This is always the analogy I offer to my student athletes who try to use AI to write their essays. "Do you wish AI could just run 400s for you?" I ask the track stars. "Would that prepare you to run the mile?"
I really loved this post. Especially the part of thinking about school as a place to practice academic skills!
Last year, I wrote about a similar lacking of care I’ve been observing. Students won’t invest in practice if they don’t see value in the skill. How can we teach students to care?
Holley, thanks for these wonderful comments about practice. We educators should not be so opposed to practicing skills—skills!—such as decoding, computing, writing.
Your post combines well with Katie Davis's concern about modeling, too. She noted how valuable it is for children to see us practice.
This is always the analogy I offer to my student athletes who try to use AI to write their essays. "Do you wish AI could just run 400s for you?" I ask the track stars. "Would that prepare you to run the mile?"
I really loved this post. Especially the part of thinking about school as a place to practice academic skills!
Last year, I wrote about a similar lacking of care I’ve been observing. Students won’t invest in practice if they don’t see value in the skill. How can we teach students to care?
https://open.substack.com/pub/adrianneibauer/p/recalcitrance-in-my-classroom?r=gtvg8&utm_campaign=post&utm_medium=web&showWelcomeOnShare=false
Holley, thanks for these wonderful comments about practice. We educators should not be so opposed to practicing skills—skills!—such as decoding, computing, writing.
Your post combines well with Katie Davis's concern about modeling, too. She noted how valuable it is for children to see us practice.