A Vision for Learning

Welcome, great to have you here. Just want to, uh, start by giving a little tour of this webinar Ninja, if you haven't used it before. I believe for your view, over on the right hand side, there's a bunch of little tabs. There's chat, there's questions, there's polls, there's offers, and then there's handouts.

I don't have any handouts yet, but I might put something in there later. Um, the chat is where you can. Say hello and uh, and put comments in the next tab, which is questions is where you can ask a specific question. So, Catherine, since you're here, I'm gonna ask you to start by putting your question in there.

Um, and, uh. What I would also like to do is, uh, make you a presenter, if that's all right with you. Um, and what that will look like is you'll be able to talk me through things instead of typing them in the chat. So I'm pretty sure you can hit decline. You don't have to turn on your video or anything 'cause we didn't, uh.

We didn't prepare you for this, uh, but you're welcome to, uh, to start talking. So I'm just gonna blather on 'cause that's what I do. But if you want to, uh, chime in after you give permissions or if you have troubles, put it in the chat and we'll try to, try to troubleshoot it and make sure that, uh, that things work out.

All right. Oh, I can hear you.

Hey, there.

Hi, how are you?

I'm great, thank you. And you?

Ah, doing well. I'm so excited about this fun challenge we're gonna have today.

Can't wait, and I'm so excited to get some so solutions.

Excellent. So, uh, why don't you start out by, uh, telling us what it is that, uh, you do, first of all, and who you are and, and what you're trying to accomplish and what, what your issue is.

Perfect. Thank you. So my name is Catherine Hart. I'm a principal in Madison, Connecticut in a, uh, middle school for grades sixth, seventh, and eighth grade. And we have three different schedules within the building. So sixth graders have one schedule, seventh have another, eighth, have another. I'm constantly running into overlaps with, I've got a period two in grade six and a period three in grade eight, and the teachers can't teach both periods.

Um, I have different length periods, so in grade six I've got. Three 70 minute periods versus in seventh and eighth grade. I've got 4 52 minute periods for the course subjects, two related arts in grade six, three in grade seven and eight. So it's a total mishmash. Um, and I. So when I now look to, um, either reduce a period or lengthen a period, every time I do it, I've got chicken scratch on paper and pencil with crossing out times, and I just feel like I'm missing something.

And the fact that there has to be an easier way to, um, say add time to this block, take time away from this block. Make it all fit evenly. So try to give some more parameters and ask some questions using ai. So that's why I had reached out just to see what's out there and to, um, try to get some input

that this is awesome. So, uh, as, um, as a former middle school principal, this is, uh, something that I did regularly where, and I in every, um. Every district that I was at, I, I did something with our schedule. And so what I'm sharing here now is the bell schedule for our middle school. Um, that was, uh, for Kodiak Middle School and I.

We did something similar. We had something different set up, and then we wanted to do these things. And the, the work that you gotta do to figure out how to make all that adjust and change is a major pain. So are you doing this right now by hand? All the time.

Yes.

Okay. So first step I would say is that you start using, um, Excel or Google Sheets or something like that to keep track of these things so that you can have a place to one, track the changes that you're making, and then two, be able to put them in, you know, do some time math with those tools that will.

Put over to the side. This is how long this class actually is. So that would be one thing, but I think what we're gonna get to today is we're gonna share some stuff with AI that we can do to, to make it work hopefully a little bit better now, uh, I taught, or I was a principal at a 6, 7, 8 middle school as well.

And, uh, and, and that can be. Very difficult with three different grades and three different schedules. Um, and again, we don't just wanna use AI as a tool to just like bend things to our will. We wanna look at why we're doing things. So why do you have three different schedules for sixth, seventh, and eighth grade?

What, what's the genesis there? No judgment. Just why is it set up like that to start.

Uh, guiding factor behind that is the number of minutes for LA and math instruction that I'm required to have in grade six, so that there's a gradual, um, looking at the programming, uh, the vertical alignment from grades four to five, then into sixth before we get to four subjects in seventh and eighth.

So it's really looking at the vertical piece and not wanting to compromise time on the seventh, um, on the sixth grade, language arts and math.

Okay. And so, uh, what are the time requirements or is there a, a website, um, that, that shows the required times?

Um, but what I've been told right now is for, um, for math in LA and grade six for 70 minute blocks.

And then for science and social studies, I have 7 1 70 minute block and it. Is six weeks of science for students and then followed by six weeks of social studies. And we're also looking at what if we change that now and do a day of science, a day of social studies and alternate. Mm-Hmm. But I do think if I came up with something viable that I would, um, be able to make a strong garment argument to the, uh, assistant superintendents and uh, and be able to justify why would I want to change.

Okay. That, that makes sense. So with those, uh, those types of things, those are, um, those are important to know what the genesis of some of these things are. So, so, uh, I'm gonna share my screen. I'm gonna, I'm just gonna walk you through what I've done already and then, um, and then I'm also going to, uh, we're gonna go through some of this together.

Alright. Wonderful.

So

what. What I did first is I said, alright, what do you make of these schedules? And I just pasted it in. I copied it from your website. So you can see your website here with your daily schedules, right?

Yes.

So I just went online and I found that and um, and I just pasted them in. So, so I did that first and, and got the information and it looks like this is right.

And this is the really fascinating thing with AI is. I can help you from afar, but you understand your schedule better than I do, and so you'll see if the AI hallucinates or makes something up. Mm-Hmm. So anytime we're talking about doing stuff with ai, doing things that we, I. Working with things that we don't know and understand can be really challenging for us.

So we wanna make sure that we don't do that as much as possible. You wanna work with content, you know? Yep. Alright, so then I said, uh, here's seventh grade. And I just took a picture and put that in. And again, it looks like, uh, it got it. Now is your homeroom period really just three minutes long?

Yes.

Okay.

And what's, what's the reason there?

Because that class actually homeroom leads into their next period class. So,

okay. So, so they have homeroom in room five and the, their first period, their next period class is in room five, and it's just three minutes carved out of that class to be homeroom stuff. Is that right?

Correct. Okay. Fascinating. This is so fun. Oh my. I'm such a nerd. All right. Uh, so pride period, uh, 1234. 12 54 20 minutes. Is that right?

It is. And we're looking to potentially get rid of that. That's one of the questions that I would ask AI to say, create a schedule without the pride period.

Okay, great. So, uh, is that only seventh grade that has pride period?

They all have them. Um, sixth grade, I could only take 10 minutes away 'cause otherwise I go over the contractual teaching minutes. Um, but I can take it all away from grade seven and eight. Oh, how it's not used Well.

Yeah. Okay. So, so what I'm gonna do is I, I put all these in and I, and now the AI knows what we're working with.

Yeah. So the first thing I'm gonna do is I'm gonna say first thing is remove pride, period. From each schedule and, uh, ca and add that extra time onto everything else. Okay. Okay. So I don't know how this is gonna work, Catherine. It may work great and it may not, but like this is what you do is you just start trying to.

Uh, figure it out. So now what it's gonna say here is the, the current pride period is 2 0 7 to two 30. The remaining periods are seven periods. It's gonna distribute the extra 23 minutes across seven periods, about 3.3 minutes per period. Obviously, you know, we're not gonna go in seconds here, but each period gains approximately three additional minutes, rounding where necessary.

So then it's got the same thing for, uh, grade seven.

Yep. And

grade eight. Okay. Now, uh, what I'll do when I finish this is I'll share this whole conversation with you so that you can see all the things that I did and you can get the whatever information you need from it. Awesome. Okay, so you said that over here.

When you do that, then you add too much time. You go over instructional minutes for the teachers, right?

Yes.

Okay. So, uh, so if we add up all this time here, so I'm just gonna say, let's look at just sixth grade for now. Add up all the duration for total teaching time. How about total core teaching time? Oh, total core teaching time.

All right, great. We'll do that

actually. Core, total core teaching time. Now, one thing that's interesting, uh, 3, 345 minutes, does that sound right to you? I can have two 20 per day, probably 7, 220 minutes per day?

Yes. In

core or in all of them?

In core.

Okay. Um, alright, so it looks like it's counting lunch.

So 75.

So I, oh hey. It actually did not count lunch. I got 3 73. That's impressive.

Hmm.

Yeah, it took out lunch. That's pretty awesome. All right, so we'll just say actually core teaching time. Yep. And so it'll, it'll redo that math for us. So two 20 in core is what you can have,

yes. Okay. Per day.

Oh look, two 18. Okay.

Nailed it. Let's go. That's great. Okay, so looking at that, we're good. Now. Do you still want homeroom to be 11 minutes or would you rather push that to some other classes?

Um. That's where I run into trouble is that I had to, it's kind of a fictitious 11 minutes because I can't go over the two 20, but my related arts periods and that schedule are already an hour.

Mm-Hmm. And that's, um, typically in seventh and eighth grade, they're 52 minutes, sorry. And, um. Sixth grade, they're 50 minutes roughly. And in seventh and eighth they're only about 42. So I, that already gives me some complications in staffing.

Oh, gotcha. Okay. Oh, how fun. All right.

Fun or a nightmare? Depends how you look at it.

Oh

yeah, totally. Um, so one of my counselors would always say, uh. It Scheduling is just a big puzzle, and I love puzzles, and that was kind of like her, her pep talk affirmation to help herself remember that she can do this even though it's, it's really frustrating. Um, all right, so now we're gonna get into things that are more complex, which, which is gonna, which is going to, um, challenge it.

Um, one of the things that I would suggest you do is that you have a, a, uh. Do you have a master spreadsheet that shows how everybody's organized and when they're doing it, or one of those tiles, things that you put on the board and say, this is when so and so's teaching this and all that. How do you do that?

Um, I

have it electronically that I use, yes, but it's not up to date for this sure's problem solving. But yes, I do. I look at teaching minutes per person.

Okay. So, uh, one thing that I would suggest doing is taking that information and uploading that as well and allowing it to analyze that and Okay. And see.

So do you know off the top of your head, uh, how many teachers you have for Core?

For Core and grade six?

Yeah.

10.

Six. We have 10 teachers. And what, what do you want your class sizes to be?

Um, that one's already sort of a given formula. I know I've got 186 kids, 10 teachers, so I know the, the way I organize it is roughly 18 to 19 students per class, and they're teams of two. So once I do it for one team, it, it works perfectly for all the other teams.

That's nice. When that happens, does that hap carry over to seventh and eighth grade too?

Seventh and eighth grade, um, I could get a little bit thrown off because it's driven by math level. Um, but for the most part they're all within the same size. And yeah. Um, I've got the software through Infinite Campus to know who's teaching what, when, what would I be able to ask a question that says, look at all three schedules and make sure none of the related arts periods overlap.

Yeah, let's try that. So let's say look at all three schedules and ensure that related arts periods do not overlap. That's what you said, right?

Yes.

And then I'm gonna tell it to explain where they do overlap and, uh, highlight those. Overlaps. So we'll see. Oh, there was an error, eh? Didn't work. Let's try it again.

Now, what's fun about this is that, um, I. It can do some things that would take us a lot of time to do. You can do that yourself, right? But this can often, uh, line up the schedules in a different way so that it makes more sense. And so the next question that I'm already thinking we need to ask it is line up the schedules in a table so I can see all the periods.

So, because I've done this a lot, I know that this is the kind of information it's gonna give back. And, and this shows where the overlap is, and it says that there's an overlap just between those two. So I'm gonna ask it to do a table with all the, um, all the grades on the same table.

Yeah.

So we'll see if, if that helps and makes it a little bit more clear.

Now as we're, as it's thinking about this, one of the things that I find really fascinating is, um, we worked really hard in my, uh, in my, uh, middle schools to. Make the schedule as simple as we possibly could so that it was easy for us to move things around and make and make them work. And, um, and, and that wasn't always easy, but it was definitely worthwhile when it did work out.

So looking here, uh, the way that this set it up, uh, is not very appealing to me on the eyes. Um, so it's confusing because. Sixth grade has fewer periods, right? Yes. And so they're going to be shorter. That's right. Um, all right, so, so that's one way to look at it. So I'm just gonna say, make the rows align to time so it is consistent.

Across each grade level. Now I don't know what this is gonna look like. And that's, that's part of the fun, is it could be even more confusing that way. And if that's the case, then that's okay. We just go back to what this is. But, um, looking at this now with these side by side, it looks like it is, like it is.

Look, it did it here. Oh, this is the aligned schedules. It just did it really fast. Okay, so now this shows when people are going where, so from,

yeah.

And it broke up to these smaller time chunks. So 10 31 to 10 39, and then, uh, this core goes to 1146 and it just put them in here. Yeah. I, Catherine, I would've never made a table like this.

Would you make a table like this that has like 8 0 5, 8, no, 5, 8 0 7 to eight 11? Not at all. Not at all. Uh, so that's kind of crazy. Um, so let's say, uh, let's highlight only the core periods for each grade. And what's interesting is that the AI is now making suggestions about how we, how we look at this data now that it understands that we're looking at some different kind of data.

Mm-Hmm. And so as you, as you think about what other applications this has. This gives us the opportunity to go look at different things and see how we can, how we can do that for, for each of them. Um, so it says that it's highlighted them, but that's not showing up on this. So let's see if that looks any different on here.

All right. I'm gonna say that's too confusing. Go back to aligning by.

And you said that I can see all this after the fact. Is that right?

Yep. So I can click this little share button and if I. Um, if I share it now, then uh, I might forget to share it later. Yeah. So I'll share the whole thing so that later you can, you can access it and you'll be able to see, go through and, and see everything,

but I would be able to do that.

For example, if I did this, I could share it all with my assistant principal.

Yes, exactly. Mm-Hmm. Okay.

And I can take that table, copy it, and open it up in, you know, Google sheets and then manipulate it from there.

Yes, that is correct.

Okay.

So what's interesting is I can't share this conversation like this, so I will, I will still share it with you though.

Um Okay. A different way that I'll be able to do that. Uh, it won't be quite as nice, but you'll, you'll get the general picture. Got it. Okay. So here is, um, this, uh, schedule here aligned by period as it was originally. So there's homeroom, there is, uh, period, 1, 2, 3, 4, 5, 6. Seven and then, uh, eight and nine. And so, uh, again, I don't totally love this, but you know, we can, we can do things differently and you can say, all right, let's just, you, let's just focus on sixth grade.

Let's just focus on seventh grade and then you can put it all together. That is more what my

schedule looks like. On, on paper when I print it out on one sheet. And then core is one color, lunch is another color, and related art is another color. So that is very much what it looks like right now.

Oh good.

So this looks familiar to you? It does. Okay. So what you can also do then is you can upload your current. Sheet with it all on one page, you know, because I just, I just took a screenshot and, and pasted it in. Yeah. And you can, you can upload your content specifically, and if it's in an Excel sheet, it'll be able to recognize it even better.

Um, because, because it's in those actual cells. Is that what it's in? Is it an Excel? It is. Okay. So, um, all right, so what else? So we saw, let's go back here. We saw that these were the two overlaps. Uh, of related arts, what, what problem does that present for you? That you can't have related arts teaching two different grades.

Correct. And that's the way I've got it right now. I don't know if there's a way to fix it. Right. Um, that's part of the, what I'm trying to look at. I wanna make sure, like when I look at one of these, now I've got an overlap in lunch. So grade six finishes lunch, two minutes after. Grade seven starts, which wouldn't be able to work.

Okay,

so what I'm doing now is I'm saying in this one where it showed the relate, the overlap of related arts, I'm gonna say related arts cannot be overlapping. So please find a different time. For those related arts classes and lunch can't overlap between the grades either.

So I think it really is about being that specific, about telling it what you want it to do.

Yeah, exactly. And, and what you'll find is that, um, is you. You can't assume that it knows anything. You can't assume that it understands anything about what you're doing. So you have to be very specific in saying, this is what I specifically need. And truly sometimes, which we will probably get here too here in a moment.

Um, what we'll get is there will be some. Overlap or there'll be so much content that it can't keep track of it anymore, and then this is too much. So for example, um, if you were to upload your master schedule and try to put everything in there, then it might be too much for it to handle and it might, it might fry Its brains doing that.

Okay? So, so those kinds of things do happen. Alright, so, uh, grade six. Two related arts was shifted to 10 to 10 58 to overlap with grade eights related arts. Grade eights period three related arts was shifted to 1130 to 1220. To further avoid overlap, your lunches are 11 to 11 25, 12 15 to 1240, and grade eight lunches 8, 10 40 to 1105.

Is that too early to have lunch?

It's not, but I still have the overlap of grade eight ending at 1105 and grade six starting at 11.

Okay, looking at that, is that the only problem you see?

And that we see grade six period two shifted to 10 to 58.

Let me, let me shrink this down. I might be able to get more on the page here.

Here we go. So here are, so here's grade six

adjusted. To avoid that overlap. Um, so when I look at that, I don't know what grade six kids are doing from 9 27 till 10.

Okay. So,

right. So I don't think it took everything into consideration. There's blank periods,

so we just say grade six students don't have anything from nine 30 to 10.

Lunch still overlaps between grade eight and grade six and all right. Anything else that you're seeing with grade seven and eight here? Oh, look, it says ensure no gaps between class times,

class times. Oh, yeah. We need that. Good idea.

Okay, so, uh. That was, so that was just the suggestion and that's just what I, uh,

yeah,

that's great having that suggestion.

That's, that's actually pretty cool. So what it's doing here is it is not having a passing period at all.

Yep.

Um, and do you want a passing period?

Yes. So we could put in Right. Include three minute passing periods.

Oops. Not 30 that.

All right, so lunch here is 11, 11 35 to 12. Lunch here is 1125 to 1150. That is definitely overlapping even though it says non-overlapping. And this one is 10 45 to 11. 1110. Yep. Include three minute passing periods between classes and ensure lunch doesn't overlap. Now, it's so fascinating about this little.

This thing we're doing is that this, this is really complex even for us as humans to do. And it's possible that the AI is just not gonna be able to figure it out. I was trying to solve a problem the other day, and I went around again and again and again, and it just kept bringing back the same solutions that didn't actually work.

And I was like, you're repeating the same thing. It's like, oh yeah, lemme try something else. And then it did it again. I was like, no, that's, that's not helpful. Okay. Um, so here's an updated schedule. Three minute passing periods included between classes and to even put them in there and not overlapping lunch grades.

Uh, so lunch is 1143 to 1208,

uh, and then 1129 to 1154. That's still overlapping. And 10 47 to 1112. So lunch is still overlapping.

Mm-Hmm.

Non-overlapping Lunch periods 1143. There they are. Uh, so I'll just say lunch is still overlapping and this is, I think what we're gonna get into 'cause it. It's obviously having a hard time with that lunch period.

Yeah. Yep.

So aside from that though, I could still go in, I know this is much simpler, but try related arts periods of 44 minutes and core of, you know, 52 minutes. Like I could adjust it that way, that it might be able to then play with the lunch periods more.

Yes. Mm-Hmm. And, and so doing that's the kind of thing that you just need to come in and play with.

Yeah. And so then one of the things that you'll, that you'll find like we, we went through a lot with this by saying, adjust the times. Take out the pride period. And if you already know that, you're not gonna have the pride period. And you say, and you start more fresh and say, I have, uh, four core periods for eighth grade.

I have three related, is it three or two related arts classes? Two. Two for grade six and three for grade seven. Okay. So then you could say, these are what I have. These are how long they need to be. Build a schedule that doesn't have core overlapping with related arts for any grade or something like that.

Yeah. And then, and then you'll be good to go. So, okay. So again, yes. I think that this is going to. Continue falling down on the grade or on the lunch thing? Yeah, because it's still, it's still overlapping. Okay. Um, and so that's one of the things that AI just does. So your lunch schedule right now is 1132 to 1157.

1207 to 1232, and 10 52 to 1117. Right. Okay. So, so what you can say, so let's try this. We're gonna say, make sure that lunch is not overlapping and happens between the times of 10 52. And what's your latest lunch? 1232. 1232 It ends? Yep. Okay.

Make sure lunch happens between 10 52 and 1232. And is not overlapping. All right. And so this will be the last time we'll do something with the lunch. Sure. But, uh, it goes through and it does all this stuff for you again. And so then after this is finished, if it gets it right then, then we'll do, uh, one other thing with it.

But, but that basically is the process you go through to make this work how you, how you want it to.

Okay.

Um, and, and what's, what's fun here is you, you just get to play with it and, um, and like sometimes this stuff may take longer to do like this than you think it should, but. The fact of the matter is you're gonna have to figure all this stuff out anyway.

Okay. You can have it. Write these things down for you and put them into a sensible format, which is what we're gonna do next. Then it becomes much more powerful. Still has the, the time break there. Okay. So I see Trish's

comment though, that maybe changing the wording where it says not over overlap, not using the word overlapping, which I certainly would could try using.

Some different language.

Mm-Hmm. Yeah. So you could be more specific and say things like, uh, ensure that, uh, no two grades. Have any part of la of lunch at the same time period. Okay. Or something like that. So, yeah, sometimes the language, uh, doesn't mean what, it doesn't understand what we are intending it to mean, things like that, so.

Sure.

Um, so then the next piece is, uh, we wanna put this into a format that is by grade level and easy on the eyes. Like this. And then I'm just gonna do a screenshot again of this and I'm just gonna see if it is able to get that same look, uh, for that. And so, so then this is, the other part that's pretty cool is when you.

If you can say, this is what I want it to look like, then it can sometimes output things to be how you want 'em to look. Mm-Hmm. Now this is not exactly what that looks like, right? Yeah. But it's pretty close. And this is something you can also copy and paste into. Right? Excel. Excel or table in a Word doc.

And you can make it. You can make it work how it needs to. Awesome. Alright, so looking at these, and I know that you're just briefly looking at them, but this is back to a more readable, the, uh, the period, the passing periods are not included in there, and so you can kind of see this, just looking at it briefly, is this looking better than you were you were thinking before?

Yeah, it is. Okay. Yeah. So, uh, this is really the process that I go through and if you look at my history over here, you can see I've got all these different things that I've been doing, and, um, and these are, this is the process that I go through. You just gotta work and finagle it and figure it out. Um, I will say like if you're, if you're dealing with, uh.

Information that, uh, might not be, uh, appropriate to share, like student information, you wouldn't wanna put it in there. You'd wanna keep that, um, keep that out or randomized or anything like that. Um, yes. Uh, yeah. So. And then

how would you share that, like, whole conversation with, because the first time it hit a wall, right?

Yeah. So the way that I, I would typically share this is by hitting the share button. And the issue right now is that I uploaded images and so it doesn't work. And so, oh, so, so I have another tool that is called, uh, obsidian Web Clipper. And I hope that this will work. This will basically just take the whole entire thing.

Should, uh, should save the whole thing. Okay. Um, so I'm not sure if it'll do that or not, but I'll find a way to get this to you for sure. Catherine.

That would be great.

Yeah, because, uh, that'll just make your life so much easier if you don't have to reinvent the wheel. Now, in the end, like all that really matters is this, down here at the bottom are these schedules here, so, uh.

I'm just going to copy these real quick and make sure that you have them. Yes, that would be great.

I liked though the, like, sort of the questions, the prompting of how you were saying tell it to do this. Um, yes.

Yeah, I think that's one of my problems. Yep. I think that that is, uh, that is really important because you, you get better at it by doing it and Mm-Hmm.

Um. And it's not always, uh, not always easy to, to figure that all out. Right? So let's see if this comes out nicely. Oh yeah, that's pretty good. I love it when things work out how you want 'em to.

How cool. Um, just one sec. I'm doing something on the other screen, so just a minute.

No problem.

Okay. Um, so, huh, that is great. This is, this is really nerdy. I've been working on something the last few days to, to make things work so that I can. It, do something on, on my website and make it show up and, um, really quickly. And that's what I just figured out. Uh, and it actually worked exactly how I wanted it to.

Awesome. So what's cool is I'm gonna hit this button. It's going to publish to my website, and in about one minute you're gonna have. A link with those schedules done, and I didn't have to do anything fancy to make it work. I just copied that into my note taker. Oh my gosh. This is just amazing. I just love it when things work out how they're supposed to.

Me

too. Okay, so right now this is gonna say it's not here, but it's gonna load here in just a minute. Which is uh, which is pretty cool. So it might take two or three minutes. We'll see. Alright. Um, so, uh, I'm gonna, I'm gonna leave that share up for just a minute. Um, well Trish, I appreciate your comment. I would not have thought to do this.

I either, well, if I was in a school, I probably would have, 'cause I. I just don't need to make schedules very often. But I, when, when Catherine emailed me about this, I was like, this is the perfect thing to do because this is such a pain to do it all the time. And it is, uh, it is always annoying. So it is, uh, it's crazy.

So let me, let me share one more thing real quick, which is, uh, the middle school schedule for, uh. For Tan on middle school, the second middle school that I went to, and this is what our schedule looked like, and there are a couple of unique things, and this took us a long time to figure out a lot of like iterating and changing and going through.

But on Mondays we went 1, 2, 3, 4, 5, 6, and then we had multiple periods and we did not. We were differentiated by grade, but I said, we're just not gonna do that anymore. And then Tuesday we did 1, 2, 3, 4, and then our advisory period, and then we did 5, 6, 1, 2, and then advisory, and then 3, 4, 5, 6, and then advisory to get extra, um, extra time for certain, uh, certain classes so that they'd be able to be longer.

And so they were an hour and 15 minutes. Um, and then, uh, on Fridays we did it all backwards. So we did 6, 5, 4, 3, 2, 1. Um, you know, we, we were operating off of the information that our kids were struggling in the afternoon in certain classes because they weren't, uh, 'cause they were tired or hungry or just exhausted.

And so by doing it this way, we, everybody got. Got a time to be their best. So if you were good in the afternoon, but the rest of your class was bad in the afternoon, then you had that good time in the afternoon. Uh, this was really interesting and fun, uh, to, to play with. So, uh, we, that's how we broke it up.

Any thoughts about that, Catherine? Or in the chat? Anybody?

There's always been a lot of conversation about, um, rotating schedules and dropping a class one day and adding another. Um, and this, I've seen some various, uh, schedules like that, but I've never really been able to map wrap my mind around them. Um, we are also on a six day rotation. Which I'm sure I could put something like this into a AI and say, create it on a six day, uh, right.

Yep, yep. Yes, we could. Yeah. So let me add these, uh, these two schedules in here. Yeah. Uh, as a handout so that you can, you can have them. And Thank you. What'll. Hopefully this will, this will help you see, uh, just a couple different ways to look at things. And like I said, I've been, um, I've been playing with this stuff.

All, all the time. I, I just, I really like being creative with schedules. Um, one of the other things that we did is, uh, we turned off the bells in my school so that no bells went on at all. And the thing that's crazy about that is that once we did that, um, it, the, the, uh, tardies just disappeared and we didn't have tardies anymore.

And that was really cool because, uh, tardy stink and they're annoying. And, and we didn't have 'em anymore because, uh, 'cause we didn't have to worry about it 'cause it just went to class, which I thought was so cool. Um, I just loved that, that, that, that happened. It was awesome. Yeah,

I like that too. We don't have

bells.

Oh, that's great. Yeah. Not enough schools don't have bells. I think there should definitely be more schools without bells. Okay, so over on the handouts tab, you should be able to have both of those schedules. You can download as a PDF, um, Tricia. Oh, that also went into the, uh. Into the chat. Good. Um, I love the idea about experiencing different classes during different times of the day.

Would students get confused and flustered with the schedule? No, the kids did not actually, they, they would sometimes say, oh, what class do I go to? But these schedules would put 'em up all over the place. And it was a, it was not a challenge at all. We just had them everywhere. And so, uh, there was no shortage of printing those at all.

So, um, all right. And then let me just show you real quick, uh, the thing that I mentioned is it is here already on my website. So what I will do is I'll add all the chat GPT stuff to this, um, oh, I forgot to take that little piece off, but that's pretty cool. So there's, there's your schedules and that is at this site right here.

Oh, yeah.

Um, and so you can, you can go there and I'll update this, uh, Jethro site slash polson middle dash school. Um, I'll update this with the chat g bt transcript. I'll figure out some way to make it look, uh, a little bit nicer. It'll probably be a PDF. Um, 'cause when I copy and paste from, uh, chat t it often does not look how it should.

Okay. And it gets, uh, gets ugly when you do that. So the formatting in there is nice and you wanna. I probably wanna keep it that way. So, um, so anyway, that's, uh, that's that, uh, this was a great thing to share. Thank you, Catherine. I appreciate it. And if you're talking with other people and they're like, how do I do this with ai?

I do these every month. So people can come back and, and check it out. And, um, there'll be a link on this page to register for future ones. So if people wanna do that, um, and this was fun and I, I appreciate it. So, um, you can, uh. I can push the stop presenting button. I will do that in just a minute and then you won't be on screen anymore.

But do you have any other questions, follow up or thoughts or comments?

I don't. This was extremely helpful, just taking what we have, seeing how easy it was to drop it in, and I think really understanding better how to ask the questions, how to, what can be uploaded and reframing it and then. I didn't realize, honestly, that it would give me prompts as well to say, should I add additional time to core?

Um, so I think it's great. It, it's certainly you can do a lot more in shorter amount of time. I.

Yeah, for sure. And, uh, the, the additional prompts that it gave, that was new to me that I did not, uh, I, I hadn't seen that before. Um, and I was just using it the other today and I didn't get those prompts. So, um, you know, that's the cool thing about AI is that it's changing so fast is they're constantly adding new things.

All right. Well, thank you so much Catherine, and Thank you. You're welcome. Anything from, uh, anybody else who's here? Any other questions that you want to ask?

Okay. Well, uh, this was awesome. I, I just appreciate you all so much. Thanks for being here and, um, you know, like I said, invite other people to come. And, uh, the best part is when we have people who have actual questions and we can work through it together. Um. So I got, uh, this question from Aaron, and I think Aaron is probably the, the best one to answer this question because he is doing this a lot, which is what are practical strategies for winning the hearts and minds of school leaders when it comes to AI integration for their school and personal utility?

And, um, and that I think is, uh. A, a great question. So I'll give my thoughts and if Aaron is able to join, he'll come and chime in with his thoughts. And, uh, what we just did is really in my mind, the best way. To get people to see how AI can be beneficial. And I love taking problems that people are having and going through a process to figure out how to make that work.

And I think that's the best way to do it. You solve real problems that you're actually having, and sometimes it works and sometimes it doesn't, and that's totally fine. And you learn a lot about. How it operates and how it works when you actually try to do something with it. And I think that's the key. Um, if there was anything, like to really focus on it would be that idea is just start doing stuff and start playing with it and start figuring things out.

And when you do that and you solve the actual problems that you're having, then. It's, it's amazing and it works and, and I just think that that is incredible. So, uh, lots of fun stuff. Thank you so much for being here. And if, uh, if you have any other questions, feel free to reach out to me anytime and, um, and we'll see you next month.

Uh oh. Actually next month might be a little bit different 'cause I'll be presenting in Alaska, um, during the time that we're usually doing this. So I haven't decided if I'm just gonna turn on this webinar and do my presentation live at that time also, I'm not sure, but if I update, I'll change the date in in this and, uh, anybody who's registered it should get an updated calendar invite or email notification for all that.

So anyway, thank you everybody. Appreciate you being here, and I hope you have a wonderful rest of the day. We'll see you later.