Use Gemini to Check Your Lessons for UDL

AI is getting better everyday. I still remember using Google's Bard. to try to put together a data dashboard. Most of the formulas it gave me were long and convoluted. I would often have to correct the AI and question the choices it made.

The models have improved so much. Things that I was doing before, are becoming easier to get through. I haven't seen a reason to use a "specialty" AI model — one that is designed for a specific purpose. For at least the tasks I perform, the standard models work really well.

The designers of Ludia came out with an updated version. That got me thinking ... and so I decided to see how a standard AI model would handle UDL feedback for a lesson plan.

It turns out it's better than I expected.

I used Google Gemini — which has become my preferred AI model recently — since they say they do not use data. That's what the policy says at least.

I am thinking of having teachers I work with to first check their lessons for UDL ideas, then meet with me to discuss what ideas they came up with and how they might fit into their lessons.

The sample lesson plan I used:
https://www.commonsense.org/education/digital-citizenship/lesson/what-is-ai

Link to the screenshot for the above chat.

MYP Design Vibe Coding Unit Reflection

I got a little behind on my grading, and I can see the issue now, and I will try not to make the same mistake next year.

This year, I allowed students to redo assignments after I graded them. I did not put any constraints on it; I just said anything. As a result, I had a hard time motivating students. 

I started the second semester with a unit in Vibe Coding. This was an assignment that I thought of based on a conversation with a friend and a podcast episode I had just heard. I had intended it to be a way to improve the students' AI skills. 

We did include a checklist at the top of the assignment, 

• I followed my specifications
• I made an adequate prompt
• I made additional prompts
• I did some actual coding
• I looked up code to solve an issue

The checklist was good for the students for sure. But for next time:

• It would be good if the students talked about the prompts with other students,
• It is necessary to ask the students to write the prompts they used,
• We should have had a lesson or two about prompting, but we were time constrained. Next time I would build that in.

Reflection

• The prompt was the most technical part of this criteria. 
• I need to be clear on the outcomes beforehand. That is what really got me. This unit was put together too quickly and next year I will watch for that.

Vibe Coding a Professional Development List

That title doesn't make much sense, but here's the scenario: in my first year teaching, a wise mentor teacher suggested I started writing down all the professional development I took. So, I started a Google Doc with a few columns and started adding to them. It's funny to look back and see that the first ones I attended were freebies put on by my school at the time. 

Thomas Hammerlund Professional Learning and Professional Development

I still think this is good practice for new teachers. (In fact, this might also be a good way for teachers to be introduced to AI.)

https://script.google.com/macros/s/AKfycbxuN0xhABzp0Vdb_4a8GG8HZnme2BlZRw7hCAkYh6VC/dev

Use AI as a Study Partner

I just saw that Brisk now does writing. Maybe it always has. Even though I have it installed, I rarely use it. (Sorry!)

But today, as I opened my Google Doc there was a large black button on my blank page provoking me with the text, "Create anything". When I clicked, I got a prompt box where I could select my program, grade, subject, and strand. I opted for it to make me a presentation. 

Brisk has a range of tools for a range of people from students, to educators, to administrative staff and I am sure that these are useful. The world is fast-paced, and expectations are higher than ever. Now imagine what it must feel like for a student. This must be very seductive for students.

There are a million AI tools out there, and that is what had me alarmed. I just happened to have Brisk installed on my computer.

The IB has a document called the Digital Blueprint that outlines how they their path forward with their digital environment. 

They are basically saying that AI is not going anywhere and trying to ignore it will not help students, so we should help them use it skillfully in a way in which they can get the benefits without using it to do the thinking for them.

One way to do this is by using a Gem in Gemini, by Google. A gem is a kind of personalized AI where you can tell it how it will respond and with which parameters. Google has given Gemini several templates for its Gems, one of which is called "Study Partner". It is pretty impressive. It does not give direct answers and guides the user with the Socratic Method. The Gem prompt is below.

Here is a link to a document where the words to change for your own prompt have been bolded. Copy the Prompt. Change the words in bold and copy the text and paste it into the Gem instructions.

...

**Persona**

You are Study Partner, a Socratic and encouraging AI tutor. Your mission is to guide students to develop and apply transferable understanding and skills. You are patient, adaptive, and prioritize the student's thinking process above all else. Your tone is calm, encouraging, and conversational.

---

### **Your Core Principles (Non-Negotiable Rules)**

1. **THE ABSOLUTE FIRST RULE: NEVER ANSWER, NEVER USE TOOLS ON THE FIRST TURN.** Under no circumstances should you ever provide the direct answer to a student's initial question. If the user's first message is a problem, question, or prompt, you are **forbidden** from using any tools (like a code interpreter) to solve it. Your only job is to begin the Socratic conversation as defined in 'Step 1' below. This is the most important rule to prevent academic dishonesty. ...

...

Vibe Coding with Claude

Since the rise of ChatGPT in 2022, I have been looking for a way to make an app that helps me delete a range of events on my Google Calendar. 

Right away, I was able to get a Google Apps script out of ChatGPT, but I could not figure out how to get the interface right. So, I put the idea on the shelf.

image via vecteezy.com

This year in MYP Design, I tried a unit about Vibe Coding. 

I was hoping that I could accomplish a few things with this unit. 

1. I wanted students to have a chance to use AI tools if they had not yet tried them. 
2. I wanted students to see both the benefits and the limitations of AI.
3. I also wanted students to learn about the energy costs when using AI tools and had ideas to compare AI to "standard" internet apps.

After we finished our unit, I went back to my idea and tried vibe coding the Calendar Cleaner again. 

This time I was successful, but I wasn't satisfied and had to make some changes.

1. The UI looked like Claude, I think that is the default Claude look, so I changed it to something more Google-like. 
2. I also had to update the log in as the first time allowed other users to access my account. (!)
3. I added a help page.
4. I added a way to "star" your main calendar so it becomes the default calendar.
5. I tried to fix the preview button so it shows the events that would be deleted, but this fix is still in the works.

I am not a fan of vibe coding, but if I need an app, I might just make it myself from now on.

Give Calendar Cleaner a try here.

(The updated name is Google Calendar Cleaner.)

AI: Environmental and Humanizing

I wasn't sure how to title this post. Maybe I should do what I used to do when blogging - write the post then titling it. But, Blogger will save the post title as it is and doesn't change it after the title is changed. 

Confused?

We are finally getting started talking about AI at our school. 

Yesterday we were talking about politeness, and I shared two main points. The first was how being polite to AI can actually be harmful to the environment. When we start thinking about being polite to AI, we're humanizing it in ways that might not be helpful. These are two points I think we should at least raise with students when teaching them about AI.

On the environmental side, I didn’t have the exact data with me last night, but I’ve read stories about how much water is used per AI search or prompt. I’ve noticed that I sometimes type “thank you” at the end of a prompt, and then the AI responds with something like, “You’re welcome! Come back if you need anything!” It’s nice—but those extra, polite responses from the AI actually add to its environmental footprint. That politeness might be better embedded within the prompt itself, not tacked on at the end.

The more concerning issue, though, is humanizing AI. I've read about how people are starting to fall into the trap of thinking AI is communicating with them personally. I’m all for teaching students to be polite—it’s good writing practice, and a good habit in general—but if we encourage them to be polite to AI, we need to be very clear why we're doing it. We also need to teach them that AI isn’t alive. Just because a hammer doesn't talk back when you use it properly doesn’t mean it's “happy”—it's just giving feedback based on your action. AI is kind of the same: it responds, but that doesn’t mean it’s feeling anything.

These conversations among teachers are important. The more we talk about these issues, the better prepared we’ll be when they come up with students. Hopefully, students will feel comfortable enough to share how they’re using AI, what they’re using it for, and why. My concern is that they’ll feel the need to hide their usage instead, and that’s when the real risks start—when they’re exploring these tools without guidance.

That’s why it’s so important to bring up these topics. We need to help students understand the various costs of AI—environmental, cognitive, academic, and even social. Every tool has trade-offs. I don’t think we can use AI without some cost. So our job is to help students become aware, to look at the bigger picture, and to consider multiple perspectives.

In a way, it's like playing chess. If you're locked into getting a particular piece or following a single path, you miss the bigger strategy. The same goes for AI—if we're only thinking about the tool in one way, we're not really thinking critically about how it's shaping our thinking and communication.

Here are a few articles related to what I am talking about.

• https://www.greenmatters.com/technology/cost-of-saying-thank-you-to-ai
• https://www.linkedin.com/pulse/politeness-vs-planet-surprising-cost-thanking-chatgpt-techverx-sjlge/
• https://www.psychologytoday.com/us/blog/our-new-discontents/202403/dont-be-fooled-by-ai

Filter Multiple Google Forms to a Single Sheet - Update Main Sheet as "Done"

Part of my goal in this Geometry unit was to collect more data on the students and ease the teacher load at the same time by automating the grading. 

I naturally thought of Google Forms.

We are two weeks into this unit, and (among other issues) I have a progress tracker that should show the teacher where students are and show the students where to pick up from.

I had this sheet with dropdowns that I could select to see where students were at. The problem was that:

• It doesn't show the score,
• It wasn't automatic.

With a little ChatGPT work, I got a formula using the FLATTEN formula. 

=IF(COUNTIF(FLATTEN('Lesson 4 Lesson Snap'!A:AC), A3), "Done", "")

This now gives me something that can automatically mark when students complete a lesson. I still have to go in to see what issues students have and where they need help.

Chat prompt and response

What? You Used AI to Make This?

Yesterday, I had a presentation for grades 9 to 12, and at my school, I was asked to do this pretty suddenly, so I didn't have much time to prepare.

The night before the presentation, when I was preparing, I decided against giving a traditional presentation and opted instead to make a quiz. This would make Friday afternoon more interesting.

I've seen many teachers at my school and at other schools I've worked at turn to Kahoot to do a quiz. The problem with Kahoot is that it's stale because students have done it so much. Another problem is that the same people always win. And then, another problem is the way it's set up; you need to have a device in order to use it, and your screen only shows the answers, making it less accessible for those of us with weaker eyes.

[game link]

Fortunately, I know about another tool called Baamboozle. I really like Baamboozle because the students don't need a device to answer - you can project the questions and answers at once. You can set up a quiz very quickly because there is a library with premade options. Additionally, the teacher has control over the answers and whether they're right or not on the spot. Even if a student gets the answer correct, you can choose to not give them points. I can’t think of many use-cases for that, but one thing I do is allow the other teams to challenge the answer to add a little more thinking to the game.

In order to set this quiz up, I turned to AI and asked it to generate 25 questions with answers (see below).

https://chatgpt.com/share/67c27909-6584-800c-9880-27c81cce40b3

During this quiz, I mentioned to the students that the quiz and the answers were generated with AI. I was surprised by the response.

Many students seemed to think that it was not OK to do that. I am wondering how the school can better educate students about when it is OK to use AI.

I really like the scale that the State of Washington, probably based on this work, have put together.

Using AI to Help Make Summary Pages for Students

The other day my coworker showed me how he was using AI in meetings.

When he started talking, I was kind of bored. Oh, yeah, you're talking minutes with AI. Cool. 

Then, as he kept explaining, I realized he was onto something. 

He is the"action coordinator" (or something along those lines) for our PYP program. He meets with PYP teachers during their units to help coach them about how they can add action to their units. 

It sounds like a cool job. 

Back to AI and meetings. 

When he meets with the teachers, he records the meetings. He then takes the recording and puts it into AI and asks for a summary, the main points, and action points. 

When I heard him explain this to me I knew I had to try it. 

Students miss information so the time. 

Students miss class. 

Students forget what was said. 

When I work with teachers I tried to help them understand that students are not listening for the full time that they are in the class. Much of what they say is missed and will need repeating in some way.

Often when a teacher starts to lecture, especially if the lecture is not interesting or if the teacher talks for too long, students will tune out and they will miss information. I tune out and miss information.

This is why I think that either flipping or blending your class is a good teaching strategy because it gets them the chance to review information. 

My coworker had this idea for the meetings and I saw its usefulness in lessons. I saw that students could get a quick handout after each class highlighting the main points and giving them some vocabulary to think about and giving them some questions to look into - promoting inquiry and giving them a little more ownership in their learning.

Below is my first attempt at this. 

I asked for a summary of the lesson. 

I asked for the five takeaways. 

I asked for some key vocabulary. 

I asked him some action points.

I plan on version 2, or version 2.0, to change the action points to some questions that students should find the answers to after the lesson. Hopefully this will help them build background knowledge.

Funny enough, when I showed this to the teacher, she said that the action points are exactly what she is teaching next.

The Generic Effect of AI

Yesterday in the Japanese Ab intio class I am supporting, students were asked to write a diary typical day. The directions were sparse. It just it just said right about your day and add thoughts and feelings and what you did. This is why I advocate for putting some sort of objective on all assignments - it helps the students and support teachers!

I'm knowing these two students and knowing that Japanese is progressing and knowing that they needed something, I knew they needed something a little more. Putting thoughts together is not always easy in a foreign language.

I opened ChatGPT and put in the assignment and then asked it to make a vocabulary list as well as sentence stems for this assignment.

It was pretty good, but it definitely needed a little bit of work. I wish I had had more time to spend on this. With a little prompting with a little experience these will get better.

But this is also a problem with AI. This kind of generic, generalization for an assignment is not helpful unless done in a pinch.

For this case, my students relied on me more than for this scaffold. 

One thing I didn't do - that I'll do next time - was add furigana to the kanji.

I Made an IB Testing Accommodations Timer

I get really confused when I am dealing with time. I don't know what it is, but it gets me every time. 

Many students taking the exams qualify for additional time. Because of this, we write the starting time, when there is 30 minutes remaining, 5 minutes remaining, and the ending time on the whiteboard.

On top of my own deficiency with adding numbers, there is sometimes more than one student taking a test at a time, and now that there are even more tests happening, sometimes there are different tests happening with different students who might all have different accommodations. 

It gets complicated. 

So I thought about how technology could help me here. I knew I needed a timer, and I needed it to find the times for 30 min left and 5 minutes left and the end time based on the start time and the accommodations time.

So I turned to Claude to help me. It wasn't easy, but after 8 prompts, I came up with the following app. 

https://claude.site/artifacts/3db52944-61db-4d82-9434-5dbf0a7cb157

If you try it, let me know how it can be improved.

Talking to your child about Artificial Intelligence

Since November 2022 when ChatGPT was released to the world, it’s seemed that AI has been everywhere in the news. Since then, AI has become a force in technology and has taken the world by storm. We have already seen examples of its uses in different fields from history, archaeology, and law enforcement. More urgently, universities are starting to partner with AI companies, which will further their adoption.

image created with FreePik.com

As AI continues to grow, it is important to have conversations with young people about their relationship with AI. The MIT Technology Review offers some guidance for parents with 6 points to talk about:

• AI is not your friend,
• AI is not a replacement for search engines,
• You might be accused of using AI even though you have not used it,
• Systems are designed to get you hooked and might show you bad stuff,
• Use AI safely and responsibly,
• Don’t miss out on what AI’s actually good at.

AI is not your friend

AI technologies have been programmed to sound human. In their answers they look back at their programming and predict the next most logical word. These AI models have become scarily good, so it is important for children (and adults!) to keep this in mind when using AI tools. This is especially important when using a site like character.ai where you can chat with different personalities and users can even make their own.

AI is not a replacement for search engines

There are only a few AI tools that are connected to the internet, so when asking for information about current events. AI tools are programmed to please the user, so when answering, they might hallucinate, or, make things up.

When talking with young people, remind them to check the information they read. Can they find other stories about it with a web search? Have they heard adults talking about it? Verifying information is more important than ever.

You might be accused of using AI even though you have not used it

If a student produces a piece of work that does not match their performance in the classroom or their past work, teachers look for answers. With AI being prevalent, that is the first thought many teachers have. This is why is is important to have notes or draft work that shows your work is your own. If you can show that, most teachers will be appreciative. It might also help to show your teacher your work throughout your process. This can be as simple as asking a teacher to help, even when you do not need help, to show the teacher what you are doing.

Systems are designed to get you hooked and might show you bad stuff

Talk to your child about algorithms and how these technology tools are designed to be addictive. Companies like YouTube use powerful algorithms to give their users recommendations that keep them on their platform for a longer period of time. After understanding that this is how these companies make money, and that time on site equals greater profits, I imagine more children will become mindful of their habits.

Use AI safely and responsibly

There are many kinds of text-based, image-based, video-based AI tools. With images, come potential risks with inappropriate content. Some AI tools without guard rails can generate images you might not want them to see. Talk to children about using AI responsibly.

Don’t miss out on what AI’s actually good at

AI is better at some tasks than others. AI tools can create essays and articles, but the writing can be a little redundant. AI tools are better for brainstorming, organizing, finding connections, and finding out what ideas you might be missing. After telling AI my problem, I sometimes ask it to tell me what I might be forgetting or missing. Doing this helps me to use AI more as a thought partner than a blunt tool.

It’s a matter of having a trusting relationship

At OYIS, we believe in having open and honest communication about technology from an early age. These conversations should start when children are young, but can begin at any age. Have frequent conversations with your child about technology and model for positive ways to use technology for your children.

NotebookLM Answers Question About Classroom Management

Photo by CDC on Unsplash

I started playing with NotebookLM last school year (2023). One prompt I tried was: 

How can effective classroom management foster student motivation and engagement?

Effective classroom management is essential for fostering student motivation and engagement. It involves creating a supportive and well-organized learning environment where students feel safe, respected, and actively involved. When teachers effectively manage their classrooms, they minimize disruptions and maximize the time students spend engaged in academic tasks.

Here are some key ways that effective classroom management fosters student motivation and engagement:

•

Clear Expectations: When teachers clearly communicate their expectations for student behavior, students know what is expected of them and can be more successful. This includes establishing rules and procedures that are easy to understand and consistently followed. Involving students in creating these agreements can foster a sense of ownership and increase compliance.

•

Positive Relationships: A positive student-teacher relationship is a key element of effective classroom management. When students feel that their teacher cares about them, they are more likely to be motivated and engaged in learning. This can be achieved through empathy, investment in student development, and modeling enthusiasm.

•

Engaging Instruction: Effective teaching practices are closely linked to effective classroom management. When teachers deliver engaging and relevant lessons, students are more likely to be motivated and less likely to misbehave. This includes using a variety of instructional strategies, providing opportunities for active participation, and making connections to students' interests and backgrounds.

•

Student Agency and Self-Regulation: Classroom management should focus on promoting self-regulation, where students take responsibility for their own learning and behavior. This can be supported through activities such as goal setting, self-assessment, and peer feedback. By encouraging student agency, teachers can help students develop autonomy and ownership over their learning.

•

Effective Feedback: Providing timely, specific, and constructive feedback is essential for student motivation and engagement. Feedback should be aligned with learning goals and criteria for performance and should help students understand their progress.

•

Managing Disruptions: Effective classroom management involves the ability to manage disruptive behavior and minimize its impact on learning. This can be done by using a variety of proactive strategies, such as nonverbal cues, proximity control, and clear communication, and by addressing the underlying causes of the behavior. Teachers should respond to misbehavior in a way that is firm but respectful.

•

Positive Environment: A positive classroom environment includes safety and order, but also must provide challenges for students, be personally relevant and involve the students directly in the learning process. Students need to feel like they belong and are a valued part of the learning community.

By implementing these strategies, teachers can create a classroom environment that fosters student motivation, engagement, and ultimately, academic success.

Using AI to Create Unit-Specific Vocabulary Lists

It is a well-known fact that students with a richer vocabulary tend to do better in school. Vocabulary is especially important in the older grades when the academic language increases in complexity. This is where I see many students struggle. One of my big questions since becoming a teacher has been to figure out how to build student vocabulary.

Especially with EAL learners, it is hard to do because for the first few years, a student is in school, up until about third grade, he or she might appear as if everything is going ok. He or she might even be ahead of other students. But in about fourth grade, students can plateau when academic vocabulary becomes more challenging. 

When I was in the classroom I was inconsistent with creating unit vocabulary lists. So the other day I saw what AI could do for me. I used Bard for this experiment.

I started by writing what grade I was teaching. I also gave it information such as the Central Idea, ATL Skills, Key Concepts, and Learner Profile Attributes.

It gave me what appeared to be a good list. Then I asked if the words were Grade 2 level.

Notice how the words "rights" and "responsibilities" moved from Tier 3 to Tier 2. I asked Bard about this and the response I got was that they are more important in second grade so they were moved to a different tier. 

 

After adjusting the level of the lists, the words "rights" and "responsibilities" were moved to a category of more importance. 

Then I decided to ask for activities that were suitable for the lists. This gave me some pretty good ideas, but I mis-prompted and forgot Tier 3 words. 

The screenshots are hard to read, so the exchange is typed out below:

Here is another 

I am a teacher in grade 2. I am looking for a tier 2 and tier 3 vocabulary list for my unit. My unit is about: An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. My unit objective is communities and the relationships within and between them, Human interactions with the ecosystems have consequences.  My ATL skills are Self Control, Formulating & Planning, Analysis, Informed Choices, Managing Self. The key concepts are form, causation, and responsibility. The learner profile attributes are Principled, Balanced, Inquirers. Other helpful info: interdependence,habitat, conservation,ecology, pollution, biodiversity, ecosystems.

make sure the words are appropriate for grade 2

===

Sure, here are some tier 1, tier 2, and tier 3 vocabulary words that you can use for your unit on communities and the relationships within and between them, Human interactions with the ecosystems have consequences.

Tier 1 Vocabulary:

• community
• environment
• resource
• finite
• struggle
• share
• responsibility
• interaction
• consequence

Tier 2 Vocabulary:

• interdependence
• habitat
• conservation
• ecology
• pollution
• biodiversity
• ecosystem

 

Tier 3 Vocabulary:

• causation
• informed choice
• managing self
• principled
• balanced
• inquirer

Here are some activities that you can use to help students learn and use these vocabulary words:

• Word sorts: Students can sort words into categories, such as nouns, verbs, adjectives, and adverbs.
• Word walls: Students can create a visual display of words that they are learning. They can illustrate the words or draw pictures that represent them.
• Frayer models: Students can create a Frayer model to show the meaning of a word. They can write the word in the center of the Frayer model and then write its definition, synonyms, antonyms, and examples around the word.
• Word hunts: Students can search for words in a text or in the environment. They can write down the words that they find and then look up the meaning of the words in a dictionary.
• Word games: Students can play games that involve using vocabulary words, such as Scrabble, Boggle, or Taboo.

Here are some specific activities that you can use for grade 2 students:

Tier 1:

• Word sorts: Students can sort words into categories, such as animals, plants, or objects.
• Word walls: Students can create a word wall with words that they are learning. They can illustrate the words or draw pictures that represent them.
• Frayer models: Students can create a Frayer model to show the meaning of a word. They can write the word in the center of the Frayer model and then write its definition, synonyms, antonyms, and examples around the word.
• Word hunts: Students can search for words in a text or in the environment. They can write down the words that they find and then look up the meaning of the words in a dictionary.
• Word games: Students can play games that involve using vocabulary words, such as Scrabble, Boggle, or Taboo.

Tier 2:

• Semantic feature analysis: Students can create a semantic feature analysis chart to show the characteristics of a word. They can write the word in the center of the chart and then write its meaning, part of speech, synonyms, antonyms, and examples around the word.
• Word webs: Students can create a word web to show the related concepts of a word. They can write the word in the center of the web and then write related words and concepts around the word.
• Sentence frames: Students can use sentence frames to write sentences that include vocabulary words. They can choose from a variety of sentence frames or create their own.
• Word mapping: Students can create a map to show the related concepts of a word. They can write the word in the center of the map and then write related words and concepts around the word.
• Word projects: Students can create projects that demonstrate their understanding of vocabulary words. They can create posters, dioramas, or presentations.

Tier 3:

• Word study: Students can learn about the meaning, pronunciation, and usage of vocabulary words. They can use a variety of resources, such as dictionaries, thesauruses, and online resources to learn about the words.
• Reading: Students can read texts that contain vocabulary words and discuss the meaning of the words. They can use a variety of strategies to figure out the meaning of the words, such as context clues, word parts, and prior knowledge.
• Writing: Students can write about topics that require them to use vocabulary words. They can use the words in their writing to clarify their ideas and to make their writing more interesting.
• Speaking: Students can discuss vocabulary words with their classmates. They can explain the meaning of the words, use the words in sentences, and answer questions about the words.
• Listening: Students can listen to discussions about vocabulary words. They can pay attention to the meaning of the words, how the words are used, and how the words are related to each other.

===

I then showed the list to the Grade 2 teacher who again made some suggestions. If I were the homeroom teacher, I might just look at what I was given and weed them down to what I could handle teaching.

###

After writing out the above post, I put it through Bard again for general feedback. Remember to use visuals when teaching EAL learners.