Well, so today I'll be talking about multi-dimensional pricing. This is mostly a discussion of the work, Dynamic Pricing for Non-Fungible Resources by Theo Diamandis and collaborators. And yeah, the idea is to sort of explore this paper and discuss how can we leverage the knowledge on this paper to our case. By the way, I think Theo Diamandis is going to present this at the upcoming crypto-economy. Yeah, so let's get started. Now, this paper is super dense mathematically. So I'm going to start with summarizing the paper, and then I'll go through the results. OK, so what do they do? Well, the authors here provide a principal way to the sign of transaction fee mechanism that comprises multiple non-fungible resources. So what do they mean by this? Well, they can charge gas for a transaction if it's very, say, CPU heavy and charge a different amount of gas for a transaction or a message if it's very memory-intensive. Now, of course, this is very similar to what we're doing related to gas lanes, because you can then create lanes for different types of messages or for the demand-driven onboarding idea that A-North was proposing, et cetera. So there's a lot of relation to what we're looking at. And furthermore, the paper has a lot of interesting results. The first one is that their transaction fee mechanism is based on an optimization-based framework, which means that the results are optimal in some given sense. And the second one is that their transaction fee mechanism design can be decomposed into optimizing two objectives or solving two problems. The first one is the network designer's problem, which can be understood sort of as how much resources can we spend without putting the network in a lot of stress in such a way that we make money. And the network participant's problem, which can be sort of understood as which transactions should we include on a block or which messages should we include on a block such that both miners and users are as happy as possible. They also derive a lot of interesting properties from this transaction fee mechanism following some very simple but kind of abstract assumptions such as convexity of the state space. And they prove or they hint at the fact that transaction fee mechanisms are deeply related to iterative methods for numerical optimization. So if you like linear algebra, this is definitely a paper that I recommend you look at. OK, so now the rest of the presentation gets very both Matthew and hand wavy somehow. So it's a lot of notation, but it's not super in depth. But OK, let's get to it. So let's consider a system with M different resources and M transactions in the member pool. So M here can be the number of lanes or if we're using lanes and something demand-based or whatever, OK? Now let's define B star as a vector with the target utilization of these resources. So BI is the target of resource I. And let's define X as this vector that takes values of 0 and 1 that has a length N. That includes all possible transactions in such a way that the jth component of X is 1 if the transaction is included and it's 0 on the master. OK, furthermore, we define A as the matrix whose jth column represents the vector of resources A j consumed by transaction j and P as the vector of these. OK, so given this, we can write the total resources consumed by Y, which is just A times X, right? So the resources utilized by each of those transactions included the sum of that and the total amount of tokens spent as P transpose Y. So basically the price of the resources of type 1 plus the price of resources of type 2 times the consumption of those resources all the way to the end, OK? So what is the goal of their paper? Well, they want to create an update rule such that if our expenditure is equal to the target expenditure, then there is no update. If we are spending more of the resource I than the target of resource I, then we increase the price of that resource. And similarly, if we're spending less of resource I than its target, then we decrease the price of that mechanism. And this is quite similar to the B1559. It's quite similar to the mechanisms assigned that AX has been working on, this adjustable block size, OK? Now, this is akin, like achieving this goal is akin to the sign-in and transaction mechanism for which we need to consider the network utility and the proficiency path utility. The network utility we're calling L of Y, right? It depends on the resources used, and the participant utility depends on X, so on the transactions, I'm not going to include it. OK, so let's start defining network utility. We define the last function L as a function which maps resource utilization Y to the quote unquote unhappiness of the network designer L of Y. Now, there are many different types of last functions. Here I'm going to show a couple of them. So as a first example, we have L of Y being equal to 0. If Y equals B, we're spending exactly the target and infinity otherwise, which can be interpreted as we're infinitely unhappy unless we're spending the optimal value. A second example is quite similar, but here instead of Y being different from B star is Y larger than B star, meaning that we're OK with using less than the target expenditure, but we're infinitely unhappy otherwise. Or a third example can be given by this quadratic norm here, which can be interpreted as we want to avoid deviating too much from the target B star, so we don't want to spend too little or too much in comparison to the target. However, many, many definitions of L exist. One can come up with whatever definition of L such as long as a few technical conditions are satisfied, basically that it's convex and lower symbol continuous. And as we will see later, each definition of curly L will imply a different update rule for the network piece. Now let's switch on to the finding the network utility or the participants utility. By the way, I cannot see my mouse if there's someone writing stuff on the chat. I cannot see you. Anyways, yeah. So we define the joint minor user utility as Q. Q is a vector in Rn, where the jth component of Q depends is the user and minor utility of including a transaction j on a given block. Now it is very rare, if at all possible, to know the values of Q. However, under mild assumptions, their results show that their update rules don't necessarily depend on Q, which is useful. And given this, we can define the participant utility U of X as Q transpose X, basically as the sum of the utilities of the joint minor user utilities of those transactions that get included in the block. Now putting these two components together, we can aim at solving the following problem. We want to maximize the user utility, the participant utility, Q transpose X, minus the network unhappiness. Subject two, that we're spending Y amount of resources, and that X belongs to the set of admissible transactions. This is more of a technical requirement, but it's necessary for the formulation. So the variables in this program are X and Y, and the data of the problem are A, which again is the matrix of the transaction costs or the resources are utilized by transaction J. S is the set of admissible transactions, and Q is the joint minor user utility. So how do we optimize this? Well, if you recall from high school or first years of college, this is a constraint optimization problem, so one of the best ways of solving it or the way of solving it is to formulate it as a Lagrangian problem. And if we do that, then we get something that looks like this. So we can define the Lagrangian as this first line here, where this I of X is an indicator function that says that X is in the set that we need, and this B transpose Y minus AX symbolizes the constraint of the Spanish. Furthermore, we can move things around a little bit in this equation and obtain the formula below. And having defined the Lagrangian, we can also define what's called its dual, which is this function G of B. That is defined as the supremum over X and Y of the Lagrangian, which if we massage it a little bit, we can get that this equation is equal to this supremum over Y of B transpose Y minus L of Y plus the supremum over X of this order term. The first term that I'm calling L star is the network designer's problem. We want to find the expenditure that maximizes this amount, price times expenditure minus the network and happiness, plus this other term, which is the transaction participants' problem, meaning what are the messages that I want to include from that set of admissible messages such that I maximize the joint user-minor utility. Then we can define this auxiliary function called the dual G of B as L star plus A of B. And why do we want to do this? Well, why are we doing this Lagrangian and this dual formulation? Well, there's a very strong result in optimization or a fundamental result in optimization that says that if S star is a solution to the original problem, meaning maximizing this utility minus the unhappiness, then it follows that the dual is always larger than this solution for any value of B. The proof is a one-liner, but I think I may need to discuss it. And furthermore, under some technical conditions, it holds that there exists a price such that this holds with equality, which is called strong duality. So informally, this means that maximizing the Lagrangian is equivalent to minimizing the dual. So the problem boils down to minimizing G of B. OK, cool. So we want to minimize G of B. How can we do it? Well, if you recall from Calc 3 that if a function is differentiable at a neighborhood of a point, then that function decreases the fastest in the direction of negative its gradient. And let me see if I can click on this. And this, in turn, implies the following recursion. If we want to minimize this function, then what we can do is we take some steps of size gamma in the direction of negative the gradient. So we move for one step on that size, on that direction, sorry, we achieve a new point. Then we keep moving on that direction further and further. Now, this formula here, it's already kind of telling of something, but I don't know, does this formula look familiar to something? Maybe make it a bit more, so let's maybe exemplify. So let's consider a very simple one-dimensional example. Let our target consumption be half of the block size. And let aj be the gas used by transaction j. Furthermore, let's consider this loss function that we're infinitely unhappy unless we're using our, unless we're exactly at the target consumption. And let's define i of x as this indicator function that we have here. So from before, we have that our dual looks like this. Now, from this formula here, the first term, we can see that this first term L of y is either 0 or infinity. So this term, the supremum of this term, it's only achieved when y equals b star. And similarly here, on the second term, we have that this supremum is only positive whenever x is in this set. So we get this expression that we have here. That if we replace the y by b star and x by x prime, which is the optimal messages that you would need to include on a block, then we get the following formula. Now, if we take the gradient of this with respect to p, we get this. And if we plug this result here back into the previous equation, we get our recursion formula that looks like this. Now, it's starting to look a little bit more familiar. Now, what if we set the step size gamma to this arbitrary thing? Well, then we recover something that looks like this. I'm sorry, I don't know how to point on this. But what does this formula look like here? If AX is the total gas used at a given transaction, well, it's exactly the EIP-1559 mechanism. And one can extend this framework to multiple dimensions or multiple gas lines or whatever. So in summary, the authors show an interesting way of constructing transaction fee mechanisms based on optimization arguments. Many transaction fee mechanisms fall into this formulation, such as the EIP-1559, an adjustable step, the additive increase, multiplicative decrease work that I know Shyam has worked on, the exponential EIP-1559, which means there's a lot of research opportunities here. User utility is assumed to always be of the same form, while L of Y plays a role in the objective function. And clearly, this can extend to gas lines. However, we need to focus on designing and testing different L-wise and PACE. So for future work, an example would be to consider gas lines, two gas lines, separating FBM messages from status school val coin messages. So let rho be the lane width proportion and B, the node, the maximum block size. So a potential formulation for this would be to have a target given by V star here. So basically, we aim at targeting for the status school messages, half of the length of the gas lane width, same for the FBM messages. And for the sum of those messages, we aim at having half of the block size. We have the upper constraint that the resources cannot be more than their length and there's some cannot be more than the block sizes. And we would have that the consumption would look like this formula, this form, AJ. The next steps from here would be to implement and investigate for again, for different rows, for different L's and test for variability network revenue and all these other things that we're interested in making. Okay, that's it. Thanks for the attention. Let me just look at the messages. That's awesome JP. I think a lot of the messages were just saying that high school math was not that hard. When I was studying in the Mexico, I taught three at the university and there was a kid there who was like in high school, was in this AP programs, thought that was pretty cool. Nice. Man, this is a really neat result. Yeah, it's super interesting. It's super, super interesting. So one question I have, I wonder if you can go back to the, I love the chart with the graph. Can you go to that one real quick? Just for intuition, what are X and Y on there? Are those, is X the, we'll go ahead. Right, right. So yeah, so this would be like P1 and P2. So the components of this price vector, right? Because this, in this formulation, this P is multi-dimensional. So yes, that's a good, that's an interesting point. This kind of update the price on, I mean, this formula here updates the price on both dimensions in one go, depending on the gradient. So in my mind, like EIP 1559 is just a cross section of this because it's a one-dimensional and we're changing the base fee. Exactly. And so in my mind, like I was, what I was thinking is, I wonder if we can get rid of the idea of block gas lanes, like, hey, a separate pieces of the block are reserved and, you know, storage provider messages need not mingle with FVM messages and they can't go back and forth across some membrane, but rather there's a different base fee for each of those types. They're all mixed together, but like, maybe you just crank the base fee up or down towards the optimal. I mean, that's what it is. The gas lanes are about base fees. I think that's what we're talking about, like having two different base fees. But would you like segregate the actual block into, you know, 60% of the transactions are reserved or not, or just let that float dynamically or don't have a variable. I'm reserving it by price, so like they would have, I mean, base fee comes from setting a target block size. So the base fee is the one at which at that price, this block size, that is the target block size is the one that comes out. I see. But there's some flexibility in that, like it could be, it doesn't have to be like exactly the block would be divided this and this, but the targets of the block would be divided like this. Exactly that. Yeah, if one part ends up borrowing more than its target, then you'll increase the base fee of that one. And by the next round. That comes up in this formula, this last formula, B star, because I mean, in the formulation, you can define B star, the formulation that I'm proposing at the very end, this B star, this target depends on this width or this proportion of the gasoline, like the weight of the gasoline, but I mean, I guess, yeah, I think one could construct different versions for this that don't necessarily depend on this factor, Ro. Can you show the like the 1559 like result again? But so here is, yeah. So I mean, the different thing here is that, so X is a vector here and B star is a vector. A is a matrix. Yeah, that's what's happening. Yeah, this is sort of understood as component-wise division. And is there, my only question here is like this, I mean, what I had in mind simpler than this is like, so you have N resources, so you would have N copies of 1559, which in this language would in that, having a A, B, a diagonal matrix, right? And then you have just N copies. Right. Is there, what's the meaning of not having a diagonal A? Why, what was the meaning of A again? Why would it have like this kind of, but what's this other interaction that can be introduced and why? So A is a matrix. It's by design not diagonal, but A is a matrix where each column represents the vector of resources, A, J, that are consumed by the transaction, J, because then this gets multiplied, A gets multiplied by X, which is a vectorial. I can look at that later, I guess. No. No, okay, so it's not a vector, it's not an M by M vector. Exactly, it's not a square matrix, A. So I mean, it's summing over the transactions and not over the, when I do that, kind of that dot product there with the vector with X, it's running over that N index. Anyway, we can talk about that later. Yeah. That's cool stuff. Awesome.


So thanks everyone for coming. We're going to be talking about real-time Argo rollouts analytics Powered by a notification engine. We'll talk about how we did some analytics with the help of the notification engine add into it My name is Henry Flix. I'm a group product manager into it working on our development Platform and developer experience, and I'm also one of the Argo maintainers Hi, I'm Vijay Agrawal, and I'm the senior engineering manager at into it, and I lead the CID CD systems at into it So just quickly what we'll go through today. I'll give you a brief overview of the inter platform What we've been up to the last few years why we're doing what we're doing We'll go a little bit Into some of the operational challenges that we we've seen in our platform Which led up to what we're going to talk about today, and then Vijay will walk us through What we did and how we did it and then we'll wrap up with a little bit View into the future some ideas to have on how we can take this to the next next level So quickly into it. We've been working on our development platform for the last few years We've transitioned to to this modern platform Cloud-native based Think you've all seen the cloud the CNCF cloud native landscape, you know with a ton of different things on it we use a good chunk of that in our platform and With the help of this we've been able to abstract some of the complexities Automate a lot of things and increased our develop development velocity There's about nine times over the last few years, which is a pretty amazing achievement And we've run pretty much everything we talked about here today at scale and into it Our environment. I think it's up to like 320 clusters now So pretty much everything runs on Kubernetes in the public cloud And more relevant to the talk today We have about 16,000 in space to spread out of the 300 clusters Roughly 25,000 applications running in in Argo CD and about 13,000 or so roll-up objects in there All of these would not be possible without open source You've probably heard about Argo since you're here today That's one of the open source projects that we that we're heavily invested in but there are a number of other ones that we maintain Some of them created some that we contribute to but whatever we do We try and do open source upstream first I'm sure we don't have in downstream fork and we give back to the community. What whatever we do and Thanks to that we've also been acknowledged as the end user recipient twice by by CNCF Lastly in 2022 We're also one of the end users. We're also very engaged in the end user community. We don't sell any Cloud native services. So what we're doing today is not a sales pitch This is how we use it. Why are we using it and and what you want to where we want to go with it? So so why are we here today? So we've used progressive delivery and Argo rollouts for years now. It was an unveiled in San Diego Many many years ago. I guess was 2019 right keep conning in San Diego And we've been using it in production Pretty much ever since And it's one of the default options in our development platform If you create a service if you bend a new service add into it, you're going to be set up for Argo rollouts which is awesome helps us a lot, but As we're getting more and more usage of this platform, you know as a product manager I want to understand, you know, how is this platform being used? How are my users really using these platforms? Sure, we have some operational data. We can see, you know, how many how many clusters we have how many rollouts I'll just know that but how am I use is really using the platform, right? And that will help me as a product manager to see both how we can improve the usage of These features within into it to make our developers more productive But also are there any gaps that we can work with the community on to improve the Argo ecosystem upstream? So but what we realized was to do this We need a lot more insight into What what and how the products is being used? So Some of the questions we're trying to answer like what features are actually being used Yes, we know you use Argo rollouts But what are you really using in Argo rollouts? And it could be things like what traffic strategy you use for example like if you're using service mesh That might have implications on our service mesh implementation We need to do some integration with service mesh work with the service mesh team You can do some some cool integrations there maybe We then a bunch of templates automatically When when you get your service initially created But how many uses have really changed that that basic template how many people have tweaked them What metrics are using to drive your analysis runs have you come up with a bunch of custom metrics if so are those metrics We should maybe incorporate into the platform or are they using something that they maybe shouldn't be using right? and also some more on the troubleshooting RCA side like what's causing rollouts to not go well Are there performance issues our analysis wrong runs taking longer than they should because so maybe something You need to look at Prometheus is something else is going on right so we need deeper insights We need a lot more insights and more data on How this is being used so Hendricks asked like a lot of questions that we are asking and We tried to sort of build a generic framework that can answer those questions when we need to we need that data So traditionally what we would have done in the past is when you need data insights Like we would create a requirement for developer and developer will go update the code We'll deploy that code to production and then we'll verify that data and then create a dashboard out of it It can take anywhere from days to weeks depending on like how long is your production Development cycle what we set up to do is how we can improve this and what we did at least for rollout insights Is we removed all these middle steps so when you need data insights We created a generic framework that you can directly go and create the appropriate query to create a dashboard Which where you can visualize you you have a generic all data available at your fingertips with this We don't need developer dependency for data gathering and insights That was like one of and we'll show how we accomplish this going forward So one of the core components that we did is like we moved to centralized logging before this like we were logging in few different places in different instances and few months back we took initiative and we sort of did centralized logging we have like as an expansion like 320 clusters and There is a rollout controller which is running in each of those controllers watching all the rollout objects that are configured within the cluster And all these like 300 controllers are sending all that data to a centralized Server and we'll see how we are doing that in future slides But that's the core of centralized logging logging and what that has enabled us to do is it has enabled us to sort of better manage our Logging and it has provided standardization for that logging Since all are flowing in the same matrix same format it has provided that Standardization and it has accelerated our MTTR as well because now we can get those insights much faster because all data is available In one place and we can build correlations across the platform when we do see issues It enables us to sort of create central monitoring and alerting across our platform It provides better data security because we have to manage just one instance instead of multiple instances And we can configure effective RBAC on the data again cost is improved because you are sharing the resources across all your clusters now So we'll look at like how we accomplished this and like we use notification engine to accomplish a lot of what we will talk about today and We'll talk a little bit about like what notification engine is how How it's a configuration is done and how we are using it so notification engine as a high level is a configuration driven sort of Golang library that can provide you ability to configure notifications for cloud native applications We are using it for rollouts and CD But you can use it for any cloud native application and at a high level what notification engine provides is it provides you a K8 informer that's watching on a particular resource in this case We are using it to watch rollout resources and it's watching on update on and or when a resources added deleted or updated And when it does detect that it's using sort of K8 API server to detect those changes and when it does detect those changes it looks at the configuration which is configured in the notification engine and Which is basically a bunch of triggers and templates and based on those triggers and templates It would send out appropriate notification to like whether slag pager duty or a custom web book whatever you have configured it to be The key features of notification engine it is it's provide out-of-box integration with a bunch of these different providers And you can customize it to different templates whatever you need to and you can even create your custom triggers For whatever your needs are it provides you all these notifications in real time for any resource changes that you want The benefits that we have seen with it is it has provided us improved visibility and transparency into our development processes Where for example if a rollout is completed then we can send automated alert to a slack saying that rollout is completed Or if a rollout is aborted we can create an incident that this was aborted and somebody can take a look which Results in faster mitigation of incidents when they do happen. So both of those benefits. We have realized with it Let's look at notification config. So at a high level like if you want to add a notification to the system What we do is we have a Subscription we add a subscription which is a which contains sort of a recipient Which is the receiver for the message and a trigger when the message should be triggered a Recipient in this case is a web hook It could be a slack or a pager duty or teams whatever you wanted to be in this case We configure the URL where the data should be sent and then we configure a trigger and this is a custom trigger We provide some out-of-box triggers as well But this trigger basically what the when condition there is is what I want to highlight here Which says like the current part has not equal to stable hash Which means that the rollout is in progress and the abort status flag is true Which means this rollout is aborted so we and we want to send this notification once per revision so we configured that you when whenever this condition is met the notification with engine will will send a notification and The notification format of it is defined by the send for a template over that and in this case the important thing to highlight is we are sending the whole rollout object That is that we saw in the message and you will see the power of sending that whole manifest over there later on because then We can ask any question related to that manifest later on when we are querying the data Where we don't need to sort of create individualized matrix for each of the data points We get a generic framework for everything Now we'll we'll see how we are deploying this at Intuit So you have same stuff like where we have these 300 controllers and it has a bunch of rollout objects within it and These objects are typically watching GitHub repos that are being managed by individual app developers And we have approximately 4,000 repos and 13,000 rollout objects That we have managed as of now and it's growing and it's we want to sort of We added notification engine which is watching over these changes in these rollout objects and taking action when do they those changes do happen So what it does is we have a centralized web book receiver, which is taking notifications from the Notification engine and it processes all these notifications that are coming and Typically right now we are using six basic triggers when a rollout is added deleted about it started Completed or sort of fully promoted. We are interested in these events and when they do happen we look at like send the whole manifest to the web book receiver and The web book receivers take that takes that and forwards it to a central Logging server in this case like we use Splunk and Athena for for for long Longer time frame and then we do send that some of the pre-computed matrix to Prometheus as well for for a different use cases that we have And then based on once you have it in the central logging system You can correlate it with other data like you are receiving data from let's say service match You can correlate that data with this data point to create even richer insights for your data and create More dynamic dashboards out of this So this is at a high level what we do and we are doing some future enhancements to this system Where we are adding message queue support because sometimes we do see that notifications are missed In some of the scenarios because if the web book receiver was unavailable for whatever reason Then you do miss some notifications So we are as a adding message to support to it and secondly we are adding run support for runtime values Where we just don't want to know that what strategy you are using but when the rollout does get about it We want to see the actual values on the analysis template that When it did get reported so that we can tweak our defaults better and learn from it So we'll look at some of like interesting data that we gathered and what is how you can create that data points from that So here this shows like how our deployment is going how many are using canary versus blue-green On a daily basis and this provides us like as we are rolling out AI ops based Strategy we can see that adoption over here as we roll it out and track that similarly We can track live how how traffic routers are being used that into it for from a rollouts perspective like a lot of them Are not using a traffic router some of them are using is to some in the some of them are using a lv Some are using a combination of that so we can track all that and when an incident does come We can prioritize it accordingly how many people it's impacting and reach out to those service owners based on the criticality of it This sort of provides us a view of How many rollouts are being completed on a daily basis so you can see Saturday Sunday People don't do deployment is expected But if we do see that drop on weekdays, then we can take action again like you can see how many are aborted very few as Expected some are sort of promoted full and we can sort of understand that why people are promoting full and sort of to take action to sort of improve rollouts This sort of graph provides a view into how much is the pause time when people are sort of doing rollouts Typically 600 is the default template we went with so you see that usage and a lot of people have moved to zero They don't want any sort of they are not using the rollouts effectively, but those are pre-prod environment So it's expected in that sense that they they don't want any Sort of they want to move faster in their pre-prod environment And that's why the timing is zero and we can sort of see how people have deviated from defaults similarly like Same for number of steps like four is the default we ship with and then like how people have changed that over time And like people are using 14 steps. We want to know what those 14 steps are What are the use cases in which they are using 14 so we can tweak our defaults based on the different use cases We have rather than shipping one static default template to people and you we can see here like what are which services using it What are the steps? They are using it for and then later we can reach out to those people either to understand their use case Or if we see it at a broader scale, then then we can make adjustments to our templates This shows like how many which template people are actually using in this case like memory error rate CPU utilization And request latency are heavily used and some people are using like pods restarts and us and we'll see like as We are rolling out again AI ops space. We'll see that template pickup here as we go along Again abort is a critical functionality of rollout So we do want to understand like when a rollout is aborted what is happening behind the scenes why a rollout is being aborted So we do see we have we can see that if it's aborted due to CPU CPU utilization or memory Utilization or if it's like the success rate is falling then it's aborted and like we have a category missing data Which is like we are not able to receive that data from Prometheus So if it's aborted due to that then like we get to know and here if we see that matrix sort of trending in the wrong direction Then we know that our defaults are not correct and we need to adjust them And we can go further deeper and see that when our rollout is aborted Then what is the matrix that it got aborted is what was the values that were configured and when the rollout was aborted So we have the timestamps and everything so we can track it actively and Thanks VG So most of what VG talked about is already in production, right? So we're seeing some of the benefits of this already Some of it is fairly new so we're still you know have some Hopes and ideas of where we're going to see some some benefits from this as we as we learn more But one of the key benefits is that it's improving our best practices having all this insight Let's us understand our users better and understanding users better mean that we can help them more and better We can figure out what are the best Ways to deploy Argo rollout and use Argo rollout so we can improve our templates make sure that you know Whatever configuration they do is is suiting their needs So we'll have fewer misconfiguration and less issues from those from those users using our templates and platform It especially for me as a product manager This is awesome as well because it helps me understand how the users are really using The product and I'm using the word product like particularly this morning. I know it I know it's an open-source project, but calling it a product Which helps me understand the users, right? Yes, I talked a lot of internal users I talked to people in the community, but having this data Gives me another level of understanding that I can't really gather in in a like one-to-one Conversations or service or whatnot, right? It also helps the platform team like VG and the team when they run this for all our users They get a lot of data that helps them do root cause analysis faster and easier Instead of reaching out to the user and asking them going back and forth. They have all this data at their fingertips And in addition we can use these to do some proactive actions We get these notifications. We can see that someone configure something That's maybe not according to best practices We can reach out to them practically and hopefully the future even do like automatic Proactive actions and helping them out making sure we steer them in the right direction making sure that you know what they have is something that's going to work for their service and Last but not least Reducing the end user involvement and I mean that in a good way We do want to end user involvement, but end users don't necessarily want to spend time with the platform team debugging issues Right. I'm sure that all of you that have had some platform issues You talk to a platform team you get frustrated with how long it is and all the questions they ask by using this We can do a lot more of that without Going back and forth to the user if you have all the data we can just get on it do it faster do it more efficiently Some of the things we were looking at to do enhanced is and make it even better is Getting even further into the data VJ already talked about getting some of the runtime data making sure we can do some more correlation with the manifest And what's actually in the running system and that will help us do in get an even better understanding of why things happened When they happen and how they happen Of course like everyone else we're looking at AI and seeing how we can use AI here to help us do some log analysis Do some correlations and and help automate some of that The predictions and root cause analysis that we're spending way too much time on today Message to support what I talked about we don't have any automation or alerting based on this this yet But you can see that maybe something we can do in the future But even so even with the data gathering we want to make sure that we have consistent data and we have Correct data Looking at the success we've seen with this for Argo rollouts Since notification engines here for Argos CD as well like why not see how we can use this in in Argos CD We've learned a lot about our grow lots over the last few months as we've been doing this So we want to see how we can take this to Argos CD as well There are ways you can use other things like Google Analytics to get some of this user data in in CD as well but you're not going to get to the level of Level of depth or the level of data that you get by using this natively with the notification engine So using this for Argos CD to look at and how people are using rollbacks and what features using the product is going to help us get The same level of depth and understanding of Argos CD as we've been getting from Argo rollouts There's only so much you can cover in 25 minutes I hope this at least was a good teaser into what we've done Vijay and I are gonna be here all week feel free to reach out to us in the booth in the bar Wherever you see us and we're happy to spend hours talking about this Thanks everyone for coming


Thanks for watching. I'm joined by the handsome and very clever Dan Fitzpatrick. Dan, could you introduce yourself to everybody and let everyone know why you're here with me and what we're going to do? I can. I think you forgot that I'm actually on screen so people can see I'm not actually that handsome. I'm just a big guy with a ginger beard. Yeah, my name's Dan and I am the AI educator. Sorry, I just had to. I made the cardinal sin of having the YouTube video open at a different time. Yeah, my name's Dan Fitzpatrick. I'm the author of the AI classroom and I go around the world now, I guess. Talking to teachers, educational leaders about artificial intelligence, how they can integrate it and kind of cut through all of the haze that's out there with these tools at the moment. Great. So the plan everyone, Dan and I are just going to have a chit chat and do a little bit of a show and tell. I guess I'm going to try and cover all bases. So there'll be one or two people that are new to the five minute lesson plan. There'll be lots of new teachers keen to learn more and reduce workload. There'll also be some wise souls watching out there who've seen the five minute plan, seen how it's incarnated over the years, tried it, loved it, hated it, all those types of things. But I've not come across the AI version and I know Dan, we had a chat before we came on, you know, there's tons of AI stuff now it's hard to avoid and lots of it I guess is built on soft sand in some respect. So, you know, we're going to do a little Q&A session where Dan's going to kind of critique, you know, the five minute lesson plan and how it's built on solid foundations and we'll go through a little kind of demonstration for you, show you where you can get the resources, sign up for the trial and all those kind of things. So Dan, do you want to, I'm happy for you to take the lead and, you know, I'll do what I can to explain all the different kind of historical plans and do little demos as we go. Yeah, let's do it. Before we kick off everybody, watching on a different channel so you can leave a comment in your platform that you're watching, we'll get it on our side and then we shall ping your question on the screen and we'll respond to it in good time. So I can already see lots of comments coming through. So I can see we've got someone here linked in very happy to join in and lots of other people saying hello so thanks for that. So just that reminder and I'll keep reminding to do that. Anyway, Dan, over to you. Let's do it. I think, can you bring my screen in? I don't have control over that. Brilliant. So yeah, this is the five minute lesson plan.   And I remember I did a skip program so I was I was full time in the school and and watching other teachers in the school using the five minute lesson plan and going to our skit leader. Why can't we use that? Why are you getting us to write five 10 page documents? Why can't we use this and we were just told well be just because so I've been I've been envious of the five minute lesson plan for a long time now. And then when I started using it said so much time so that's why I got I'm really excited about the the AI powered five minute lesson plan and I was really excited when I was asked to to work on it as well with Angel solutions. Google search then just showing people's you know Google image search and let them see just what the original template looked like because I know actually not a lot of people know this but a brilliant behavior chat. The original behavior guru my opinion John Bailey worked with Catherine verbal sing not many people know this and actually they created the first version of the five minute lesson plan and then it ended up on my desk. Literally a few months later and I sat on it for nearly a six months or so and then I played around with it and I didn't share it online on Twitter there is this is the first version. I didn't share it on Twitter for until about 2010 so I kept it to myself about three years. So 2007 I first came across this and this is my own little PowerPoint version of it and it was something for me to scribble something for me to try with with new teachers that I was supporting. And I guess what made it viral at the time was at least in England. There was a requirement to provide detailed lesson plans for observations from leaders but also inspectors and me being a school leader with a degree of confidence at a certain time in my life. I tweeted this out saying look I've scribbled this five minute lesson plan just before an inspector came into my classroom and and that reached quite you know in the early days of Twitter when viral reality was a different definition then it quickly spread around the world. So that there's a raw origins you've never seen it before but I expect a lot of people have but many experienced people might not know the original story. Anyway Dan apologies. Yeah and if I just come out of that there. It's obviously gone through quite a few iterations there Ross. Yes it has. 49 different versions there of all different aspects of school art. So I think what what excites me about it is the is the fact that I think like you said there's so many tools coming out at the moment. And in fact back in January I remember talking to a company and it was literally just a kid in his in his bedroom in California and his mum was a teacher. He didn't know anything about teaching but he knew how to implement chat GPT into a product. And he created like a lesson plan and it had no pedagogy that whatsoever it was. And a lot of the tools that was still saying I suppose, even though if you're in AI January feels like a long time ago. But it's it's only a few months and some of the tools are still they're still very similar it's the same kind of skin on top of chat GPT. And I think I think this marks something very different. And it's and it's because of that what 2007 16 years worth of pedagogical research that's gone into this when you. So I don't know it should I jump into it and then we can. Let's give everyone a quick little teaser and we can talk through it and then we'll take some questions so we've got lots of people leaving comments so remind everyone if you leave a comment on your platform. I'll play an R side and we'll pin your question up on the screen for everyone to see. So what web address is five minute lesson plan dot code at UK and if you go to it this is the this is the page. I think I was doing a webinar yesterday and I was explaining that you get 14 days free I was like if I was a teacher right now. I'd be signing up for those free 14 days and just making all my lesson plans I'd just be sat there making them all before before it runs out. You know it's only 36 quid for the year. I'm a cheapskate though.  So once you've got an account you sign in and then you're going to see kind of my homepage. Which also acts as a repository for all of the lesson plans that you've created. And what I really like about it is you can search. So I'll show you in a second but you can add tags to each of your lessons. So if I say right let's where's all my key stage for all my lessons that are related to key stage for there. I can type by subject if I teach different subjects by topic. I think with things like this it's I think teachers like to be really safe don't they? Like I'll download it I'll have a print version in a folder I'll have it in my OneDrive or my Google Drive. I like how you don't need to do that it's just it's all here. So let's go new plan and this is so create a new lesson plan so you give it a name. So let's say I used to I did a bit of geography teaching. So let's do this and I can tag the plan. So the great thing is I start writing geography and it pops up as an option. I just have to click it. Let's say this is for key stage three again it pops up there. It's like eight that's that's really for my own organization but I don't have to do that click next step. And it needs a bit more detail obviously. And the more detail you put into anything I related that the more bespoke it's going to be to you isn't it? So let's put. In production to earthquakes. Subject that's obviously geography. Change the length of the lesson. I like this bit personally if I do say so myself. I've been to that have I've been to one school in Belarus 15 minute lessons. Can you believe that? Wow. 15 minutes. 15 minute break 15 minute lunch other schools 90 minutes you go to colleges two hours or even all day. All day teaching students in a workshop. Yeah, there's many many ways to do it. There was a school next to where I live in the northeast of England that trialled 20 minute lessons and 10 minute basketball. I don't think they kept it for that long. Three hour lessons. Let us know. Three hour lessons. I love the trouble. I think there's a 90 minute function there isn't there on the lesson length. Can you just check down on the screen? Yeah. For so it doesn't show it doesn't come up with the drop down for some reason. On the screen share but it is. It gives an option for 30 minutes 35 45 55 60 75 and 90. 90 minutes. Francis E S O L. Okay. So 90 minute lessons. We could create two separate lesson plans for you, Fran, but we'll we'll talk to our developers and see if we can. Time because that is essentially going to go into the system behind the scenes and regenerate a lesson plan depending on the time you have available. Absolutely. And that shouldn't be a quick fix the the next thing you could do is select a year group. And again on the screen share it's not showing you the drop down menu but when you click on that. You've got a drop down from all the way from year one, which is the, which is kind of four year old in the UK all the way through to 13 years old. Yeah, 13 which is 17 18 year olds. And then there's an other option as well. So if you do teach an university or if you teach adults, this is not restricting you just to just to the teaching of four year olds to 18 year olds. And then I tell you what let's leave the additional context empty for a second we can come back to that but any other details you want to put in there you can put in there. And then it's as simple as clicking create my plan. And actually what what I do like about this as well is you don't have to choose the option. So if you do want to go on and create this manually you can by clipping the skip button but obviously we want to we want to test the AI out so let's click create my AI plan. But now this is where we can mark a book make a cup of tea talk to some students if we have to I mean we could probably do this at the end of a lesson as the students leave the classroom couldn't we. We could Ross how many how many people do you think have used the five minute lesson plan over the years. I do know from my site and from other platforms at least four million downloads so unless one person downloaded at four million times be one person but I'm confident over the last 15 years at least four million people have downloaded it. You know, if you go back to that original page we showed earlier. There's now 49 different templates for different aspects of school life but you know over the years I've had lecturers come my way who teach engineering hairdressing bricklaying, you know, nursing the whole range of teaching in different industries, using it to reduce workload and help improve the learning the classroom. So here we got the template. So I guess one thing I want to just point out here is this is what the AI one has produced so obviously we'll show you the manual version but if you just point out going to big picture down for me please. You can go in and actually edit each of the boxes. Let me explain what these mean but in the bottom right and corner if you're unclear about what each section should include in the bottom right with a large letter I for information is you get a little 30 second video from me and some prompts to help you along the way. And once you're done with that you can press done in the middle of the screen or press the next button and it takes you through each step of the five minute lesson plan so I guess. I think first and maybe and then maybe we can talk about each of the different boxes and what they mean and we'll take some questions from people watching and I could talk about the methodology of how it was created in the first place and. Yeah, I think that's for me this the USP of this is the categorization of the boxes because I think I can go and chat to routine type into it create me a lesson plan for earthquakes geography year eight and I'm not going to get anywhere near the quality of what I've got in front of me now and I think that's it comes down to two factors that one one side of the coin is is your research over over 16 years and the other side of the coin which is not as it's not as impactful as 30 is 16 years of research but the fact that behind the scenes we really we really spent a lot of time. Learning how to prompt the artificial intelligence to get the best results we so in the background this is not just going to give me a lesson plan for geography year eight. It's actually we spent weeks and weeks and weeks and we had we had that Google Doc didn't we Ross where we were going back and forth for weeks days on end. Scenarios and if you go into the different boxes where you got the prompts you know I'm picking the definitions of each stage thinking about curriculum design. You know lesson planning workload teaching year four earthquakes teaching year 11 earthquakes. How would you put prompts behind the scenes so that on the surface when you're filtering type lesson length age topic. And what does it actually do to produce this in a short form because you know all of us as new teachers and we've all spent hours planning lessons over the weekends ready for the week ahead. As Dan said when we first started you can have a training institution that might require you to fill in the particular form which might take two or three pages and a good couple of hours to complete for a 50 minute lesson. And so the five minute lesson plan sat in the middle of what I used to call three different two extremes on one extreme you've got the detailed plans which I've just described. On the other hand you know 25 lessons week you've got dawn of lessons where sometimes you have to turn up and make it on your feet because you haven't had time to plan coherently what you want to do that lesson. So the five minute plan was to sit between those two polar opposites. I can't turn up to my lessons without a plan. I can't spend every lesson every week creating detailed plans particularly for providers observers inspectors or somebody else. How can I come up with a methodology that takes me just five minutes to scribble it down that I can use that gives me a plan to use in the moment as a kind of prompt. And whether I display it on the screen in my planner or whatever it might be that I can use to guide me in the lessons so that I can focus on the students in front of me. So that was it's thinking and original origins. And we've got all the different boxes which can explain for people that can see lots of questions coming through which I'll put on the screen in a moment. And what you think and now down shall we go back shall we. Yeah, I think both because like I say I think the USP is is all these boxes really. So should we go through and kind of get your justification and why you think why. So let's start with the big picture I think big picture is the lift in 30 seconds. What are you teaching first thing tomorrow morning. So essentially four or five bullet points or 30 kids last lesson Ross was absent. We're moving to the computer room. There's one computer not working so Ross and Dan have to double up. And the topic is earthquakes and they're doing a bit of secondary research XYZ. And there's one student that's leaving the lesson early for whatever music lesson whatever it might be. So it's literally just a 30 seconds summary. And I hope that just took me 30 seconds. Brilliant. Yeah. And I suppose if you all like you say if you're running in last minute to a lesson and you've got to cover it or whatever's happened. You can just read that and you've got it. You've got an idea of where this lessons go and what it's about and you can crack straight on with it. The next one the objectives to the objectives.  All should could and you know catering for all the different needs. I guess this is just an opportunity to focus on what I describe as the learning not what kids are doing. And that's really crucial. You know, thinking about cognitive load and working memory. What is it that I'm wanting students to achieve? And I guess within this and this is where the chat AI can start to really dig into the details of your curriculum. We're looking here for, you know, keywords that are derived from your curriculum from your, you know, from the subject that you're teaching, whether you're wanting students to know to understand to apply to evaluate that's critically what we're wanting to have here. So these things you would typically scribble or write on the manual version or if you had a printer one you'd scribble it down. But this is what we need to test now maybe what the chat AI version could potentially do to we can see the three bullet points. We've got there to understand the cause and effects to identify and then to understand again. So, you know, if we were at the end of a scheme of work where students do understand and can identify, if we're going to put this prompt in again, we'd probably need to be explicit about analysis synthesis evaluation. So maybe we can try that as a little manipulation to see if the objectives would change. So we'll write that down as a note. Yeah. And I like how you can because it's not perfect. I mean, one day it might be, but at the moment it's not. And I think that's the genius of this somewhere. And where I don't see it in many other tools is that I can just come in very quickly and go, you know what that last last lesson objective is not what we're doing at the moment. It's not it's not relevant to my class. And I can just delete that and then maybe add another. So maybe to understand a case study. Yeah. And then I can just add that in. And I guess one thing to mention when I'm when we first developed this digital version in 2014, 10 years ago, and many, many users wanted to add much more detail, but we allowed that. But then at the point we actually reduced it again because the premise of the five minute lesson plan was not to populate great detail. So we started to limit the text. And then if you can imagine all the code and the technology behind the scenes starts to kind of mess with the display of the document. You know, so you can download this as a PDF. So also behind the chat AI version, it's also limiting what output it gives you back. So it's not reporting back to an essay. It's giving you these prompts, you know, in particular language, particular British English, for example, in this example. And it's using the key words here on each of the boxes to respond so that it produces a coherent lesson plan for you. So we're going to stick ability. Yeah, let's do it because it's the most visible box, isn't it? Yeah. So originally the stick ability box on the digital version was the only heading that you couldn't change. So this was, this was a word I'd used on the original form 2007 before I really got interested in cognitive science before I knew what cognitive load was. And being the DT teacher or, you know, forever the teacher working with glue sticks, particularly in the DT classroom. Stick ability just made sense. And my original definition, you might want to just pop out down to the I box of this one. It was essentially me defining when students leave my classroom, what do I want them to, what do I want to stick? So I'm not sure why the I box is not there. I wonder if this doesn't seem to be one on this one. But the stick ability box was that that definition. So it's essentially memory retrieval practice, I guess is a word that many of us will be filling me with today. But stick ability was when I've got my students for the hour and they leave the classroom, what's the core concept I want to stick? What I want to test so that when I see them the next lesson, this is the key thing that I'll use when I then look at my lesson plan for the future. So that's how stick ability came to be. I've always believed that stick ability could be summed up in two or three keywords. So when I look at this, essentially, if I think about that lesson plan you've just generated, it might be that I want my year eights, I mean I would assume year eights know how to spell earthquake. So we're thinking about the causes and effects. We might want to have causes and effects as two key words that students remember and retrieve so that when we pose earthquake and causes, it elicits that schema so that students can trigger back to you, however, whatever way you choose to assess that. The schema that they have from the causes of from an earthquake. So there's the information there, there's a little video, 30 second video there, but there's those three questions, four questions at the bottom, that essentially helps people understand why I use the word stick ability in the first place. Got it. And I just to say those videos are priceless really in terms of just giving you that insight into this. And I just forgot to scroll the screen down there, that's why we couldn't find it before. I'm surprised that's at the bottom, it's normally in the right hand corner, so I wonder if it's just the display thing.  So I guess that's something that's developed over the time as, you know, the last time I checked 140 countries around the world. So lots of people. And the last time I checked also is probably 13 different language translations. So it's, it's well established, I guess the lesson plan in dialogue here in England has been in gone in some shape or form as we've moved towards curriculum overview and medium term lessons. So the one off plus need for a lesson plan, at least for scrutiny purposes has died, but not everywhere because new teachers still need to display that. To display that evidence, cover lessons, interviews, those types of things, there's also a requirement, but I always go back to my original point. Every single teacher in the world as they arrive to a classroom needs to have a coherent, a coherent plan of some kind. They'll have their schemes of work, they'll have their year view, but they need to have that one off moment articulated and they'll have it in many different shapes and forms, I'm sure. But this was the premise behind creating this, so they allow people to create that one off little script that they could print off and have on their desk. Brilliant. Yeah. And I'm reliably told as well that the, the I box is in the bottom right hand corner on a normal screen. It's just because I've, I've manipulated my screen so I could fit the whole lesson plan in there. That's, that's why so on. And that's what happens on a mobile device as well. So the next kind of white box areas assessment for learning. So just give a context for people watching in different places. So this is where we essentially want to check for understanding. So it might be, you know, a simple set of questions that might be an online retrieval platform, students with mobile phones with it, whether return some surveys, or you might want to factor in key questions, or a short mini assessment in class. For you to check how students are progressing. So in this context, earthquakes causes an effect. So you can see the prompts that have come back here from chat GPT. So it's suggested that we've got a worksheet here. So the work effort now on Dan, if this was his lesson plan, right, what is the worksheet that I'll use. So if we go back to the original prompt, we could enter a worksheet that we're familiar with. And it would make explicit reference to this, you know, something that we could copy from a master curriculum plan, for example. And we've got a class discussion. So, you know, the thing that I would be asking here is how would we check for understanding methodically with 30 students in front of us if they're having a class discussion, how can I assess that they are learning causes and effects. And then we've got a mini quiz. So obviously we know chat GPT can create mini quizzes. So I guess the next thing is right, how can we do this within the lesson plan tool to create the actual quiz for you as part of the template. So that's assessment for learning. And maybe just let's pop into the iBox just for let people see and we can capture it in the video. Dan, it might be under your screen. There we go. Yeah. There it is. Yeah. So one question and strategy I've mentioned is pose, pause, bounce, bounce a bit of a mouthful. But one of my favorite question and strategies. It's just a I guess thinking about one key question to do with earthquakes and causes and effect you might want to pose to students that you've carefully planned how to introduce this to your students that you get all of them to demonstrate that they are learning and moving forward with the lesson. And so, yeah, that's that's that remind everyone questions in your chat box, please. And we'll put them on the screen. And I've got Ross Butler here. I like the name Ross. Fantastic stuff. Thank you, Ross. Any questions, let us know. The next box here is adaptability. Now, a lot of teachers be familiar with the words differentiation scaffolding, maybe in different contexts, different countries, maybe other words are used. But if you think of all the students in front of you, adaptability is essentially what is your plans to adapt in the moment as students responds positively or not so during the lesson. So I guess this is where we factor in different resources, different interventions, no seat and plans, whatever it might be, where I introduce a resource at what point I will choose to take the resource away, whether I've got a student who's really flying with the material, but I want to take things away to push them a bit further so they start to think a bit more metacognitively about their decision processes. So this is me just factoring in lots of different scenarios. So when we went back to the big picture, we said 30 students in the lesson and Dan was absent from last lesson. So this is where I'd want to maybe specify what prompt could I add into the chat GPT model to cater for Dan's absence last lesson. So I might want to make a reference to the content that was taught last lesson that he missed. So that's where we get into a real meeting the needs of all our students in this context. I think what's really nice about this tool as well is the fact that you can actually change the head and so if I can change it. Yeah, and if I get different schools, primary school age as well might might call it something different in different countries as well. So yeah, that's adaptability. Should we go to what's next for us? So the next one is the key words. So this is where, you know, we're thinking about, you know, you can change this box again, but the original one factored in, you know, developing literacy and numeracy opportunities. So I guess if we think about all the things teachers have to do, not just teach the subject. So for example, perhaps hidden aspects of the curriculum, such as promoting British values, you know, collaboration in lessons, developing resilience, wellbeing, all those kind of things. So you can add those things in. So the original template factored in all those pastoral sides of a lesson and cross curricular links. So we're talking about earthquakes and causes and effect. I'm no geographer, but I'm sure there's lots of cross curricular opportunities to make references to height of the volcano. So there's a bit of math there, and the literacy of the words, you know, I think it's pronounced Aiaflakluk, which is the Icelandic volcano that erupted in 2010 that stopped us all traveling across Europe. So there's an opportunity there that we might want to write how to spell Aiaflakluk in that keyword box, or we might want to write the word causes or effects and go into the etymology of the language. So these two boxes, at least in this template, there's an opportunity for you to tweak one to change it, go back to the original template, you can see, and there's a box down the right hand side. We'll talk about in a moment called review content, where you can make a few little changes. The last box there is resources. So I used to have on the original plan A, plan B. So the amount of lessons and Dan, you'll know this too, you know, you plan your best lesson and then someone goes wrong. Someone tells you have to double up a class or move to another classroom or the seven kids missing because they're on a school trip and everything goes out the window. So you have to have a plan B or dare I say the projector doesn't work and all the power has gone off. So you always need to have a plan B. But I guess with this tool, you know, thinking about maybe a bit of specificity is you might want to add in specific resources and platforms and web links and books, author names, you know, famous people that you can use as resources. So you'll have a bank of resources to your hand in your classroom and in your school, but you might want to just get a kind of nudge on particular references that you can use in that lesson that you might want to sign post to students. So the tool could come back to you with a list of websites, for example. Yeah, and I think, I think what's key here is the fact that you can edit it.  And, and the nice thing about this is that the AI is said right if you don't already have resources will let me point you in the direction of some resources you could use. And then you then you could then go to YouTube find a resource and then copy and paste the link in there and then it's in there as part of your lesson plan it's saved. And you can you can go back and reuse it. And I think that's the thing with this isn't Ross it's it's a lesson plan. It's not meant to create all the resources for you as well. The plan was always print it off and scribble it in five minutes. So I think in process that was always the original aim to move away from this two three page lesson plan burden that teachers were on the kitchen tables on a Sunday like writing lesson plans for the week ahead for external verification for evidence whatever it might be, or just generally keep on on top of the workload. And let's face it if even if you've been teaching for 30 years if you're teaching a new subject, or a new class, or a new curriculum you can quite easily feel out of your depths and not feel confident so we're always have these moments in our teaching career where we have to go into the lesson with a coherent plan. So the tension was here's the script on your table in your planner. And there's a little prompt as you go through because you know you might have lots of things on display on the whiteboard in the room. So you need something to hand so that that was the original design intention. I think when it comes to AI Ross I think the key thing is the AI is there to do the legwork to do the doing for you but don't let it do all the thinking for you as well because you're still the teacher you still know the students you still you still the trained person who knows the pedagogy and knows the students so this is the message at all AI tools isn't it you know you need to have the knowledge about to use it but you also need to have the knowledge to. comprehend what it throws back at you if it's accurate. So just like, you know we want all teachers to be, you know, coherent with the curriculum plans, how it sequences together how it develops knowledge over time. This tool is there to reduce that workload but the mental effort on your part is to always include the factual factual accuracy checking. I guess the benefit here is here's a tool that works brilliantly in a five minute scribble but now actually it does it for you in 30 seconds so I've thought carefully about a rebrand the 30 second lesson plan but I think we'll stick with a five minute plan for now. Yeah, yeah, absolutely and I think that's, I think that's what Rob's getting in the comments there that you're still going to have to create the resources yourself or you're going to have to go and find the resources but but what I like about this is that I could go find that YouTube video I could go and create that resource and then link to it in here copy and paste the link in and then it's all in one place. Now you can, you know, again, depend on how you use the tool, you know, we've got these three red boxes on the side to essentially represent the start middle and end of lessons so whether your lesson is 30 minutes or in the case of let me just pop through the chat boxes Francis so I think said three hour lesson so you can assume these three red boxes might represent one hour each or you might want to design three lesson plans that represent an hour each and divide three red boxes into 20 minute chunks which is probably would be my top recommendation now know a little bit more about our work in memories. I guess the benefit of the AI stuff is, again, thinking about the specificity so we might go in and edit this next and and just show people what it can do but and 45 minute middle box there it's you know say in a range of activities to engage all learners where we want might want it to specify specific tasks for us to think about using obviously the effort workload on a teacher's part is to create that create the activity lead the actual activity etc. But the the the response here from this tool will give you some ideas or generate some possibilities for at least you to consider or edit or then use as a prompt for you to think about I actually have this already let me put that in the lesson plan. Yeah and we can see there from the the learning episodes that it's it knows that it's a 60 minute lesson it's broken it down into that that's 60 minutes. Could you tell us tell us a bit about the the thought process behind those three boxes Ross and. The origins was always you know my whole life as a secondary teacher it was all it was pretty much 60 minute lessons so. Thinking about you know the first five minutes coming in jackets off sitting down settling kids into the routine I mean it's very different from primary teachers I know but. It was built from my own secondary experiences so the first phase settle down jackets off bags out equipment is the recap is something new. So it doesn't necessarily to be five minutes specified in here might be the first 10 or 15 minutes of the lesson. You know a lot of old school teachers will know the phrase starter we now call it a do now activity but you know we're looking at the first. 10 minutes to get the lesson off to what I would call a flying star and then we get into the details in the middle box where we then think right so let's take the learning further let's introduce more deeper concepts. The main activity of the lesson whatever that might be and then this is where you are all the resources that are documented on the left hand side. Essentially come to life so I think Rob Smith that put the comment here about the 45 minute lessons yes you still would still need to plan this but what you could. Try with the final lesson plan AI to prompt is actually document inside the resources box here potential things that you could do. Also in the assessment for learning box potential phases of the lesson where you might want to quiz the kids for an online assessment so in the first five minute box the top right hand side. You might want to specify in the assessment for learning box what's the key question that you want to quiz the kids on in from the stick ability box from the last lesson. So if it was about earthquakes or a flock look or will cause an effects of volcanoes for this lesson what was it last lesson go to that stick ability box. Put that in as a prompt and then it might push it in as a question key question to pose for students in your assessment for learning box as part of these three phases.  And master how to use this technology because how you use the chat and the kind of AI stuff behind the scenes will be is very crucial in the kind of accuracy of what you get back here. I guess always you're going to need your teacher wisdom here to see how it all fits together. Absolutely and we've really behind the scenes we've really engineered the prompts to get the best out of it but you still like pedagogies are two sided coin isn't it pedagogies. It's the knowledge of how to design learning but then you also need to be able to apply to the actual students in front of you and we don't know that pedagogies that science and learning. But not a lot of people know the word Andrew Godji it's my new favorite word at the moment that's the teaching of teachers so that's hopefully what we're trying to do a little bit here for you is trying to teach people how you can use this tool. Everyone can plan a lesson, but how can we refine it so that it's built upon curriculum thinking cognitive science and now we're using AI all together. And it's trusted tested used by lots of people lots of places all over the world so how can we take this one step further in the current climate to empower teachers to reduce workload and be more even efficient than before. So I guess one thing I might want to just post people watching is why don't you put a prompt for us in the chat box and then I will copy one or two over and we'll see what it produces so there's your first chance will only have time maybe to choose one or two. So if you're interested in. Should we give an example first and just show kind of what. Yeah, that's just going to do a tweak of what we've already produced first so you're the job. Well, I'm a trained RA teacher. I just ended teaching geography. I think I was teaching business studies at one point. Let's see if we can get it to create a key question to pose to our students for assessment for learning. Let's let's try that. So we go to the prompt. Okay, oh, it's signed me out. I have to quickly sign back in. Well, luckily it's going to save your plan, isn't it? And there we go. Yeah, it's almost like it was planned.  It's right at the top there, my earthquakes lesson. And the key thing with this is it's that review content button. You can go back in. You can change. Let's get to Simon quickly. Yeah, anyone can watch this later Simon. So if you can't make it now, then you can watch this is already live on YouTube and it'll be stored on my YouTube channel. So you can watch that later. So yeah, let's add in the prompt here where we want a key question that the teacher can pose to do with earthquakes causes and effects under assessment for learning. Let's see. We're looking for it to generate a question then in the revised lesson plan. We'll include a key question. You put me right on the spot here, Ross. We haven't practised this. We haven't practised this. Include a key question under the assessment for learning head and just as long as you don't get me to spell that word you were saying before, I'll be I'll be happy. What was it again? And we want a key question on causes and effects to do with earthquakes. We want a key question. We want a question that you're going to pose as a teacher to the class based on earthquake causes and effect. I'm just looking at a comment here while you do that from some mayor and great platform. Is there a price plan? So it's your price plan. So it's just them. It's I'll put the link here in the chat box. Here it comes with all the details. I'm sure if you're interested in individual licenses. The lovely team at Angel Solutions who helped build this with myself years ago and Dan and a few others now. Tweaking it to an AI standard. That's the link there. I'm sure they'll do a site license for lots of staff for you if you're interested, but 36 pound a year for an individual license. So what have you put as a prompt here, Dan? Include a key question to post students under assessment for learning about cause and effect earthquakes. Causes and effects of earthquakes. Let's see what it does. Fingers crossed. And if we're not having to manually tweak it anyway, but and that's the thing, isn't it? You can go back and forth with this with the AI like we're doing right now where you can just jump in manually and add one yourself. So it might be worth people, you know, when you play around with this, you know, have a document somewhere somewhere else and start to store different prompts that give you the accuracy that you're looking for. And then it would just be a matter of when you look at all your lesson plans stored inside the tool, you can just copy the template, change the terminology, and then you get that accuracy reproduced each time for a different part of the lesson, a different phase, a different subject topic and all sorts. Right, there's the question right in the middle. Look, it's even highlighted in green. Fantastic. What are the causes and effects of earthquakes? Well, there is a great key question. I'm happy about that one to be honest, but at least it's not what it's told us to do. It's been quite literal there, hasn't it? It is, yeah. I think sometimes it can do that. I think it just demonstrates just how we have to work, we have to collaborate with the AI. And also we do the thinking because sometimes it's not a very good thinker as you can see. Show people the download as a PDF and how easy that is to do. And then people can obviously they're stored inside the tool itself. But do you want to go and store it somewhere else? The download buttons at the top of the screen. There you go. Yeah. So just at the top there, click download. This happens really fast. Yeah. So it's downloaded. If you want to duplicate it again, there we go. So that's the downloaded PDF and because I know a lot of teachers, a lot of schools are digital now, but some teachers still like to have print out on the desk or on the wall next to the desk so they can just keep referring back to it during the lesson. I'll tell you why I used to do years and years ago. I used to print a blank version, A3 size, laminate it and stick it on my table. So that if I didn't have time to do this online version and I was in between lessons, you know when you get my mark, maybe a choke point of back to back lessons and resources. I know teachers teach five periods a day anyway, but there'll be one or two pinch points where you've not had time to plan something very, very clearly. So that kind of five minute in lunch or break, scribble it down. If you haven't had time to plan or print something off and works just as well also. But I've not used that A3 laminate template for gosh, many, many years now because this became the alternative to have it on a computer screen in front of me. I think where the additional context really comes into play is when you just want to add like an extra element to the lesson plan. So I've put in here and if you remember back when we manually changed it in the objectives I said actually we want to focus on a case study. So I've just gone back into it here and just put include a case study of the 2008 Sichuan earthquake just to show you how I can then embed certain extra context into the lesson plan. So it's doing that now. One thing that we didn't show there. So we can't see the screen where you just did that. There we go. There it is. And so I asked so to include the case study of the Sichuan earthquake and let's have a look. In the middle box are learning episodes. I can see you scroll down a little bit of bottom left keywords and resources. Projector laptops printed Sichuan earthquake case study chart paper. So yeah, again, with more specificity, you can maybe ask for a YouTube reference link. So yeah, and it just shows I think it's not just going to randomly add new bits of material of new parts of the lesson plan just to random boxes. It's going to make it integrated into the whole the whole thing here. So it's a really good example of that. I think they did we talk about the copying? We haven't demonstrated that but press that button to indicate your plan. So if we copy that and then just click copy to new, what it does is just allows us to have another version of it. So yeah, if you go to my top left, you can just see how that's displayed because I don't think you changed the name, but you can see it's both there. So it's worth always just changing the name. You can press the little icons on the right hand side to copy the plan as well. So if you find the tools creating something you really love and want to use as a methodology for the future, press that copy button, give it another label. So lesson one, lesson two, lesson three, etc. And then use them again next year. Yeah, especially if you're editing them. I think if you because ideally you want to be going in and adding things yourself. And if you want to then have a newer version of it that you want to edit slightly different from slightly different for a different class or a different year group. That's a really nice tool. What I like this bit as well, you can just download the blank lesson plan. So if you just need that because you want to go old school with it, that's a nice feature there. Which I think we've talked about the tags when you first started it, didn't it? So if anyone's got any questions, now's your chance. If you want to have a prompt in the chat box for us and we'll have a little play and we can show you what it looks like. So you're all subject experts, people watching, people watching from all over the place it looks like. So leave as a prompt now. We're going to wrap things up shortly. But there's the link again. So let me just put that on display, the five minute lesson plan.co.uk. So it's worth mentioning here, although the five lesson plans my thing, I'll have to give Dan a shout out. Dan is doing some epic work in AI and education all over the place. Dan, give us a little flavor of the things you're seeing and what you've been up to. You know what, I'm seeing people really trying to get the grips with AI. And I think the benefits, people, it's not difficult to see the benefits of something like the five minute lesson plan, for example, where when you've got that, you've got the deep research that Ross has done over the years. You've got a really user friendly tool here. And I think the guys at Angel Solutions have done a phenomenal job of just making this a really nice user experience. I see a lot of teachers and education leaders out there who are looking for something simple like this. They're starting to, like I said at the start of the webinar, there's a lot of hares around AI at the moment. There's a lot of information being thrown around. And as teachers, we know, don't we? And it's like I was in Hong Kong last week doing some AI training and it's the same over there, the other side of the world. We've got too much on our plates. We're busy. And we've got to really focus on the students who are in front of us. So when somebody tries to demand our attention and says, look, he is a new tool. He is a new way of doing things. As a teacher, we really kind of filter it out. And I get that because I was a teacher. I still consider myself a teacher, but I've been at the classroom for a few years. But I know what that's like. And what I really like about this is, first of all, it's the five minute lesson plan. I know what it is. So even before I knew what AI was, I knew what the five minute lesson plan was. And I think that's going to be the case for, like you say, millions of teachers around the world. I was talking to my book publishers in America and I was talking to the guy who published my book a few weeks ago. And he'd heard of the five minute lesson plan. He's based in North America. He'd heard of you, Ross, so you're famous in America. But I'm sure you don't need me to tell you that. So I think it's a trusted tool already. And then the fact that the AI is embedded into this. And it's not just, we haven't just gone, right, AI, you do the work. Let's see what you can come up with for us. We've been really specific. We've controlled the output of this AI and asked it to really hone in on these pedagogical tested frameworks that we've got in front of us. So I think I'd really encourage anybody, because that two week trial will let you just go in and do exactly what we've done. You're not going to have reduced features. It's not going to be just a basic version of this. You're going to have the full version for two weeks. Have a play around with it. And also, I think, Ross, I think it's probably good to tell people as well that we, this technology is advancing all the time, isn't it? And it is. You know, every day there's an update, isn't there? Yeah. And I think as well, it's getting people who are using it. So if you, hopefully if you're, if you're watching this, you've, and you haven't already got that free account, sign up now, fiveminutelessonplan.co.uk. It's very easy to do. And if there's something where you, where you think actually it's, that's that bit needs a bit of improvement. Let us know. You can, you can tell us. You can, you can report back to us. Yeah.  And even now, the latest incarnation, we wanted to get the, you know, like you said, Dan, the five minute plans well established, people are familiar with it. So there's no kind of risk for teachers in terms of using some of that's easy to, easy to use and, and, and make the working life a little bit better. I guess we wanted to get the chat GPT functionality working immediately, which, which is why we've released this as soon as possible. But we do have plans to refine even further. So thinking about some of the comments in the session today through our lessons, SCN, I can see in the box here, different contexts, all the different people I've worked with over the years that have used it in FE, in medical nursing and all those kind of things. And we'll take all this back to the Angel Solutions in Liverpool, Northwest England, and we'll think about how we can refine this a little bit further to meet lots of different people's needs. But it's I'm a big fan of simplicity and I'm adamant that the tools going to keep as simple as possible to reduce teacher workload. But behind the scenes, there's the cognitive science, there's the curriculum thinking. And now we've got the chat AI stuff going on too. So yeah, it's early days, but I think it's going to teachers always need to plan lessons. So I think it's just something that's going to live the standard test of time. And I guess kind of statistics on my side, 80 million readers now on my site. I can't shake the five minute lesson plan off, it still remains the number one hit on my site every single day from teachers all over the world. So it's teachers are always needing to plan lessons in some shape or form. I think where if I can think about some scenarios where the five minute plan has been used, not for its original intention. So like anything that goes popular, obviously as some mutations is where schools force all teachers to complete them, which is not its intention. Or people want to write scripts and detailed essays on them again, which is not its original purpose. So those are kind of too easy kind of bad scenarios where it should not be used. Yeah, other than that, I got one or two new comments coming in. But thank you everyone for watching. Thank you, Dan, for being a great compare. Let's just put it on the screen again. There's the link and the plan. All the little prompts in different all the different boxes play with your hearts content. You've got 14 days to have a little whistle stop tour on my site teacher toolkit. You've got the five minute lesson plan page. You can't miss it. You can see all the historical versions of it. I'm going to update that page soon just to signpost this a bit better. But you can see all the different incarnations of the five minute plan for different aspects of life. There may be. Dan, you never know. We might come up with 49 different template versions inside this tool to match all those different things we do in our in our lives in the classrooms. But I don't know if you've got any other burning questions. Dan, anyone else on the chat box? I don't. I think I think you summed it up. I think the simplicity is is is amazing with it. Sim simplicity doesn't mean easy. It means that a lot of work's gone into this to make it right. So it's not just another pop up chat GPT tool for teachers. It's it's something that is really being honed by the by the guys at Angel by by us working on it with with the guys at Angel. And yeah, it's a no brainer for me. What 36 pounds a year it's for the for the amount of value you're going to get out of it. Yeah. This is a question I have thought about. So if I'm on the screen here about the schema work version. So if we think about the five minute lesson plan as an individual tool, there's massive potential to use the thinking behind the five minute plan to create a medium term plan over, you know, whether it's six weeks or 12 weeks. And then maybe, you know, that at least give you a template for an annual overview for the academic year. You never know. But there's lots of potential. And again, like Dan said, you know, the world's changed very quickly since January. I've been using AI in some shape or form for about 15 years and open AI playground for about 18 months. And then the chat GPT is now here for us all to have a little play with. So it's early days and it's changing rapidly and it's hard to keep up with it all. But as ever, teachers are always going to need to plan lessons. So this is a good tool for everyone to think about. And we've got a question yet. CPD Dan will do CPD or go anywhere. He'll help with it as we lie. So just gives a shout if you need any more help. Otherwise, I'm going to bid you thank you, Dan, and farewell. Is it something where you are right now? Not remembering the northeast of England. There's rain on the window. So I need to get outside actually. Thank you everyone for watching from wherever you are. If you're watching this later on, once we've logged off, then leave some comments underneath the video on the YouTube channel and myself. When I can, I'll get back to you and answer any questions. Otherwise, if you're not following Dan Fitzpatrick on all the channels, if you've not got a copy of Dan's book, I would strongly recommend you do it. I see a lot of people on my travels. I hear it is the ultimate guide. I've worked with many, many teachers all around the world and there's lots of people doing stuff in AI, but at least within the education sector, still new territory, but at least Dan here in England is doing a real important piece of work with AI and helping teachers and school leaders see the woods for the trees. So I'd recommend you all connect with Dan after this. If you go to angelsolutions.co.uk forward slash AI and order the book through there, there's a certain percentage goes to charity as well. So I'd recommend you go down that route angelsolutions.co.uk forward slash AI. And there's other resources on there alongside the five minute lesson plan as well. So check it out. Now, Alashia, an important question offline about the AI and your writing. So my blogs and things, I'm pleased that 99% of all my blogs I've ever written are authentic, but yeah, this AI stuff is quite interesting for creating resources, lesson plans, books, worksheets. So yeah, it's interesting territory and it could probably knock out a book a year now easily. Yeah. I mean, you do that already. Don't you? Maybe I'll get that one a month now, but like I said, you can use the AI engine to produce something, but you need the knowledge and the wisdom to check its accuracy and refine it. So that's really important AI message if you're still unsure or unwise about what it's doing and its capability. Anyway, we're waffling and let's go out and enjoy the weather and put our feet up. Thanks everyone for watching. I'm going to be on one of Dan's shows in the future. So we'll let you know if you're watching this, where that'll be and what we can do to share what's going on in the AI world. Absolutely. Yeah. Thanks for watching. Anyway. Thanks for us. Have a good night. Yeah. Cheers, Dan. Thanks very much. Thank you everyone. Bye for now. Thanks for watching.


What's going on YouTube family know from kicking their bass TV and on a lot of you guys have been asking and a lot of you Guys have ordered the kick in their bass baits wobblehead and you guys have been asking what type of rod and reels set up Do you have for it? The rod I am using is a medium heavy power in this one is fast action This is a legend extreme by st. Croix rods and this is my favorite rod that they make is really comfortable Really lightweight on really good performing rod and the real is a Abu Garcia Mgx and this is a 7 1 to 1 gear ratio reel Also, the line I have is 15 pound Berkeley on the gold label line in the bait for itself This is just a half ounce wobblehead with a green pumpkin Head on it and this is the rage crawl by strike King. I really like this bait This green pumpkin has Sartre striped on the back really like that bait so that's my setup and a lot of you have been asking how Do you fish it you fish on the bottom?   I would hop my bait most of the time Most of the spots like the action they like to see the bait hopping and then say I go to some lakes like Douglas We'll throw it out there and I'll just drag it back Some of those fish just want it on the bottom Keep in contact just depending on the day to keep in contact with the bottom and also it's really cool about this wobblehead some of our most productive days on linear have been on this wobblehead we go out and caught 40 fish on it and We'll throw it out there. We'll let it sink to the bottom. We'll slow reel it and we'll hop it every once in a while We'll do that Throw it out there and just reel it in and hop it swim it like a swim jig and grit on the edges of grass There's so many different ways you can fish this bait and it's good for deep waters Good for shallow waters good for all types of fishing and also this summer I'm gonna have a video on how I fish this in more detail I'm gonna be on the water and I'm gonna show you my tips and tricks on how to catch bass on the kick in their Bass wobblehead. So I hope you guys found this video video informative and thank you guys for watching I'll see you guys next time