There’s real science behind a popular discussion activity called hexagonal thinking routines, developed and made popular by former teacher Betsy Potash.
It’s more than an engagement strategy. It helps students to engage in productive struggle that doesn’t even look like struggle at all to them. It also helps build
conceptual understanding as students are asked to make connections between big ideas.
Often used in ELA, it’s helpful in any subject, including math and science.
Zaretta Hammond's take on:In the article “Why Students Resist Retrieval Practice and How to Change That” in Scientists in the Making, Los Angeles teacher Marcie Samayoa shares that although retrieval practice is an excellent way to get information into long-term memory, students often resist using it. For example, when a teacher asks students to write answers to a few questions on what they learned the day before, some sneak a look at their notes or copy from their elbow partner.
Why the shortcuts? Students may think learning this stuff doesn’t matter, or they may resist the cognitive effort it takes to recall information that has started to slip into oblivion. “Copying takes no effort,” says Samayoa. “Our brains are wired to conserve energy, so if there’s an easier way to complete a task, we take it.”
But the mental effort involved in retrieving recently learned information is what makes it effective. Students need explicit instruction on how retrieval works and an understanding that the mental effort (and sometimes the frustration) is worth it. It’s far more effective than time-worn study methods like re-reading, underlining, and copying.
“It is this struggle that contributes to long-lasting learning,” says Samayoa. “This is why shifting students’ mindset is so important. We have to normalize the discomfort and reframe it as a sign of growth, not failure.”
She recommends using a weightlifting analogy to explain why effort is required. “Explaining the science behind retrieval practice can increase student buy-in,” says Samayoa. “However, keep in mind that breaking old habits takes time.”
She also gives a great summary of the key points students need to understand about how the brain remembers and retrieves learned information. Read and reflect on her article here.
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Writing has the power to slow down thinking, encourage writers to process information, and help writers formulate new ideas. In a profession that can feel like a never-ending list of tasks combined with consistent quick decision-making and human interaction, pausing to write helps me notice details I would likely miss otherwise. Reflection through writing allows me to ask why, separate my feelings from facts, and see my practice reflected back to me. I’ll do this free writing reflection for a few minutes up to 30 minutes. When I write about something that I did in the classroom or how I handled a leadership situation, I often start with writing out exactly what happened. Sometimes, upon rereading that, I brainstorm new ideas and/or realize that I had a great idea.
Reflections can include traditional journaling, but I often find that short, informal writing is more effective and reasonable based on the time I have to commit to it. I find that lists, sketches with short notes, digital entries typed on whatever device is closest, and notebooks filled with phrases and ideas work well for me. The format is really up to you. The habit of giving yourself space to capture and process ideas can be inspiring.
For me, reflective writing is how I brainstorm new ideas without sure to have complete thoughts of solutions. It allows me to experiment with ideas and record specific moments that feel significant to me.
Coburn says that natural intelligence is a good place to start in combatting the artificial version. “You have to be able to put what you’re looking at through a critical thinking process, ask questions, and find the source and firsthand information about what you're trying to understand,” she says.
“It's really important for educators and students alike that those information literacy and critical thinking skills that you have are all the more important now,” agrees Nemeroff.
Both Coburn and Nemeroff suggest that librarians, media specialists, and those at your school who teach media literacy need to be on the front lines in the battle against AI slop.
Students who've learned dialogic engagement with AI behave completely differently. They ask follow-up questions during class discussions. They can explain their reasoning when challenged. They challenge each other's arguments using evidence they personally evaluated. They identify limitations in their own conclusions. They want to keep investigating beyond the assignment requirements.
The difference is how they used it.
This means approaching every AI interaction as a sustained interrogation. Instead of "write an analysis of symbolism in The Great Gatsby," students must "generate an AI analysis first, then critique what it missed with their own interpretations of the symbolism. “What assumptions does the AI make in its interpretation and how could it be wrong?" “What would a 20th-century historian say about this approach?” “Can you see these themes present in The Great Gatsby in your own life?”
Using AI effectively should still take considerable time as you interrogate, correct, and modify outputs. You're engaging in what feels like human dialogue, a back-and-forth dance where you bring expertise and the AI brings information processing.
