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ISTELive 25 spotlights bold innovation

eSchool News

When I returned to the classroom, I faced those same questions. I’ll share how I used AI to teach, what I didn’t use, how quickly I rolled it out, and tips for success. How I Used (and Didn’t Use) AI in My Classroom : How quickly should we incorporate AI in our classrooms? What should we use?

Art 299
article thumbnail

ISTELive 25 spotlights bold innovation

eSchool News

When I returned to the classroom, I faced those same questions. I’ll share how I used AI to teach, what I didn’t use, how quickly I rolled it out, and tips for success. How I Used (and Didn’t Use) AI in My Classroom : How quickly should we incorporate AI in our classrooms? What should we use?

Art 148
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Look to the Science: Understanding how Mind, Brain and Education Science can Inform Educational Practices

k12 Digest

Brain-based learning is an educational framework that informs teaching methods by leveraging scientific knowledge about how the brain learns and develops. Active, experiential learning strategies also allow students to feel emotions, which also increases the likelihood of that information being transferred to long term memory.

Science 247
article thumbnail

ISTELive 25 spotlights bold innovation

eSchool News

When I returned to the classroom, I faced those same questions. I’ll share how I used AI to teach, what I didn’t use, how quickly I rolled it out, and tips for success. How I Used (and Didn’t Use) AI in My Classroom : How quickly should we incorporate AI in our classrooms? What should we use?

Art 152
article thumbnail

Look to the Science: Understanding how Mind, Brain and Education Science can Inform Educational Practices

k12 Digest

Brain-based learning is an educational framework that informs teaching methods by leveraging scientific knowledge about how the brain learns and develops. Active, experiential learning strategies also allow students to feel emotions, which also increases the likelihood of that information being transferred to long term memory.

Science 130
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Why I Stopped Starting Class with Content—and What Happened Instead

Faculty Focus

I walked into my classroom and started with a question I didn’t know the answer to. The Paradox Effect That one question—unresolved, unanswerable, alive—did more to wake up my students than any HBR case ever had. “Why I never position the question as rhetorical. Students asked sharper questions. Another smiled.

article thumbnail

Why I Stopped Starting Class with Content—and What Happened Instead

Faculty Focus

I walked into my classroom and started with a question I didn’t know the answer to. The Paradox Effect That one question—unresolved, unanswerable, alive—did more to wake up my students than any HBR case ever had. “Why I never position the question as rhetorical. Students asked sharper questions. Another smiled.