We need to transition from lists of documents to a visible and coherent curriculum.
30.01.2026 06:53
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We need to transition from lists of documents to a visible and coherent curriculum.
One of my colleagues uses AI to create a personalized feedback loop for his students' writing. He uses a gated AI with safeguards in place, and has students upload their writing samples. The AI compares the writing samples to the rubric, and offers feedback.
Actually, these are just student-facing. Our school is working on some guidelines for teacher use though, which mirror some of these ideas.
Some useful information on how some schools are defining acceptable uses of AI, both in teacher workflows and student tasks.
Avoid 30 students on 30 laptops working in silence. One of the greatest strengths of the classroom is the ability of students to collaborate in their learning.
Here's a resource Jennie shared that I'm going to check out later: ailiteracyframework.org
Students should:
1. Learn how AI works (and when it doesn't).
2. Learn the ethical considerations behind using AI.
3. Learn how to use it responsibly.
"Every student should have a basic understanding of how AI works." Dr. Jennifer Chang Wathall
I think this is 100% true, but mostly as a defensive measure to support and to understand the capabilities and limitations of the technology.
Dr. Jennifer Chang Wathall quotes some very high adoption rate for the use of AI in schools (roughly 85%), but I recall @ddmeyer.bsky.social presenting conflicting evidence in terms of AI adoption.
"71% of industry leaders say they would rather employ a less experienced candidate with AI skills rather than a more experience candidate without them." Dr. Jennifer Chang Wathall
Four Stages of AI Adoption, according to Jennie (she told us to call her Jennie). I think these stages are similar for any new educational technology tool?
"School leaders are bombarded with conflicting advice. Which of it should they listen to?" ~ Dr. Jennifer Chang Wathall
"Knowledge is boundless. There is an end to life but not to learning." ~ David Kuo Cheng Chang
First message: be responsible in your use of AI. If you don't need an image to be AI generated, don't use AI. It costs too much water!
First speaker is Dr. Jennifer Chang Wathall to talk about building AI literacy for our community.
At the School Leaders Meetup in Hong Kong learning from others about how they are successfully using AI in their schools. I'm a bit of an AI skeptic, but I'm always interested in learning and seeing if there are ways technology can be used productively. #toddlemeetup
Words are masks for ideas.
I'm now four weeks of using the #BTC routine with my students after seeing in action in a workshop with @peterliljedahl.bsky.social.
Today all but one of my students was fully engaged in thinking. It is consistently working really well with my students!
Because @rob-baier.bsky.social won't stop bullying me, here's why I'm totally right about trapezoids having at least one pair of parallel sides:
www.strongermath.com/trapezoids-a...
My favorite argument for the inclusive definition is that the area of a trapezoid formula reduces to the other area formulas under the same conditions that the other quadrilaterals do as subsets of trapezoids.
Sal Khan's career is very much a "right place right time" situation and he has not learned a single thing about teaching in all these years.
Did something fun early enough on the internet and got to have his opinions taken seriously forever.
For the remainder problem, I'm well aware of modulo notation, which would be really useful here, but my students are not, and it couldn't figure out how to connect it neatly to a meaningful context for the students. #btc #mathed #mathsky
A sequence of BTC problems focused on scientific notation.
A sequence of BTC thin slicing problems focused on finding remainders of large numbers.
Here are two tasks I used back to back that worked really well, for my goals for those two days. #btc #mathed #mathsky
Is there a community created pool of thin-slicing tasks for the Thinking Classroom model somewhere?
#btc #mathed #mathsky
The image shows 3 fraction additions, 2/3 + 1/4, 3/2 + 3/4, and 2/3 + 1/3 and two visuals: one showing 8/12 and 4/12 each drawn using a bar model, and 8/12 and 3/12 drawn using a bar model.
How are the fraction additions different? How are they similar?
How are the visuals different? How are they similar?
Which visual goes with which fraction addition and how do you know?
#connectingreps #mathsky #mathchat
Yeah, that definitely seems like a reasonable interpretation to me. I might re-use some of these representations when it comes time to work on the distributive rule.
My plan is to introduce the ways in which I want students to collaborate slowly, over time, rather than all at once.
The activity went very well! Every single student was able to engage with the task and make significant headway without too much work from me. We needed a break from the heavy collaboration we'd been doing over the past while.
Here's a worksheet I gave students today. The idea is to reinforce integer operations (and a chip model) through solving equations. An example of what to produce for an answer is given for each type of problem, except the equations on the last page.
docs.google.com/document/d/1...
#mathed #mathsky