by Fiona Reynolds

How do you hold two truths that seem opposing at the same time? I’ve been thinking about that this week as I reflect on a Think Tank we attended at Graded School, in São Paulo, last week. Graded has been doing great work focusing on Deep Learning and helping students to build their skills in productive struggle. They’re now looking to what comes next in education for their students and faculty, and AI was top of mind. We talked quite a bit about how to continue with the work of productive struggle while recognizing that AI could be a tool to leapfrog over much of the struggle that has been a part of school for students, especially those who are not successful in current school structures. 

Habits of work and mind help us to do the things that are hard. When we build thinking habits or routines we give ourselves ways to consider different challenges that we face in work or school. We replicate patterns in thinking to build cognitive and muscle memory, and the more we do this, the better we are able to face the next deadline or challenge. We build resilience and the voices in our heads that suggest that we stop or give up are diminished. 

However, we are living in changing times, when old ways of thinking and working need to be reexamined because we now have AI to take on tasks that are time consuming and can be done more efficiently. Having said that,  giving up the routines that have defined our careers is daunting. If I don’t plan a lesson completely from my head, am I cheating? Are there novel planning approaches that I’ve never considered that will help reach students I’ve yet to engage with the routines I’ve created? What is the structure and routine of my class if I relinquish my role as the primary content teacher? 

This has all led me to thinking about the habit of change; a habit I anticipate we will all need to become more comfortable with. I pride myself on being adaptive, but that’s different from redefining my work and my identity as a teacher. 

Ultimately, building the habit of change is about striking a balance between honoring the proven techniques that have genuinely benefited student learning and embracing the potential of new approaches. However, I worry that we may cling to methods simply out of habit or nostalgia. It’s becoming essential for us to critically evaluate which traditional practices truly enhance the learning experience and which may be outdated, inefficient, or just what we like to do.

Techniques that foster critical thinking, problem-solving, and a love for learning should be preserved and potentially augmented by AI tools. Methods that encourage collaboration, communication, and social-emotional development will likely remain invaluable, as these are areas where human interaction is crucial. Conversely, practices that prioritize rote memorization or repetitive tasks may be candidates for modernization through AI integration.

As we navigate this transition, we must be willing to let go of techniques that have become obsolete or counterproductive in the face of technological advancements. Clinging to outdated methods out of comfort or familiarity can ultimately hinder student growth and deprive them of the opportunities that AI can provide.

AI may be a catalyst for reflection and refinement, prompting us to critically examine our practices and discard those that no longer serve our students’ best interests. It can help us to adopt the habit of change, ultimately fostering a more engaging, personalized, and future-ready educational experience. As for me,  I know I need to change.