Shadowing Practice: Teacher to Teacher: Is AI reshaping education for the better? - Learn English Speaking with Video
בחר מצב תרגול
כל מצב פותח חדר תרגול במסך מלא.
109 משפטים
אם המשפטים קצרים או ארוכים מדי, לחץ על ערוך כדי להתאים אותם.
1
You didn't have that like existential dread of oh no my job is going to be outsourced by automation.
2
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.
3
My initial impression of AI was I am out of a job
4
because this device can write an essay better than I can.
5
So how can I sell students on the importance of writing topic sentences
6
and learning grammar rules when this thing can just do it for us?
7
But that mindset, I think, quickly shifted when I actually started playing around with the tools within the context of lesson planning
8
and thinking about how my classroom teaching can be enhanced.
9
So my mindset went from how will my change in a
10
scary way to how can I be a better teacher now
11
because of this new emergent technology sure it's not about are you using these tools
12
or you're not using these tools it's are you using them in the right way
13
and students who are using them as answer generators were doing
14
poorer than the students who were not using the tools at all
15
so the the point
16
that we then had a conversation about was how do we use these tools to be that personal tutor
17
And like you get to a point where you keep balancing an equation incorrectly.
18
Take a screenshot of that equation and say, can you explain to me what my mistake is?
19
Not what's the answer to this math problem, right?
20
You're going to get different outcomes from those two prompts.
21
Have you seen some of the outcomes that you've been seeking in the classroom change?
22
Not just how the students are working towards those outcomes, but the outcomes themselves.
23
I think we're on our way because I'm becoming more capable at harnessing its potential for good.
24
Like, for example, only recently have I taught kids how to use it as a kind of writing tutor.
25
And so I've trained them how to use it to coach them in the same way that I would coach them.
26
And I've taught them how to prompt to get the feedback that I would give to them.
27
That being said, I do worry that the over -reliance on the tool means
28
that we're not grappling with complex text in the way we did like pre -ChatGPT.
29
They read SparkNotes, but now they have this tool that can summarize for them.
30
And reading carefully has been on the decline for many years.
31
And so that's one fear that I have is how can we continue pushing kids to read complex,
32
challenging texts on their own and again, use AI as a thought partner, not a replacement for the reading and struggling process itself.
33
And that kind of reminds me, I was reading the UNESCO competency framework, and one of the key points was that it is fundamental
34
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.
35
We all have to learn how to use them.
36
I mean, you were talking about critical, building critical thinking skills and the World Economic Forum puts out their job support every two years.
37
And the two top skills they always put that companies are saying
38
that students need in school are critical and creative thinking skills.
39
So it's then asking ourselves, how can we use these skills at the top of the top of that bracket?
40
And then you talked about your assessments and how you look at the process of how they're writing them.
41
Now I know there's tools out there that we can put an essay in and see was it generated by artificial intelligence
42
And when I saw
43
that was starting to come out I had chat GPT write me an essay on a random topic
44
and I put it in it was a hundred percent generated
45
So I said well that that looks like it's a pretty reliable tool
46
And then I kept giving it the prompt right more like a human in
47
Different forms of that prompt and I got it down to about 20 percent confidence
48
that it was written by artificial intelligence and I didn't write a single word of that.
49
That reminds me of my early kind of experience interacting with AI.
50
I remember I was new to ISP, I was a maternity cover, and so I didn't know the students that well.
51
And I remember this student wrote this kind of like very detailed, brilliant, it was just like a graphic organizer, small activity.
52
We put a lot of time, effort, and energy into it.
53
And most of the other students did not.
54
So I assumed that he used AI, and I asked ChatGPT, was this generated by you?
55
ChatGPT said, yes, I generated this.
56
And I later learned that this is just the student that goes above and beyond for everything.
57
And the student was really offended that I accused him of using ChatGPT and it kind of, it damaged our relationship.
58
And so I quickly learned that, man, we can't over -rely on this technology.
59
We have to be vigilant and we have to be skeptical.
60
Do you have any like blunders that you want to share about how you've used it?
61
I mean...
62
I'm also in graduate school, so I'm using it as a student and I'm using it as a teacher.
63
And that's given me a really unique perspective on this.
64
And I bought into a platform where I had to read many, many, many peer -reviewed articles for a thesis that I was writing.
65
So I would read them, maybe not the methods in full, but I would read the introductions and the conclusions
66
and try to wrap my head
67
and then I would put them into a chat bot
68
and I would have it start trying to help me look for similarities and differences among research papers.
69
So I would ask, for instance, for a certain fact from one of the research papers that was in my notes,
70
and it would tell me that that fact exists and it's on page six.
71
Now, as somebody who's been a student for quite a long time,
72
I know that I need to go check page six and I need to make sure that,
73
you know, what's written in my notes for my citations
74
and it's not it's not there yeah so this tool that was branding itself
75
as a way to help me with my research could actually lead my citations to be incorrect
76
so as a student it's actually like prevented me from using this tool at all
77
because i don't want to put something in my paper unethically
78
and i think
79
when i think back to like a 14 15 year old i don't think they're going to take
80
that step i think they're going to take it at its word so
81
So that skepticism is really important to build.
82
You say you're cautiously optimistic as well, either the optimistic side or the cautious side.
83
Yeah, I mean, you bring up a good point about the coming of age in a time
84
when there's so much uncertainty in it.
85
The conversations are generally quite scary for students.
86
And I think about the impact that has on their cognitive development
87
and their well -being and it must be
88
so scary to think about what is the world going to look like when I'm an adult,
89
when the world is changing so rapidly and there's so much unknown
90
and uncertainty and kids are already dealing with enough stress and anxiety about the future,
91
but we don't even know what the future looks like more than ever.
92
I remember when I was in school thinking about what is going to be my major and my career,
93
I had a pretty good understanding of what the next five to ten years would look like, but I was still scared.
94
So I worry for the younger generations grappling with all of the complexity.
95
So would you say you're cautiously optimistic about what's to come with AI?
96
How are you thinking about the future?
97
I am.
98
I think the word cautious is correct there.
99
I am on the optimistic side.
100
Now, if we talk about it from like an educational perspective, I think increasing educational equity across the world,
101
especially in developing countries, So many people now have a smartphone in their pocket. And
102
when you're looking at how we can support students who don't
103
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
104
and schools and teachers to adopt these tools and to use them as personal tutors.
105
Because not everybody can afford to go out and pay somebody per hour for a tutor.
106
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.
107
But optimistic that, like, if we as a collective society can continue to embrace the opportunities that these technologies offer us,
108
I do, I hope that, I don't know, I hope that we can harness, harness is good and make society a better place.
109
Thank you.
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
אותו ערוץ
FOR YOU
המלץ על סרטון
C19 משפטים
🎤 Should we let students use ChatGPT? | Natasha Berg | TEDxSio | TED English Daily
Daily ConversationUniversity StudentsWorking Adults
C11
87 משפטים
How to Be More Articulate - Basics of Real Intelligence by Ansh Mehra
Daily ConversationUniversity StudentsWorking Adults
C12
171 משפטים
Why the Arab World never united
Daily ConversationUniversity StudentsWorking Adults
C11
74 משפטים
AI & Inequality | Daron Acemoglu: Big Tech poses risks as AI reshapes society
Daily ConversationUniversity StudentsWorking Adults
C11
293 משפטים
Is AI Killing Human Fashion Design? Who Will Shape the Future of Design? Fashion Tea #6
Daily ConversationUniversity StudentsWorking Adults
C18
55 משפטים
When AIs act emotional
Daily ConversationUniversity StudentsWorking Adults
C11
171 משפטים
What Does an AI Engineer Do Now? - Aparna Dhinakaran, Arize AI
Daily ConversationUniversity StudentsWorking Adults
B21
546 משפטים
Do Elite Degrees Still Matter In The AI Era? | Jamie Beaton from Crimson Education | EP 410
Daily ConversationUniversity StudentsWorking Adults
C13
395 משפטים
What is the purpose of education? | Future Learning | Nobel Prize Dialogue Seoul 2023
Daily ConversationUniversity StudentsWorking Adults
C111
39 משפטים
You Will Only Like Half of This Video
Daily ConversationUniversity StudentsWorking Adults
B22
27 משפטים
Sydney University staff strike over AI concerns
Business EnglishDaily ConversationUniversity Students
B24
132 משפטים
Are we heading to an era of stagnation or innovation?
Daily ConversationUniversity StudentsWorking Adults
אוצר מילים והערות הגייה לשיעור הזה
שיעור הדיבור הזה ברמה C1 מבוסס על הסרטון “Teacher to Teacher: Is AI reshaping education for the better?”. המילים שחוזרות הכי הרבה: student, tool, optimistic. בסרטון הזה יש 109 משפטים ו-1564 מילים לתרגול Shadowing. הדיבור נמשך 8:29. הדובר מדבר מהר, כ-184 מילים בדקה, אז צפו לצלילים מחוברים ומקוצרים. 84% 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 |
|---|---|---|
| optimistic שם תואר | /ˌɒptɪˈmɪstɪk/ | אוֹפְּטִימִי |
| tutor שם עצם | /ˈtjuːtəː/ | מורה פרטי |
| harness פועל | /ˈhɑɹ.nəs/ | רָתַם |
| cautious שם תואר | /ˈkɔːʃəs/ | זָהִיר |
| citation שם עצם | /ˌsaɪˈteɪʃən/ | ציטוט |
| equation שם עצם | /ɪˈkweɪ.ʒən/ | משוואה \ מִשְׁוָאָה |
| blunder שם עצם | /ˈblʌn.dɚ/ | פַּאֲשְׁלָה |
| existential שם תואר | /ˌɛɡzɪˈstɛnʃl̩/ | קיומי |
| skepticism שם עצם | /ˈskɛp.tɪˌsɪ.zəm/ | ספקנות |
| summarize פועל | /ˈsʌməˌɹaɪz/ | סיכם |
| similarity שם עצם | /ˌsɪm.ɪˈlæɹ.ɪ.ti/ | דִּמְיוֹן |
| dread שם עצם | /dɹɛd/ | חרדה, פחד |
| accuse פועל | /əˈkjuz/ | האשים |
| automation שם עצם | /ˌɔ.təˈmeɪ.ʃən/ | אוֹטוֹמַצְיָה |
| generator שם עצם | /ˈdʒɛnəɹeɪtə(ɹ)/ | מְחוֹלֵל, גֵּנֵרָטוֹר |
Phrasal verbs שתשמעו
| מילה | הגייה | משמעות |
|---|---|---|
| come out פועל | /ˌkʌm ˈaʊt/ | יָצָא |
| go out פועל | יָצָא |
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 | Have you seen · I've trained · I've taught |
| סביל (Passive voice) be + past participle — הדגש הוא על מה שקורה, לא על מי שעושה את הפעולה | be outsourced · can be enhanced · being said |
| משפטי זיקה (Relative clauses) who / which + clause — מידע נוסף על אדם או דבר | students who are · students who were · students who don |
הגייה ששווה לשים לב אליה
הדובר משתמש ב-30 קיצורים וצורות מקוצרות, כמו I'm, don't, you're. אמרו אותם בצורה הקצרה, כפי שאתם שומעים אותם.
- הצלילים של “sh” ו-“zh”: cautiously /ˈkɔːʃəsli/, cautious /ˈkɔːʃəs/, citation /ˌsaɪˈteɪʃən/, equation /ɪˈkweɪ.ʒən/, existential /ˌɛɡzɪˈstɛnʃl̩/
- מילים ארוכות — שימו לב להטעמה: optimistic /ˌɒptɪˈmɪstɪk/, uncertainty /ʌnˈsɜːtənti/, competency /ˈkɑm.pə.tən.si/, skepticism /ˈskɛp.tɪˌsɪ.zəm/, educator /ˈɛd͡ʒəkeɪtɚ/
צלילים שדוברי עברית מתקשים בהם:
- /æ/ — פתוח יותר מה-“אֶ” העברית, לא כמו “a” ב-“cup”: grapple /ˈɡɹæpəl/, similarity /ˌsɪm.ɪˈlæɹ.ɪ.ti/, bracket /ˈbɹækɪt/, enhance /ɪnˈhæns/, interact /ɪn.təˈɹækt/
- /r/ — הלשון לא נוגעת בשום מקום, לא ה-“ר” הגרונית: prompt /pɹɑmpt/, harness /ˈhɑɹ.nəs/, grapple /ˈɡɹæpəl/, summarize /ˈsʌməˌɹaɪz/, organizer /ˈɔɹɡənaɪzɚ/
- עיצור קולי בסוף מילה — /b/, /d/, /g/, /z/, /v/ בלי להפוך אותם לאטומים: summarize /ˈsʌməˌɹaɪz/, offend /əˈfɛnd/, dread /dɹɛd/, accuse /əˈkjuz/
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 optimistic, tutor, harness.
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.