The Visible Thinker
• How do we design instructional tasks that still require real thinking?
• How do we help students evaluate AI responses instead of trusting them blindly?
• How do we maintain meaningful writing and discussion when AI can generate answers?
• How do teachers use AI productively without replacing student reasoning?
The Problem
The Problem
The Problem
- Students can generate answers. That doesn’t mean they’re thinking.
- Writing looks polished—but thinking is shallow
- AI is being used as a shortcut, not a tool
- Teachers can’t always tell what students actually know
My Role
The Problem
The Problem
I work with school leaders, instructional coaches, and teaching teams through workshops, keynotes, and coaching to design instruction that still requires students to think in an AI-driven classroom.
My work focuses on helping teachers make students' thinking visible through more robust instructional tasks, discussions, and assessments.
Outcomes
The Problem
Outcomes
What changes in classrooms:
- Students explain and defend their thinking—not just submit answers
- AI becomes something to evaluate, not blindly trust
- Tasks require reasoning, comparison, and critique
- Assessments reveal real understanding, even with AI present