Shadowing Practice: Teacher to Teacher: Is AI reshaping education for the better? - Learn English Speaking with 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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Woordenschat en spreektips bij deze les
Deze spreekles is gebaseerd op de video “Teacher to Teacher: Is AI reshaping education for the better?”. Deze woorden komen het vaakst terug: student, tool, optimistic. Deze video bevat 109 zinnen en 1564 woorden om na te spreken. Het gesproken deel duurt 8:29. De spreker praat snel, ongeveer 184 woorden per minuut, dus reken op verbonden en ingeslikte klanken. 84% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden; de rest kun je beter vooraf bekijken.
Belangrijke woorden in deze video
15 woorden uit de video die het leren waard zijn, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| optimistic bijvoeglijk naamwoord | /ˌɒptɪˈmɪstɪk/ | optimistisch |
| skill zelfstandig naamwoord | /skɪl/ | bekwaamheid, vaardigheid |
| prompt werkwoord | /pɹɑmpt/ | aansporen, aanmoedigen |
| tutor zelfstandig naamwoord | /ˈtjuːtəː/ | studiebegeleider, mentor |
| scary bijvoeglijk naamwoord | /ˈskɛə.ɹi/ | eng |
| essay zelfstandig naamwoord | /ˈɛs.eɪ/ | essay, opstel |
| harness werkwoord | /ˈhɑɹ.nəs/ | inspannen, optuigen |
| topic zelfstandig naamwoord | /ˈtɑpɪk/ | onderwerp, thema |
| remind werkwoord | /ɹəˈmaɪnd/ | herinneren |
| artificial bijvoeglijk naamwoord | /ˌɑː.tɪˈfɪʃ.əl/ | artificieel, kunstmatig |
| classroom zelfstandig naamwoord | /ˈklɑːsɹʊm/ | klaslokaal |
| uncertainty zelfstandig naamwoord | /ʌnˈsɜːtənti/ | onzekerheid |
| equation zelfstandig naamwoord | /ɪˈkweɪ.ʒən/ | vergelijking |
| mindset zelfstandig naamwoord | /ˈmaɪn(d)ˌsɛt/ | mentaliteit, ingelsteldheid |
| citation zelfstandig naamwoord | /ˌsaɪˈteɪʃən/ | dagvaarding |
Phrasal verbs die je zult horen
| Woord | Uitspraak | Betekenis |
|---|---|---|
| bring up werkwoord | opvoeden | |
| come out werkwoord | /ˌkʌm ˈaʊt/ | uitkomen |
| go out werkwoord | naar buiten gaan | |
| put out werkwoord | buitenzetten, uitwerpen | |
| set up werkwoord | /ˌsɛt ˈʌp/ | bereiden, voorbereiden |
Grammatica in deze video
De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:
| Structuur | In de video |
|---|---|
| Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt | Have you seen · I've trained · I've taught |
| Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet | be outsourced · can be enhanced · being said |
| Betrekkelijke bijzinnen who / which + zin — extra informatie over een persoon of ding | students who are · students who were · students who don |
Uitspraak om op te letten
De spreker gebruikt 30 samentrekkingen en verkorte vormen, zoals I'm, don't, you're. Spreek ze kort uit, zoals je ze hoort.
- De “th”-klanken: mathematics /mæθ(.ə)ˈmæt.ɪks/, thesis /ˈθisɪs/
- De klanken “sh” en “zh”: artificial /ˌɑː.tɪˈfɪʃ.əl/, equation /ɪˈkweɪ.ʒən/, citation /ˌsaɪˈteɪʃən/, cautious /ˈkɔːʃəs/, conclusion /kənˈkluːʒən/
- Lange woorden — let op de klemtoon: optimistic /ˌɒptɪˈmɪstɪk/, artificial /ˌɑː.tɪˈfɪʃ.əl/, uncertainty /ʌnˈsɜːtənti/, anxiety /æŋˈzaɪ.əti/, fundamental /ˌfʌn.dəˈmɛn.təl/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: remind /ɹəˈmaɪnd/, collective /kəˈlɛktɪv/, cognitive /ˈkɑɡ.nɪ.tɪv/, accuse /əˈkjuz/, dread /dɹɛd/
- /æ/ — opener dan de Nederlandse “e”: anxiety /æŋˈzaɪ.əti/, rapidly /ˈɹæpɪdli/, feedback /ˈfiːdˌbæk/, graphic /ˈɡɹæfɪk/, wrap /ɹæp/
- /g/ — een harde plofklank, geen Nederlandse “g”: graphic /ˈɡɹæfɪk/, grammar /ˈɡɹæm.ə(ɹ)/, cognitive /ˈkɑɡ.nɪ.tɪv/, organizer /ˈɔɹɡənaɪzɚ/, grapple /ˈɡɹæpəl/
Zo oefen je met deze video
- Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
- Begin op 0,75× snelheid, spreek zin voor zin na en ga terug naar normale snelheid zodra het makkelijk gaat.
- Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als optimistic, skill, prompt.
Wat is de Shadowing-techniek?
Shadowing is een wetenschappelijk onderbouwde taalleermethode die oorspronkelijk is ontwikkeld voor professionele tolkentraining en gepopulariseerd door polyglot Dr. Alexander Arguelles. De methode is eenvoudig maar krachtig: je luistert naar native Engelse audio en herhaalt het onmiddellijk hardop — als een schaduw die de spreker volgt met slechts 1–2 seconden vertraging. In tegenstelling tot passief luisteren of grammaticadrills, dwingt shadowing je hersenen en mondspieren om echte spraakpatronen tegelijkertijd te verwerken en te reproduceren. Onderzoek toont aan dat het de uitspraaknauwkeurigheid, intonatie, ritme, verbonden spraak, luisterbegrip en spreekvaardigheid aanzienlijk verbetert — waardoor het een van de meest effectieve methoden is voor IELTS Speaking-voorbereiding en echte Engelse communicatie.