These testimonies reinforce exactly what I'm hearing as I go present at schools and universities about how to adapt to teaching writing in an AI world.

1. Schools and institutions embracing the technology while also requiring instructors to police academic integrity is a disaster. (cont.)

#iTeachPhysics Question for folks who teach physics, particularly modeling, and particularly with SBG. How often do you quiz students? How do you give them feedback? (All written, a bit of written with a key to review, a marking in class time, some fourth option)?

Both Rubio's tweet, and the response, are remarkable artifacts. You have a Secretary of State tweeting right wing talking points to defend Neo Nazis, and the country where Nazis originated telling him to sod off.

Americans "are next," says Trump to El Salvador president, not noticing the camera (video) boingboing.net/2025/04/14/a...

Even accepting the premise that AI produces useful writing (which no one should), using AI in education is like using a forklift at the gym. The weights do not actually need to be moved from place to place. That is not the work. The work is what happens within you.

Free trade, free movement, vaccines work.

Part 2 of the collaboration with Terence Tao on the cosmic distance ladder is now out. It covers how we first learned the distances to planets, stars, and galaxies far, far away.

youtu.be/hFMaT9oRbs4

Physics modeling folks, how do you handle students knowing equations? Do you provide equation sheets? Do they provide their own equation sheets that they update through the year? Some third option? #modphys #iteachphysics

“Not a bluff”—NASA’s budget would shut down long-lived Chandra telescope arstechnica.com?p=2038738

To lower the nerves going into another school year I have set up far too many reading options, but I finally got around to looking at webinars from the AMTA and have been blown away, particularly by one from Brenda Royce and @aserkin.bsky.social last year on improving quantitative reasoning.

Almost done with "Building Thinking Classrooms" and I now know I need to read more about Standards Based Grading or Outcome Based Grading, particularly examples and reports from teachers that have switched. I tried a switch at some point but felt overwhelmed and swapped back to points. Advice? Recs?

I have been reading Peter Liljedahl's 2021 work "Building Thinking Classrooms" and have been reflecting on how to apply it to ASU Modeling. While there is a lot of overlap, there are some differences such as how the techniques inform lab work and discussions. Are there further writings to explore?