Pratica di Shadowing: AI & Education: Generative AI & the Future of Critical Thinking - Impara a parlare inglese con i video
Scegli una modalità di pratica
Ogni modalità apre una sala di pratica a schermo intero.
208 frasi
Se le frasi sono troppo corte o troppo lunghe, clicca su Edit per modificarle.
1
AI is changing everything, including the way we learn.
2
I'm an adjunct professor, and the first time I saw what a chatbot leveraging generative AI could do,
3
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.
4
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.
5
I'm thinking we need to do the exact opposite
6
and figure out how to embrace this technology and use it to elevate education.
7
I'm hoping others will start thinking this way too.
8
Look, the train has already left the station.
9
We can either get on board or get run over by it, but standing in front and yelling stop isn't going to work.
10
So in this video, I'm going to cover
11
cons of AI in the classroom with an eye toward how we elevate learning to a new level.
12
Let's take a look historically at the past, some of the skills that we used to think were really important
13
and we trained all students on this kind of stuff versus what we're doing today because there have been some changes.
14
For instance, there was a time when we taught all kids how to write in cursive.
15
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.
16
And my handwriting is not all that good anyway.
17
But that goes to another subject that was often taught in my grandparents' generation, penmanship.
18
That was actually a course.
19
And that was something that was considered of extreme importance.
20
Now, we don't care so much about that.
21
We, some people might still care about cursive.
22
But the bottom line is we're not teaching it because it's not as critical.
23
Because today, most of our writing is not done by hand, it's done on computers.
24
So how good your penmanship is doesn't really matter all that much, does it?
25
And how about in the past, we also used to really value the ability to memorize.
26
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,
27
had to know where all of them were placed,
28
Well, Why would you learn something like that and spend so much time of your scarce educational
29
instructional time trying to memorize stuff that Now you could just look up in a database.
30
Um, You know, understand the principles, because understanding the periodic table and where the elements are located tells us something.
31
And that is interesting.
32
That is important to know.
33
But remembering the precise number of all of these things when it's so easily looked up, maybe not so much.
34
How about another skill that we use to drill students on?
35
I certainly had to do this a lot.
36
But these complex arithmetic problems like this,
37
you're going to look at that and spend a lot of time and drilling and doing and doing and doing versus
38
Now we just use a calculator.
39
because once you've learned how to do
40
that then there's really not a great deal of value in just continuing to do it
41
and do it and do it if in fact in virtually every case, we're just going to go use a calculator anyway.
42
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,
43
certainly in college, people are expected to use calculators.
44
Or how about something like map skills, reading a map?
45
Okay, I think that's still a useful skill, but it's not nearly as important as today, the ability to use a GPS.
46
because that's how we're getting around with things.
47
Again, you could talk about, yeah, but what about if the GPS system fails?
48
All that kind of stuff is true.
49
But I'm just saying how much time we have only so much time to educate students.
50
Do we want to educate them on these things or these things?
51
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.
52
How well prepared are they?
53
for the future.
54
Let's say we train them in these skills.
55
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.
56
or look at it a different way.
57
If I had students that I have just produced, how well prepared would they be if they couldn't do these kinds of things?
58
Not very well at all.
59
So again, there's a lot of things.
60
Another way to look at this would be if you were hiring someone, if you were trying to get an employee,
61
would you want an employee who was really good at this or really good at that?
62
These are the tools of the future, really of the present.
63
And the tools of the future are going to be things like AI.
64
So the question is, do we want to continue to drill students in doing things this way,
65
or do we want to prepare them to use the tools of the present and the tools of the future?
66
OK, so we've talked about skills that were really important
67
and taught in the past that we don't spend as much time or at all on in the future.
68
And in the present, the kinds of skills
69
that we know students need to have in order to survive in the world that we're in now.
70
How about as we move into that era of AI.
71
What kinds of skills are going to be really important there?
72
Well, I give you some broad picture ideas, big picture ideas, of what's going to be important here.
73
And I think one that's really important, is flexibility it's a mindset of flexibility
74
and adaptability we cannot always think inside the box
75
that we've always been in the past ai is going to present new possibilities for us
76
and we need to also be creative thinkers we need to be able to think outside
77
that box in many cases
78
but we're also going to have to in addition to being flexible
79
and adaptable and creative we're going to also have to govern all of that, with critical thinking skills.
80
So AI will in fact do some things, say some things that might not even be true.
81
So we're going to have to be the judge.
82
It might also, for some of the things that it says are true, they might not actually be useful.
83
So I need to decide, is that really something I want to do?
84
Have I really thought through what all of the unintended consequences might be
85
if we were to do that particular thing or do it in that particular way?
86
So literally the critical skill is critical thinking.
87
really be preparing the students of today for living in the world of tomorrow is things like this.
88
Now, they're very general.
89
But what are the advantages that AI brings to the table in terms of teaching?
90
Well, one of the things it can do is just in time.
91
education.
92
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.
93
But if I just need a refresher or if I need to know something about a particular topic,
94
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,
95
just in time, just when I need it, which is really, really pretty nice.
96
This is also a really big one is a tutor.
97
We could use AI to do personalized education.
98
Not every student thinks the same way or learns in the same way or responds at the same speed.
99
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.
Scarica l'app
Tutto ciò che serve per parlare fluentemente
Pronuncia con IAVoto per ogni frase
Pratica IPAPadroneggia ogni suono
VocabolarioCostruisci il tuo lessico
Gioco di vocabolarioImpara giocando
Stesso Canale
B21
Every Generation Thinks This Time Is Different: The AI Job Myth
Daily ConversationWorking Adults
C12
What is Event Driven Architecture (EDA)?
Daily ConversationUniversity StudentsWorking Adults
C11
Agentic AI Frameworks Explained: Workflows, Multi-Agent, & Production
Daily ConversationUniversity StudentsWorking Adults
C18
AI, Machine Learning, Deep Learning and Generative AI Explained
Daily ConversationUniversity StudentsWorking Adults
C11
Spec-Driven Development: AI Assisted Coding Explained
Daily ConversationUniversity StudentsWorking Adults
C15
AI Agents vs Business Rules: Which Should Make Decisions?
Daily ConversationUniversity StudentsWorking Adults
C12
EDR vs. EPP vs. NGAV
Business EnglishWorking Adults
C13
MCP vs ADK: How Modern AI Agents Connect and Work Together
University StudentsWorking Adults
C11
Cybersecurity Architecture: Data Security
Business EnglishUniversity StudentsWorking Adults
C113
The 7 Skills You Need to Build AI Agents
Business EnglishUniversity StudentsWorking Adults
C14
What Is Jev? The AI Model That Doesn't Generate Text
Daily ConversationUniversity StudentsWorking Adults
C118
How Smart Organizations Will Use AI: Jevons Paradox & Workforce Impact
Business EnglishUniversity StudentsWorking Adults
C111
What are AI Agents?
Business EnglishUniversity StudentsWorking Adults
C16
Cybersecurity Architecture: Five Principles to Follow (and One to Avoid)
Business EnglishUniversity StudentsWorking Adults
C11
Zero Trust Explained in 4 mins
Business EnglishUniversity StudentsWorking Adults
C1What is Responsible AI? A Guide to AI Governance
Daily ConversationUniversity StudentsWorking Adults
C1What is AI Ethics?
Daily ConversationUniversity StudentsWorking Adults
FOR YOU
Video consigliato
C12
62 frasi
AI in Education: How Artificial Intelligence is Revolutionizing Learning in 2024
Business EnglishUniversity StudentsWorking Adults
B23
377 frasi
Extended interview: Jamie Dimon on AI, Iran and more
Business EnglishDaily ConversationUniversity Students
C14
261 frasi
Stanford CS Professor: AI Can Code. That’s Why You Should Learn Programming | Chris Piech
Business EnglishUniversity StudentsWorking Adults
C15
317 frasi
Give Me 18 Minutes and I’ll Make you Dangerously Smart (with AI)
Business EnglishUniversity StudentsWorking Adults
C12
14 frasi
How demand for workforce skills will change with automation: A minute with MGI
Business EnglishUniversity StudentsWorking Adults
C12
295 frasi
School Didn’t Teach You How to Talk, So I’ll Do It For You
Business EnglishDaily ConversationUniversity Students
C12
190 frasi
Supervised Learning: Crash Course AI #2
Business EnglishUniversity StudentsWorking Adults
C13
40 frasi
Reimagining IT with ChatGPT
Business EnglishUniversity StudentsWorking Adults
C19
173 frasi
The 21st century brain
Business EnglishUniversity StudentsWorking Adults
C148
8 frasi
Neurosymbolic AI Explained
Business EnglishUniversity StudentsWorking Adults
C12
250 frasi
AI Strategy, Policy, and Governance | Allan Dafoe
Business EnglishUniversity StudentsWorking Adults
Informazioni su Questa Lezione
In questa lezione, gli studenti esploreranno come l'intelligenza artificiale (AI) sta cambiando il panorama educativo e come può essere utilizzata per migliorare l'apprendimento e le competenze critiche. Attraverso l'ascolto del video, gli studenti praticheranno la loro capacità di comprendere concetti complessi e riflettere sulle abilità necessarie per affrontare le sfide future. Inoltre, ci sarà un focus sulla pratica del "shadowing in inglese", un metodo efficace per migliorare la pronuncia e l'intonazione nell'inglese parlato. Attraverso questo esercizio, gli studenti potranno migliorare la loro capacità di comunicazione e adattarsi alle nuove tecnologie educative.
Vocabolario e Frasi Chiave
- Intelligenza artificiale - Una tecnologia che simula l'intelligenza umana.
- Pensiero critico - La capacità di analizzare e valutare un'idea o un argomento.
- Adattabilità - La capacità di adattarsi a nuove situazioni e cambiamenti.
- Apprendimento personalizzato - Approccio educativo che si adatta alle esigenze individuali degli studenti.
- Competenze del futuro - Abilità necessarie per affrontare il mondo del lavoro di domani.
- Accessibilità - La facilità con cui gli studenti possono accedere alle risorse educative.
- Educazione just-in-time - Apprendimento che avviene nel momento in cui è necessario.
- Feedback immediato - Risposte rapide alle domande o ai compiti degli studenti.
Consigli per la Pratica
Per massimizzare l'efficacia del "shadowing in inglese", ascolta il video a una velocità controllata. Inizia riproducendo il video a una velocità ridotta per catturare ogni parola e frase. Concentrati sull'intonazione e sul ritmo del parlante, cercando di shadow speak esattamente come si esprimono nel video.
È utile fermare il video dopo frasi chiave per ripetere ad alta voce e registrare la propria voce per confrontarlo con l'originale. Lo shadowing aiuta a migliorare la pronuncia inglese e a renderla più fluida. Ricorda di prestare attenzione alle espressioni e ai toni emotivi, in quanto questi elementi sono fondamentali nella comunicazione. Infine, tutti questi esercizi aiuteranno a sviluppare una maggiore fluenza e confidenza nel parlare in inglese.
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | has already left · have been · you've learned |
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | were never taught · was often taught · was considered |
| Frasi relative who / which + frase — un’informazione in più su una persona o una cosa | tasks, which are · teachers who are · scratch, which is |
Cos'è la tecnica dello Shadowing?
Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.