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What AI Can Teach Us About Effective Professional Learning (It’s not what you think…)

Read our latest post on Substack:

“Just as AI models improve by iterating on their predictions, teachers become better educators by continuously refining their understanding of how students learn. The future of professional learning must move beyond the “bits” model of teaching and toward a dynamic, iterative system where teachers strengthen their expertise over time through experience, feedback, and adaptation.”

— Ji. Y. Son, Ph.D., is a Professor at Cal State LA, and James W. Stigler is a Distinguished Research Professor at UCLA. They are co-founders of CourseKata.org, a nonprofit platform that pioneers new models for learning, teaching, and education research.

Read the full Substack post here!

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Beyond (2)

Substack Post- Part 3: The Case for Changing How We Teach Math

Read our latest post on Substack:

“Procedural thinking remains the dominant default in mathematics education, particularly in freshman calculus courses…. While once passable, this model even thirty years ago was already failing to produce true mathematical thinkers—though it still equipped students with some broadly useful skills. Today, the rise of powerful technologies has rendered these limited skills largely obsolete. Continuing to rely on outdated models of procedural instruction is no longer merely inadequate; it is actively counterproductive.”

— David Weisbart, Associate Professor of Teaching in Mathematics, University of California, Riverside

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Substack post-Beyond Tools How Computational Thinkiing Unlocks Ai's True Potential

Faculty and Computational Thinking

“Faculty who understand how digital systems process information, recognize patterns across different technologies, and think computationally about problem-solving are better positioned to evaluate and implement AI thoughtfully. Without these foundations, institutions risk repeating familiar patterns: rapid adoption of AI tools without the deeper understanding needed to assess their true educational value and potential risks.”

– Diego Bonilla, Professor of Communication Studies, Sacramento State

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teaching math

The Case for Changing the Math We Teach. Pt.2

Latest on our Substack-

Part 2: The Case for Changing the Math We Teach

“The historical emphasis placed on traditional skills is no longer sufficient, nor is it entirely necessary. Today’s graduates face quantitatively rich problems that bear little resemblance to the template problems of mathematics texts. This has always been true, but now undergraduates have access to technological tools of unprecedented power. The challenge facing our educators lies in how to prepare students to tackle these problems by drawing on a deep understanding of the mathematical approaches that are available while taking advantage of the tools that are now appearing.”

– David Bressoud, American mathematician

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