How do we design learning with AI so that it supports students’ thinking, questioning, reflection, and productive struggle, rather than simply helping them produce a better final product?
I’ve just spent some time working through The Evidence Base on AI in K–12: A 2026 Review, and one finding really stood out to me: AI often improves student performance while students have access to it, but the evidence is much less clear about whether that learning transfers when the tool is removed.
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I’m not familiar with The Evidence Base on AI in K–12: A 2026 Review yet, but what you highlighted is really interesting. That idea of improved performance while the tool is there, but uncertainty once it’s removed, feels like an important distinction. It shifts the conversation from “does it work?” to “what actually stays with the learner?”For me, it’s about building pauses into the process....
Yes, part of my assessments now is that reflective pause stage.