I could have written this exact same thing; thank you for getting this out there. My answer as an English teacher has been to pivot towards other innovations such as Socratic dialogue which is the opposite of innovation, if there is such a thing. Ancient methodology, going down a storm over here. I’ve written it up on my substack if anyone wants details, but in brief it’s use-all-the-AI-or-whatever-you-want to prep but then prove-yourself-in person-through-talk in a circle in class.
In a weird way, I don't think there's anything more imaginary than looking in the opposite direction as everyone else around you—even if it is technically "backwards" towards Socrates, etc. And yes, when in doubt, leaning into community and conversation as not just peripheral to the learning experience but centered within it? Always a great answer.
I so appreciate this post , although I admit to currently feeling more overwhelm than anything else. A department meeting took 85% of its time on establishing an AI policy and I felt so resentful that we had to take time to do that instead of working on other curricular issues. I also feel that the bathwater is being ignored while everyone is touting the wonderful things about the baby. I’d like to be making pedagogical changes from a place of general consistent attention to my teaching, instead of feeling forced to “accommodate the reality” of AI. I get it, I understand the need, but I resent it.
I think "overwhelmed" has a quite-close (if not symbiotic?) relationship with "frustrated," and I find myself flipping a coin internally by the day at how to respond.
I really appreciate the example you share, too, as it almost feels like a lose-lose dynamic in a way: either you miss out on needed curriculum attention/broader teaching discussion OR you aren't all on the same page in your department with AI, which can have consequences for students.
"Resentment" feels understandable given that, too.
Terrific, honest post Marcus. Curious, overwhelmed, and frustrated about sums it up. I am also excited and energized. But for students, minefield is definitely the right word. Good luck and keep reading!
I'm not quite at excited and energized here, admittedly, but see that others are there and remain curious/open-minded—and very grateful to still wear my "listener and learner" cap for now!
It’s a shit position and I like Marcus’ honesty. You have what could be an era-defining technology and teachers are expected to be completely across it while being given little leeway to experiment and learn, so instead “getting across it” becomes a tsunami of thought leadership and backseat driving.
I could have written this exact same thing; thank you for getting this out there. My answer as an English teacher has been to pivot towards other innovations such as Socratic dialogue which is the opposite of innovation, if there is such a thing. Ancient methodology, going down a storm over here. I’ve written it up on my substack if anyone wants details, but in brief it’s use-all-the-AI-or-whatever-you-want to prep but then prove-yourself-in person-through-talk in a circle in class.
In a weird way, I don't think there's anything more imaginary than looking in the opposite direction as everyone else around you—even if it is technically "backwards" towards Socrates, etc. And yes, when in doubt, leaning into community and conversation as not just peripheral to the learning experience but centered within it? Always a great answer.
I so appreciate this post , although I admit to currently feeling more overwhelm than anything else. A department meeting took 85% of its time on establishing an AI policy and I felt so resentful that we had to take time to do that instead of working on other curricular issues. I also feel that the bathwater is being ignored while everyone is touting the wonderful things about the baby. I’d like to be making pedagogical changes from a place of general consistent attention to my teaching, instead of feeling forced to “accommodate the reality” of AI. I get it, I understand the need, but I resent it.
I think "overwhelmed" has a quite-close (if not symbiotic?) relationship with "frustrated," and I find myself flipping a coin internally by the day at how to respond.
I really appreciate the example you share, too, as it almost feels like a lose-lose dynamic in a way: either you miss out on needed curriculum attention/broader teaching discussion OR you aren't all on the same page in your department with AI, which can have consequences for students.
"Resentment" feels understandable given that, too.
Terrific, honest post Marcus. Curious, overwhelmed, and frustrated about sums it up. I am also excited and energized. But for students, minefield is definitely the right word. Good luck and keep reading!
I'm not quite at excited and energized here, admittedly, but see that others are there and remain curious/open-minded—and very grateful to still wear my "listener and learner" cap for now!
It’s a shit position and I like Marcus’ honesty. You have what could be an era-defining technology and teachers are expected to be completely across it while being given little leeway to experiment and learn, so instead “getting across it” becomes a tsunami of thought leadership and backseat driving.