Tag Archives: learning

Cross pollination

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Do you know what’s really hard to do? First, choose an area of your life where you really have your ‘stuff’ together. Then take those same skills, habits, and discipline and apply it to another part of your life. It should be easy, or at least easier than it is. We should be able to recognize what makes us extremely effective in one aspect of our lives and simply apply the same strategies elsewhere.

What prevents this? Is it motivation? Is it the fear of starting? Is it that we recognize the effort is more than we are willing to put out?

Whatever the reason, it’s sometimes important to remember that it is easier to act your way into a new way of thinking than it is to think your way into a new way of acting. Start with the action. Do the things you already do elsewhere in a new area of your life. Start with small actions, but the action itself is the start. Not the thinking, not the planning, not the talking about it… the doing.

Apply action, and the good work and skills you’ve developed will indeed cross over.

Experience is something you get right after you need it.

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Ever notice how many jobs say, “Experience required”? Who are all these experienced workers looking for new jobs?

How many jobs want you to have a degree first? I understand a doctor, nurse, lawyer, architect, or engineer needing a degree, but how many corporate jobs really need a prospective employee to have a degree?

I love the quote, “Experience is something you get right after you need it.”

At some point in your life you are going to learn something on the job. You are going to figure it out either just when you need to… or just after you’ve messed up the first attempt.

Hiring is going to change. You aren’t going to see companies focusing on degrees and academic accolades. Instead, you’ll see people with micro credentials or niche skills being hired because they have learned skills that directly relate to the job expectations. Or you’ll see jobs being offered on a trial basis and companies willing to hire based on characteristics like flexibility, ingenuity, and creativity. ‘Come try this out for a 3 month contract, and we’ll see if you’ve a) Got a good head on your shoulders, and b) Fit with our community and values.’

Don’t worry about experience, you’ll get on the job. Just come with the right attitude and an affinity for the job. The first time you try something, that’s when you’ll get the experience. Before that, it’s not schooling or past experience, it’s evidence that you are a learner and you are willing to put in an honest effort. That’s what will get you hired.

Instant feedback

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Yesterday, at our welcome back session for principals, one of the assistant superintendents asks us a couple questions to get feedback on what we thought was important for our district visioning. This is a typical kind of exercise to start the year. Usually this data is collected then in a later session we look at the data and trends.

But instead, he had us do the activity individually, then connect as a table group to prioritize our results. Then one person per table put the top 5 answers into a Microsoft form.

The assistant superintendent then used Copilot, Microsoft’s Artificial Intelligence LLM, to not only collate the data, but also to look for trends. He did this during a break so that we were not waiting on him. Then we came back and discussed not only the results but also his line of questioning.

Probably my favourite part of this is when he told Copilot, ‘here is the data’, but forgot to paste it in. Why? Because it’s important to model that you can make mistakes when trying something new.

I was discussing with a colleague before the meeting that I was hoping to see this happen. I’m tired of people collecting large amounts of data that will then take hours to assess, when we have new technology that can find trends invisible to us in mere seconds.

In the meeting we still did a lot of activities to connect us to our peers, we still had great table talks and meaningful conversations, but when it came time to collect and assess data we didn’t go old school, instead we took advantage of the technology available to us in a meaningful way. And yes, more analysis of the data may come later, and not all of it using AI, but to have this powerful tool use available and to not both use it and model it, would be a real shame.

It was really great to see this happen in yesterday’s first meeting of the year.

“Oh no, AI is making us dumber!”

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Except it’s not.

People forget that we were worried about the internet and Google. And before that writing utensils:

“Students today depend too much upon ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil.”
~ National Association of Teachers Journal, 1907


“Students today depend on these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of learning how to cope in the real business world which is not so extravagant.”
~ From PTA Gazette, 1941

I pulled those quotes from a presentation I did 16 years ago. I did another presentation at that time where I shared a quote from 1842 discussing how books would become useless “when the pupils are furnished with slates”.

We are used to pronouncing ‘the sky is falling‘ when the next advancement comes along. Google was going to make us dumber. It didn’t. Smart phones were going to make us dumber, but they didn’t. They did however change the things we thought and still think about, and remember. For example, I used to carry around a few dozen phone numbers, memorized in my head, now I don’t even know my own daughter’s numbers. They are neatly stored in my phone.

AI will do the same. It will adjust what we remember, fine tune what we think about about and ask, and help direct our thinking… but it won’t make us dumber.

When I was a kid, I thought my dad was the smartest guy in the world. I can’t think of a question I asked him that he didn’t know the answer to. Sometimes he’d even bring me a file on the topic I asked about.

I remember absolutely blowing away a teacher and my fellow students on a project I did on harnessing the ocean for power. I had newspaper clippings, magazine articles, even textbook sources that I shared on the classroom overhead projector. It looked like I spent hours upon hours doing research. I didn’t. I asked my dad what he knew and he gave me a thick file with all the resources I needed. He was my Google long before Google was a thing.

It made me look good. It made my work a lot easier. It didn’t make me dumber.

I’ll admit that there is something fundamentally different with AI compared to advances like the slate, the pen, the internet, Google and other ‘technological advances’. As Artificial Intelligence becomes smarter than us, we can rely on it in ways that we couldn’t with other advances. And it will take a while for us to figure out how to create tasks in schools that utilize AI effectively, rather than having AI do all the work. It was hard but not impossible to ‘Google proof’ an assignment, and that challenge is significantly magnified by AI. But the opportunities are also magnified.

What happens when AI can individualize student learning and what we consider the ‘core curriculum’ can be taught in less than half of a school day? How exciting can school be for the other half of the day? What curiosities can we foster? How student directed (and thus more engaging) can that other half of the day be?

We are only dumber using AI if we decide that we will passively let it do the work for us, but let’s not pretend students were not already using ‘cut-and-paste’ to get assignments done. Let’s not pretend work avoidance wasn’t already a thing. Let’s not pretend that we don’t already spend a lot of time in schools teaching students to be compliant rather than to think for themselves.

AI will only make us dumber if we try to continue doing what we have done before, but allow AI to do the work for us. If we truly use AI in collaborative and inspirational ways, we are opening an exciting new door to what human potential really can be.

Promptism – A flat earth metaphor

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I read an interesting article by Sune Selsbæk-Reitz, on a word he sort of invented for asking and believing what AI shares, Promptism. The article, The Earth Is Flat, defines this new word: “Promptism is the quiet belief that if I just ask my question clearly enough, I’ll get something true in return. Maybe even something wise.”

And the article describes how promptism is killing curiosity, and providing ‘truths’ that may not be truthful, and yet are being taken as so at face value without questioning.

From the article:

“The ritual is the same every time:

Ask the machine. Get the word.

Move on.

We don’t think of it as belief, because there’s no incense, no robes, no temple. But there’s authority. And there’s trust. And there’s something deeply seductive about being given something that feels final. Even when it isn’t. Even when the certainty is a performance.

Because the thing is: the more fluent the answer, the more invisible the framing becomes. And if we don’t pause to notice that… we’ll mistake fluency for truth, and coherence for proof.”

The article continues:

“But with ChatGPT or Gemini, the answer arrives fully dressed.

Paragraphs. Polished tone. No seams. No links. Just a voice that sounds sure of itself.

That’s not just convenience. It’s a design choice. And it’s flattening how we think. Because friction – the pause, the doubt, the need to look something up – isn’t a flaw in the process of knowing. It is the process. That little jolt of uncertainty that sends you looking deeper?

That’s what makes knowledge stick.

That’s how you learn.”

…“And the more we do this, the more we forget that knowledge was never meant to arrive fully formed.”

I’ve noticed how this has affected me. I don’t go two or three pages into Google anymore. I don’t find tangent, related, and interesting ideas and connections. I ask an LLM, I get an answer, or I refine my question and ask again. I seek an immediate answer, and I accept that answer.

No more new tabs, no clicking links, just a single conversation, and a sort of final answer. The internet is getting flatter. The depth of search shallower. Promptism is the new search… and I wonder what the consequences are, what the price is, in finding convenient ‘truths’ that we just accept, and don’t bother researching or questioning?

Iterate, iterate, iterate

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We’ve all heard the phrase, “If at first you don’t succeed… try, try again.”

That’s the right idea but the wrong language. It should be, “If at first you don’t succeed… iterate, iterate again.”

Because we all know another saying too, “Do you know what the definition of insanity is? Doing the same thing again and again, and expecting a different result.”

We don’t need to try again, we need to iterate, again and again… Tweak, adapt, adjust, fine-tune, modify, tailor, refine, reshape, alter, and/or calibrate. And to do all this we need to embrace failure as learning.

Trying the same thing again just won’t do.

Guiding students forward

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Watch this leadership lesson I just found on Instagram:

I can’t help but think about how important this is not just in business/leadership roles, but also in teaching. The best teachers guide students. Teachers are the compass: “A compass doesn’t point the way, it points north and guides the student on their own journey.”

We lose sight of learning when we focus on teaching courses and not students. We lose our bearings when the curriculum is more important than the learner. We are completely lost when we teach to the test.

Watch the video again, and think of the times you led a challenging student rather than faced off with them. Like the time you put the ‘trouble-maker’ in charge because you had to leave the room for a couple minutes… knowing he would keep things in line for you but would cause problems if a peer was left in charge of him. Or the time you metaphorically threw a lesson out the window because students felt lost and you were not getting the learning across. Or when you sat with a kid to do 5 homework questions, letting them know that if they did that with you, they wouldn’t have to do any of the remaining homework.

Are you the guiding compass or the bossy captain? Are you facilitating learning or trying to push learning down their throats? Are you building resistance and conflict or resilience and trust?

Time and space for learning

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In the past few weeks I’ve seen a few videos about schools in the US where students doing 2-3 hours of AI guided learning are outperforming most other schools.

This report really excited me to see:

Going forward Teachers (or Guides) are going to have such important roles to play as AI ‘covers’ the required curriculum with student focused just-in-time learning. Then the teachers will work on life skills and competencies, and enriching student-focused passions.

Two questions to focus on:

  1. What is the core curriculum?
  2. What competencies do we want to foster in all students?

Beyond that, it’s really about creating the time and space for students to be guided while they pursue their interests and passions.

When AI covers the curriculum the role of educators for the rest of the school day really gets innovative and exciting.

Teaching wisdom

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We all know that one person who didn’t do well in school and isn’t ‘book smart’ but if there is a problem to solve he or she will figure it out. Or someone who’s a tinkerer, who dabbles in fixing anything from a small electric toy to a car engine… maybe they were good at school, maybe not, but they solve problems we would struggle with. This isn’t traditionally the kind of wisdom taught in schools. It’s born out of curiosity and ingenuity.

How can we make learning at school more like this? More like the problem solvers we are going to need. We aren’t going to out book smart AI. We aren’t going to write reports as well as a smartly prompted AI. But even a good AI isn’t going to figure out why a sink suddenly has low pressure any time soon.

Maybe that will come, but for now we are going to be able to out problem solve AI or at least be the ones that figure out what to ask AI to help us out.

So how do we maximize the learning at school to provide students with the kind of wisdom they need to be resourceful in an AI filled world? It won’t be with wrote memorization. It won’t be the review tests. It won’t be the book reports or the 15 math questions going home for homework.

What kind of learning experiences are we creating at school? Do they foster wisdom, systems thinking, and/or problem solving? Are we getting students excited about being learners and problem solvers? Are we creating environments for creators or compliant workers? Because the path of AI and robotics is quickly making compliant workers redundant.

I don’t know if we can explicitly teach wisdom, but we can create experiences where wisdom is valued and the right answer isn’t predetermined. We can design problems that require collaboration, creativity, and insight. And we can teach students to harness AI so that it serves us and we add value to what it can do with us.

Creating unique and challenging learning experiences, with students helping us design these experiences or even designing them themselves…. This is the path forward for schools. If a student spends the day only doing things AI can do better than them, what’s school really teaching?

Passion Projects

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For the second day in a row I got to watch student IDS – Independent Directed Study – final presentations. The last couple were from a Grade 11 on ‘Coding a Cookbook’ and a grade 12 on ‘Creating a Music Album’.

I’m so glad we recorded these. Both the depth of learning and the appreciation of the learning process were on full display. Presentations were exceptional both in design and also in delivery. This isn’t a surprise because these are skills intentionally taught at Inquiry Hub. And students do so many presentations at our school that they comfortably get in front of an audience to speak.

Still, I watch and I’m so impressed with the ability of these teenagers to be captivating presenters. And there is no better presentation to watch than an IDS, where the entire curriculum is designed by the students. Let students work on and learn about topics they are truly passionate and interested in, and they’ll very often go above and beyond expectations.