Exactly. It is us. We are it.
17.12.2025 01:37
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Exactly. It is us. We are it.
This is how I’m thinking about it for teaching and learning. How can this help me be a better teacher? Not a more efficient or productive teacher—a better, more present teacher.
Winning the fight against woke
Students would agree with you. They’ve had devices at school since low elem grades and phones since they were 10 or 11. College is a good time to develop new habits—but my students say they are on screens even more b/c of lack of analog things to do + LMS + communicating long distance.
In discussions with my students, many of them want to think—they just don’t know how. I think we teach it like anything else: Offer strategies, practice, and lots of patience. It does feel like we’ve moved backwards, developmentally, but wishing it weren’t so or ignoring it won’t fix it.
I have PDF copies of reports on MMIW and boarding schools. I will make them available when they go…missing.
It was an honor to meet with tribal leaders from across North Carolina to learn about the priorities and vision for our eight state-recognized tribes and four urban Indian organizations.
AOC: And they are able to radicalize a generation of young boys in particular, away from healthy masculinity and into an insecure masculinity that requires the domination of others who are poorer, browner, darker, or a different gender than them.
Let's remember that how we spend our time⏳ & organise our workload📚 is *our choice*, though it may not feel like it.
Growth also means knowing how & where to set our boundaries and managing our (finite) resources effectively.
Wrote down some thoughts here:
educationalist.substack.com/p/what-do-yo...
Truly believed he was immortal.
Queens University and Elon University are merging charlotteledger.substack.com/p/breaking-q...
In my most recent post for Norton’s Substack, I outline a few ways to approach a conversation with a student who may have overused AI in your class. Ideally, it’s a conversation about writing process. aiandhowweteach.substack.com/p/what-about...
Very likely a backlash against students who are empowered to ask for what they need, yes.
Also, what people who harken back to “the good old days” are really desiring is not the classroom technology but students who will docilely conform to whatever they are asked to do. Today’s students are having none of that—and we have so much to learn from them.
Maybe this is “less-tech,” not “low-tech.”
I’m using more low-tech writing tools because I am tired of responding to writing on my computer—not to prevent “cheating.” The time seems ripe to re-think how much connection was mediated—poorly—through screens.
…rethink what we think students are coming in with. The students I spoke to were referring to AP and Honors English.
However, we have to help students build the intellectual and likely physical stamina to dig deeply in thought and writing. Just dropping a 10- or more page assignment on them when they have only mastered 4- to 5-page ones could be one reason GenAI is attractive as a helper. We need to…
I had a fascinating convo with my first-year writing students about writing in high school. Almost all of it was short and time-constrained—learning to take whatever standardized test was at the end. Blue books as testing material reinforce this kind of writing.
I’m using blue books as student notebooks for the first weeks of class. They’re for handwritten (if the student is able) free writes, reflections, and reading notes. Students can choose to continue with the bb as their notebook or switch to a regular notebook of their choice. I don’t give exams.
So, how do we reduce AI misuse/learning loss in writing assignments?
These slides for a recent presentation show how I layer strategies.
link.annarmills.com/guiding
1. Frame the value of writing for thinking and make assignments motivating and social.
2. Set up guardrails to discourage misuse.
This book is getting me excited about the upcoming academic year. It’s the best book about teaching that I’ve read in a long time. Bravo!
If and when students use LLMs ts should be agentic and personal, where they conceive a challenge in what they're trying to do and then deploy the tool to meet that challenge. This is how the adult champions of this technology are using it. We should do the same for students, right?
Mid-summer must-read from @geekypedagogy.bsky.social
PAIRR just released two free AI feedback prompts to support equity, reflection, and student voice. Use them in your classroom today!
open.substack.com/pub/pairrfee...
@annamillsoer.bsky.social @carlwhithaus.bsky.social @lisasperber.bsky.social
BS is baked in to classical rhetoric. That’s why I’m struggling with my chosen profession lately.
It’s hard to take the UNC system seriously anymore, and I’m an alum.
A step-by-step visual representation of the PEER AND AI REVIEW + REFLECTION (PAIRR) process. The graphic consists of five staggered steps, each in a hexagonal shape with a number and description: 1. Draft – Students create a rough draft. 2. Peer Feedback – Students provide and receive peer feedback. 3. AI Feedback – Students enter their prompt, draft, and the assignment rubric into an AI tool. 4. Reflect – Students complete a comparative reflection on AI and peer feedback. 5. Revise – Students revise.
Interested in inviting students to reflect on AI feedback alongside peer feedback? We’re sharing the open, adaptable materials of the Peer & AI Review + Reflection project.
Join us July 9 at 1 pm Pacific time/ UTC-7. Register at marin-edu.zoom.us/meeting/regi... 1/3
