Pratique du Shadowing: AI & Education: Generative AI & the Future of Critical Thinking - Apprendre l'anglais à l'oral avec la vidéo
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208 phrases
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AI is changing everything, including the way we learn.
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I'm an adjunct professor, and the first time I saw what a chatbot leveraging generative AI could do,
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I knew immediately there was no point in assigning essays to my students to write because I'd only be grading chatbot output, and I don't need the practice.
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tried to use AI to detect AI, but it's inevitable that chatbots will keep improving to the point where there's nothing left to detect.
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I'm thinking we need to do the exact opposite
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and figure out how to embrace this technology and use it to elevate education.
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I'm hoping others will start thinking this way too.
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Look, the train has already left the station.
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We can either get on board or get run over by it, but standing in front and yelling stop isn't going to work.
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So in this video, I'm going to cover
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cons of AI in the classroom with an eye toward how we elevate learning to a new level.
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Let's take a look historically at the past, some of the skills that we used to think were really important
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and we trained all students on this kind of stuff versus what we're doing today because there have been some changes.
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For instance, there was a time when we taught all kids how to write in cursive.
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Now, if you're above a certain or below a certain age, you can't even read what I just wrote because you were never taught that.
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And my handwriting is not all that good anyway.
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But that goes to another subject that was often taught in my grandparents' generation, penmanship.
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That was actually a course.
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And that was something that was considered of extreme importance.
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Now, we don't care so much about that.
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We, some people might still care about cursive.
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But the bottom line is we're not teaching it because it's not as critical.
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Because today, most of our writing is not done by hand, it's done on computers.
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So how good your penmanship is doesn't really matter all that much, does it?
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And how about in the past, we also used to really value the ability to memorize.
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And I'm still suffering PTSD from having to remember the periodic table of elements, all 106 of them as there were at the time when I did it,
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had to know where all of them were placed,
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Well, Why would you learn something like that and spend so much time of your scarce educational
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instructional time trying to memorize stuff that Now you could just look up in a database.
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Um, You know, understand the principles, because understanding the periodic table and where the elements are located tells us something.
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And that is interesting.
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That is important to know.
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But remembering the precise number of all of these things when it's so easily looked up, maybe not so much.
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How about another skill that we use to drill students on?
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I certainly had to do this a lot.
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But these complex arithmetic problems like this,
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you're going to look at that and spend a lot of time and drilling and doing and doing and doing versus
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Now we just use a calculator.
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because once you've learned how to do
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that then there's really not a great deal of value in just continuing to do it
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and do it and do it if in fact in virtually every case, we're just going to go use a calculator anyway.
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So I'm not saying don't learn the fundamentals, but once you've proven that you know how to do arithmetic, we know now that in classes,
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certainly in college, people are expected to use calculators.
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Or how about something like map skills, reading a map?
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Okay, I think that's still a useful skill, but it's not nearly as important as today, the ability to use a GPS.
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because that's how we're getting around with things.
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Again, you could talk about, yeah, but what about if the GPS system fails?
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All that kind of stuff is true.
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But I'm just saying how much time we have only so much time to educate students.
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Do we want to educate them on these things or these things?
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And so we need to really start thinking about if we're responsible teachers, this is what we're trying to prepare our students for.
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How well prepared are they?
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for the future.
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Let's say we train them in these skills.
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How well do these skills project into the future, into the job markets, into the things that they're going to need to know every day.
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or look at it a different way.
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If I had students that I have just produced, how well prepared would they be if they couldn't do these kinds of things?
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Not very well at all.
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So again, there's a lot of things.
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Another way to look at this would be if you were hiring someone, if you were trying to get an employee,
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would you want an employee who was really good at this or really good at that?
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These are the tools of the future, really of the present.
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And the tools of the future are going to be things like AI.
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So the question is, do we want to continue to drill students in doing things this way,
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or do we want to prepare them to use the tools of the present and the tools of the future?
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OK, so we've talked about skills that were really important
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and taught in the past that we don't spend as much time or at all on in the future.
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And in the present, the kinds of skills
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that we know students need to have in order to survive in the world that we're in now.
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How about as we move into that era of AI.
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What kinds of skills are going to be really important there?
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Well, I give you some broad picture ideas, big picture ideas, of what's going to be important here.
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And I think one that's really important, is flexibility it's a mindset of flexibility
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and adaptability we cannot always think inside the box
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that we've always been in the past ai is going to present new possibilities for us
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and we need to also be creative thinkers we need to be able to think outside
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that box in many cases
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but we're also going to have to in addition to being flexible
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and adaptable and creative we're going to also have to govern all of that, with critical thinking skills.
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So AI will in fact do some things, say some things that might not even be true.
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So we're going to have to be the judge.
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It might also, for some of the things that it says are true, they might not actually be useful.
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So I need to decide, is that really something I want to do?
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Have I really thought through what all of the unintended consequences might be
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if we were to do that particular thing or do it in that particular way?
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So literally the critical skill is critical thinking.
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really be preparing the students of today for living in the world of tomorrow is things like this.
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Now, they're very general.
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But what are the advantages that AI brings to the table in terms of teaching?
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Well, one of the things it can do is just in time.
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education.
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So if I need to learn a particular subject right now, I need obviously to have a general background if I'm going to understand the concepts.
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But if I just need a refresher or if I need to know something about a particular topic,
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I can go into an AI into a chatbot and I can get a decent education on a lot of these things, at least at a fairly high level,
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just in time, just when I need it, which is really, really pretty nice.
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This is also a really big one is a tutor.
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We could use AI to do personalized education.
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Not every student thinks the same way or learns in the same way or responds at the same speed.
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Some get mathematics instantly.
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Others, it needs to be explained in different ways.
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An AI based tutor would be infinitely patient and would keep trying other alternatives, even when the best teacher might run out of patience
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or be pulled in a different direction because they're trying to manage an entire classroom.
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and really figure out what kinds of things work for them and what don't.
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It doesn't obfuscate or eliminate the need for a teacher, but it just allows an augmentation there.
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Another one, and I think this is really good, is it could serve as an editor.
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So if I write something, well, we already have spell check and grammar check and things like that.
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And the AI systems can do that sort of stuff as well.
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So they could be the editor and point out where I've made mistakes and maybe even teach me, oh, yeah, that grammar was wrong.
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And here's why.
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And here's the rule for it.
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And on and on.
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That would be really useful.
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It would save a lot of teacher time in terms of grading some of those things.
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And teachers then could focus more on the content of the papers, maybe that they're grading.
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Thank you is a big one here also.
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Not everyone has the same ability to process information the same ways.
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Some people that may have disabilities,
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then a system that's able to translate text into speech or other things like that or images into speech,
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then that could be particularly useful for someone.
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So helping someone that might have certain learning disabilities and overcoming those accessibility
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One of the things that would be nice is if AI could serve as my teaching assistant.
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It might help me with lesson planning.
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Right now, I use a TA to do some of the grading and some of the more mundane tasks, which are really helpful to me.
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It frees me up to think more about content and about actually teaching.
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What if I could use an AI to do some of those kinds of things?
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Other things
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that I would like to do is to do some of
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those kinds of things about practicing let's say i want to put some skills into practice well some things
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that that would make this more practical
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if we've just talked about a particular kind of idea is
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maybe a debate having students prepare for a debate using ai
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but then when they want to actually do and prove
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that they know something well then they're going to actually have to defend it themselves but this thinking for them.
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We don't want it to do that, but we want it to suggest ideas.
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And then they can decide which ones they think they would put forward in the debate, for instance.
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And it can do drills and practice.
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Like if a student wants to take a position, they could debate with the AI.
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and have it find holes in their arguments and make them hone their critical thinking skills, the way that they think about systems,
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the way they think about the things around them.
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It also could create more equity in education.
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Right now, if you think about it, certain students are very fortunate in that they have certain resources.
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Money is a big factor in this.
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And the ability to afford the latest and greatest tools, the latest and greatest teachers, with the best education and all of these kinds of things,
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that's not available to every single one everywhere in the world.
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But if we had an AI system running in a cloud, all someone needs is a browser
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and they can be anywhere as long as they have internet access they have access to this kind of
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educational resource so imagine what help
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that would do for teachers who are taxed in the classroom
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and they've got way too many students
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and they can't give the one -on -one time that they'd like to but they could
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they could leverage tools like this
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and all of a sudden even in in parts of the
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world where what this these capabilities this technology would not be available now all of a sudden it is
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and then it allows a teacher and this is a big one, I think, for me, to focus more on the big picture.
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I want to be able to to look at, you know, what are the main learning objectives that we have here?
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And If I can focus on that and focus on more one on one instructional time with students, I think that's a lot better educational experience.
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So here we could see, I think, where AI could be a big help in the classroom if we leverage it well.
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Now, what are we going to need to do, though, if we're going to teach this?
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I think we're going to need a good deal of AI literacy.
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We're going to need to be able to understand what AI can do.
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and what it can't do.
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What are its limitations and what are its possibilities?
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So, It's not always clear to everyone what those things are, but that's going to be critical.
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And understand what things it may tell you it can do, but it really is quite limited on those.
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We also need a lot better understanding of ethics.
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What are the right things to do with this?
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Because one of the things I emphasize in my classes to my computer science students is just
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because you can do something doesn't mean you should do something.
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Think about unintended consequences.
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Think about responsible AI, trustworthy AI.
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What will be the impacts of this on society?
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OK, let's take a look at some practical examples of what I've been talking about just kind of in general.
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So we'll look at some rather than.
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have students write a ton of essays from scratch, which is still a good,
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useful activity, but maybe we spend a little more time having them do debates.
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where they're going to have to leverage their critical thinking skills that I told you were so important.
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Also, being able to communicate.
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So their communication skills will be tested in this and their ability to do quick thinking on their feet in the moment.
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That's something also they won't be able to rely on the A .I to give them the example, but I want them to be able to think on their feet.
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And not everything allows the sort of time for deep thinking.
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So we could do some of that kind of stuff.
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Again, I'm not saying we should never do essays, these other things might be more important going forward.
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Instead of doing memorization, Well, I don't know.
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And we're going to spend that time on principles.
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So for, again, the example of the periodic table, instead of memorizing where every element is,
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realize that certain parts of the table have certain characteristics and other parts of the table have certain other characteristics.
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And what does that mean then if we try to mix different things?
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To me, that's a lot more interesting kind of situation.
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It leads to more higher order thinking and it's a chance to do more applied knowledge and things of that sort.
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Another example that I already gave is the example of complex arithmetic.
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Instead of doing a lot of that, if I'm not spending all of my time doing long division, I can spend more time doing algebra and calculus.
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And that's a lot more interesting stuff.
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There's a lot more possibilities for analysis, for logical thinking, for reasoning, and things of that sort.
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So again, there are college courses where there's no way you could get through the class
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if you were having to do all of the arithmetic by hand.
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So we're not going to require that.
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We really want them to learn these kinds of things because that lets us accomplish a whole lot more in the end.
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AI is not some passing fad that will go away in a few years.
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It's here to stay.
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What boss is going to say, do this, but by the way, don't use AI?
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I'll help you with the answer.
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None.
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The jobs of the future will require the best tools in order to stay competitive.
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So the education we give students needs to assume that and leverage it.
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If we want our students to be able to use AI in the workplace, they should learn how to use AI in the classroom first.
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Otherwise, we're training the next generation to live in the past.
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making them ill -equipped to compete in the modern era of AI.
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And as you can see from my penmanship or lack thereof, that's a future I'm definitely looking forward to.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau C1 s’appuie sur la vidéo « AI & Education: Generative AI & the Future of Critical Thinking ». Les mots qui reviennent le plus souvent : student, skill, thinking. Cette vidéo contient 208 phrases et 2833 mots à répéter en shadowing. La partie parlée dure 15:46. Le locuteur parle vite, environ 180 mots par minute : attendez-vous à des liaisons et à des sons réduits. 88 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| leverage nom | /ˈlɛv.(ə.)ɹɪd͡ʒ/ | effet de levier |
| arithmetic nom | /æɹɪθˈmɛtɪk/ | arithmétique |
| chatbot nom | /ˈtʃætbɑt/ | chatbot, dialogueur |
| drill nom | /dɹɪl/ | foreuse, perceuse |
| memorize verbe | /ˈmɛm.əˌɹaɪ̯z/ | mémoriser, apprendre par cœur |
| calculator nom | /kæl.kjə.leɪ.tɚ/ | calculatrice, calculette |
| periodic adjectif | /ˌpɪɹiˈɑdɪk/ | périodique |
| cursive nom | /ˈkɝsɪv/ | cursive |
| elevate verbe | /ˈɛləveɪt/ | élever |
| unintended adjectif | /ˌʌn.ɪnˈtɛn.dɪd/ | involontaire |
| tutor nom | /ˈtjuːtəː/ | tuteur |
| educate verbe | /ˈɛd͡ʒ.əˌkeɪt/ | éduquer |
| characteristic nom | /ˌkæɹ(ə)ktəˈɹɪstɪk/ | caractéristique |
| flexibility nom | /ˌflɛksɪˈbɪlɪti/ | souplesse, flexibilité |
| detect verbe | /dɪˈtɛkt/ | déceler, détecter |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| figure out verbe | cerner | |
| get through verbe | /ɡɛt ˈθɹu/ | franchir |
| look forward to verbe | avoir hâte de, attendre avec impatience | |
| point out verbe | pointer | |
| run over verbe | renverser |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- I'm hoping others will start thinking this way too.
- How about another skill that we use to drill students on?
- Do we want to educate them on these things or these things?
- Let's say we train them in these skills.
- I'll help you with the answer.
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | has already left · have been · you've learned |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | were never taught · was often taught · was considered |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | tasks, which are · teachers who are · scratch, which is |
Prononciation à surveiller
Le locuteur utilise 64 contractions et formes réduites, comme we're, I'm, don't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: arithmetic /æɹɪθˈmɛtɪk/, thinker /ˈθɪŋ.kɚ/, trustworthy /ˈtɹʌst.wɜː.ði/, thereof /ðɛˈɹʌv/
- Les sons « sh » et « zh »: memorization /ˈmem(ə)ɹaɪˌzeɪʃn̩/, refresher /ɹɪˈfɹɛʃɚ/, limitation /lɪmɪˈteɪʃən/, accomplish /əˈkɑm.plɪʃ/
- Mots longs — placez bien l’accent: arithmetic /æɹɪθˈmɛtɪk/, calculator /kæl.kjə.leɪ.tɚ/, periodic /ˌpɪɹiˈɑdɪk/, unintended /ˌʌn.ɪnˈtɛn.dɪd/, characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: handwriting /ˈhændɹaɪtɪŋ/, historically /hɪˈstɔɹɪkli/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: leverage /ˈlɛv.(ə.)ɹɪd͡ʒ/, chatbot /ˈtʃætbɑt/, educate /ˈɛd͡ʒ.əˌkeɪt/, adjunct /ˈæd͡ʒ.ʌŋkt/, generative /ˈd͡ʒɛnəɹətɪv/
- /r/ anglais — langue recourbée, sans frotter la gorge: leverage /ˈlɛv.(ə.)ɹɪd͡ʒ/, arithmetic /æɹɪθˈmɛtɪk/, drill /dɹɪl/, memorize /ˈmɛm.əˌɹaɪ̯z/, periodic /ˌpɪɹiˈɑdɪk/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Commencez à la vitesse 0,75×, répétez phrase par phrase, puis revenez à la vitesse normale quand cela devient facile.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme leverage, arithmetic, chatbot.
Qu'est-ce que la technique du Shadowing ?
Le Shadowing est une technique d'apprentissage des langues fondée sur la science, développée à l'origine pour la formation des interprètes professionnels. Le principe est simple mais puissant : vous écoutez de l'anglais natif et le répétez immédiatement à voix haute — comme une ombre suivant le locuteur avec un décalage de 1 à 2 secondes. Les recherches montrent une amélioration significative de la précision de la prononciation, de l'intonation, du rythme, des liaisons, de la compréhension orale et de la fluidité.