The AI Educator BrAIn

Alex: You're listening to The AI Educator
BrAIn — brought to you by Share My Lesson

at the American Federation of Teachers.

Real talk about AI in education.

No hype.

No jargon.

Just what educators need to know.

Now, let me turn this over to your hosts:
Kelly Booz and  SAair-ee Beth Rosenberg.

Kelly Booz 3 (2): Hey, I'm Kelly Booz,
and welcome back to The AI Educator BrAIn.

SAaree Beth Rosenberg and I are
back with Christopher Penn for a

big one — what does career readiness
actually look like when AI can do

60% of the tasks in your profession?

Chris brought Stanford data, Bureau
of Labor hiring trends, and a line

that's going to stick with you: if
you do it with a template today, a

machine does it without you tomorrow.

But first — our SNL Weekend
Update–style AI Educator News Update.

The internet confidently roasted a real
Monet thinking it was AI, Elon lost a

$134 billion lawsuit faster than a school
lunch period, and Google announced you

can now deepfake yourself from your phone.

It's been a month.

Quick note — this episode comes
from our live AI Educator Brain

webinar series on Share My Lesson.

That means during the live recording,
you'll hear us reacting in real time

to our huge community of educators
— sometimes talking about what's on the

screen, what someone posted in the
chat, or all the thumbs up and heart

emojis people are sending our way.

Hundreds of educators show up
every month to learn, laugh,

and occasionally roast us.

If you find this content helpful
and you need your PD recertification

hours, join us on Share My Lesson.

Our recorded on-demand webinars offer
the PD certification, all for free.

This is PD that you choose, not
some in-service chosen for you.

Head to sharemylesson.com.

Alright, let's get into it.

Kelly Booz: All right.

Hello.

Happy May, everybody.

Hello.

We're back.

We love May … Christopher
Penn once again with us.

Christopher Penn: Hello again.

Kelly Booz: Hello again.

Well, welcome everybody to
Career Readiness: Prepping

Students for the Future of Work.

I have asked Chris to join us today,
and I've told him that he cannot make it

all doom and gloom and scare all of us,
so- he has promised to do that with us.

But I see, a lot of folks are
using the chat, which is great.

Let us know where you're joining us from.

There's somebody who's on vacation
in Colorado right now, from Texas.

Ooh, nice.

And I would love to join you.

That sounds wonderful.

Kelly Booz 3: that up.

Yes.

All right, and so a couple other things.

love it in the chat if you share, is
this your first AI Educator Brain webinar

with us, or have you been to other ones?

so let us know in the chat.

You will know that, Well, first
of all, gosh, once again, I do

this every time, Saree Beth.

Hi, I'm Kelly Booz.

I'm the director of Share My Lesson
at the AFT, and also the co-founder

of the AI Educator Brain, and let me
pass this on to my partner in crime.

And I'm Saree Beth Rosenberg.

I'm about to round out 24 years with
more to go at the High School for

Environmental Studies, public high school
in New York City, and I am a co-founder

of the AI Educator Brain as well.

Awesome.

And then Christopher Penn.

Christopher Penn: Yes,
I'm Christopher Penn.

I'm the co-founder and chief data
scientist at Trust Insights, an AI

consulting firm, based in Boston.

And I was, had the privilege of
speaking at AFT Teach last year.

I've been working with the Share
My Lesson folks on their AI

initiatives, and now guest starring.

Sari Beth Rosenberg: Always.

Our favorite- Forever- Our

favorite guest … forever guest star.

Absolutely.

Yes.

All right.

Well, it looks like we've got some
people who are returning to us,

and some people who are brand new.

Yeah.

So I'm gonna- I wanna set the
stage for those of you who are

brand new to the AI Educator Brain.

The first 10, 15 minutes, we have a
little fun and we kind of talk about

what's happening in the AI world news,
with kind of our, our funny spin.

Throughout the sec- throughout the
session, we may be asking, "Is that a

really creepy or cool use of the AI tool?"

And then of course, the bulk of this
is gonna be talking about the topic

tonight, which is the career readiness,
prepping students for the future of work.

So for my type A people, yeah, Chris
is like, "It's the top of the hour.

We gotta get started."

Okay.

Yes.

Yes.

Yes.

So for my type A people, bear with us.

I promise you, we will get to, um,
the main topic- Yes … as we go.

But before we, uh, jump
into it, couple just things.

If you see those little
emojis, send us a note.

Give us a thumbs up.

Let us know that you see them, because
we love getting feedback, live feedback

from you as we go through this session.

So if you could send us a thumbs
up, thumbs down, heart, whatever

you do, we see those floating up
on our screen, and we love those.

we have just finished year two.

We're moving into year three of our
AI Educator Brain Webinar Series.

And look, I look at these
graphics from year one, and wow.

But all of the stuff that we've
done before is online and also

available for professional development
credit, even in the on-demand stuff.

So if you haven't joined our AI
educator community, please do so.

Um, and, um, let us…

Uh, keep in touch with
us on different stuff.

Okay, so the main topic tonight,
we're gonna get into this.

I'm just gonna prime you with
a question to add into the

chat while we get into this.

What is your biggest concern
for your students when it

comes to their future careers?

But now, without further ado, it is
time to do our Saturday Night Live skit

of the AI- … News Educator Update.

But let me first do the intro video.

AI Christopher Penn demo: Live from
Share My Lesson, it's the AI Educator

News Update with your hosts, Kelli
Boos and Saree Beth Rosenberg.

Real news, slightly exaggerated,
always AI educator approved.

Sari Beth Rosenberg: Hi, everyone.

Welcome back to the AI Educator Brain.

It is May.

If you are still standing upright, you are
outperforming at least one Disney robot.

May is that beautiful month where
you're writing report cards, chaperoning

field trips, and completing a survey
about your goals for next year.

Christopher Penn: Meanwhile, the AI
world has been absolutely unhinged.

Sari Beth Rosenberg: These are real
stories with our flair of jokes.

All right.

Let's do this.

Christopher Penn: The internet destroyed
a Monet and felt great about it.

A bot account on Twitter posted an
image and said, "I just generated

this in the style of Monet using AI.

Please describe what makes
this inferior to a real Monet."

People wrote confident,
detailed art critiques.

One called the ch- color choices
incoherent, the reflections

egregiously vague, like most AI art.

The post got 446,000 views.

Then someone replied, "This
is a real Monet, you dingus."

It was.

It was Water Lilies, painted in 1906.

Nobody Googled it.

Nobody reverse image searched.

They saw the word AI, and
their brain did the rest.

Now, in fairness, this
was generated by Claude.

Sari Beth Rosenberg: Ba-dum-bum-bum.

Ba-dum-bum.

Okay.

So Musk versus Altman.

The juries needed less time
than a lunch period, and in

my school that's 44 minutes.

Yesterday, a federal jury in Oakland
threw out Elon Musk's entire lawsuit

against Sam Altman and OpenAI.

He wanted 134 billion, yes, 134 billion,
and Altman removed from his job.

The jury deliberated for less than two
hours, so two lunch periods for me.

Unanimous.

Musk posted on X that it was a,
quote-unquote, "calendar technicality."

The judge said she was prepared to
dismiss his appeal, quote, "on the spot."

Elon is clearly leaning on
the no such thing as a late

assignment movement in education.

10% of teens say almost
all their schoolwork is AI.

A new Pew Research reports that more than
half of teens are using AI for schoolwork.

10% say virtually all of their work
is AI, and 60% say students, at their

school use AI to cheat frequently.

What?

But here's the line that stopped me.

The teens themselves said their
biggest worry is that the over-reliance

on AI will undermine their
ability to think for themselves.

And then they went home, and
they joked about students said AI

might hurt their ability to think
critically, and then they asked

ChatGPT to explain the article to them

Christopher Penn: Uh, as of this
afternoon, Google Gemini now lets you-

Google's Gemini rolled out its avatar
creation inside the Gemini application.

With your identity, uh, uh, with
your permission and identity

verification, it generates videos
of you reading Gemini's answers.

AI Christopher Penn demo: Graduates
are booing pep talks on AI at

College They might finally pay
attention to automate their grading.

That's all for today's news.

Christopher Penn: So that was
literally from 20 minutes ago from

this afternoon's Google I/O conference.

It is available in the Gemini app today.

Nothing sends mixed messages about
deepfakes like an AI company that

wants you to deepfake you to yourself.

Sari Beth Rosenberg: And this is
where I pause to say this is the

creepy or cool, so you get to vote.

Was that creepy or cool?

That was, Chris, not really human
Chris, creating a video of himself,

which is creepy, in my, opinion.

But what do you guys think?

Creepy or cool?

Christopher Penn: And
that was from my phone.

Sari Beth Rosenberg: That
was only from your phone?

I mean, phones have gotten a
lot better, that's for sure.

But wow.

That was just with your phone?

That's crazy.

Okay.

Well, it looks like most people-
So- … think it's creepy.

All right.

Speaking of, speaking of creepy, AI can
read your ums and predict brain decline.

researchers- … found that AI can
analyze your speech, your pauses, your

filler words, the moments you lose
your train of thought, and predict

early signs of cognitive decline.

One study predicted Alzheimer's
from speech patterns alone with

78% accuracy, sometimes before the
patient was officially diagnosed.

The science is incredible.

Early detection does save lives.

If forgetting words is a warning
sign, then every teacher in May should

qualify for extended warranty coverage.

You know, but, you know,
especially if you're getting

older how this can help detect.

Is this creepy from your
opinion, or is this cool?

Let us know.

Christopher Penn: Uh, it's very
cool, and it is just the tip of

the iceberg about how good AI
is getting at diagnosing things.

The new DeepSeek Version 4 model that came
out, on radiology tests scores a 98.6%

correctness on radiology.

Wow.

The best human doctors in Beijing, which
is where it was tested, scored a 96.

Sari Beth Rosenberg: I, I think
that's extremely cool, especially

paired with AI helping us find
ways to maybe cure Alzheimer's

or help mitigate it a bit, right?

It looks like we have a mixed
audience when it comes to this one.

All right.

Huh.

Last one and then we're
gonna jump in to that topic.

Someone hacked the homework,
all of it, during finals.

A hacking group called ShinyHunters
breached Canvas, the learning

management system used by 41% of US
colleges and thousands of K12 schools.

They claim data from 9,000 institutions.

When Instructure tried to patch
it- … instead of negotiating,

Shiny, ShinyHunters…

took over the Canvas login page
at Harvard, Columbia, Princeton,

and ASU and replaced it with their
ransom note during finals week.

Cybersecurity researchers describe
ShinyHunters as a loose group

of teenagers and young adults.

The ransom note said, and I'm quoting,
"Instead of contacting us to resolve it,

they ignored us and did some security
patches," that they put in air quotes.

So honestly, if they had just
added, "Per my last email," the

message would have sounded exactly
like faculty communication.

Christopher Penn: are
not just a bunch of kids.

If you go onto their dark web, uh,
portal, which you can find- it was

floating around on LinkedIn this, this
week, you can find all the companies

that refused to pay the ransom and
all of the data that they published.

And I was curious- Wow … so I downloaded
one of the datasets into a secure

environment that if it was infected,
I could just destroy the environment.

Uh, the data was all clean, and
it was, it's the real thing.

So up there at the top
right, Aman Resorts.

This is one of the most expensive
hotel chains in the world.

A single room in New York City, in
their New York City hotel, $2,800 a

night is what it costs to stay there.

Wow.

That database which they are sharing
on their, their hack- or hackers

portal is their customer records
of the who's who of some of the

wealthiest people in the world.

Sari Beth Rosenberg: we got an email, I
don't … We got an email about this hack,

you know, in our public school system,
so it was, it was pretty widespread.

without further ado, let's
jump into this topic.

Sarabeth, there's a ton of, "What is
your biggest concern for students?"

So maybe we can, uh, lift up some of
the comments that folks have used,

and then we're gonna jump over to-
Yeah … Chris, um, to talk us through

and help us get smarter about AI.

Yeah, so I c- I can read through
some of the things people are saying.

Um, I'll kind of go start most recent.

Karen's concerned about, like, they
can't read or do the basic things needed.

Leslie's concerned they will lack
the hard and soft skills needed

to be effective in the workplace.

s- Edwin feels like with AI, the
approach of education will have to

move on, I agree, I fully agree,
onto project-based curriculum instead

of traditional standard curriculum.

I 100% agree with that.

Soledad's concern, Concern about her
s- their students not being able to

produce their own thoughts and ideas.

But instead of getting used to thinking
through others' minds, whether it's AI

or leaders, influencers they admire, yes.

And I think that's important, 'cause
it's not just AI, it's also just,

like, all the reels and, and videos
people see and, like, not knowing

how to form their own opinions.

one, one more is Pamela.

AI skills for their jobs, but
without giving up their sense of

self or losing sight of themselves.

David's, uh, concerned about
the citizenship of our students

more than their careers.

Interesting.

Seems like a big th- a big trend
here is just, like, basic skills,

and then thinking for, you know,
thinking for themselves, developing

their own critical thinking skills
apart from what AI or other things are

watching and reading or telling them.

Chris, I'm gonna turn this over to you.

Christopher Penn: Okay.

That sounds good.

So let's, uh, set the stage with
some of the big picture stuff first.

this is from Stanford's, Human AI-

uh, report index that came
out, in April of this year.

This is, uh, looking at the change
internationally from 2023 to 2025 in

terms of the number of students who
report using AI to support their studies.

Wow.

Look at some of these numbers.

Like Indonesia, 53% in 2023
to 95% of students using it

in Indonesia in, in 2025.

Wow.

Malaysia.

G- g- just going down the list here.

The United States, 20%
in 2023, 67% in 2025.

Mm-hmm.

So across the board- In, in really
all nations, university students

are using generative AI in some
capacity to support their studies.

So that's part one.

When we look at how schools are keeping
up- Huh … these are AI specific K-12

s- computer science standards by state.

St- uh, standards that where there's
significant AI content, where there's

s- uh, where it's in draft, where it's
minimal, or where there's none, or

there's no computer science period.

What's fascinating to me is look
at the states that have AI specific

content in their standards.

These are not the-
Yeah … the darkest blue.

These are not the states that
I would've expected to see.

Sari Beth Rosenberg: Definitely not.

Wisconsin and Alabama.

Fascinating.

Yeah.

Does anyone in the chat or here know why?

I don't know why.

Christopher Penn: What is co- You know
what is common in these particular states?

These states, the, the ones that have the,
the darkest blue, which are the ones- Yeah

that they, they all have very
large numbers of data centers.

Sari Beth Rosenberg: Ah.

Oh, interesting.

Had no idea.

That makes sense.

That makes perfect sense.

'Cause I'm in

Virginia.

Yeah, I'm in Virginia, and I know that
they, you know, spent the last year or so,

and we, we've, you know, had a changeover
of our governor administration, but

they had, they've had a really big focus
on AI, um, in the future of education.

Hmm.

Christopher Penn: Yep.

Sari Beth Rosenberg: Really interesting.

Christopher Penn: Yeah.

Ohio is building data centers like crazy.

Um, they, they are popping all over
the place, and of course one of the

things that technology companies do
is they do at least, you know, make a

marginal attempt to communicate, uh,
to contribute to the local community

in some fashion, and some of that
comes through things like education.

Now-

Sari Beth Rosenberg: Huh

… is

Christopher Penn: this- Yeah,

Sari Beth Rosenberg: actually to that,
to that … I was just gonna say to that

point, um, with education, you know,
I, I, I'm on our local school board,

and we are, you know, we're in northern
Virginia and we're always comparing

kind of like the funding to, um, the
funding, you know, in our school division

to the surrounding jurisdictions, and
teachers can kind of like hop between

just searches because of the nature
that we're all on top of each other.

But like counties like Loudoun or
Prince William, um, are going to be

far surpassing salaries pretty soon
because they have the land and space

to create these, um, AI data centers.

And so, and then they're getting a lot
of kickbacks from the data centers to

help with the public education system.

Um, and I think that that's gonna be a
real challenge and problem of let's bring

more in 'cause we can get more funding,
but then you're gonna have districts

like, you know, Alexandria's ti- it's
tiny and we have zero space to like add

a data center, um, in our community.

Christopher Penn: Mm-hmm.

Exactly.

Sari Beth Rosenberg: By the
way, I'm colorblind, and now I'm

zooming in and I see the color.

You guys, that's embarrassing.

Yes.

Now I see the colors.

Ooh.

Yeah.

Either way though- Yeah … fascinating.

Christopher Penn: Mm-hmm.

Now, in terms of employment, uh,
this is from the Bureau of Labor

Statistics and, uh, The Verge.

Uh, there appears to be an, a, a
suppression of hiring in artificial

intelligence exposed industries.

Uh, companies in this category, uh, were
down year over year, uh, but everything

else was up in that same period of time.

So the…

We're starting to see some of
this happen in employment data.

Uh, here's an, uh, chart.

This is a, a fascinating chart.

This is from Anthropic…

No, wait, this is, uh, Stanford as well.

Um, this is looking at the head count
for, uh, positions that are highly exposed

to artificial intelligence by seniority.

Hmm.

And you can see there's a big
deflection point in 2023 when

generative AI came out, right?

When, when ChatGPT really
took off in January 2023.

People who are earliest in their career,
that lowest line, 22 to 25 years old, are

seeing about a 20% reduction in the total
number of positions available to them.

Um, so there's 20% fewer seats, period,
in companies that are, have been a, uh,

that are, you know, in roles that are
affected by artificial intelligence.

This is not true, by the way, of
roles that are not as highly exposed.

But as people get are more senior in
their career, people who've been in

their career, you know, mid-career, uh,
senior in their career, they see less of

an impact from artificial intelligence.

So the, the pyramid, if you will,
is sort of eroding from the bottom.

This is not universal.

In China, this is from The New York Times
from this week, or actually from today,

um, a Chinese court ruled last month
that a tech company illegally laid off a

worker by, uh, by replacing them with AI,
and that in China, the Chinese laws are

strict enough that say, "If you, um, if
you use AI, you cannot lay off workers.

So you are, you are-" Really?

"… explicitly forbidden from doing this."

Sari Beth Rosenberg: Wow.

This is, so this is, this is interesting.

This is a policy that the Chinese
government has or the company?

Sorry, I'm just, um-

Christopher Penn: This is a Ch-
this is the policy- … … that

the People's Republic of China, the
government has- All right … saying

that labor law says- Interesting

you may inc- Huh … upgrade your
technology, but you must support workers.

Sari Beth Rosenberg: That,
wh- the US- Wow … how do

you feel?

I think the United-

How, how forward-thinking.

I know.

Well, they've been forward-thinking
this whole time, right, Chris?

Christopher Penn: This i- yes.

Th- this is…

So China is, like, one of, if
not the world's leader in AI now,

um, because AI is fundamentally
all about math, and you- Right

you know, it's a bad idea to get into
a, a math war with, uh, the Chinese.

Uh,

Sari Beth Rosenberg: Yeah.

Christopher Penn: But- What's
interesting here is that because

they are a, a communist state,
by definition it is literally

called the, the People's Republic.

It is a, it is a, a, a workers supported,
uh, env- uh, country, a billion people.

And so they have to
maintain full employment.

That is the guaran- that is
basically the promise of the

communist, you know, uh, philosophy.

If you do not make, maintain full
employment, then your entire system

stops working, and that's when the
pitchforks and torches come out.

And so in a society that in the West we're
told is evil and authoritarian and all

this, it turns out that they are doing a
better job of, of supporting workers than,

than the more capitalist, uh, economies.

Sari Beth Rosenberg: So interesting.

I mean, what does that mean
for here in the United States?

Like, with the, you know, our federal
government has been pretty reluctant

to take really any sort of stand
aside from figure-it-out states.

Christopher Penn: Yes.

Anthropic's labor market
impacts earlier this year.

The, uh, the red lines show you where
you see AI impact now in terms of, uh,

actual, you know, active usage in those
fields, and the blue lines show you where,

what percentage of the tasks in that
field are likely to be impacted by AI.

You'll see education, oh, is
over here in the sort of the

4:00 position on this chart.

Anthropic estimates that 60% of
education tasks can be consumed by AI.

Wow.

So 60% of the things that
you do can be consumed by AI.

It's probably higher than that, but
that's, uh, where they sn- netted out.

In, uh, business and finance, 90%
of tasks, because if you think about

it, in corporate America, there's a
lot of people who are just pushing

paper from one pile to the next-

and a machine can push paper a lot faster.

Equally true are the things like
buildings and grounds maintenance

here at the 7:00 position.

That is not a field that AI
is gonna impact much, right?

AI is not gonna mow your lawn.

in food service, protective services,
production, transportation, uh,

installation and repair, these
are the, the fields where it is

very difficult for artificial
intelligence to, to make a dent in.

And here's why.

W- here's what these all have in common.

The fields that are most heavily
impacted are the fields that

are most heavily templated.

So think about what a template is, right?

A template is like a
standard operating procedure.

It is a, a process How
much of media is templated?

What is the, the formula
for a Hollywood blockbuster?

What is the formula for
a trashy romance novel?

What is the formula for an adult film?

They all have predictable-
Right … sequences.

We're on, like, Avengers 38, right?

So and it's pretty much the same movie.

It's a template.

Think about pop songs.

Pop music.

Sari Beth Rosenberg: Exactly.

Like, if you look at some of the
best pop songs, they follow…

I'm not a…

You know, I love music.

They follow the same sound.

It's very cut and paste.

Like, what's gonna be a hit, you could
easily predict ba- based on certain beats

and choruses and stuff like that, right?

Christopher Penn: It's the fo- yeah.

There, there's the fact that if you
wanna have a good laugh, go, go search

on YouTube for the Axis of Awesome four
chords- Yeah … uh, and you will hear it.

Now, think about RFPs and RFP templates.

Think about Python code.

Think about web design, blockbuster films.

Restaurant menus, grocery store
end caps are predictable, right?

Because there's a template for that.

In education, the five
paragraph essay is a template.

Yeah.

We are teaching people
how to fill in templates.

Well, guess what?

A machine can fill in
templates better than we can.

Standardized testing is a template.

Lesson plans are a template, So if
we are asking a student, "You must

write this essay," you know, "there's
this many pages in this font with

this spacing," et cetera, that is a
template you're asking them to fill in.

And I've been saying this on stage since
2015, if you do it with a template today,

a machine does it without you tomorrow.

If you do it with a template today, a
machine does it without you tomorrow.

So if you are teaching, if we are teaching
people, humans, to learn how to fill out

templates, like the five paragraph essay,
we are training them to be obsolete.

So I'm gonna ask, I'm actually
gonna ask Sarabeth this.

Sarabeth is the educator here.

Yep.

Sarabeth, what things in your job
day-to-day are not templates, where there

is no standard operating procedure, where
there is no guidebook to fo- to follow?

Sari Beth Rosenberg: It's,
it's critical thinking.

It's making connections that only the
human brain can do and can only do.

It's, um, having Socratic seminars
where we talk about the past

and the present and connect it.

It's having, um, debates where we
are making arguments based on data

and maybe a template that they've put
together, and now responding person

to person with comments that they do
not anticipate ahead of time, right?

It's, it's what makes us essentially
human that we are going to emphasize,

and at the end of the day, it's
what makes learning, learning.

And, uh, Chris, Chris, really quick.

Sorry.

Really quick.

What do you think are, yeah, what
items are not templated in education?

And we've seen somebody
said student behavior.

I, I actually did a poll of my students a
couple weeks ago when Melania, the First

Lady, introduced the, uh, humanoid, right?

And made a pretty big statement that
these could be potentially … I mean,

I, I'm paraphrasing, but the intim- it
was intimated that this could potentially

replace humans in front of classrooms.

So I sent my students a poll, and
I asked them their thoughts, and

it was a resounding no that … And
wanna know what they said?

The biggest theme, which was everything
that everyone's saying in here, which

is that it's they don't look to their
teachers necessarily to tell them all

the facts and trivia and the templated
knowledge like Christopher was saying.

They, about the human interaction.

It's the remembering what they
said last week and bringing it

back up again and connecting it
to a new thing we're learning.

It's remem- it's, it's noticing that
they seemed a little down today, and

asking them what's up, and making
them feel like a human, right?

the differentiation education, both in
terms of, like, their knowledge and, like,

their, what makes them essentially human.

And they said that they would absolutely
never want a humanoid to replace them, it

made them start interrogating what is the
… Where we're at right now with what Chris

is asking us, they started interrogating
in their one or two-sentence answers

what the point of the classroom is.

And they want it to fundamentally change,
and we don't need cons- to pay, uh,

consultants and people who have been in
the classroom for a year who then go on

to research classrooms to tell us this.

We can just talk to students and
teachers in the classroom right now.

We need to fundamentally change
how we are teaching yesterday

It's almost too late.

And I've been screaming this for
y- before 2015, not because of AI,

but because what I was seeing, um,
the, the needs for in the job world

beyond, even before AI, right?

And, and just the fast-paced way
the kids are getting information

and teaching digital natives, right?

Um- We need to change this, and I, and I
just, I worry that there's too many, um,

corporate entities that are profiting off
of keeping it the same that are ultimately

gonna burn themselves if we don't train
next, the next generation of labor.

Christopher Penn: Well,
this is how this started.

So what we have, if you go back in
history, the American education system

was built, uh, fundamentally by Carnegie,
Rockefeller, Ford, and, um, Ca- you know,

Carnegie Melon, Ford, and Rockefeller.

Yeah.

And they w- needed a system
that created obedient factory

workers, people smart enough- Yeah

to operate the machines, but
not smart enough to argue.

And so they created a manufacturing
system of education where you created

batches of product called grades, and
you had QA, quality testing, on the,

your product called standardized testing.

Mm.

That was great in the 1930s.

It worked great in that s- economy.

That s- economy is 100 years gone now.

Um, you know, it, it
was gone as of the '90s.

And so education has not- Yeah … left
behind that manufacturing mindset.

Sari Beth Rosenberg: Yeah, I always
teach them about the Frederick

Wi- Winslow Taylor method, right?

And then I ta- and then it b- I
blow their minds when I say to them,

"Think about how your day's set up.

Math, 40, 45 minutes.

B- ring, go to the next station.

45 minutes of English, ELA.

Ding, next station," right?

It's a station to station.

It's, it's totally ignoring the fact that
math and English and history and computer

science can actually all be taught
together, and that's actually what we need

to be doing to prepare these young people
for jobs where it's not templated, right?

Christopher Penn: Mm-hmm.

Exactly.

So, uh, let's switch over to
some of the, the live stuff so

we can show some things too.

Um, I'm gonna switch over- Before

Sari Beth Rosenberg: we do, actually
be- before you go, before you go to the

live stuff to the, to the demo, let me,
I just wanna lift up a couple, a couple,

um, things- Yeah … in the comments.

So, um, and I think this goes back
to the Monet piece, but this is

so relevant to the, you know, the
current state of education, and

actually right now with adults too.

"The part I cannot figure out is how to
teach students to assess what is real

versus what is AI-generated deep fake,"
so going back to that Monet option.

"How do I help them learn to
be able to tell the difference

when I can't even tell the

difference?"

Christopher Penn: Hmm.

Mm-hmm.

So the answer there is what…

I mean, we've been, we've
been dealing with stuff like

this for decades now, right?

We've had Photoshop-
Yeah … for for 30 years.

Sari Beth Rosenberg: Yeah,

Christopher Penn: we have.

True.

Part of it is teaching people
how to behave like spies, right?

Uh, so like- Yeah … good spies gather
information from multiple sources.

They triangulate.

They look at where the
source is coming from.

They, the…

And in, in any kind of spy
organization, you have levels of people.

You know, at the senior-most level,
they are coordinating operations where

they may have different spy teams that
don't even know about each other out

in the field gathering information.

So if you can train someone to behave
like a spy, and take, say, "Okay, I'm

not just going to accept this data in
front of me," and know how to h- what

the tools are capable of today, like, you
know, I literally just deepfaked myself

before th- you know, 20 minutes before
today's thing just to see how good is

this, and what are the tells that- Mm-hmm

that show that it is not in fact real.

Um, that is how you develop
some of that instinct.

We could go on a whole thing
about AI detection, and we sh-

probably should one of these shows-
Mm-hmm … because it's getting- Yes.

Well,

Sari Beth Rosenberg: I think
we're gonna do that this summer.

Yeah.

Christopher Penn: Yeah.

It's getting- That's very different

significantly harder because the
tools are getting so much better.

Um, but that it, it, for now at least,
it is people being willing to corroborate

and do the work, which is, again, to
kind of what Sarabeth was saying, is

antithetical to what all the large,
one of the large corporate media

companies would like you to do, which
is to just sit down and accept- Yeah

what they give you.

Sari Beth Rosenberg: Mm-hmm.

Oh, yeah.

Absolutely.

And, and, and back to like, you
know, and I, we're gonna, we're

gonna keep moving forward with
what you're sharing with us today.

Um, some people are sharing how
they're already integrating all

the subjects together in lessons.

Like David's teaching about Apollo
13 with multi-subject education.

Um, and yeah, the rise of social
media, deepfakes makes it really hard.

And that's why I push back.

I'm not gonna name the people.

There are people in this field talking
about education and, and children and,

and social media and technology and
screens who I think, um, need to kind

of think a little lot more and research
outside of the United States, um,

when they say that we don't need to be
teaching kids about AI in K through 12.

Um- Mm-hmm Because if a kid has a computer
in front of them, they, it's, I think it's

our duty as professionals, as educators,
to teach them about AI and social media.

And so to say it's only should be
relegated to junior high school

and high school, I think we're
making a mistake because you can't

take the screens away from them.

They have been raised on screens.

So they, it's kind of like
second nature to babies at this

point, I've, I've witnessed.

So if that's the case, I think we're
doing young people a disservice,

not just for career, but for like
social socialization, um, not, not

teaching them about this stuff.

That's my personal opinion.

I'm curious to hear, I know Kris, you
probably agree with me, and Kelly.

Curious to hear what the chat thinks.

Yeah.

And I, I, I will just add,
you know, just like putting

everything time in perspective.

My, my son is 10 years old.

He's, uh, in fifth grade.

He'll go into sixth grade.

He started his public school career
fall of 2020, which meant that he- Right

no matter what, as a kindergarten,
whether we wanted them to have a

device or not, we were fully virtual
at that fall of 2020, and so he started

his entire career on a computer.

Now, I will say, you know, he had a, he
used an iPad and stuff at home, you know,

that was a choice that we made as parents,
but you know, we think about we're now six

years in, that his class really is like
the start of everybody at that level being

computer forward from the very beginning.

Yeah.

Yeah.

Christopher Penn: One other thing to think
about is think about diversity of output.

This was on Threads, uh, the other
day, uh, in one of the education

threads, and I thought this
was a really interesting idea.

A teacher in, a, a history teacher
said, uh, they've gone away from

big projects to smaller projects,
and they're giving the students the

option of many different modalities.

So instead of writing a term paper,
they, they, if they want, they can do a

presentation, they can do a play, they can
do an art, uh, expression, they can do a

drawing, they can do a music composition,
and students have their choice of how they

want to express themselves in, you know,
essentially synthesizing information.

It was really fascinating because,
again, that's not … Yes, AI can

do those things, but it's a neat way
to get the student more engaged and

give them more of a personal stake
into here's how I would like to

express myself about this material.

Sari Beth Rosenberg: Yeah, I'm gonna
be having them do in my AP class, now

that APs are over, but we're still in
school in New York City, they always do

a presentation at the end of the year
where they pick anything from current

day in the United States, can be pop
culture, it can be politics, anything.

And they're just asked to unpack it
and put it in historical context.

And some might be thinking,
well, AI can do that.

Well, can it?

Because now they're gonna, they,
the, the major part of the grade

is in presenting and explaining
it to the class And guess what?

Even if AI helped them as a tool,
as Google has helped them before,

uh, Wikipedia, et cetera, you know
what can't- it can do for them?

They can't deep fake themselves in real
life in front of the classroom, right?

Right, exactly.

So I think that's…

Yeah, that's the example.

Yeah.

Christopher Penn: So on a
more practical level, where,

where are the jobs right now?

Um, one of the things that's
published by indeed.com

every actually day, but I look at
this weekly data, is the percentage

demand for categories of professions.

Now, this is baseline, uh, with
February of 2020, uh, prior to the

pandemic, to show how demand is
above or below that period in time.

And what we see is that a lot of these
fields, media and communications,

mathematics, information design, IT
operations, help desk, software dev,

marketing, are substantially below
2020 hiring demand because these

fields are the ones that are most
affected by very templated work.

On the other hand, when you look at the
top of the chart, therapy, physicians,

surgeons, veterinary, insurance, sports,
construction, civil engineering, personal

care and home health, pharmacy, these are
fields where, for the most part, either

there's a regulatory prohibition against
using, uh, templated stuff like insurance,

uh, because insurance is very templated,
but you can't use machines for it.

Uh, or there, there are fields where
there is such wild variation in

outcomes that you have to, it, you know,
like therapy and ph- and, you know,

medicine, there's tremendous demand.

And this also does not, uh, a lot
of the stuff about employment does

not take into account the broader
economic picture, which is outside

of the scope of today's talk.

Now, in terms of how do we use these
tools intelligently for our students,

one of the best things we can do is
teach our students how to use, in

particular, the deep research tools
that are built in for career stuff.

So we're talking about career readiness.

Uh, and I'm gonna show
you a couple of examples.

First, um, every student
should be taught this prompt.

This is for, well, every student
seeking employment, and this is

app- applicable to adults as well.

Um, and we'll have this, we'll
put this up on sharemylesson.com

so you can grab a copy of it.

Um, because my oldest, uh, child, in
fact, is, uh, just starting their job

search, which is highly entertaining.

Uh, and so I have their CV, their
resume, and I, and we have a

six-part prompt that says we're gonna
conduct a comprehensive job search.

We give it, uh, the student's CV, we
give it some background data, where,

you know, salary, how old a posting
should be, who the audience is, what the

scope of research is, which site they
should, uh, be on, s- they should look

at, what the intent is, and then what
the outcome is for the data we want.

And we put this into a tool.

Google's Gemini supports deep research.

ChatGPT supports deep research.

Anthropic Claude has it.

Microsoft Copilot has it in some versions.

Um, and when I put this in- What I get
is, uh, a ba- the … This takes about

15 to 20 minutes, and it goes fishing
across all these different job sites

and says, "These are the jobs that
most closely align to what you put

into that prompt for the criteria," the
salary, the ki- type of work, et cetera.

And you end up with a hunting list that
you can go and say, "Okay, you know what?

I'm gonna go and check out these
positions and see if they're good."

So that's step one, is using deep
research tools to help students identify

opportunities for which they are
well-suited based on their resumes.

Sari Beth Rosenberg: Hmm.

That's cool.

Christopher Penn: So after step one,
the next step, yeah, um, and we'll

share some links to this because
we have a whole, uh, I have a whole

series of newsletters on this that
are free, completely free to read.

Um, we wanna take, uh, a job opening
and have the tool go back and ask the

question, why is this company hiring?

Like, what is it unique about
this companies that they

W- because hiring is expensive.

Hiring is expensive.

It's painful.

Um, so if we put that job description
in to a deep research tool with, uh,

with that prompt that I just showed
saying, "Explain why this company

is hiring, explain what their goals
are and what this position does," it

comes up with a, basically an industry
report on this company and their

and, and what it's,
it, they're hiring for.

So this is a, you know, this
is a temporary social media,

um, coordinator position.

It's like $25 an hour.

It's not, it's not huge.

But if you want to interview for this
job, having the deep research behind it

to understand here's why this company
is hiring, here are maybe some of the

motivations of what they're hiring for,
here are some of the things, the, the

attributes of the kind of person that
they would be hiring for, we can have the

machines grab this information for us.

And if we do that, and let me provide,
uh, I'll put in the prompt, I'm

gonna start a brand-new chat here.

I'm gonna put in this prompt that
says, "I'm go- about to interview

for the attached job description.

I've provided my CV, um,
background information.

Let's generate the 10 most
likely interview questions

I am likely to be asked."

Wow.

So I'm gonna add my f- my research here.

Yes, that's fine, you can connect it.

And we're gonna add this in here.

And so it's gonna go through, and it's
going to a- do an analysis and says,

"Here are the things," "Our historical
strength related to the viral network

effects and organic social reach,
which has significantly declined.

How would you leverage your
experience managing distributed

online networks to help us build
algorithm-proof distribution channels?"

Why are they asking?

How does it align to your CV?

How does it align to your resume?

Meta has done this, you know?

And so you get practice- With the
kinds of questions that, that you're

likely to be asked in an interview.

So for s- especially for students
who are new to the workforce,

who have never interviewed
anywhere- Wow … this is useful.

Now, let's kick it up a notch.

I'm gonna say, "Next, let's
build 10 more questions that

are more challenging," right?

So challenging questions.

Where would, where would they be asking
me things like, that I might not expect?

So don't repeat the previous questions,
give me 10 more difficult ones.

this helps them dig
deeper and think harder.

And d- and note, it doesn't
give them the answers.

It just gives them the questions.

Right.

So it's a chance for them to practice
and to, and understand what might

be asked of them in an interview.

Sari Beth Rosenberg: Wow.

Couldn't a, a student easily say, "Give me
the answers that you think I should do?"

Christopher Penn: They could.

But we're gonna come to, we're gonna
talk about that in just a second.

The third round There are people out
there, and there are companies out there

that post job positions, but they…

Sometimes you run into a hiring
manager who has implicit or explicit

biases, uh, and they are adversarial.

So this is, these are
questions that are adversarial.

These are questions
that are almost hostile.

They're legal, but they're hostile.

And they're gonna say, "We're not
trying to win literary awards, we're

trying to win political fights."

Hmm.

"How can you prove that your writing
style isn't too soft, abstract, or

intellectual to effectively mobilize
a frustrated working-class voter

in rural Arizona or Nebraska?"

for moveon.org.

So if you are a student, you're
like, "Holy crap, I did not

expect to be asked questions like
this, that are this difficult."

But if this hiring manager really
doesn't wanna hire you and you really

want that job, you come, you come
prepared to answer these questions.

Sari Beth Rosenberg: Now- Chris,
isn't there a tool that would allow

you to, like, use these questions and
have the AI actually ask you these

questions rather than just type them
so you can practice your interview

skills, like verbal interview skills?

Christopher Penn: You can, Gemini Live,
you can literally just go into live mode

in the mobile app, and it will do that.

Now, here's where this gets interesting.

Suppose the student…

You, you encourage the student to
either do that or record their answers.

You can then give them a follow-on prompt
that says, "I've recorded my answers.

Critique them.

Critique the transcript and
tell me what I did not do right.

Tell me what I could've, where I
could have improved my answers.

And then evaluate my interviewing
skills to help me understand where I

can be a better interviewing candidate."

You can give this to your, put this
in the live version of your app,

and it will start following those
instructions and act like an actual

interview, asking the questions,
giving you feedback in real time.

this is available in the f- You can
do this in most of the free versions.

It's better in the paid versions.

You get more usage out of them.

But for students who have never
interviewed before, or even for those of

us who are professionals who maybe it's
been a while since we've interviewed,

this is a great way to beat ourselves
up on purpose in advance so that

we're not ambushed by the real thing.

So,

in terms of

getting opportunities, However, the
most valuable skill that you can

teach your students is to develop a
professional network as soon as possible.

Mm-hmm.

Get on LinkedIn.

Get in places where people who are
hiring in your industry spend their time.

Create portfolios of work
and experience, et cetera.

Um, because the, the h- the market
right now is in much worse shape

than a lot of, you know, than
mainstream media will report.

Um, there are very few fields
that are actively hiring.

Uh, there's a lot of
ghost jobs and things.

And what gets people jobs in May
of 2026 is other people who work

at those companies who you have a
relationship with who can get you past

the hiring screen, because AI has made
a mess of the front end of hiring.

Every candidate sounds the same because
they're all using ChatGPT to fix up their

resumes, so they all sound identical.

And companies are using AI to screen
through the thousands of candidates

that are coming in and weed them out as
quickly as possible, um, again using AI.

So the front door- So you have a bot

Sari Beth Rosenberg:
talking to a bot, basically.

Yeah, two bots.

Christopher Penn: Essentially, yes.

Yeah, it's a bot.

Sari Beth Rosenberg: Yeah, yeah.

Christopher Penn: Essentially.

So the front door is
essentially locked, right?

It's, the front door is covered
in so much crap that you can't

get through the front door.

Uh-huh.

So you have to, as a professional, and
you have to teach your students as,

as, uh, prospective future employees,
how do you get in the side door, right?

How do you develop those
professional relationships early

so that they can later turn into
network connections, uh, you know?

And as gross as, like, networking-
Yeah … it sounds to a lot of people-

Mm … it's the only way you, you can
reliably get good introduction chances.

Make that connection.

Sari Beth Rosenberg: Yeah, it's

true.

Yeah, you know, and it makes me,
it reminds me of, um, yeah, it

reminds me, like, yeah, having those
human connections are so important.

And if you're an introvert, next, net- uh,
networking is like, "Wah, wah, wah, stop."

Like, "I don't wanna do that."

Um, but I In my 20s I
thought I was going to be…

I, I was a swim coach at all
levels, um, also coach at my, uh,

college as an assistant swim coach,
head coach at, you know- Oh, cool

high school, um, age
group and stuff like that.

And we would do recruiting at our college
for swimmers, and I remember back then

of, like, looking at the information
of the people I was going to call about

recruiting and, like, some of the emails
were not exactly the most professional.

You know?

They were like
hotbootylicious69- Yeah, yeah

@hotmail.com.

And so- … I have used that a lot
to say, "Okay, you gotta have your

professional face forward," and that
has not changed since, you know, I was

in my 20s and now I'm well into my 40s.

Uh, and so having that professional face,
uh, and teaching kids how to have that

professional face, 'cause if they're, you
know, they're all on TikTok and Instagram

and all of these different devices,
and you better believe that potential

employers are gonna be looking through
all of their, their tools in addition

to trying to understand this being.

Mm-hmm.

Mm-hmm.

Christopher Penn: Mm-hmm.

Yep.

So that's…

It, it really, you, one of the
things you should be doing is

looking at how companies are
likely to be using these tools.

Um, and a student who is
particularly entrepreneurial…

So that, th- that's one of the other
skills that I think is really missing

from a lot of education now, is teaching
an entrepreneurial mindset, because one

of the things that AI makes possible…

Yes, AI is gonna have dramatic negative,
uh, impacts on hiring at, uh, uh, main- or

main- what we call mainstream companies.

However, what it also does is it is
a massive skill leveler so that a kid

in his parents' basement can build a
company in a day with a system like

Claude Code, and say, "I got this idea.

I think I can bring it to market, and
Claude's gonna act as my finance director,

uh, as my lawyer, et cetera," do a
credible enough job if they're skilled,

and spin up a company very quickly.

I was at an event, uh, I saw the, a
keynote for an event where this, you

know, this company was showing off
their brand-new piece of software

and saying it was the next best s-
you know, thing since sliced bread.

I took a couple of screenshots and the
sales pitch, I fed it to Claude and said,

"Replicate this software," and in two
hours it replicated the entire company.

Um, there was, you know, there was n-
would be no need to pay for that company's

stuff, um, because why would you when,
when a machine can just do it for you?

Um, so that means that if you have
good ideas, if you are a creative

person, with these tools you can have
a virtual, um, agency f- at work.

I have a friend who ha- has a web
design business, and she was saying,

"I-" She works, she, she does website
design for professional photographers.

She's like, "I am having the
hardest time building an audience

of people who could be customers."

And I said, "Well, let's use one
of these new AI agents, one of the

ones that are really powerful."

And I said, "Tell me who your
customer is, and just for fun,

let's try building something."

Uh, so we gave it a project plan,
and we said, "Go and do this."

And two and a half days later, 'cause
it took a couple days for it to

run, uh, it built its own software.

It learned how to, to, you know, recognize
what a, a potential good customer would

be, and gave her a database of 1,500 ideal
customers that, with email addresses,

LinkedIn pages, Instagram pages, and said,
"Here's your, here's your prospect list.

Go get 'em."

Right?

There's value in that, right?

Someone could probably turn that i- i-
you know, thing into a business itself.

Um, so what are the ideas that, you
know, are, you know, are we teaching

students, if you've got an idea and
you can express it well, can you

hand it off to an agentic system
like this to build a company for you?

Sari Beth Rosenberg: Mm.

So I have a, I have another k- somewhat
related question, and, you know, this is

more of, like, having you hypothesize,
you know, for current high school kids

that are graduating either, you know,
in a matter of, like, a couple weeks

or, you know, three years from now, and
then you've got a whole nother batch

of current middle school students,
and then you've got a whole nother

batch of elementary school students.

Like, what our current high school
students need may be different because

the technology continues to advance
than what the current middle school

students need- Mm-hmm … versus the
current elementary school students need.

And I'm not asking you to have
the, the answer to all of this.

And meanwhile, I did just add a poll
question, by the way, side note, because

I know some people wanted to make sure
they could get their PD credit, so it

should be popping up on your screen.

Um, but I'd just love to hear your
thoughts on that, because I, I think right

now we're talking about most immediately
the kids that are either going to college

or the kids that are coming out of
college and looking for their first job.

Christopher Penn: Mm-hmm.

Sari Beth Rosenberg: Right.

Christopher Penn: Mm-hmm.

Yep.

Again, this goes back to where
we almost started, which is-

Sari Beth Rosenberg: Right

Christopher Penn: what are the
things that are not templated?

If you take-

Sari Beth Rosenberg: Right

… Christopher Penn: the, so I have a
little agent that I built, um, that

takes a job description, breaks it
down into tasks, and then gives you an

assessment of what is, what percentage
of this job can be done by AI.

Um, I have, I, I did this recently
for, uh, a customer, and they have one

department in their company where 90% of
the tasks can be consumed by a machine.

Um- Mm … like, they literally
do not have a need to have this

c- department at their company.

Um, which is awkward to
s- to have to tell them.

Um, what is not templated?

What are the things that people
will continue to find value in, um,

that- Doesn't form, doesn't have a
standard operating procedure, doesn't

have a lesson plan, et cetera.

And encouraging kids to have, uh, in
providing all kids access to things like

a good liberal arts education, which
is multidisciplinary, well-rounded, and

hopefully focused on, on creativity and,
and ideation, is a probably a good midte-

you know, not short to midterm bet.

Sari Beth Rosenberg: Yeah.

Yeah.

I think that, I think that that's spot on.

Um, in the chat, Chris, I think
this is a good one to elevate.

This is a good question.

We know … Yeah, there's somebody said,
you know, uh, you know, AI agents, um,

she said, "I think this is AI version
of a personal assistant recruiter,

and people give the AI access- Mm-hmm

and agency over their," oh, gosh, it's
not moving up, "um, over their accounts,

both email, calendar, and financial.

I'm wondering if I misunderstood, and
also, like, where is the line ultimately

with these agents in terms of free reign
and, like, business plans and security?"

Christopher Penn: So that's exactly
what I was talking about, was the, the

Hermes agent system is one where you
can give it, um, you can give it access

to a, a bunch of different things.

I actually have, uh, one right now that
is trying to figure out, um, how to bet

on Polymarket, um, how to- Ooh … spot
anonymous accounts that maybe certain

government officials are using for insider
trading, and bet with them to make a

whole bunch of money, uh, because why not?

Whoa.

Congress said it was okay.

What?

Um

Sari Beth Rosenberg: Wait,
that's freaking crazy, Chris.

Wait, wait, time out.

Have you made more money because of this?

Like, is it working?

No,

Christopher Penn: I've … It- it-
it's still being built Count me in.

Sari Beth Rosenberg: Please

bring me into this.

Okay.

Well, count us, count it, count us
in because, yeah, that'll be our yes.

Yes, please.

So- I'll give you some money.

Thank you

… we're like, here's how AI can
help us so that way, you know,

we're, you know, we're all rich.

Yeah.

We're

all rich.

Christopher Penn: But

Sari Beth Rosenberg: if,

Christopher Penn: if- Yeah, that's so
cool … to Pamela's point, um- … you

don't wanna give it- Everyone,

Sari Beth Rosenberg:
please share that one.

We're all educators.

I know.

We need

more money.

A bunch of, a bunch
of- … a bunch of educators.

Like, don't, don't threaten
us with a good time.

Making money.

Yeah.

Christopher Penn: Um, but to,
to Pamela's point, you don't

wanna give it full access.

You wanna give it sandbox access.

You wanna give it something
that is in a confined system.

So the agent box is literally- Okay,
so sandbox … a separate computer.

Sari Beth Rosenberg: What is
sandbox for, for everyone?

Yeah, tell

Christopher Penn: us.

It's a separate computer-
Sandbox computer.

Yeah.

So a, a sandbox is a separate computer.

I have a cheap little $300 computer from
Amazon, um, that sits, that I installed

this agent on that connects to, um, a
different AI system, and if it decided to

just go rogue or whatever, all I could do
is unplug it and, you know, n- I, it's not

running, it doesn't have access to all my
accounts, it doesn't have access to the,

you know, the, the big picture stuff.

It has, it's only been given very
small permissions to do certain things.

But it does the, uh, what it
does it does very creatively.

Uh, there's another nonprofit I'm about
to do some work with, uh, pro bono,

uh, that needs, needs more grants.

And so I'm going to have an
agent learn how to write grants.

Sari Beth Rosenberg: Hm.

Wow, that's pretty cool Wow.

Yeah, we're getting to the point
where all of our agents and AI

are just gonna talk to each other.

Yeah, all the robots…

Let, let all the robots talk, and then
we can go outside and play in the grass.

Christopher Penn: Exactly.

Sari Beth Rosenberg: Yeah.

I mean, you know, I think back
to our founders, like, that's

what Hamilton and Madison did.

They, they basically would ghostwrite
letters to, um, you know, for

Washington or for other folks- Yeah

and, like, basically write the
letters back and forth to each other.

So you know what?

Exactly.

They were forward th- they
were forward-thinking AI

agents back in the day.

They

were.

They were just, they were human AI.

They were…

I'm gonna annoy some people in the chat.

They were human AI.

I'm just

kidding.

Human AI.

They were human versions- Yes,

exactly … of humanoids, yeah.

Yeah.

Yes.

Grant

writing- All right.

So we are at

the top … yeah.

We are at the top of the hour.

Um, I had put in a, a t- in the chat in
shouty capitals, like, what topics would

you like us to cover with AI, um, next,
and I appreciate some of the com- um,

comments-

There's some really good ones

in terms of, like- Yeah … yeah,
what's real versus fake, which I know

we've already talked about doing.

You know, the-

Mm-hmm

… creating that human connection.

Um, and just, like, a session that
reviews blogs and podcasts and

writers and how you can do this too.

Um, so keep those coming,
um, comments coming.

Those are super helpful.

We will be back in June.

Um- Yes … so stay tuned.

We'll make sure that we, um, share that.

Marilyn, I just saw
that you missed a poll.

I will re-share one that I just pushed up.

It should be popping up now.

Um, but any final words,
Chris or Saree Beth?

Let's leave on a positive note.

Oh, oh, sorry, one last thing.

Squirrel moment.

This is my ADHD kicking in.

Uh, when we were talking about, you know,
the AI and the use in schools, it made

me think of the webinar, Saree Beth,
that you, the two of us did, um- Yeah

… sometime, like, I think it was either
November or December of 2025 in terms

of, like, if you're gonna be using AI,
setting some class norms for using AI- Yes

um, in the classroom.

Yes.

And, you know, you know, for schools
that use honor codes or classrooms

that use honor codes, if a student is
using AI, have them use that honor code

so they are using, you know, creating
some even, like, sentence stems.

Like, "I use AI to do blank,
and I verified it by blank,"

or, "AI helped me with blank."

I love that.

So you're, you're allowing them
to, um, use the AI, be honest about

how they're using AI, but then also
critically evaluate how they're using it.

I think it would be really cool- So
that's … speaking of templates- Maybe we

still have it … speaking of templates,
I feel like it would be interesting

for us to crowdsource a template
that we could use in the classroom.

Ooh, I like that.

Maybe we could go to- I feel

like-

Maybe we could go to Claude and ask.

I love…

By the way, the ways I love
Claude could be a whole webinar,

but Claude could be helpful.

100%.

I love you, Claude.

Claude's

become

my favorite.

Shout out to Claude.

Yeah, I know.

It'll be s- it'll be funny.

Probably like three months from
now we'll be like, "We're so over

Claude and now we're onto this."

I know.

'Cause it used to be

ChatGPT

for and right now it's Claude.

I would- But Chris,

meanwhile, uses all the things.

I know, clapping.

He thought…

When, when, like when…

Anyway, we have to go, but the day that
I realized what Claude could do because

Chris told me, I was like, "What have I
been doing for six months on ChatGPT?"

Christopher Penn: Oh, we have
gotta show you how to use CoWork.

Sari Beth Rosenberg: Oh, wow.

Yeah.

Okay.

I've already

told you.

We had a call, or c- I know … I'm
like, I have started tinkering with it.

It is, it is nuts, and I
still wanna, uh, Chris-

Okay, I'm gonna use it.

I get too loyal with my, with my, um-

Yeah

… AI.

Um, closing remarks, Chris?

Christopher Penn: Uh, AI, this is
something I'm, again, been saying for

quite a while, i- is like the super
serum from the Captain America movie.

It takes the good and makes it better.

It takes the bad and makes it worse.

So if you are seeing effects
in the classroom, positive or

negative, it is because it is
amplifying what is already there.

It is am- amplifying institutional
weaknesses, uh, system, uh, systemic

problems, but it is also amplifying
student creativity, uh, and

capabilities, and leveling skills
to give people access to skills

that they otherwise might not have.

So that's where the technology is today.

It is absurdly powerful, and
it doesn't come with a manual.

So the best thing that e- all of us can do
is learn what it can do, and then we can

figure out, you know, what it should do.

Sari Beth Rosenberg: I

wanna end with that.

Chris always makes us, uh, always
makes us smarter when it comes to AI.

Yeah.

There's nothing more for us to add.

No.

Cosign,

yeah.

Um, so we'll, we'll
have him back very soon.

Um, I just added all the slides that we've
shown tonight, um, to the Share My Lesson.

It's, the link is in the chat.

Um, and do us a favor.

If you liked the session,
please rate and review it.

If you didn't like the session, you still
can rate and review it, totally fine.

Uh, we take zero offense.

Uh, but we are here to serve you
and, um, continue to add to our

content, um, space, um, here.

And we're here to…

I mean, honestly, we created this
because Mary Beth and I wanted

to- Yeah … not only just teach,
we wanted to learn with you.

So a lot of this is us learning as we go.

Right.

Yeah.

Um,

and being honest about what we
know and what we don't know.

And every day there's-
Okay … something new to learn.

That's what I love.

So thank you, everyone.

Indeed.

All right.

So with that, I'm gonna say um,
um, um, um, and realize that I,

uh, might be losing my brain.

Uh, and we're gonna hang up.

Oh, no.

And with, with that…

We'll

always have this webinar.

All right.

But…

Exactly.

But you guys, there's a three-day
weekend coming up, so enjoy that.

We've got Memorial Day coming up.

Whoop, whoop.

Official start of the summer.

Not official start of the summer,
but at least- Almost … some

of the pools opening.

Yeah.

Um, we got that going for us.

So enjoy, my friends,
and we will see you soon.

Thank you.

Christopher Penn: Take care, everyone.

Bye,

Sari Beth Rosenberg: everyone.

Have a good night.

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