a collective society can continue to embrace the opportunities that these technologies offer us,
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I do, I hope that, I don't know, I hope that we can harness, harness is good and make society a better place.
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Thank you.
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Wortschatz und Sprechhinweise zu dieser Lektion
Diese Sprechübung basiert auf dem Video „Teacher to Teacher: Is AI reshaping education for the better?“. Diese Wörter kommen am häufigsten vor: student, tool, optimistic. Dieses Video enthält 109 Sätze und 1564 Wörter zum Nachsprechen. Der gesprochene Teil dauert 8:29. Der Sprecher spricht schnell, etwa 184 Wörter pro Minute – rechne mit verbundenen und verkürzten Lauten. 84 % der Wörter gehören zu den 3.000 häufigsten im Englischen; den Rest solltest du dir vor dem Üben ansehen.
Wichtiger Wortschatz in diesem Video
15 lernenswerte Wörter aus dem Video, mit Aussprache und Bedeutung:
| Wort | Aussprache | Bedeutung |
|---|---|---|
| optimistic Adjektiv | /ˌɒptɪˈmɪstɪk/ | optimistisch |
| skill Substantiv | /skɪl/ | Fähigkeit, Fertigkeit |
| generate Verb | /ˈd͡ʒɛn.ə.ɹeɪt/ | generieren |
| prompt Verb | /pɹɑmpt/ | veranlassen, dazu bringen |
| tutor Substantiv | /ˈtjuːtəː/ | Lehrer, Nachhilfelehrer |
| scary Adjektiv | /ˈskɛə.ɹi/ | schrecklich, furchterregend |
| essay Substantiv | /ˈɛs.eɪ/ | Aufsatz, Essay |
| harness Verb | /ˈhɑɹ.nəs/ | vorspannen, aufzäumen |
| topic Substantiv | /ˈtɑpɪk/ | Thema |
| remind Verb | /ɹəˈmaɪnd/ | erinnern, in Erinnerung bringen |
| artificial Adjektiv | /ˌɑː.tɪˈfɪʃ.əl/ | künstlich |
| classroom Substantiv | /ˈklɑːsɹʊm/ | Klassenzimmer, Klassenraum |
| uncertainty Substantiv | /ʌnˈsɜːtənti/ | Unsicherheit, Ungewissheit |
| equation Substantiv | /ɪˈkweɪ.ʒən/ | Ausgleich, Gleichgewicht |
| mindset Substantiv | /ˈmaɪn(d)ˌsɛt/ | Mindset, Denkweise |
Phrasal Verbs, die du hören wirst
| Wort | Aussprache | Bedeutung |
|---|---|---|
| bring up Verb | erwähnen, mit etwas kommen / ankommen | |
| come out Verb | /ˌkʌm ˈaʊt/ | herauskommen |
| go out Verb | hinausgehen, herausgehen | |
| put out Verb | rausbringen, raussetzen | |
| set up Verb | /ˌsɛt ˈʌp/ | aufbauen, für den Einsatz vorbereiten |
Grammatik in diesem Video
Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:
| Struktur | Im Video |
|---|---|
| Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist | Have you seen · I've trained · I've taught |
| Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut | be outsourced · can be enhanced · being said |
| Relativsätze who / which + Satz – eine Zusatzinformation über eine Person oder Sache | students who are · students who were · students who don |
Aussprache, auf die du achten solltest
Der Sprecher verwendet 30 Kurzformen und abgeschwächte Formen, zum Beispiel I'm, don't, you're. Sprich sie in der kurzen Form, so wie du sie hörst.
- Die „th“-Laute: mathematics /mæθ(.ə)ˈmæt.ɪks/, thesis /ˈθisɪs/
- Die Laute „sh“ und „zh“: artificial /ˌɑː.tɪˈfɪʃ.əl/, equation /ɪˈkweɪ.ʒən/, citation /ˌsaɪˈteɪʃən/, cautious /ˈkɔːʃəs/, conclusion /kənˈkluːʒən/
- Lange Wörter – auf die Betonung achten: optimistic /ˌɒptɪˈmɪstɪk/, artificial /ˌɑː.tɪˈfɪʃ.əl/, uncertainty /ʌnˈsɜːtənti/, anxiety /æŋˈzaɪ.əti/, fundamental /ˌfʌn.dəˈmɛn.təl/
Laute, die Deutschsprachigen schwerfallen:
- /w/ — mit runden Lippen, nicht wie das deutsche „w“ (/v/): equation /ɪˈkweɪ.ʒən/, equity /ˈɛk.wɪ.ti/, framework /ˈfɹeɪm.wɜːk/
- Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: remind /ɹəˈmaɪnd/, collective /kəˈlɛktɪv/, cognitive /ˈkɑɡ.nɪ.tɪv/, accuse /əˈkjuz/, dread /dɹɛd/
- /æ/ — offener als „ä“: anxiety /æŋˈzaɪ.əti/, rapidly /ˈɹæpɪdli/, feedback /ˈfiːdˌbæk/, graphic /ˈɡɹæfɪk/, wrap /ɹæp/
So übst du mit diesem Video
- Höre dir das ganze Video einmal an, ohne zu sprechen, und notiere die Wörter, die du nicht kennst.
- Beginne mit 0,75-facher Geschwindigkeit, sprich Satz für Satz nach und wechsle zur normalen Geschwindigkeit, sobald es leichtfällt.
- Nimm dich auf und vergleiche mit dem Original; achte dabei auf Wörter wie optimistic, skill, generate.
Was ist die Shadowing-Technik?
Shadowing ist eine wissenschaftlich fundierte Sprachlerntechnik, die ursprünglich für die professionelle Dolmetscherausbildung entwickelt und durch den Polyglotten Dr. Alexander Arguelles populär gemacht wurde. Die Methode ist einfach aber wirkungsvoll: Du hörst englisches Audio von Muttersprachlern und wiederholst es sofort laut — wie ein Schatten, der dem Sprecher mit nur 1–2 Sekunden Verzögerung folgt. Anders als passives Hören oder Grammatikübungen zwingt Shadowing dein Gehirn und deine Mundmuskulatur, gleichzeitig echte Sprachmuster zu verarbeiten und zu reproduzieren. Studien zeigen, dass es Aussprachegenauigkeit, Intonation, Rhythmus, verbundene Sprache, Hörverständnis und Sprechflüssigkeit signifikant verbessert — was es zu einer der effektivsten Methoden für die IELTS Speaking-Vorbereitung und reale englische Kommunikation macht.