TheFlippedScientist

As always, attending the ISTE + ASCD conference in San Antonio, Texas, was invigorating and energising for me, not merely for the abundance of educational technology to excite the nerd in me, but for the rich human connections at its core. Conferences like ISTE remind me that, despite the lure of new digital tools, the heartbeat of our profession remains whanaungatanga, the profound relational bonds we build. Both Google and Microsoft unveiled numerous features intended to impress teachers. Google, for example, showcased updates to its NotebookLM, a tool genuinely beneficial for managing complex projects and supporting student research. Microsoft similarly announced updates aimed at streamlining tasks like rubric creation and quiz generation. Yet, I found myself questioning: Are these truly transformative, or merely faster ways of doing the same old tasks?  Such scepticism was echoed strongly in a session from Australian educator Brett Salakas that highlighted the Vatican’s "Ant...

Inspired by conversations with Dr.  Simon McCallum (Victoria University, Wellington) and Benny Pan (Rototuna High School, Hamilton) at the recent PPTA Leadership Summit in Christchurch, it’s time to examine how assessment must evolve. Traditionally, assessment has prioritized factual recall. In an AI-driven era where ChatGPT and similar tools can supply information instantly,  simply rewarding recall is no longer sufficient. We need to shift our focus toward critical engagement and metacognitive reflection. A quick review of current assessment in New Zealand under the National Certificate of Educational Achievement (NCEA) shows that e xternal examinations emphasize definitions with  questions often asking students to reproduce textbook definitions under timed conditions.  Internal assessments favor knowledge checks   which  frequently take the form of short reports that reward memorisation. Talking to students the c redit tally takes over critical thinki...

I recently attended FETC in Orlando, Florida and had the opportunity to meet Sabba Quidwai , author of Designing Schools , and discuss her belief in the power of design thinking in conjunction with artificial intelligence (AI). Her SPARK model—structured around Situation, Problem, Aspiration, Results, and Kismet—emphasizes a human-centered approach to education, as Sabba puts it, we must prompt the human first. I also managed to grab a copy of the book (Thanks Sabba and Jen Womble ) and as I read the pages, I was, in the back of my mind thinking how a lot of the ideas align closely with the principles of Te Ao Māori (The Māori world). While these frameworks emerge from different cultural and philosophical traditions, they share a fundamental conceit: the future of education must prioritize people, relationships, and collective growth rather than technology alone. The SPARK Model and Te Ao Māori: Points of Connection The SPARK model is designed to empower the learner as the driver of in...

In an era where artificial intelligence is rapidly transforming industries, workplaces, and daily life, the importance of cultivating human intelligence has never been greater. While AI excels in processing information and automating tasks, it is our uniquely human traits—empathy, creativity, resilience, and the ability to connect with others—that will shape the future. Education systems must rise to the challenge by nurturing these qualities alongside academic skills. Japan’s Tokkatsu ( tokubetsu katsudou ), or “special activities,” offers a compelling model for holistic development, teaching students the life skills and emotional intelligence needed to thrive in a world increasingly shared with AI. Drawing on insights from research into effective educational practices, including the works of Battistich et al. (2000), Connell & Wellborn (1991), and Deci & Ryan (1985), I will explore Tokkatsu’s advantages and challenges through a student-focused lens. It also highlights how t...

In the ever-evolving landscape of AI, it’s easy to get swept up in the hype surrounding the latest and greatest models. Recently, New Zealand Physics teacher Benny Pan shared an intriguing LinkedIn post where he put GPT4-o1, Mistral, and GPT-4o mini through their paces on a complex NCEA Level 3 physics problem involving the rotational inertia of a satellite. Inspired by Benny’s experiment, I decided to conduct my own test, this time focusing on a complex 2D collision calculation. Armed with Microsoft Co-pilot, Google Gemini, GPT-o1, and GPT-4o mini, I set out to see how these models would handle the challenge. Just like Benny, I used quality data and Chain-of-Thought (COT) prompt engineering techniques to ensure a fair and rigorous evaluation. So, fellow educators, buckle up and join me on this enlightening journey through the world of AI in education. Let’s explore how these powerful tools can enhance our teaching and inspire our students to reach new heights in their understanding ...