THE THINKING BEHIND THE LESSONS
Classroom practice.
Reading, discussion, writing—and a clear next step.
THE CLASSROOM COMES FIRST
Eyeballs over screens.
Screens reinforce learning. They never introduce new content.
Students first learn through instruction, printed reading, writing, and face-to-face discussion. Digital activities then help them retrieve, apply, and check what they already understand.
Understanding comes first.
Convenience can bypass the effort learning requires. Students need knowledge of their own before they can evaluate a tool’s output.
“Use tech after mastery, not for introduction.”
— David Cutler, Edutopia
“Always work down with tech.”
— Dr. Jared Cooney Horvath, quoted in my Edutopia article
Key takeaways from my conversation with Dr. Horvath
As I explain in the Edutopia article:
- Protect the mental work. Convenience should not remove the effort students need to build understanding.
- Explain how learning works. Help students understand why attention, practice, and productive struggle matter.
- Establish knowledge first. Students need a foundation before they can evaluate a tool’s output.
- Review with a purpose. Use screens to revisit and consolidate established learning.
For how I develop these activities and explain their sources, read My Approach to AI →
HOW I DESIGN ASSIGNMENT SHEETS
A consistent page. A clearer next step.
Each assignment sheet gives students a predictable route through the work. Headings and written labels explain the task; color reinforces those distinctions.
- Start with the purpose. An essential question or unit overview explains where the learning is headed.
- Separate classwork from preparation. Students see what happens together and what they must bring back.
- Make expectations explicit. Section labels, due dates, reading ranges, and optional-work labels reduce guesswork.
- Keep resources beside the task. Activity links, source passages, and printouts sit near the directions.
- End with evidence of thinking. An exit response, reflection, or self-assessment makes the learning visible.
ADAPTED EXAMPLE · AP GOVERNMENT
Federalist No. 10 & Brutus No. 1
Can a large republic protect liberty?
In class
Work in pairs or trios. Compare the authors’ arguments using the passages, questions, and hints in the team challenge.
Homework / preparation
Finish the assigned selections and bring annotations for the comparison activity.
Exit ticket
Which democratic ideal is most challenged today? Support your answer.
From the September 14 assignment: compare the arguments, prepare with purpose, and support a conclusion.
Keep students and families informed.
Clear assignment sheets are part of a larger conversation. In my junior American History class, a weekly email and an open Canvas gradebook help students and families understand the work, follow progress, and plan ahead. How I keep students and families informed →
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