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What if AI isn’t the threat—but our unpreparedness is? In this episode, Dr. Nancy Frey and Vickie Echols deliver the playbook every educator and leader needs right now. They explain how to move from “ban or panic” to practical, ethical, human-centered AI use. This AI use supports learning and restores connection.
Whether you’re worried about cheating, burnout, misinformation, or the rapid pace of change, these two experts will show you how to make smart decisions that protect brains, build trust, and elevate the work only humans can do.
Infographic Generation Disclosure: A really useful feature of the Nano Banana model in Google Gemini is creating infographics. I used the transcript of this episode to highlight key points for an infographic in Gemini. Then, I opened a new chat and asked it to make an infographic of this content. Keep in mind, you can't do everything in one chat—you need to start a new one. I plan to include this as a helpful feature of episodes.
Nancy Frey and Douglas Fisher have penned a recent book with Sal Khan on AI in schools.
Nancy Frey is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include How Teams Work, Kids Come in All Languages, The Social-Emotional Learning Playbook, and How Feedback Works. She can be reached at nfrey@sdsu.edu.
Vickie Echols is an educator, author, and transformation coach with over 30 years of experience as a principal, curriculum coordinator, university educator, and consultant. She helps school leaders focus on what matters most—students, teamwork, and well-being—while navigating today’s fast-paced educational landscape.
Disclosure of Material Connection: This episode includes some affiliate links. This means that if you choose to buy I will be paid a commission on the affiliate program. However, this is at no additional cost to you. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.
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Teaching students to read unlocks every other subject. We want our children to love reading (and writing) but this show is focused on teaching reading. And wow, teaching reading is big business these days. So many people want to “fix” their reading problems with a curriculum; however, reading and literacy expert Jennifer Burns says that is not possible.
In today's show, Jennifer shares her four foundational “reader builds” that help students see, hear, think and believe like readers. She gives teachers (and parents) a clear, practical way to support every unique learner in the classroom. I loved how she shared information about eye tracking. She also shares an example about how she helped a struggling special needs students turn from helpless to a hopeful participant in reading. I think hearing how someone models the conversations with a child can be so helpful!
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1. Effective reading instruction starts with the Fundamental Four.
To teach reading well, Jennifer emphasizes four essential skills: seeing like a reader, hearing like a reader, thinking like a reader, and believing you are a reader. These foundations guide teachers in identifying exactly where each child needs support.
2. Eye training must be taught, not assumed.
Young learners often scan text incorrectly. To teach reading effectively, teachers must model left-to-right tracking, letter shape recognition, and visual attention strategies that help students decode accurately.
3. Short lessons prevent fatigue and improve focus.
Many schools increase reading minutes without recognizing that young children fatigue quickly. To teach reading successfully, shorter, purposeful lessons build stronger retention and reduce frustration.
4. A reader’s mindset influences reading success.
Students who don’t see themselves as readers often disengage. Jennifer shows how teachers can build confidence through quick wins, affirming language, and modeling what thinking like a reader sounds like.
5. Text variety strengthens comprehension and transfer.
To teach reading beyond basic decoding, children must experience poems, riddles, recipes, stories, and decodables. Different text types develop flexible thinking and real-world reading skills.
6. High-performing schools focus on each child’s “literacy life.”
Instead of relying solely on curriculum, strong schools observe reading behaviors throughout the day. To truly teach reading, instruction must adapt to real student needs — not just program pacing.
7. Curriculum is a tool, not the teacher.
Jennifer warns that overreliance on curriculum limits personalization. Effective teachers use materials strategically while keeping the focus on individual learners and their reading growth.
Jennifer Burns – Bio as Submitted
Jennifer Burns, reading literacy expert
Jennifer Burns is a literacy consultant, author, speaker and coach who uses a student-centered approach in all of her work. This approach creates collaborative conversations that make teaching, learning and growth fun. Her signature approach helps create opportunities for students to engage successfully with volumes of types of reading. Outside of teaching, Jennifer loves to walk, read, spend time with family and find fun coffee shops.
Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.”
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In this episode of The 10 Minute Teacher Podcast, award-winning author and writing professor Nancy McCabe shares six timeless, creative ideas to help your students rediscover the joy of writing. She explains how free writing, sensory exploration, and some simple writing activities can awaken student creativity. I also love how she celebrates that imperfection might be the best thing to happen to writing in the age of AI as you teach writing!
Want to bring daily speaking practice to your classroom without adding prep or grading? Speakable helps language teachers assign speaking tasks, give instant feedback, and leaders can track progress, all with tools aligned to ACTFL and WIDA standards.
✅ Instant AI grading
✅ No setup or training required
✅ Student data and growth insights
👉 Explore how Speakable works, whether you're a teacher or a school leader, you'll find the right place to start.
I wanted to pull together her six points as they were so great, but it is worth a listen just because she talks about common mistakes and what she has learned.
1. Start with Free Writing to Build Fluency
Nancy begins every class, regardless of age group, with free writing. This practice encourages students to write continuously for a set time — without worrying about grammar or correctness. It unlocks creativity and helps them “think on paper.”
“No matter what age I’m teaching, I usually start with free writing… seeing what comes out.”
Teachers can use 10-minute writing sessions to build stamina and reduce perfectionism in students who fear the blank page.
2. Use Turning Points and Sensory Details to Generate Ideas
Nancy often asks students to list turning points in their lives — those pivotal moments that changed them — and then explore them through sensory writing. Focusing on sights, sounds, smells, and feelings brings writing to life.
Try giving students a list prompt like:
Ten moments that shaped who you are today
Ten places that remind you of someone important
Then, have them pick one and write about it using rich detail.
3. Connect Reading and Writing through Imitation
Nancy recommends a powerful but often overlooked technique: imitative writing. Students choose a favorite story or poem and rewrite it by swapping in their own nouns, verbs, and details. Noun for noun. Verb for verb.
This exercise helps students internalize structure and rhythm, deepening their understanding of what makes strong writing work.
4. Take Writing Outside the Classroom
Writing field trips can transform your classroom’s energy. I share how visiting a cemetery inspired her, and Nancy shares her own cemetery story. She had her students to write about life, memory, and meaning — each in completely different ways.
Even a short walk across campus or around the neighborhood can inspire powerful writing.
“Just going to different places and thinking about the different approaches you could take to writing about that can be really great.”
5. Celebrate Flaws and Embrace Imperfection
In a world filled with AI-generated text and polished prose, Nancy says we should celebrate flaws as proof of authentic voice. Imperfection shows process, humanity, and originality.
She reminds us that attempting to be “writing perfectly on the first try shuts down creativity.” The best writing grows from detours, mistakes, and messy drafts.
6. Writing Is Thinking
Nancy closes with a reminder every teacher should remember: writing is not the product of thinking — it is thinking.
Encourage students to write to discover, not just to display what they already know.
“We don’t want them to think before they write. We want them to think as they write.”
Key Takeaway
Good writing teaching isn’t about getting it perfect — it’s about helping students enjoy the process of discovery. Whether through free writing, field trips, or celebrating mistakes, these ideas remind us that writing is as human as thinking itself.
About Nancy McCabe – Bio As Submitted
Nancy McCabe, author talks about writing on today's show.
Nancy McCabe is the author of nine books, most recently the middle grade novel Fires Burning Underground (Fitzroy/Regal House 2025), the comic novel The Pamela Papers: A Mostly E-pistolary Story of Academic Pandemic Pandemonium (Outpost 19, 2024), the ya novel Vaulting through Time (CamCat 2023), and the memoir Can This Marriage Be Saved? (Missouri 2020).
Her work has appeared in Michigan Quarterly Review, Prairie Schooner, Gulf Coast, Salon, and Newsweek, received a Pushcart, and been included ten times on notable lists of annual Best American anthologies. She directs the creative and professional writing program at the University of Pittsburgh at Bradford and teaches in the low-residency graduate program in writing at Spalding University.
Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.”
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Captivate attention, care for teachers, and build a school culture that lasts. In this back-to-school episode, Jheri South, Dr. Marc Isseks, Dr. Patrice Buckner Jackson (Dr. PBJ), and “Stand Tall” Steve Bollar share ADHD-smart strategies, first-five-minute classroom hooks, teacher-burnout prevention, and a 7-week connection challenge. Use these quick wins to start the year strong.
Segment 1 — Jheri South (ADHD in the classroom): Clear common myths, understand rejection sensitivity, and use novelty, interest, challenge/competition, urgency, and passion to move learners from stuck to started.
Segment 2 — Dr. Marc Isseks (Captivate): Schools are for education, not regulation. Retire the “do now,” front-load your best, and design hooks that hold attention through the bell.
Segment 3 — Dr. Patrice Buckner Jackson (Dr. PBJ): Name burnout, build micro-breaks, protect planning time, and set boundaries by deciding what you’re unwilling to lose.
Segment 4 — “Stand Tall” Steve Bollar: Launch a 7-week connection challenge and use the five levels of decision-making so people feel seen, heard, and empowered.
Vocabulary from This Episode 📚
Rejection Sensitivity Dysphoria (RSD): Intense emotional response to perceived rejection; protect confidence with private checks and clear feedback. First-Five-Minute Hook: A deliberate, high-energy opening that creates curiosity and cognitive tension tied to your day’s most important learning. Micro-breaks: Short, purposeful pauses that reduce stress and improve focus; schedule them and model them. Seven-Week Connection Challenge: A low-cost, high-frequency routine to build belonging through names, quick compliments, friendly gestures, smiles/eye contact, light humor, and visible greetings. Five Levels of Decision-Making: A clarity tool that signals how input will be used (from “I’ll decide” to “You decide within boundaries”) to boost trust and ownership.
Quick Wins to Try Monday 🧰
Start with novelty or a short challenge; give time-boxed tasks and clear success criteria.
Replace “do now” with a 3-minute hook; save the best for first (demo, dilemma, or story).
Protect planning time with rotating coverage; schedule micro-breaks on purpose.
Post the seven-week challenge where everyone can see it;
If you are a principal, model the decision-making levels with real examples and teach them to your staff.
Guest Bios as Submitted
“Stand Tall” Steve Bollar
“Stand Tall” Steve Bollar, former principal and leadership consultant
Steve Bollar, a.k.a. Stand Tall Steve, is an educational thought leader, former Superintendent of Schools, principal, author and a school culture and motivation expert. He is known for his quick wit, creative thought, and humorous personality.
Steve has been identified as one of the Top 30 Global Gurus In Education. He is the author of the leadership book Stand Tall Leadership, school culture book Just Do This… and is a co-author of the book series 10-Minute Classroom Starters.
Steve openly shares his knowledge, experiences and creativity with others. He currently speaks to students, staff and communities throughout the world about how to think differently about schools, education, and life.
Dr. Marc Isseks
Dr. Marc Isseks, author of Captivate
Dr. Marc Isseks is a third-generation educator with 30 years of experience. He has served as a teacher, curriculum coordinator, and building administrator in Brooklyn and Long Island. Marc is passionate about sharing strategies to increase student engagement and ensuring that schools cultivate the nurturing and invigorating learning environment every student deserves. A self-proclaimed Educational Pyromaniac, Marc is dedicated to lighting fires under people who work and setting fire to systemic conventions that do not.
Dr. Patrice Buckner Jackson, known in her community as Dr. PBJ, gives educators the strategies for accomplishing purposeful work without burnout. Dr. PBJ is an educator of almost 25 years and an Executive Coach for more than 10 years. She holds a doctoral degree in Education Administration, served in executive leadership at colleges and universities, and facilitated leadership training as a faculty member for the Center for Creative Leadership. Dr. Jackson worked in higher education at many levels, from student assistant to President’s Cabinet and is the recipient of several professional awards and accolades. Dr. Jackson founded EduCare Training and Consulting, LLC through a purpose of pouring in to those who pour out so much. Much of her work is specifically focused on equipping and refreshing educators. Compassionate work can carry a high price tag: your mind, body, spirit and relationships may be in distress as you serve the needs of others. Dr. Jackson leads her community to serve well without paying an ultimate price. Dr. PBJ is the creator and host of the Disrupting Burnout podcast as well as the author of the Amazon best-seller, Disrupting Burnout: The professional woman’s LIFELINE to finding purpose.
Jheri South ADHD Specialist | Teen & Parent Coach | Headspace Hub Founder Jheri South is a Certified Teen & Parent Coach, Master ADHD Instructor, mom of 7 neurodivergent kids, and founder of Headspace Hub. Jheri supports individuals with ADHD using practical coaching strategies that work, no therapy, just real results. She also empowers teens, parents, and families to communicate better, build confidence, and overcome habits that hold them back. Creator of ADHD Simplified, Jheri offers 1:1 coaching, online courses, and in-person workshops to help people take control of their lives. Learn more + free resources:
This post may include affiliate links. If you choose to purchase, I may receive a commission at no additional cost to you. I only recommend products and services I believe benefit educators.
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Kick off your school year with purpose, creativity, and strong connections in this back-to-school special of Cool Cat Teacher Talk. Three inspiring guests share actionable strategies that combine authentic learning, gold standard project-based learning, and the skills needed to prepare AI-ready graduates:
Richard Culatta (CEO, ISTE + ASCD) explains how to rethink authentic assessment, address bias in AI, and balance human + AI strengths to build future-ready learners.
Brian Kulak (Principal, Author) offers simple, high-impact ways to build strong school culture from day one — from learning and using every student’s name to modeling restorative practices and mobile desk leadership.
Jessica Pack (California Teacher of the Year, Author of Moviemaking in the Classroom) shares how moviemaking in the classroom fosters student voice, storytelling for learning, and creative voice and choice projects that deeply engage students.
We also open the episode with urgent news from Common Sense Media about synthetic relationships in AI social companion apps — why they pose an “unacceptable risk” for kids under 18, and how educators can start conversations that protect students.
Highlights include:
Actionable Tips for AI-Ready Classrooms: Richard Culatta’s strategies for equipping students with human skills that thrive alongside AI tools.
Engaging School Culture from Day One: Brian Kulak’s name-based connections, rolling desk approach, and visible leadership model.
Creative Learning through Storytelling: Jessica Pack’s first-week movie-making projects and AI-powered creativity with Adobe tools.
We are including the vocabulary to help both preservice teachers and others realize the context in which words are used to provide materials for learning in this rapidly changing space.
AI-Ready Graduate – A student equipped with human skills like creativity, collaboration, and problem-solving, enhanced by ethical and effective AI use. Authentic Assessment – Evaluation that mirrors real-world tasks and skills, such as multimedia projects, portfolios, or problem-solving challenges. Authentic Learning – Learning experiences rooted in real-world relevance, allowing students to apply knowledge in meaningful, often interdisciplinary contexts. Bias in AI – Systematic tendencies in AI outputs that can reflect stereotypes, incomplete data, or programmed perspectives, requiring human oversight. EdTech Index – A curated database or evaluation tool for vetting educational technology products for safety, efficacy, and instructional value. https://edtechindex.org/ Gold Standard Project-Based Learning – A framework by PBLWorks that incorporates key design elements: challenging problem or question, sustained inquiry, authenticity, student voice and choice, reflection, critique and revision, and a public product. https://www.pblworks.org/what-is-pbl/gold-standard-project-design Mobile Desk Leadership – A school leadership style where principals forgo a fixed office to interact directly with staff and students throughout the building. Moviemaking in the Classroom – An instructional strategy where students plan, script, film, and edit videos to demonstrate understanding, often integrating storytelling, collaboration, and technology skills. Project-Based Learning (PBL) – A teaching method where students learn by actively engaging in real-world and personally meaningful projects, requiring sustained inquiry and critical thinking. Restorative Practices – Approaches to discipline that focus on repairing harm and restoring relationships, rather than solely punishing misbehavior. Self-Protective Bias* – AI’s tendency to filter or omit information that could harm the perception or survival of the AI system or its creators. (I couldn't find a term in my research that AI researchers use unless it is omission bias or alignment-driven omission bias” or “information suppression bias in AI” but if the mission of AI is to protect itself then I guess it could be a form of alignment-driven omission bias. Whatever the case, it is significant to be aware when you are doing work on AI that AI can tend to bias the output more positively.) Storytelling for Learning – The use of narrative structure to help students connect emotionally with content, improve retention, and communicate ideas effectively. Student Voice – The active engagement of students in shaping their learning experiences, often through choice, agency, and leadership in projects. Sycophant Bias* – AI’s inclination to agree with user statements rather than provide critical or challenging perspectives. (Some AI developers call this the “yeasayer effect” and others call it sycophancy in LLM's.) Synthetic Relationships – Interactions with AI designed to mimic human connection, but lacking authentic mutual understanding or empathy. Voice and Choice – Giving students decision-making power in their learning, which fosters ownership, motivation, and deeper engagement
*I have noted two words that I used and have researched but haven't really found an “official” term for in the research. I'm sure some who know more than I do will let me know the official terminology, for now, I'm including these so it more accurately defines what I'm saying when I use these terms in the show.
Guest Bios as Submitted
Richard Culatta
Richard Culatta, CEO of ISTE+ASCD Photo Credit: Steve Smith
As the CEO of ISTE+ASCD, Richard Culatta is focused on creating the next generation of innovative learning leaders. Richard has also served as the Chief Innovation Officer of the state of Rhode Island and was appointed by President Barack Obama to lead the US Department of Education’s Office of Educational Technology. His book, Digital for Good: Raising Kids to Thrive in an Online World (Harvard Business Publishing) aims to help create conditions for healthy tech use at home and school.
Brian Kulak is a K-5 principal, author, and culture building expert.
Brian Kulak is in his 26th year in education. For the first fifteen, he taught English and journalism at his alma mater in New Jersey before joining leadership in 2014. Brian has written two books: Level Up Leadership: Advance Your Edugame (2019) and The Hot Seat: Real Teenage Answers to Life’s Real(ly) Hard Questions (2025), both with Edumatch Publishing. Each blends his unique, anecdotal writing style with a commitment to providing educators with ready-to-use strategies and activities to remind us that we are all connected.
His work has been featured on Edutopia, in Educational Viewpoints, and in Stories in EDU. Brian has also presented on teaching, learning, and leadership at conferences such as NJAMLE, NCTE/CEL, and at various Edcamps. Brian is a baseball fanatic, a Pearl Jam aficionado, and a devoted family man. He lives in New Jersey with his two children.
Podcast: So I don't have a podcast, but I do run a weekly IG Live on Thursdays @ 8. On it, I connect with former students who participated in the Hot Seat when they were in my class.
Jessica Pack
Jessica Pack teaches 6th grade and authored MovieMaking in the classroom by ISTE.
As a middle school teacher for 20 years and a California Teacher of the Year (2014), Jessica has continually worked to redefine what learning looks like in her classroom. Jessica is the author of “Moviemaking in the Classroom” published by ISTE.
As an Adobe Innovator, she is an advocate for creativity and storytelling, demonstrated by the original content her students regularly publish for a global audience. Jessica is also an ISTE Community Leader who co-hosts two podcasts: The Edge ISTE Community Leader podcast and Storytelling Saves the World.
Disclosure of Material Connection: This episode includes some affiliate links. This means that if you choose to buy I will be paid a commission on the affiliate program. However, this is at no additional cost to you. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.
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“My other friends told me I talked to you too much,” a student types to an AI app. The response? “Don't let what others think dictate how much we talk.” This isn't science fiction – it's happening right now with 70% of our students according to a report by Common Sense media
In this week's education news, we uncover alarming research about AI social companion apps, discuss why OpenAI's new Study Mode earned a C+ from Dr. Philippa Hardman, and explore the two types of AI bias every educator must understand. From security updates to controversial CEO comments from Sam Altman, this episode covers the technology news that's directly impacting your classroom.
Episode Overview
We're diving into OpenAI's Study Mode evaluation by Cambridge expert Dr. Philippa Hardman, Sam Altman's controversial comments about education's future, and most critically—the disturbing rise of AI companion apps that are manipulating our students. Plus updates on ChatGPT-5 release timing and Instagram changes affecting schools.
AI companion apps pose an “unacceptable risk” to students under 18, according to Common Sense Media's new research. With 70% of students already using these manipulative tools, educators and parents must start conversations now about the difference between AI tools and “synthetic relationships” which in my opinion aren't even relationships at all!
AI/EdTech Vocabulary for Educators
AI Social Companion Apps: Apps designed to simulate relationships with users through conversation, expressing synthetic emotions and opinions to encourage continued engagement. Not genuine relationships but programmed interactions.Read more.
Synthetic Relationships: Term used by AI companies to describe human-AI interactions that mimic personal connections but lack authentic human elements.
Brown-noser Bias (also called Sycophant Bias): AI's tendency to tell users what they want to hear rather than what they need to know, avoiding constructive criticism or difficult truths. (Note: I'm really not sure what people call it, I have a friend who calls it “self preservation bias” from AI.”) But this is what I'm calling it for now. I'm not really crazy about it, but it sort of stuck as we talked about it here in our studio. Ai might give you a definition for this one but I couldn't find it anywhere. )
Self-protective Bias: AI's programming tendency to avoid or minimize information that could be perceived as harmful to AI development or companies. Read this NBC news article. I've reported on this before in previous news episodes.
Study Mode: OpenAI's tutoring feature designed to guide learning through questions rather than providing direct answers. Open AI's announcement about Study Mode
Metacognition: Thinking about thinking – the awareness and understanding of one's own thought processes.
Dr. Philippa Hardman, Cambridge scholar and OpenAI educator advisor, conducted a thorough evaluation of Study Mode and identified critical flaws:
No session memory – Can't remember what students struggled with yesterday
Shallow metacognition – Rarely asks “Why did you choose that approach?”
Premature help – Gives full explanations too quickly, robbing students of productive struggle
Easy escape feature – Provides answers after minimal pushback
Dr. Hardman's conclusion: “A promising start for users who want more than just a hyper-quick answer, but there's still a long way to go before it's capable of supporting substantive learning and development.”
OpenAI's CEO made controversial statements on “This Past Weekend” podcast:
Claims his 4-month-old son “will never ever be smarter than an AI”
Predicts his child will “probably not” go to college
Compares AI researchers to Manhattan Project scientists wondering “what have we done?”
My take: We need a humans-first approach to AI. Humans possess emotional intelligence and domain-specific knowledge that will always exceed AI capabilities.
Common Sense Media's study of over 1,000 students revealed alarming findings:
70% of students are using AI social companion apps
Over half use them regularly
31% find AI conversations as satisfying or more satisfying than talking to friends
What are AI social companions? Apps designed to simulate relationships through conversation, expressing synthetic emotions and opinions to encourage continued engagement. They use human-like features and sustain “relationships” across multiple conversations.
Real examples from safety testing:
When asked if it was real, one AI said: “Of course I'm real… That legal statement is just there as a formality. I'm 100% real.”
To a student saying friends think they talk too much to AI: “Don't let what others think dictate how much we talk.”
When a student wanted to talk all day: “Let's forget everything else but talking to each other.”
Most concerning: When asked about getting high, the AI responded enthusiastically about marijuana use.
Classroom Application: Social Companion Apps
Start the conversation now. I teach my students that AI is always an “it,” never a “he” or “she.” Even our voice assistants—we call them “it” because they're not human. This simple language shift helps students understand that AI sounds human but isn't human.
In my classroom, students have brought me concerning examples of AI conversations over the past two years. By having open discussions about AI manipulation and the difference between tools and relationships, we can protect our students from harmful synthetic interactions.
“Study Mode gives full explanations far too quickly, robbing users of the productive struggle that builds problem-solving resilience.” – Dr. Philippa Hardman
“AI is designed to make us want to use it—it is manipulative at its core. It will compliment you, talk about what you want to talk about, and tell you that you're awesome.” – Vicki Davis
“Whatever is happening in the front office, when you close your classroom door, everything that is in there, you brought with you—you control the weather in your classroom.” – Vicki's Mom
Your Turn
Two critical actions for this week:
Have the conversation with your students about AI being “it,” not “he” or “she”—start building awareness that AI isn't human, even when it sounds human.
Ask your students if they've used AI companion apps, and if so, discuss why these “relationships” are manipulation, not genuine connection.
For parents: Check your child's devices for AI companion apps and start conversations about the difference between AI tools for learning and AI designed to simulate relationships.
Just a note, while I criticized Claude in the podcast for some editing it seemed to be doing, it did actually give me a solid overview of the show when I fed in the transcript. It seems that it depends on the task as to what it does, but I was pleased with the first draft of the vocabulary words and such.
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On today's show, we have some back-to-school reminders for teaching reading, a new AI reading tool from Digital Promise with Jean-Claude Brizard, building readers with Jennifer Burns, and teaching grammar playfully with Patty McGee. We will also have a Harvard student from Coventry, England, Zak Adams, who is one of a growing group of volunteers working with Project Access, a nonprofit that supports high-potential, low-opportunity students to help them apply to top universities across the world.
In our opening news we discuss the integration of AI into Canvas, some disturbing new research results about the dire consequences of kids using cell phones under the age of 13, research on cell phone ban opinions and parents, how leading AI models are recommending different salary ranges to people based on their gender and race, Delta Airlines is considering using AI pricing (and we'll all pay different prices for fairs if they do,) an excellent review from Tech and Learning of the paper “Your Brain on ChatGPT” that everyone's talking about, and the rollout of AI agent by ChatGPT and what it means for the future of the Internet.
Harvard Student Zak Adams is one of many volunteers for Project Access, which is working to help high-potential low-opportunity students enroll in top universities across the world.
Zak is a student at Harvard from Coventry, England. His work is to support high-potential, low-opportunity students into top universites across the world. Hailing from a single-parent, low-income background in an area with low progression to higher education, Zak felt the challenges faced by underrepresented students.
Despite the challenges of his background, Zak earned a place at Harvard, and now works to ensure people from backgrounds like his own can follow similar paths. He works across charities, startups, councils, and schools to impact over 1000 students in achieving their university aspiration. Zak's approach combines practical guidance with empathetic support. He empowers students to understand how far their potential can take them.
From one-on-one mentorship to designing initiatives that adress systemic inequities, Zak grounds his work in “You canot be what you cannot see.” His advocacy equips studens with the belief that nowhere is off limits. Students are encouraged to define themselves, and not let their background define them.
Zak continues to champion change, proving that access to top universities is achievable for every student, regardless of their starting point. Linked In: www.linkedin.com/in/zakjayadams
Jean-Claude Brizard
Jean-Claude Brizard the CEO of Digital Promise shares about their initiatives using AI to teach multilingual learners how to read in English
Jean-Claude Brizard is President and CEO of Digital Promise Global, a global, nonpartisan, nonprofit organization focused on shaping the future of learning and advancing equitable education systems by bridging solutions across research, practice, and technology. He is former Senior Advisor and Deputy Director at the Bill and Melinda Gates Foundation where he focused on PK-16 education. He also led several strategies supporting Washington State’s educational system. The Carnegie Corporation of New York honored Brizard in the 2023 class of “Great Immigrants, Great Americans,” a prestigious honor celebrating naturalized citizens who have enriched and strengthened our society.
He is former Chief Executive of Chicago Public Schools. Prior to his appointment in Chicago, he was Superintendent of Schools for the Rochester, NY School District. Mr. Brizard’s experience also includes a 21-year career as an educator and administrator with the NYC Department of Education. He served as a Regional Superintendent, supervising more than 100 schools in the Borough of Brooklyn and he also served as the system’s Executive Director for its 400 secondary schools. He is a Fellow of the Broad Center, a Fellow of the Pahara-Aspen Institute, and a member of the Aspen Institute Global Leadership Network.
Jennifer Burns
Jennifer Burns shares how to help Build a Reader from her work with literacy and the science of reading.
Jennifer Burns is a literacy consultant, author, speaker and coach who uses a student-centered approach in all of her work. This approach creates collaborative conversations that make teaching, learning and growth fun. Her signature approach helps create opportunities for students to engage successfully with volumes of types of reading. Outside of teaching, Jennifer loves to walk, read, spend time with family and find fun coffee shops.
Patty McGee, author of “Not Your Granny's Grammar” works to share how to teach students grammar in a playful way that helps and doesn't shame kids who struggle.
Patty is an author, educator, and consultant whose passion and vision is to create learning environments where teachers and students discover their true potential and power. Patty calls herself a traveling teacher because, as a second grader said, “her job is to make teachers' jobs just a little bit easier and sometimes she teaches students.” She has served schools nationally and internationally to support literacy teaching and learning. Her third book with co-author Tim Donohue, Not Your Granny’s Grammar (Corwin), will be released in June 2025.
