AI FOMO No More! Design Empowering PD and Avoid Overwhelm

Outline

Introduction: Understanding AI FOMO and Its Impact on Educators
Time: 5 minutes
Content and Engagement:
Content: Brief introduction to the concept of AI FOMO (Fear of Missing Out), particularly among educators. Discuss the rapid pace of AI tool development and the overwhelming feeling it can create for non-tech enthusiasts.
Audience Poll: "On a scale of 1-5, how overwhelmed do you feel by AI in education?
Process: Use these results to segue into the core objective: reducing FOMO by focusing on practical, organized AI tool use, and teaching strategies over tools.

Segment 1: The AI Toolbox - Essentials without Overwhelm
Time: 15 minutes
Content: Introduce the concept of the "AI Toolbox" and the three key buckets for educators:
Large Language Models (LLM)/Chatbots: Tools like ChatGPT, Claude, or Gemini. Explain the analogy of "cooking for yourself" (full control over results through good prompts).
Teacher-Specific AI Tools: AI tools designed specifically for educators (e.g., Eduaide.AI, MagicSchool.AI). Compare these to "eating at a restaurant" (easier, less control).
Student-Facing AI Tools: Safe environments where students can interact with AI (e.g., Curipod, MagicStudent).
Group Activity: Have participants work in small groups to create a "starter toolbox." Each group will select one tool from each bucket and discuss how they would introduce it to their schools without overwhelming staff.
Process: Whole group sharing after the discussion

Segment 2: Focus on Teaching Strategies, Not Tools
Time: 10 minutes
Content: Discuss the importance of focusing on teaching strategies over AI tools. Highlight that no single tool will solve all educational problems, but effective strategies will help educators adapt to any tool.
Engagement: Quick reflection: Ask participants to think of one teaching strategy they rely on and how it might be enhanced by AI.
Process: Facilitate whole-group feedback, asking for a few volunteers to share their strategy and AI enhancement ideas.

Segment 3: Adult Learning Principles for Effective PD
Time: 10 minutes
Content: Explore key adult learning principles (e.g., adults want agency in learning, need to feel safe, bring experiences with them, problem-centered learning) and how these apply when designing PD for AI.
Engagement: Scenario-based discussion: Present a common challenge when introducing AI (e.g., resistance due to fear or previous negative experiences).
Process: Groups will share the adult learning principles they would apply and share their thoughts.

Segment 4: Creating a Sustainable PD Plan with AI
Time: 15 minutes
Content: Discuss how to introduce AI tools gradually throughout the year, allowing educators time to explore, implement, and reflect. Provide examples of how to integrate AI PD into staff meetings, PLCs, and workshops. Emphasize phased introductions and practical use cases.
Engagement: Participants sketch out a phased PD plan for their own school or district. They’ll identify 1-2 AI tools from the toolbox and outline how and when they’ll introduce them.
Process: Participants will share their initial plans in small groups and offer feedback.

Closing: Final Reflections and Next Steps
Time: 5 minutes
Content: Summarize the key takeaways
Engagement: Final Activity: Use a reflective question to wrap up—"What’s one thing you’ll take away from today’s session to use in your own AI PD?"
Process: Provide participants with digital resources

Supporting research

“The PD Book” by Elena Aguilar & Lori Cohen
“The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development" by Malcolm Knowles
Edutopia Article: 5 Adult Learning Principles to Help Design Better Professional Development
https://www.edutopia.org/article/adult-learning-principles-design-better-professional-development/