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Stop in the Name of Sora!
Neil Almond
February 27, 2024
👋 human, I hope that start of the week has been going well for you! Let’s dive right in to what’s new this week.
Knowledge builders 📚
Context Window → The limited amount of information processed at once by a model when understanding and responding to an input. The larger the context window, the greater the potential understanding of the LLM.
Generated Knowledge Prompting (GKP) → A form of prompting where the user has a goal in mind (say, plan a lesson) but prompts the LLM for what it knows about that domain first. This helps narrow down the data set and avoid errors. For example, you could get the LMM to admit that learning styles are not a thing and then ask it to generate a lesson plan. The lesson plan should then make no reference to learning styles.
Industry updates 🤖
$800m Studio Expansion on Hold → After Sora, Open AI’s latest text-to-video model, was released, US TV and film mogul, Tyler Perry has put stop to his studio’s expansion. This is perhaps the first true instance where AI has halted such an expansion and could cost many jobs within the industry.
Introducing Gemma → Google announced Gemma, a lighter-weight open source LMM. An open source model means that Gemma can be used by researchers and individuals at a minimal cost to build new applications.
Fresh prompts ✨
Advanced level: GKP Lesson planning → I am going to use the GKP to produce a lesson plan based on some of Rosenshine’s Principles of Instruction. Use in Bing Co-Pilot or ChatGPT
What were Barak Rosenshine's principles of instruction?Barak Rosenshine, an educational researcher, outlined ten principles of instruction based on his extensive review of research on effective teaching practices. These principles provide practical guidelines for teachers to enhance classroom instruction and improve student learning outcomes. Here's a summary of Rosenshine's principles:
1. Daily Review: Regularly review previously learned material to reinforce retention and facilitate transfer to long-term memory.
2. Present New Material in Small Steps: Introduce new concepts or skills in manageable increments, ensuring that students can grasp each step before moving on.
3. Ask a Large Number of Questions: Use questioning techniques to actively engage students in the learning process, promote critical thinking, and assess understanding.
4. Provide Models: Demonstrate desired behaviors, problem-solving strategies, or examples to guide students' learning and facilitate comprehension.
5. Guide Student Practice: Offer opportunities for guided practice, where students receive structured support and feedback as they apply newly acquired knowledge or skills.
6. Check for Understanding: Monitor students' progress and comprehension through frequent formative assessments, such as questioning, observation, or quizzes.
7. Obtain a High Success Rate: Scaffold instruction and adjust difficulty levels to ensure that students experience a high rate of success, which enhances motivation and builds confidence.
8. Provide Systematic Feedback: Offer specific and timely feedback to students, focusing on areas for improvement and providing guidance on how to achieve mastery.
9. Use More Paced and Time Efficient Teaching Strategies: Implement instructional strategies that optimize learning time and maximize student engagement, such as effective classroom management techniques and efficient transitions between activities.
10. Foster Independent Practice: Encourage students to apply and consolidate their learning through independent practice, homework assignments, or project-based activities.
I want to teach pupils about complex sentences where the subordinate clause comes before the main clause, like this: Because he was hungry, he went to the shops. What prerequisite grammatical knowledge is involved in this particular skill?Understanding Clauses: Students should have a solid understanding of what constitutes a clause, which is a group of words containing a subject and a predicate (verb). This knowledge helps them recognize the structure of sentences and identify independent and subordinate clauses.
Sentence Structure: Students need to understand basic sentence structure, including the roles of subjects, predicates, and objects. This understanding enables them to analyze sentences and identify the relationships between different parts of speech
Parts of Speech: A grasp of parts of speech, such as nouns, verbs, adjectives, adverbs, and conjunctions, is essential for comprehending how words function within sentences. This knowledge helps students recognize the role of conjunctions in linking clauses together to form complex sentences.
Conjunctions: Students should be familiar with different types of conjunctions, particularly subordinating conjunctions like "because," "since," "although," "while," etc. Understanding how these words connect clauses and convey relationships between ideas is crucial for comprehending complex sentence structures.
Subject-Verb Agreement: Students need to understand subject-verb agreement rules to ensure that the main clause and subordinate clause are grammatically correct when combined in a complex sentence.
You are an expert at lesson planing, use what you have learnt about Rosenshine and the pre-requisites to plan a lesson that introduces this concept to pupils. Focus on a daily review for the prerequisite knowledge - provide question for this,, how material can be presented in small steps - providing explanations where appropriate, and questions that can be used to check for understanding and key points in a lesson. Ask me if I want to change anything. If I do not want to change anything, create a worksheet for independent practice.. This should be at least 10 questions long.Certainly! Here's a detailed lesson plan focusing on introducing the concept of complex sentences with subordinate clauses preceding the main clause, incorporating Rosenshine's principles and the identified prerequisite knowledge areas:
Lesson Plan: Introducing Complex Sentences with Subordinate Clauses
Objective:
Students will be able to identify and construct complex sentences where the subordinate clause comes before the main clause.
Prerequisite Knowledge:
- Understanding of clauses, sentence structure, parts of speech, conjunctions, and subject-verb agreement.
Materials:
- Whiteboard or chalkboard
- Markers or chalk
- Worksheet for independent practice (to be created)
Lesson Introduction (10 minutes):
1. Daily Review: Begin the lesson with a brief review of prerequisite knowledge.
- Question 1: What is a clause? Provide an example.
- Question 2: Can you identify the subject and verb in the following sentence? "The cat chased the mouse."
- Question 3: What is the function of a conjunction in a sentence?
2. Introduction to Complex Sentences: Explain to students that today they will learn about complex sentences where the subordinate clause comes before the main clause.
- Present the example sentence: "Because he was hungry, he went to the shops."
- Break down the sentence:
- Subordinate clause: "Because he was hungry"
- Main clause: "he went to the shops"
- Emphasize the role of the subordinating conjunction "because" in connecting the clauses.
Guided Practice (15 minutes):
1. Presenting Material in Small Steps: Break down the concept into manageable steps.
- Step 1: Explain the structure of a complex sentence with a subordinate clause and a main clause.
- Step 2: Provide examples of different subordinating conjunctions (e.g., because, since, although) and their meanings.
- Step 3: Model how to construct complex sentences using subordinate clauses.
2. Check for Understanding: Ask questions to assess students' comprehension.
- Question 4: Can you identify the subordinate clause in this sentence? "While she studied, her brother played outside."
- Question 5: What is the main clause in the following sentence? "Since it was raining, they decided to stay indoors."
- Question 6: How does the subordinating conjunction "while" change the relationship between the clauses in the sentence?
Independent Practice (20 minutes):
Distribute the worksheet for independent practice. Students will complete the following exercises:
1. Identify whether each sentence is simple, compound, or complex.
2. Rewrite each simple sentence as a complex sentence with the subordinate clause first.
Worksheet: Independent Practice
1. The dog barked loudly because it saw a squirrel.
2. Sarah finished her homework before she went to bed.
3. Although it was late, they continued to work on the project.
4. John ate dinner while he watched TV.
5. Since she forgot her umbrella, Mary got wet in the rain.
6. The birds chirped happily when the sun came out.
7. Even though he studied hard, he didn't pass the test.
8. While they were on vacation, they visited many famous landmarks.
9. Because he missed the bus, Tom had to walk to school.
10. Despite feeling tired, she went for a run in the park.
Conclusion (5 minutes):
Review the key points of the lesson and address any questions or misconceptions students may have. Encourage students to continue practicing constructing complex sentences with subordinate clauses independently.
The benefit of Generated Knowledge Prompting is that if you are not happy with an aspect of the output, you can probe the LLM for more knowledge on that area and this should, theoretically, impact the final output. It is also not able to do these on closed tools.