I asked ChatGPT 4.1: "what is the difference between the capacity of students to respond to teacher-assigned tasks and prompts at each DOK Level 1, 2, 3, and 4, and the capacity of AI to respond to user-assigned tasks and prompts?" I found its response illuminating. My thoughts about this response are below. Here is the ChatGPT 4.1 response (with zero edits).

If schools aspire to nurture lifelong learners who take ownership of their growth, they must go beyond equipping students with individual skills. They must design school cultures and systems that develop agency at all levels—students, educators, and leadership—through structures that reward collective growth, collaboration, and purposeful autonomy.

The Five Foundations turn everyday lessons into launchpads for self-directed growth. Learn how planning, tracking, resourcefulness, collaboration, and flexible mastery make agency teachable—and measurable.

In this article, I’m digging into that bigger condition of how our current school model quietly creates the demand for endless tutoring and what we could do instead of always having to run to the store for more band-aids.

Instead of marching through a rigid syllabus, learners help decide what they want to achieve, how they’ll get there, and how they’ll prove they’ve arrived–even if it involves obtaining an accredited school diploma. The payoff is a classroom learning environment buzzing with curiosity instead of compliance, where feedback feels less like a scoreboard and more like mile-markers on a long-distance walk students actually care about.

In this article, I reject that shallow dichotomy and argue instead for recognizing three complementary lenses—pedagogy for the dependent novice, andragogy for the self-directed adult, and heutagogy for the autonomous expert. There are very good reasons why pedagogy doesn't always work with adults and why heutagogy isn't just "good pedagogy".

Schools, as microcosms of society, have the potential to serve as breeding grounds for these changes, where future generations can learn to embrace interdependence, collaboration, and social responsibility—values that will ultimately lead to a more just, inclusive, and sustainable society.

In these three sections, we will explore how school leaders can integrate MI principles into their leadership practices, understanding Motivational Interviewing and its principles with specific elements of culture and core values according to the Mullen Bioecological Model for Who We Are and How We Learn.

Despite having talented educators and dedicated school leaders, many districts—especially large urban areas like Los Angeles—still overlook one of the most effective solutions to these persistent problems: the Instructional Coach.

This article is not just about writing standards in media; it’s a direct critique on how an overemphasis on behaviorist pedagogical models a

This article is an exploration of “can’t” in the context of a Growth Mindset. It explores when “can’t” is more than a hurdle to overcome.

First, take a moment to reflect on this statement: "A teacher cannot give any more agency to students than they themselves have." - Anne...

Many of these issues are often attributed to students themselves—“They’re just not motivated,” or “They don’t seem to care”—but what if some

A metacognitive approach  to teaching math in elementary school encourages students to think about their thinking, understand their...

The risk of shifting our teaching practices from pedagogical to heutagogical is in our own reluctance as educators to relinquish control...

Scroll down past this ChatGPT-created essay to read my reasons for creating it. **The following essay was crafted using ChatGPT from the...

How well do you know which theory of instruction you are implementing in your classroom, and the benefits and detractions of that theory?

Just remember... the next year will be easier… unless the teacher in the grade below you is saying the same thing.