Empowering real teaching capacity for the age of Artificial Intelligence
A 40-hour Professional Development Program awarded by Nha Viet Institute.
How to build real capacity for teachers in the age of AI?
This one-week professional development program invites high school teachers from around the world to come to Boston with Nha Viet Institute for an immersive experience that builds genuine teaching capacity in the age of artificial intelligence. Through hands-on workshops and meaningful human connections, participants will strengthen their ability to teach with confidence and creativity. They will learn to use modern learning analytics tools with purpose and integrity, applying these insights to make their classrooms more responsive, inclusive, and equitable.
The week focuses on professional training and project-based learning. Participants will explore Learning Analytics (Text Mining, Knowledge Tracing, and Supervised Machine Learning), Action Research, and STEAM pedagogy to improve teaching practices and student engagement. At the end of the program, participants will receive a certificate, recognizing their growth as reflective, research-based educators ready to lead in today’s AI-driven learning environment.
Empowering real teaching capacity for the age of Artificial Intelligence
- Audience: High school teachers of science, technology, engineering, and mathematics, especially those teaching students who are learning English.
- Format: Five day interactive workshop from 8:30 in the morning to 4:30 in the afternoon.
- Goal: To strengthen teachers’ ability to use data, design small classroom research projects, and create lessons that combine science and art for deeper understanding.
- Final Outcome: Each participant completes a classroom based research plan and prepares a short paper or presentation that can be shared at a professional meeting.
- Use classroom data to find a real learning or teaching problem.
- Design and complete a small classroom research project.
- Apply art, design, and movement in lessons to help students understand and express ideas.
- Share their work and findings clearly and professionally.
Tentative Schedule
Day 1: Understanding Learning Analytics Theme: Discovering meaning from classroom data
Participants will explore the Learning Analytics Workflow, which includes defining, collecting, analyzing, acting, and evaluating. They will practice key Learning Analytics methods such as Text Mining and Knowledge Tracing, using real classroom data to uncover learning patterns and identify student needs. Teachers will learn how to prepare and organize data that can be used for predictive models on the second day.
| Time | Session | Description | Activity |
|---|---|---|---|
| 8:30 to 9:00 | Welcome and Goals | Introductions and overview of the workshop | Group introductions and setting personal goals |
| 9:00 to 11:00 | What is Learning Analytics | Learn the full workflow and its use in classroom improvement | Map the process to a current teaching example |
| 11:15 to 12:30 | Exploring Student Text | Practice Text Mining to find ideas in student writing | Analyze student feedback and discuss patterns |
| 12:30 to 1:30 | Lunch | ||
| 1:30 to 2:45 | Understanding Student Progress | Learn how Knowledge Tracing tracks skill growth over time | Review sample reports and discuss implications for teaching |
| 3:00 to 4:30 | Preparing Clean Data | Learn how to clean and organize raw classroom information | Create a simple and ready to use dataset |
Result for Day 1: Each participant prepares a clear data plan, a small dataset, and a reflection on possible classroom insights.
Day 2: Using Data to Improve Teaching Theme: Making better teaching choices with evidence
Participants will apply the Learning Analytics workflow and continue exploring Text Mining, Knowledge Tracing, and Supervised Machine Learning to see how different models can reveal patterns in learning. They will use predictive models to find students who may need support and translate these findings into fair and practical teaching actions. By the end of the day, each group will complete a mini project that defines a classroom challenge, analyzes data, and proposes realistic strategies for improvement.
| Time | Session | Description | Activity |
|---|---|---|---|
| 8:30 to 9:00 | Review | Share reflections and goals from the first day | Group discussion |
| 9:00 to 11:00 | Predicting Learning Patterns | Use Supervised Machine Learning to identify students who need help | Review model outputs and discuss risks of bias |
| 11:15 to 12:30 | Turning Results into Action | Translate findings from Learning Analytics methods into classroom decisions | Design one instructional change for a real scenario |
| 12:30 to 1:30 | Lunch | ||
| 1:30 to 4:30 | Group Project | Work in small teams using authentic or sample data | Complete and present a mini project with an action plan |
Result for Day 2: Group presentation showing how the Learning Analytics workflow, Text Mining, Knowledge Tracing, and Supervised Machine Learning can guide new classroom strategies.
Day 3: Designing Action Research Theme: Becoming a reflective and research minded teacher
Teachers will learn to design and plan an Action Research project that is informed by Learning Analytics results and aligned with standards. They will draft focused research questions, design the intervention, and prepare an ethical and secure data collection plan.
| Time | Session | Description | Activity |
|---|---|---|---|
| 8:30 to 9:30 | Action Research Foundations and Learning Analytics Integration | Define Action Research and the cycle of plan, act, observe, reflect | Connect the Learning Analytics workflow to an Action Research plan and review case studies |
| 9:30 to 10:45 | Standards and Graduation Paths | Overview of Common Core and Next Generation Science Standards and typical graduation requirements | Map Learning Analytics project goals to curriculum standards |
| 11:00 to 12:30 | From Analytics Insight to Research Question and Literature | Refine a specific researchable question and identify sources | Draft two to three research questions and list three to five key references |
| 12:30 to 1:30 | Lunch | ||
| 1:30 to 3:00 | Designing the Intervention Protocol | Define scope and methods and identify qualitative and quantitative data sources | Develop a detailed intervention protocol |
| 3:15 to 4:30 | Ethical Review and Data Collection Plan | Address school approvals and privacy and security | Peer review of the intervention protocol and data plan |
Result for Day 3: Completed Action Research plan with clear questions, methods, and timeline.
Day 4: Creative STEAM Strategies for All Learners Theme: Using art and movement to make ideas clear and enjoyable
Teachers will explore how creative strategies support understanding and language growth for all learners, especially students who are learning English. They will design visual and movement based activities and integrate a chosen strategy into their Action Research plan.
| Time | Session | Description | Activity |
|---|---|---|---|
| 8:30 to 10:00 | From STEM to STEAM Theory and Research | Review how visual and kinesthetic activities support learning and language | Analyze classroom cases that use art and design to teach complex ideas |
| 10:15 to 12:30 | Visual and Tactile Scaffolding for English Learners | Use drawing, photography, and simple models to represent concepts | Design and practice a short art based lesson |
| 12:30 to 1:30 | Lunch | ||
| 1:30 to 3:00 | Kinesthetic Scaffolding and Language Acquisition | Use movement to model scientific and mathematical processes with Total Physical Response | Create and perform a short content demonstration |
| 3:15 to 4:30 | Connecting STEAM to the Action Research Project | Align the creative strategy with the intervention phase and plan analysis of language gains | Refine the Action Research plan to include one specific STEAM strategy |
Result for Day 4: A revised Action Research plan that includes one creative classroom strategy.
Day 5: Sharing Results and Planning Next Steps Theme: Becoming a teacher who leads and inspires others
Teachers will synthesize findings, prepare a conference ready abstract, and practice presenting clear stories of classroom change. They will finalize a practical timeline and resource list for continued professional growth.
| Time | Session | Description | Activity |
|---|---|---|---|
| 8:30 to 9:30 | Research Data Analysis and Interpretation | Interpret mixed methods intervention data and connect results to the original goals | Analyze sample results and draw conclusions |
| 9:30 to 11:00 | Structuring the A T E Research Paper | Learn the structure of a strong paper or abstract and begin drafting | Write the introduction and methods sections using provided templates |
| 11:15 to 12:30 | Crafting the High Impact Abstract | Summarize the research with an emphasis on Learning Analytics and STEAM | Complete a polished abstract ready for submission |
| 12:30 to 1:30 | Lunch | ||
| 1:30 to 3:00 | Visualizing Findings and Presentation Practice | Create clear visuals and practice a five to seven minute talk | Group presentation practice with feedback |
| 3:15 to 4:30 | Final Action Plan and Resources | Plan the research calendar and identify collaboration and submission steps | Create a timeline for data collection and a checklist for the final paper |
Result for Day 5: Completed abstract or paper draft, presentation slides or poster, and a yearlong action plan for implementation and data collection.
Congrats, we go through the whole process of building real teaching capacity. This professional development program gives teachers practical tools to understand data, design creative lessons, and study their own teaching. It helps teachers grow as professionals who learn from evidence, reflect on their practice, and inspire their students.
In a world shaped by AI, the teacher remains the true guide of learning. This workshop strengthens that role by combining data, research, and creativity into one meaningful approach. Teachers leave not only with new knowledge but also with the confidence and capacity to make real change in their classrooms.
Empowering real teaching capacity for the age of artificial intelligence.