Spring/Summer2025 IMPACT Journal

Spring/Summer 2025 Volume 50 No. 1

impact

On Instructional Improvement

Learning in the Age of AI and Cognition 1

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Executive Board 2024-2025 President Mark Secaur Smithtown CSD

Board Members

President-Elect Matthew Younghans Clarkstown CSD

Gregory Borman NYC Department of Education

Immediate Past-President Mary Loesing Connetquot CSD (retired)/Science Consultant Vice President for Communications and Affiliate Relations Amanda Zullo Saint Regis Falls CSD Treasurer Deborah Hoeft Young Women’s College Prep Secretary Marcia Ranieri Capital District, RBERN Ex-officio NYS Education Department Santosha Oliver Assistant Commissioner, Office of Standards and Instruction

Brenda Aull-Klaben Cayuga Onondaga Teacher Center

Lisa B. Brosnick Buffalo State Jill Christian-Lynch Jamesville-DeWitt/Syracuse University Teacher Center Ted Fulton Hicksville CSD Martha Group Vernon Verona Sherrill CSD Eric Larison Solvay UFSD (retired) LaQuita Outlaw Bay Shore UFSD Krissy Purcell Central NY/Oswego County Teacher Center

Executive Director Brian Kesel nysascd.director@gmail.com nysascd.org

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impact Published by: NYSASCD PO Box 282 Camillus, NY 13031 nyascd.director@gmail.com

On Instructional Improvement Spring/Summer 2025 Volume 50 No. 1

Foreward...........................................................................4 LaQuita Outlaw

Editor - IMPACT LaQuita Outlaw, Ed.D. nyascd.director@gmail.com

Finding Resilience On A Dusty Road: Three Tools to Help Navigate GenAI.......................................................6 Myron Dueck

Design & Digital Publication: CatStone Press (434) 960-0036 catstonepress.com@gmail.com

Instructional Innovation Without Initiative Fatigue....15 Alana Winnick The Sorting Hat: Unpacking Cognition for Practical Classroom Applications.................................................19 Robert K. Greenleaf, Elaine M. Millen, and LaVonna Roth At Algonquin Middle School, Every Student Matters: A Look Inside the Warrior Way.....................................26 Brian Kesel

Publication Statement Impact on Instructional Improvement is the official journal of NYSASCD. Membership in NYSASCD includes a subscription to Impact and the newsletter, NYSASCD Developments. The views expressed or implied in the articles in this publication are not necessarily official positions of NYSASCD or the editor.

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Foreword Beyond the Hype – Deepening Learning in the Age of Cognition and AI In an era where both education and technology are evolving at dizzying speeds, the authors in this publication offer you an opportunity to rethink not what we do, but how and why we do it. These three thoughts focus on the ideas LaQuita Outlaw, Ed.D. has worked in school leadership for over a decade. Dr. Outlaw serves as a peer editor for Corwin Press and assists several local organizations with organizing professional development opportunities for educators across Long Island.

that meaningful learning depends on connections—cognitive, emotional, social, and now, increasingly, technological.

First, we look at a deeply human lens on innovation.

Dueck reminds us that every breakthrough—cars, cell phones, now GenAI—once seemed foreign. What matters most is not resisting the wave, but riding it with purpose. Take a look at practical frameworks that balance the use of AI and promote a refreshed sense of agency.

We shift into the emergence of generative AI in schools.

Winnick shares a clear message - AI isn’t the enemy; exhaustion is. Rather than adding another initiative to a teacher’s already-full plate, advocate for embedding AI into good teaching, with intentionality and reflection. You’ll learn how AI can enhance differentiation, student agency, and improve authentic writing. The important step is to stay focused on thinking, not just the tools.

Then, you’ll dive into cognitive science, where classroomready “neuro-moves” like context and social interaction aren’t just brain-friendly—they’re foundational. The authors remind us that deep learning isn’t about compliance, but about designing instruction that aligns with how the brain naturally learns.

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Finally, take a peek at our Whole Child Award winner - Algonquin Middle School. Their approach to building a culture committed to helping every student grow academically, socially, and emotionally is astounding. You are sure to find an idea or two you can use in your own school district.

We are excited about what you will learn as you peruse this publication. The future of education is not just about keeping up with change—it’s about shaping it.

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Finding Resilience On A Dusty Road: Three Tools to Help Navigate GenAI Myron Dueck

I heard an oh-so-true adage recently: “When an elderly person dies, a library burns down.” That’s very true of my grandmother.

Myron Dueck frequently visits schools, conferences and districts around the world to share his 25 years of practitioner and leadership experience. He helps educators generate ideas and navigate issues surrounding grading, assessment, reporting, student voice and generative AI. Myron’s published work includes numerous journal articles and his best-selling books, Grading Smarter, Not Harder– Assessment Strategies that Motivate Kids and Help Them Learn (ASCD, 2014) and Giving Students a Say! Smarter Assessment Practices to Empower and Engage.

With no such thing as “day-care” in our tiny town, my brother and I were often nurtured under the GREAT system – Grandma’s Recipes, Encouragement, Advice & Traditions. She was a deep well of support, kindness, and wisdom—what teen doesn’t need a good dose of that trifecta?

Fast forward to my thirties, and I’m a dad of two toddlers.

By that time, my grandma was in her 90s, and I realized that my own kids likely wouldn’t get to know her during their most formative teenage years. That’s when I had an epiphany.

I arranged for an entire afternoon to visit my grandma at her assisted-living care home. I arrived with a camera, microphone, and too many questions. We spent hours drifting through a lifetime of stories. Over the next few months, I edited her stories into a 90-minute video. A decade later, my teenage kids met a whole new side of their grandma…on a LED TV. It was astounding to hear her talk of the changes in technology throughout her life. One of our favorite stories is 6

her account of seeing the first automobiles

by the Police and Rihanna. I got home and

arrive in her rural farming community. She

showed ChatGPT to my family. “Look at this!”

laughed as she recalled running to the horse

I exclaimed. I was waving at the first car.

fence and shouting to her siblings, “Hurry,

In their book, “Resilience – The Science

hurry, a car is coming!” Still chuckling, she

of Mastering Life’s Greatest Challenges,”

continued, “We would wave and wave until

Charney and Southwick (2012) explore the

it was gone.” Then, in a hushed tone, she concluded, “It was kind of pathetic.”

traits common to people who have endured

With the emergence of Generative

and disasters. They examine people who not

incredible challenges such as war, assaults,

Artificial Intelligence (GenAI), and considering

only survived but thrived. They argue that we

the chat with Grandma, I’m reminded of an

can train our brains to become more resilient,

inescapable reality surrounding innovation

and a few suggestions include:

and time. My grandma remembered a time

• Keeping a positive attitude by

with no cars, but I’ve taken them for granted.

recognizing areas that you can control

I recall a time before cell phones, but my kids have grown up with them. Everyone reading

• Reframing stressors to realize that

this article will remember a time before GenAI,

struggles are essential for growth

but it won’t be long before we have a generation

• Building self-esteem by facing challenges

of students who’ve always had it. Whether it’s

and fears

cars, cell phones or GenAI, with each new technology, once it becomes the norm, we

These three suggestions can probably help

might reflect on our first reactions with a

us navigate the uncertainties and impacts

degree of contrition.

of GenAI on the world of education. The remainder of this article will explore three

I first saw ChatGPT in February of 2023

specific tools or ideas that have helped me feel

at an ed-tech event, and I was mesmerized. It

a greater sense of control while reframing my

generated responses to whatever prompts we

stressors and fears. I suppose they’ve acted

could conjure. With wonder and trepidation,

as a GenAI life-preserver for me recently—

attendees pondered what impact this technology might have on education. What

perhaps they will for you also.

would it mean for homework, assignments,

A guide to a more productive conversation

and learning in general? As I drove home, my

Too much of the edu-speak around

mental playlist included the Beatles belting,

GenAI has centered on “suspect, detect,

“Help!” and a strange “SOS” compilation 7

prosecute.” When GenAI hit the mainstream

hoping that some piece of technology will

in 2023, teachers rightfully feared that many

counter the misguided use of GenAI, I think

students would use it to plagiarize. Educators

we are, in my grandma’s lingo, “barking up the

were drawn to digital tools that promised to

wrong tree.” The GenAI genie is “out of the

detect if the material was generated by AI,

bottle” and as argued earlier, soon students

and then the full arm of the discipline system

will always have used it. A progressive

could befall the student.

conversation is needed.

First off, attempting to grade evidence

Enter the “AI Assessment Scale Revisited:

of learning done outside the classroom has

A Framework for Educational Assessment”

been rife with problems long before the

(Perkins, Roe & Furze, 2024). This incredibly

emergence of GenAI. Back in 2014, I devoted

timely and practical framework shifts the

an entire chapter of Grading Smarter Not

GenAI conversation from “suspect, detect,

Harder (Dueck) to the problems of grading

prosecute” to what level of AI use makes the

homework and offered practical solutions

most sense in each educational situation. The

for teachers interested in shifting their

Perhaps GenAI will finally alter the practices of teachers still insistent on grading compliance assignments when there’s uncertainty as to who completed them. practice. Perhaps GenAI will finally alter

five levels of the scale range from using “No

the practices of teachers still insistent on

AI” to “AI Exploration” intended to be used by

grading compliance assignments when there’s

students with their teachers. The framework

uncertainty as to who completed them.

largely speaks for itself (see Figure 1 on the following page).

Secondly, the programs claiming to detect the use of AI are themselves…suspect.

Further, the authors transform the table

I personally sampled three of the leading

seen in Figure 1 to one that is circular (See

programs that claimed to determine if writing

Figure 2). By altering the shape, any sense of

was human or AI, and I cancelled each

hierarchy is eliminated. There is not a better

subscription. They were woefully inaccurate.

or worse use of GenAI, but rather it depends on the situation and the learning intentions

Whether it’s suspecting plagiarism or

of the exercise.

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FIGURE 1: The AI Assessment Scale

not a better or worse use of GenAI, but rather it depends on the situation a he learning intentions of the exercise.

ure 1 FIGURE 2: Circular

representation the Revised AI transform the table seen in Figure 1 to one that is circular rther,ofthe authors Assessment Scale

ee Figure 2). By altering the shape, any sense of hierarchy is eliminated. Th

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This framework has the potential to truly shift the paradigm. With schools I’ve visited recently, we are exploring the idea of sharing this circle with our students and having an ongoing, productive conversation around the appropriate use of AI for each activity. To assist both teachers and students in this shift, we are considering labelling each assignment with the appropriate segment of the circle highlighted. Consider this screenshot of a remodeled Social Studies assignment:

Notice the textbox and AIAS circle logo at the very start of the assignment, clearly addressing the potential uses of AI.

I have made five images, oneatlogo isolating one ofassignment, Notice the textbox andeach AIAS logo circle at thestart very ofthe the segments assignment, Notice the textbox and AIAS circle the very ofstart the clearly of the AIAS clearly circles addressing theavailable potential uses AI. a .pdf and a .jpeg file as seen below circle.

These are asof both addressing the potential uses of AI. I have made five images, each one isolating one of the I have made fiveaccessing images, eachthe oneavailable isolating of the segments of the and are of available by URL link provided. segments the AIAS circle.

These circles are asone both a .pdf and a .jpeg fileAIAS as seen circle. These circles are available as both a .pdf and a .jpeg file as seen below,

below, are available this dropbox Notice theand textbox andatAIAS circlelink. logo at the very start of the assignment, and are available by accessing the URL link provided. clearly addressing the potential uses of AI.

I have made five images, each one isolating one of the segments of the AIAS circle. These circles are available as both a .pdf and a .jpeg file as seen below, and are available by accessing the URL link provided.

Available at:

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What skills should we develop, and why?

With the proliferation of information technology, beginning notably with the printing press, and later encyclopedias, there has been a slide towards information becoming more readily available and less expensive. Following the Britannica salesperson knocking on our door, the phases have become shorter with each tech step: Encarta, Internet, Wikipedia, Google…

We could consider GenAI to be one more giant leap in this direction. As society blends each piece of information technology into the day-to-day, arguably the importance of skills and competencies grows ever larger. If we examine competencies through the lens of GenAI, the pressing question is What skills do we most need to develop now?

A potential key to this enigma was ordered via Amazon. UPS was kind enough to deliver a copy of “Education for the Age of AI” (Fadel, et al, 2024) and personally, it could not have come along at a better time. Besides arguing convincingly that content and conceptual knowledge is more important than ever, the authors offer a research-rich path that could assist educators in focusing on the right skills at this time in history. See the flow chart that I adapted from one shared in the book (Figure 3).

FIGURE 3

Figure 3

This flow chart presents a map for asking a few critical questions, and can subsequently be of This flow chart presents a map for asking a few critical questions, and can greatsubsequently assistance in be figuring outassistance two of theinmore vexing questions of thevexing GenAI era (Fadel, et al.): of great figuring out two of the more questions of the GenAI era:

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1. How do we design curriculum, lesson plans, assessments and learning

• How do we design curriculum, lesson plans, assessments and learning tools?

• How will we deliver student and teacher-led experimentation with AI? Considering the left side of the flow chart, there is a “green light” for using GenAI when the following scenario exists: • Can AI do better than humans now? YES • Does it complement what I’m trying to do? YES Once we have a “go” on each of these questions, the authors argue that AI should be incorporated as soon as possible, while always filtering for detrimental effects. In short…USE IT! right side chart, if AI cannot outperform humans, especially OnOn thethe right side of of thethe chart, if AI cannot outperform humans, andand especially if it’sif not it’s not predicted to any time soon, those are the skills more important than ever. predicted to any time soon, those are the skills more important than ever. A few of the many A few of the many examples shared in the book include: examples shared in the book include: Competency Communication

Subcompetency Sharing one’s vision and inspiring others

Ethics

Making ethical decisions and standing up for the rights of others

Collaboration

Navigating and resolving interpersonal conflict

Examples/Traits Empathy Deep connection to others Creativity Authenticity Navigating community Emotions Social understanding Complex scenarios Humility Empathy Emotional nuances Complex social interactions

This identification and breakdown of today’s most human-centered skills be of the This identification and breakdown of today’s most human-centered skills maymay be one

one of the ‘missing links’ for educators looking to design instruction, learning activities and assessments in the GenAI era. Perhaps learning activities that the GenAI era. Perhaps learning activities that most involve elements such as social interaction, most involve elements such as social interaction, human connectedness, humancommunity-based, connectedness, community-based, outdoor and student outdoor experiences, andexperiences, student agency hold theagency most hold promise for for thethe years ahead. the most promise years ahead.Interestingly, Interestingly,many manyofofthe thebest bestthings things IIever ever did did in in my my classroom, long before AI, would have aligned nicely with the competencies classroom, long before AI, would have aligned nicely with the competencies highlighted in the highlighted in the book. Examples include role-play exercises, mock historical book. Examples role-play exercises, mock historical activities, reflections, classroom activities, include reflections, classroom debate, and many more.

“missing links” for educators looking to design instruction, learning activities and assessments in

debate, and many more.

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3. Using AI to tackle a learning objective.

Using AI to tackle a learning objective.

As mentioned earlier, I first encountered ChatGPT in February of 2023, and I’ve been on a journey of discovery ever since. While there have been successes, in both my district role and as a global consultant, I’ve sensed a common frustration among educators. On one hand, we have instant access to this mind-blowing piece of technology with limitless potential to brainstorm and ideate—not to mention it being tireless and “patient.” On the other hand, the limitless nature Whether at conferences or in visiting schools and classrooms, I found that the of the tool, combined with a feeling of urgency to adopt it, can feel overwhelming. majority of teachers who dabbled with AI were amazed at its brainstorming potential, but asortoinhow to effectively blend it with their practice.

Many Whether at struggled conferences visiting schools and classrooms, I found that the majority of teachers Whether may not a pathway or vision toand meaningfully at have conferences or in visiting schools classrooms, Iuse foundGenAI that theto tackle teachers who dabbled with AI were amazedAI atwere its brainstorming potential, but struggled as to majority of teachers whoencounter dabbled withevery amazed at its brainstorming the learning objectives they day. how to effectively it withas their practice.

Manyblend teachers haveMany a pathway or vision to potential,blend but struggled to how to effectively it withmay their not practice. teachers may notto have pathway or vision to meaningfully use GenAI to every tackle day.

In response, I developed anaeight-step flowobjectives chart thatthey provides educators with a meaningfully use GenAI tackle the learning encounter learning objectives they encounter tangible, the concrete, and replicable set of every stepsday. to unpack a learning standard In response, I developed an eight-step flow chart that provides educators withwith a using GenAI. The steps are in the following figure: In response, I developed anshown eight-step flow chart that provides educators a tangible, tangible, concrete, and replicable set of steps to unpack a learning standard concrete, and replicable set of steps to unpack a learning standard using GenAI. The steps are using GenAI. The steps are shown in the following figure: shown in the following figure:

Educational Leadership – ASCD’s flagship monthly periodical has this process and figure highlighted in their February 2025 issue of EL Magazine. In the article, I select Leadership, a specific learning standard and systematically apply thehas process Educational ASCD’s flagship monthly periodical, this to process and figure unpack the standard and develop interesting and meaningful assessment tools.

Educational Leadership – ASCD’s flagship monthly periodical has this process highlightedThis in type theirofFebruary 2025 issue of EL Magazine.

In the article, I select a specific framework can be used to make teachers’ lives easier and more and figure highlighted in their February 2025 issue of EL Magazine. In the article, efficient, while arguably makingapply the students’ experience more engaging.

I learning standard and systematically the process to unpack the standard and develop I select aencourage specific learning standard and systematically apply the process to readers of this article to explore the EL story at this link:

interesting and meaningful tools. Thisand typemeaningful of framework can be usedtools. to make unpack the standard andassessment develop interesting assessment https://ascd.org/el/articles/how-to-unpack-a-learning-standard-using-chatgpt This type of framework can be used to make 13teachers’ lives easier and more

Perhaps the version of resilience I’m most looking for with GenAI is less about “bouncing back” from a difficult experience and more about navigating uncertainty and change. teachers’ lives easier and more efficient, while

REFERENCES

arguably making the students’ experience

American Psychological Association (2020).

more engaging.

Building your resilience. https://www.apa. org/topics/resilience/building-your-

Conclusion

resilience

The American Psychological Association

Cohen, Y. (2025). Top 10 Best AI Apps &

defines “resilience” in part as “the process of

Websites in 2025. https://www.top10.

adapting well in the face of adversity” (2020).

com/best-lists/best-ai-apps

GenAI holds enormous potential for the future of education, but with this potential, there

Dueck, M. (2014). Grading Smarter Not

sometimes comes a sense of angst. Perhaps the

Smarter –Assessment strategies that

version of resilience I’m most looking for with

motivate kids and help them learn.

GenAI is less about “bouncing back” from a

Alexandria, VA: ASCD.

difficult experience and more about navigating

Dueck, M. (2025). How to unpack a learning

uncertainty and change.

standard using ChatGPT. Educational Leadership. (82)5.

With the emergence of ChatGPT, and with each subsequent GenAI development,

Fadel, C., Black, A., Slesinski., & Dunn, K.

I’m reminded of my grandma, perched on the

(2024). Education for the Age of AI. Boston,

fence, waving at the first car. I imagine that

MA: Center for Curriculum Redesign.

automobile was kicking up dust on that rural

Perkins, M., Roe, J., & Furze, L. (2024). The AI

road so differently than the horse and buggy

Assessment Scale Revisited: A framework

she was accustomed to. There’ll soon come

for educational assessment.

a day when GenAI is as common as cars or phones, and I’m not sure how I’ll look back on

Southwick, S. M., & Charney, D. S. (2012).

my initial reaction to it. Hopefully, with the

Resilience: The science of mastering

types of tools shared in this article, I’ll avoid

life’s greatest challenges. Cambridge

my grandma’s word: pathetic.

University Press.

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Instructional Innovation Without Initiative Fatigue Alana Winnick

Alana Winnick is is the Educational Technology Director at Pocantico Hills, a NYSCATE Board Member, and the author and podcast host of The Generative Age. A nationally recognized voice in educational innovation, she was recently named the 2025 SAANYS NYS Digital Leader of the Year, CoSN CTO of the Year, and a 2025 ASCD/ISTE Annual Conference Featured Voice. She founded Students for Innovaation to empower students to advocate for change in their schools. Learn more at AlanaWinnick.com.

We’re living in the era of initiative fatigue. Educators are overwhelmed. Administrators are trying to protect their teams from burnout. And now, just as we start to feel grounded again, here comes artificial intelligence (AI)—something that feels both urgent and completely destabilizing. But what if I told you AI isn’t one more thing? What if, when done right, it helps us do LESS, better?

This isn’t about launching a new program, mandating a new platform, or checking off another PD box. It’s about embedding AI into the good work we’re already doing and using it as a tool to make that work even more intentional, inclusive, and sustainable. I don’t serve AI as a standalone initiative. I sneak it in like vegetables—baked into everything else.

AI Isn’t the Enemy: Exhaustion Is Here’s what I’m seeing: students are already using AI, often without guidance. Teachers are scrambling to keep up. Leaders are trying to be thoughtful and avoid adding to initiative

I don’t serve AI as a standalone initiative. I sneak it in like vegetables—baked into everything else. overload. But in the absence of clear, intentional support, AI is either being underutilized or misused. Instead of helping teachers 15

rethink the learning process, we’re leaving

• SEL by helping students explore scenarios

them to navigate new challenges without the

and perspectives

professional development or time to do it well.

• Student agency by creating space for

And that’s where things start to fall apart.

reflection, voice, and ownership

I recently heard a story about a student

One of my favorite ways to frame it for

who turned in a polished essay—beautifully

students and teachers is this: When you use AI,

written, well-structured, with cited sources.

you have two jobs. Be a detective and be a DJ.

But when the teacher tried to verify those sources, they didn’t exist. AI had generated

• Be a detective: Spot bias, check for

realistic-sounding but completely fake

misinformation, and don’t believe

citations. The student didn’t even realize it was

everything it says.

an issue: “ChatGPT gave them to me,” he said.

• Be a DJ: Remix what you find, add your

This isn’t about catching kids cheating. It’s

voice, and create something new that

about what we’re not teaching.

reflects your own thoughts and ideas.

Students are outsourcing their thinking to

We assume students know how to use

systems that confidently make things up. Not

technology just because they were born into

because they’re lazy, but because we haven’t

it. But they don’t. And it’s our job to teach

taught them how to question the tool, reflect

them how to use it responsibly, critically, and

on its use, or take ownership of the process.

creatively. If we don’t, they won’t learn. And if

This is a literacy issue, not just a tech issue.

they don’t learn, they won’t thrive in the world

AI Is Already Embedded in Teaching

they’re walking into.

As educators, we don’t need one more

AI isn’t just a shortcut or a cheat code,

program, we need support to deepen what we’re

it’s a tool that, when used intentionally, can

already doing. AI can quietly show up inside:

amplify thinking, but students need to be explicitly taught how to engage with it.

• MTSS by generating leveled texts or targeted scaffolds

What AI Can Do for the Writing Process

• UDL by supporting multimodal

In writing, AI has the power to bring

expression and language translation

back the thinking we lost when we prioritized final products over process. Your straight-A

• Literacy instruction by guiding feedback

students—the kind who could perfectly mirror

loops and revision 16

what a teacher wanted—may not be learning to

fors during instructional walkthroughs might include:

think; they may just be learning to perform.

• Student reflection prompts embedded in writing tasks

When we guide students through writing with AI, the focus shifts. They can use it to:

• Assignments that can’t be easily outsourced to AI

• Brainstorm ideas and tones • Draft with support, then critically

• Visible thinking, like color-coded drafts or AI usage annotations

evaluate that draft • Revise based on AI feedback, but also

• Teacher-designed frameworks for ethical use

decide what advice to ignore

We should stop chasing shiny tools... The tech is secondary. The learning is the point.

• Reflect on how they made decisions

• Authentic audiences: blogs, podcasts, portfolios, etc.- driving student engagement

• Annotate their writing to show where AI helped and where their voice took over

We should stop chasing shiny tools and start observing for intentional design. The tech is secondary. The learning is the point.

That metacognitive work is powerful. It transforms AI from a shortcut into a thinking partner. It shifts the focus from the final

Rethinking What, Why, and How We Assess

product to the thought process behind it. And

Here’s the best part: AI can actually give teachers time back.

when we prioritize that kind of learning, we help students develop the skills they’ll actually need to succeed beyond our classrooms.

• Time to stop grading every comma.

What Should Leaders Be Looking For?

• Time to stop chasing plagiarism.

• Time to rethink what we’re asking

If AI is going to be baked into instruction,

students to do in the first place.

we need to know what to look for. It’s not enough to ask, “Is the teacher/student using

I’ve written before about rethinking assessment in an AI-driven world, and I keep coming back to the same questions:

AI?” A better question is, “Are students doing more thinking than the tool?” Some look17

• What are we asking students to do?

So let’s stop asking whether AI is a friend

• Why does it matter?

or foe. Let’s ask better questions.

• How are we assessing their thinking, not

• Are we building critical AI thinkers, or just banning tools and hoping for the best?

just their product?

• Are we giving teachers time to digest, or

AI helps with feedback, yes—but the

burying them in the next trend?

real power is in how it frees up teachers to reimagine assessment entirely. That’s not

• Are we embedding AI into our vision for

“one more thing.” That’s the thing we’ve been

learning, or letting fear dictate our choices?

craving space for.

We don’t need to start from scratch—we

Final Thoughts: Less Policing, More Purpose

just need to sneak in the veggies. Because the

• AI doesn’t have to disrupt good teaching.

future won’t be built by those who know how

It can deepen it.

to avoid AI. It will be led by those who know

• It doesn’t have to add to initiative fatigue.

how to use it wisely, reflectively, and creatively.

It can reduce it.

It’s not about what AI can do. It’s about what students learn to do because of it. And that’s

• It doesn’t have to threaten student voice. It can help them find it.

where the real transformation begins.

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18

The Sorting Hat: Unpacking Cognition for Practical Classroom Applications Robert K. Greenleaf, Elaine M. Millen, and LaVonna Roth

Neuroscience studies were never designed to address learning directly—so why the rising interest in educational applications? Neuroscience research tends to focus on areas like depression, genetics, neuroplasticity after trauma, neurodegenerative diseases, and brain mapping. References Dr. Robert K. Greenleaf was formerly a professional development specialist at Brown University.

Having taught in all grades, he has 45 years of experience in education ranging from superintendent, assistant superintendent, elementary principal, teacher, special education assistant, playground supervisor and even bus driver! He served as an adjunct professor and in other capacities at Thomas College, SNHU and USNH-GSC. As President of Greenleaf Learning Bob specializes in strategies for understanding behaviors, learning and cognition.

He is the author of 8 instructional books on Movies of the Mind, the Neuroscience of Learning, Microformative Assessments and Engaging Students and has traveled the world conducting Brain & Learning Institutes. Dr. Bob holds a doctorate in education from Vanderbilt University, a M.Ed in Education and a Bachelor’s degree in psychology. bob@greenleaflearning.com

to education are often interpretive bridges built from this research. While this is a worthwhile endeavor, few findings speak directly to teaching and learning.

Yet, without becoming neuroscientists, we can adopt research-aligned practices that stimulate “minds-on” engagement.

These go well beyond educational fads. The real test? Identifying concepts that align with (1) cognitive psychology, (2) neuroscience, and (3) practical classroom experience. This trio is our Sorting Hat for evaluating learning strategies.

“How do I teach this?” is not the same as “How will they learn this?”

“How do I teach this?” is not the same as “How will they learn this?” Beyond grabbing attention and managing behavior, understanding how students process, remember, and apply information is essential. Below are five evidence-aligned, classroom-ready strategies.

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NEURO-MOVE #1: CONTEXT Unpacking Context: Context—the setting or circumstance surrounding a concept—is foundational for meaning-making.

Everything we perceive, think, or do responds to what we interpret from our environment. This makes the educator’s role in shaping context vital. Context builds meaning, which in turn supports memory, perspective-shifting, and knowledge Elaine M. Millen, M.Ed. C.A.G.S.., has over 50 years of experience in education as a teacher, principal, director of special education, curriculum director and assistant superintendent of schools. She has taught at both the undergraduate and graduate levels in both pubic and private institutions.

As an educational consultant and instructional coach, she has worked with hundreds of school leaders across the country in areas related to leadership, instructional coaching, student engagement, and helping schools design structures and systems to meet 21st Century learner needs. She was part of the Northeast Regional Laboratory at Brown University and was a consultant to the secondary reform project. Elaine has written several articles on transforming professional learning opportunities for teachers, students and leaders.

Elaine.millen90@gmail.com

transfer. For example, a logger and a birdwatcher perceive the same tree differently based on context.

Context is different from a lesson objective. It frames the lesson by providing setting, relevance, and relational cues. Context deepens buy-in, enhances comprehension, and promotes active memory processing. Teachers typically know the broader context; students often do not. Without it, learners feel disconnected and may complete tasks with low retention or transferability.

When learning connects to prior knowledge, the brain processes it more deeply. Without this anchoring, new material can overwhelm working memory, leaving students lost. Begin units by brainstorming existing knowledge and framing essential questions to anchor future learning.

Takeaway: Frame lessons and units explicitly. Ask: “How can I make the context clear so learners can build upon it meaningfully?”

NEURO-MOVE #2: CLASSIFICATION Unpacking Classification: From birth, the brain seeks patterns and structure to create meaning. When something is unfamiliar, we instinctively sort it based on what is similar or different. These classification habits evolve into more complex tasks like forming arguments, weighing pros and cons, and analyzing perspectives.

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From early childhood onward, we sort and group to understand. Toddlers sort by color or shape. Adolescents compare political systems or historical movements. Teaching that aligns with this innate tendency boosts comprehension.

Instructional Design Tip: Before diving into specific content (e.g., the American Revolution), frame the lesson around big ideas like conflict. This encourages students to connect historical content to personal and current events, fostering engagement.

Reclassifying: After initial sorting, students should be invited to reconsider their categories. This deepens thinking, expands connections, and encourages transfer to other subjects or real-life contexts.

Takeaway: Embed opportunities for students to classify and reclassify content to enhance organization, problemsolving, and application.

NEURO-MOVE #3: DUAL CODING Unpacking Dual Coding: Visuals and language work better together. Consider this: Close your eyes and picture your living room. Now, count the windows. Next, recall the type of locks. You are using visual memory—an automatic process the brain relies on.

We learn through imagery long before we learn letters.

Visual processing is vital at all learning stages, yet it is often underused in schools.

Instructional Design Tip: Present verbal and visual content simultaneously and explicitly. For example, place photos of Lincoln and Churchill side by side. List similarities between them in the center; differences around 21

LaVonna Roth, M.A.T., M.S.Ed. is an engaging and interactive keynote speaker, consultant, educator, and mom, LaVonna bridges her passion for how the brain learns with identifying how every individual S.H.I.N.E.s with their mindset and socialemotional well-being. She leads a small business where her and her team boost schools in embodying a Human-Focused Culture. A culture where we put those doing the work at the heart of the impact desired. How? By supporting schools in harnessing the S.H.I.N.E. framework, increasing psychological safety, & building the foundation based on the brain sciences. S.H.I.N.E. is the secret to a work environment where all want to be! LaVonna has 3 degrees, is the author of 8 books, and has worked with organizations in the U.S./Canada, Europe, South America, and the Middle East.

Research Insight: In a study by Sadoski,

the edges. This encourages deliberate

Goetz & Kangiser (1988), students recalled

mental connections.

paragraphs with high emotional and imagery

Creative Strategy: Give students a central

ratings significantly better than those they

image related to the content. Have them

rated as important.

annotate it with keywords, timelines, symbols,

Emotional Tags and Dominant Emotions:

or personal references. This builds clarity and

Each student brings emotional “tags” to

supports retention.

school—topics and experiences they find

Alternative Strategy: Show an image

personally meaningful. These influence their

and ask students to generate vocabulary and

willingness to engage. Dominant emotions—

emotions it evokes. This reinforces language,

formed over time—can shape a student’s

perspective, and critical thinking.

general attitude toward learning.

Emotions are not just byproducts of experience—they are learning drivers.

Takeaway: Use dual coding intentionally,

Dr. Patrick Levitt (2010) puts it bluntly: “Emotion IS learning... period.”*

not just illustratively. Interweaving visuals and words strengthens memory and transfer.

Takeaway: Know your students’ emotional landscapes. Tie learning to

NEURO-MOVE #4: EMOTION

meaningful, positive emotional experiences to

Unpacking Emotion: Emotions are not

boost attention, memory, and motivation.

just byproducts of experience—they are

NEURO-MOVE #5: SOCIAL

learning drivers. Picture seeing a student’s

INTERACTION

parent walk toward you. Emotional memories of past interactions immediately

Unpacking Social Interaction: The human

surface. This emotional tagging shapes how

brain is wired for social connection. Consider the

you respond.

motivation behind regular group fitness classes: shared purpose, mutual support, and social

Emotions linked to learning can foster

accountability matter more than convenience.

engagement or withdrawal. It’s not about students “liking” the lesson but whether the

Instructional Design Tip: Teach and

material has meaning for them.

model competent interaction. Social skills 22

are learned, not innate. Focus on three core

neuro-moves are essential. Too often, students

components:

work for a grade—not for understanding. We

• Purposeful Connection – Ensure

must design learning that invites personal

students understand the purpose of

investment and real-world relevance.

collaboration.

For more strategies and tools, visit www.

• Organized Thinking – Teach students

greenleaflearning.com.

how to prepare their ideas for sharing.

• Collaborative Skills – Build classroom communities rooted in respect and productive exchange.

REFERENCES

Post-Pandemic Insight: Remote learning diminished social development. Online tools

Given, Barbara (2000). Teaching to the Brain’s

cannot fully replicate face-to-face collaboration.

Natural Learning Systems, ASCD.

Rebuilding these interactions is essential.

Greenleaf, Robert (2005). Creating Mindsets:

Takeaway: Purposeful social interaction enhances learning, engagement, and social-

Movies of the Mind. Greenleaf-Papanek

emotional well-being.

Publications.

Moving Toward Tomorrow

Greenleaf, Robert & Millen, Elaine (2023).

When Teaching Mirrors Learning: The

• Context: Frame units around big ideas

DNA of Learning Blueprint. www.

to provide purpose and direction.

greenleaflearning.com

• Classification: Support students in comparing and organizing concepts.

Greenleaf, Robert & Wells-Papanek,

• Dual Coding: Blend visual and verbal

Doris (2005). Memory, Recall, the Brain & Learning. Greenleaf-Papanek

information for deep learning.

Publications.

• Emotion: Leverage personal emotional connections to drive motivation.

Levitt, Patrick (2010). Lecture at R.I. Hospital.

• Social Interaction: Provide space for

W.M. Keck Provost Professor, USC Keck School of Medicine.

authentic, purposeful dialogue.

If active, minds-on learning is the goal, these 23

The Whole Child Award, launched in 2007, recognizes schools for not only educating the whole child, but for having success in creating students who are knowledgeable, emotionally and physically healthy, engaged in an inclusive learning environment, and prepared to become lifelong learners.

This award focuses on five tenets: Health, Safety, Engagement, Support, and the level of Challenge, and recognizes schools that have changed the focus from a narrow academic vision to one that promotes the development of the whole child.

This year, we congratulate Algonquin Middle School from the Averill Park Central School District.

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At Algonquin Middle School, Every Student Matters: A Look Inside the Warrior Way Brian Kesler At Algonquin Middle School (AMS),

Students also benefit from structured

which is part of the Averill Park Central

time built into the day for extra support.

School District, school is more than a place

Throughout the week, students participate in

to learn—it is a community built on support,

Morning Meetings or receive support during

respect, and opportunity. Students at AMS

an Access period to connect with teachers,

feel supported, challenged, and connected

get homework help, or dive deeper into a

every single day. From advanced academics

tricky subject. Teachers utilize this formative and qualitative information to adjust their

and mental health services to after-school

instruction and meet students where they are.

clubs and field trips that extend the learning,

As a result, ELA proficiency has jumped from

AMS is committed to helping every student

38% in 2013 to 55% in 2024, and math from

grow academically, socially, and emotionally.

29% to 62%.

Support Every Step of the Way

High Expectations, Real Opportunities

At AMS, every student is closely

AMS doesn’t believe in waiting until high

monitored for academic growth. Thanks

school to challenge students and prepare them

to the school’s participation in the NYSED

for the future. Middle schoolers have a chance

Middle School RtI Demonstration Project,

to earn high school credits in subjects like

student learning needs are identified early and

Regents Earth Science, Algebra, and Geometry,

targeted help is provided quickly. Students

plus Design and Drawing for Production.

take part in universal screenings three

These rigorous course offerings give students

times a year to measure reading and math

access to demanding content, which is

skills. In addition to this data, teachers use

balanced with constant academic support.

the information from Common Formative Assessments, which are administered four

There’s also a wide range of electives in

times a year, to designate specific tiered

eighth grade, from Journalism and Studio

support that ensures students get the help

Art to Current Global Issues and Computer

they need.

Coding. To help students develop career 25

awareness, all eighth graders take a College

SEL and Mental Health:

and Career Pathways course. Classes like

A Priority, Not an Add-On

Entrepreneur Access and a Shark Tank Project

Middle school can be tough. To provide the

give them a taste of business planning and

support students need to build resiliency, AMS

develop their public speaking skills. Sixth

uses the Second Step program, where students

graders even get to explore health careers with

participate in 40 lessons across grades six through

Medical Explorations, a hands-on, lab-based

eight that help build empathy, communication,

class. Students in sixth grade also participate

and decision-making skills. These skills are

in Keys to Success, a class focused on

honed during daily Morning Meetings and

organizational skills, study habits, and social-

the monthly Team Building Tuesdays. AMS’s

emotional learning.

commitment to emotional development is

Learning doesn’t stop at the classroom

evident during its all-day Wellness Day, where

door at AMS. Students can join any of 25

students get to choose from a variety of activities

different clubs, including MathCounts, Chess

that help them feel safe, seen, and supported.

Club, Book Club, E-Sports, Science Club,

The outside community partnerships live

Girls Adventures in Math, Odyssey of the

within the school to support students and

Mind, and Robotics—just to name a few.

their families. AMS offers in-school mental health counseling thanks to a partnership

Athletics are strong too, with 25% of

with the Rensselaer County Mental Health

students participating in fall sports. And

Clinic. There’s also a dedicated counselor

the Band, Chorus, and Orchestra programs

from the Student Assistance Program for

are booming with more than 600 students

prevention, mentoring, and family support.

involved altogether. The spring musical alone involves more than 50 students in

Regular check-ins like the Minute

a celebration of music, performance, and

Meeting Survey (done four times a year) and

teamwork. Each event showcases students’

school climate surveys help staff stay in tune

talents beyond academics.

with how students are doing—and respond when something’s off.

The school also hosts fun, inclusive events throughout the year like Holiday Happenings,

The Warrior Way:

the Winter Luau, Friday Fun Night, and

Respect, Effort, and Action

Halloween Spooktacular. And don’t miss Algonquin’s Got Talent, which raised $1,500

Everything at AMS ties back to three simple but powerful values: Respect, Effort,

for the school’s food pantry!

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and Action. Known as The Warrior Way,

teachers, strong academic supports, amazing

these character principles are woven into

enrichment opportunities, and a caring school

daily life—celebrated at Quarterly Assemblies,

culture, AMS is helping every student shine—

modeled by staff, and reinforced through

inside and outside the classroom.

This isn’t just about being good students—it’s about becoming kind, responsible, capable people.

Executive Functioning classes and the

Whether it’s a sixth grader just starting out

Advisory program.

or an eighth grader preparing for high school, every Warrior walks a path built on respect,

This isn’t just about being good

effort, and action—and that path leads to

students—it’s about becoming kind,

confidence, success, and a love for learning.

responsible, capable people.

From strong academics to real-world

Whether through academic innovation,

learning, from mental health supports to

SEL programming, family partnership, or

family outreach, AMS is truly committed to

community connection, AMS continues

every student’s growth.

to raise the bar for what middle school can be. If a student enjoys coding, music, math,

The Warrior Way is more than a motto—

art, or sports, there is something for them

it’s how Algonquin builds a community where

at Algonquin Middle School. With certified

kids thrive.

nysascd

on Social Media

Please join us and follow along:

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nysascd

Partnerships Click each logo to learn more.

Lexia From acceleration, to intervention, to English Language Development, to assessment and professional learning, Lexia solutions can be used together or individually to meet all structured literacy needs for any student.

PLC Associates PLC Associates is completely committed to working with schools and organizations to achieve results, simply stated. We will stay with you and provide our “wraparound support” in order to get to the target outcomes each school and district designates. The result – we help you actually achieve your student achievement and performance goals. The company has developed numerous proprietary tools © and methodologies used successfully by schools.

New York State Teacher Centers From the Lighthouse in Montauk to the Adirondack Mountains to Niagara Falls, the NYSTC Network is a vibrant collaborative public organization that provides professional learning opportunities for educators. With 125 Teacher Centers and 7 regional networks, the NYSTC Network meets the needs of our diverse student population living in an ever-changing global environment. For more information, or to determine which Center is yours, visit www. nysteachercenters.org SAANYS - the School Administrators Association of New York State SAANYS has a long history of supporting New York’s public school leaders and their communities. Their mission is to provide direction, service, and support to their membership in their efforts to improve the quality of education and leadership in New York State schools.

ASCD Connect the dots to your child’s success with the ASCD Whole Child approach to education.

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NYSASCD Over 60 Years of Service to New York State Educators 1941-2024 NYSASCD has provided over 60 years of service under the capable leadership of the following Presidents: Lance Hunnicut Fred Ambellan Ethel Huggard Lillian Wilcox Ernest Weinrich Amy Christ William Bristow Bernard Kinsella Grace Gates Joseph Leese Charles Shapp Gerald Cleveland Mark Atkinson Ward Satterlee Lilian Brooks John Owens Dorthy Foley Anthony Deuilio Tim Melchoir Arlene Soifer Mildred Whittaker

Lawrence Finkel David Manly George Jeffers George McInerney Thomas Schottman Helen Rice Albert Eichel Conrad Toepher, Jr. Peter Incalacaterra Albert Eichel Robert Brellis James Beane Thomas Curtis Marcia Knoll Don Harkness Nick Vitalo Florence Seldin Donna Moss Lynn Richbart John Glynn Robert Plaia 29

Robert Schneider John Cooper Diane Kilfoile Diane Cornell Marilyn Zaretsky John Gangemi Sandra Voigt Mary Ellen Freeley Jan Hammond Linda Quinn James Collins Lynn Macan Judy Morgan John Bell Judy Morgan Brian Kesel Timothy Eagen Ted Fulton Mary Loesing