Which AI tool, workflow or prompt is genuinely helping you make better decisions?

31 replies

That second question stopped me in my tracks. It is a brilliant signal in the noise.But it made me want to push the prompt one step further:What would change if the person most affected by this answer could actually see it?I ask this because I have lived the alternative. I know what it feels like to be the ghost in the room — the variable everyone talks around but nobody considers. It is an...

I use a version of your second question. I ask for any bias and the assumptions behind it. Keeps it simple for me and lets me see, very often, where I have made assumptions of it my own and had my own bias blinkers on. If I am feeling really nit picky, I am ask what decisions it has made for me. That one can be an eye openerIf I am making up resources I often so a "Is there anything you can...

It reminds me how often we talk about students rather than with them. Some of the most valuable insights I've gained as an educator have come from simply creating space for students to be heard. Maybe one of the most underrepresented voices in education is the learner's own.

The prompt that changed how I work:What is this response assuming about the person who will read it?It catches blind spots faster than any other question I know.

Using AI as a second lens on evidence, not as the decision-maker. For example, in my teaching role at Lytton High School, I find it useful to gather evidence first. Evidence from student work, assessment results, reflection notes, classroom observations, or feedback and then use an AI tool like Gemini to help surface patterns I may have missed. The prompt is usually something like:“Analyse...

I create an anonymized catalogue of learning profiles and challenges for the students in each of my classes, then follow up the creation of a lesson or assignment with, "Apply the catalogue for Class X to this assignment. What challenges are likely to arise? For whom?" Helps me do the best I can in terms of UDL for all, plus offer bespoke scaffolding as necessary.

That distinction — talking about versus talking with — is one I carry into everything I build. The learner's voice is not just underrepresented. It is the signal we keep mistaking for noise.

Exactly, human agency must be the driver.

I love this approach. It shifts the focus from "Is this a good lesson?" to "Is this a good lesson for these learners?" The anonymized catalogue is also a great reminder that personalization doesn't always require more work. Sometimes it just requires asking better questions about who might struggle, who might thrive, and who might otherwise go unnoticed.

Anthony, what I have is an emergent process. A colleague with a more robust grounding in Inclusive Education has an excellent, data-rich process in development, but is not yet ready to share it. For now, what I can offer is a description of something that's working well enough, for now, and evolving into something better.For context, I teach high school English, Social Studies, and Inclusive...