The best thing a guest teacher has ever said to me is “I’d love to come back to your class.”

What makes that possible is not a better sub plan template. It is not a more detailed set of instructions or a color-coded folder by the door. Those things help at the margins. The real problem is that most classrooms are designed, intentionally or not, to run on the teacher. Their voice. Their presence. Their ability to read the room in real time. When they leave, the system leaves with them.

The conventional model puts everything on the teacher. The teacher structures the day, manages transitions, holds the behavior expectations in their head, and keeps things moving through sheer will and experience. That model works fine when the teacher is there. When they are not, students wait. Guest teachers improvise. Two days are lost getting things back on track.

The move that actually changes this is not about sub plans at all. It is about building a room with systems students helped create. Not systems the teacher installed for them. Not systems students invented on their own. Something built in conversation, with adult guidance, real back and forth, and genuine reflection on whether it is actually working.

It starts with one conversation about the transition that matters most. For most classrooms, that is entry. What happens in the first ten minutes determines the rest of the period.

The conversation

Set the stage first:

“In order for our room to run well, just like any workplace or home, we need routines we can count on day in and day out. One of the first things I want us to figure out together is what it looks like when we walk in. We should build something that actually meets our needs, so let’s start there. How do we feel when we come in in the morning?”

Start with individual think time. Give students a full minute to sit with the question silently before anyone shares anything. This is not dead air. This is the first step. They might scribble on a piece of paper some rough thoughts or ideas. They might write on a Google doc. The medium isn’t the important thing. The important thing is thinking to themselves about what their needs are and getting those out. They could draw pictures or write in their first language. This is for them, no one else.

Then move to small groups. Two or three people. Let them talk through their thinking before bringing it to the room. Some students will say things in a group of three that they would never say to twenty-five. The small group builds the confidence to share wider.

Then open it to the whole group. If the room still stays quiet at that point, offer an anonymous channel: a Padlet, sticky notes dropped in a bucket, a shared doc they can type into without putting their name on it.

Once responses are coming, push further:

“We aren’t all going to feel the same way when we walk in. How might we silently signal what we need, whether we’re open to talking or need a few quiet minutes first?”

“How might we wake our brains up and get ready for the day?”

“What other needs haven’t we talked about yet?”

Let the brainstorm get messy. Write everything down where students can see it. Then narrow it down together, in the room, before anyone leaves. Ask students what they can all live with. Land on something concrete. That is the routine. It belongs to everyone in the room because everyone helped build it.

Your job in this conversation

Your job is not to approve the ideas you already had in mind. Your job is to facilitate the reasoning behind the ideas students bring. You can contribute your own ideas and rationale as a model but the end result can’t be a list of your ideas and nothing else.

Someone will suggest eating Takis every morning. Don’t shut it down. Ask: “Tell me more about why that works for you.” If the answer is “we shouldn’t have to work hungry,” that’s a good argument worth taking seriously. The goal is not to eliminate unconventional ideas. The goal is to help students think through what they’re actually asking for and whether it solves the real problem.

Some ideas won’t survive their own reasoning. Some will surprise you. Both outcomes are useful.

Building in the retrospective

Two weeks in, run a short retrospective. In software development, teams do this regularly: pause, look at what’s happening, and ask whether it’s working.

With students it sounds like this:

“We agreed on this routine two weeks ago. Is it actually working for us? What’s the evidence? What do we want to adjust?”

This is the part that’s easiest to skip. It’s also the part that makes students feel like the room is actually theirs to maintain. A routine students helped build and then reflected on together is a routine that holds when you’re not there.

What you’re actually teaching

This process is not only about entry routines. Students are learning to notice what they need and name it: self-regulation and metacognition, two things that will serve them long after they leave your class.

Students are also one of the most contradicted groups in any building. We expect them to act like adults but rarely give them the autonomy that comes with that. When you ask for their input and mean it, when you entertain the Taki argument instead of dismissing it, they notice. When the room was built together with them, they protect it. Even when you’re not there.

What this requires from you

This requires letting go of something. The need for the room to be entirely yours. The need to control how the first ten minutes run. Some teachers will push back on this, and that’s fair. It’s a real ask, especially when you’re already stretched and there’s a kid who has done nothing but climb on furniture for three weeks. Extending the co-building process to students who have burned your goodwill takes something real.

The room that runs without you is worth that trade. The guest teacher problem follows from there.

Monday action

Have the entry conversation this week. Use the opening above word for word if it helps. Give students a full minute of individual think time before expecting anyone to speak. Then move them into small groups of two or three. Then open it to the whole room. If it still stays quiet, offer a Padlet or sticky notes. Write down everything that surfaces. Narrow it down together before anyone leaves. Leave the room with a routine everyone helped build.

Two weeks later, run the retrospective. Three questions: is this working, what’s the evidence, what do we want to change.

If you want to build a room that runs without you, that’s what we do. The Intelligent Hoodlums helps teachers and schools design classroom operating systems rooted in who they are and built to last when they’re not in the room.

Last week, I accepted a week-long assignment teaching science at a local high school. I took the job for two reasons: multiple consecutive days meant I wouldn’t be scrambling for work mid-week, and I’d likely see students I taught when I was an elementary teacher. Both proved beneficial, but even with that small advantage, I still walked into Monday morning with no schedule, no lesson plans, and three different courses to teach: Anatomy and Physiology, AP Bio, and Freshman Biology.

Here’s how six digital tools helped me find success in my very first foray into guest teaching.

Monday: Getting Digital Resources to Students Without LMS Access

I walked into the main office and grabbed the sub folder. No lesson plans inside. Eventually, someone sent me PowerPoints and Google Slides, but no instructions for using them. Thankfully, I had prep first period (Thank, God!) so I had time to review the materials. Then the real problem hit me.

How was I going to get all these digital resources to students?

Guest teachers don’t have access to Google Classroom, Canvas, or whatever LMS the school uses. You can’t post assignments. You can’t share links through the class portal. You’re operating outside the system entirely.

Enter Bitly.

Bitly is a free link shortener that should be in every teacher’s toolbox, but it’s essential for guest teachers. You can customize URLs so they’re simple enough to write on a board and easy enough for students to type into browsers independently. It eliminates the use of QR codes which can be tricky to capture on a Chromebook and avoids you having to find emails to share the resources.

I copied the share links to the notes, pasted them into Bitly, and created custom URLs like “bit.ly/nervesystem101”(not the actual link) that students could access immediately. I left the url on the interactive board in the front of the classroom for learners to access upon entering. Students walked in, pulled out their devices, and had the notes loaded before I finished taking attendance. Crisis averted.

Tuesday: Creating a Learning Hub from Scratch

I survived Monday through quick thinking and Bitly, but Tuesday required something more substantial. I needed a learning management solution that could facilitate discussion, distribute materials, create assignments, and track participation with no access to “official” channels that their instructors would have.

For years, I’ve told anyone who would listen that if I could only have one tool for the rest of my career, it would be Padlet. It’s a Swiss Army knife with more applications than I can count. Within 20 minutes, I created a Padlet that functioned as our makeshift classroom hub. I added discussion boards for each topic we’d cover, uploaded the day’s notes, and used Padlet’s AI teaching assistant to generate quick formative assessments on the Nervous System, DNA, and Heredity.

The URL went on the board via Bitly: “bit.ly/sciguestroom.” Students bookmarked it. By the end of Tuesday, we had a central location where everything lived. It was a one stop shop for notes, discussions, questions, upcoming activities. No LMS access required and learners would have access to it long after I left.

Why this matters: As a guest teacher, you can’t build on institutional relationships or prior knowledge of your students. A consistent, accessible hub creates the structure students need to engage with the content even though you’re temporary. They know where to look. That predictability matters when everything else about the week feels unstable.

Wednesday: Building Review Through Student-Generated Questions

Block scheduling meant I didn’t see my Monday classes again until Wednesday. I used that gap to create a review game for the material we’d covered. I built the game in Gimkit because of one specific feature: KitCollab.

KitCollab lets you send students a link so they can contribute questions to the game. After we reviewed Monday’s content briefly, I sent students the KitCollab link (via Padlet, shortened with Bitly) and asked them to contribute two questions each to stump the class.

But here’s why this mattered pedagogically beyond just being a fun activity: I had no idea what these students knew coming in. While there was a bit of a rapport, it was just my second day with these learners. I hadn’t seen their previous work. Student-generated questions gave me immediate insight into what they understood, where the gaps were, and what their teacher typically emphasized. It also allowed us to discuss the accuracy of the questions. There were multiple times when the veracity of the questions was called into the question, forcing learners to scour through their notes in search of evidence. The results of the game and the submitted questions provided tangible data to communicate with the classroom teacher as to the status of their knowledge.

We discussed what makes a good question, what their instructor’s assessment style looked like, and how to use KitCollab before they started creating. By the time we played the game, I had diagnostic data I never could have accessed otherwise, and students had practiced a higher-order thinking skill while reviewing content. Win-win.

Thursday: Finding Engaging Supplementary Content on the Fly

Block scheduling meant I essentially repeated Wednesday’s successful formula with my Tuesday classes. Easy day. But that also meant I had breathing room to tackle a different challenge: how do you help students go deeper with content when you’re only with them for a week?

Their regular teacher would return on Monday. I wanted to leave them with resources that extended their thinking beyond memorizing systems and processes while connecting the science to broader contexts without requiring me to be an expert in every topic we touched.

I turned to PBS Learning Media and Google Arts and Culture , both of which are free and don’t require logins to share information.

PBS Learning Media organizes resources by subject and grade level—videos, interactives, lesson plans, all vetted and curriculum-aligned. I found a short video about AI and Prosthetics so Anatomy and Physiology students could consider how their understanding of the nervous system applies to emerging technology. This elevated our exploration beyond just memorizing vocabulary words, but toward the application of their knowledge they were studying.

Google Arts and Culture creates surprising connections between academic content and culture. I found an online exhibit about Rosalind Franklin for the Freshman Bio course. We spent 15 minutes exploring her contributions to DNA research and discussing why her story matters. It gave context to the double helix models we’d been studying and opened a conversation about whose contributions get remembered in science.

Why these tools matter for guest teachers:You don’t have time to curate resources from scratch or vet random websites. These platforms are pre-vetted, trustworthy, and searchable. You can find something relevant in minutes, which is exactly the timeframe you’re working with.

Friday: Leaving Behind Study Materials That Actually Help

I wanted to leave students with comprehensive study materials and easy access to everything we’d covered during our week together. Normally this would take hours—compiling notes, organizing resources, creating study guides. I generated them in about 30 minutes.

I used NotebookLM, which has become my favorite instructional design tool. NotebookLM is Google’s AI notebook that can be isolated from the broader internet, making it far less likely to hallucinate information. More importantly, it’s a powerhouse for rapidly creating content based on materials you’ve already vetted.

I uploaded the PowerPoint presentations I’d been given, the resources I’d created throughout the week, and links to everything I’d found on PBS Learning Media, Google Arts and Culture, and YouTube. Then I used NotebookLM to generate different study aids for each course: an audio podcast summarizing key concepts, a whiteboard video for a visual demonstration, a timeline infographic, and a study guide with practice questions.

I dropped everything onto our class Padlet (which I’d kept updated all week) and shared it as a parting gift. Students had multiple formats to study from depending on how they learned best—audio for commuters, visual for the graphic-minded, text for traditional studiers.

Important note the AI tool: NotebookLM works best with content you have vetted. I would avoid scraping the internet or inventing information. Your best bet is creating resources based on materials the regular teacher provided or resources you’ve verified yourself so you’re not introducing hallucinated content into someone else’s classroom.

What Makes These Tools Essential for Guest Teachers

All of these tools can be used by any teacher in any learning environment, but they’re life savers for guest teachers moving from campus to campus. They require no special permissions, no district logins, no advance setup. They travel with you. They work immediately. And together, they let you transform from someone reacting to chaos into someone who can actually design coherent learning experiences for students you just met.

Monday morning, I walked into a classroom with no schedule and no plans, feeling like a stranger in a strange land. By Friday afternoon, I’d created a functioning learning environment, gathered meaningful data about student understanding, and left behind resources that extended learning beyond my five days there.

That’s not magic. That’s having the right tools in tow.

The Hot Take: Ian Fleming didn’t become a legendary spy novelist by ignoring intelligence assets during his Naval Intelligence days. So why are teachers treating AI like enemy intel instead of their newest reconnaissance tool? Banning AI in classrooms is like Fleming telling his operatives to ignore Enigma intercepts – you’re voluntarily blindfolding yourself in an information war.

The Setup: What do two shares of McDonald’s stock, step-by-step demonstrations, and reimagining Hamlet have in common? They’re all part of the pedagogical playground where patience meets practice – and where AI becomes your teaching assistant, not your enemy.

The Hook: In this episode, we dive into the great AI classroom debate through the lens of one educator (Bond) who’s doubling down on the ban. Her stance? “I’m still not using it.” But here’s the thing – whether you’re teaching AI prompting, perfecting a baseball swing, or getting students to actually get Shakespeare, the principle is the same: demonstration beats prohibition every time.

The Plot Twist: We’re not just debating the ban – we’re dismantling it. Watch as we apply the LIFT framework to Hamlet and show exactly how AI can transform dusty soliloquies into student engagement gold.

Why Watch: Because while some educators are playing defense against ChatGPT, the Intelligent Hoodlums are playing offense – turning AI into the ultimate teaching power-up.

Ready to see why banning AI is like trying to stop the internet in 1995? Hit play and join the revolution.

🎬 Watch now and sound off: Are you team “Ban It” or team “Embrace It”? Drop your take below.

What You’ll Learn:

• The “Tom Selleck Method” for module design (3-5-7 page structures)

• How to exploit Canvas’s rostering and grade passback while avoiding its weaknesses

• Why linking from Google Docs to Canvas assignments solves the elementary school grade book nightmare

• Bonus: Using Google Calendar and email to teach professional productivity skills

The Heist Angle: Like any good crew planning a job, we’re identifying what Canvas does well (the vault we want to access) and using tools we already know (Google Docs) to get in and out cleanly. You don’t need to be a “Canvas ninja.” You just need to be strategic.

Call to Action: Watch the full walkthrough, then grab our free Canvas-to-Google-Docs templates at theintelligenthoodlums.com/shop. Have questions? Email us at info@theintelligenthoodlums.com.

Runtime: ~68 minutes | Best for: Elementary-Middle School Teachers

If you’ve got filing cabinets full of lessons that used to work, or if you’re handing out worksheets while quietly wishing there was something better, this episode is for you.

In the debut of Hoodlums Over Everything, instructional architects Mike and Webs take a 2005 dinosaur worksheet from the American Museum of Natural History and ask: “How could we make this amazing for today’s students?”

Not because the original was bad. Because the world has changed dramatically, and our lessons can evolve too.

You’re Not Alone in “Photocopy Land”

Mike opens by sharing his own teaching story. His first year in 2005, in Pascagoula, Mississippi, with no internet access, raggedy textbooks, and limited resources. That worksheet made perfect sense then.

But today? Students have smartphones, instant access to paleontologists on YouTube, AI tools that can answer questions, and the ability to connect with museums worldwide.

The opportunity: What if we could take that same dinosaur content and give students real detective work? Connections to local museums? Chances to create something meaningful for authentic audiences?

A Framework for Upgrading What You Already Have

The video walks through their practical approach:

First, they audit the lesson using Phil Schlechty’s design qualities, not to shame it, but to identify specific opportunities for improvement:

• Could students connect this to their actual community?

• Are there clear learning targets students can own?

• Could the work serve a real audience beyond getting graded?

• Where could we add student choice within the required content?

Then, they show you how to redesign it using their LIFT framework with AI assistance:

• Lead with your professional judgment about what matters

• Integrate the tools available to you (even basic ones work)

• Focus by having AI ask you the right questions

• Transform through trying and reflecting

The key insight: AI isn’t there to do your job. It’s there to be a thought partner that helps you see possibilities you might have missed while juggling 150 students and a million responsibilities.

From Worksheet to Wonder: A Real Example

In the video, they demonstrate exactly how that dinosaur worksheet could become:

• Partnership with your local natural history museum

• Students investigating which dinosaurs actually lived in your area

• Creating educational resources for younger students or community members

• Using both analog tools (footprint measurements) and digital platforms (sharing findings)

• Building portfolios that show real growth, not just completed assignments

Webs, who’s completing her PhD in learning sciences, brings the research perspective while Mike shares decades of classroom reality. Together, they show what’s actually possible within your existing constraints.

This Is an Invitation

Maybe you’re new to project-based learning and not sure where to start. Maybe you’re drowning in required curriculum and can’t see where there’s room to innovate. Maybe you’ve tried “engaging” activities before and they fell flat.

The Intelligent Hoodlums are here to help. They’ve created free resources (checklists, templates, frameworks) specifically designed to meet you where you are.

In this episode, you’ll find:

• The complete Pedagogical Experience Checklist you can use on any lesson

• Live demonstration of AI-assisted co-design (not auto-pilot)

• Honest talk about balancing innovation with required standards

• Why student autonomy and teacher scaffolding aren’t opposites

• How to create authentic audiences even with limited resources

You’ve Got This (And We’ve Got Your Back)

The video is practical, specific, and rooted in real classroom experience. No educational jargon marathons. No impossible suggestions that require unlimited budgets or administrative approval you’ll never get.

Just two educators who believe teachers deserve better tools, students deserve more engaging learning, and that small, thoughtful changes can make a massive difference.

Ready to see what’s possible? Watch the full episode above.

Want to try it yourself? Grab the free resources at theintelligenthoodlums.com

If you’re a district leader, these numbers probably don’t surprise you. You know AI matters for your students’ futures, but between teacher shortages, student mental health crises, and budget constraints, AI implementation feels like one more item on an already impossible to-do list.

Here’s what’s worse: 48% of districts now provide AI training for teachers, but many leaders report that these sessions leave staff more confused than confident. Sound familiar? You invest time and resources in professional development only to hear teachers say it was “overwhelming” or “not practical for my classroom.”

The Real Problem: We’re Training the Tool, Not the Teacher

Most AI professional development starts with the technology. “Here’s ChatGPT, here’s Google Gemini, now go use them.” But research in cognitive load theory shows this approach overwhelms educators by forcing them to juggle pedagogical decisions, technical learning, and classroom management simultaneously.

The result? Teachers walk away with fragmented knowledge they can’t apply effectively. Your investment in professional development doesn’t translate to classroom impact.

Why Most AI Consultants Get It Wrong (And How We’re Different)

Here’s the problem with most education AI consulting: the consultants have never actually built AI systems. They’re education experts trying to learn technology, not technology experts who understand education.

We’re different. Webs spent years as an software developer at ThoughtWorks - one of the world’s premier software consulting firms - doing, among other things, building facial emotion recognition engines and researching AI bias in criminal justice systems. She’s not guessing about how AI works; she’s built the systems districts are trying to buy.

Combined with 25+ years of classroom experience between us, this means we can evaluate vendor claims, identify implementation risks, and design training that actually transfers to practice. We understand both the technology and the classroom realities.

LIFT: A Research-Based Framework for Strategic AI Implementation

We developed the LIFT framework after studying why some district AI initiatives succeed while others fail. Drawing from collaborative problem-solving theory, cognitive load management, and instructional design principles, LIFT provides the systematic approach that transforms scattered AI experimentation into strategic implementation.

Lead with Human Intention

Start with pedagogy, not technology. Before introducing any AI tool, educators identify their specific instructional challenge and desired learning outcomes. This preparation phase activates prior knowledge and reduces cognitive load during AI interaction.

District Impact: Teachers approach AI with clear purpose instead of random experimentation. Professional development becomes immediately actionable because it builds on existing expertise.

Integrate Available Instruments

Map existing resources - human expertise, curriculum materials, digital tools - before adding AI. This prevents “solution-first thinking” where districts force AI into problems it shouldn’t solve.

District Impact: Works with your existing investments. Whether you’re using Savvas, Pearson, or any other curriculum platform, LIFT helps you enhance what you already have rather than requiring new purchases. Better resource allocation and strategic tool selection that protects your current investments.

Focus with AI

Engage AI as a thinking partner while maintaining pedagogical control. Educators learn to critically evaluate AI suggestions rather than accepting outputs blindly.

District Impact: Teachers develop actual AI literacy through firsthand experience with the same critical thinking strategies they’ll teach students. When teachers practice evaluating AI outputs and maintaining pedagogical control, they’re modeling exactly what students need to learn.

Transform through Experimentation

Systematically evaluate outcomes and refine approaches. Use structured reflection to build organizational knowledge about effective AI integration.

District Impact: Continuous improvement that builds district-wide AI expertise rather than isolated individual experiments.

Why LIFT Works When Other Approaches Fail

Traditional AI training focuses on tool features. LIFT focuses on decision-making frameworks. When teachers understand why they’re using AI for specific pedagogical purposes, they can adapt to new tools and changing technology.

The framework is designed for busy districts. Only 36% of superintendents feel well-prepared for leading AI strategy, but LIFT provides concrete steps that don’t require deep technical expertise. You’re building teacher capacity, not becoming an AI specialist yourself.

From Curiosity to Confidence: Making the Transition

AI-curious districts pilot random tools and hope something sticks.

AI-confident districts implement systematically with clear success metrics.

The difference isn’t more technology - it’s better process. LIFT gives you that process, complete with templates and resources that scaffold the implementation journey.

Ready to Move Beyond Random Experimentation?

Your teachers need AI literacy that goes beyond “here’s how to write a prompt.” They need frameworks for making pedagogical decisions about when, why, and how to integrate AI into learning experiences.

LIFT provides those frameworks. We’ve created step-by-step templates that guide educators through each phase, from initial problem identification through systematic reflection on outcomes.

The result? Professional development that teachers actually want to attend because it makes their work more effective, not more complicated.

Get the The LIFT framework e-book for free. Templates are available in our store. Stop wasting time on AI training that doesn’t transfer to classroom practice. Give your teachers the systematic approach they need to move from AI-curious to AI-confident.

Google Docs now has built-in text-to-speech that actually works, plus seamless AI image generation. This isn’t just another tech gimmick. It’s a legitimate instructional tool that can transform how students engage with vocabulary learning.

In this video, we explore how this powerful combination can support vocabulary instruction through interactive “lookbooks” where students build visual portfolios of words and concepts, then hear their definitions read aloud. Think vocabulary instruction that hits both visual and auditory learning styles without jumping through technical hoops.

But here’s the thing: while this tool has serious potential, there are key limitations every educator needs to know about. From the lack of text highlighting during playback to single-voice restrictions that could impact EL learners and students who need additional support.

Watch to see the step-by-step process, discover why this approach actually enhances (rather than replaces) learner creativity, and learn the strategic considerations that will make or break this tool in your classroom.

Being able to listen to your tabs can be applied in countless ways in your instructional practice. This is just the beginning.

In this video, we explore how we can use this tool can be used to support vocabulary instruction.

Need some inspiration? Start with this template

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What if your Google Docs could read themselves aloud? Well, if you've been paying attention over the last few days, Google Docs just got a very interesting update that makes this possible. You can now have a voice narrate the content on a page. If you've been experimenting with Google Vids (and if you haven't, I'd encourage you to), the voice choices will seem familiar. Given this new addition, what are ways we can integrate Talking Google Docs into our learning environments?

Access

You can access the narration function by looking to the top right corner of your screen. You'll find a play button encased in a circle which has a "+." If you click it, it will start to speak what's on your screen. You also have the ability to edit several features:

• The voice of the narrator

• The name of your "button"

• The size of the narrator button

• The button's color

This narration will be embedded in the document so you can share it with others.

Classroom Usage

Now that you know how to activate this feature, let's explore some practical applications for the classroom.

Writing

I type slower than I think, and I suspect many of you do too. This causes all kinds of errors in my writing. I also tend to be in a hurry to jot my ideas down which results in omitting words, misspellings, and grammatical challenges. One way to fix this? Have your work read aloud to you.

Now when you (or your learners) are using Google Docs, you can have the document read to you in order to more accurately identify mistakes, hear if sentences don't sound as fluid, or catch missing punctuation marks. This auditory feedback can be especially valuable for English Language Learners who benefit from hearing proper pronunciation and rhythm, as well as students with reading disabilities or visual impairments.

Note: While the narrator will read the document, the text it is reading isn't highlighted currently.

Creative Dialogue

While you can't download the narration currently, you could create interactions between two or more characters in the style of a podcast on a Google Doc. Learners will not have access to the audio creation tool in Google's NotebookLM (an AI-powered research assistant that can generate podcast-style conversations from your notes), so this might be an easier way to simulate that experience. There is one drawback. Only one voice can narrate a given tab at a time.

Asynchronous Work

Having your learners work independently both in and out of the classroom could potentially be easier if you use Google Docs. If the instructions to your assignments are written clearly, a learner should be able to listen to them over and over again without you being physically present. This gives learners the flexibility to review instructions at their own pace and reduces the barrier for students who missed direct instruction and need clarity on what needs to be done. Since the audio travels with the document, the doc can be embedded or linked in your learning management system.

Bonus idea: If you're using Google Docs as a classroom newsletter, it can now be read aloud to parents or community members.

The Bottom Line

Google Docs' new narration feature opens up meaningful opportunities to support diverse learners in your classroom. Whether you're helping students catch writing errors, creating engaging dialogue activities, or ensuring instructions are accessible to everyone, this tool puts audio support right where your learners are already working. Start small with one application that fits your classroom needs, and see where it takes you.

Welcome to "How to Use Canvas and Get Away with It," our weekly series where we help educators pull off the perfect productivity heist. Like any good crew, we're here to show you how to exploit the tools you already know to outsmart the Canvas LMS and reclaim your time.

Today's target? The time-consuming module creation process that's been draining your energy faster than a poorly planned bank job.

Identifying the Mark

You've been handed Canvas as your learning management system, but creating modules feels like cracking a safe…painfully slow. You're spending hours building dozens of pages just to help learners demonstrate mastery, when you could be focusing on what actually matters: instruction.

You need a solution that's flexible, portable, and convenient, but you still need those Canvas assessment pages for grade passback. That's where the perfect inside accomplice comes in: NotebookLM.

NotebookLM allows every learner in your environment to access lesson content concurrently and independently. Whether you're running synchronous instruction, collaborative activities, or asynchronous independent work, this tool adapts to your scheme.

Casing the Joint

Every successful heist starts with reconnaissance. Here's how to scope out your operation:

Step 1: Gather Your Intel

You start by collecting everything you need in one secure location. A Google Drive folder is your best bet here. Amass all your materials: PDFs, docs, slides, websites, lesson plans, and unit directions. Think of this folder as your crew's safe house where all the valuable intel lives.

Step 2: Set Up Your Command Center

Navigate to NotebookLM and select "Create new notebook" so this becomes your high-tech operations center. Here's where the magic happens:

• Google Docs and Slides: Import directly from your Drive folder

• PDFs: Drag and drop into the interface like you're sliding blueprints across a table

• Websites: Drop links directly into the system

• Text content: Copy and paste as needed

• Audio files: Upload for multimedia richness

• YouTube videos: Add links to support your educational objectives

Systematically load all pertinent information into your NotebookLM notebook. You're essentially creating a digital command center that contains everything learners need for the job.

Creating Your Digital Tools

Before you make your move, use NotebookLM's Studio feature to develop custom artifacts that enhance learner engagement and mastery. These downloadable resources can be fed back into your notebook, creating a self-reinforcing intelligence network that keeps your learners informed and engaged.These features are not available to your K-12 learners.

Executing the Heist

Creating Your Digital Tools

How might we determine what learners must create to demonstrate they've successfully completed their mission? Will they design a multimedia project? Execute a real-world experience? Complete practice exercises? Your choice here determines the entire operation's success.

Click "Add Note" and craft your assignment with the precision of a master thief:

1. Title your note with clarity and purpose

2. Describe the mission learners will undertake with specific, actionable details

3. Include step-by-step procedures and essential links

4. Create an opportunity for learners to showcase their completed work

Critical step: Don't convert this note to a source yet because you’ll still need to establish your connection to Canvas.

Establishing the Canvas Connection

Here's where you link your sophisticated operation back to the institutional system:

1. Log into your Canvas course

2. Create a new assignment within your target module

3. Add assignment details and publish the page

4. Copy the URL from your published Canvas assignment

5. Return to NotebookLM and paste this link into your note

6. Now convert the note to a source

This creates a seamless pathway: learners work in your streamlined NotebookLM environment but can access Canvas assignments without you having to build extensive module content.

Getting Away Clean

Share the Wealth

Access the share option in NotebookLM's top-right corner.

You have two key decisions:

1. Add a welcome note: Brief learners on the notebook's goals and importance

2. Set access levels: Decide whether to grant full notebook access or restrict permissions

Use the "Copy link" option to distribute access to your learners.

The Perfect Crime

When executed properly, this approach transforms the tedious Canvas module creation process into a streamlined content delivery system. You've essentially created a sophisticated learning environment that requires minimal Canvas infrastructure while maintaining full gradebook integration.

Your learners get a rich, multimedia experience. You get your time back.

That's what we call the perfect educational heist.

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Imagine walking into a staff meeting and hearing this: “I’m drowning in grading,” or “I can’t keep up with individualized feedback,” or “Lesson planning is eating my weekends.” As an administrator, you know the burden your teachers carry. But what if there was a way to lighten that load—to give them tools that could handle repetitive tasks and free up their time for the work that matters most?

Generative AI, like ChatGPT, offers solutions that can revolutionize the way teachers approach writing instruction. These tools aren’t about replacing educators; they’re about empowering them.

What Is Generative AI in Writing?

Generative AI tools like ChatGPT are trained to generate text based on prompts. They can:

• Provide foundational feedback directly to students on grammar, spelling, and sentence structure.

• Brainstorm writing prompts and lesson ideas.

• Model writing examples for students to use as inspiration.

By automating routine tasks, these tools enable teachers to focus on deeper, more meaningful engagement with their students.

Fun Fact: This blog post was drafted using ChatGPT. It’s been an incredible partner for brainstorming ideas, generating drafts, and refining content. If this tool can boost my creativity and save me time, imagine what it could do for your teachers.

How GenAI Can Empower Teachers

1. Streamlining Feedback

Providing individualized feedback on student writing is essential but time-consuming. GenAI tools can:

• Handle Foundational Feedback: Students receive instant comments on grammar, spelling, and basic sentence structure directly from the AI.

• Free Up Teacher Time: With the basics covered, teachers can focus on higher-order feedback—asking questions that deepen student thinking or pushing students to refine their ideas.

Administrative Impact: Teachers can reduce grading burnout and spend more time in small-group instruction or one-on-one conferences. This means more impactful, meaningful teaching moments without adding to their workload.

2. Saving Time on Lesson Planning

Writing lessons often require hours of preparation. GenAI tools can:

• Generate Ready-to-Use Prompts: Teachers can quickly create grade-appropriate writing prompts, such as, “What would happen if animals ruled the world?”

• Model Exemplars: AI can draft sample essays, outlines, or paragraphs that teachers can tweak and use as teaching tools.

• Create Scaffolding Resources: From graphic organizers to sentence starters, AI helps build tools that meet students at their level.

Administrative Impact: Teachers gain back valuable planning time, reducing stress and increasing job satisfaction. Plus, it encourages creative lesson design by reducing logistical barriers.

3. Enhancing Teacher Creativity and Engagement

Teaching writing often involves repetitive tasks that can drain a teacher’s energy and creativity. GenAI tools help:

• Reignite Passion: By automating routine tasks, teachers have more bandwidth to engage in creative instructional strategies.

• Encourage Collaboration: AI can act as a brainstorming partner for lesson ideas, instructional hooks, or engaging activities.

Administrative Impact: When teachers feel supported and less overwhelmed, their enthusiasm is contagious. This positivity fosters a healthier school culture.

AI as a Tool for Equity

Generative AI doesn’t just save time; it also creates more equitable learning environments. For example:

• Supporting Differentiation: AI can modify prompts and examples for English learners or students with IEPs, tailoring instruction to diverse needs.

• Modeling Writing: Students can see their ideas transformed into polished sentences, providing a clear model of what good writing looks like.

• Reducing Barriers: By automating foundational feedback, AI ensures all students get timely responses, even in large classrooms.

Administrative Impact: Teachers can meet a wider range of student needs without sacrificing instructional depth.

Addressing Common Concerns

1. “Will AI Replace Teachers?”

No. AI is a tool, not a replacement. It handles repetitive, low-complexity tasks so teachers can focus on building relationships, delivering nuanced feedback, and supporting students in meaningful ways.

2. “How Do We Implement This Ethically?”

Transparency and training are key. Teachers and students should understand how AI works, its limitations, and how to use it responsibly. Encourage proper attribution when AI assists in writing.

3. “What About Costs?”

Many generative AI tools offer free or low-cost options, making them accessible even for schools with tight budgets. The time saved and increased teacher satisfaction often outweigh the investment.

Imagine the Possibilities

What if your teachers could spend less time on tedious tasks and more time connecting with their students? Generative AI tools have the potential to transform writing instruction, empowering teachers to focus on what they do best: inspiring and educating.

These tools aren’t about cutting corners; they’re about amplifying impact. By adopting AI thoughtfully, you can reduce teacher burnout, improve student outcomes, and foster a more innovative learning environment.

Let’s build a better future for both educators and students.

Imagine this: You’re sitting at your desk after hours, staring at a stack of half-finished student essays. You have lessons to plan, feedback to write, and a hundred other tasks vying for your attention. You sigh, mutter, “There has to be a better way,” and dive in.

But what if there was a better way? What if tools like ChatGPT could streamline your workflow, make feedback faster, and even help you rediscover your love for teaching writing?

What Is Generative AI in Writing?

Generative AI tools like ChatGPT are trained to generate text based on prompts. They can:

• Brainstorm ideas for lesson plans or writing prompts.

• Provide feedback suggestions on structure, grammar, and style.

• Model writing examples to share with students.

Instead of replacing your teaching, these tools act as collaborators—helping you save time and focus on what matters most: your students.

Fun Fact: I’m writing this blog post with ChatGPT. Over the past few months, I’ve discovered how much I enjoy working alongside this tool. It’s become my constant companion for brainstorming ideas, drafting content, and revising collaboratively. The act of bouncing thoughts back and forth has rekindled my drive, desire, and enjoyment of writing—something I hadn’t realized I was missing. If it can do that for me, imagine what it could do for your teaching.

How GenAI Can Make Teaching Writing Easier

1. Streamline Feedback

Giving meaningful feedback is one of the most time-consuming parts of teaching writing. Generative AI can make this process faster and more effective by providing students with:

• Quick Suggestions: AI can highlight areas where student writing could be clearer or more concise.

• Spelling and Grammar: AI can fix all the things that autocorrect and spellcheck can catch.

With this saved time, teachers can now:

• Ask Deep Questions: Focus on helping students develop their ideas by asking questions AI might not think of, such as, “How does this example support your thesis?”

• Provide Targeted Support: Spend time working with struggling students individually, diving into aspects of their writing that require more personalized attention.

Teacher Example: Students using GenAI to get feedback on their writing means you can focus your feedback where it matters most. Think of GenAI’s comments as tier 1 instruction, helping students with foundational clarity and structure. This allows your comments to go deeper—asking nuanced questions about their ideas or suggesting ways to develop their arguments that GenAI might not consider. Instead of writing “Expand on your ideas here” for 30 papers, you can spend your energy helping students refine their voice and perspective.

2. Save Time on Lesson Planning

Planning writing lessons often requires hours of brainstorming and prep work. GenAI can:

• Generate Writing Prompts: Ask the AI for grade-level appropriate prompts, like, “Create 5 persuasive writing prompts for middle school students.”

• Model Examples: Use AI to create sample essays, paragraphs, or outlines that you can share with students as exemplars.

• Develop Scaffolding Tools: Generate sentence starters, graphic organizers, or step-by-step guides to help students structure their writing.

Teacher Example: Need an engaging prompt for a creative writing activity? Type in, “Give me a writing prompt about an alternate universe where animals rule the world,” and let AI do the heavy lifting.

3. Rekindle Your Passion for Writing

Let’s be honest: The grind of teaching can sometimes drain the joy out of writing. Generative AI offers a way to reignite your creativity by acting as a brainstorming partner:

• Collaborate on Ideas: Bounce lesson concepts or feedback strategies off the AI to refine your approach.

• Experiment with Writing Styles: Use AI to explore creative formats, like dialogue-driven stories or narrative essays, to inspire new teaching methods.

• Make Writing Fun Again: The back-and-forth process of co-writing with AI can remind you why you fell in love with writing in the first place.

Teacher Example: Feeling stuck on how to introduce a new writing unit? Ask the AI for a creative hook or a short story to grab your students’ attention.

AI as a Teacher’s Assistant

Generative AI is more than just a tool for students—it can act as a virtual assistant to help you manage the diverse needs of your classroom. For example:

• Supporting Differentiation: Use AI to modify prompts or examples for English learners or students with IEPs. Example: “Simplify this writing prompt for a third-grade English learner.”

• Modeling Writing for Students: Show students how their ideas might look on the page by inputting their brainstorming notes and generating a structured paragraph.

• Expanding Your Toolkit: Generate alternative vocabulary lists, sentence starters, or rubrics tailored to specific assignments.

These features empower you to meet your students where they are without adding extra hours to your workload.

Addressing Common Concerns

1. “Won’t AI Make Teachers Obsolete?”

Absolutely not. AI is a support tool, not a replacement. It handles repetitive tasks so you can focus on high-value work like mentoring, building relationships, and tailoring instruction to your students.

2. “How Do I Use This Without Losing Control?”

Set boundaries. Use AI for specific tasks like generating prompts or comments, but always review and adapt its output to fit your needs. You’re still in the driver’s seat.

3. “Is This Ethical?”

Transparency is key. Let students know when and how you’re using AI, and model ethical practices by showing how AI can support, not replace, critical thinking.

Imagine the Possibilities

What if you could spend less time on tedious tasks and more time connecting with your students? Generative AI tools have the potential to transform how you approach teaching writing—freeing up your energy for the parts of teaching you love most.

These tools aren’t about doing your job for you; they’re about making your job easier. By collaborating with AI, you can streamline your workflow, inspire your students, and rediscover the joy of teaching.

Imagine this: A student stares at a blank page, the cursor blinking like it’s mocking them.

They sigh, mutter, “I’m just not a good writer,” and close their notebook. For so many students, writing feels like an uphill battle—daunting, frustrating, and ultimately unfun. But what if there was a way to flip the script? What if tools like ChatGPT could unlock their creativity and show them that writing isn’t just an assignment—it’s a way to tell their story?

What Is Generative AI in Writing?

Generative AI tools like ChatGPT are trained to generate text based on prompts. They can:

• Brainstorm ideas for a story, essay, or poem.

• Provide instant feedback on writing structure, grammar, and style.

• Suggest creative twists or dialogue for fictional stories.

Instead of replacing student writing, these tools act as collaborators—helping students take their ideas further and speeding up the feedback loop.

Fun Fact: I’m writing this blog post with ChatGPT. Over the past few months, I’ve discovered how much I enjoy working alongside this tool. It’s become my constant companion for brainstorming ideas, drafting content, and revising collaboratively. The act of bouncing thoughts back and forth has rekindled my drive, desire, and enjoyment of writing—something I hadn’t realized I was missing. If it can do that for me, imagine what it could do for your students.

How GenAI Can Inspire Students

1. Moving Past the Blank Page

The hardest part of writing is often just getting started. Generative AI tools can provide a jumping-off point, offering:

• Prompts: A student who can’t think of how to begin an essay might type in a simple idea (e.g., “Why school lunches should be healthier”), and ChatGPT could generate an opening line like, “Imagine a cafeteria that serves fresh, colorful meals every day” to spark inspiration.

• Sentence Starters: For reluctant writers, seeing how a paragraph might begin can demystify the process and reduce anxiety.

Classroom Example: A student working on a personal narrative could describe their main idea, and the AI might suggest: “Start with the moment you realized you wanted to join the basketball team.”

2. Sparking Creativity

Sometimes students feel stuck because they don’t know how to add flair or originality to their work. GenAI can provide:

• Dialogue Ideas: For students writing fictional stories, the AI can suggest realistic conversations between characters.

• Twist Endings: A student working on a mystery story might ask ChatGPT, “What would be a surprising twist for my plot?”

• Descriptive Language: AI tools can recommend vivid imagery or metaphors that bring stories to life.

Classroom Example: During a poetry unit, students might experiment with metaphors by asking the AI to compare emotions to unexpected objects. “Sadness is a locked room; joy is an open field.”

3. Building Confidence in Revision

Many students dread revising because they see it as a critique of their abilities. GenAI reframes revision as a collaborative process, offering:

• Suggestions for Improvement: Highlighting where sentences could be clearer or more concise.

• Alternate Phrasing: Providing multiple ways to express the same idea.

• Grammar and Style Checks: Instant feedback that reinforces foundational writing skills.

Classroom Example: A student might submit their draft and get suggestions like: “Consider breaking this long sentence into two for clarity.” or “This paragraph could use a more engaging transition.”

AI as an Assistive Tool

Generative AI is not just a creativity booster; it can be an invaluable assistive tool for students with diverse needs. For example:

• Supporting English Learners: AI models spelling, sentence structure, and grammar, providing real-time feedback that helps students refine their writing skills. Students can begin with prompts like, “I’m a fifth grade student. I want you to help me write my essay.” to ensure responses are appropriate for their level.

• Helping Neurodivergent Students: For students who struggle with executive function, AI can break down writing into manageable steps, keeping them organized and on track.

• Expanding Vocabulary: When AI uses a word students don’t know, it creates an opportunity for them to learn new language and phrasing in context.

• Modeling Writing: By seeing their ideas transformed into well-structured sentences, students learn from the AI’s example, building confidence and clarity.

These tools empower students by reducing barriers and giving them the scaffolding they need to succeed.

Addressing Common Concerns

1. “Won’t AI Make Students Lazy?”

It’s a valid concern, but think of it this way: AI is a tool, not a shortcut. Just as calculators don’t stop students from learning math, AI doesn’t eliminate the need for thoughtful writing. Instead, it gives students a scaffold—helping them build skills and confidence over time.

2. “What About Originality?”

Generative AI is a collaborator, not the author. Students still bring their unique voice and perspective to their work. The AI’s suggestions are starting points, but students remain the decision-makers.

3. “How Do We Keep This Ethical?”

By being transparent. Teach students to cite AI when it’s used as part of their process and to critically evaluate its suggestions. This ensures they’re not simply copying but actively engaging with the tool.

Imagine the Possibilities

What if your students walked into class excited to write? What if the blank page became an opportunity instead of an obstacle? Generative AI tools have the potential to transform how students view writing—turning it from a chore into a creative adventure.

These tools aren’t about replacing teachers or students; they’re about reimagining what’s possible when we collaborate with technology. Writing is still an art, and your students’ voices are the brushstrokes—AI just adds a new palette of colors.

AI tools like ChatGPT and Perplexity aren't just trendy tech - they're becoming as common in the workplace as Excel and Google Docs. When your students enter the workforce, they'll be expected to know how to use AI effectively and responsibly. But here's the thing: AI isn't perfect. Just like any tool, it needs a human to check its work.

That's where Quality Analysts (QAs) come in. In tech companies, QAs are the people who test software to find problems and make it better. They ask questions like "Does this actually work?" and "What could go wrong here?" These are exactly the skills students need when using AI - and they're the same critical thinking skills they need for analyzing any information.

The good news? You're probably already teaching these skills. When you ask students to check their sources, evaluate different perspectives, or dig deeper into a topic - that's exactly what they need to do with AI. Let's look at how to apply these familiar concepts to AI tools, using a framework that fits right into your existing lessons.

The AUDIT Framework

One of the most powerful features of modern AI tools is their ability to show their sources. When Perplexity, Andi Search, or ChatGPT generates a response, they'll provide links to where they got their information - just like we ask students to do with their research papers.

This isn't just a neat feature - it's a teaching opportunity that fits perfectly into your existing lessons about sources and citations. Whether you're using Pearson or HMH, you can use AI responses to practice:

• Comparing information across different sources

• Distinguishing between reliable and questionable sources

• Understanding how different sources might present the same information differently

This is where our AUDIT framework comes in - a straightforward checklist that helps students evaluate AI responses the same way they evaluate any other source:

| A | Accurate | Does the information match reliable sources? Check those citation links!

| U | Up-to-Date | When are these sources from? Is there newer research?

| D | Detailed | Zoom in. Does it explain the topic thoroughly, or just skim the surface?

| I | Inclusive | Are different perspectives represented in the sources?

| T | Thorough | Zoom out. Does it address all parts of the question? What's missing?

Enhances What You Already Do

Grades 3-5: Building Basic Comprehension
When students are reading books like "Bridge to Terabithia" or "Number the Stars," AI becomes a reading buddy to question:

• Ask AI to describe a main character

• While reading, students check if AI:

  • Used evidence from the right chapters (Accurate)

  • Included recent events in the story (Up-to-date)

  • Explained the character's actions AND feelings (Detailed)

  • Mentioned relationships with other characters (Inclusive)

  • Covered the character's whole journey (Thorough)

Time Saver: Use this during your regular character analysis discussions - students are already thinking about these elements.

Grades 6-8: Developing Analysis Skills
As students tackle texts like "The Giver" or "Roll of Thunder, Hear My Cry," they're ready to evaluate deeper interpretations:

• Get AI's analysis of a theme or symbol

• Students use their AUDIT skills to:

  • Compare AI's evidence with their textbook notes (Accurate)

  • Track theme development across chapters (Detailed)

  • Look for different character perspectives on the theme (Inclusive)

  • Check for key scenes AI might have missed (Thorough)

Fits Right In: This works during theme analysis units you're already teaching - just add AI as another text to analyze.

Grades 9-12: Critical Literary Analysis
With complex texts like "The Great Gatsby" or "Things Fall Apart," students can evaluate sophisticated interpretations:

• Have AI analyze literary devices or interpret symbolism

• Students apply AUDIT to:

  • Cross-reference AI's analysis with scholarly sources (Accurate)

  • Consider historical/cultural context (Up-to-date)

  • Examine the depth of textual evidence (Detailed)

  • Evaluate multiple interpretations (Inclusive)

  • Assess how well it connects to broader themes (Thorough)

Perfect For: Those literary analysis essays they're already writing - AI becomes another source to critique, not extra work.

Making This Work in Your Classroom

The best part about using AUDIT with AI? You can start small. You don't need to revamp your lesson plans or create brand new units. Here's how to begin:

Pick Your Entry Point:

• Independent Reading Time: When students have questions about their books, teach them to AUDIT AI's answers instead of just accepting them

• Writing Conferences: If students are using AI for brainstorming or research, make AUDIT part of your usual "where did you get that idea?" conversations

• Class Discussions: Drop in an AI response as another perspective to analyze, just like you might with a critic's interpretation or study guide

Common Questions

"What if students use AI to cheat?"
Teaching AUDIT actually helps prevent this. When students understand AI's limitations, they're less likely to rely on it blindly and more likely to use it as a tool for deeper learning.

"What if I'm not tech-savvy?"
The AUDIT framework is about critical thinking, not technical skills. If you can ask questions about a text (which you already do), you can teach AUDIT.

"What about students without AI access?"
The AUDIT skills work for analyzing any information source - AI responses, websites, or traditional texts. Plus, many free AI tools are available on any web browser without having to log in like Perplexity and Andi Search.

Remember, teaching students to analyze AI isn't about adding one more thing to your plate - it's about preparing them for a world where AI is as common as spell-check. The AUDIT framework simply builds on the critical thinking skills you're already teaching.

When your students fact-check AI's book analysis, they're practicing source evaluation. When they look for missing perspectives in AI's responses, they're developing analytical skills. When they improve on AI's explanations, they're deepening their understanding of the material. These are the same skills they need for college, careers, and life - we're just applying them to a tool they'll actually use.

Ready to try this in your classroom? Sign up to download our "AI AUDIT Starter Kit" - a simple framework and activity template to help your students think critically about AI responses.

Project-based learning (PBL) is one of the most powerful ways to get students engaged in real-world, hands-on learning. It’s also a lot of work. From planning and scaffolding to supporting students along the way, PBL can feel overwhelming for teachers to manage.

That’s where AI comes in. When used thoughtfully, AI tools can simplify project workflows, reduce planning time, and provide support at every step. And just like in the real world, AI becomes part of the process—not a shortcut, but a partner to help students and teachers focus on deeper learning.

Here’s how to integrate AI into each stage of a PBL workflow.

1. Plan the Project Faster With AI

Planning a PBL unit takes time—coming up with the driving question, designing activities, and organizing milestones. AI can help you start faster and think bigger.

Practical Steps:

• Use AI to draft potential driving questions:

  • Prompt: “Suggest three driving questions for a project-based learning unit on renewable energy for 8th graders.”

  • Example Output:

    1. “How can our school reduce its energy use through renewable solutions?”

    2. “What impact does solar energy have on the environment and economy?”

    3. “How can we design and test a model of a solar-powered device for everyday use?”

• Use AI to generate project milestones:

  • Prompt: “Create a timeline with key milestones for a 4-week PBL unit on renewable energy.”

Why It Works: AI gets you moving quickly with ideas that you can adapt to fit your class. It reduces cognitive load in the planning stage, giving you more bandwidth for creative adjustments.

2. Scaffold Research With AI Tools

One of the hardest parts of PBL is helping students conduct research in a structured way. AI can act as a starting point to simplify and guide the research process.

Practical Steps:

• Teach students to use AI as a research tool to gather background information:

  • Prompt Example: “Summarize how wind energy works in simple terms for middle school students.”

• Introduce the AUDIT Framework for evaluating AI outputs:

  • Is it Accurate?

  • Is it Up-to-date?

  • Is it Detailed?

  • Is it Inclusive?

  • Is it Thorough?

Classroom Activity:
Have students fact-check AI outputs and improve them using credible sources. This teaches students to treat AI as a launchpad—not a final answer—and builds their research and critical thinking skills.

Why It Works: Scaffolding with AI helps students start strong and engage critically with information. It builds confidence while keeping research focused and manageable.

3. Use AI to Model Reflection and Self-Assessment

Reflection is key to project-based learning—it’s where students synthesize their learning and identify areas for growth. AI can support this process by modeling effective reflection and revision strategies.

Practical Steps:

• Ask students to input their project drafts into an AI tool and request feedback:

  • Prompt Example: “Review this description of my solar-powered device project. What areas could I improve to make it clearer or more persuasive?”

• Teach students to reflect on AI feedback:

  • “What suggestions do you agree with? Why?”

  • “What did AI miss, and how could you make it stronger?”

Classroom Activity:
Use a tool like ChatGPT to model reflective writing.

• Example Prompt: “Write a reflective paragraph on what I learned during my renewable energy project and how I could improve it.”

• Have students analyze the output, then write their own reflections.

Why It Works: AI helps model clear, actionable reflection that students can emulate. It also reinforces the importance of iteration—key to both PBL and real-world work.

4. Streamline Group Work and Collaboration

Managing group dynamics in PBL can be tricky. AI can simplify group workflows and help students collaborate more effectively.

Practical Steps:

• Use AI to assign roles and tasks:

  • Prompt: “List four group roles and responsibilities for a project on designing a renewable energy model.”

  • Example Output:

    1. Project Manager: Oversees deadlines and keeps the team organized.

    2. Research Lead: Gathers background information and sources.

    3. Design Lead: Creates the prototype or visual elements.

    4. Presentation Lead: Prepares the final project presentation.

• Have students use AI to summarize progress and report updates:

  • Example: “Summarize what our group has accomplished this week and what we’ll focus on next.”

Why It Works: Assigning roles and summarizing progress keeps group work organized and transparent. AI reduces friction so students can focus on collaboration, not confusion.

AI doesn’t replace the learning that happens in project-based classrooms. It enhances it. By supporting teachers in the planning and scaffolding phases and helping students through research, reflection, and collaboration, AI becomes part of the workflow—helping everyone focus on meaningful, deeper learning.

Try integrating AI into your next project-based learning unit. Use it to generate a driving question, scaffold research, or help students reflect on their progress. The more you experiment, the more you’ll see how AI can streamline your process and amplify student learning.

Stay tuned for the next post in this series, where I’ll share how to teach students to be AI quality analysts and learn how to think critically along the way.

AI tools like ChatGPT and Perplexity AI are powerful, but they’re not perfect. They sometimes oversimplify, provide outdated information, or make errors. And here’s the thing: that’s a feature, not a bug—if we use it right.

Teaching students to fact-check AI outputs turns AI into a launchpad for critical thinking, research, and evaluation skills. Instead of passively accepting what AI says, students can engage with the information, identify gaps, and improve on it—skills they’ll need for the AI-driven future. This is why a feature we look for in AI tools is one that provides resources along with outputs.

Here’s a practical guide to using AI as a research starting point while teaching students to verify and improve its responses.

1. Start With AI as a Research Partner

Students often struggle to gather starting information for projects. AI tools can act as an initial research assistant, providing summaries, ideas, and key points.

How to Do It:

• Ask students to use an AI tool like Perplexity AI or ChatGPT to gather general information.

  • Prompt Example: “Explain the causes of the Civil Rights Movement in the United States.”

• The AI might return: “The Civil Rights Movement emerged due to segregation, racial discrimination, and events like the Montgomery Bus Boycott.”

2. Introduce the AUDIT Framework for Fact-Checking AI Outputs

Teach students to AUDIT AI-generated responses, helping them evaluate information critically and improve on it.

| A | Accurate - Does the AI's response align with trusted sources?
| U | Up-to-Date - Is the information current, or does it need recent updates?
| D | Detailed - Is the response missing key details or oversimplifying the topic?
| I | Inclusive - Does it include multiple perspectives or viewpoints?
| T | Thorough - How could the response be improved or expanded to be more complete?

Breakdown and Example Questions

1. Accurate: Is the information correct?

   • “What evidence supports this claim? Where can I verify it?”

   • Example: “Does the AI’s explanation of the Montgomery Bus Boycott match what historians say?”

2. Up-to-Date: Is the information current?

   • “When was this information last updated? Does it reflect recent discoveries or events?”

   • Example: “Does the response include the latest data on ecosystems?”

3. Detailed: Is the response thorough enough?

   • “What’s missing here? How could this explanation go deeper?”

   • Example: “The AI mentions predators, but did it explain why removing them disrupts the food web?”

4. Inclusive: Are multiple perspectives or voices represented?

   • “What other viewpoints might exist? Is this response one-sided?”

   • Example: “Does the AI mention differing opinions on the causes of the Civil Rights Movement?”

5. Thorough: How can the response be improved?

   • “What could you add to make this more complete or compelling?”

   • Example: “How could we include real-world examples or statistics to strengthen this answer?”

Why It Works

The AUDIT framework gives students a clear, structured way to engage with AI critically. They’ll learn to identify weak spots in AI-generated content and build on it, improving their research, fact-checking, and writing skills in the process.

3. Assign Students to Cross-Check With Reliable Sources

Fact-checking isn’t just about finding mistakes—it’s about improving the information.

How to Do It:

1. Break students into small groups and assign them sections of the AI-generated response.

2. Have them cross-check AI’s claims with reliable sources like:

   • News articles (BBC, NPR, PBS)

   • Library databases (JSTOR, Gale)

   • Scholarly sites (.gov, .edu, .org)

Example Activity:

• Prompt: “Verify the following claim: ‘The Montgomery Bus Boycott was the event that launched the Civil Rights Movement.’”

• Student Findings: “While the boycott was significant, the movement started earlier with legal battles like Brown v. Board of Education.”

4. Have Students Improve AI Outputs

Once students have fact-checked the information, challenge them to rewrite and improve the AI-generated response.

How to Do It:

• Ask students to incorporate:

  1. Corrected facts and data.

  2. Additional details for depth.

  3. Balanced perspectives or opposing viewpoints.

• Example Before/After:

  • Original AI Response: “The Civil Rights Movement began with the Montgomery Bus Boycott.”

  • Improved Student Response: “The Civil Rights Movement gained momentum with the Montgomery Bus Boycott, but earlier events like the Brown v. Board of Education decision in 1954 laid the groundwork for legal challenges to segregation.”

Why It Works: Students learn that AI is a tool, not a replacement for human thought. By improving outputs, they develop research skills, attention to detail, and a sense of ownership over their work.

5. Reflect: What Did You Learn From the Process?

Wrap up the activity by having students reflect on what they learned through the fact-checking process.

Reflection Questions:

• “What did you notice about AI’s strengths and weaknesses as a research tool?”

• “How did fact-checking help deepen your understanding of the topic?”

• “How would you use AI differently next time?”

AI tools are great starting points, but they’re not final answers. Teaching students to fact-check AI outputs builds critical thinking, research skills, and confidence in evaluating information—skills they’ll need in a world where AI is only getting smarter.

Next Step: Try this activity in your next research unit. Have students start with AI, verify the information, and improve it using reliable sources. You’ll be amazed at the conversations and insights it sparks.

Stay tuned for the next post in this series, where I’ll explore how AI can help you design and streamline project-based learning workflows.

Grading and giving feedback can feel never-ending—especially when you’re repeating the same comments over and over. That’s where AI comes in. AI tools can draft thoughtful, consistent feedback in seconds, allowing you to focus on customizing it for your students.

This isn’t about letting AI replace you. It’s about letting AI accelerate what you already do well: supporting your students’ growth. Here’s how you can use AI to streamline grading and feedback without sacrificing quality.

1. Build a Feedback Bank With AI

Instead of rewriting the same feedback for every student, AI tools can help you create a “comment bank” that you can reuse and customize.

How to Do It:

1. Start With AI: Use a tool like ChatGPT to generate a range of feedback comments.

   • Prompt: “Create feedback for an essay on ecosystems. Include comments on strengths, clarity, and areas for improvement.”

2. Organize Your Comments:

   • Save the best AI suggestions in a tool like Google Docs, Notion, or TextExpander.

   • Label them by topic: “Thesis Statement,” “Evidence,” “Grammar,” “Structure.”

3. Customize for Students: Use shortcuts or text expansion tools to insert the comments quickly, then tweak them to make them personal.

Example:

• AI-Generated: “Your essay’s thesis is clear, but it could be more specific about the impact of predators on ecosystems.”

• Your Version: “Your thesis about wolves in Yellowstone is clear. Try adding a specific example of how their removal affected the elk population to make it stronger.”

Why It Works: By reducing the time spent on repetitive feedback, you free up space to focus on what each student really needs.

2. Automate Rubrics With AI

Rubrics keep grading consistent, but writing detailed comments for every category can take forever. AI can help you speed up the process.

How to Do It:

1. Use ChatGPT to generate comments for each level of a rubric.

   • Prompt: “Write comments for a 4-level rubric assessing clarity, evidence, and structure in a science project.”

   • Example Output:

     • Level 4 (Excellent): “Your explanations are clear and well-organized, with strong evidence supporting your points.”

     • Level 2 (Needs Improvement): “Your ideas are promising but lack specific evidence to back them up. Adding more detail would strengthen your project.”

2. Save these AI-generated comments as a reusable resource.

3. Copy, paste, and tweak to personalize the feedback.

Tools to Try:

• Google Docs for organizing the rubric comments.

• Canvas LMS or Google Classroom to speed up digital grading with pre-written responses.

Why It Works: AI helps you create a framework for feedback. You still make the final call and ensure comments are meaningful to each student.

3. Use AI to Model Growth for Students

AI isn’t just for teachers—it can also help students improve their work before submission.

How to Do It:

• Introduce students to AI tools like ChatGPT to self-assess and revise their work:

  • Prompt Example: “Review this paragraph and suggest ways to make it clearer and more concise.”

  • AI Response: “Consider breaking this sentence into two for better clarity and adding a transition to connect your ideas.”

• Teach students to use AI feedback critically:

  • “Does this suggestion align with your goal? Does it make your work stronger or clearer?”

Why It Works: This reduces your workload while building students’ self-revision and critical thinking skills.

AI tools don’t replace the teacher’s role in grading and feedback—they amplify it. By streamlining repetitive comments, automating rubrics, and helping students self-assess, AI frees up your time to provide deeper, more personalized support where it matters most.

Next Step: Try using AI to generate a comment bank this week. Experiment with shortcuts like TextExpander to see how much time you save.

This is part of my “Getting Started With AI in the Classroom” series—next up, we’ll explore how AI can teach students to fact-check and think critically about the information it provides.

Lesson planning is tough. Sometimes you’re full of ideas, and other times the blank page feels like a black hole. That’s where AI comes in. As someone who’s built machine learning tools—like a program to identify facial emotions—I’ve seen firsthand how AI accelerates what humans can do. It’s not about handing over the work; it’s about getting a jump start so you can focus on what really matters: your students.

Using AI to support lesson planning isn’t just about saving time—it reduces cognitive load and supports executive functioning. Instead of juggling every task in your brain, you offload some of the “heavy lifting” to AI, leaving your mind free for the creative, nuanced parts of teaching.

This post is part of a “Getting Started With AI in the Classroom” series, where I’ll share practical, step-by-step guides for using AI tools to save time and enhance learning. Whether you’re brainstorming lesson plans, simplifying feedback, or teaching research skills, AI can help you get there faster.

Let’s start with the first step: brainstorming better, faster lesson ideas.

1. Use AI Tools to Generate Ideas Quickly

Coming up with ideas takes mental energy. This is where cognitive load kicks in: when your brain is overloaded, creativity stalls. AI can act like a brainstorming partner to reduce that load so you can focus on refining the ideas instead of starting from scratch.

Step-by-Step Example:

• Tool: Use Perplexity AI or ChatGPT.

• Prompt: Start simple: “Generate three engaging lesson ideas for teaching ecosystems to 7th graders.”

• What You Get: AI might suggest:

  1. A food web-building project where students research predators, prey, and energy flows.

  2. A debate on the impact of removing a species from an ecosystem.

  3. A visual ecosystem map showing plant and animal relationships.

The Science: By using AI to generate starting points, you free up working memory—a key part of executive functioning. Instead of spending mental energy brainstorming ideas, you can focus on evaluating, adapting, and adding depth.

Why It Works: Reducing cognitive load allows you to focus on higher-order thinking, like making connections to your students’ needs or classroom goals.

2. Use AI to Create Prompts and Scaffolds

Once you have a direction, AI can help you design questions and activities that guide students’ thinking. This is another place where AI supports executive functioning—it helps organize tasks and materials so you can focus on facilitating learning.

Step-by-Step Example:

• Tool: ChatGPT (free or Pro version).

• Prompt: “Create five inquiry-based discussion questions for a 6th-grade unit on ecosystems.”

• What You Get:

  • “What would happen to a forest ecosystem if all the top predators disappeared?”

  • “How do plants and animals rely on each other to survive?”

  • “How might pollution change the balance of an ecosystem?”

Next Step: Use these questions to structure activities like group discussions, research journals, or peer debates.

The Science: Scaffolds reduce the cognitive load for students by providing a clear framework. For teachers, it simplifies the planning process by transforming vague goals into actionable steps.

3. Combine AI Outputs With Your Expertise

AI isn’t perfect. It’s a tool, not a teacher. Your expertise is what makes the magic happen.

How to Do It:

1. Start with AI outputs (like project ideas or discussion questions).

2. Ask yourself: “What fits my students’ needs? What adjustments make this better?”

3. Adapt the AI’s suggestions to match your class’s grade level, goals, and style.

Example:

• AI Suggestion: “Have students debate the removal of wolves from Yellowstone.”

• Your Adjustment: “Let’s start with a video about Yellowstone wolves, then assign small groups to take on different perspectives—rangers, scientists, and conservationists. Each group will make their case to the class.”

Why It Works: You offload the initial brainstorming to AI, freeing up mental bandwidth to focus on the creative details that make learning engaging and relevant.

4. Don’t Be Afraid to Play—AI Improves With Experimentation

When I built a machine learning tool for facial recognition, I spent countless hours tweaking and experimenting to get better results. The same applies here. The more you interact with AI tools, the better they’ll get at giving you what you need.

Quick Tip: Treat AI like a brainstorming partner. Be specific with your prompts, like you’re talking to a person.

• Instead of: “Give me lesson ideas.”

• Try: “Act like a creative science teacher planning a 7th-grade unit on food webs. Suggest three hands-on projects that incorporate visuals and research.”

AI isn’t here to replace your expertise—it’s here to help you do more of what matters. By reducing cognitive load and supporting executive functioning, tools like ChatGPT and Perplexity AI can accelerate the planning process, giving you more time to focus on delivering meaningful, engaging lessons.

This is just the beginning. Stay tuned for the next post in the series, where I’ll show you how to use AI to streamline grading and student feedback—so you can get back even more time for teaching.

Next Step: Try it today—ask AI for three lesson ideas and see what sparks for you. The more you experiment, the better the results get.

Back in the day, my friends and I spent hours playing Super Smash Bros.—all trying to win, but with totally different strategies.

• I played as Kirby, dropping like a brick to smash my opponents.

• My best friend? Jigglypuff, a master of putting you to sleep when you least expected it.

• Another friend swore by Link, picking people off with arrows and well-placed bombs.

We all had the same goal—win—but we got there with different characters. Choosing tools for the classroom (or my work as a product owner) works the same way: you pick the tool that fits your style, the audience, and the job.

Here’s my fighter lineup for a classroom workflow that saves time and gets results:

Phase 1: Ideate – Perplexity AI (Kirby)

Like Kirby, Perplexity swoops in and absorbs the world of information for you. Need ideas for a project or prompts for student reflection? It’s fast, powerful, and adaptable.

• Example: You’re starting a science unit on habitats. Instead of clicking through tabs, type this into Perplexity:
  “What are three engaging project ideas for middle school students learning about habitats?”
  Instant starting points. No brain drain.

Phase 2: Curate – Canva (Jigglypuff)

Jigglypuff looks cute, but it’s quietly strategic—like Canva. Once you have your ideas, Canva makes it easy to turn them into clean, engaging templates students can actually use.

• Example: Take those Perplexity project ideas and design a student-friendly project guide.

  • Use Canva’s templates to outline steps, add visuals, and include reflection questions.

  • Make it editable—so students can customize it without a login (a win for younger learners).

Note: Check with your district to see if you have licenses already or sign up for Canva for Education.

Phase 3: Present – Canvas LMS (Link)

Link is precise and versatile, just like Canvas LMS. It’s where everything comes together, clear and organized.

• Example: Upload the Canva project guide into Canvas.

  • Break it into phases: brainstorming, drafts, peer feedback.

  • Use discussion boards for students to share progress.

  • Everything is in one place—no juggling links, no scattered files.

Note: If you don't want to build this workflow yourself, just download ours. Immediately import into Canvas (or any LMS that supports common cartridge) and your students are ready to go.

Why This Works:
The tools are different, but the goal is the same: more time for teaching, less time fighting the tech.

Mike, I know you’ve got your own strategy. So I’ll ask: Ideate, Curate, and Present. Who’s your character of choice? Bring it on.