In my time as a secondary teacher, I’ve heard a number of colleagues’ comments that reveal their fears about students using technology. “If we give them calculators, they won’t learn how to do the math.” “If they have access to the internet, they won’t learn research skills.” “If they use a word processing program, they won’t be able to spell.”
Concerns about technology and its impact on student learning aren’t new. So when people say that if we allow students to access artificial intelligence (AI), it will negatively impact their ability to learn and think, I don’t believe that to be the case. I think it’s simply a matter of reframing how we use AI. Just as we are able to foster student learning with calculators, the internet, and word processing software, we can do the same with AI.
AI tools can generate everything from essays to artwork to music. In order to be able to use it as a learning tool, we need to have students assess AI’s performance. We know what AI can do, but we need to ask, can AI do it well?
By allowing students the opportunity to assess the products that AI generates, we can prompt their learning and their development of critical thinking skills. In a previous piece, I shared how technology fosters engagement when it prompts students to construct, collaborate, create—what I call the 3Cs. AI can be used to allow students to construct knowledge, collaborate with their peers, and create something new in any content area. If we can design AI tasks that foster the 3Cs, we can use it as a tool for learning and thinking.
By Sunaina Sharma
August 14, 2023
Critical Thinking refers to a person's ability to evaluate data, make connections, and draw conclusions in a rational and unbiased manner.
Instructors in any discipline can implement critical thinking skills into their classes by first familiarizing students with these ideas and then engaging them in critical reflection about their own work
Critical Feeling refers to a person's ability to both regulate and utilize their emotions to know more deeply.
All instructors can encourage critical feeling by choosing case studies that students find relevant and will be invested in, asking students to identify how they feel about course content, and using those emotions to build honest inquiry.
Critical Engagement refers to a person's ability to discuss their ideas with others and to explain their reasoning.
Instructors can provide students with opportunities to practice critical engagement with other people through research presentations, peer-review sessions, and full-class discussions that ask students to present their thoughts, engage with the others, and evaluate arguments.
Critical Being was popularized by the educator and historian Catherine Broom and refers to a person's relationship to the world.
Instead of bringing critical being activities into the classroom, it is suggested instructors show students the importance of co-creation before and after class when they are asking how they are, acknowledging their joys and struggles, and discussing their own feelings and experiences.
Source: Harley, Ben & Imad, Mays. “15 Essential Ways of Knowing.” insidehighered.com, August 10, 2022.
We all consume lots of interesting information in our day-to-day life but, most of the time, we don't do anything with it. After reading Tiago Forte's Second Brain I felt students could utilize his method which can help students save their best ideas, organize their learning, and expand their creative output.
This concept is focused on behavior and habits first, rather than tools, and consists of 4 universal steps called CODE.
C (COLLECT) The second brain needs a place to collect all the things that resonates with you, from an online article to your grocery list, through reliable tools like to-do list apps, web clipper, note-taking apps, and more.
O (ORGANIZE) Collecting things is easy but then you need to organize and structure them. CODE uses a system called PARA to organize his content in 4 different categories: Projects: series of tasks linked to a goal, with a deadline. Areas: spheres of activity with a standard to be maintained over time. Resources: topics or themes of ongoing interest. Archives: inactive items from the other three categories.
D (DISTILL) Capturing and saving notes usually leads to large collections of information, but the more notes you keep, the more crucial it is to keep an effective summary of them in order to be able to immediately grasp the meaning of them. Through progressive summarization, students will be able to get the core of your notes.
E (EXPRESS) Once students collect and organize all their notes and information, they can share what they've learned with the world. Otherwise, they'd simply be hoarding information without putting their thoughts and work out there in the world.
Source: Camilla, Alice. How to Build a Second Brain,” keepproductive.com, November 18, 2019
There are five major categories of information that students need to consider when properly analyzing a primary source. This applies to all primary source analysis and document based questions.
Students will look for:
Historical Context. Where and when was this source produced? Focus on how place and time affect its impact, message, and genesis. Place it in the appropriate context - connect it with ideas before and after, or related events.
Audience. Who is the author's intended audience? How does the audience affect the validity of the document and its message? E.g., how might their message have been modified or shaped to suit their audience?
Purpose. What is the author's purpose and/or motivation for creating this source? Is this intended to persuade or inform? Is this some sort of propaganda? How does this affect reliability and validity?
Point of View. What do you know about the author's background? How does the author's role in society and hierarchy affect their perspective? How does this affect the reliability and validity of the source?
Why? (Significance). What is the main idea the source is trying to convey? Why is this source important to history? Why does this source relate to your thesis and/or the prompt?
I firmly believe that social studies students should be exposed to as many Primary Source Documents and Document Based Questions as possible during their coursework. The PSD or DBQs are the foundation for which students can not only understand history but analyze it through many different lenses.
Through the use of DBQs students build analytical, categorization and historical thinking skills. Primary sources help students relate in a personal way to events of the past and promote a deeper understanding of history as a series of human events. Because primary sources are incomplete snippets of history, each one represents a mystery that students can only explore further by finding new pieces of evidence.
Inquiry into primary sources encourages students to wrestle with contradictions and compare multiple sources that represent differing points of view, confronting the complexity of the past.
Students are encouraged to speculate about each source, its creator, and its context.
Know how to write a good email.
Address your teacher correctly.
Prove you’ve done some work with the problem
Proofread your email!
Get yourself a professional-sounding email address
Use the email provided by the school or get yourself something professional that includes both your first and last name.
Expect a reasonable turnaround time.
There is rarely a problem so big that it can’t wait until Monday.
Keep emails to normal hours.
You may be up at 3 a.m., but your teachers are not!
Check. Your. Syllabus
If I can stress ANYTHING, check your syllabus. For the love of all that is good in this world: check your syllabus
Remember that we are paid to answer your questions, so speak up when you need help.
Talk to us! Send the (good) email. (See #1!) Stay after class
Talk to us – especially if you know there is going to be a problem ahead of time.
If you know something is going on that is going to prevent your work from getting in on time, talk to us sooner rather than later.
And if you're comfortable, talk to us about other things as well.
Take some time to come say hi to teachers you’re comfortable with.
Thank your teacher for a particularly interesting class.
Don’t do this often, and don’t do it when you don’t mean it. But if you find a class particularly interesting, say something.
Proofread your work!
Nothing gets my attention more than a paper with typos, misspellings and other signs of sloppiness—and that is attention you do not want.
Source: Paquin, Raylin. “10 Things College Professors Want You To Know, Including How To Impress Them (And How To Annoy Them).” buzzfeed.com, August 4, 2022.
1. Focusing on one thing at a time
The Zeigarnik Effect is the tendency to remember unfinished tasks more than completed ones. And when you are multitasking and have several tasks on your plate that you have started but not finished, it can lead to feelings of overwhelm. Psychiatrist Jeff Ditzell recommends focusing on one thing at a time to build mental fortitude at school and counter this effect. “A single focus on one thing at a time helps you to grow your mental fortitude at school and boost productivity,” he says.
2. Exercising and eating healthy
What you do outside of school also matters – starting with your diet and lifestyle. “Setting aside time to move your body is just as important as eating right, exercising regularly and resting. It doesn’t matter if you are just starting out at a gym or have been working out for years,” says Ditzell. You may already know that eating well and moving your body helps you feel better, but don’t forget that the “I’ll sleep when I am dead” motto can also decrease your mental strength. On the other hand, research shows that getting high-quality sleep actually decreases stress and increases your resilience, so you’ll want to prioritize your Zzzs.
3. Taking mindfulness breaks
Mindfulness is more than a buzzword in terms of building mental fortitude. “A mindfulness break is a short period of time daily that gives you a moment to rest and relax your mind. This can be accomplished through meditation, yoga or even walking outside in nature for five or ten minutes,” according to Ditzell. “This can help you reduce stress, improve your focus and increase energy.”
4. Getting out of your comfort zone
If you want to feel self-trusting, resourceful and capable, you need to get comfortable being uncomfortable to some degree. The more you get out of your comfort zone, the more you realize that you can handle the unknown and work through your fears. And this is gold for developing mental fortitude.
“The more you live with a resilient mindset and become comfortable with trying new things and facing uncomfortable situations, the more likely you are to grow your ability to deal with stressful situations,” says Ditzell. Be mindful of your self-talk and thoughts too during moments of high stress: “Avoid thinking negatively, avoid self-doubt and avoid seeing crises as insurmountable problems,” he says.
5. Nurturing connections with others
Nurturing connections with your classmates, guidance counslers, teachers and other school staff can work wonders for building mental fortitude as well. Several studies have revealed the importance of positive relationships in the academic setting, which can improve feelings of well-being at school. The opposite is also true: Difficult or strained relationships with the aforementioned can cause psychological distress. So go to school events, join a club, grab lunch with a new classmate or take a few minutes a day to contribute during class, as it fills your mental fortitude cup (and the mental fortitude cup of others!).
Source: Abdou, Anour. “Habits That Build Mental Fortitude in The Workplace.” hive.com, August 2, 2022.
ADAPTABILITY
Think about it: adapting to an environment is a challenging yet critical part of growing your academic abilities. Adaptability in an academic setting is the ability to adjust to changes in your role, processes, and surroundings. No matter the situation that you’re put in, it should be your goal to acclimate and excel. Don’t wait for change to come to you; anticipate what changes may be headed your way.
EMOTIONAL INTELLIGENCE
Emotional intelligence is a person’s ability to perceive, evaluate, and control their emotions while being aware of other people’s emotions. We also refer to a person’s emotional intelligence as their EQ (emotional quotient). A high-EQ person thinks before they speak and act. This person also practices self-reflection and understands their feelings. They also don’t make decisions while angry. When they’re anxious, they pause and take a step back. They work to regulate their emotions, shift gears when needed, and don’t let their feelings interfere with producing great work.
EFFECTIVE COMMUNICATION
Effective communication is both an art and a science—it’s much more than transferring information from one person to another. A good communicator can express ideas clearly. They can also engage proactively and productively. When you communicate effectively, there’s little room for misunderstanding. Whether sharing your vision with your team or outlining the scope of a project, be concise and clear. Your ability to communicate well will strengthen new connections, bolster long-term relationships, and boost your reputation.
NEGOTIATION
Negotiation is one of the most crucial yet underrated soft skills. Underneath the negotiation umbrella, you’ll find time management, active listening, accountability, and critical thinking.
Identify your priorities and set clear, firm boundaries regarding what is and is not negotiable. Always work with the most up-to-date, reliable facts when “entering” a negotiation, and consider the source and context of information. This way, you comprehensively understand a situation and can work toward the best outcome.
TEAMWORK
There’s a reason they say “teamwork makes the dream work.” A business doesn’t run without a team, and an effective team player can drive success and contribute to a positive environment. Always celebrate your classmates’ small wins and give them the kudos they deserve. This creates a happy learning culture in which students can feel recognized, heard, and seen. Remember that the small things are the big things. Celebrate your small wins, small projects, and small ideas. Don’t neglect the smaller things while chasing big goals.
POSITIVE ATTITUDE
Pessimism doesn’t help you build your career. Aim to engage positively, especially when collaborating with team members to achieve a common goal. A positive attitude will help you climb the "ladder" faster. Avoid negative thinking, gossip, and complaining. Complaining accomplishes nothing. Instead, look through a challenge and think of new ways to solve a problem. A positive person sees possibilities instead of roadblocks. Attitude is contagious—and a positive mindset impacts your job performance, job satisfaction, and even how others view you.
TIME MANAGEMENT
To accelerate your learning, make managing your time your number-one priority. How do you do this? Remember that you can’t do everything at once (and do it well). Make a list and prioritize your tasks. Divide the tasks into “urgent,” “important and nonurgent,” and “other” categories. You can also physically block off focus time in your calendar, create checklists, and develop templates for specific tasks.
CONFLICT RESOLUTION
Aim to avoid conflict in the classroom or, when conflict is unavoidable, work to resolve disputes early on (before they snowball into more significant problems). You can apply the communication and negotiation skills I mentioned earlier to find solutions to conflicts—solutions that are right for you and the classmates. Often a conflict results from incorrect (or lack of) information, so clear, accurate, and timely communication of guidelines, deadlines, and policies can prevent many classroom conflicts.
WORK ETHICS
Take responsibility and accept ownership for your work. Especially when you work with a team. That means that your group's wins, misses, and outcomes reflect on you and your work ethic. It’s also important to accept the consequences of the mistakes you make on a project. Never place the blame on others. Deliver your projects on time, respect your colleagues, and show up every day with enthusiasm.
COLLABORATION OVER COMPETITION
Competition is a short-term game, whereas collaboration leads to long-term connections and mutual growth. Collaboration also results in deeper relationships, increased creativity, and more innovative results. Two brains are better than one, and the creative ideas sparked by collaborative brainstorms can push you to a higher academic level. Also, when you collaborate with other classmates, you may learn new ways of tackling assignments. And you may even learn from each other’s mistakes.
Source: Rosenthal, Melissa. “10 In-Demand Soft Skills To Supercharge Your Career” fastcompany.com, July 31, 2022.