Artificial Intelligence

3 Mistakes I’ve Made When Using AI in My Classroom

Getting Started with AI When I first started using AI tools in my classroom, I was focused on how much time they could save. Over time, I realized that how I used the tools mattered more than the tools themselves.Here are three mistakes I’ve made—and what I’ve learned from them. 🛑 Mistake 1: Treating AI Output as Final One of my first mistakes was using AI-generated content without making enough adjustments. While the output was helpful, it didn’t always align with my students’ reading levels, knowledge, or instructional goals.I’ve learned that AI is a starting p

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Academic Discourse and Writing

From Talk to Text: How Academic Discourse Supports Writing

Talk Builds Language Students are often asked to write before they are ready to explain their thinking out loud. In science classrooms especially, writing requires more than content knowledge. It requires vocabulary, clarity, structure, and confidence, all of which take time to develop. This perspective aligns with my post, Scaffolded Writing: Building Skill and Reducing Frustration, which explores how intentional scaffolds strengthen academic writing over time. When students struggle with writing, sometimes it is not because they lack understanding. It is because they

Scaffolded Writing

Scaffolded Writing: Building Skill and Reducing Frustration

What Scaffolded Writing Means If we are honest, writing instruction often breaks down at the same point: we expect students to produce fully developed ideas before we have shown them how. When that happens, frustration grows—especially for emergent bilinguals, novice writers, and students who do understand the content but struggle to organize and express their thinking. Scaffolded writing is not about lowering expectations. It is about strategically increasing support so students can meet high expectations—and then gradually removing that support as they gain confidence

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