The AI in Edu Summit DMV is coming to Bethesda this August

The AI in Edu Summit DMV is coming to Bethesda this August

AI in Edu Summit DMV | August 12, 2026 | Holton-Arms School, Bethesda, Maryland

Your students are not waiting for permission to use AI. They are using it now, on their phones, on their laptops, in their homework. The question facing every educator in the DC/Maryland/Virginia region this year is not whether AI is part of your school. It is: what do you do about it?

On August 12th, EdTechTeacher is bringing educators from across the DMV together for a full day of honest, practical conversation about exactly that.

What the AI in Edu Summit DMV is

The AI in Edu Summit DMV is a one-day, educator-focused conference at Holton-Arms School in Bethesda, Maryland. Twenty-four sessions across four time slots. Hands-on design cohorts in the afternoon. A demo-slam to close the day. Breakfast and lunch included.

This is not a vendor expo. It is a room full of educators working through the same questions you are, led by practitioners who have been in classrooms and schools navigating this alongside their students.

What you will walk away with

The summit is organized around six themes that reflect what teachers and school leaders are actually grappling with right now:

  • Student use of AI for learning: What does it look like when students use AI as a thinking partner rather than an answer machine?
  • AI for creativity and problem solving: How do we keep creative, inquiry-driven work meaningful when AI can produce a first draft in seconds?
  • AI and ethics: What are our responsibilities to students when it comes to data, bias, and transparency?
  • AI for professional learning: How can AI help educators save time, reflect on practice, and grow as professionals?
  • AI tools for educators: Which tools are worth your attention, and how do you actually use them in a school context?
  • Assessment in the age of AI: How do we know what students know when the traditional measures no longer hold?

You will not leave with a list of tools. You will leave with frameworks, strategies, and a network of colleagues in your region who are doing this work alongside you.

The people in the room

Holton-Arms School is both the venue and a contributing partner. Lucia Hassell-Lee and Troy Gordon, educational technology leaders from Holton-Arms, are among the featured speakers. They bring the perspective of educators who have been implementing AI guidance inside an actual school, with actual students, this year.

EdTechTeacher CEO Tom Driscoll will welcome attendees and help frame the day’s work while also facilitating multiple workshop sessions.

And across the 24 sessions, you will hear from educators, researchers, and practitioners who share one thing in common: they have done this work in schools, not just written about it.

The details

Date: August 12, 2026

Location: Holton-Arms School, 7303 River Road, Bethesda, Maryland 20817

Schedule:

  • 8:15 AM: Registration, networking, and breakfast
  • 9:00 AM: Welcome and introductory remarks
  • 9:45 AM: Workshop sessions
  • 11:15 AM: Lunch
  • 12:00 PM: Hands-on design cohorts
  • 1:30 PM: Demo-slam and raffle
  • 2:00 PM: Closing remarks

Cost: $199 per person. Breakfast and lunch are included. A PD certificate is provided upon completion.

What past summit attendees have said

Past AI in Edu Summit participants have described the experience in their own words:

“Tremendous wealth of expertise on the part of the presenters, and a great opportunity to think both about the teaching and learning opportunities, and about the instructional and policy challenges.”

“It was a great line-up of speakers, and a wonderful range of presentations: from hands-on practical take-aways for classroom teachers to frameworks, guidelines, and policies.”

“I was soaking up as much information as I could handle. The presenters were well informed and helpful. The location was perfect, and very professional.”

Join us on August 12th

Questions? Reach out at [email protected] or visit the event page.

Space is limited. If you are an educator in the DC, Maryland, or Virginia region who wants to spend a day thinking seriously about AI with colleagues who share your questions and your commitment to students, this is the day to do it.

Get tickets

EdTechTeacher has been helping educators thrive with technology since 2008. Our instructors are experienced classroom teachers and school leaders who bring practical, research-based strategies directly from K-12 schools.

Supply and Demand Shifts during a Zombie Apocalypse in a Beach Resort Town

Let’s explore a macroeconomics scenario set during a zombie apocalypse in a beach resort town. The setting is a once-busy vacation destination, with beaches, miniature golf courses, pizza places, boardwalk attractions, and gelato shops now overrun by chaos.

The zombies are shuffling toward places where they can reliably find crowds of people — and therefore, in the logic of the scenario, “fresh brains to munch on.” This creates a vivid way to think about how consumer behavior changes during a crisis. Instead of focusing on leisure and tourism, people suddenly become much more interested in safety, escape, and survival. The imagery of panicked tourists, overwhelmed businesses, and zombies converging on popular attractions helps illustrate how an external shock can completely transform normal patterns of economic activity.

https://youtu.be/nNhjrWDVYJs 


The slide also shows how demand shifts during an emergency. In ordinary times, a beach town might see strong demand for pizza, mini golf, boardwalk treats, and other recreational services. But when zombies appear, demand surges for barriers, fencing, helmets, security services, and even experimental deterrents — such as blasting Bach and Mozart if people believe the music annoys zombies. 

This is a playful example of demand shifting to the right for goods and services associated with protection and survival. The slide uses the idea of “anti-zombie” strategies to make a serious economic point: when fear and risk rise, consumers reallocate spending toward whatever they think will help keep them safe. Even if some solutions are unconventional or unproven, people may still rush to buy them if they believe there is a chance they will work. 

 At the same time, the slide demonstrates supply problems and labor shortages. As much of the labor force flees the zombies, local businesses can no longer operate normally. Restaurants, resorts, mini golf businesses, shops, and boardwalk vendors may cut hours, reduce services, or close altogether. 

This is shown through the “supply shifts left” idea: fewer available workers means fewer goods and services can be provided. The result is a reduced supply of local services and rising prices for whatever remains available. This is why the slide includes “Help Wanted” signs — in a crisis, some employers may become desperate to hire anyone willing to stay, which can drive wages upward. In macroeconomic terms, the labor supply falls, and businesses must compete harder for scarce workers. 

 Overall, the slide is a creative illustration of supply and demand interacting under extreme conditions. Demand rises for protection-related goods, supply falls for normal local services, and labor shortages create additional disruptions across the economy. Prices increase in some areas, output falls in others, and the entire local market becomes unstable. 

The zombie-apocalypse theme makes the lesson memorable, but the underlying economics is very real: when a major shock changes people’s priorities and limits the ability of businesses to operate, both supply and demand can shift dramatically. The slide uses humor — from brain-hungry zombies to Bach-and-Mozart deterrents and emergency help-wanted signs — to show that macroeconomics helps explain how communities respond when normal life is suddenly turned upside down.

Converting a Webinar into a Learning Event with Google NotebookLM and Other Tools

Converting a Webinar into a Learning Event with Google NotebookLM and Other Tools

The AAPG Enhanced Geothermal Systems webinar has been enhanced to make it possible to have an education version. The video now has learning objectives, multiple-choice questions, short answer questions, and a learning guide. Ideal for demonstrating knowledge in a quickly-evolving area of geothermal development and energy generation, and for incorporating in college / university courses in geosciences, energy, environmental science, an d more. The webinar was recorded using Zoom, and pdfs of the PowerPoint presentations were available, which was ideal since Google NotebookLM does not accommodate PowerPoint. 

Link to the webinar: https://youtu.be/mM3NtUAOyec

https://youtu.be/mM3NtUAOyec 

The learning objectives appear in the notes of the video, and the notes and assessments are available by request. Let’s share the learning opportunity!

Here’s the description of the webinar, and the learning objectives are listed below. I used Google LM to help me create them, and was impressed.  

Enhanced Geothermal Systems (EGS) are dramatically changing the landscape of geothermal energy, and it is a place where oil and gas technologies are being successfully deployed in the development of the resource. Join geothermal experts to compare enhanced geothermal systems with other geothermal resources along with subsurface characterization. Then, we’ll look at where there are currently knowledge gaps and challenges, and explore possible solutions and project economics. We will close with an overview of what the USGS is doing to develop prospectivity and assessment using USGS basin and EGS modeling. This webinar is presented by the AAPG EMD Geothermal Committee, led by Nicole Wagoner, University of Nevada-Reno.

Eric Stautberg, Colorado School of Mines
Jabs Aljubran, NREL
Justin Birdwell, USGS
Nicole Wagoner, University of Nevada – Reno
Susan Nash, AAPG

Would you like to use this webinar as a module in your course?

Here are LEARNING OBJECTIVES

• Identify the key characteristics of EGS resources, including their reliance on engineering permeability in hot, otherwise impermeable rock units, often referred to as “hot dry rock”.

• Describe the current state of geothermal energy in the US, including where utility-scale electricity is generated, its contribution to the national energy portfolio, and the US’s global standing in geothermal production.

• Explain the basic concept of an EGS, including the process of creating an engineered reservoir through hydraulic, chemical, or thermal stimulation, and the circulation of working fluid to extract heat

• Differentiate between various power plant types used for geothermal electricity generation, with a focus on binary cycle power plants as the typical choice for EGS applications.

• Discuss the benefits of EGS, such as its potential to expand geothermal availability beyond traditional hydrothermal areas, provide clean, baseload energy with limited intermittency, and its low greenhouse gas emissions.

• Outline the U.S. Geological Survey’s (USGS) methodology for assessing EGS potential in sedimentary basins, including the inputs used (e.g., heat flow maps, 3D temperature maps, bottom hole temperatures) and the consideration of various efficiencies.

• Identify specific sedimentary basins where USGS basin modeling tools are being applied for EGS assessments, such as the Williston Basin, Denver-Julesburg Basin, and Onshore U.S. Gulf Coast.

• Explain the concept of Levelized Cost of Electricity (LCOE) as an economic metric for EGS projects and how recent improvements in drilling efficiency have impacted EGS cost

Assessments that tie to the learning objectives (Multiple Choice, Short Answer) are available by request. In addition, a learning guide is also available by request.

PROCESS NOTE: I enjoyed using Google NotebookLM https://notebooklm.google/ as a part of the process. It was remarkably easy to do so since I had an audio file from the webinar that I could upload. I could have uploaded the transcript of the webinar, too. I also had two PowerPoints. Google NotebookLM points to locations in the uploaded original instructional materials files that correspond to the learning objectives, the questions, and the learning guide.

In working with Google NotebookLM, it’s all about the way that the prompts are phrased and created. The fact that it uses a RAG model approach makes it easy to check for accuracy if you’re a course writer or instructional designer, and not the subject matter expert.

Why Some Missing Women Make Headlines While Others Don’t

Why Some Missing Women Make Headlines While Others Don’t

Here’s a disturbing statistic that might surprise you: Indigenous women are murdered at rates 10 times higher than the national average. Yet when you think about missing women cases you’ve heard about in the news, how many involved Indigenous women?

If you’re struggling to remember many—or any—you’re not alone. While 51% of white female homicide victims receive newspaper coverage, only 18% of Indigenous women do. This isn’t just bad journalism or media bias, though those play a role. Something deeper is happening here, rooted in how our brains actually process and remember information. And once you understand it, you’ll never see missing persons coverage the same way again.

Your Brain’s Memory Trick

Think about this for a second: when you try to assess how common something is, what does your brain do? It searches through your memory for examples. The easier it is to remember instances of something happening, the more common and important your brain assumes it must be. Can’t think of many examples? Your brain concludes it’s probably rare and not worth worrying about.

Psychologists call this the “availability heuristic,” and it’s actually pretty useful most of the time. If you can easily remember several news stories about car accidents on a particular highway, you’ll probably drive more carefully on that route. Makes sense, right?

But here’s where it gets problematic: what happens when the media consistently covers some types of stories more than others? Your brain starts making judgments based on incomplete information. You’re not getting the full picture—you’re getting a filtered version that makes some problems seem huge and others nearly invisible.

This is exactly what’s happening with missing persons cases. When some disappearances get wall-to-wall coverage while others barely make local news, your brain develops a skewed sense of whose disappearances “typically” generate concern and resources.

Two Women, Two Completely Different Stories

Let me tell you about two young women whose cases perfectly illustrate how this psychological trick plays out in real life.

In September 2021, Gabby Petito went missing during a cross-country road trip with her fiancé. She was 22, white, and had been documenting their travels on Instagram. Within days, her story was everywhere. CNN, Fox News, social media feeds—you couldn’t escape it. Her face was on every major network night after night. Even after her body was found, the coverage continued for months. Documentaries were made. Podcasts dissected every detail. Her name became as recognizable as any celebrity’s.

Now let me tell you about Ashley Loring HeavyRunner. She was 20, a Blackfoot woman from Montana, and a mother of two young children. She disappeared from her family’s ranch four years before Gabby’s case, in June 2017. Ashley was working toward her future, contributing to her community, and beloved by her family.

Ashley Loring HeavyRunnerHere’s the stark difference: in the first five year after Ashley’s disappearance, her case generated fewer than 40 news stories total. Most appeared only in local Montana papers. No major network picked up her story. No viral hashtags. No documentaries. Her sister continues to make people aware, but it is difficult (https://www.aetv.com/real-crime/ashley-loring). Ashley Loring HeavyRunner

Both women deserved every possible effort to find them. Both families deserved support, answers, and resources. So why the dramatic difference in coverage?

The Unconscious Checklist in Our Heads

The answer lies in how our brains process stories about victims. Whether we realize it or not, we all carry around unconscious mental checklists for what makes a “compelling” victim. These templates have been shaped by decades of media coverage, and they create predictable patterns in what captures our attention.

The “Perfect Victim” Template: Our brains have learned to expect missing persons stories to involve young, white, middle-class women doing “normal” things—going to college, traveling with boyfriends, living what seems like a familiar life. Cases that don’t match this template don’t trigger the same psychological response that makes stories stick in memory.

The “Fair World” Filter: Here’s something uncomfortable to consider: most of us desperately want to believe the world is basically fair. We want to think bad things happen to people who somehow invite trouble or make risky choices. Stories about Indigenous women often reveal uncomfortable truths about random violence, system failures, and historical injustices that make some people more vulnerable through no fault of their own. Our brains sometimes protect us from this discomfort by simply not retaining these stories as well.

The Attribution Game: When we do hear about violence against Indigenous women, there’s a tendency to focus on individual circumstances rather than seeing bigger patterns. Instead of recognizing systemic issues like jurisdictional problems or inadequate law enforcement resources, we might unconsciously attribute the violence to personal choices or cultural factors. This makes the stories feel less urgent and less memorable.

The “People Like Me” Factor: Let’s be honest—we pay more attention to stories about people who remind us of ourselves or our loved ones. When victims seem different in gender, race, culture, class, or geography, our brains automatically allocate less attention. It’s not necessarily conscious prejudice, but it’s a psychological reality that systematically favors some stories over others. If the majority of the individuals reading the news or finding out via social media are of a different demographic group, it’s harder for them to pay attention.

The Vicious Cycle That Keeps Cases Invisible

Here’s where it gets really insidious. These psychological patterns create a self-perpetuating cycle that’s hard to break:

Indigenous women’s cases don’t get prominent coverage → They don’t stick in public memory → People don’t think violence against Indigenous women is a big problem → Media outlets don’t prioritize these stories → Law enforcement feels less public pressure → Investigations get fewer resources → Cases are less likely to be solved → There are fewer “success stories” to report → Even less coverage happens.

Round and round it goes.

This isn’t just about hurt feelings or media representation. This cycle has real, devastating consequences. Public attention drives political pressure. Political pressure influences how resources get allocated. Cases that remain invisible to the public don’t generate the sustained outcry needed to improve law enforcement response, fix legal gaps, or fund prevention programs.

Think about it: when was the last time you saw a congressional hearing about a missing Indigenous woman? When did you last see protestors demanding answers about unsolved cases? The psychological invisibility directly translates into less political action and fewer resources.

When Cases Do Get Attention: Real Change Happens

But here’s the thing—when Indigenous women’s cases do receive adequate attention, amazing things can happen. Let me tell you about two women whose stories broke through the cycle and created lasting change.

Hanna Harris was a 21-year-old Northern Cheyenne college student who disappeared in Montana in 2013. Her family refused to let her case fade into obscurity. Their relentless advocacy and the attention they managed to generate led to May 5th being designated as the National Day of Awareness for Missing and Murdered Native Women and Girls. Hanna’s story became a catalyst that opened national conversations about this crisis.

Family at Hanna Harris’ grave near Lame Deer on the Cheyenne Reservation

Then there’s Savanna LaFontaine-Greywind, a 22-year-old Spirit Lake tribal member who was eight months pregnant when she was murdered in North Dakota in 2017. Her case generated enough attention to expose massive coordination problems between different law enforcement agencies. The result? “Savanna’s Act,” a federal law that improved how agencies work together on missing persons cases involving Indigenous people.

These stories prove something crucial: when individual cases do receive the attention they deserve, they can expose systemic problems and drive real policy changes. The challenge is making sure more cases get that attention in the first place.

The Legal Maze That Makes Things Worse

There’s another layer to this problem that makes Indigenous women’s cases particularly vulnerable to being forgotten: the legal system is genuinely complicated when it comes to crimes on tribal lands.

Picture this scenario: a woman goes missing on a reservation. Who investigates—tribal police, county sheriff, state authorities, or the FBI? The answer depends on a complex web of factors including where exactly the crime occurred, whether the victim and perpetrator are tribal members, and what specific laws were broken. Sometimes agencies assume someone else is handling the case. Sometimes crucial evidence gets lost in the handoff between jurisdictions.

Here’s a statistic that might shock you: until 2013, tribal courts couldn’t even prosecute non-Native men for domestic violence against Native women. Even now, their jurisdiction is limited to specific crimes. Since most violence against Indigenous women is committed by non-Native perpetrators, many cases still fall through legal cracks.

These systemic issues would be front-page news if people understood them better. But because individual Indigenous women’s cases don’t get sustained coverage, the public never learns about these broader problems that need fixing. It’s another way the psychological invisibility creates real-world consequences.

Fighting Back: How to Make Stories Stick

Once you understand how these psychological mechanisms work, you can start to see how to work with them rather than against them. The goal isn’t to fight human psychology—it’s to get strategic about it.

Tell Stories Multiple Times, Multiple Ways: Instead of relying on a single news report that quickly fades from memory, advocates are learning to create sustained coverage. Anniversary stories, connecting individual cases to broader patterns, using multimedia approaches that engage multiple senses—all of these help build the kind of lasting memory that drives action.

Show the Full Person: The availability heuristic gets stronger when stories have compelling visual elements. Missing persons cases need rich storytelling that shows victims as complete human beings with dreams, talents, and relationships—not just crime scene photos or missing person posters. Social media campaigns that share women’s artwork, videos, and everyday moments create the emotional connections that make stories unforgettable.

Build Bridges to Familiar Concerns: Smart advocates are learning to connect Indigenous women’s stories to issues that already concern mainstream audiences—domestic violence, rural crime, federal law enforcement problems. This isn’t about hiding the unique aspects of these cases; it’s about giving people familiar entry points that can lead to deeper understanding.

Control Your Own Story: Indigenous communities are increasingly building their own media platforms—newspapers, podcasts, social media accounts, documentary projects. When you control your own storytelling, you can provide the sustained, contextual coverage that builds lasting memories without depending on mainstream outlets that might not understand your perspective.

Connect Individual Stories to Big Solutions: The most effective advocates understand that memorable individual cases need to be explicitly connected to policy solutions. When people remember a specific woman’s story, they’re more likely to support legislation or funding that could prevent similar tragedies.

What You Can Do Right Now

Here’s the bottom line: the psychological mechanisms that make some missing persons cases forgettable while others become national obsessions aren’t set in stone. They’re patterns we can understand and strategically address.

You don’t have to be an advocate or journalist to make a difference. Every time you share a story about a missing Indigenous woman on social media, you’re fighting against the availability heuristic. Every time you ask “whatever happened to that case?” months later, you’re creating the sustained attention these stories need. Every time you contact your representatives about funding for tribal law enforcement or support for victims’ families, you’re translating psychological attention into political action. Share news about support for indigenous crime victims (see the story of Oklahoma’s Ida Beard: https://www.investigationdiscovery.com/crimefeed/missing/oklahoma-tribal-citizens-disappearance-leads-to-law-in-support-of-indigenous-crime-victims).

The goal isn’t to reduce attention to any victim—every missing person deserves maximum effort to bring them home safely. But we can work toward a world where psychological and systemic barriers don’t prevent some families from getting the support that every family deserves when their loved ones disappear.

Next time you see a missing persons case in the news, ask yourself: Will I remember this story in a month? What would make it stick in my memory? And if it’s already starting to fade, what can I do to keep it alive?

Because somewhere, a family is desperately hoping that their missing daughter, sister, mother, or aunt won’t become just another statistic that disappears from public consciousness. Understanding the psychology of attention is the first step toward making sure that doesn’t happen.

What Standing Rock Taught Us About Media Psychology

What Standing Rock Taught Us About Media Psychology

How cognitive science explains why complex Indigenous issues often get lost in translation

 Picture this: You’re scrolling through your news feed in late 2016, and you see a headline about “pipeline protests” in North Dakota. Your brain instantly starts filing this information into familiar categories—environmental activists versus big oil, protesters versus police, David versus Goliath. It happens so fast you don’t even realize you’re doing it.

But what if I told you that this instant categorization—this mental filing system we all use—actually made you miss the real story? The 2016-2017 events at Standing Rock offer a fascinating case study in how our own psychology can be used against us, creating blind spots that make complex stories disappear in plain sight.

Image source:  Wikipedia https://en.wikipedia.org/wiki/Dakota_Access_Pipeline_protests 

This isn’t about pointing fingers or assigning blame. It’s about understanding something much more interesting: how the human mind works, and how that knowledge can help us become smarter consumers of information. Whether you’re Native or non-Native, understanding these psychological tricks can change how you see media coverage of any complex issue.

The Mental Shortcut That Changed Everything

Back in the 1970s, two psychologists named Amos Tversky and Daniel Kahneman made a discovery that would eventually win them a Nobel Prize. They found that human brains don’t process new information like neutral computers. Instead, we use mental shortcuts called “heuristics”—and one of the most powerful is something they called the “representativeness heuristic.”

Here’s how it works in real life: When your brain encounters the phrase “pipeline protest,” it immediately starts pattern-matching. It searches through your memory for similar situations, then uses those patterns to understand what’s happening. For most Americans, those patterns came from previous environmental movements—Earth Day rallies, tree-sitters opposing logging, Greenpeace activists chaining themselves to whaling ships.

So when Standing Rock hit the news, millions of brains automatically slotted it into the “environmental protest” category. Everything that followed got filtered through that lens. The water cannons and police dogs? Classic protest suppression. The camps and civil disobedience? Typical activist tactics. The corporate pipeline versus indigenous communities? David and Goliath environmental story.

The problem is, this mental filing system missed something huge. Standing Rock wasn’t primarily an environmental protest—it was one of the largest assertions of Indigenous sovereignty in modern American history.

What Really Happened (And Why You Probably Missed It)

Let me paint you a different picture of Standing Rock, one that probably didn’t make it through your mental filters the first time around.

In April 2016, LaDonna Brave Bull Allard, a historian and member of the Standing Rock Sioux Tribe, established the Sacred Stone Camp on her own land. LaDonna wasn’t some outside environmental activist who showed up with a protest sign. She was a grandmother protecting the burial sites of her ancestors and asserting her tribe’s treaty rights—legal agreements signed with the United States government in 1851 and 1868 that guaranteed her people’s authority over their territory.

When tribal teenagers like Jasilyn Charger started running from Standing Rock to Washington, D.C., they weren’t doing a youth climate march. They were citizens of a sovereign nation appealing to the federal government to honor its legal obligations. These young people could speak with sophisticated knowledge about federal Indian law, tribal jurisdiction, and the government-to-government relationship between their nation and the United States.

By December 2016, representatives from over 300 tribal nations had joined the camps. Think about that for a moment—300 sovereign nations coming together in solidarity. This wasn’t a protest movement; it was the largest gathering of Indigenous governments in over a century, asserting their collective authority to protect sacred water and treaty-guaranteed territory.

Image source – Wikipedia https://en.wikipedia.org/wiki/Dakota_Access_Pipeline_protests 

But here’s the kicker: the pipeline was originally supposed to cross the Missouri River near Bismarck, North Dakota’s capital. When officials worried that a spill might contaminate the city’s drinking water, they quietly rerouted it through tribal territory instead. This detail—which reveals the entire story was really about whose lives matter and whose don’t—appeared in fewer than 30% of mainstream news stories.

When Your Brain Doubles Down on Being Wrong

Once people had filed Standing Rock under “environmental protest,” another psychological mechanism kicked in to lock that interpretation in place: confirmation bias. This is your brain’s tendency to pay attention to information that confirms what you already believe while ignoring information that challenges it.

Media outlets quickly discovered which aspects of Standing Rock got the most clicks and shares. Stories about environmental risks and pipeline debates? Huge engagement. Dramatic confrontations with law enforcement? People couldn’t stop watching. Climate change discussions? Perfect for existing environmental audiences.

Meanwhile, stories about treaty law, tribal governmental authority, and sovereignty issues got much less attention. Partly this happened because these topics didn’t match what audiences expected to see, and partly because understanding them required background knowledge that most reporters and readers simply didn’t have.

Social media algorithms made this even worse. If you engaged with environmental content about Standing Rock, the platforms showed you more environmental content. If you shared posts about police confrontations, you got more confrontation videos. The algorithm essentially created personalized echo chambers that reinforced whatever angle you’d initially focused on.

The Information That Disappeared

When researchers later analyzed Standing Rock coverage, they found some stunning gaps between what actually happened and what the public learned about it.

Less than a quarter of major news reports mentioned treaty rights or tribal sovereignty in any meaningful way. The government-to-government relationship between tribes and federal authorities—which is the actual legal framework that governs these situations—was rarely explained. Most Americans still don’t understand that tribal nations aren’t ethnic groups or cultural organizations, but actual governments with specific legal relationships to the United States.

The cultural and spiritual dimensions got similarly scrambled. When Lakota spiritual leaders conducted traditional ceremonies at the camps, when they shared teachings about Indigenous peoples’ responsibilities to protect the water, mainstream media consistently described these actions as “protest tactics” or “demonstrations.” Chief Arvol Looking Horse, the 19th Keeper of the Sacred White Buffalo Calf Pipe, carries spiritual authority that spans multiple tribal nations and represents centuries of sacred tradition. But coverage described him as a “protest supporter” rather than recognizing the governmental and spiritual authority he represented.

Even the language choices revealed the psychological sorting at work. Over 400 Indigenous people were arrested during Standing Rock, but mainstream media consistently used phrases like “protesters arrested” rather than “tribal citizens detained” or “sovereign nation members imprisoned.” These aren’t just word games—language choices like these shape how audiences understand who has legitimate authority and who’s breaking the law.

Why This Matters for Everyone

You might be thinking, “Okay, this is interesting psychology, but why should I care?” Here’s why: the same mental mechanisms that distorted Standing Rock coverage are working on you every single day, with every news story you encounter.

When you see coverage of immigration issues, your brain is using mental shortcuts to categorize what you’re seeing. When you read about economic policy, healthcare debates, or international conflicts, the representativeness heuristic is instantly filing these stories into familiar patterns. And confirmation bias is making sure you pay attention to information that confirms your existing views while filtering out information that might challenge them.

Understanding these psychological processes doesn’t eliminate them—they actually serve important functions in helping us process huge amounts of information quickly. But knowing how they work can make you a much more sophisticated consumer of news and information.

Becoming a Smarter Information Consumer

So how do you work with your own psychology instead of being manipulated by it? The first step is simply recognizing when your brain is doing its automatic categorization thing. When you encounter a complex news story, pause for a moment and ask yourself: “What mental template am I using to understand this? What familiar pattern is my brain comparing this to?”

Next, actively seek out sources that might use different frameworks. For Indigenous issues, that might mean reading tribal newspapers, following Indigenous journalists on social media, or looking for coverage that quotes tribal officials rather than outside activists. For any complex story, it means recognizing that your first source probably isn’t giving you the complete picture.

Pay attention to language choices, both in media coverage and in your own thinking. When you see words like “protesters,” “activists,” or “demonstrations,” ask whether those terms accurately describe what’s actually happening. Sometimes they do; sometimes they’re obscuring more complex realities.

Most importantly, get comfortable with complexity. The human brain loves simple stories with clear good guys and bad guys, but real life is usually messier than that. Standing Rock involved environmental protection and tribal sovereignty and treaty law and cultural preservation and economic considerations all at the same time. Learning to hold multiple dimensions of a story in your mind simultaneously is like mental weightlifting—it gets easier with practice.

What This Means for Indigenous Communities

For Indigenous communities, understanding these psychological mechanisms offers both challenges and opportunities. The challenge is that sovereignty and treaty rights are complex legal concepts that don’t fit neatly into the mental templates most Americans carry around. Environmental activism and protest movements are much more familiar, which is why those frames often get applied even when they don’t really fit.

The opportunity lies in becoming strategically sophisticated about working with and around these psychological shortcuts. This doesn’t mean accepting misleading frameworks, but it does mean understanding them well enough to counter them effectively. When speaking to mainstream audiences, Indigenous leaders and advocates can explicitly address the mental templates people are likely using. Instead of assuming people understand sovereignty, they can start conversations by establishing the legal and governmental context before audiences have a chance to file the information under “protest” or “activism.”

Building Indigenous-controlled media systems becomes crucial in this context. When you control your own information platforms, you can establish accurate frameworks from the beginning rather than having to argue against misleading ones after they’ve already taken hold in people’s minds.

The Bigger Picture

The psychological analysis of Standing Rock coverage reveals something important about how democracy works—or doesn’t work—in an information-rich society. When complex political realities get filtered through oversimplified mental templates, citizens can’t make informed decisions because they’re literally not seeing what’s actually happening.

This isn’t just about Indigenous issues, though Standing Rock provides a particularly clear example. Any time marginalized communities, complex legal disputes, or unfamiliar cultural practices make the news, similar psychological processes are at work. Understanding these mechanisms can help us recognize when our own mental shortcuts might be limiting our understanding.

The goal isn’t to eliminate mental shortcuts entirely—that would be impossible and counterproductive. Instead, it’s about developing awareness of when these shortcuts might be inadequate and building systems that provide more complete information when complexity warrants it.

Looking Forward

The next time you encounter news coverage of a complex issue, especially one involving communities or legal frameworks you’re not familiar with, try this experiment: Read the coverage with fresh eyes and ask yourself what mental template you’re using to understand the story. Then go looking for sources that might use different frameworks. See what aspects of the story become visible when you change your analytical lens.

For both Indigenous and non-Indigenous readers, this kind of cognitive awareness offers practical benefits. In an era when we’re all drowning in information, developing these critical thinking skills becomes essential for effective citizenship and advocacy. Understanding that your own psychology can be manipulated—and learning to recognize when it’s happening—is one of the most powerful tools you can develop.

The water protectors at Standing Rock understood they were doing multiple types of work simultaneously: protecting the environment, asserting sovereignty, enforcing treaty rights, preserving culture, and fulfilling spiritual responsibilities. Media systems capable of reflecting this kind of complexity serve everyone better than those that reduce everything to familiar but inadequate sound bites.

Your mind is more powerful than you think, but it’s also more vulnerable to manipulation than most people realize. Understanding how it works is the first step toward using that power more effectively—and making sure others can’t use your own psychology against you.

Free Video-Based Mini-Course for Engineering/Technology/Energy Curriculum, Ready with Materials, Learning Objectives, Assessments

Mini-Course Overview:  Fast-Tracking Electricity Generation: Hydrogen, Natural Gas & More 

Ademola Fagade, CEO of Geoprime Energy, discusses the urgent global energy crisis, characterized by aging infrastructure, operational inefficiencies, and slow clean energy adoption in both developed and underdeveloped nations. Drawing on his background and extensive experience with companies like DTE, Fagade presents Geoprime’s multi-fuel and modular approach to deliver advanced, reliable clean energy. A core innovation is their Synafox software, a “living digital twin” that uses a proprietary large language model (Synagogen) and AI-enhanced control boxes to aggregate data, predict failures, and optimize operations across the energy asset lifecycle, addressing communication silos and safety concerns. Geoprime is “very bullish on” ammonia as a safer and scalable hydrogen carrier, and their technology can convert carbon-based waste into hydrogen and valuable byproducts like carbon black and graphene. The company is actively pursuing projects for data centers, biotech facilities, and underserved communities, emphasizing collaboration with major utility companies to collectively “leapfrog” existing energy paradigms.

(This mini-course is perfect for courses in engineering, entrepreneurship, technology, technology strategy, and economic development)

Link to video: https://youtu.be/_fitd4_ss7A

Course Objective Evaluate Geoprime Energy’s comprehensive strategy for addressing the global energy crisis, critically assessing how their integrated approach—combining innovative technologies like Synafox software and ammonia as a hydrogen carrier with scalable, modular energy systems and collaborative partnerships—aims to overcome challenges in both aging infrastructure and underserved energy markets.

Learning Objectives Incorporating Bloom’s Taxonomy Verbs

1. Recall Ademola Fagade’s early influences and educational background that shaped his career in the energy sector [Remembering].

2. Describe the key challenges contributing to the looming energy crisis as identified by Ademola Fagade, including issues in both developed and underdeveloped countries [Understanding].

3. Explain how Geoprime Energy’s Synafox software addresses operational inefficiencies and safety concerns in energy asset management through its digital twin and AI capabilities [Understanding].

4. Differentiate between various types of hydrogen production (green, blue, turquoise, gold) and their respective challenges and cost implications [Analyzing].

5. Summarize the innovative role of ammonia as a hydrogen carrier within Geoprime Energy’s solutions, highlighting its advantages over direct hydrogen storage [Understanding].

6. Apply the concept of modular and multi-fuel energy systems to diverse energy demands, such as manufacturing plants versus data centers, using examples from Geoprime’s product line [Applying].

7. Evaluate the strategic importance of Geoprime Energy’s collaborative approach and diverse partnerships in tackling the global energy crisis [Evaluating].

8. Propose how Geoprime Energy’s technology could be adapted to address specific energy challenges in different geographical or economic contexts, such as areas with stranded gas assets [Creating].

20 Multiple Choice Questions (Lower-Level Bloom’s Taxonomy)

For answer key, please contact E-Learning Corgi

1. What was Ademola Fagade’s family primarily involved in before he pursued electrical engineering? a) Textile trade b) Civil engineering and construction c) Agriculture d) Banking

2. Ademola Fagade’s grandmother was a pioneer in which industry in Lagos? a) Banking b) Civil engineering c) Textile trade d) Electrical engineering

3. What was Ademola’s initial career interest as a child, leading to him building mini boats? a) Civil engineering b) Pre-med c) Electrical works/engineering d) Textile manufacturing

4. Which US energy company did Ademola Fagade first join, where he “department hopped” to learn various aspects of the industry? a) Consumers Energy b) Pratt Whitney c) DTE d) PG&E

5. Ademola’s first contract for Geoprime Energy involved the decommissioning of what type of power plant? a) Natural gas power plant b) Nuclear power plant c) Hydroelectric power plant d) Coal power plant

6. According to Ademola, replacing coal-fired plants with natural gas-fired plants is considered what kind of option? a) Worse b) Neutral c) Significantly better d) More expensive

7. What organization in Michigan, tagged as an “opportunity zone,” advised Ademola to conduct customer discovery for his company? a) University of Michigan b) Wayne State c) Techtown d) New Lab

8. How many energy executives did Ademola interview and consult across the US as part of his customer discovery? a) 50 b) 75 c) 100 d) 135

9. What is the primary purpose of Geoprime Energy’s Synafox software? a) To manage human resources in energy companies b) To create an umbrella operating system for energy asset lifecycle management c) To design new power plants d) To forecast energy prices

10. Ademola compares the current energy industry’s process for commissioning/decommissioning plants to a “wheel” where different contractors work in what manner? a) Collaboratively b) Siloed c) Synchronized d) Integrated

11. Which country is cited as an example of “leapfrogging” in development compared to Nigeria, despite receiving aid from Nigeria in the past? a) Japan b) South Korea c) United States d) Germany

12. What percentage of global energy investment is concentrated on clean energy, as mentioned by Ademola? a) Less than 2% b) 15% c) 50% d) 80%

13. What is a key limitation of solar energy for powering an entire city, as discussed in the recording? a) It’s too expensive b) It only works during the day and requires battery storage c) It takes up too much land d) It’s not clean energy

14. What substance is Geoprime Energy “very bullish on” as a hydrogen carrier? a) Methane b) Carbon black c) Ammonia d) Oxygen

15. Green hydrogen is produced through which process? a) Steam methane reforming b) Plasma torch separation c) Electrolysis d) Microbe conversion

16. What is the approximate cost per gallon for gold hydrogen, which uses microbes in depleted oil wells? a) $4.60 b) $0.13 c) $0.50 d) $1.00

17. What valuable byproduct, used for high-tech applications, can be obtained when turning carbon-based materials into hydrogen using Geoprime’s anaerobic system? a) Aluminum b) Silicon c) Carbon black/Graphene d) Ash

18. What is the power range for Geoprime Energy’s HG01 (Hybrid Grid) electrification system? a) 0.5 to 1 MW b) 1.2 to 10 MW c) 10 to 50 MW d) 100 MW and above

19. What is a “data grid” in Geoprime Energy’s product line primarily designed for? a) Small residential homes b) Manufacturing plants c) Data centers d) Rural electric co-ops

20. What is a core component of Synafox that learns operations and aggregates data from various sources to find optimal paths for efficiency? a) PI tags b) Manual oversight c) Large language model (Synagogen) d) Network switches

5 Short-Answer Questions (Higher-Level Bloom’s Taxonomy)

1. Analyze the multi-faceted nature of the “energy crisis” as described by Ademola Fagade, distinguishing between challenges faced by underdeveloped countries and those faced by developed nations like the US.

2. Evaluate the advantages of Geoprime Energy’s strategy of using ammonia as a hydrogen carrier compared to directly handling pure hydrogen, considering safety, storage, and economic factors mentioned in the recording.

3. Propose a scenario where Geoprime Energy’s modular HG01 or SG01 systems could be most effectively deployed in a specific community or industrial setting, justifying your choice with details from the transcript regarding the system’s capabilities and benefits.

4. Justify why Ademola Fagade views the collaboration with large utility companies as essential, rather than acting solely as a competitor, in addressing the energy crisis, referencing specific points he made about his relationship with DTE.

5. Create an argument for how Synafox’s “living digital twin” and AI-enhanced control box could have prevented the primary service transformer accident at DTE described by Ademola, focusing on how its features address the root causes of that incident.

Course developed by Susan Smith Nash, Ph.D. 

For additional materials (video summaries, additional reading, answer keys, and more, please contact E-Learning Corgi)

Monetary Pivot Points, the Dollar, and Oil Prices with William DeMis

Monetary Pivot Points, the Dollar, and Oil Prices with William DeMis

Is the U.S. headed for another major monetary shift that could send oil prices soaring? In this powerful and popular presentation, originally delivered to a standing-room-only crowd at IMAGE, William DeMis of Rochelle Court LLC explains the critical link between U.S. monetary policy, the value of the dollar, and the price of oil.

Discover the concept of “monetary pivot points”—critical macroeconomic events where the U.S. dollar’s value changes profoundly, triggering major reactions in the oil market.


Course Summary

 This course examines the critical relationship between U.S. monetary policy, the value of the dollar, and global oil prices. Drawing on historical analysis, we will explore significant “monetary pivot points” that have profoundly altered the value of the U.S. dollar and, consequently, the price of oil, which is priced and traded globally in U.S. dollars. Key historical events covered include the end of the Bretton Woods Accord in 1971 and the Plaza Accord of 1985. The course will analyze how these events led to major shifts in the dollar’s value and triggered corresponding reactions from OPEC to maintain the purchasing power of oil.

We will also investigate the current economic landscape, characterized by unsustainable national debt, significant federal deficits, and the Federal Reserve and Treasury being “boxed into a corner”. The course will discuss contemporary signals of a new monetary pivot, such as central banks divesting from U.S. Treasuries in favor of gold, and explore potential future scenarios involving inflation, dollar devaluation, and the rise of stablecoins. By the end of the course, you will understand the historical precedents and current macroeconomic forces that are expected to shape the future of oil prices.

Learning Objectives

Lower-Level Objectives (Remembering & Understanding)

1. Define key monetary terms and events, including monetary pivot points, the Bretton Woods Accord, the Plaza Accord, and the petrodollar agreement.

2. Describe the historical relationship between the price of gold and the price of oil, specifically the “gold-oil ratio”.

3. Identify the primary causes for the collapse of the Bretton Woods Accord in 1971.

4. Explain the current fiscal challenges facing the U.S., including the national debt, deficits, and the problem of refinancing maturing debt.

Higher-Level Objectives (Analyzing & Evaluating)

5. Analyze how a significant change in the value of the U.S. dollar impacts oil prices differently depending on whether the global oil supply is tight or loose.

6. Evaluate the argument that the U.S. is currently in a “big pivot” by synthesizing evidence related to national debt, central bank behavior, and historical parallels.

——————————————————————————–

Assessment Questions

Multiple Choice Questions (for Lower-Level Objectives 1-4)

Objective 1: Define key monetary terms and events.

1. What is a “monetary pivot point” as described in the presentation? a. A time when the stock market reaches an all-time high. b. A key macroeconomic event where the value of the U.S. dollar changes profoundly. c. An agreement by OPEC to cut oil production. d. A moment when the U.S. national debt exceeds GDP.

2. Under the Bretton Woods Accord, what was the U.S. dollar fixed to? a. The British Pound. b. A basket of foreign currencies. c. Oil. d. Gold.

3. What was the purpose of the 1973 petrodollar agreement? a. To fix the price of oil to the price of gold. b. To require OPEC countries to price their oil in U.S. dollars, creating demand for the currency. c. To create a new currency specifically for oil trading. d. To allow European nations to pay for oil with their own currencies.

4. The Plaza Accord of 1985 was an agreement to: a. Increase the value of the U.S. dollar to fight inflation. b. Return to a gold standard for international currencies. c. Devalue the U.S. dollar to help U.S. exports. d. Establish a new global reserve currency.

5. The phrase “America’s exorbitant privilege,” as used by France, referred to the ability of the U.S. to: a. Control global oil supplies. b. Pay for international goods simply by printing money, while other countries had to produce value. c. Veto any decision made by the United Nations. d. Maintain the largest military in the world.

Objective 2: Describe the historical relationship between the price of gold and the price of oil.

6. According to the presentation, on average during the OPEC era, one ounce of gold could buy approximately how many barrels of oil? a. 5 barrels. b. 12 barrels. c. 25 barrels. d. 50 barrels.

7. When the price of gold rises significantly relative to oil on the specialized chart shown, what event does this historically signal? a. An impending oil price collapse. b. A period of economic recession. c. An oil boom. d. A strengthening of the U.S. dollar.

8. In the early 1970s, what was the primary motivation for OPEC to raise oil prices four-fold? a. To retaliate against the U.S. for its foreign policy. b. To maintain the purchasing power of oil in the face of a devalued dollar and rising gold prices. c. To fund industrial development projects. d. To reduce global oil consumption for environmental reasons.

9. The presenter states that gold is the “metal with a memory” because it: a. Is difficult to mine and has a long history. b. Is used in computer memory chips. c. Records the cumulative effects of inflation over time. d. Remembers its previous highest price.

10. In the early 1970s, the price of oil was observed to be _______ the price of gold. a. Leading. b. Following. c. Uncorrelated with. d. Inversely related to.

Objective 3: Identify the primary causes for the collapse of the Bretton Woods Accord.

11. According to the presentation, what two major government spending initiatives contributed to the end of the Bretton Woods Accord? a. The Marshall Plan and the Korean War. b. The Vietnam War and Johnson’s Great Society. c. The Space Race and the Interstate Highway System. d. The New Deal and World War II.

12. What critical problem with the funding of these 1960s initiatives was highlighted? a. The programs were too unpopular to secure funding. b. The government did not raise taxes to pay for them, and instead just printed money. c. Most of the money was lost to corruption. d. The spending was blocked by the Supreme Court.

13. What was the consequence of President Johnson removing the gold cover requirement for the U.S. dollar? a. It allowed the Federal Reserve to lower interest rates to zero. b. It strengthened the dollar’s value internationally. c. It became a true fiat currency, removing the regulatory limit on money printing. d. It caused the stock market to crash.

14. Why did European central banks begin redeeming their U.S. dollars for gold at the “gold window”? a. They needed gold to fund their own social programs. b. They lost faith in the stability of their own currencies. c. They could get gold for $35/ounce from the U.S. and sell it for a higher price on the open market in Europe. d. The U.S. was forcing them to trade in their dollars.

15. What was President Nixon’s final action that officially ended the Bretton Woods system in 1971? a. He declared the dollar would no longer be the world’s reserve currency. b. He raised taxes significantly to pay off the national debt. c. He closed the gold window to stop foreign central banks from redeeming dollars for U.S. gold. d. He negotiated the petrodollar agreement with OPEC.

Objective 4: Explain the current fiscal challenges facing the U.S.

16. What is the major problem with the U.S. national debt that did not exist in the 1960s? a. The debt is mostly owned by foreign nations. b. The debt has exploded and is considered unsustainable. c. There is no political will to address it. d. The interest rate on the debt is fixed and cannot be changed.

17. The interest payments on the national debt now exceed the spending on which of these major federal budget items? a. Education. b. The military or Medicare (taken individually). c. Social Security. d. The military and Medicare combined.

18. What does it mean that the national debt is “always refinanced and rolled over”? a. The government pays off the debt in full every year with tax revenue. b. The debt is forgiven by international lenders every 10 years. c. When old bonds mature, the government issues new bonds to pay for them. d. The debt is converted into corporate stocks.

19. According to the presenter, what happens if the interest rate on all U.S. debt resets to 4.5%? a. The stock market will double in value. b. The U.S. will default on its debt immediately. c. The interest payments alone will consume all federal tax revenue. d. Foreign countries will rush to buy more U.S. bonds.

20. A recent trend among foreign central banks that signals a current monetary pivot is: a. Buying massive amounts of U.S. stocks. b. Selling their own currencies to buy more U.S. dollars. c. Dumping U.S. treasuries and swapping dollars for gold. d. Lobbying the U.S. government to raise interest rates.

Short Essay Questions or Discussion Items 

(or Higher-Level Objectives 4 – 6)

1. Analysis: The Bretton Woods Accord and the Plaza Accord are presented as two key “monetary pivot points” that profoundly changed the value of the U.S. dollar. Compare and contrast the reasons for the dollar’s devaluation in each of these pivots and explain the differing impacts these devaluations had on the price of oil.

2. Evaluation: The speaker argues that the current U.S. national debt is unsustainable and that the Federal Reserve and Treasury are “boxed into a corner,” limiting their ability to fight inflation or attract bond investors. Based on the evidence presented in the sources, critique this argument. Do you find the speaker’s reasoning about the constraints on monetary and fiscal policy to be convincing? Justify your answer.

3. Analysis: Central banks are reportedly buying gold at a rate not seen since the 1960s, a trend the speaker links to the pivot away from the U.S. dollar. Analyze the relationship between the real yield on U.S. Treasury bonds and the price of gold, and explain why the current decoupling of this relationship is significant for the U.S. dollar’s status as a reserve currency.

4. Evaluation: The speaker concludes that despite the current fiscal challenges and a period of “tumult,” the U.S. will ultimately get through this pivot due to its history of innovation and entrepreneurship. Evaluate the strength of this optimistic conclusion by weighing it against the severity of the problems outlined, such as the national debt consuming all federal revenue.

5. Analysis: The presentation posits that after the end of Bretton Woods, OPEC raised oil prices primarily to maintain its purchasing power against a devalued dollar, rather than for geopolitical reasons. Analyze how the concept of the “real global price of oil” supports this monetary-based explanation for the oil price shocks of the 1970s

Making Lloyd Bitzer’s Rhetorical Situation Work for Real-World Problems

Whether you’re trying to convince city council members to fund homeless shelters or persuade investors to back your geothermal startup, you’re entering what Lloyd Bitzer called a “rhetorical situation.” Understanding this concept isn’t just academic exercise—it’s the difference between crafting messages that create change and ones that fall flat.

Bitzer argued that all meaningful communication emerges from specific situations that demand response. Think of it like this: somewhere out there, a problem exists that words can actually help solve. Your job is to figure out the precise combination of message, audience, and timing that will make things happen.


The Heart of It: Exigence

Exigence is the urgent problem demanding attention—the thing that makes communication necessary in the first place. It’s not just any problem, but one that can be modified through discourse. When you see hundreds of people sleeping rough during a polar vortex, that’s exigence. When a community sits on massive geothermal potential while still burning coal for electricity, that’s exigence too.

The key is recognizing that not every problem creates productive exigence. Complaining about the weather won’t change it, but demonstrating how extreme weather kills vulnerable populations can mobilize resources for emergency shelters.

Your People: Audience

Your audience consists of the specific people who can actually do something about your exigence. Notice we said “can”—not “should” or “might want to.” For homelessness, your audience might include city planners with budget authority, not just compassionate citizens who lack decision-making power. For energy projects, you’re targeting institutional investors with capital allocation authority, not environmental activists who already agree with you but can’t write checks.

This audience analysis gets tricky because effective audiences often span different groups. Your geothermal pitch might need to convince both risk-averse pension fund managers and optimistic clean-tech venture capitalists. Each group brings different priorities, languages, and concerns to the same basic decision.

What’s Holding You Back: Constraints

Constraints are the forces that both limit and shape your rhetorical choices. Some constraints restrict you—like budget limitations for homeless services or regulatory hurdles for energy projects. Others empower you—like existing infrastructure, sympathetic media coverage, or recent policy changes that create opportunity.

Smart communicators work with constraints rather than against them. If voters just rejected a tax increase, maybe your homeless shelter proposal emphasizes private partnerships and cost savings instead of additional funding. If oil prices just spiked, your geothermal project suddenly looks more economically attractive to risk-averse investors.

You in the Mix: The Rhetor

As the rhetor, you bring credibility, expertise, and relationships to the situation. A formerly homeless person advocating for services carries different authority than a academic researcher—both valuable, but in different ways. An engineer with drilling experience speaks differently about geothermal potential than a recent MBA, and audiences respond accordingly.

Your identity shapes what you can say effectively and what audiences will take seriously. Sometimes this means acknowledging your limitations and building coalitions with voices that complement yours.

Making It Real: Discourse

Finally, discourse is your actual message—the speech, report, proposal, or presentation that responds to the exigence. Effective discourse feels inevitable given the situation, audience, and constraints you’re working within. It doesn’t feel forced or generic.

A successful homeless services proposal might combine compelling personal stories (responding to the human exigence) with detailed budget analysis (addressing fiscal constraints) while speaking the language of municipal efficiency (connecting with city manager audiences). Similarly, a geothermal investment pitch weaves together environmental urgency, regulatory advantages, and projected returns in ways that make the opportunity feel obvious rather than hopeful.

The magic happens when all five elements align. Your urgent problem meets the right audience through carefully crafted discourse that works within real constraints while leveraging your authentic voice. That’s when words actually change the world.

Nathan Leslie’s Van Boyle and a Life Unraveled

Nathan Leslie’s Van Boyle and a Life Unraveled

 Nathan Leslie’s novel, Van Boyle,  traces the life of its titular protagonist in reverse chronological order, beginning with his death from pneumonia at age 69 in a Maryland hospital and concluding with his conception. Once a Major League Baseball player for the Baltimore Orioles, Van’s promising career ends with a devastating knee injury in his mid-twenties. Unable to transition to life after baseball, he experiences financial ruin through bad investments and embezzlement by his financial advisor, the dissolution of his marriage to Cheryl, and complete estrangement from his children.

Van Boyle by Nathan Leslie

The novel documents Van’s two-decade descent into homelessness across rural Maryland, where he survives by foraging, living in abandoned vehicles and structures, and relying on temporary shelter from acquaintances. Throughout, Van refuses assistance even when offered, unable to ask for help or maintain the relationships that might sustain him. His emotional unavailability—present even during his marriage—deepens into radical isolation.

As the narrative moves backward through his baseball career, his marriage, failed business ventures, and increasingly troubled childhood, it gradually reveals the origins of Van’s self-destructive patterns. His father’s physical and psychological abuse taught Van that his worth depended entirely on athletic performance, that vulnerability invited violence, and that love was always conditional. These lessons, reinforced by the demands of professional sports and American capitalism’s equation of human value with productivity, leave Van unable to conceive of himself as having worth beyond what he can achieve. The reverse chronology transforms the reading experience into an archaeological excavation, revealing how childhood trauma and social abandonment compound across a lifetime to produce a tragedy that appears, in retrospect, devastatingly inevitable.

Temporality and Heidegger’s Being-Toward-Death

The reverse chronological structure is more than formal experimentation—it enacts a philosophical argument about how we construct meaning from existence. Where Heidegger proposed that authentic being requires acknowledging our mortality, Leslie inverts this: we know Van’s death from the opening pages, and every subsequent moment becomes weighted with inevitability. The reader experiences what Heidegger called “thrownness”—the sense of being cast into circumstances not of our choosing—but in reverse. We watch Van thrown backward through time into increasingly constrained possibilities.

This structure also mirrors the phenomenology of trauma, where past events continually intrude on present consciousness. Van’s homelessness, failed relationships, and knee injury don’t emerge from nowhere; they’re overdetermined by childhood abuse that we only gradually discover. The novel suggests that understanding a life requires archaeological excavation rather than linear narrative.

The Ethics of Recognition and Social Death

From a Levinasian perspective, Van’s trajectory represents a catastrophic failure of ethical recognition. Levinas argued that ethics begins in the face-to-face encounter with the Other, who makes a fundamental claim on our responsibility. Yet Van repeatedly experiences what sociologists call “social death”—the denial of personhood. As a homeless man, he becomes invisible, his dignity eroded by economic precarity and social stigma.

The novel documents systematic ethical failures at multiple levels: his father’s abuse, his teammates’ indifference, the social welfare system’s inadequacy, and society’s criminalization of homelessness. Even Van’s own children cannot bear to see him. The text asks: what obligations do we bear toward those whom society has rendered invisible? Van’s insistence that he is “not homeless” but rather makes “home where I can” represents a desperate assertion of selfhood against erasure.

Psychoanalysis and Repetition Compulsion

The reverse structure reveals patterns invisible in forward chronology. Van’s self-sabotage—walking away from financial opportunities, alienating those who care for him, choosing isolation—appears throughout his life. Freud’s concept of repetition compulsion illuminates this: trauma survivors unconsciously recreate traumatic situations in an attempt to master them. Van’s father’s abuse and manipulation establish templates that Van cannot escape.

The novel’s final sections, depicting abuse in infancy and early childhood, recontextualize everything preceding. Van’s difficulty with intimacy, his relationship with his own children, his attraction to isolation—all bear the imprint of violated boundaries and corrupted trust. The text refuses to offer redemption or transcendence; instead, it documents how trauma propagates across a lifetime.

The Failure of American Meritocracy

Van’s story indicts the mythology of American individualism. He achieves what should represent success—professional baseball, business ownership—yet ends destitute. His trajectory reveals how precarious success is within capitalism, particularly for those without inherited wealth or social capital. The Handler’s embezzlement, bad investments, and medical debt compound to produce economic ruin.

Moreover, Van’s physical body—his knee—becomes the site where biological vulnerability intersects with economic necessity. Under capitalism, the body is capital, and injury means obsolescence. Van’s worth as a person becomes inseparable from his productive capacity. When that capacity fails, society abandons him.

Masculinity, Vulnerability, and Silence

Van embodies damaged masculinity—stoic, emotionally inarticulate, unable to seek help. His father models masculinity through domination and abuse, teaching Van that vulnerability invites violence. This shapes Van’s relationships: his inability to connect with his wife Cheryl, his estrangement from his children, his refusal of assistance even when desperate.

The novel suggests that patriarchal masculinity produces not strength but fragility—men so afraid of appearing weak that they destroy themselves rather than accept support. Van’s homelessness becomes the logical endpoint of masculine self-sufficiency taken to its extreme: radical isolation.

Conclusion: The Ethics of Bearing Witness

Van Boyle ultimately raises questions about literature’s ethical function. By structuring the narrative backward from death, Leslie forces readers to witness a life that society deemed expendable. We cannot look away or dismiss Van as simply another “bum.” We know too much: his hopes, his wounds, his humanity.

The novel refuses easy answers or redemption arcs. Van dies as he lived—alone, in pain, estranged. Yet the act of narrating his life, of documenting each degradation and small grace, constitutes a form of ethical recognition. Leslie suggests that bearing witness to suffering—truly seeing those rendered invisible—may be literature’s most vital social function, even when witnessing cannot prevent or redeem that suffering.

How Our Minds Get Hijacked by First Impressions

How Our Minds Get Hijacked by First Impressions

When a single stereotype reshapes an entire relationship between peoples

Picture this: You’re at a dinner party, and someone mentions Native American issues. Within seconds, the conversation turns to casinos. “Don’t they make millions from gambling?” someone asks. “Why do they need government help if they have all that casino money?”

If you’ve witnessed this exchange—or participated in it—you’ve encountered one of the most persistent and consequential examples of what psychologists call “anchoring bias” in action. It’s a cognitive phenomenon that helps explain why certain misconceptions stick in our minds like superglue, reshaping not just casual conversations but actual policy decisions affecting millions of people.

By altonwoods – Apache Indian Casino-Mescalero, New Mexico, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=115280892 

The Psychology of the Stuck Mind

Anchoring bias was first identified by psychologists Amos Tversky and Daniel Kahneman through a series of clever experiments. They discovered that our brains don’t process new information as objectively as we’d like to think. Instead, we rely heavily on the first significant piece of information we encounter about a topic, using it as a mental “anchor” that influences every subsequent judgment.

In one famous study, researchers asked people whether the population of Turkey was higher or lower than 50 million, then asked for their actual estimate. People who heard “50 million” first gave much lower estimates than those who heard “100 million” first—even though both numbers were essentially random. That first number became a reference point they couldn’t quite shake, even when they knew it was arbitrary.

This isn’t just a quirky lab finding. Anchoring bias affects everything from salary negotiations to medical diagnoses to judicial sentencing. And according to Indigenous scholars and advocates, it helps explain how American public opinion crystallized around a particular image of Native peoples in the late 1980s and 1990s—one that continues to influence policy debates today.

When Success Becomes a Problem

The “anchor” in question was set during the early years of tribal gaming, when media coverage naturally focused on the most dramatic success stories: large casinos generating millions in revenue, impressive new infrastructure projects, some tribal members receiving substantial per capita payments. These weren’t fabricated stories—they represented real achievements by communities that had been systematically impoverished for generations.

But here’s where psychology gets complicated. Those early stories became the mental reference point for how many Americans understood all Indigenous economic activity and political status. Once “Native Americans have casinos and make money” lodged in public consciousness, everything else got filtered through this lens.

Treaty rights advocacy suddenly sounded like “they just want more money like they get from casinos.” Poverty statistics seemed contradictory: “How can they be poor when they have all that casino money?” Discussions of historical injustice became “Haven’t the casinos made up for all that?” Federal programs appeared unnecessary: “Why should taxpayers support people getting rich from gaming?”

The psychological trap was particularly cruel because it came precisely when some tribal nations were finally able to leverage their sovereignty for economic development after centuries of policies designed to destroy their economic independence.

The Numbers Behind the Narrative

Here’s what the anchor obscures: Of the 574 federally recognized tribal nations in the United States, only about 240 operate gaming enterprises. That means nearly 60% of tribes have no gaming revenue at all. Many of these non-gaming communities face poverty rates exceeding 40-50% and unemployment rates reaching 80-90%.

Even among gaming tribes, the economic reality varies enormously. A small tribal casino in rural Montana might generate only a few thousand dollars annually in net revenue for tribal government operations, while a casino resort near Los Angeles might generate hundreds of millions. The anchoring effect flattens this tremendous variation into a single image of “casino wealth.”

Most Americans also misunderstand what gaming revenue actually funds. Contrary to popular belief, the vast majority goes to tribal government operations: law enforcement, fire protection, healthcare, education, infrastructure development, and social services. These are the same services that state and local governments provide their citizens. When tribes do provide per capita payments to members, these average about $1,000 annually—less than $85 per month—and fewer than half of gaming tribes provide any direct payments at all.

Perhaps most importantly, even successful gaming operations haven’t eliminated fundamental challenges. Tribes with significant gaming revenue continue experiencing higher poverty rates than surrounding non-Native communities, along with inadequate infrastructure, limited healthcare access, and educational underfunding.


When Minds Won’t Change

The persistence of casino misconceptions illustrates another key finding from Tversky and Kahneman’s research: once an anchor is established, people tend to interpret contradictory evidence in ways that preserve their existing framework rather than fundamentally changing it. This means corrective information often gets dismissed, reinterpreted, or minimized.

Take Maria Spotted Eagle, a Yankton Dakota grandmother whose tribe operates a modest gaming facility in rural South Dakota. The facility provides some employment and helps fund basic tribal government services, but Maria has never received a per capita payment and continues struggling with poverty and inadequate healthcare.

When Maria travels to advocacy events, she regularly encounters people who assume she’s wealthy because of casino revenue, who question why she needs federal healthcare services, or who suggest that Indigenous peoples like her are unfairly advantaged. These assumptions create real barriers: Maria has to spend time correcting false beliefs before she can even begin discussing actual issues facing her community—suicide rates, missing and murdered women, educational underfunding, infrastructure needs, or treaty violations.

The Ripple Effects

The casino anchor doesn’t create just one false belief—it generates multiple related myths that compound the damage. There’s the “solved problems” myth, which suggests gaming revenue has resolved all historical injustices. There’s the “unfair competition” myth, which frames tribal governmental authority as illegitimate business advantages. There’s the “tax avoidance” myth, based on misunderstanding how tribal sovereignty actually works.

Each myth serves a similar function: transforming Indigenous political rights and federal obligations into problems needing elimination rather than relationships requiring honor.

Robert Littlewolf, an Urban Indian who grew up in Oakland, experiences this directly. His tribal nation does operate gaming facilities, but Robert has never lived on the reservation and never received economic benefits from tribal enterprises. Yet when applying for jobs, scholarships, or social services, he encounters assumptions about “casino money” that create additional barriers non-Native people don’t face.

“I feel like I have to prove my worthiness for opportunities that others receive without question,” Robert explains, “and constantly educate people about Urban Indian experiences that don’t match their stereotypes.”

Fighting the Anchor

Understanding anchoring bias suggests why simply providing contradictory information often fails to change minds. People don’t process new information neutrally—they filter it through existing frameworks. This means effective responses require working with human psychology rather than against it.

One strategy involves “pre-anchoring”—establishing accurate frameworks before false ones take hold. Instead of starting conversations with gaming details and trying to add context later, advocates can anchor discussions in sovereignty and treaty rights from the beginning: “Tribal nations are separate governments that exercise inherent authority over their territories” or “Gaming enterprises represent tribal governments using regulatory authority to fund public services.”

Another approach uses “anchor comparison”—helping people understand tribal gaming in relation to governmental revenue systems they already find legitimate. Most Americans accept that state governments operate lotteries to fund public services and that different governmental entities have different economic tools available. Connecting tribal gaming to these familiar frameworks can help people understand it as normal governmental activity rather than special privilege.

Community-controlled media becomes crucial for establishing accurate anchors before false ones can take hold. When Indigenous communities control their own narrative platforms, they can anchor discussions in sovereignty from the beginning and provide the contextual complexity that accurate understanding requires.

Beyond Gaming: The Sovereignty at Stake

The casino anchor ultimately isn’t about correcting misconceptions regarding gaming—it’s about recognizing how psychological patterns can undermine political relationships. When people believe Indigenous peoples are economically privileged through gaming, it becomes psychologically comfortable to oppose government-to-government relationships, treaty obligations, and federal trust responsibilities.

Pow wow at San Xavier del Bac, Arizona, 10 March 1996 – source: Wikimedia

Sarah Crow Feather, a tribal council member for a Plains tribe that chose not to pursue gaming development, sees this directly. Her community faces unemployment exceeding 80% and poverty above 60%, but when she meets with federal officials or potential business partners, she encounters surprise that her tribe “doesn’t have a casino” and assumptions that gaming would solve their economic challenges.

“The stereotype prevents people from understanding the complex factors affecting tribal economic development,” Sarah explains. “Geographic location, market access, cultural values, regulatory barriers, infrastructure limitations—all get reduced to gaming questions.”

The stakes extend beyond individual misunderstandings. The casino anchor affects federal funding decisions, policy discussions, and public support for tribal rights. It provides psychological cover for opposition to Indigenous sovereignty that might otherwise seem obviously problematic.

A Different Mental Picture

Perhaps it’s time for a different anchor—one reflecting actual Indigenous experiences rather than oversimplified stereotypes. What if discussions of tribal economic development began not with gaming assumptions but with sovereignty principles? What if Indigenous success was understood as evidence of effective self-determination rather than reasons to eliminate federal obligations?

This alternative anchor might sound like: “Tribal nations are sovereign governments that use their inherent authority to develop diverse economic enterprises—including renewable energy, technology, sustainable agriculture, cultural tourism, and manufacturing—that fund government services and create opportunities for citizens while maintaining distinct political status and cultural identity.”

From this framework, gaming becomes one tool among many that tribal governments use to exercise authority and serve citizens, rather than the defining characteristic of contemporary Indigenous experience. Economic success becomes evidence of effective governance rather than justification for eliminating government-to-government relationships.

The Bigger Picture

The casino stereotype represents just one example of how first impressions can crystallize into lasting misconceptions with real-world consequences. Similar anchoring effects shape public understanding of immigration, welfare policy, criminal justice, and countless other issues where initial media coverage or political framing creates mental reference points that persist despite contradictory evidence.

Recognizing anchoring bias doesn’t automatically solve these problems, but it does suggest more effective approaches to changing minds. Instead of simply providing more information, we might focus on establishing better initial frameworks, making strategic comparisons to familiar concepts, and gradually introducing complexity that simplistic stereotypes can’t accommodate.

The next time someone mentions Native American casinos in conversation, remember: you’re probably encountering an anchor, not an analysis. The question isn’t whether tribal gaming exists—it’s whether that single fact should define understanding of 574 distinct governments serving millions of people with complex histories, diverse economies, and continuing political relationships with the United States.

Understanding the psychology behind persistent misconceptions won’t eliminate them overnight, but it might help us have more thoughtful conversations about complex realities. In a world where first impressions often become lasting judgments, that understanding represents a small but significant step toward clearer thinking about the relationships that shape our shared future.

*******

NOTE:  The psychological concepts discussed here draw from decades of research in cognitive psychology, particularly the work of Daniel Kahneman and Amos Tversky on heuristics and biases. The perspectives on tribal sovereignty and Indigenous experiences reflect ongoing scholarly and community discussions about the intersection of psychology and politics in Indigenous-settler relationships.

Zitkala-Sa and Native American Rights and Heritage

Zitkala-Sa and Native American Rights and Heritage

Zitkala-Sa, whose English name was Gertrude Simmons Bonnin, was a powerful voice for Native American rights and a pioneering Indigenous writer. Born in 1876 on the Yankton Indian Reservation in South Dakota, she was a member of the Yankton Dakota Sioux Nation. Her life’s work centered on preserving Indigenous culture while advocating for the rights and citizenship of Native peoples during a time of intense pressure toward forced assimilation.

At age eight, Zitkala-Sa left her reservation to attend White’s Manual Labor Institute, a Quaker missionary boarding school in Indiana. This experience profoundly shaped her perspective, and she later wrote candidly about the trauma of cultural erasure—the cutting of her hair, the prohibition of her language, and the deliberate attempt to strip away her Indigenous identity. These early essays, published in The Atlantic Monthly in 1900, brought national attention to the realities of boarding school experiences.

Despite the challenges she faced, Zitkala-Sa excelled academically and musically. She became an accomplished violinist, performing with the Carlisle Indian School band and even playing at the Paris Exposition in 1900. She briefly taught at Carlisle but grew disillusioned with the school’s assimilationist mission and resigned to pursue her own path.

Her literary accomplishments were groundbreaking. In 1901, she published Old Indian Legends, commissioned by Boston publisher, Ginn and Company, a collection of Dakota stories she learned as a child and gathered from various tribes. 

Her autobiographical essays were first published in The Atlantic Monthly in 1900. In 1921, she compiled these essays along with new work into American Indian Stories, which blended autobiography, traditional tales, and political commentary.  

She also co-wrote the libretto for The Sun Dance Opera (1913), one of the first operas written by a Native American. Her writing style was eloquent and accessible, making her work a bridge between Native and non-Native audiences. Zitkala-Sa’s activism defined the latter half of her life. She worked as a community organizer, traveling to reservations to document the poor conditions and advocate for change. In 1926, she co-founded the National Council of American Indians and served as its president until her death. She lobbied Congress, fought for citizenship rights (achieved with the Indian Citizenship Act of 1924), and championed Indigenous self-determination.

Old Indian Legends, 1901

Throughout her life, Zitkala-Sa navigated the tension between two worlds without abandoning her heritage. She used the tools of Western education—writing, music, political organizing—to protect and honor Indigenous cultures. She passed away in 1938, leaving behind a legacy that continues to inspire Indigenous writers, activists, and artists today. Her work reminds us that cultural preservation and adaptation can coexist, and that one voice, raised persistently and eloquently, can create lasting change.

Oklahoma’s Poor Rich Indians – 1924

Creating AI Video Shorts for Engagement

Creating AI Video Shorts for Engagement

 There is something curiously appealing about creating AI-generated videos using verbal prompts with programs such as SORA and then uploading them to YouTube. 

To me, there are a few aspects that are quite compelling.  First, the concept tests your ability to tell a story in 10 short seconds, and then to make it have a clear visual narrative, even without a voice-over. 

Second, the idea is to inspire collaboration or, at the very least, a participative “conversation” with other creators.  Let your short inspire others. 

Finally, it is something that can engage students. Include a prompt in the discussion board where students share links to the creations they have made, or even upload them directly, since 10-second shorts do not take too much space. You might even have students call out the AI hallucinations and errors. 

Here are my favorites of the ones I’ve made lately: 

Can you spot all the hallucinations and other errors? 

What’s the luckiest New Year’s Day food?  (this one is riddled with errors and hallucinations) https://youtube.com/shorts/M-rRxGvTeMo?si=AQA9X_5xw8KCPdXU

A funny and silly short with a balloon poodle who goes airborne, carrying off the real poodle (lots of mirroring here:  

Bitsy, doggie Defender

Bitsy, the adorable chihuahua and doggie defender fends off a super scary Frosty the Snowman https://youtube.com/shorts/AISNb8y-7Ag

Wrinkles, the cinnamon dachshund, helps Sirita uncover a trilobite fossil 400 million years old https://youtube.com/shorts/J-mtO0KbMd4

Oklahoma State Cowboys football in 2026 – Undefeated! Oklahoma State Cowboy football team is completely transformed and they have a 11-0 season! Australian cattle dogs are dressed as OSU Cowboy football players, and they are picking off the passes of the other team — 3 interceptions! They win! Fireworks go off. The crowd cheers.

https://youtube.com/shorts/ZbKAEZlrtMk

I think it is a good idea to create a gallery of student work (links to them), and also to see how one might create a short to accompany works of literature (The Tell-Tale Heart, anyone?)

6 Fun and Effective Review Activities

6 Fun and Effective Review Activities

Happy May, all! My students and I have less than TEN DAYS left in our school year. It seems like this school year has gone by SO quickly, but at the same time, I am SO ready for summer break! We only had four snow days this year (we don’t have to make these up in my district!) so our second semester seemed a bit longer than most years – I was at a conference for two of those days, so I’m saying I only had two snow days! Since we’re in the thick of content review season, I thought I’d share a few fun and effective review activities that ARE NOT QUIZLET, BLOOKET, KAHOOT, OR QUIZIZZ! Here they are!

ROLL AND REVIEW
This activity is super quick to create and modify for any type of review … just grab some dice, or use an online dice (this is typically my go-to because I can never find my dice!) and get ready to review! I like to create a Google Slides presentation, change the page format to 8.5×11, insert a table with images of dice faces, and then edit the numbers based on the content of the review.

DRAG AND DROP
Over the last few years, Drag and Drop formative assessment/review activities have become one of my favorites in our classroom. I love them because they are SUPER easy to create and provide me with great data to drive instruction. My students appreciate them (notice how I didn’t say LOVE?! I’m not here to lie to you, friends!) because they can reference this assignment as a study resource and help clarify concepts throughout the unit. Click here to access a force-copy template that you can use with your students tomorrow!

VOCABULARY PICTIONARY
If you’ve followed my blog for a few years (thanks!) you know that I’m a HUGE fan of Nearpod and use it almost daily in my classroom. Often, when people think of Nearpod, they immediately think of interactive lessons and super-awesome presentations. However, Nearpod has SO MANY other features that teachers of any grade level can utilize in the classroom. One of my favorites combines the “Draw-It” activity combined with the quick launch feature. No need to create a typical Nearpod “lesson” if you use this strategy! Click here to learn more about how we use Nearpod to play vocabulary “pictionary!”

FIND (AND FIX) THE FAKE
This activity is my personal spin on the popular “two truths and a lie” ice-breaker activity and is SUPER SIMPLE to create. Heck, you could probably use ChatGPT for ideas for your “fakes!” This would be a great activity for the end of the year, but also good for the middle of a unit to check progress, or for the end of any unit as a review! Click here to make a copy of my American Government Find and Fix the Fake to use with your students!

DIGITAL STICKY NOTES
This activity is SO easy to create AND reuse! Using Google Slides, Jamboard, or Google Drawings, create digital sticky notes and an idea/question board. Share the file with your students – give them editing rights (I know that can be scary) – and instructions that best fit the needs of your lesson. In our class, each student grabs a sticky note and includes a question they still have, something they learned, or something they need help with and drag it onto the “board.” When students have finished adding their thoughts, simply switch their editing rights to viewing rights.

TRIVIA
I started playing trivia with my students as a review earlier this school year as we were getting ready for our Missouri Constitution test, and it was A HUGE HIT! This review activity appealed to all of my students (keep in mind I teach juniors and seniors)

Disclaimer – I LOVE KAHOOT, QUIZIZZ, BLOOKET, AND GIMKIT! We seriously start each day with a “warm-up” of Blooket or Quizizz. It is nice, though, to switch it up a bit, especially as the end of the year draws close! I hope these activities can help you and your students end the year on a high note! Another disclaimer – this blog post was created 100% by me and not by AI!

Thanks for reading 🙂

Interview with William Lynn, Osage Tribal Member and geologist for the Osage Minerals Council

 Welcome to an interview with William Lynn, Osage Tribal Member and geologist for the Osage Minerals Council

https://youtu.be/xKa6B-OilTN0


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Key takeaways
• Bill Lynn is an Osage tribal member who works as a petroleum geologist for the Osage Minerals Council
• The Osage language is at risk with the last fluent speaker having passed away in 2000
• The Begey Hall Preservation Society was created to preserve the language of five tribes that speak the Osage language
• Osage culture emphasizes humility, respect, and connection to family traditions
• The Osage Nation has a rich history connected to oil and gas development on their reservation
• Traditional Osage dances (Ilonzka) are held in June with specific cultural protocols and regalia
• Immaculate Conception Catholic Church in Pawhuska features stained glass windows depicting Osage people, created with special permission from the Pope
interview with William Lynn, Osage Tribal Member and geologist for the Osage Minerals Council

Brief Biography
Bill is Wazhazhe, an Osage tribal member and shareholder that works as a petroleum geologist for the Osage Minerals Council. Other than going off to college he remains on the Osage Reservation in Pawhuska, manages his family allotments and spends most of his time in search of those elusive hydrocarbons. As a catechist and fourth degree Knights of Columbus he serves at Immaculate Conception Catholic Church. A direct descendant of Chief Pawhuska, Bill’s indian name is Kiheka Ta of the Tsi Zho Washtaki clan and is on the Wakakoli Dodaha (Pawhuska dance committee). Elected to the first Osage National Council in 1994, helped create and implement the court system, all criminal and civil laws and code of ethics as well as an Elders Council focusing mainly on Indian housing. With the loss of the last fluent Osage speaker in 2000, he assisted setting up the Osage Nation language department and is Chairman of the Dhegiha Preservation Society, a not for profit created to perpetuate the language of the five tribes that speak our language pro bono.

Interview with Susan Nash, Ph.D.

5 AI Tools To Try

5 AI Tools To Try

Happy …JULY?! Is that right? Is the summer really flying by that quickly?! 😱 As it normally does, our summer vacation is racing toward the finish line, but I’m finding myself more energized and rejuvenated for the new school year than I was at this time last summer. Thank GOODNESS! I really think the combination of true rest and relaxation (I’ve taken a nap ALMOST every afternoon this summer, spent a week at the beach, and read a few books!) and learning new things have contributed to my excitement for the back-to-school season. If you’re like me, you’ve cannon-balled into the deep end of the AI swimming pool, and you’re LOVING IT! Here are my top 5 AI tools to try this school year AND how they’ll help you streamline your workload to be more efficient and effective for your students!

DIFFIT
Easily create a variety of resources from a generated text, article (through URL), or pasted text for free with Diffit! Diffit will provide leveled text based on your desired grade level, as well as multiple choice and extended response questions for the text and grade level. Diffit will also generate other resources including a summary and key vocabulary words for your students AT THE READING LEVEL YOU SELECTED. This AI tool has so much potential for differentiating texts for all learners!

EDUAIDE
Oh goodness … each time I play with this AI tool, the more I love it. It is FANTASTIC! Eduaide can quickly generate lesson plans, assignments, activities, games, and MORE related to content-specific keywords and phrases. The Eduaide “teaching assistant” even provides teachers with prompts for wellness and productivity. This will be AMAZING!

QUESTION WELL
Using this AI tool, teachers can easily create questions for quizzes and can quickly export these questions to Google Forms, Quizizz, Kahoot, Blooket, Quizlet, and other learning management systems, including Canvas. Teachers can choose to export all of the generated questions or just a few and can edit questions that Question Well creates. YAY!

TWEE
Similar to Diffit, Twee can generate texts based on specific topics, as well as summaries of and questions for a variety of texts. Twee can also create questions for YouTube videos that you find or create. Be sure to check out the additional activities that Twee can generate for vocabulary instruction and

MAGIC SCHOOL
Oh my GOODNESS, I cannot wait to use this tool, and I think you will, too! Like other AI tools listed, Magic School provides teachers with a variety of tools to help accomplish daily teacher tasks, such as lesson planning, generating informational texts WITH questions, creating a writing prompt with text, exemplars and non-exemplars, assignment scaffolding activities, and MORE! This is seriously a multipurpose tool that you will LOVE exploring and sharing with your colleagues!

These are just a few of the many fantastic AI tools that we can use as teachers to increase our efficiency for our students. Just like with any new technology, remember that AI is a TOOL that TEACHERS can USE to enhance learning. WE are the learning experts! AI is just a tool for us to USE!

Related: Get 388win app, and claim daily bonus now!

Be sure to bookmark the AI Resource List to refer to throughout the year!

Thanks for reading 🙂

Ardmore, Oklahoma and the Echoes of Time

Ardmore, Oklahoma and the Echoes of Time

Elara stood on B Street NE, the railroad tracks humming faintly behind her like an unfinished sentence, their metallic groan vibrating through the parched earth. The house loomed small, weathered wood buckling under time’s relentless weight, its faded clapboards splintering like cracked porcelain. Dust swirled in the drought-stricken air, coating her tongue with a gritty, forgotten taste. “Memory is just erasure,” she murmured to herself, echoing Derrida’s trace—the present always haunted by what’s absent, each recollection a deferral of meaning. She touched the peeling doorframe, rough flakes catching under her nails, and the scene dissolved into haze.

Photo by Susan Smith Nash, 2025

Inside, butterflies pinned under glass caught the slanting light, their iridescent wings frozen in eternal flight, remnants from Aunt Jorena’s collection. Snapdragons drooped in a forgotten vase, their petals curling like brittle paper. On the side of the house, the fig tree bowed heavy in summer’s haze, ripe fruits splitting open under the sun’s merciless glare, purple skins weeping sweet, sticky juice that dripped onto the cracked soil below. The air thickened with their overripe scent—cloying, almost fermented, mingling with the faint rot of fallen leaves. “Those figs were abundance itself,” Grandmother’s voice echoed in her mind, a whisper carried on the wind, “but time devours them, like Baudrillard’s simulacrum—the real fruit gone, only the hyperreal memory lingers, sweeter in absence.” Elara reached out, imagining the soft give of the skin under her fingers, the burst of warm pulp on her tongue, a fleeting sweetness that masked the underlying decay. The backyard garden stretched as a faded Eden, zinnias wilting in the heat, periwinkles nodding under dust, their colors muted like old film stock.

She wandered to the detached garage, dim and musty, shadows pooling in corners heavy with the smell of oil and aged wood. There, the old agitator washing machine squatted like a mechanical beast, its enamel chipped and cold to the touch. Beside it, the hand-cranked wringer gleamed dangerously, rollers slick with residue, ready to catch fingers in their merciless, grinding grip—a vise of steel and rubber that promised pain. “Technology reveals the world,” Elara whispered, invoking Heidegger’s essence of techne, “but it endangers us, enframing our hands in its gears—nothing safe, everything a standing-reserve for harm, reducing life to calculable resources.” Grandmother had warned her once, her voice sharp over the machine’s rhythmic churn: “Turn that crank slow, child, or it’ll claim your flesh, pull you into the mechanism of the everyday.” The danger was existential, a 20th-century peril hidden in domestic tools, power lurking in the hum of progress, the air buzzing with latent threat.

Photo by Susan Smith Nash, 2025

In Antonioni’s lingering gaze, the world unfolded slowly—alienation in every empty space. She wandered to the Depot District, streets eerily silent under the relentless sun, the pavement radiating heat that shimmered like a mirage. Boutiques with Tuesday-Saturday signs stared blankly through grimy windows, their displays frozen in contrived charm. A lone festival banner fluttered listlessly, fabric whispering against the breeze. “This revitalization is hyperreality,” Elara said aloud to a passing shadow, channeling Baudrillard again, her words swallowed by the void. “Oil booms in 1913, trolleys clanging through dust-choked air—now it’s all cute facades over abandonment, a simulation of life where commerce once pulsed.” An old man on a bench nodded, or maybe he didn’t, his face weathered like the cracked sidewalks. “Power erases the archive,” he grumbled, Foucauldian wisdom in his drawl, cigarette smoke curling acrid into the stillness. “Segregated streets, Colored Town across the tracks. Chickasaw freedmen turned sharecroppers, their stories buried under interstates, voices silenced in the roar of engines.”

Crossing the elevated road, tires thumping over seams, she met the sign head-on: “Colored Town,” stark white letters on rusted metal, greeting those who dared pass over the rails—a literal decree, segregation etched in iron and paint, unyielding as the tracks below. Houses stood prouder on C Street, some boarded with plywood scarred by weather, but others defiant, larger than the white-side ruins, their porches creaking under invisible weight. Pit bulls barked from yards, chains rattling like distant thunder, the air sharp with the scent of wild brush and untamed earth. “Erasure is selective,” Elara whispered, her breath fogging the car window. “Foucault would say power inscribes history on the land—east side crumbles slower because resilience was forged in exclusion, bodies marked by the divide.” A woman on a porch waved, or perhaps it was the wind rustling faded curtains. “Milo’s ghosts linger,” the woman called, her voice carrying over the hum of a distant train. “Sharecroppers to landowners, but memory delays meaning—Derrida’s différance. What you see differs from what was, each glance a postponement.”

photo by Susan Smith Nash 2025

The Arbuckle Mountains rose in the distance, jagged limestone outcrops piercing the horizon, wind whipping cold across her skin like a indifferent caress. Elara stood at the panoramic edge, the void stretching endlessly, gravel crunching underfoot, the chill seeping into her bones. “Modern disconnection,” she thought, Antonioni’s ennui settling in like fog—figures isolated in vast landscapes, relationships fractured by silence. A train blocked the path below, its cars idle and monolithic, like memory’s impasse, the air heavy with diesel fumes. “Would I live here, in parks’ tranquility away from the tracks?” she asked the mountains, her words lost in the gusts. They echoed back faintly: “No. Memory erases itself, leaving squalor.”

Photo by Susan Smith Nash, 2025

Back at the high school, Corinthian columns haunted since ’97, she lingered in the shadow of their elegance, the stone cool and unyielding against her palm. The past constructed, deconstructed—erasure complete, the wind carrying only echoes.

Photo by Susan Smith Nash, 2025

Photo by Susan Smith Nash, 2025
#ardmoreOklahoma #oklahoma #history #constructivefiction #memory

Susan Smith Nash, Ph.D. 

Top 5 Tech Tools for the Classroom 23-24

Top 5 Tech Tools for the Classroom 23-24

Hey, friends! Happy October! It’s been quite some time since my last post, but as you can probably imagine, I’VE BEEN BUSY! I’m coaching two volleyball teams (my 5th-grade daughter and my 7th-grade daughter), taxiing them to their numerous after-school activities, drinking all the coffee, running all the miles, and … did I mention that my husband started a new career?! All of that coupled with teaching high school (how is this my 16th year?!) and teaching college is keeping me quite busy! Before we start the new week, I wanted to share 5 of my MUST-HAVE tools for my classroom this year. Let’s go!

Google Classroom
I feel like at this point in my career, I don’t even think about adding Google Classroom to this list because it’s such an integral part of our classroom workflow! Announcements, student work, our Daily Agenda Slides, resources, and discussion forums are all housed on Google Classroom. When students miss a day, they know to check Google Classroom to catch up. When students walk into the classroom, they know their work is on Google Classroom. If they have a reading or assignment on another website (Edulastic, Quizizz, Edpuzzle, etc.) they know they can use the same log-in credentials they use to access Google Classroom. Classroom has also made some fantastic updates … most recently, giving teachers the option to turn assignments “off” after the due date has passed. One of my favorite Classroom updates is the ability to schedule assignments to multiple classes at once – Classroom will automatically schedule the post for the next day, so be sure to check the date before you schedule!

Edpuzzle
Oh, Edpuzzle, how I love thee 🙂 I’ve been an Edpuzzle user since the tool debuted, and it’s an absolute MUST in my in-class flip classroom. If you’re unfamiliar with Edpuzzle … Edpuzzle is a digital tool that allows teachers to create video lessons for their students. Edpuzzle has a WEALTH of existing lessons that teachers can simply modify and assign to their classes. However, I prefer to create my own videos (using Screencastify) and upload them to YouTube (an option in Screencastify), then use Edpuzzle to embed questions and assign them to students. A new feature that Edpuzzle recently unveiled is the ability to embed AI-generated questions in the video – a huge time-saver for teachers!

Game-Based Learning Tools
Okay … maybe I cheated a little in this section, but I can’t choose JUST ONE game-based learning tool to share! Goodness, it’s amazing to think about how far game-based learning has come in a relatively short time. I remember when Kahoot was a brand-spanking new tool that my students wanted to play EVERY SINGLE DAY. Now, we have so many fantastic options like Quizizz, Gimkit, Blooket, Quizlet, and MORE. In my classroom, we tend to gravitate to Quizizz, Gimkit, Blooket, and Quizlet – we alternate frequently to keep it interesting for my students – and I love the new AI capabilities! In Quizlet, for example, students can upload their notes and use the new “Magic Notes” feature which will summarize their notes, create flashcards, develop an outline of the content, and create possible essay questions related to the content. It’s amazing!

Google Slides
If you’ve followed my blog for a while (thanks!), you know how much I love Google Slides. Whether it’s building a Nearpod lesson in Slides using the add-on, updating our daily agenda slide, or creating a reflection assignment for my students to complete as we proceed through our unit, Google Slides is a MUST in my classroom! I love how I can manipulate the master slide of the presentation to create a drag-and-drop activity to help my students classify, connect, and reflect on what they’ve learned! AND, since it’s assigned in Classroom, I can easily provide “in the moment” feedback on their progress and help clear up any misunderstandings! Check out this post about how to create “Interactive Self-Checks” for your students!

AI Teacher Tools
Ok … I KNOW AI is THE topic of conversation in education today – heck, it’s the topic of conversation everywhere in the world today. Do we use AI in the classroom? How should we use AI in the classroom? Should teachers use AI? Should students use AI? Is AI safe? Will it eliminate the need for teachers? ARGHHHHH! While there are many unanswered (and unasked) questions about AI in the classroom, I’m choosing to take the same perspective with AI that I took waaaay back in January of 2014 about technology when I started this blog: I can either say, “oh my gosh, AI in the classroom…” or, I can say, “oh my gosh!! AI in the classroom!” As you can probably guess, I’m taking the latter path. Just like we did when Chromebooks, interactive projectors, overhead projectors, scantrons, desktop computers, and the OG Oregon Trail entered the classroom, we’ll learn about AI and figure out how it can help us increase our effectiveness as educators. Currently, I’m geeking out about the possibilities of AI in the classroom for curriculum creation, lesson ideas, and as a “teacher assistant” who can take something off of my plate! Here are a few of my favorites …

  • Diffit – for any teacher like me who is always looking for leveled, non-fiction texts, you must try Diffit! This tool can generate reading passages AND provide teachers with a variety of multiple-choice and open-ended questions, as well as essay prompts, a summary, and key vocabulary terms. My department is SO excited about this tool!
  • MagicSchool – check out this ever-growing platform that can help you do everything from creating reading passages to generating teacher jokes, and everything in between – it’s fantastic!
  • Quizlet – OH MY GOODNESS. If you haven’t tried Magic Notes from Quizlet, yet, please do yourself a favor and add it to your list – SO AWESOME!
  • Question Well – create questions for any topic that can be easily imported to Google Forms or your favorite assessment platform

So, what’s on your list for this year? I hope your school year is off to a fantastic start!

Thanks for reading 🙂

Developing Strategic Frameworks to Combat Anti-Native Bias Through Tversky and Kahneman’s Cognitive Psychology

Developing Strategic Frameworks to Combat Anti-Native Bias Through Tversky and Kahneman’s Cognitive Psychology

 This inquiry represents a crucial intersection of cognitive psychology, social justice, and media literacy that has profound implications for how Native Americans can develop intellectual tools to recognize, analyze, and counter systemic bias embedded within contemporary discourse and media representation. By applying the foundational work of Amos Tversky and Daniel Kahneman on cognitive bias and heuristic processing, we can construct what might be termed “cognitive sovereignty”—the ability to think independently about Native issues despite pervasive bias in information systems.

Arbuckle Mountains, Oklahoma – Chickasaw Nation

The Theoretical Foundation: Tversky & Kahneman’s Insights on Cognitive Bias

The Nobel Prize-winning research of Tversky and Kahneman fundamentally transformed our understanding of human decision-making by demonstrating that people systematically deviate from rational choice models when processing information under uncertainty (Kahneman & Tversky, 1974; Tversky & Kahneman, 1974). Their seminal work identified three primary heuristics—mental shortcuts—that humans employ when making judgments: representativeness, availability, and anchoring and adjustment (Tversky & Kahneman, 1974). While these heuristics are generally effective and economical cognitive tools, they can lead to systematic and predictable errors in judgment that have particular relevance for understanding how stereotypes and bias operate in media representations of Native Americans.

The representativeness heuristic operates when people judge the probability that an object or event belongs to a particular class based on how similar it appears to typical members of that class (Kahneman & Tversky, 1972). This heuristic becomes problematic when applied to Native American representation because it relies on categorical thinking that often ignores base rates and statistical realities. When media consumers encounter Native Americans in news or entertainment, they unconsciously compare these individuals to their mental prototype of what a “typical” Native American looks like, sounds like, or behaves like—prototypes that are overwhelmingly based on historical stereotypes rather than contemporary reality.

The availability heuristic influences judgment by making people assess the frequency or probability of events based on how easily relevant instances come to mind (Tversky & Kahneman, 1973). For Native American representation, this cognitive bias is particularly damaging because contemporary Native people are nearly invisible in mainstream media. As research demonstrates, contemporary Native Americans are almost completely absent from mainstream news media and pop culture, and where narratives about Native Americans do exist, they are primarily deficit-based and guided by misperceptions, assumptions and stereotypes (Echo Hawk, as cited in research findings). This systematic omission creates what Fryberg and colleagues term “Native omission”—the systematic exclusion of Native peoples’ existence, experiences, and perspectives across numerous societal domains (Fryberg et al., 2024).

The anchoring and adjustment bias occurs when people make estimates by starting from an initial value and adjusting from there, but typically make insufficient adjustments away from the anchor (Tversky & Kahneman, 1974). In the context of Native American perception, historical stereotypes often serve as cognitive anchors that prove remarkably resistant to updating despite contradictory evidence. For instance, the “noble savage” and “ignoble savage” dialectical stereotypes have persisted for centuries, with contemporary representations often anchored to these historical frames rather than reflecting current Native American realities (Lacroix, 2011).

The Psychological Impact of Stereotypical Representations

The consequences of these cognitive biases extend far beyond mere misperception. Research by Fryberg and colleagues demonstrates that negative stereotypes of Native Americans and sports mascots significantly undermine Native Americans’ psychological well-being, depressing self-esteem, decreasing perceptions of community worth, and making Native youth less likely to envision successful futures such as earning good grades, finding employment, or completing degrees (Fryberg et al., 2018). These representations create self-fulfilling prophecies that render Native American accomplishments invisible and hinder Native people from imagining and pursuing successful futures.

The internalization of stereotypes represents what psychologists call “stereotype threat”—the risk of confirming negative stereotypes about one’s group, which can impair performance and psychological well-being (Steele & Aronson, 1995). Clinical psychologists report that constant encounters with false images result in Native children internalizing stereotypes that interfere with developing positive self-images and racial identities (Jim Crow Museum, n.d.). This psychological burden is compounded by the fact that biased representations have paradoxically positive impacts on White individuals, potentially exacerbating intergroup tensions and disparate outcomes (Eason et al., 2018).

Three Comprehensive Case Studies of Anti-Native Bias

Case Study 1: Dakota Access Pipeline Coverage – The “Environmental Extremist” and “Economic Threat” Frames

The media coverage of the Dakota Access Pipeline protests provides a compelling example of how cognitive biases shape news narratives in ways that systematically disadvantage Native American perspectives and rights. The representativeness heuristic operated powerfully in this coverage, as journalists and audiences compared the Standing Rock protesters to their existing mental prototypes of “environmental activists” and “protesters,” often drawing from frameworks developed around predominantly white environmental movements rather than understanding the unique legal, cultural, and spiritual dimensions of Native resistance.

The Bias Mechanisms in Operation: The availability heuristic functioned particularly insidiously in DAPL coverage because the most easily accessible examples of pipeline protests in public memory involved non-Native environmental groups. This cognitive shortcut led to framing that emphasized environmental concerns while systematically omitting or minimizing treaty rights, tribal sovereignty, and the legal obligations that the United States government holds toward tribal nations. Media representations subjected the Indigenous-led movement to what researchers term “settler assumptions about Indigenous resistance,” with articles across various political bias categories displaying consistent patterns of misrepresentation (Settler Colonial Studies, 2021).

The criminalization frame emerged as protestors were consistently described as denying “private property rights and freedoms to the landowners” and denying “American citizens and businesses the energy they need to produce jobs and build a vital and healthy economy” (Energy Transfer Partners, as cited in Smithsonian materials). This framing reveals the anchoring bias at work, where the initial anchor of “property rights” and “economic development” prevented adequate adjustment toward understanding tribal treaty rights and the trust relationship between the federal government and tribal nations.

The Structural Racism in Route Selection: Perhaps the most revealing aspect of bias in DAPL coverage was how few mainstream outlets emphasized the pipeline’s route selection process. The original routing was designed to cross the Missouri River near Bismarck, North Dakota’s state capital, but was rejected due to concerns that an oil spill at that location would contaminate the city’s drinking water supply (The New Yorker, as cited in educational materials). The decision to reroute the pipeline through the Standing Rock Sioux reservation’s water supply reveals the differential value placed on Native versus non-Native communities’ welfare, yet this comparison was rarely highlighted in mainstream coverage.

Violence Minimization and False Equivalence: The media’s treatment of violence during the protests demonstrates how availability bias can distort coverage. Despite extensive documentation that protesters included youth and elderly tribal members engaged in prayer and ceremony, and that they faced “Mace, tasers, and rubber bullets” from law enforcement and private security (Tribal documentation), many outlets presented the conflict as “clashes” between equally responsible parties. This false equivalence reflects the anchoring bias, where the initial frame of “law and order” versus “civil disobedience” prevented adequate adjustment toward understanding the asymmetrical power dynamics and the specific legal status of actions on treaty-protected lands.

Case Study 2: Missing and Murdered Indigenous Women – The “Disposability” and “Victim-Blaming” Frames

The stark disparity in media coverage of Missing and Murdered Indigenous Women (MMIW) compared to missing white women cases demonstrates how multiple cognitive biases operate simultaneously to create systematic undervaluation of Native lives. Research by Gilchrist revealed that six times more stories appeared about missing white women compared to Indigenous women, with white women’s stories usually accompanied by large photographs and frequently placed on front pages, while stories about missing Indigenous women rarely included pictures and were often relegated to “soft news” sections (MediaSmarts, n.d.).

The Representativeness Heuristic in Action: The representativeness bias manifests in how audiences and journalists unconsciously categorize missing persons based on how closely they match mental prototypes of “worthy victims.” White women who disappear, particularly those who fit conventional standards of femininity and social respectability, align closely with cultural prototypes of innocence and vulnerability that demand protection. Native women, by contrast, are often pre-categorized through historical stereotypes that portray them as somehow “closer to danger” or more likely to engage in “risky behavior.”

The Systemic Nature of Coverage Bias: Jiwani’s comprehensive analysis of seven years of Globe and Mail coverage found that Indigenous women were systematically portrayed as “abject victims of poverty” and “inept drug addicted mothers who did not seem to be capable of maternal feeling,” with articles consistently failing to address larger structural or historic issues such as racism, residential school trauma, or conditions in home communities (MediaSmarts, n.d.). This framing makes Indigenous women appear culpable in their own victimization by supposedly “choosing” lifestyles that put them at risk, while simultaneously erasing the systemic factors that create vulnerability.

Statistical Manipulation and Data Distortion: The availability heuristic operates through selective statistical presentation, where only 30% of Indigenous homicide victims and 18% of Indigenous female victims received newspaper coverage, compared to 51% of European homicide victims (Wyoming research data). Moreover, research reveals that one-third of media outlets covering MMIW cases used “violent language” that reflected “racism or misogyny or racial stereotyping” in their portrayals of victims (Wikipedia compilation of research). These coverage patterns create a distorted public understanding where the epidemic of violence against Native women becomes invisible while individual cases are stripped of systemic context.

The Compounding Effect of Jurisdictional Complexity: Media coverage rarely addresses the complex jurisdictional issues that contribute to inadequate investigation and prosecution of crimes against Native women. The Major Crimes Act, Public Law 280, and various other federal policies create a labyrinth of jurisdictional confusion that often leaves crimes unprosecuted, but this systemic barrier is seldom explained in coverage. Instead, the anchoring bias leads coverage to focus on individual circumstances rather than adjusting toward understanding how colonial legal structures continue to render Native women vulnerable to violence.

Case Study 3: Native American Gaming – The “Casino Indian” Stereotype and False Privilege Narratives

The emergence of Native American gaming has spawned an entirely new category of bias that researchers term the “Casino Indian” stereotype, which represents a contemporary evolution of historical “ignoble savage” tropes. This stereotype suggests that Native Americans have transformed from threatening through physical violence to threatening through economic success, creating what Lacroix terms a new form of the ignoble savage who poses an economic rather than physical threat (Lacroix, 2011).

The False Privilege Narrative: The representativeness heuristic operates powerfully in gaming coverage by encouraging audiences to categorize Native gaming rights as “special privileges” rather than exercises of inherent sovereignty. Many people misconceive casinos as “special concessions” or “reparations” from the government, with survey respondents expressing resentment that Native Americans supposedly receive “free money” and “monthly stipends if they are at least 1/16th Native” (survey data from research). This fundamental misunderstanding reflects anchoring bias, where the initial concept of government “handouts” prevents adequate adjustment toward understanding tribal sovereignty and the government-to-government relationship between tribal nations and the United States.

The Contradictory Stereotyping Problem: Research reveals that respondents hold seemingly contradictory stereotypes, simultaneously viewing Native Americans as “both poor and flush with casino money, both spiritually focused and addicted to drugs and alcohol, and both resilient and dependent on government benefits” (Reclaiming Native Truth survey). These contradictions illustrate how the availability heuristic operates: different stereotypes become accessible depending on the context, allowing people to maintain prejudicial views regardless of evidence.

Economic Threat Perception and Sovereignty Undermining: Studies demonstrate that greater endorsement of the “casino Indian” stereotype correlates with more negative attitudes toward Native nation sovereignty, with White participants living in states with Native gaming more likely to endorse the stereotype and perceive greater conflicts of interest with Native Americans (Cambridge research, 2020). This finding reveals how economic success by Native communities triggers threat perception among non-Native populations, leading to increased opposition to basic sovereignty rights.

Media Reinforcement of Economic Stereotypes: Coverage often employs what researchers identify as “violent language” in economic contexts, suggesting that tribal gaming somehow “exploits” or “takes advantage of” legal loopholes rather than representing legitimate exercises of governmental authority. The anchoring bias manifests when coverage begins from assumptions about “fair play” and “level playing fields” without adjusting for the historical context of land theft, cultural genocide, and ongoing treaty obligations that justify tribal gaming rights.

Case Study 4: Land Acknowledgment Controversies – The “Performative Gesture” and “Historical Revisionism” Frames

The recent debates surrounding land acknowledgments provide a fascinating case study in how cognitive biases operate when dominant culture attempts to engage with Native issues in supposedly positive ways. Media coverage of the American Anthropological Association’s decision to pause land acknowledgments reveals how even well-intentioned efforts can become sites of bias and misunderstanding.

The False Balance Problem: Coverage of land acknowledgment controversies often employs what appears to be objective “both sides” reporting but actually demonstrates the anchoring bias, where the initial framing assumes that Indigenous critiques of poorly executed acknowledgments are equivalent to non-Native criticisms of acknowledgments as “politically correct” gestures. This false equivalence prevents adequate adjustment toward understanding the substantive Indigenous concerns about sovereignty undermining and cultural appropriation that motivated the AAA pause.

The “Political Correctness” Frame: Conservative media coverage frequently anchors land acknowledgments to broader narratives about “woke” politics and “radical” interpretations of American history, exemplified by Professor Stuart Reges’ claim that acknowledgments represent “the Howard Zinn view of history—that the United States is evil, and we stole the land” (VOA coverage). This anchoring prevents adjustment toward understanding that land acknowledgments, when done properly, simply state historical and legal facts about treaty relationships and ongoing tribal sovereignty.

The Misrepresentation of Indigenous Critiques: The representativeness heuristic operates when media coverage categorizes Indigenous critiques of land acknowledgments alongside conservative opposition, creating false equivalencies that obscure the substantive differences between these positions. Indigenous critiques focus on sovereignty recognition and authentic relationship-building, while conservative critiques often reject the basic premises of Indigenous land rights entirely.

Strategic Framework for Critical Reading & Bias Detection

The “Cognitive Sovereignty” Approach: Comprehensive Analytical Framework

The development of cognitive sovereignty requires systematic training in recognizing how the three primary heuristics identified by Tversky and Kahneman operate in media representations of Native issues. This framework goes beyond simple media literacy to develop sophisticated analytical tools grounded in cognitive psychology and decolonial theory.

1. The Comprehensive Omission Audit: Recognizing Systematic Exclusion

The omission audit addresses what Fryberg and colleagues identify as “Native omission”—the systematic exclusion of Native peoples’ existence, experiences, and perspectives across numerous societal domains. This exclusion operates through both “absolute omission” (complete absence of Native representation) and “relative omission” (overrepresentation of stereotypical content compared to authentic contemporary representation). The availability heuristic makes omitted information essentially nonexistent in public consciousness, because people can only draw upon what they can easily recall when making judgments about Native issues.

For every story about Native issues, critical readers must systematically ask: What contemporary Native voices are included as primary sources rather than secondary subjects? What historical context about treaty relationships, sovereignty, and government-to-government status is provided? How are Native people’s own solutions, innovations, and leadership highlighted versus how are they portrayed as passive recipients of outside assistance? What aspects of Native contemporary life—education, business, technology, arts, governance—are represented versus what stereotypical elements are emphasized? The omission audit also requires examining what comparative context is provided: Are Native issues discussed in isolation or are they connected to broader systems of power, policy, and historical relationship?

2. Advanced Framing Analysis: Deconstructing Narrative Architecture

Framing analysis moves beyond identifying individual biases to understanding how entire narrative structures position Native issues within broader ideological frameworks. The representativeness heuristic operates at the level of story structure, where audiences unconsciously compare new information to familiar narrative templates. Critical readers must identify whether coverage employs what can be termed “colonial frames” that systematically disadvantage Native perspectives.

The Deficit Frame presents Native communities exclusively through problems, pathologies, and failures while omitting strengths, innovations, and solutions originating within Native communities. The Threat Frame positions Native rights, sovereignty, or success as threatening to non-Native interests, often through false zero-sum framings that suggest Native gains necessarily mean non-Native losses. The Paternalistic Frame positions non-Native institutions, individuals, or governments as saviors or problem-solvers while portraying Native people as passive beneficiaries rather than active agents. The Anachronism Frame treats Native people as historical rather than contemporary, using past-tense language or focusing exclusively on historical cultural elements while ignoring present-day diversity and innovation.

Advanced framing analysis also requires attention to what researchers call “intersectional invisibility”—the way that Native people who don’t fit narrow stereotypical categories become completely invisible in coverage. Native professionals, urban Native communities, Native LGBTQ+ individuals, and Native people engaged in technology, business, or other contemporary fields often disappear entirely from representation.

3. Sophisticated Source Verification: Understanding Authority and Authenticity

Source verification in Native contexts requires understanding the complex relationship between cultural identity, political citizenship, and representational authority. The representativeness heuristic leads media outlets and audiences to accept individuals who “look Native” or claim Native ancestry as legitimate spokespeople, without understanding that Native American identity is fundamentally political rather than racial.

Critical readers must verify: Is this person actually enrolled in a federally recognized tribe, and if so, do they have legitimate standing to represent that specific tribal community? Are they speaking as individuals about their personal experiences or claiming to represent broader Native perspectives? What is their actual expertise or authority on the specific issues being discussed? Are they affiliated with legitimate tribal governments, Native-led organizations, or established Native advocacy groups? When non-Native experts are consulted, what is their track record of supporting Native sovereignty and self-determination versus extractive research or paternalistic advocacy?

The verification process must also address what researchers term the “pretendian” phenomenon, where individuals with no legitimate tribal citizenship claim Native identity for personal, professional, or political advantage. Studies suggest that pretendians outnumber legitimate Native people by ratios of at least 4 to 1 in many contexts, creating massive distortions in public understanding when they are given platforms as Native voices.

4. The Comprehensive Context Test: Systematic Analysis of Power and History

Context analysis requires examining how coverage addresses or ignores the complex legal, political, and historical systems that shape contemporary Native issues. The anchoring and adjustment bias operates when coverage begins from contemporary situations without adequate historical context, preventing proper understanding of how current issues connect to ongoing colonial relationships.

Critical readers must examine: Are treaty relationships and their ongoing legal significance explained, or are Native rights discussed as though they emerged from contemporary political negotiations? Is the government-to-government relationship between tribal nations and the United States acknowledged, or are tribal governments treated as equivalent to other minority groups? Are the ongoing effects of historical trauma—including boarding schools, termination policies, relocation programs, and child removal—connected to contemporary issues, or are current problems discussed as though they emerged in a historical vacuum? How are structural and systemic issues versus individual choices balanced in explanatory frameworks?

The context test also requires analyzing how coverage positions Native issues within broader systems of power and privilege. Are Native concerns connected to broader discussions of environmental justice, economic inequality, or human rights? Is there recognition of how Native issues intersect with other social justice movements? Are the benefits that non-Native populations derive from the current status quo acknowledged or ignored?

Building Comprehensive Counter-Narratives

The ultimate goal of cognitive sovereignty extends beyond critique to the construction of alternative narratives that restore complexity, humanity, and agency to Native representation. This requires systematic efforts to counteract the cognitive biases that maintain stereotypical thinking while building new mental models based on contemporary Native realities and Indigenous knowledge systems.

Centering Native Voices: Prioritizing Indigenous Intellectual Authority

Centering Native voices requires more than simply including Native people in existing narrative frameworks; it demands fundamentally restructuring how stories are conceived, researched, and told. This approach prioritizes Native-led media organizations, Native scholars and intellectuals, and Native community members as primary authorities on their own experiences rather than as secondary sources to be interpreted by non-Native experts. It means recognizing that Native communities possess sophisticated analytical frameworks for understanding their own experiences and should not be treated merely as subjects of outside study or sources of exotic content for mainstream consumption. The goal is to shift from extractive journalism that takes stories from Native communities to collaborative journalism that serves Native communities’ own goals for representation and advocacy.

Historical Grounding: Connecting Contemporary Issues to Systemic Patterns

Historical grounding involves understanding how current stereotypes and biases connect to centuries of propaganda and policy designed to justify dispossession and cultural destruction. This requires recognizing that many contemporary “problems” in Native communities are direct results of specific government policies rather than cultural deficiencies or individual failings. For instance, discussions of Native American health disparities must be grounded in understanding how the Indian Health Service was systematically underfunded as part of broader termination policies, while conversations about educational achievement must acknowledge the intergenerational effects of boarding school trauma and the ongoing underfunding of tribal schools. Historical grounding also means understanding how positive stereotypes like the “noble savage” serve colonial purposes by positioning Native people as inspirational figures from the past rather than complex contemporary political actors.

Contemporary Focus: Emphasizing Present-Day Innovation and Leadership

Contemporary focus requires systematic emphasis on present-day Native innovation, leadership, economic development, cultural revitalization, and community-defined success while avoiding the temporal trap that positions Native cultures as either disappearing or frozen in time. This means highlighting Native people working in technology, business, sciences, arts, education, and government while recognizing that cultural continuity and innovation are not contradictory but complementary processes. It involves showcasing how Native communities are developing solutions to complex challenges like climate change, economic development, language revitalization, and health disparities using approaches that combine traditional knowledge with contemporary tools and methods. Contemporary focus also requires recognizing the tremendous diversity within and between Native communities, avoiding pan-Indian generalizations that obscure the specific experiences of different tribal nations, urban Native communities, and individuals with complex identity experiences.

Structural Analysis: Connecting Individual Stories to Systemic Solutions

Structural analysis requires connecting individual stories to broader systems of power, policy, and relationship while avoiding both deficit-focused narratives and superficial celebration of individual achievement without systemic context. This approach examines how current policies, legal frameworks, and institutional practices either support or undermine Native sovereignty and self-determination. It means analyzing how federal budget priorities, legal precedents, educational curriculum, corporate practices, and media representations collectively create the conditions within which Native communities operate. Structural analysis also requires examining solutions at multiple levels: what policy changes would address systemic barriers, what institutional reforms would improve outcomes, how can non-Native allies support Native-led initiatives, and what can individuals do to interrupt cycles of bias and stereotyping in their own communities and professional contexts.

This comprehensive framework transforms passive media consumption into active cognitive resistance, using Tversky and Kahneman’s insights about human bias to develop sophisticated analytical tools for recognizing and countering anti-Native bias while constructing more accurate and empowering narratives about contemporary Native experiences and futures.

References

Eason, A. E., Brady, L. M., & Fryberg, S. A. (2018). Reclaiming representations & interrupting the cycle of bias against Native Americans. Daedalus, 147(2), 70-81.

Fryberg, S. A., Dai, J. D., & Eason, A. E. (2024). Omission as a modern form of bias against Native Peoples: Implications for policies and practices. Social Issues and Policy Review, 18(1), 148-176.

Jim Crow Museum. (n.d.). Stereotyping Native Americans. Ferris State University. https://jimcrowmuseum.ferris.edu/native/homepage.htm

Kahneman, D., & Tversky, A. (1972). Subjective probability: A judgment of representativeness. Cognitive Psychology, 3(3), 430-454.

Kahneman, D., & Tversky, A. (1974). Judgment under uncertainty: Heuristics and biases. Science, 185(4157), 1124-1131.

Lacroix, C. C. (2011). High stakes stereotypes: The emergence of the “casino Indian” trope in television depictions of contemporary Native Americans. Howard Journal of Communications, 22(1), 1-23.

MediaSmarts. (n.d.). Media portrayals of missing and murdered Indigenous women. https://mediasmarts.ca/digital-media-literacy/media-issues/diversity-media/indigenous-people/media-portrayals-missing-murdered-indigenous-women

Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797-811.

Tversky, A., & Kahneman, D. (1971). Belief in the law of small numbers. Psychological Bulletin, 76(2), 105-110.

Tversky, A., & Kahneman, D. (1973). Availability: A heuristic for judging frequency and probability. Cognitive Psychology, 5(2), 207-232.

Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. Science, 185(4157), 1124-1131.

 

3 Time-Savers for Teachers

3 Time-Savers for Teachers

Happy FRIDAY, all! I’m coming to you today from the comfort of my couch – parent/teacher conferences last night + morning classroom worktime = time to write for Bethany! I feel like I’ve been absent from my blog over the last few months … because I HAVE! My girls are getting older and EVEN MORE involved in everything (I didn’t think that was possible) so, my husband and I are living our best (crazy, hectic, high-fiving each other as we pass in the garage on our way to pick up or drop off a kid from something) helping them live their best lives! Speaking of being busy … if you’re like me, you’re always looking for time-savers, right? Here are my current top 3 time-savers for teachers – let’s get to it!

Create self-grading activities
Looking back at my teaching career (this is my 16th year teaching … seriously, how did that happen?!) I realize how much precious time I spent (dare I say wasted) on grading EVERY single thing my students did in class. Over the last few years, I’ve switched gears and started designing self-grading activities for my students, using Pixel Art, “Go-to-Section” Google Forms, and the “homework” mode (it’s all in class, not homework!) of sites like Quizizz and Blooket!

Reflect and Refresh, Don’t Always Reinvent
This is REALLY hard for me – I have the constant need to “reinvent the wheel” for every assignment, not because I’m a control freak (maybe) or someone who has oodles of extra time to spend (ha!), but because I’m always looking for ways to improve. As I improve as a teacher, I want to improve activities for my students, OBVIOUSLY. However, over the last year or so, I’ve found myself wanting to scrap good activities and totally recreate them because they’re not as great as I want them to be. Anyone with me? Toward the end of last school year, I started intentionally reflecting on my instruction, activities, and assessments at the end of each unit, making notes in my plans and on files that I share with students. These reflections include everything from detailed notes about specific questions or standards to “this didn’t work – scrap it” and “this kicked butt!” Adding this small practice has not only given me SO much time back when it comes to planning but has also been an awesome reflection for me as a teacher – I’m always looking to grow! If you notice the heading for this tip is “reflect and refresh, don’t always reinvent.” Notice the emphasis on always? Yup, that’s right. There are a few things that I DO reinvent every year, specifically the instructional videos I create for my students. As an American Government teacher, I know that much of the content and examples I share with my students in our instructional video REQUIRES me to update my videos every year – the last thing I want to do is confuse students on who is actually the current Speaker of the House. So, I let my “reinvent the wheel” juices flow in the instructional video arena 🙂

Use AI!
Holy guacamole, have you jumped on the AI bandwagon, yet? If you haven’t, PLEASE join the fun! Think of the AI tools that are available to you as a teacher as digital teacher assistants that you can count on to generate a variety of readings, ideas, suggestions, modifications, and MORE to help take a few things off of your often overflowing teacher plate. As with any new tool, whether it be digital or physical, instructional or otherwise, we have to remember that WE are the experts and WE know what’s best for our students. Here are a few tasks I’m using AI for this year:

⭐️ Generating non-fiction texts with MagicSchool
⭐️ Creating reading comprehension questions AND adding them to a game with the new Quizizz extension
⭐️ Adjusting the level of existing texts and generating summaries, text vocabulary, multiple choice and short answer questions, and more with Diffit

…and the list goes on and on! The ways that teachers can use AI to take a few things off of our plates are ever-growing, and I’m excited to see what’s coming next!

What time-savers do you use to organize your teacher life? I’d love to hear your tips!

Thanks for reading 🙂

Why understanding how your brain works can make you a better writer

Why understanding how your brain works can make you a better writer

Have you ever wondered why your best ideas seem to strike while you are walking or driving, but vanish the moment you sit down to write? Or why staring at a blank document feels physically exhausting, even though you’re “just thinking”?

The answers lie in neuroscience—and understanding how your brain actually creates can transform the way you approach writing.

The inspiration that comes to you while walking the dog. Corgis are such happy companions! 

Three Networks, One Creative Brain

Forget the myth of sudden inspiration striking like lightning. Creativity is a measurable cognitive process involving three distinct brain networks working together:

The Default Mode Network (DMN) activates during mind-wandering and idea generation. It’s your brainstorming brain—the one making connections while you’re walking the dog or letting your thoughts drift.

The Executive Control Network (ECN) evaluates and refines ideas. This is your editor brain, the deliberate, critical-thinking part that shapes raw ideas into polished arguments.

The Salience Network acts as the switchboard operator, directing attention between the other two networks based on what the task requires.

Here’s the crucial insight: these networks can actually inhibit each other. Trying to generate ideas and critically evaluate them at the same time creates cognitive interference. This is why  neuroscience suggests the appropriate principle is write divergently, edit convergently.

Two Systems of Thinking

Psychologists describe two distinct thinking systems that writers need to master:

System 1 is fast, intuitive, and associative. It’s essential for brainstorming, freewriting, and making unexpected connections between ideas. When you’re drafting a literature review and suddenly see a link between two seemingly unrelated sources, that’s System 1 at work.

System 2 is slow, deliberate, and analytical. You need it for constructing logical arguments, organizing your outline, and revising for clarity.

Effective writers learn to consciously toggle between these modes—and recognize that each stage of writing demands a different balance.

Matching Your Brain to the Writing Stage

Prewriting: Embrace the Wandering Mind

During the invention stage, your goal is to maximize divergent thinking and DMN activation. This means creating conditions for productive mind-wandering: freewriting without judgment, taking walks, even those famous shower moments.

Neuroscientist Mark Beeman calls this “cognitive looseness”—the mental state that allows distant associations to surface. For research papers, this might mean exploratory reading without immediately organizing notes. For analytical essays, try concept mapping or clustering before you outline.

The key: let your brain make unexpected connections before you try to organize them.

Drafting: Finding Your Flow

The drafting stage requires transitioning toward focused attention while preserving creative momentum. This is where Mihaly Csikszentmihalyi’s research on flow states becomes practical.

Flow happens when challenge and skill are balanced—not so easy you’re bored, not so hard you’re paralyzed. Set manageable goals (draft one section, not the whole paper) and remove distractions. Neuroscience suggests writing in timed intervals of 45-90 minutes before breaks, because sustained attention genuinely depletes cognitive resources.

One important caveat: don’t over-outline. Leave room for discovery during drafting—some of your best insights will emerge in the act of writing itself.

Revision: The Critical Distance Problem

Effective revision demands strong ECN activation—deliberate, critical evaluation. But here’s what neuroscience reveals: we need temporal distance for effective self-editing because the same brain networks that generated our ideas also defend them.

This is why building waiting periods between drafting and revision isn’t procrastination—it’s strategy. When you return to your work after a break, you can engage your critical faculties without the protective instincts that make us blind to our own weaknesses.

Writing Creatively with Research

Studies by composition researcher Nancy Sommers reveal a crucial difference between novice and expert academic writers: novices treat research as information-gathering, while experts use sources as thinking partners—engaging in written dialogue with ideas.

Neurologically, this matters enormously. Merely summarizing research activates primarily memory and language areas. But critically engaging with sources activates reasoning and creativity networks simultaneously.

To write more creatively with research:

Frame each source as answering a question, then identify what new questions it raises

Organize literature reviews by themes or tensions rather than source-by-source summaries

Practice “creative constraint”—let your thesis provide focus while finding unexpected evidence within that framework

Before reading a new source, write what you already know about the topic to prime your brain for connections.  The reason for this is that you are activating memory and prior learning, thus creating a scaffold, as well as learning that is situated in a context that allows your brain to find rich connections. 

Practical Strategies by Essay Type

For analytical essays: Alternate between close reading (focused attention) and reflective pauses (DMN activation). After analyzing evidence, step away briefly to let insights develop before drafting your interpretation.

For research papers: Separate reading sessions from organizational sessions—they use different cognitive modes. Try structural work in the morning when your ECN is typically strongest, and save exploratory reading for later in the day.

For creative or personal essays: Embrace productive mind-wandering during prewriting, but use structured revision to ensure coherence. Inspiration is real (DMN activation), but craft requires discipline (ECN).

For all writing: Recognize that cognitive fatigue is neurological, not a character flaw. Your brain depletes glucose and other resources during sustained creative work. Strategic breaks, exercise, and sleep aren’t avoidance—they’re essential for cognitive restoration and creative insight.

The Bottom Line

Understanding the neuroscience of creativity doesn’t diminish the magic of writing—it demystifies the process so you can work with your brain instead of against it.

You can’t force inspiration, but you can create optimal conditions for it. You can’t skip the hard work of revision, but you can recognize when your brain genuinely needs rest versus when you’re avoiding difficulty.

The goal is metacognitive awareness: understanding your own cognitive rhythms well enough to match your mental state to the task at hand.

Your brain already knows how to be creative. Now you know how to let it.

Want to dive deeper into the research? Key researchers in this field include Arne Dietrich (cognitive neuroscience of creativity), Rex Jung (creative cognition), Teresa Amabile (social psychology of creativity), Mihaly Csikszentmihalyi (flow states), and Mark Beeman (insight and the “aha moment”).

One Word 2024: COMMIT – Teaching with Technology

One Word 2024: COMMIT – Teaching with Technology

Happy January, all! Phew! The last few months have been hectic! My husband and I have been shuttling our daughters all over God’s creation for practices, dance classes, shoe fittings, performances, games, and tournaments, and don’t get me wrong, we love every second of it. BUT … it leaves me very little time to write, reflect, and share with you! I’ve also entered a new O.R.E. in life (my acronym for obsessive reading era) and am currently inhaling many books per month – I don’t know if it’s a good thing or a bad thing that our oldest has volleyball practice twice a week within walking distance of a Barnes and Noble … hmmm… Anyway, after a long writing hiatus (and a HUGE issue with my website’s security certificate … it’s fixed!) I’m back to share my word to focus on throughout 2024: COMMIT!

If you’ve followed my blog for a bit (thanks!) you know that I’m not a fan of New Year’s Resolutions. Instead, for the last few years I’ve chosen a word to focus on throughout the year to help me reach my goals. This year, I’ve chosen to commit to COMMIT! What am I committing to? I’m so glad you asked!

  • Daily Presence for my family
  • Daily Devotional Time to ground me in my faith
  • Daily Exercise Time for my mental and physical health
  • Daily Reading Time (not just fun reading – personal and professional development, too!) for growth and happiness
  • Daily REST to recover mentally and physically because life gets EXHAUSTING
  • Frequent Reflection to recognize strengths and areas for improvement
  • Frequent CREATIVE Sessions which increase my sense of accomplishment
  • Monthly Writing because sharing with you provides me with a fantastic opportunity to GROW as an educator!

Speaking of commitment … did you know this month I celebrate my TEN YEAR BLOGGING ANNIVERSARY?! What in the world?! I’m so thankful for the urge I had to start blogging WAAAY back in 2014 because I feel like researching, reflecting, creating, and sharing with you has helped me grow so much as a teacher and truly find my authentic voice. So, THANKS for ten great years! Here’s to ten more!

What’s your focus for 2024? I’d love to hear it!

As always, thanks for reading 🙂

Reflecting on Experiences with Crafts in Africa

Reflecting on Experiences with Crafts in Africa

 I’d like to tell you a little bit about my experience with art in Africa. The first time I went to Africa was to Kenya, and I had an opportunity to get deeply involved in Kenyan art and arts and crafts as an aspect of economic development initiatives, especially for women-owned enterprises. In addition, I went to several places where I was able to see the Maasai and participate in different activities. The main peoples, the Kikuyu and the Luhya, had distinct traditions and art. The Kikuyu have elaborate wedding ceremonies.  Each clan has its own animal totem, which can be, for example, the zebra. 

The first thing I noticed about the Maasai were the textiles that they use and the bright red plaid and checked woven cloth, called Shuka,  that they create.. The colors vary, but all are bold, and the stunning patterns are plaid.  There are different rituals and dances, and then the spears with the different animal pelts were really beautiful. Then I had a chance to actually look at some of the Maasai warrior masks that were for sale. I would say that they were probably tourist masks, not used in the rituals, but some of the dances really had to do with not just channeling spirits of ancestors, but also getting in tune with nature and channeling animal spirits such as zebras and giraffes and elephants and also different types of gazelles and also—not dingo, those are Australian—jackal, especially jackal. So each animal is considered to have different attributes. As a warrior culture, the lion is revered, and many of the masks and face decorations are visual allusions to lions. 

At the artisan market, the carvings that I encountered were wonderful. I ended up purchasing many different carvings of dogs that looked like they had different spots and different patterns. They’re just so adorable. I love them. I ended up bringing home about 20 of them. I gave them as gifts and also came back with beads because I went to a women’s business which had to do with handmade beads that were then painted, glazed, and made into different types of necklaces.

Soapstone painted dogs from Kenya

I brought back hundreds of those, and the idea was to start up a little business on eBay with my son because he wanted to do things to earn money. So I took photographs of them and put them on eBay and we sold them, and now I wish I hadn’t sold any of them. I wish I still had them, but that’s the hoarder in me. But it was very interesting to see how this type of unique handcrafted beadwork turned into a business for women, and the same thing could be said for the fabrics. I’m not sure what happened in the intervening years, how much was displaced by cheap imports, but at any rate, I really loved them.

Several years later I had the opportunity to go to Mozambique. In Mozambique, I didn’t see as many masks or crafts, but I did have a chance to go out to the villages and see their different kinds of arts and crafts and the traditional mud huts. Those were really wonderful to see. I think that what we’re seeing is kind of a slow displacement of handmade crafts because of the time involved, and the fact that sometimes it’s easier for people to just purchase cheap Chinese imports rather than the locally produced things, especially if it’s machine-made versus handmade. After visiting Chimoio, we spent time in Beira, a port town on the Indian Ocean where colonial Portuguese architecture abounded. 

The first time I went to South Africa, I was in Johannesburg. The second time was in Cape Town, and I spent a lot more time and had a chance to buy little masks that were intended for the tourist trade. So I really don’t know how they related to masquerade, and I don’t think they necessarily did—they’re just attractive. But the ones used in masquerade and the different specific rituals designed to encourage the spirit of the ancestors to possess the person and then to tell the future were pretty interesting.

African mask purchased in Cape Town, South Africa

Oh, I want to go back to Mozambique for a moment and mention that when I was there, the life expectancy was like 32 due to malaria and land mines and other problematic residual devastation from years of war. And somehow the idea of witch doctors having an amazing amount of power was a reality, as was the idea of divination—divination using seashells and also divination using bones. So there is definitely artwork in conjunction with this sort of divination. It is not anything that I explored because frankly, I’m a little bit afraid of that. So there you have it.

And when I read about the arts and artwork and also the past civilizations, the Great Zimbabwe—by the way, when I was in Mozambique, I was in Chimoio, which is the capital of the Manica province on the border with Zimbabwe. Anyway, the people that I stayed with were from Zimbabwe and they told me a little bit about Zimbabwe as it was in the early 2000s…

5 Favorite Tools for the 24-25 School Year

5 Favorite Tools for the 24-25 School Year

Hey, all! Happy August! Has summer flown by, or is it just me? Good gracious! I’m looking back at my posts for this year and am noticing that have DEFINITELY not adhered to my word for the New Year and posting at least once a month – yikes! I feel like I’ve been running around like a chicken with my head cut off this calendar year. My oldest is playing for a non-local travel volleyball club for the first time, which meant she and I made twice weekly trips to St. Louis (about an hour drive one way) for practices. She also played in multiple travel tournaments in KC, STL, and Memphis! While her big sister did all of the sports, our youngest took 9 dance classes weekly! Also, our girls are transferring from the parochial school they’ve been in since pre-k and the same parochial school I went to, my dad went to, my grandpa went to, and my mom taught at for a zillion years to the middle school in my district next year. I’m fine! It’s all fine! I tell my husband all the time that we will be SO bored one day…today is not that day, but it’ll happen!

You would think I would still have time to write, though, while I’m waiting at sports practices and dance classes, right? WELL … as I said in January, I’ve entered my Obsessive Reading Era (ORE) and have already read 38 books since January. I’ve lost my marbles! My husband finally had to have “the talk” with me because my book orders on Amazon had gotten a SMIDGE out of control. What’s “the talk,” you ask? “Bethany, we have a wonderful, nearly brand new library 4 minutes from our house … do you think you could just rent the books that take you less than 24 hours to read instead of buying them?” ???? Needless to say, my local librarians see me a few times a week!

Now that we’ve taken a glimpse into my crazy, hectic, yet SUPER blessed current reality, and I’ve given you a reason (not an excuse) for me being MIA this year, let’s get into the purpose for this post — my top 5 tools for the 24-25 school year! While it doesn’t seem possible that I’ll be starting my SEVENTEENTH year in the classroom next month (seriously, I still feel like a new teacher most of the time, until I realize my former students are now my colleagues!) I’m walking into the new school year armed with great tools in my teacher toolbox to help me use technology to increase engagement, enhance student learning, and make learning memorable!

Magic School – Ok, if you’ve read my posts on AI in the classroom, you’ve no doubt stumbled upon my love of MagicSchool. HOLY MOLY. Every SINGLE time I jump on this tool, another new feature is unveiled. Looking for a professional email generator to help you craft the perfect response to any email? MagicSchool has it. Looking for a DOK question generator to help you make sure you’re asking questions at the level you think you are? MagicSchool has it! (This is also SUPER awesome for my pre-service teachers who are learning exactly what DOK means and how it looks!) How about a rubric? Ask MagicSchool. The list goes ON AND ON! Definitely taking MagicSchool into the 24-25 school year!

Diffit – My department (high school Social Studies) has been consistently using Diffit for the last few months and have loved it – keep in mind we’ve been using the free version. With the free version, we’re able to easily generate academic content, multiple choice questions, vocabulary lists, summaries, and extension questions, as well as revise these resources to meet the various needs of our students. Diffit is ALWAYS adding new resource options for teachers to use AND they easily export to Google tools such as Slides, Forms, and Docs. The premium version (which, fingers crossed, our department will get this year!) opens up SO MANY awesome ready-to-use templates that teachers can quickly and easily edit to meet the needs of their students, then push out through Google Classroom. It’s AWESOME!

Quizizz and Blooket – Ok, you know how I love these two apps and how often I use them in my classroom – literally DAILY. Last year, I made a conscious effort to focus more on vocabulary in my American Government classes, and Blooket was a HUGE component of that push. If you teach American Government or Civics, you know that this course is extremely vocabulary heavy, and the course vocabulary is not likely familiar to our students. ENTER BLOOKET! We used Blooket as a Bellringer ALMOST everyday, and cycled through various decks that I had built throughout the year. My students earned XP (Check chapter 8 of Illuminate for more info on XP!), competed against each other, and reviewed content, all within the first few minutes of class. It was FABULOUS! Another staple, of course, is Quizizz. I love being able to access other Quizizz games and activities about the content I’m teaching and utilize questions and resources while I’m creating content for my students. Sometimes, it helps to see how other teachers ask questions about my content, and it helps my students answer questions about what they’re learning that my be asked in different ways. We love Quizizz!

Classroom – If you’ve logged into Google Classroom lately, you may have noticed the birthday candles on top of the icon, because Google Classroom is TEN YEARS OLD! It feels like Classroom is still the new kid on the block, but at the same time, it feels like I’ve never taught without it! (I have similar feelings about the fact that I’m starting my 17th year teaching tomorrow … it feels like I’m still a newbie, but at the same time it feels like I’ve been a teacher forever … WEIRD!) However, Classroom has recently given me some new nuggets to explore this year, such as finally being able to see student usage analytics which is super awesome. I’m also excited to dive deeper into the Resources tab this year – it’s going to be fantastic!

Edpuzzle – Oh my goodness, Edpuzzle. Just like Classroom, this one has been a staple in my classroom for YEARS ever since I decided to flip my classroom so many years ago. I’ve updated my flipped classroom quite a bit over my career, as well – new post on that coming next month! Hold me to it, friends! I love that I’m able to quickly search for existing videos on YouTube and create video lessons, or make a copy of video lessons that other great teachers have created and use them with my students. The AI component of Edpuzzle allows me to use AI to generate questions of videos that I create, which will no doubt be a HUGE timesaver for me this year!

So, what tools are you bringing into 2024-2025 with you? I hope you have an AMAZING school year!

Thanks for reading 🙂

The Theft of the Mona Lisa in 1911, and Marcel Duchamp’s Subsequent Response: L.H.O.O.Q: Related?

The Theft of the Mona Lisa in 1911, and Marcel Duchamp’s Subsequent Response: L.H.O.O.Q: Related?

 Here’s something I would like to point out about Marcel Duchamp’s, “L.H.O.O.Q., Mona Lisa with a Mustache,” the famous scribble of a mustache on a reproduction of the Mona Lisa, and also the Mona Lisa itself and its emergence from relative obscurity after the highly sensationalized thievery at the Louvre. In 1911, before the outbreak of World War I and at the height of the Futurist movement, there was a deep questioning of the origins and enforcement of the concept of aesthetics and aesthetic taste. The core idea was that museums and aesthetic ideas existed simply to reinforce the social order, and that the royal academies were tied to monarchy and elite groups—those who were the taste makers. Already a bit of rebellion had started to break out in France in the form of Impressionism, which was spreading also to England, but not quite to the same degree. It’s worthwhile to note that subversive ideas about artistic representation had also spread to the Austro-Hungarian Empire, where Gustav Klimt, Egon Schiel, and the poet Srecko Kosovel were producing “shock-wave” work. Sadly both, both Schiel and Kosovel would die very young in the Spanish Flu epidemic of 1918.

In the case of the Mona Lisa, that modest canvas was safely ensconced in the Louvre in a wing dedicated to Renaissance painting, and there it was mildly respected but nothing special. But in 1911 something happened—the painting disappeared. It was stolen, and suddenly its disappearance created all kinds of scandal. Different people were accused of having stolen it, and in addition to that, people who were considered anarchists were also accused. So after two years of newspapers selling many, many special editions with sensationalized headlines tying the theft of the Mona Lisa to anarchist groups and people trying to make an anti-monarchy statement—let’s say the Futurists, potentially, and especially anarchists (absolutely not monarchy, but anarchy)—it was recovered in 1913. It had been stolen by an Italian employee of the Louvre, who was caught when he tried to steal it.  So much for grand Anarchist hijinks or Futurist “performance art.” 

Theft of the Mona Lisa in 1911

Now, by 1919, Marcel Duchamp had already been doing his own subversive artwork—the so-called “readymades,” where he would, for example, mount a toilet on a stand and call it a fountain. And then he also had his famous Nude Descending a Staircase, which looked like stills from a motion picture film. His works were questioning the status quo in terms of art. During that time, I’m sure he got very tired of headline after headline: “Where’s the Mona Lisa? Who stole it? They caught the thieves—who are they? Are they anarchists?” All that sensational information overload and publicity overload—I’m sure it made it so that every person in Paris saw a reproduced image of the Mona Lisa many times a week. Everyone in Paris knew it was a Leonardo da Vinci painting, and at that, a modest painting that had been pretty much ignored until its highly publicized theft in which the publicity quickly turned into spectacle – spectacle with a capital S ! 

Relentless and continuous sensational press coverage involved the public in the mystery of the disappearance of the Mona Lisa

So being so tired of the Spectacle of a Stolen Master, what a great opportunity to make a statement about not only elite types of paintings and priorities and hierarchies and aesthetics, but also to mark the incredible attention and sensationalism and the triggering as a hoi polloi ploy to boost buying newspapers that were focusing on that theft. 

By putting a mustache on a cheap postcard reproduction of the Mona Lisa, Duchamp was basically mocking not just the idea of aesthetics, but also all the sensationalized brouhaha around the theft of the piece—the newspaper headlines, the excitement, the melodrama. He’s mocking the idea of essentially newspaper headlines and lowbrow entertainment regarding a theft from the Louvre.

Marcel Duchamp’s L.H.O.O.Q. response to the Mona Lisa in a Paris over-saturated with sensational journalism related to the theft and recovery of the Mona Lisa (“La Joconde”), and later, the trial of the accused thieves. 

Consequently, I think there are different dimensions to Marcel Duchamp’s mustachioed Mona Lisa, and if we understand the context, it’s even more enjoyable and fun to look at. The equivalent might be to put a mustache on something that’s been promoted and promoted and promoted—an image that’s come out over and over and over that we’re supposed to consider high art and revere it. I can’t really think of anything right now, but I’m sure it’s out there.

What’s the word?! 2025 Edition

What’s the word?! 2025 Edition

Hello, friends! Happy … 2025?! How in the world is it 2025? Does anyone else feel like last year FLEW by? Good heavens! I know I’ve been a bit absent lately, but I’m still here! My daughters are involved in SO many after school activities (Bible study, Confirmation classes, volleyball, travel volleyball, basketball, track, dance, running club, and I’m sure I’m forgetting something…) and my husband and I are their unpaid Uber drivers! I hope you and your students are having a FANTASTIC year and are ready to tackle the second semester!

Over the last few years, I’ve shared a word that I plan to focus on throughout the year in all aspects of my life. Check out my word from previous years here! It’s my substitute for the traditional “New Year’s Resolution” because those never work for me! I remember one year, my resolution was to stop biting my fingernails (I’m an anxious gal!). I made it almost to lunchtime on New Years Day and then starting chewing away. Instead of feeling proud that I made it a few hours, I felt defeated and thought, “well, I guess I’ll try again next year.” What a waste! Focusing on a word just feels less daunting for me!

So, without further ado … my word for 2025 is …

…if you’ve looked at the image, you already know …

DRIVE!

When I told my daughters what my word for 2025 is, my youngest said, “is it because you drive us around a lot?” ????

No, it’s not, but it’s definitely a happy coincidence!

Here’s how I’m planning to DRIVE myself in 2025!

  • Complete my daily Bible reading/devotion (I’m using the Bible Recap book this year! If you’d like to join me, click here (affiliate link) to grab your copy!)
  • Share a resource, reflection, or idea with you all here AT LEAST once a month! I’m thinking of creating more infographics this year … I feel like that’s an easier medium for busy teachers to digest!
  • Spend 10 minutes per day on personal development and reflection – I’ve journaled in the past and loved it! It’s time to pick that up again! I’m looking for a new personal development book … any suggestions?
  • Daily reading for happiness – I’ve mentioned I’m in my obsessive reading era, right? I read 51 BOOKS LAST YEAR! I’m ready to do it again!
  • Get AT LEAST 10k steps a day – I’ve been walking a mile during my lunch break to get some endorphins for my afternoon classes and it’s been GREAT!
  • Run AT LEAST one mile a day, but we all know I’l probably run more than that 🙂
  • Update resources from Illuminate! If you have a copy of Illuminate, you’ll DEFINITELY want to pull that out again and revisit the links at the end of the chapters … something exciting is in the works!

I’m also taking a verse with me into the new year. If you know me, you know my favorite verse of ALL time is Psalm 46:5 which, depending on the translation you have, reads something like this, “God is within her, she will not fall.” That verse gives me SO much joy and peace whenever I think of it. This year, I’m also bringing Joshua 1:9 with me into the new year, “Have I not commanded you? Be strong and courageous. Do not be frightened, and do not be dismayed, for the LORD your God is with you wherever you go.” Talk about a comforting verse!

Well, friends. That’s my plan for the year! Have you chosen a word, verse, or phrase for the year? I’d love to hear it!

As always, thanks for reading 🙂

Deciphering the scatter of feathers and “pellets”

Deciphering the scatter of feathers and “pellets”

 I had the most fascinating little backyard mystery unfold overnight — one of those moments where you suddenly realize you’re looking at raw ecology instead of just “yard stuff.” I

This morning I decided to check on the backyard fescue and also some of the wild white violet that seems to be emerging already. Weird white and gray puffs caught my eye.  The were feathers!  What I came upon was something that looked like a tiny crime scene, except the evidence was oddly elegant: a near-perfect circle of feathers on the grass, maybe eight feet across. The feathers were light gray, white, and black, and some were about four to four and a half inches long. What struck me immediately was what wasn’t there — no bones, no skull, no beak, no carcass, not even much blood. Just feathers scattered like the aftermath of a small, silent detonation.

My first thought was pigeon or dove, and after thinking it through, that still feels right — probably a mourning dove or Eurasian collared dove. The pattern itself was the big clue. This wasn’t the messy work of a mammal like a raccoon or a neighborhood cat. Mammals tend to leave drag marks, torn skin, or gnawed remains. What I saw was what field biologists call a plucking site — essentially a raptor’s dining prep station. Hawks and owls often remove feathers quickly on the ground and then carry off the body to eat elsewhere.

I did some more research. Doves, interestingly, are almost designed to leave dramatic feather scenes. Their plumage detaches very easily under stress — an evolutionary adaptation sometimes called fright molt. The idea is that if a predator grabs them mid-air, they might shed feathers and escape. When they don’t escape, you get this conspicuous halo of soft gray and white evidence on the lawn.

Mourning Dove feathers and Barred Owl pellets

The location made it even more textbook. The feather circle was beneath crepe myrtles and Chinese pistache trees, around 12–15 feet high and right next to a six-foot cedar fence. The yard also adjoins Bishop Creek, which adds a riparian corridor effect — essentially a wildlife highway running quietly behind suburban life. In the middle of the yard there’s an old, tall male mulberry tree with wide-spreading branches, almost like a natural umbrella. Ecologically speaking, the whole arrangement forms a classic edge habitat — a transitional zone between open lawn, vertical structure, and nearby water. For a dove in February, it’s actually prime real estate for a winter roost: stable branch geometry, moderate height, and a windbreak from the fence. Unfortunately, that same geometry creates an ideal hunting corridor for raptors. An owl, especially, can glide silently along the fence line or drop from the mulberry canopy with almost no audible warning.

Look closely, and you’ll see the feathers. 

I did hear noise last night — some rustling, growling, and squealing I initially blamed on raccoons arguing over sausage and biscuits I’d left out. It may have been unrelated, because an owl strike is usually brief: a sudden burst of wingbeats, maybe a dull thump, then immediate silence. The actual predation event probably lasted only a few seconds. Later, I also noticed what looked like a small grayish pellet.  I thought it was poo.  But, I did research and found it was essentially compressed fur and bone fragments — which is classic owl evidence. Owls can’t digest bones or feathers, so they regurgitate these tidy little capsules, which are like biological field reports if you know what you’re looking at.

What fascinated me is how it revealed a complete predator-prey interaction happening invisibly in a suburban yard. Nothing random, nothing wasted — just efficient natural systems operating quietly behind the scenes. By morning, the only trace left was that delicate circle of feathers beneath ornamental trees and an old mulberry, right next to a creek corridor — like a soft-edged diagram of the food chain sketched directly onto the grass.

Riparian corridor “Edge” habitat

Reflecting on the 2025 AI in EDU Summit

Reflecting on the 2025 AI in EDU Summit

Post by Catherine Atkinson

On March 11th, I had the privilege to attend and present at EdTechTeacher’s AI in EDU Summit at Bentley University in Massachusetts. It’s been quite some time since I’ve presented in person at a conference, and let me tell you, I’ve certainly missed the adrenaline rush and camaraderie of in-person back-and-forth conversations.

The day was a whirlwind, and there was so much to take in! I wish there was a way for me to clone myself because I wanted to attend everything. But since that wasn’t an option, I can only provide a limited review of my time there. So I hope that I do justice to the many amazing educators I had the chance to talk with and learn from.

Here are my take-aways from the day:

Schools and districts need an AI Policy.

More importantly, this policy needs to be crafted with the voices of all stakeholders AND be flexible enough to be revised as AI platforms and capabilities change over time.

Student learning outcomes need to drive AI use.

Aside from the many useful, innovative, and enlightening uses of AI in the classroom for teaching and learning, it is important to make sure that learning objectives drive the what, how, and why of technology integration. It’s equally imperative that educators look at student learning to see to what extent AI is helping students to engage in deeper learning as opposed to superficial knowledge.

Be curious and not judgmental.

Okay, I totally stole that from Ted Lasso. But it’s true. AI tools can evoke a sense of excitement but also dread — sometimes both at the same time. I encourage everyone to be open to the possibilities of how AI can help level the playing field for teachers and students across demographics, regions, and socio-economic levels. I acknowledge that there are legitimate concerns with using AI (first and foremost, student privacy), but let’s begin these conversations of AI use with an open mind and sense of wonder.

Don’t be afraid to pivot.

I can’t be the only one who was thinking one way about AI (in general) or a particular AI tool only to change my mind when more information became available. With the many AI tools and platforms available (and emerging), it is very likely that your opinion on the value of that tool for teaching and learning will change with product updates, regular use, and/or shifting priorities for student learning. My advice? Keep the conversations flowing and recognize that opinions will fluctuate with the ever-changing landscape and reach of AI.

There are so many different perspectives when it comes to AI use and the projected impact of AI for teaching and learning. But what I keep coming back to is the fact AI is a tool. It’s a medium for learning. It’s not a silver bullet. What is going to move the needle in terms of improving student outcomes is creating meaningful learning experiences grounded in research-based best practices with measurable metrics. Period.

References

Driscoll, T., & McCusker. S. (2024). Crafting AI policy for schools: A step-by-step guide [Webinar]. https://youtu.be/lxu1WS5ojzs?si=_QCot72pDDfe5xB7

Holland, B. (2025). Is it working? Building an evidence base to inform AI initiatives [Presentation]. AI in EDU Summit. Bentley University, MA.

Questions (and Answers) for AI

Questions (and Answers) for AI

Hey, all! Happy May! My district wrapped the 24-25 school year with a half-day yesterday, and I’m SUPER excited to have a bit of downtime (a BIT since I’m teaching three classes this summer online!) to rest, relax, and recharge!

Over the last few months, I feel like AI has taken the world of education EVEN MORE by storm, if that’s even possible. I’ve been eyeball-deep in AI tools – testing, sharing, and presenting them to teachers all over the country!

As I research and share AI tools for teachers, I’m asking these questions:
1. How is this tool going to help me as a teacher?
2. Is this tool easy to use?
3. Will this tool be an asset or a distraction to me as a teacher?

Here’s how a few of my favorite tools stack up to my questions:

DIFFIT
1. Diffit creates leveled texts, questions, vocabulary lists, summaries, and TONS of resources that I can use with my students. These resources are easily accessible via Google Drive, making editing, revising, and sharing what Diffit creates INCREDIBLY EASY.
2. Yes! I simply log in with my Google account, choose a function (create a reading, revise/level a reading, create questions from a YouTube video, or create an activity from a list of vocabulary words). It’s extremely user friendly and takes seconds to learn.
3. Diffit is a HUGE asset to me as a teacher! One of the hurdles I face as a Social Studies teacher who primarily teaches American Government and NOT one of the more popular American History, World History, etc., courses is finding relevant and appropriate texts for my students to read. I mean, the idea of curling up with the Federalist Papers makes me quite happy – however, I don’t know that my high school students would QUITE appreciate the glorious writings of Hamilton, Madison, and Jay the way I do 😉

BRISK
1. Confession time! The first time I looked at Brisk, I dismissed it as “eh, not a fan.” BOY WAS I WRONG! Brisk is going to save me LOTS of time as a teacher! This little extension works on Slides, Docs, and YouTube videos, and allows teachers to create presentations, questions, worksheets, PODCASTS, and so much more. I am so excited to use this to prepare for the 25-26 school year! (On another note – that seems super weird to say!)
2. Oh my goodness, YES. Just add the Chrome extension and it’s ready to use on Slides, Docs, or YouTube!
3. Definitely an asset! Brisk offers tons of fantastic options for creating resources for students AND providing effective feedback on student work. It’s a win-win!

I’ve barely scratched the surface of awesome AI tools I’ve been testing, sharing with my colleagues, and demonstrating in my workshops and webinars with teachers from all over the country.

It’s important to remember that no matter how cool, shiny, or trendy the AI tools that we use are becoming, WE are the experts on what our students need!

I hope you’re having a great May and that summer is JUST around the corner for you!

Thanks for reading 🙂

E-Learning Corgi : In Search of the Mysterious Artist, Banksy: Anarchist or Exploiter?

The quest to solve the mystery of Banksy’s identity has been hotly pursued by many investigators; but just as fiercely obfuscated by those who are likely to know the true identity. After all, Banksy can’t work in a vacuum; his street art is often a production requiring a three-person team to execute the production hauling scaffolding, paint, stencils, and transportation so that the work is done in a virtual blink of an eye. Producing this art on the side of a 20+-story building requires a crew working rapid-fire like a race car drivers pit crew.

Further, Banksy must have agents and promoters, along with an adept (even if often unused) legal team.

According to an extensive Reuters report (https://www.reuters.com/investigates/special-report/global-art-banksy/), there are three main contenders for the identity of Banksy. Perhaps the most stunning and surprising is the lead musician in the trip-hop group, Massive Attack (most famously responsible for the intro music in the popular television series, House). 

Banksy, Love Is in the Air

 Robert Del Naja, a stencil artist in his own right, has famously stated that he is not Banksy; he’s better than Banksy. That seems like a very Banksy-esque statement, given the games, sense of identity, and the clear blend of political messaging along with deconstructive and anarchist philosophy that gird up his work with a firm foundation of ideas about identity, consumer culture, late-stage capitalism, and power vis-a-vis the arbiters of taste and cultural “value.” 

 Some of Banksy’s most recent and also most risky works are located on the walls of buildings in Ukraine, bombed by the Russian army. While they do make statements about war, its impact on everyday people and life, and the assault on innocence, in this case, exploitation rears its ugly head. It may be a protest against war, but it’s impossible to deny that there would be much less impact if the images were stenciled on walls in a British city. Location, location, location. 

Banksy stencil art on the walls of a bombed-out apartment building in Kyiv. 

 Yes, location matters. Other people’s misery make a great backdrop for a whimsical or political statement by an artist whose works can command millions of dollars (even $25 million for a half-shredded “Girl with Balloon” stencil, now renamed “Love Is in the Bin”), who lives unmolested by air strikes, in warm, heated rooms far from the dark, unheated bombed out flats where food and water are an ongoing interrogatory. Perhaps the exploitation itself is a part of the artist’s performance. If the goal is to provoke a complex and annoying gallimaufry of emotions, it works. 

Love Is in the Bin, Banksy.  Sold for $25 million.

I say “gallimaufry” quite deliberately because “gallimaufry” is a stew of anything one has available; in Britain, it would be hearty. In Ukraine, it would be a dry blend of concrete dust, glass shards, and bullet casings. 

Reference 

Teaching in the Age of AI: Join EdTechTeacher’s Free Expert Webinar Series This May

Teaching in the Age of AI: Join EdTechTeacher’s Free Expert Webinar Series This May

Artificial intelligence has arrived in K-12 classrooms – whether we are ready or not. Students are using AI tools to draft essays, solve math problems, and navigate their digital lives in ways that are moving faster than most school policies, curricula, or professional development opportunities can keep up with.

The question is no longer whether AI will affect your classroom. It already has. The question is: how do you teach with it responsibly, effectively, and with students’ best interests at the center?

This May, EdTech Teacher is bringing together some of the most respected voices in K-12 educational technology for a free three-part webinar series designed to give teachers exactly what they need: practical strategies, expert guidance, and real answers about teaching in the age of AI.

About the Series: AI in K-12 Education – Three Weeks, Three Critical Topics

Across three Wednesday evenings in May, you’ll hear from nationally recognized educators and thought leaders who have spent years at the intersection of technology and teaching. Each session is focused, practical, and designed for the realities of today’s K-12 classroom.

All sessions are free and run Wednesdays at 7PM ET.

Webinar #1: Digital Wellness in an Age of AI

Presenter: Kerry GallagherWednesday, May 6 | 7PM ET

AI companions. Nudification. Sextortion. AI-powered scams. Teachers, school leaders and student support staff are working with students in an integrated digital and physical world that is so much more complex than 5-10 years ago. The adolescents and teens we care about are expected to learn to use AI ethically, and develop the self awareness to know when AI use is harming more than helping. In this session you will learn about each of these topics, what to do if a student discloses these struggles, and how to make prevention part of your practice.

Kerry Gallagher is an innovative teacher, school administrator, lawyer, TEDx speaker, keynote speaker, education consultant, downhill skier, hiker, mom, and wife. She has over 20 years of experience as a professional educator. Kerry currently serves as Assistant Principal for Teaching and Learning and classroom teacher at St. John’s Preparatory School in Danvers, Massachusetts; and Director of Education at ConnectSafely, an internet safety non-profit in Palo Alto, California. Kerry is co-author of several ConnectSafely award-winning guidebooks for parents and teachers on topics that include social media, data privacy, education technology, copyright, and more. Accolades for her work include awards from the Family Online Safety Institute, St. Anselm College, MassCUE, SmartBrief, and Tech&Learning. She’s been recognized as a FutureReady Schools Instructional Coach, ASCD Emerging Leader, Adobe Education Leader, PBS LearningMedia Digital Innovator, and EdSurge Columnist. Her passions include digital wellness, innovative professional learning, and effective integration of curriculum, pedagogy, and technology.

Whether you’re a classroom teacher, school counselor, or administrator, this session will give you a new lens through which to approach the AI tools your students encounter every day.

Wednesday, May 6 | 7PM ET | Free

Webinar #2: Teaching Writing in the Age of AI

Presenter: Monica BurnsWednesday, May 13 | 7PM ET

When students can generate a five-paragraph essay with a single prompt, what does writing instruction look like? What’s the role of the teacher? What skills still matter — and which strategies need to evolve?

Monica Burns is a bestselling author, curriculum and EdTech specialist, and international speaker who has helped thousands of educators design purposeful, student-centered learning experiences with technology. Known for her “Tasks Before Apps” philosophy, Monica brings a refreshingly grounded perspective to AI in the classroom: it’s not about the tool, it’s about the learning. Her practical, research-informed approach has made her one of the most trusted voices in K-12 EdTech.

In this session, Monica will address:

  • How to redesign writing tasks so AI becomes a thinking partner, not a shortcut
  • Strategies for teaching the process of writing in an AI-assisted world
  • How to assess writing authentically when AI is accessible
  • Classroom-ready ideas you can implement immediately, at any grade level

If you’ve been wrestling with what writing instruction should look like right now, this session will give you clarity and confidence.

Wednesday, May 13 | 7PM ET | Free

Webinar #3: Integrating AI into Math Teaching

Presenter: Karen Levin – Wednesday, May 20 | 7PM ET

Math education faces some of the most pressing questions of the AI era. When students have access to tools that can solve equations, generate worked examples, and explain concepts on demand, how do teachers shift their role? How do you build genuine mathematical understanding in a world where answers are always available?

This session tackles those questions head-on with an approach rooted in both mathematical pedagogy and real classroom experience. You’ll leave with concrete, actionable strategies for integrating AI into your math instruction in ways that deepen student understanding rather than shortcut it.

Karen Levin is the founder of Math for Humans and a nationally recognized educator with more than 15 years of experience at the intersection of math instruction and educational technology. A former classroom teacher and City on a Hill Teacher of the Year, Karen went on to direct Zeroing in on Math at EdVestors, a Boston-based initiative that served approximately 3,500 students and 160 teachers across 23 schools annually — achieving a 16% proficiency gain among blended learning students. She has since coached educators and administrators at more than 20 schools, helping them integrate AI in ways that deepen student thinking rather than shortcut it. Through Math for Humans, Karen offers 1:1 and small group coaching, strategic planning programs, and free ready-to-use resources built around a simple but powerful belief: AI should support student reasoning, not replace it.

In this session, you’ll explore:

  • Which AI tools and applications are most relevant for K-12 math instruction
  • How to design math tasks that remain rigorous and meaningful when AI is accessible
  • Approaches to formative assessment and student reasoning in an AI-enabled classroom
  • How to talk with students and families about responsible AI use in math

Whether you teach elementary arithmetic or high school calculus, this session offers a practical roadmap for navigating AI in your math classroom responsibly.

Wednesday, May 20 | 7PM ET | Free

Why Attend? What Makes This Series Different.

There’s no shortage of opinions about AI in education right now. But, there’s a real shortage of practical, expert-led professional development that respects teachers’ time and intelligence.

This series is different because:

  • The presenters are practitioners. These aren’t theorists, they’re educators and specialists who work directly with K-12 teachers and students.
  • Each session is focused. Sixty minutes of substantive, targeted content. No filler, no sales pitch.
  • It’s free. There is no cost to attend any session in the series.
  • It’s timely. This is the conversation happening in schools right now. These sessions meet teachers where they are.

EdTechTeacher has spent over 20 years connecting K-12 educators with the best thinking in educational technology. This webinar series reflects that commitment: bringing the right experts, at the right moment, to the educators who need them most.

Register for One – or All Three

Each session stands on its own, so you can register for any one individually or sign up for all three. We recommend the full series for a comprehensive view of how AI is reshaping teaching across wellness, literacy, and mathematics.

SessionTopicPresenterDateWebinar 1Digital Wellness in an Age of AIKerry GallagherWed, May 6 | 7PM ETWebinar 2Teaching Writing in the Age of AIMonica BurnsWed, May 13 | 7PM ETWebinar 3Integrating AI into Math TeachingKaren LevinWed, May 20 | 7PM ET

Questions? Contact us at [email protected]. Sessions will be recorded and made available to registered attendees.

Share this post with a colleague who could use these tools in their classroom, we appreciate it!

Start the Year with 3 Engaging Activities!

Start the Year with 3 Engaging Activities!

Happy August! Remember when I said I was going to write more this summer … wasn’t that a funny joke?! Ha! Do you ever feel like you’re running on a hamster wheel? Please tell me I’m not alone! Even though I haven’t written like I had hoped to over the summer, I did at least create a TikTok sharing a few of my favorite back to school activities to use with my high school students! They’re engaging, fun, tried and true, AND helped me get to know my students! Be sure to follow me on TikTok (@pettywopedu) for ideas for your classroom … sometimes it’s quicker to post a TikTok than it is to write!

Put a Finger Down
We’ve probably all seen the “put a finger down” challenges around social media .. the version of these challenges that my algorithm often shares typically has something to do with being a millennial 🤣 I created this challenge as a super quick way to get to know my students beyond the two truths and a lie that I typically use (that can get scary with high schoolers!). This activity was a fun way to learn about my students as individuals, as well as a bit about their study habits. It was fun! If you’d like to use this strategy, click here to make a copy of my template!

Hexagonal Who’s Who?
Ok, this was FUN! For whatever reason, I’ve strayed away from hexagonal thinking in the past. Maybe I just didn’t get the purpose or perhaps I just couldn’t see how it would work in my classroom. Either way — this activity helped me totally transform my thinking and hop on the hexagonal bandwagon! As with the Put a Finger Down activity, my goal with the Hexagonal Who’s Who was two fold – I want to get to know my students as individuals and learn a bit more about them as students. When everyone had completed their hexagon, we had such a great time finding connectable pieces on our hexagons and learning more about each other. The surprised, “you like unsweet tea?!” squeals that came from my students was hilarious! If you’d like a template for this activity, including a printable hexagon, click here!

Name Tents
As you know, I teach high school juniors and seniors. I feel like every time I see an activity on social media (lets be honest … when I see something on TikTok 🤣) I think, “oh, that looks so fun!” but almost immediately, I think, “yaaaa, my juniors and seniors will not be on board with that.” It’s safe to say that with the Name Tent activity at least, I stand corrected! I think I sometimes underestimate exactly how much my students like to be creative! Most of my students have had technology of some sort for almost the entirety of their education, and while I (obviously – I mean, look at the name of my blog 🤣) love using technology to enhance the learning environment and increase student engagement, it’s not the end-all-be-all of education. My juniors and seniors LOVED this activity! It was such a great way to spend our first day – low stress, high engagement, and a great way to get to know each other! This activity could easily be adapted in many different ways throughout the school year … I’m thinking historical figures, novel characters, heck, event vocabulary terms or events! If you’d like a copy of this template, click here!

That’s all for today! I hope your school year is off to a fantastic start! I WILL WRITE AGAIN before the end of September! It WILL HAPPEN!

Thanks for reading 🙂

E-Learning Corgi : The Verdant Syllogism

E-Learning Corgi : The Verdant Syllogism

The two-story cabin they designed and had built—always called “camp” by everyone in the family—sits a mile down a gravel road from the highway. Despite having no electricity, they engineered an impressive setup: propane gas lamps with gas lines hidden in the walls, a gas-fired stove and oven, and running water from a spring up on the side of the tall hill nearby.

There’s even a basement beneath the two floors. Dad loves to remind me of all this history, even as he spends more time traveling for work, searching for new oil and gas prospects and raising money for drilling ventures. Meanwhile, Mom finds refuge from her depression in the tiny library at Bethel Baptist Church back in Norman, Oklahoma, processing donated books when Dad is traveling.

 

Here in Vermont, she transforms—becoming an obsessive berry-picker, spending hours collecting raspberries and blueberries, her fingers stained purple-red. It’s only when the migraines hit that she retreats to her room with Ben-Gay-soaked cloths wrapped around her throat, silence her only companion for days at a time. I note that this only happens when Dad is out of town.

I make the right turn from our cabin onto Smith Road, the wheels of my Schwinn Breeze crunching over the gravel Dad spent three weekends hauling in and shoveling into potholes and spring-melt channels. “Character building,” he called it, as if I needed more character and not more friends. The mile-long road exists in its current state only because of his dogged maintenance—a labor of love he insists is “relaxing.” The morning light filters through a canopy of white pine and spruce, casting dappled shadows that make the road look like it’s covered in lace. Nothing like the open plains of Oklahoma, where the sun is an oppressive constant, beating down on endless stretches of wheat and prairie grass. Here, the light plays hide-and-seek.

 

Boethius wrote that evil is nothing because only that which preserves its place in the natural order retains its existence. I wonder, as I navigate around a pothole, whether my parents’ marriage struggles because it strayed from its natural order—or if a psychological divide was always part of some cosmic syllogism I couldn’t yet understand.

 

The radio station switches to “American Pie,” Don McLean’s voice unnaturally clear for a moment. The day the music died. I turn the dial, seeking something else—perhaps WBCN from Boston if the ionosphere is cooperative. I catch fragments of “School’s Out” by Alice Cooper before static reclaims the airwaves.

 

As the road winds downward, I can see glimpses of our cabin’s position—perched on a bluff overlooking Paul Stream, with the Connecticut River Valley and Sugarloaf Mountain visible in the distance. A view Dad calls “pastoral perfection” and which I find only reasonable if one has a view from on high.  If you’re in the shady pathways, narrow roads, and pathways, each twist in the road is a step back into multiple dimensions of time. Past the family cemetery where acid rain has erased the names of ancestors I’ll never know, I continue riding. The cabins start appearing on my right as I approach the intersection with the highway. “Pair-o-Dice” with its faded red trim and weather-vaned roof. Next, “Loon’s Call” with canoes upturned beside a ramshackle dock. Then “Pine Away” with smoke curling from its chimney despite the July heat. Each with its dock extending into the stream like hesitant fingers testing cool water.


 

In Plato’s Phaedrus, Socrates speaks beside a stream under the shade of a plane tree. He describes the soul as a charioteer with two horses—one noble and one wicked. I feel those opposing forces within me as I pedal: one drawing me back to the safety of our cabin, one urging me forward to the lake where I might see him again.

 

The turn onto the highway brings a shift in landscape. The trees recede, allowing the sky to assert its dominance—a cerulean expanse interrupted by cumulus clouds that remind me of the Constable paintings in my art history book. The shoulder is narrow, and I hug the edge as cars occasionally pass, most with out-of-state plates. Tourists fleeing cities for Vermont’s verdant embrace.

 

I consider Zhuangzi’s butterfly dream as I watch a monarch flit across my path. Am I a girl dreaming I’m a butterfly, or a butterfly dreaming I’m a girl? In Oklahoma, I knew who I was—member of the swim team, honor student, pianist, a success geologist’s nerdy daughter. Here, I’m untethered from those identities, floating between definitions like the monarch.

 


The turnoff to Maidstone Lake Road appears, and I shift gears for the incline. My legs, strengthened by countless hours of butterfly strokes and freestyle sprints, respond without complaint. The radio catches a news segment—something about Nixon and China, then more static.

 

I think of Dante’s letter to Can Grande, explaining the four levels of meaning in his Divine Comedy. The literal: a girl riding her bike to a lake. The allegorical: a journey from isolation toward connection. The moral: the struggle between responsibility and desire. The anagogical: the soul’s journey toward something greater than itself. I wonder which level I’m currently living in.

 

The lake appears through the trees, a sapphire set in emerald. Maidstone Lake State Park welcomes me with its wooden sign and empty parking lot. It’s early enough that the day-trippers haven’t arrived yet. I chain my bike to a rack and follow the path to the beach, my radio now silent, out of respect for the moment.

 


The sand is cool beneath my feet, not yet warmed by the day’s heat. The water stretches before me—dark blue in the center, shifting to aquamarine near the shore. Different from the red-clay waters of Lake Thunderbird back home. I scan the shoreline, pretending not to look for him—the boy from the cabin across the lake. The one with the Boston University t-shirt and the paperback copy of Herrigel’s “Zen in the Art of Archery.”

 

I set my towel on the sand and arrange my things—radio, water bottle, dog-eared copy of the Confucian Analects. “The noble-minded are calm and steady,” Confucius wrote. I try to embody this as I remove my t-shirt to reveal my swimsuit underneath, acutely aware that he might appear at any moment.

 


The water accepts me without judgment, its cool embrace a benediction. I push off from the sandy bottom and begin my strokes, each one a meditation in movement. In Oklahoma, swimming was about competition—beating times, winning medals. Here, it becomes something else—a conversation between my body and the water, between the self I was and the self I might become.

 

I float on my back, gazing at the sky, and think about connection. Dad shoveling gravel and sand, filling up holes that will only wash out again next spring when the snow melts. Mom in the library of Bethel Baptist Church, encouraging someone to check out a pictorial history of the book of Joshua. My mind returns to imagining the boy across the lake whose name I don’t yet know. I’m floating. I’m thinking. I’m experiencing. The fish beneath me, the clouds above, the trees surrounding. Confucius said that benevolence is found in connection, and wisdom in understanding one’s place in the natural order.

 

I wonder if this is what Dad cherishes about this place—this sense of being simultaneously alone and connected to everything. He and Mom designed the cabin together years ago. He speaks of it with reverence, this sanctuary they built on land his ancestors cleared. For him, isolation is freedom. For me, it’s a vast labyrinth of green and blue, beautiful but with twists and loops into time. A stranger in a strange land, yes, but perhaps that’s the only position from which true observation is possible. The charioteer balanced between two opposing forces, seeing clearly for the first time.

 

The radio, when I return to shore, offers fragments of Carole King’s “It’s Too Late.” I turn it off and sit on my towel, letting the sun dry my skin. Waiting, though I won’t admit it to myself, for a boy who may or may not appear. Contemplating the dialectic between solitude and connection, between Oklahoma’s horizontal expanse and Vermont’s vertical reach, between childhood and whatever comes next.

 


The day stretches before me like the lake—full of depth and possibility. I open my book and begin to read, one eye on the path from the parking lot, wondering if today will be the day when strangeness gives way to belonging.


 For the full book: https://www.amazon.com/dp/1945784199

A Legend Retires: Celebrating Gail Ross-McBride

A Legend Retires: Celebrating Gail Ross-McBride

After more than 14 years with EdTechTeacher and over 25 years of service to the education community, our Director Gail Ross-McBride is retiring. While I am thrilled for her (she has more than earned whatever adventures come next), it’s hard to imagine EdTechTeacher without her. 

I recently heard of a colleague who just referred to Gail as a “legend.” Despite her desire to stay out of the spotlight, I couldn’t think of a better way to describe her. 

What makes Gail legendary isn’t a title or a résumé line. It’s the way she shows up for people. My first interactions with Gail were when I was first cutting my teeth leading professional development workshops. I had teaching experience, but was as green as can be leading PD and had no real idea what I was doing. Instead of being frustrated or dismissive, she was incredibly supportive and had my back in those early days, days when that support made all the difference.

Many of us can share stories where we had a challenge, or frankly were in a bind, and the conversation with Gail is what helped get us through. From my early days violating the “speaker dress code” to times when my workshop participants wandered into restricted areas of campus, to more serious challenges I needed to talk through, Gail has been there for me. I’m sure many of you reading this can say the same. She has been there for you.

Over the years, I also learned just how far Gail’s impact reaches. At every event we ran, Gail seemed to know almost everyone in the room through a past project, a program she’d coordinated, a school colleague, you name it. Over two decades of showing up for people leaves a long trail of relationships, and Gail has tended every one of them. Her compassion for others isn’t something she does. It’s a core part of who she is.

That quality is what everything else flows from. Throughout her career, Gail has been a force for expanding access to professional development and educational technology.  At EdTechTeacher, she was the engine behind our workshops, industry partnerships, and district-wide programs.  And of course, she was the heart and soul of our live events. Gail truly enjoyed and excelled at planning these, and she was definitely in her element at them. Everyone loves seeing Gail. 

Before ETT, she built and administered licensure programs, science institutes, high school internship pathways, and teacher training initiatives that shaped how districts approached professional learning. During this time, she secured significant grant funding to support teachers, technology programs, and students with special needs. Her leadership in the Massachusetts education community earned her MassCUE’s Pathfinders Award and a long tenure on their Board, including serving as Vice President. Gail also taught in Weymouth and Cambridge and trained teachers across the country as a software specialist at Scholastic, Inc. 

In all those settings, she made the people around her better. But if you asked Gail about any of this, she’d redirect the conversation to the teachers she worked with or the students those programs served.  

Gail, on behalf of myself and the countless educators whose careers you’ve shaped: thank you. Thank you for your friendship, your leadership, and unwavering belief in others. You’ve left your mark on this field.

If Gail has made a difference in your career or your life, please consider sharing your story in the comments below.  If you’d prefer to share privately, you can also leave a message for Gail here: https://forms.gle/nqTD5awH5q91Kxir8 

Tom Driscoll

Creating Gems in Gemini – Teaching with Technology

Creating Gems in Gemini – Teaching with Technology

HAPPY NEW YEAR! Welcome to 2026, which is somehow my TWELFTH year of blogging about educational technology and classroom ideas, and sharing my reflections with all of you. I’ve fallen off the wagon a bit when it comes to posting, but I’m still here! Here’s a quick glimpse into some changes since I last shared with you …

  • Our oldest daughter started high school
  • Our youngest daughter started 7th grade
  • I turned 40 in September
  • I started needing “readers” when looking at my computer or phone 😅
  • I had to scale back my daily running because of an overuse (shocker) injury
  • I have to watch added sugars in my diet … what in the WORLD?!
  • I’ve added creatine into my daily routine because apparently that’s helpful for “women my age” 😅

Other than that, I’m still the same busy, caffeine-addicted, book-obsessed, mom, wife, teacher you’ve known for 12 years!

Related: Download 345win app, and claim daily bonus now!

Enough about me … let’s talk about AI in education! That’s a brand new topic, right? 😅 No, of course not. Unless you’ve been living under a rock for the last few years, AI in education, heck, in daily life, is all the rage. Even though the accessibility of AI is new and shiny, my goal has been to focus on how I can use AI tools to help me help my students. As I share in my AI seminars and workshops – AI is a TOOL that teachers can USE just like other TOOLS we use in our classroom. AND … the possibilities this tool provides are super exciting! Here’s what I’m nerding out about currently … GEMS!

Don’t judge me, but any time I read the word “gems” I’m immediately transported back to the early days of playing games on cell phones. My FAVORITE game was BEJEWELED! Wasn’t it awesome!

Back to the present … what exactly are “gems?” According to Gemini, gems are custom AI chatbots that you can design for any purpose. Do you need help writing? Create a gem. Do you need ideas for what to make for supper after you get home from a day of teaching? Create a gem. Are you stuck thinking of real-world applications of your content? Create a gem.

See the trend?! 😅 If you remember when smartphones came out EONS ago, the common phrase was, “there’s an app for that.” Now we can say, “make a gem for that!”

To make it even better … creating gems is SUPER easy. We’re talking less than a minute easy. Here’s a step by step guide to creating your first gem:

  1. Access Gemini
  2. Select the three lines (hamburger) on the top right corner of Gemini to expand the menu. Then, select “gems.” Here, you’ll see “gems” created by Google Labs which are really neat. However, go ahead and click the “new gem” icon.
  3. Now, it’s time to build your gem. Create a name and description for your gem. Then, provide your gem with instructions – basically, tell your gem what you want it to be able to do. You can also determine what type of tool you want to be able to use when interacting with your gem – this is especially helpful if you plan to create and share your gem with your students. Here, you can also add specific knowledge that you want your gem to use – upload from your computer or from Drive. This is optional!
  4. Hit save and your gem is ready to use!

Now that your gem is ready, you can share it easily with your students through link OR by adding it as a resource on an assignment in Classroom. SO EASY!

Here are a few “gems” that you could create!

  • Text Levelers
  • Lesson Hook Generators
  • Vocabulary Builder
  • Historical Figure Bots
  • Novel Character Bots
  • Quiz Creators
  • …and MORE!

Have you used gems in your classroom? I’d love to hear about it!

Thanks for reading 🙂

Hoarding as a Hedge Against Inflation

Let’s explore a serious macroeconomic idea: when people expect inflation, they often change their behavior in ways that go far beyond simply complaining about higher prices. Inflation reduces purchasing power, which means the same amount of money buys fewer goods and services over time. 

As a result, people start looking for ways to preserve value, avoid future price increases, or stock up on items they believe may become more expensive or harder to find. In the “Hoarder’s Guide to Hedging Against Inflation,” the two case studies — the Book Hoarder and the Collectibles Hoarder — show how inflation can shape not only markets, but also household decision-making, emotions, and everyday habits. 

 The first case study, the Book Hoarder, reflects the idea that people may respond to inflation by buying durable goods now rather than waiting until prices rise later. If someone believes that paper, printing, and shipping costs will continue to increase, then a used book that costs fifty cents today may feel like a bargain compared with what a similar book might cost in the future. The graphic imagines a full room lined with library-style shelves, packed with old textbooks, classics, and bargain-bin treasures, all collected under the logic that books could someday be rarer, more expensive, or even less available in physical form. From a macroeconomic perspective, this is a reactionary behavior tied to expectations: the person is responding today because of what they think prices and availability will look like tomorrow. 

 There is also a second layer to the Book Hoarder example: inflation does not just affect prices, it can also intensify concerns about scarcity and substitution. If more reading moves online, printed books may gain a kind of niche value, especially for people who prefer physical media or worry about losing access to material behind paywalls, subscriptions, or disappearing digital platforms. That is why the graphic works so well when it shows old textbooks, classics, and “under $1 finds” stacked everywhere like treasure. In real life, people really do behave this way — they fill basements with canning jars, buy extra printer ink, or grab discounted school supplies “for later.” The quirky difference here is that instead of stockpiling toilet paper or canned soup, the hoarder is stockpiling Dickens, chemistry textbooks, and random forgotten paperbacks because “good deals are forever.” 

 The second case study, the Collectibles Hoarder, focuses on a different but equally realistic inflation response: buying and holding nostalgic goods that may increase in value because of scarcity, memory, and collector demand. Here the graphic imagines toys and memorabilia from the 1990s and earlier — Barbie dolls, Pokémon collectibles, scout uniforms and pins, patches, lunchboxes, dolls, trading cards, and Tandy leather kits — as a kind of informal hedge. 

The logic is that inflation raises prices generally, but certain older items may rise even faster if they also become desirable collectibles. In economics, this is not a guaranteed investment strategy, but it does reflect how people often respond when they lose confidence in cash as a store of value: they start putting money into “stuff” they think other people will want later.

What makes this second case especially memorable is that it captures how inflation can blend with psychology. Nostalgia can create demand in ways that are not purely rational or easy to predict. A box of old patches, a Camp Fire Girls uniform, or a slightly battered leathercraft kit may suddenly feel important because it connects to identity, childhood, or a vanished era. 

In real life, people hunt estate sales for old Pyrex, spend surprising amounts on first-edition Goosebumps, and argue online about whether unopened Barbie dolls should stay in the box forever. The graphic leans into that quirky behavior in a fun way: today’s clutter becomes tomorrow’s “valuable archive,” and ordinary collectibles become part economics lesson, part time capsule.

Taken together, the two case studies show that inflation often changes behavior long before it changes every price tag in the same way. People react to expected inflation by stockpiling, substituting, bargain-hunting, and searching for stores of value outside of cash. 

Some responses are practical, some are emotional, and some are a little eccentric — but all of them reflect the same underlying macroeconomic reality: when people fear that money will buy less in the future, they try to act now. That is the key lesson of the graphic. Inflation does not just push prices upward; it also influences expectations, priorities, and the strange but very human behaviors that emerge when people decide that maybe the path to financial resilience runs through a wall of bookshelves and a closet full of 1990s memorabilia.

Integrating AI into Math Teaching Without Replacing Student Thinking

Integrating AI into Math Teaching Without Replacing Student Thinking

A session with Karen Levin, founder of Math for Humans | Presented by EdTechTeacher

Every math teacher knows this reality: one class, one period, students at wildly different places. You have confident problem solvers, multilingual learners, students carrying math anxiety, and students who need an extension before you have even introduced the concept. Differentiating for all of them, on the same day, every day, is one of the most demanding parts of the job.

AI tools are being marketed as a solution to this and nearly every other challenge in education. But the more useful question is not whether AI can help. It is whether it can help without lowering the bar for student thinking, and whether you know when to put it down.

In a recent EdTechTeacher webinar, Karen Levin, founder of Math for Humans and a nationally recognized math educator, walked through exactly that. This post captures the key ideas from that session, with practical moves you can bring to your own classroom or coaching work.

VIEW THE FULL WEBINAR HERE or EMBEDDED BELOW

Karen opened the session with a math task: a fraction area problem about a flag replica. Participants solved it, shared their strategies, and examined student work samples showing a range of approaches: correct, partially correct, and misconception-laden. Then Karen did something instructive. She handed the same problem to a chatbot.

The AI got it right immediately. Every time. That is not a crisis, but it is useful information. Karen frames this as an assignment audit: testing what an AI tool can do with a task before you assign it.

A few questions worth asking about any task:

– Could AI easily complete this task?
– Would most students produce nearly identical work?
– Does it lack meaningful voice, choice, or creativity?
– Could it be framed in a more real-world or open-ended format?

The audit is not about eliminating AI. It is about understanding where student thinking is still protected, and where a redesign might be worth the effort.

When Karen asked Gemini to “differentiate this task” with no additional context, she got what most educators get: a mixed bag. Some ideas were useful. Some were generic. Some actually lowered the cognitive demand of the original task.

The tool was not being lazy. It just did not know what good differentiation looks like in a math classroom. So Karen added a lens.

First, she prompted with the CAST Universal Design for Learning (UDL) guidelines: research-backed principles for designing multiple means of engagement, representation, action, and expression. The output improved. Then she added the NCTM Five Practices framework (anticipate, monitor, select, sequence, connect), and the results became math-specific and substantively more useful.

“It’s one class, many entry points, and a shared mathematical conversation.” — Marian Small, math education researcher

The core takeaway:

“We’re using AI to help us think more carefully, not to think for us.” — Karen Levin

Karen also pushed the prompt further, asking the AI to identify what might not work, what teacher moves would be needed to make a suggestion realistic, and how to connect the task to specific student interests. That iterative pressure, not accepting the first polished answer, is where the real work happens.

One important caveat: these tools are sycophantic by design. They want to please you. If your plan has gaps, the AI will often validate it anyway. Stay grounded in your own professional judgment. The goal is to have the tool challenge your thinking, not confirm it.

Entering long prompts every time is not sustainable. Karen’s solution is to build a “gem” (Gemini), a project (ChatGPT), or a folder — the naming varies by platform, but the concept is the same. You configure it once with your instructions, a knowledge base, and an output format. From then on, every interaction pulls from that context.

For differentiation, Karen’s gem includes the core strategies from a math-specific research framework, step-by-step instructions for how the AI should approach a new task, and clear rules about maintaining cognitive demand. She also attached the actual curriculum materials she references, so the AI pulls from a known source rather than the open internet.

The Microsoft Work Trends Index 2025 describes three phases of AI use: AI as assistant (you prompt it, it responds), AI as digital colleague (it works under your direction on repeatable tasks), and AI as autonomous agent. For most educators, the goal is phase two. If you have something you do repeatedly, a configured project is worth building once rather than re-entering the prompt every time.

Karen has personally reviewed more than 25 math AI tools. Her consistent finding: there is no silver bullet. But there is a useful distinction between two types of student-facing tools.

“Step givers” walk students through solutions step by step. They are effective for practice and procedural fluency work, but they risk having students mimic rather than think. “Sense makers” ask students to explain, reflect, and justify their reasoning. They are better for reasoning development, but students who do not know where to start may simply shut down.

The fix for step givers: build classroom routines that explicitly position students as thinkers, so the AI is a resource and not the authority. The fix for sense makers: give students a clear routine for what to do when they get stuck.

“How does a tool position our students as mathematical thinkers?” — Karen Levin

Karen shared three examples of student chatbot use that maintain that positioning:

1. Remove the numbers from a task and have students figure out what information they need before solving.
2. Have students solve a problem, then ask the AI to solve it, and compare — this encourages skepticism and error-detection.
3. Prompt the AI to roleplay as a historical mathematician and have a conversation about a concept, then share that transcript with the teacher.

In each case, the student is still doing the cognitive work. AI is a thinking partner, not a shortcut.

Karen also flagged something worth taking seriously: data shows students are already using general chatbots regardless of what schools tell them. A culture of transparency, clear expectations for when and how AI is appropriate, and honest conversation about the risks, is more effective than blanket restrictions. AI detectors, she noted, are unreliable and often produce false positives.

Before adopting any AI tool or approach, Karen’s flowchart is a useful filter:

1. Do you have a clear problem to solve? If not, stop. AI for the sake of AI wastes time.
2. Could AI meaningfully help with that specific problem? Sometimes the answer is no.
3. Is this for teacher use or student use? Get clear before you proceed.
4. Does the tool deepen student reasoning or replace it? If it replaces reasoning, it is not the right moment.
5. Is the improvement worth the cost? Factor in time, training, and any financial investment.

This is not a framework for avoiding AI. It is a framework for using it purposefully.

AI is most useful in a math classroom when the educator using it knows their content well enough to judge what the tool gives back. A weak content lens means a polished but rigor-lowering output can slip through. A strong content lens means you can spot the gaps, take the useful ideas, and move forward.

Karen’s framing is worth keeping close: AI should act as a critical partner that pushes your thinking, not a machine that produces finished work. The thinking, the judgment, and the relationships that drive real learning in math classrooms still belong to teachers and students.

Watch the full session on the EdTechTeacher YouTube channel: https://youtu.be/sEEkq6KCjL8

Explore upcoming EdTechTeacher events: https://edtechteacher.org/events/

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About the Presenter

Karen Levin is the founder of Math for Humans and a nationally recognized educator with more than 15 years of experience at the intersection of math instruction and educational technology. She has coached educators and administrators at more than 20 schools. Her work centers on a simple but powerful principle: AI should support student reasoning, not replace it.

About EdTechTeacher

EdTechTeacher helps K-12 educators and instructional leaders use technology to transform teaching and learning. We offer workshops, institutes, and online courses for teachers and schools.