Introduction • 00:00

• Lulu introduces the session and agenda.

Ice-breaking news • 01:52

• Ice breaking introduces session late start and potential international participants joining.

• Glance at branding update and rebranding of slides before diving into exam prep activities.

• Discussion on AI in education note about India mandating AI curriculum from grade three and implications for Flint schools.

Exam prep activities • 03:57

• A preset AI tutoring activity is selected to create a review experience for pre-algebra students using older exam questions.

• Flint is demonstrated, highlighting chat-like interactions, the ability to simulate a session, and how Flint handles problem-solving prompts.

• The facilitator explains how to customize prompts, tracking of prompts for newer activities, and how to view back-and-forth conversations within activity settings.

• Jitender asks about GDC availability in Flint and used in IB/I GCSE contexts. Lulu Gao clarifies calculator limitations and confirms current calculator modes and thanks him for this feedback for the team.

Tips and ideas for activities • 18:47

• Discussion covers best practices for creating prompts, including previewing, iterating, and using examples to guide content.

Student creation of chats and activities • 20:19

• Explanation of student and teacher perspectives on using chats and activities, highlighting that Flint responds differently to teachers and students and showing examples of a teacher session versus a student session.

• Notes on student-created activities, the popularity of a specific activity type, and how public libraries house activities for easy access, with emphasis on adaptation for different examination styles (SAT, ACT, AP, IB).

• Lulu demonstrates how to create a student study guide in Flint, showing steps from selecting help to generate a guide and then adjusting it for student view.

• A student-focused workflow is shown: uploading resources, specifying topics, units, timeframes, and preferred formats to tailor the study guide.

• Discussion confirms hand-drawn graphs can be uploaded and graded by Flint using the Whiteboard tool or photos, with feedback provided and alignment to the IB mark scheme.

• During use cases, concerns about preventing copy-paste graphs are raised; limitations noted on restricting uploads, while instructors can design activities to enforce hand-drawing and monitor student sessions.

• Strategies to ensure academic honesty are debated, including optionality of assignments, in-class administration for required tasks, and revealing how practice improves grades; emphasis on balancing AI support with authentic work.

• Workflow improvements discussed: after reviewing a student chat, transcripts can be converted into documents, pasted into Flint to automatically generate activities, and instructors can reuse content to create new activities efficiently.

Audience shareout • 39:43

• Lulu Gao introduces a sharing segment where heads in the room hear updates and context from a recent conference in Jakarta.

• Lulu Gao discuss a Spanish teacher's classroom activity where students interview peers, create and use new activities in Spanish, and provide feedback, illustrating student collaboration and usage of Flint for exam prep.

• Sanjeev asks about German language practice tools and feedback, prompting Lulu Gao to confirm Flint can function as a speaking partner and support feedback in German or other languages.

• Geetha Venugopal describes using Flint as a personal tutor with a concise 10-word prompt and emphasizes iterative prompting and guided questions to ensure mastery.

• Geetha Venugopal highlights analytics features for teachers and the usefulness of follow-up activities based on classroom strengths and weaknesses.

Conclusion • 52:30

• Lulu outlines future Flint Campfires and resources.

• Lulu shares QR codes for people to check out the Campfire Calendar, Flint's Instagram (which has a bunch of teacher-facing content), and the Flint Community.