Teachers Aid

What happens when AI makes it easier to get the right answer, but easier to skip the learning? Experts in education and cognitive psychology explore a challenge deeper than AI itself: the incentives that shape how students use it. When schools reward grades, polished outputs, and task completion over genuine understanding, students have every reason to use AI as a shortcut. The panelists exchange strategies to derail those incentives, preserve “productive friction,” and introduce AI in ways that strengthen rather than replace thinking.

The central question: How do we create learning environments where students are motivated to use AI responsibly?

Follow on X: @DTWillingham | MrAleoSays | @bamradionetwork @jonHarper70bd

Resources

The Convenience Trap

Students should only use AI for things they already know how to do well

Daniel Willingham is a Professor of Psychology at the University of Virginia, where he has taught since 1992. Until about 2000, his research focused solely on the brain’s basis of learning and memory. Today, all of his research concerns the application of cognitive psychology to K-16 education. He is the author of several books, including the best-selling Why Don’t Students Like School?, and Outsmart Your Brain. His writing on education has appeared in twenty-three languages. In 2017 he was appointed by President Obama to serve as a Member of the National Board for Education Sciences.

Dr. Michael Gerlich is an internationally recognised advisor, author and keynote speaker whose work examines how artificial intelligence affects human judgement, leadership, education and society. He is Co-Founder and Chair of The Human Factor Association, which focuses on preserving human agency and capabilities amid rapid technological change. Michael advises organisations, governments and educational institutions on responsible AI implementation, governance and the development of critical thinking in an AI-mediated environment. His research on cognitive offloading and human-AI interaction has received international attention, and his work has featured in media including TIME, the BBC, the Financial Times and The Economist. He is the author of The Convenience Trap, which explores what happens when intelligent technologies increasingly shape how people think, decide and act.

Trevor Aleo (EdD) is a high school English teacher and adjunct lecturer at Fairfield University. As a teacher-scholar exploring the convergence of new media and the humanities, he researches how high school youths use digital, critical, and disciplinary literacies to create literary knowledge. In addition to his research, he is passionate about bringing that scholarly work to fellow teachers through his public scholarship and professional learning workshops.

Shelby Scoffield is in her 13th year of teaching high school English at Mountain House High School. She has also taught with BYU-Idaho for 15 years. She loves teaching in the age of AI and is excited about the new possibilities that it brings to the world of education.

This conversation delves into the use of mini whiteboards in educational settings, exploring their benefits, challenges, and the cognitive science behind their effectiveness. Educators share their experiences and insights on implementing mini whiteboards to enhance student engagement and understanding, while also addressing potential pitfalls and the importance of routines in their use.

Follow on Twitter: @AmberBHaven | @AndrewWatsonTTB | @bamradionetwork | @jonHarper70bd

Related Resources: White Board Tips | I Was Wrong About Whiteboards | More tools and Tips

Amber Haven is a STEM educator, speaker, and advocate for evidence-informed teaching with over 15 years of classroom experience. She is dedicated to refining her own practice while translating and showcasing evidence-informed strategies in authentic classroom settings.

Dylan Kane is a 7th grade math teacher at a rural public school in Colorado. He writes a Substack called Five Twelve Thirteen about the intersection of evidence-informed practice and the realities of classroom teaching.

Andrew Watson has been teaching since 1988, studying brains since 2008, and combining those fields since 2012. As a consultant and conference speaker, he works with students and teachers to make learning easier and teaching more effective. Author of three books, he writes frequently on memory, attention, motivation, and skepticism."

Brett Benson teaches 7th grade World Studies at a middle school in Omaha, Nebraska. He serves as our social studies department head. Last year he started the “CogSci PLC” at his school to help study the science of learning and evidence-based practices and strategies with teachers throughout the building . Last year the PLC focused on retrieval practice and working this year on Rosenshine’s principles of instruction. He has been teaching for 18 years.

Keywords

mini whiteboards, education, teaching strategies, classroom engagement, cognitive science, instructional choices, formative assessment, student participation, teaching tools, learning support

Takeaways

Mini whiteboards can quickly gauge student understanding.

Quotables

"How can teachers use whiteboards effectively?"

Chapters

00:00 Exploring Mini Whiteboards in Education

In this conversation, Jon and Dylan Wiliam delve into cognitive load theory, exploring its implications for teaching and learning. They discuss the distinction between biologically primary and secondary knowledge, the importance of understanding cognitive load in the classroom, and effective teaching strategies that can enhance student learning. Dylan emphasizes the need for teachers to be aware of their own cognitive load and how it affects their students, advocating for instructional methods that support all learners, particularly those with lower working memory capacity. The discussion highlights the scientific basis of cognitive load theory and its practical applications in education, encouraging teachers to adopt strategies that facilitate deeper learning and retention.

Follow on Twitter: @DylanWiliam | @bamradionetwork | @jonHarper70bd

Dylan Wiliam is Emeritus Professor of Educational Assessment at University College London. After a first degree in mathematics and physics, and one year teaching in a private school, he taught in inner-city schools in London for seven years. In 1984 he joined Chelsea College, University of London, which later merged with King’s College London. From 1996 to 2001 he was the Dean of the School of Education at King’s, and from 2001 to 2003, Assistant Principal of the College. In 2003 he moved to the USA, as Senior Research Director at the Educational Testing Service in Princeton, NJ. From 2006 to 2010 he was Deputy Director of the Institute of Education, University of London. Over the last 15 years, his academic work has focused on the use of assessment to support learning (sometimes called formative assessment). He now works with groups of teachers all over the world on developing formative assessment practices.

This 2025 year-end review of the Teachers’ Aid podcast highlights the conversations that helped educators rise to meet multiple challenges and find new ways to support students during one of the most chaotic and destabilizing years many of us have ever experienced. It captures the thinking behind another year of educators’ remarkable commitment, resilience, and perseverance under pressure. Mic Drop is a pilot project from BRN’s Gen AI Podcast Labs. We look forward to improving the channel as the technology evolves. See an error or have a suggestion? Leave your comments below.

Related Channel: Listen to Teachers’ Aid

Listen to all 2025 Mic Drop Episodes

Follow on Twitter: @bamradionetwork | @jonHarper70bd

In this conversation, our guests discuss how retrieval practice can help all students learn, including those with ADHD and autism. For many teachers, this may challenge the assumption that retrieval practice only works for some learners. Instead, the discussion shows how, when used thoughtfully, retrieval practice can support diverse learning needs and help students build confidence, understanding, and long-term retention.

Follow on TwitteR: | @smorrisey | @effortfuleduktr | @bamradionetwork | @jonHarper70bd @SciInTheMaking

Blogs: Brain – Book – Buddy Reverse Engineering the Multiple Choice Question 5 Reasons I Begin My Class With Retrieval Practice Most Days Retrieval Is Communication.

Blake Harvard is an AP Psychology teacher at a public high school in Alabama. He is in his 20th year of teaching. He is very interested in reading research and applying findings from cognitive psychology in the classroom to improve instruction and learning.

Sean Morrisey is a 5th-grade teacher at Pinehurst Elementary School, located just outside of Buffalo, NY. He brings over 25 years of experience as an educator. Before becoming a classroom teacher, Sean worked as a school psychologist, a role that shaped his understanding of how children learn. For the past 18 years, he has taught 1st, 4th, and 5th grade, focusing on building strong foundations in literacy and language.

Marcie Samayoa is a 10th-year high school chemistry teacher that shares evidence-informed teaching strategies through her blog, Scientists in the Making. She connects cognitive science principles to classroom practices, inspiring both educators and students to deepen their understanding of science.

The conversation explores cognitive load theory and why it matters for classroom learning, while also widening the focus to include practical teaching moves that help students learn more effectively. We talk about how working memory limits can affect what students remember, why some lessons don’t stick, and how teachers can design instruction that feels less complex and less overwhelming. Alongside cognitive load theory, the discussion touches on everyday strategies that support clearer, more manageable teaching and help more students experience real learning.

Follow on Twitter @AndrewWatsonTTB |@mrzachg |@laurapatranella | @DylanWiliam @StamStam193 | @bamradionetwork | @jonHarper70bd

Related Resources: Cognitive-load-theory-pt-1. Laura Stam

Dylan William‘s bedding formative assessment pack for schools and colleges to run their own two-year professional development programme on formative assessment is now available worldwide. In Europe, this can be ordered through SSAT, in Australasia through Hawker-Brownlow, and in North America from Learning Sciences International.

Zach Groshell, PhD is a highly distinguished teacher, instructional coach, and education consultant. Zach is based in Seattle, WA and works with schools nationwide and internationally to develop high quality instruction based on the science of how kids learn. Zach is the author of the book Just Tell Them, hosts the podcast, Progressively Incorrect, and is active on Twitter (@mrzachg).

Laura Stam is a 3rd-grade teacher in Thermopolis, Wyoming. She is a 2024-2025 Goyen Fellow and a founding board member of The Reading League Wyoming.

Laura Patranella is a 12th-year teacher with experience primarily in upper elementary and middle school literacy as both a dyslexia interventionist and classroom teacher. She currently teaches 5th grade and is passionate about maximizing outcomes for all students through research-based teaching methods.

Andrew Watson has been teaching since 1988, studying brains since 2008, and combining those fields since 2012. As a consultant and conference speaker, he works with students and teachers to make learning easier and teaching more effective. Author of three books, he writes frequently on memory, attention, motivation, and skepticism.

This conversation examines the crucial importance of math fact fluency in education, exploring effective teaching strategies, the role of parents, and the challenges faced by educators. The panel shares success stories from their classrooms, emphasizing the importance of consistent practice and engagement in fostering student success in mathematics. They also address misconceptions about math instruction and the significance of building foundational skills for future learning.

Brian Poncy Facts on Fire | math fact fluency| Podcast

Follow on Twitter: @brian_poncy @rastokke @StamStam193 @jonHarper70bd @bamradionetwork @jonHarper70bd @bamradionetwork

Kristin Ryan is a first-grade teacher in a rural, K-4 school in Wyoming. She holds a Bachelor of Science degree in K-8 Elementary Education and K-12 Special Education, as well as a Master of Arts degree in Elementary Education with a focus on K-12 Reading Specialist, all from the University of South Dakota. She also holds a Principal Certificate from the University of Wyoming. She has worked in education for the past 16 years.

Dr. Brian Poncy is a Professor of School Psychology at Oklahoma State University. His research focuses on academic interventions and behavioral principles of learning, specifically in the area of mathematics. Dr. Poncy created the Measures & Interventions for Numeracy Development (M.I.N.D.), a set of free materials to support teachers in the assessment and implementation of empirically-validated interventions to increase early numeracy and computation skills (www.factsonfire.com).

Laura Stam is a 3rd-grade teacher in Thermopolis, Wyoming. She is a 2024-2025 Goyen Fellow and a founding board member of The Reading League Wyoming.

Dr. Anna Stokke is a Professor in the Department of Mathematics and Statistics at the University of Winnipeg.. She is co-founder and President of the non-profit organization Archimedes Math Schools, which delivers after-school math classes for children. She hosts the popular math education podcast Chalk & Talk, where she discusses evidence-informed math teaching with leading education experts.

In this introductory episode, Jon discusses the concept of direct instruction with four experienced educators. They explore the definition of direct instruction, its effectiveness, common misconceptions, and actionable tips for teachers looking to implement these strategies in their classrooms. The conversation emphasizes the importance of clarity, engagement, and the role of the teacher as a content expert in facilitating student learning.

Follow on Twitter: @MmeLockhartLDS @beanie0597 @StamStam193 @mrzachg @jonHarper70bd @bamradionetwork

Beanie Geoghegan is the Manager of Solutions and a Co-Founder of Freedom in Education. She works closely with educators to develop and implement solutions that align with the organization’s mission to restore excellence in K–12 education. With over two decades of experience as a teacher, parent, volunteer, and advocate, Beanie brings a deep understanding of classroom dynamics and instructional effectiveness.

Zach Groshell, PhD is a highly distinguished teacher, instructional coach, and education consultant. Zach is based in Seattle, WA and works with schools nationwide and internationally to develop high quality instruction based on the science of how kids learn. Zach is the author of the book Just Tell Them, hosts the podcast, Progressively Incorrect, and is active on Twitter (@mrzachg).

Laura Stam is a 3rd-grade teacher in Thermopolis, Wyoming. She is a 2024-2025 Goyen Fellow and a founding board member of The Reading League Wyoming.

Kim Lockhart is an elementary classroom teacher and Special Education Teacher, with a passion for helping students with reading and writing difficulties through science-based instruction. Following the completion of her Master of Education, Kim worked for the Ontario Ministry of Education to revise the Langauge curriculum document to align with the reading research and then began working, part-time, as a course instructor at Vancouver Island University where she teaches the evidence-based strategies she wishes she’d been taught in Teachers College. Kim lives by the words “prevention before intervention” and aims to ensure as many teachers as possible graduate from their Teacher training program with the knowledge they need to be knowledgeable, confident and successful classroom teachers.

This conversation delves into the pressing issue of teacher shortages across the United States, exploring the underlying causes, the impact on teacher well-being, and strategies for recruitment and retention. The panel of educators and experts discusses the importance of understanding the context of the teacher shortage, the need for systemic change, and the significance of fostering supportive relationships among teachers. They emphasize that teachers are ordinary individuals facing extraordinary challenges, and advocate for a more realistic portrayal of the teaching profession.

Follow our PLN on Twitter: @Rdene915 | @AnnettePonnock | @DevonBeck365 | @rpondiscio | @bamradionetwork | @jonHarper70bd | @amirtaronED

BlueSky: @amirtaron.bsky.social

Paul Bruno is an assistant professor of education policy, organization and leadership in the College of Education at the University of Illinois Urbana-Champaign. He studies school staff labor markets, resource allocation in schools, and school personnel administration. He holds a Ph.D. in urban education policy and an MA in economics from the University of Southern California, as well as an MA in science and math education and a BA in philosophy and molecular and cell biology from the University of California, Berkeley. He previously taught middle school science in California.

Dr. Rachelle Dené Poth, JD, is an edtech consultant, presenter, attorney, author, and Spanish and STEAM: Emerging Technology teacher. Rachelle has a Juris Doctor degree from Duquesne University School of Law and a Doctorate in Instructional Technology. Rachelle specializes in Artificial Intelligence, AI and the Law, AI and the Environment, Cybersecurity, and STEM.

She is the author of ten books, including her most recent book, What the Tech?: An Educator’s Guide to AI, AR/VR, the Metaverse and More! and “How to Teach AI: Weaving Strategies and Activities Into Any Content Area.” She is also a frequent blogger for multiple publications. Contact Rachelle: bit.ly/thriveineduPD

Annette Ponnock, PhD is a Postdoctoral Research Associate at the Yale Center Emotional Intelligence. Dr. Ponnock’s research focuses on teacher motivation and well-being, with an emphasis on urban schools. She received her PhD in Educational Psychology from Temple University and her MA in Psychology from the University of Santa Monica.

Amir Taron Aryes is a curriculum supervisor at a charter school in Camden, New Jersey. He found his purpose in education over a decade ago. In addition to teaching history for five years, he held leadership roles in student discipline, academic counseling, after-school tutoring, and school programming. He approaches his work in education with a passion for students, families, and teachers from a perspective of empathy, understanding, and high expectations.

Robert Pondiscio is a senior fellow at the American Enterprise Institute where he focuses on K–12 education, curriculum, teaching, school choice, and charter schooling. He is also a former New York City public school teacher and the author of many books, including How the Other Half Learns: Equality, Excellence, and the Battle over School Choice (Avery, 2019), about Success Academy Charter Schools.

Devon Beck is a dynamic leader and advocate for education, equity, and community development. His career spans multiple sectors, including education, community engagement, and the music business, where he has pioneered new roles to address organizational needs. A graduate of the University of Maryland Eastern Shore, Devon began his career in education, holding various roles such as Teacher’s Assistant, Behavior Specialist, Geometry/Algebra Teacher, Family & Student Liaison, and Pre-Referral Coordinator for the Talbot County Board of Education. Through these positions, he developed expertise in mentoring and supporting students who faced learning challenges. His work reinforced his belief that reaching students at critical stages in life can have a lasting impact.

This conversation explores educators’ challenges and strategies in teaching history amidst changing state guidelines and societal expectations. The panel discusses the importance of balancing required content with diverse perspectives, the role of storytelling in engaging students, and the necessity of fostering critical thinking skills. Each educator shares insights on how to navigate these complexities while preparing students for active citizenship.

Follow our PLN on Twitter: @swanversations @aspaglayan @Eduflack @rpondiscio @bamradionetwork @jonHarper70bd

Andrew Swan is a devoted middle-school teacher who has worked at Bigelow Middle School in Newton, Massachusetts for over 20 years — currently as an 8th grade Civics teacher. He keeps striving for the ‘perfect’ lesson and the secret sauce that works for every student. Andrew is the author of many books on pedagogy that remain rattling around his head (for now).

Agustina S. Paglayan is a political science and public policy professor at the University of California, San Diego, and a nonresident fellow at the Center for Global Development. She is an expert in the interplay between politics and education.​ Her research has received numerous awards from the American Political Science Association for deepening our understanding of democracy, autocracy, political economy, political history, public policy, and labor politics. Her findings have been featured in The Economist, NPR, the Washington Post, and other media. She has consulted for the United Nations, the World Bank, and the Inter-American Development Bank.

In her new book Raised to Obey: The Rise and Spread of Mass Education (Princeton University Press, 2024), Paglayan shows that education systems in the West emerged not from democratic ideals or industrialization needs but from governments’ desire to control citizens.

Tyler Bonin is the Civics Education Specialist at the Goldwater Institute’s Van Sittert Center for Constitutional Advocacy. Prior to joining the Institute, Tyler managed marketing efforts at State Policy Network and the Classic Learning Test (CLT). While at CLT, Tyler created and produced the Anchored podcast, a top-ranked program focused on conversations at the nexus of education and culture, with such guests as Cornel West, Robert P. George, Heather Mac Donald, Glenn Loury, and more.

Additionally, Tyler taught and developed curricula in history and economics at Thales Academy, a network of private classical academies in the Southeastern United States. He was also a lecturer at Judson College at Southeastern, where he taught in a program for college students seeking careers in education. Tyler holds degrees from Campbell University and Duke University.

Patrick Riccards is the CEO of the Driving Force Institute, the nation’s largest producer of American history education films. DFI currently has more than 60 million users worldwide.

Robert Pondiscio is a senior fellow at the American Enterprise Institute where he focuses on K–12 education, curriculum, teaching, school choice, and charter schooling. He is also a former New York City public school teacher and the author of many books, including “How the Other Half Learns: Equality, Excellence, and the Battle over School Choice” (Avery, 2019), about Success Academy Charter Schools.