Shadowing Practice: AI & Education: Generative AI & the Future of Critical Thinking - Learn English Speaking with Video

בחר מצב תרגול

כל מצב פותח חדר תרגול במסך מלא.

208 משפטים

אם המשפטים קצרים או ארוכים מדי, לחץ על ערוך כדי להתאים אותם.

AI is changing everything, including the way we learn.

I'm an adjunct professor, and the first time I saw what a chatbot leveraging generative AI could do,

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.

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.

I'm thinking we need to do the exact opposite

and figure out how to embrace this technology and use it to elevate education.

I'm hoping others will start thinking this way too.

Look, the train has already left the station.

We can either get on board or get run over by it, but standing in front and yelling stop isn't going to work.

So in this video, I'm going to cover

cons of AI in the classroom with an eye toward how we elevate learning to a new level.

Let's take a look historically at the past, some of the skills that we used to think were really important

and we trained all students on this kind of stuff versus what we're doing today because there have been some changes.

For instance, there was a time when we taught all kids how to write in cursive.

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.

And my handwriting is not all that good anyway.

But that goes to another subject that was often taught in my grandparents' generation, penmanship.

That was actually a course.

And that was something that was considered of extreme importance.

Now, we don't care so much about that.

We, some people might still care about cursive.

But the bottom line is we're not teaching it because it's not as critical.

Because today, most of our writing is not done by hand, it's done on computers.

So how good your penmanship is doesn't really matter all that much, does it?

And how about in the past, we also used to really value the ability to memorize.

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,

had to know where all of them were placed,

Well, Why would you learn something like that and spend so much time of your scarce educational

instructional time trying to memorize stuff that Now you could just look up in a database.

Um, You know, understand the principles, because understanding the periodic table and where the elements are located tells us something.

And that is interesting.

That is important to know.

But remembering the precise number of all of these things when it's so easily looked up, maybe not so much.

How about another skill that we use to drill students on?

I certainly had to do this a lot.

But these complex arithmetic problems like this,

you're going to look at that and spend a lot of time and drilling and doing and doing and doing versus

Now we just use a calculator.

because once you've learned how to do

that then there's really not a great deal of value in just continuing to do it

and do it and do it if in fact in virtually every case, we're just going to go use a calculator anyway.

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,

certainly in college, people are expected to use calculators.

Or how about something like map skills, reading a map?

Okay, I think that's still a useful skill, but it's not nearly as important as today, the ability to use a GPS.

because that's how we're getting around with things.

Again, you could talk about, yeah, but what about if the GPS system fails?

All that kind of stuff is true.

But I'm just saying how much time we have only so much time to educate students.

Do we want to educate them on these things or these things?

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.

How well prepared are they?

for the future.

Let's say we train them in these skills.

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.

or look at it a different way.

If I had students that I have just produced, how well prepared would they be if they couldn't do these kinds of things?

Not very well at all.

So again, there's a lot of things.

Another way to look at this would be if you were hiring someone, if you were trying to get an employee,

would you want an employee who was really good at this or really good at that?

These are the tools of the future, really of the present.

And the tools of the future are going to be things like AI.

So the question is, do we want to continue to drill students in doing things this way,

or do we want to prepare them to use the tools of the present and the tools of the future?

OK, so we've talked about skills that were really important

and taught in the past that we don't spend as much time or at all on in the future.

And in the present, the kinds of skills

that we know students need to have in order to survive in the world that we're in now.

How about as we move into that era of AI.

What kinds of skills are going to be really important there?

Well, I give you some broad picture ideas, big picture ideas, of what's going to be important here.

And I think one that's really important, is flexibility it's a mindset of flexibility

and adaptability we cannot always think inside the box

that we've always been in the past ai is going to present new possibilities for us

and we need to also be creative thinkers we need to be able to think outside

that box in many cases

but we're also going to have to in addition to being flexible

and adaptable and creative we're going to also have to govern all of that, with critical thinking skills.

So AI will in fact do some things, say some things that might not even be true.

So we're going to have to be the judge.

It might also, for some of the things that it says are true, they might not actually be useful.

So I need to decide, is that really something I want to do?

Have I really thought through what all of the unintended consequences might be

if we were to do that particular thing or do it in that particular way?

So literally the critical skill is critical thinking.

really be preparing the students of today for living in the world of tomorrow is things like this.

Now, they're very general.

But what are the advantages that AI brings to the table in terms of teaching?

Well, one of the things it can do is just in time.

education.

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.

But if I just need a refresher or if I need to know something about a particular topic,

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,

just in time, just when I need it, which is really, really pretty nice.

This is also a really big one is a tutor.

We could use AI to do personalized education.

Not every student thinks the same way or learns in the same way or responds at the same speed.

Some get mathematics instantly.

100

Others, it needs to be explained in different ways.

101

An AI based tutor would be infinitely patient and would keep trying other alternatives, even when the best teacher might run out of patience

102

or be pulled in a different direction because they're trying to manage an entire classroom.

103

and really figure out what kinds of things work for them and what don't.

104

It doesn't obfuscate or eliminate the need for a teacher, but it just allows an augmentation there.

105

Another one, and I think this is really good, is it could serve as an editor.

106

So if I write something, well, we already have spell check and grammar check and things like that.

107

And the AI systems can do that sort of stuff as well.

108

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.

109

And here's why.

110

And here's the rule for it.

111

And on and on.

112

That would be really useful.

113

It would save a lot of teacher time in terms of grading some of those things.

114

And teachers then could focus more on the content of the papers, maybe that they're grading.

115

Thank you is a big one here also.

116

Not everyone has the same ability to process information the same ways.

117

Some people that may have disabilities,

118

then a system that's able to translate text into speech or other things like that or images into speech,

119

then that could be particularly useful for someone.

120

So helping someone that might have certain learning disabilities and overcoming those accessibility

121

One of the things that would be nice is if AI could serve as my teaching assistant.

122

It might help me with lesson planning.

123

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.

124

It frees me up to think more about content and about actually teaching.

125

What if I could use an AI to do some of those kinds of things?

126

Other things

127

that I would like to do is to do some of

128

those kinds of things about practicing let's say i want to put some skills into practice well some things

129

that that would make this more practical

130

if we've just talked about a particular kind of idea is

131

maybe a debate having students prepare for a debate using ai

132

but then when they want to actually do and prove

133

that they know something well then they're going to actually have to defend it themselves but this thinking for them.

134

We don't want it to do that, but we want it to suggest ideas.

135

And then they can decide which ones they think they would put forward in the debate, for instance.

136

And it can do drills and practice.

137

Like if a student wants to take a position, they could debate with the AI.

138

and have it find holes in their arguments and make them hone their critical thinking skills, the way that they think about systems,

139

the way they think about the things around them.

140

It also could create more equity in education.

141

Right now, if you think about it, certain students are very fortunate in that they have certain resources.

142

Money is a big factor in this.

143

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,

144

that's not available to every single one everywhere in the world.

145

But if we had an AI system running in a cloud, all someone needs is a browser

146

and they can be anywhere as long as they have internet access they have access to this kind of

147

educational resource so imagine what help

148

that would do for teachers who are taxed in the classroom

149

and they've got way too many students

150

and they can't give the one -on -one time that they'd like to but they could

151

they could leverage tools like this

152

and all of a sudden even in in parts of the

153

world where what this these capabilities this technology would not be available now all of a sudden it is

154

and then it allows a teacher and this is a big one, I think, for me, to focus more on the big picture.

155

I want to be able to to look at, you know, what are the main learning objectives that we have here?

156

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.

157

So here we could see, I think, where AI could be a big help in the classroom if we leverage it well.

158

Now, what are we going to need to do, though, if we're going to teach this?

159

I think we're going to need a good deal of AI literacy.

160

We're going to need to be able to understand what AI can do.

161

and what it can't do.

162

What are its limitations and what are its possibilities?

163

So, It's not always clear to everyone what those things are, but that's going to be critical.

164

And understand what things it may tell you it can do, but it really is quite limited on those.

165

We also need a lot better understanding of ethics.

166

What are the right things to do with this?

167

Because one of the things I emphasize in my classes to my computer science students is just

168

because you can do something doesn't mean you should do something.

169

Think about unintended consequences.

170

Think about responsible AI, trustworthy AI.

171

What will be the impacts of this on society?

172

OK, let's take a look at some practical examples of what I've been talking about just kind of in general.

173

So we'll look at some rather than.

174

have students write a ton of essays from scratch, which is still a good,

175

useful activity, but maybe we spend a little more time having them do debates.

176

where they're going to have to leverage their critical thinking skills that I told you were so important.

177

Also, being able to communicate.

178

So their communication skills will be tested in this and their ability to do quick thinking on their feet in the moment.

179

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.

180

And not everything allows the sort of time for deep thinking.

181

So we could do some of that kind of stuff.

182

Again, I'm not saying we should never do essays, these other things might be more important going forward.

183

Instead of doing memorization, Well, I don't know.

184

And we're going to spend that time on principles.

185

So for, again, the example of the periodic table, instead of memorizing where every element is,

186

realize that certain parts of the table have certain characteristics and other parts of the table have certain other characteristics.

187

And what does that mean then if we try to mix different things?

188

To me, that's a lot more interesting kind of situation.

189

It leads to more higher order thinking and it's a chance to do more applied knowledge and things of that sort.

190

Another example that I already gave is the example of complex arithmetic.

191

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.

192

And that's a lot more interesting stuff.

193

There's a lot more possibilities for analysis, for logical thinking, for reasoning, and things of that sort.

194

So again, there are college courses where there's no way you could get through the class

195

if you were having to do all of the arithmetic by hand.

196

So we're not going to require that.

197

We really want them to learn these kinds of things because that lets us accomplish a whole lot more in the end.

198

AI is not some passing fad that will go away in a few years.

199

It's here to stay.

200

What boss is going to say, do this, but by the way, don't use AI?

201

I'll help you with the answer.

202

None.

203

The jobs of the future will require the best tools in order to stay competitive.

204

So the education we give students needs to assume that and leverage it.

205

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.

206

Otherwise, we're training the next generation to live in the past.

207

making them ill -equipped to compete in the modern era of AI.

208

And as you can see from my penmanship or lack thereof, that's a future I'm definitely looking forward to.

הורד אפליקציה

כל מה שאתה צריך כדי לדבר בשטף

הגיית AIציון לכל משפט

תרגול IPAשלוט בכל צליל

אוצר מיליםבנה את מאגר המילים שלך

משחק אוצר מיליםלמד תוך כדי משחק

סרוק QR

Download on theApp Store Get it onGoogle Play

אותו ערוץ

FOR YOU

המלץ על סרטון

62 משפטים

AI in Education: How Artificial Intelligence is Revolutionizing Learning in 2024

Business EnglishUniversity StudentsWorking Adults

261 משפטים

Stanford CS Professor: AI Can Code. That’s Why You Should Learn Programming | Chris Piech

Business EnglishUniversity StudentsWorking Adults

38 משפטים

IELTS Speaking Part 3: Advice, Experts and the Internet (Band 8.0)

IELTS PrepUniversity StudentsWorking Adults

317 משפטים

Give Me 18 Minutes and I’ll Make you Dangerously Smart (with AI)

Business EnglishUniversity StudentsWorking Adults

14 משפטים

How demand for workforce skills will change with automation: A minute with MGI

Business EnglishUniversity StudentsWorking Adults

190 משפטים

Supervised Learning: Crash Course AI #2

Business EnglishUniversity StudentsWorking Adults

295 משפטים

School Didn’t Teach You How to Talk, So I’ll Do It For You

Business EnglishDaily ConversationUniversity Students

40 משפטים

Reimagining IT with ChatGPT

Business EnglishUniversity StudentsWorking Adults

173 משפטים

The 21st century brain

Business EnglishUniversity StudentsWorking Adults

8 משפטים

Neurosymbolic AI Explained

Business EnglishUniversity StudentsWorking Adults

250 משפטים

AI Strategy, Policy, and Governance | Allan Dafoe

Business EnglishUniversity StudentsWorking Adults

אוצר מילים והערות הגייה לשיעור הזה

שיעור הדיבור הזה ברמה C1 מבוסס על הסרטון “AI & Education: Generative AI & the Future of Critical Thinking”. המילים שחוזרות הכי הרבה: student, skill, thinking. בסרטון הזה יש 208 משפטים ו-2833 מילים לתרגול Shadowing. הדיבור נמשך 15:46. הדובר מדבר מהר, כ-180 מילים בדקה, אז צפו לצלילים מחוברים ומקוצרים. 88% מהמילים נמצאות בין 3,000 המילים הנפוצות ביותר באנגלית; כדאי ללמוד את השאר לפני שמתחילים.

אוצר מילים מרכזי בסרטון הזה

15 המילים המתקדמות ביותר בסרטון, עם ההגייה והמשמעות שלהן:

מילה	הגייה	משמעות
leverage שם עצם	/ˈlɛv.(ə.)ɹɪd͡ʒ/	הנפה
arithmetic שם עצם	/æɹɪθˈmɛtɪk/	חֶשְׁבּוֹן
drill שם עצם	/dɹɪl/	מקדחה
memorize פועל	/ˈmɛm.əˌɹaɪ̯z/	שִׁנֵּן
calculator שם עצם	/kæl.kjə.leɪ.tɚ/	מַחְשְׁבוֹן, מונה
periodic שם תואר	/ˌpɪɹiˈɑdɪk/	מחזורי
tutor שם עצם	/ˈtjuːtəː/	מורה פרטי
educate פועל	/ˈɛd͡ʒ.əˌkeɪt/	חִינֵּךְ
characteristic שם עצם	/ˌkæɹ(ə)ktəˈɹɪstɪk/	סממן
flexibility שם עצם	/ˌflɛksɪˈbɪlɪti/	גְּמִישׁוּת
detect פועל	/dɪˈtɛkt/	גילה, זיהה
consequence שם עצם	/ˈkɑn.sɪ.kwəns/	תּוֹצָאָה, הַשְׁלָכָה
obfuscate פועל	/ˈɑbfəskeɪt/	החשיך
thinker שם עצם	/ˈθɪŋ.kɚ/	אָדָם חוֹשֵׁב
accessibility שם עצם	/əkˌsɛs.əˈbɪl.ə.ti/	נְגִישׁוּת, הַנְגָּשָׁה

Phrasal verbs שתשמעו

מילה	משמעות
figure out פועל	הֵבִין, מצא תשובה

משפטים שכדאי לחזור עליהם

משפטים קצרים ושלמים מהסרטון שאפשר להשתמש בהם בשיחה יומיומית:

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.

דקדוק בסרטון הזה

המבנים שהדובר משתמש בהם הכי הרבה, עם המילים המדויקות מהסרטון:

מבנה	בסרטון
הווה מושלם (Present perfect) have/has + past participle — פעולה שקרתה בעבר ועדיין יש לה חשיבות או השפעה עכשיו	has already left · have been · you've learned
סביל (Passive voice) be + past participle — הדגש הוא על מה שקורה, לא על מי שעושה את הפעולה	were never taught · was often taught · was considered
משפטי זיקה (Relative clauses) who / which + clause — מידע נוסף על אדם או דבר	tasks, which are · teachers who are · scratch, which is

הגייה ששווה לשים לב אליה

הדובר משתמש ב-64 קיצורים וצורות מקוצרות, כמו we're, I'm, don't. אמרו אותם בצורה הקצרה, כפי שאתם שומעים אותם.

הצלילים של “th”: arithmetic /æɹɪθˈmɛtɪk/, thinker /ˈθɪŋ.kɚ/, trustworthy /ˈtɹʌst.wɜː.ði/, thereof /ðɛˈɹʌv/
הצלילים של “sh” ו-“zh”: memorization /ˈmem(ə)ɹaɪˌzeɪʃn̩/, refresher /ɹɪˈfɹɛʃɚ/, limitation /lɪmɪˈteɪʃən/, accomplish /əˈkɑm.plɪʃ/
מילים ארוכות — שימו לב להטעמה: arithmetic /æɹɪθˈmɛtɪk/, calculator /kæl.kjə.leɪ.tɚ/, periodic /ˌpɪɹiˈɑdɪk/, unintended /ˌʌn.ɪnˈtɛn.dɪd/, characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/

צלילים שדוברי עברית מתקשים בהם:

/w/ — שפתיים מעוגלות, לא /v/: consequence /ˈkɑn.sɪ.kwəns/, equip /ɪˈkwɪp/, trustworthy /ˈtɹʌst.wɜː.ði/, workplace /ˈwɝkˌpleɪs/
/æ/ — פתוח יותר מה-“אֶ” העברית, לא כמו “a” ב-“cup”: arithmetic /æɹɪθˈmɛtɪk/, chatbot /ˈtʃætbɑt/, calculator /kæl.kjə.leɪ.tɚ/, characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/, adaptability /ədæptəˈbɪlɪti/
/r/ — הלשון לא נוגעת בשום מקום, לא ה-“ר” הגרונית: leverage /ˈlɛv.(ə.)ɹɪd͡ʒ/, arithmetic /æɹɪθˈmɛtɪk/, drill /dɹɪl/, memorize /ˈmɛm.əˌɹaɪ̯z/, periodic /ˌpɪɹiˈɑdɪk/

איך לתרגל עם הסרטון הזה

הקשיבו לכל הסרטון פעם אחת בלי לדבר, ורשמו את המילים שאתם לא מכירים.
התחילו במהירות 0.75×, תרגלו Shadowing משפט אחר משפט, וחזרו למהירות רגילה כשזה מרגיש קל.
הקליטו את עצמכם והשוו למקור, תוך תשומת לב למילים כמו leverage, arithmetic, drill.

מהי טכניקת השאדואינג?

שאדואינג היא טכניקת למידת שפה מבוססת מדע שפותחה במקור להכשרת מתורגמנים מקצועיים ופופולרית על ידי הפוליגלוט ד"ר אלכסנדר ארגואלס. השיטה פשוטה אך עוצמתית: אתה מקשיב לאודיו באנגלית ילידית וחוזר עליו בקול רם מיד — כמו צל העוקב אחרי הדובר עם עיכוב של 1–2 שניות בלבד. בניגוד להאזנה פסיבית או תרגילי דקדוק, שאדואינג מכריח את המוח והשרירים בפה לעבד ולשחזר דפוסי דיבור אמיתיים בו זמנית. מחקרים מראים שזה משפר משמעותית את דיוק ההגייה, האינטונציה, הקצב, הדיבור המחובר, הבנת השמיעה ושטף הדיבור — מה שהופך אותו לאחת השיטות היעילות ביותר להכנה לIELTS Speaking ולתקשורת באנגלית בעולם האמיתי.

טכניקת Shadowing: קרא את המדריך המלא שלב אחר שלב →

Shadowing Practice: AI & Education: Generative AI & the Future of Critical Thinking - Learn English Speaking with Video

בחר מצב תרגול

הורד אפליקציה

Every Generation Thinks This Time Is Different: The AI Job Myth

What is Event Driven Architecture (EDA)?

Agentic AI Frameworks Explained: Workflows, Multi-Agent, & Production

AI, Machine Learning, Deep Learning and Generative AI Explained

Spec-Driven Development: AI Assisted Coding Explained

AI Agents vs Business Rules: Which Should Make Decisions?

EDR vs. EPP vs. NGAV

MCP vs ADK: How Modern AI Agents Connect and Work Together

Cybersecurity Architecture: Data Security

The 7 Skills You Need to Build AI Agents

What Is Jev? The AI Model That Doesn't Generate Text

How Smart Organizations Will Use AI: Jevons Paradox & Workforce Impact

What are AI Agents?

Cybersecurity Architecture: Five Principles to Follow (and One to Avoid)

Zero Trust Explained in 4 mins

What is Responsible AI? A Guide to AI Governance

What is AI Ethics?

AI in Education: How Artificial Intelligence is Revolutionizing Learning in 2024

Stanford CS Professor: AI Can Code. That’s Why You Should Learn Programming | Chris Piech

IELTS Speaking Part 3: Advice, Experts and the Internet (Band 8.0)

Give Me 18 Minutes and I’ll Make you Dangerously Smart (with AI)

How demand for workforce skills will change with automation: A minute with MGI

Supervised Learning: Crash Course AI #2

School Didn’t Teach You How to Talk, So I’ll Do It For You

Reimagining IT with ChatGPT

The 21st century brain

Neurosymbolic AI Explained

AI Strategy, Policy, and Governance | Allan Dafoe

אוצר מילים והערות הגייה לשיעור הזה

אוצר מילים מרכזי בסרטון הזה

Phrasal verbs שתשמעו

משפטים שכדאי לחזור עליהם

דקדוק בסרטון הזה

הגייה ששווה לשים לב אליה

איך לתרגל עם הסרטון הזה

מהי טכניקת השאדואינג?