What if the real problem with studying isn’t motivation, but access to the right tools at the right time? That’s the question behind a new collaboration between BFW Publishers and Atypical AI, one designed to tackle a tough challenge: how to help more students succeed on high-stakes exams when traditional support systems fall short. Together we’re offering complimentary access to ExamJam, an AI-powered test prep tool, in the months leading up to the big day for AP® Biology students. It’s part of a broader effort to understand how personalized, AI-powered test prep  can help close persistent opportunity gaps, and explore what happens when students get the right guidance at the right moment.   One of the most important exams many students take is the AP® exam. According to the College Board, over 1.2 million U.S. public high school students took more than 4.3 million AP® exams in 2024, and participation continues to grow each year. But access to support hasn't always kept pace. There’s a huge gap between wanting to do well and knowing how to prepare. And for high-stakes tests like the AP® exams, that gap can feel even wider. A 2022 report by the National Research Center on the Gifted and Talented noted that while AP courses are expanding to more and more schools, not all students have access to expensive tutors, full-length practice exams or time-saving study tools. At its core, studying is about engaging with material in a way that helps it stick. That takes time, repetition, and feedback. But it also takes tools. And too often, the tools students need to study well are either hard to find or hard to afford. BFW Publishers and Atypical AI are collaborating to explore scalable, research-informed solutions to high-stakes, high-impact learning challenges; specifically, how smart, accessible study support can help remove barriers and better support motivated, but under-resourced, students. The Problem: Students Often Need More Than Content Even with great content (and there’s plenty of it), the question we keep hearing from students is: Where do I start? They’re not just looking for facts — they’re looking for structure, guidance, and ways to track their progress. They want to know where they’re strong and where they need more work. And they want to feel supported, not judged, in the process. Students aren’t looking for more content. They’re looking for structure, feedback, and a way to track their progress. In short, they’re looking for smarter ways to study for the big test. The Solution: A Smarter Way to Support Exam Prep And while most students say they want to study, they still struggle with knowing what to study and how to track progress. That’s why BFW Publishers is partnering with Atypical AI to offer access to its ExamJam Tutor. We’re working together to test new approaches and see whether combining adaptive technology with trusted content can better meet students where they are. Focused initially on AP® Biology, and grounded in the proven “Review, Recall, and Practice” learning method, ExamJam Tutor breaks down topics into manageable chunks and guides students through the review process. Students interact with an AI tutor, use thousands of pre-generated flashcards for active recall, and get instant grading and feedback on practice questions. They also receive personalized study tips and progress tracking — all in one place. And here’s the best part: ExamJam is free for all students studying for the upcoming AP® exam. In 2024, the AP Biology exam had a pass rate of 63.3%, with a mean score of 2.88. This indicates that a sizable chunk of students -- more than one in three - -put in the effort to take a college-level course and exam but walked away without credit. Not because they didn’t try, but because they didn’t have the right tools or feedback to guide them. “We’re combining the power of our adaptive AI with BFW’s trusted learning content to solve a real problem students and parents face: access to effective, personalized tutoring that meets them where they are,” said Bethanie Drake-Maples, Founder and CEO of Atypical AI. “It’s not just about smart tech, it’s about showing up for students with timely guidance, thoughtful feedback, and tools that actually help them grow. Every day, we’re seeing students engage more meaningfully and not because they have to, but because the experience resonates. And parents are noticing the difference.” It’s not a replacement for good teaching. It’s not trying to be. Instead, it’s a supplemental tool that applies proven learning strategies — like active recall and deliberate practice — in a way that’s personalized, accessible, and intuitive for students. Here’s how ExamJam supports students: Breaks down content into manageable chunks so students aren’t overwhelmed by everything at once Includes pre-built flashcards that support active recall. There’s no extra work required Offers exam-style questions with instant grading and personalized feedback Provides study tips and focus areas based on student progress, helping them focus where it counts Gives students 24/7 access to an interactive AI tutor for real-time support when they need it It’s all the structure and support students need in one place, and free for AP Biology students this exam season. This isn’t just about making another study tool. It’s about reducing friction in the learning process,  especially for students who don’t have access to extra support. Studying isn’t the problem. But studying alone, without the right tools, feedback, or support. That’s where too many students get stuck. “What makes this partnership meaningful is that it starts by taking a hard look at the reasons students struggle and then stays focused on tangible and practical ways we can work together and help. Both companies are listening, learning and creating products that can genuinely help support success,” said Susan Winslow, Macmillan Learning CEO. AP® is a trademark registered by the College Board, which is not affiliated with, and does not endorse, this product. ... View more

What if high school wasn’t just about preparing for college … but already was college? At Bard High School Early College (BHSEC), students don’t just dream about the future, they live it. From day one, they’re immersed in a culture of thinking, writing, questioning and becoming. It’s not a test-run for adulthood; rather, it’s the real thing, designed with purpose and rigor and powered by trust. That vision is something Dr. Siska Brutsaert, principal at BHSEC Bronx, lives and breathes. With a PhD in molecular immunology and a deep passion for student-centered learning, she leads one of the newest Bard campuses with an eye toward both academic rigor and human development. In a recent episode of The What & Who of EDU podcast, LaShawn Springer, Director of Inclusive Pedagogy at Macmillan Learning, sat down with Dr. Brutsaert to unpack what makes Bard so different; and how any school, regardless of zip code or structure, can borrow from the Bard playbook. Here are ten powerful strategies you can adopt to make your school a little more Bard-like, and a whole lot more student-centered. 1. Build a Mission-Driven Faculty.  Faculty at Bard aren’t just qualified, they’re purpose-driven. These are instructors with college-level credentials who choose to teach younger students. Why? Because they believe in transformation. Dr. Siska Brutsaert, principal at BHSEC Bronx, explained that faculty "take responsibility for cultivating these very malleable, eager, curious minds." 2. Let Students Lead with Curiosity, Not Competition Bard avoids traditional academic hierarchies like valedictorians or class rankings. The result is a culture of exploration over comparison. Students apply to Bard by showcasing curiosity and voice—not just test scores. In your own school, consider how your systems may unintentionally reward competition over collaboration. Can you create spaces where inquiry is the prize? 3. Start with a Week of Writing and Wonder Before diving into the syllabus, Bard schools kick off with "Writing & Thinking Week", which is a one-week immersive writing workshop inspired by the Bard Institute for Writing and Thinking. Students respond to prompts, reflect out loud and build a culture of trust. Activities like focused free writes and believing/doubting exercises help students to find their voice. Brutsaert described it as an opportunity to build a foundation: "writing can be, especially for an incoming ninth grader, intimidating... by having these informal writing workshops where you know everything is okay... it's okay to make mistakes." 4. Rethink Rigor, and Support It Yes, Bard students complete college-level coursework by the time they graduate high school. But they also receive daily support: small classes (18-22 students), advisory periods, after-school learning centers, and built-in tutoring. Brutsaert emphasized the balance: "We're supporting the students at the same time that we're really pushing them." 5. Create Cohesive Curriculum Communities Bard faculty don’t work in silos. Teachers from across the Bard network gather to align on what early college rigor looks like. They consult college syllabi, share best practices, and reflect on what students need to thrive in 200- and 300-level courses later. Brutsaert shared that ongoing meetups with Bard College faculty help them ask, "What are our approaches? What are the skills and competencies that our students are gonna need?" 6. Blur the High School/College Divide At Bard, the same teacher might guide a student through both 10th grade and their first college seminar. This creates continuity in expectations, pedagogy, and mentorship. Brutsaert noted, "All of our faculty teach both in the high school program as well as in the college program." 7. Design for Belonging and Becoming Teenagers are still, well, teenagers. Bard recognizes this and designs its model to support not just academic, but emotional growth. Students get to stay in a familiar environment with known adults even as the academic bar rises. Brutsaert described the support system: "Our teachers have office hours. We have a learning center... we know a lot of our teachers do tutoring and small group instruction during lunchtime or during their free periods." 8. Center Student Voice ... Then Help It Grow Bard looks for students with a voice. Then it teaches them how to use it boldly. Through informal writing, collaborative workshops, and small group discussions, students learn that their ideas matter. Brutsaert explained, "You're really helping them to trust what that inner voice is and to share it really boldly and courageously." 9. Focus on the Graduate, Not Just the GPA Brutsaert shared that the ideal BHSEC graduate is someone who can "think independently, that can think critically and evaluate sources of information... have confidence in their academic ability and also know when to ask for help." 10. Trust Young People. Seriously. Bard challenges students because it believes in them. Brutsaert put it simply: "Trust in the ability of your students and give them agency and independence and allow them to be themselves." Most schools aren’t Bard. But any school can start asking Bard-like questions: Are we empowering students to use their voice? Are we designing for transformation? Are we building classrooms where thinking is the goal, not just the grade? Borrow the spirit, remix the methods, and remember that every school can (and should) be a place to think. You don’t need Bard’s structure, or its badge, to build a school that challenges students to think deeply, speak boldly and grow with confidence. It just takes trust, intention and the belief that every young person is already capable of more than we sometimes give them credit for. You can listen to the whole conversation on your favorite streaming platform, including Apple & Spotify. Learn more about LaShawn on The What & Who of EDU website. ... View more

Traditional assessments have their place. Sometimes you need to know if students remember the equation, read the chapter, or, yes, stayed awake during your last lecture. But if we want students to do more than just regurgitate facts on command, we need assessments that go deeper. Enter: authentic assessment. This doesn’t mean elaborate semester-long projects and color-coded rubrics -- authentic assessment isn’t about complexity for complexity’s sake. It’s about alignment. Specifically, aligning what we teach, what we value and what we ask students to do.  Authentic assessments aren't just for composition or communications classes anymore. They can happen in every discipline, including the ones you might not expect. We share ideas for those, and how to create authentic assessments on your own, below. Or you can check out ideas from instructors who’ve been using them for years from the free webinar “Authentic Assessments for Every Discipline: Engaging Techniques That Reflect Real-World Learning.” What Is Authentic Assessment, Really? At its core, authentic assessment asks students to apply what they’ve learned to real-world situations, problems, or audiences. It’s not just what they know, it’s how they use it. Unlike traditional assessments (e.g., multiple-choice tests, five-paragraph essays), authentic assessment engages students with tasks that mirror professional and practical applications of course concepts Authentic assessments tend to share a few key traits: they connect to real-world contexts, give students some choice in how they show what they’ve learned, emphasize the learning process (not just the final product), often involve collaboration, and help students build practical, discipline-relevant skills along the way.  When done right, these assessments become less about catching mistakes and more about supporting growth. They help you spot misconceptions earlier, design feedback that sticks, and watch your students connect dots across your course in ways multiple-choice exams rarely allow. But What If My Discipline Doesn’t "Lend Itself"? Even if you teach a STEM-heavy, skills-based, or survey-style course, authentic assessment can work. That’s because it’s not about abandoning content, it’s about contextualizing it. Even in highly structured or technical disciplines, there are ways to create space for relevance, problem-solving, and transfer.  Start by asking: Can students apply this concept to a scenario they might face in their future profession? Can they explain their thinking to a non-expert audience? Can they create something that demonstrates not just what they know, but how they know it? Here are a few examples of authentic assessment in disciplines that may surprise you:  STEM: Instead of traditional problem sets, have students analyze real-world data, design a prototype, or build a simulation that models a current scientific issue. Computer Science: Ask students to develop a basic app or software solution to solve a real-world problem on campus or in the community. Health Sciences: Partner with local organizations and task students with creating accessible public health materials like infographics, brochures, or social media campaigns. Business: Move beyond theoretical cases and have students pitch a business idea in a Shark Tank–style format, complete with financial modeling and audience Q&A. What these have in common: they're relevant, they're active, and they reflect the kinds of challenges students might actually face beyond your course. Authentic assessment doesn’t have to be complicated, but it does have to be intentional. And the payoff is more meaningful learning for your students and more insights for you. If you’re looking for additional ideas, be sure to check out Macmillan Learning’s Authentic Assessment for Every Discipline guide. ... View more

Ever walked into a room and felt like you missed the memo? Like everyone else had the secret playbook ... and you were stuck flipping through the table of contents? For far too many students, that’s not a moment. It’s a semester. At The What and Who of Edu, we asked educators across the country to share what they’re doing to help students feel seen, valued, and connected … especially those who might be unsure if they belong in college at all. The result? Ten classroom-tested strategies that help turn “me” spaces into “we” spaces. 🎧 Be sure to check out the full podcast episode — From Me to We: 10 Strategies to Build Belonging in Your Classroom on Apple or Spotify to hear all the tips straight from the instructors. Here’s a preview of what they shared. 1. Learn—and Use—their Names Dr. Erika Martinez, Professor of Instruction in Economics at the University of South Florida, doesn’t just call roll, she learns every student’s name. Even in classes with 65 students. “I learn all of my students’ names. I do that in a class of 18, and I'll do it up to when I have classes of 65 students. I learn all of their names within the first three weeks of the semester, and I use their names regularly.” Why it works: Names are powerful. When a student hears theirs, it reinforces that they matter, and they’re more likely to show up, engage and persist. 2. Help Them Recognize Themselves in the Discipline Instead of asking students to share basic bios, Dr. Christin Monroe, Assistant Chemistry Professor at Landmark College, reframes introductions in a way that supports her neurodivergent learners. “One of the activities I like to start off with is having students choose a scientist they identify with, and they can identify with that scientist because of personal identities or scientific identities. Having them introduce themselves in that way to each other and to me can kind of help break down some barriers.” Why it works: Students start to see themselves as part of the field and not outsiders looking in. 3. Representation in the Curriculum Julie Moore, Senior Online Academic Advisor and First-Year Composition Instructor at Eastern University, makes it a point to integrate authors from a variety of backgrounds. “... They're reading Authors of color. They're reading Amy Tan. They're reading Julia Alvarez. They're reading Frederick Douglass. They're reading Malcolm X...” Why it works: Students can better engage when they feel represented. It tells them their experiences belong in the academic conversation. 4. Build Connection and Community … with Snacks At Georgia State University’s Perimeter College, Jennifer Duncan creates optional, ungraded discussion threads full of quirky prompts like the “Be British” challenge. “I will present really goofy challenges that ask the students to literally be there like be in the picture, be in the video” When she did, a student posted a picture of him and his grandmother at a tea parlor. “He really showed himself to be a person in the classroom.” Why it works: Shared experiences help create a shared identity. And biscuits (also known in the U.S. as cookies) can help. 5. Kick Off Online Courses with Video Blogs Betsy Langness, Psychology Professor and Department Head at Jefferson Community & Technical College, knows online students can feel isolated. Her fix? Video blogs—and she always posts hers first. “... they do a video blog, and on that I provide my own example for them. So they see me. They hear me talk about whatever the topic may be. And I think that helps create that connection, that okay. If our instructor can do it, then I can do it too.” Why it works: Visual presence builds trust and community. Even in asynchronous spaces. 6. Celebrate the Little Wins Dr. Margaret Holloway, Assistant Professor of English at Clark Atlanta University, sees belonging in the small stuff. “making those more personable comments to them, and just knowing who they are being interested like, Hey, what are y'all doing this weekend, or are y'all going on, you know, to any events on campus or things like that, just, you know, making it seem like I'm just really interested in who they are as a scholar, not just someone in my class, but a part of our academic community at our university.” Why it works: Affirmation builds confidence. And confident students stick around. 7. Get Their Boots Muddy Dr. Jennifer Ripley Stueckle, Teaching Professor of Biology at West Virginia University, takes students into streams to teach younger kids about ecosystems. It’s not just science—it’s service. “ … I'll have my students learn those concepts. And then we invite elementary and middle school students to go out to streams and rivers around the area, and I have my students teach them those concepts out in the field.  Why it works: Real-world application creates real-world connection, and a deeper sense of purpose. 8. Let Students Write from Their Strengths Adriana Bryant, English Instructor at Lone Star College–Kingwood, designs assignments that feel personal, relevant, and doable. “I create a lot of assignments with different options to allow them to feel like their specific strengths, whether it's in artistic strength or music like there's so many different ways in which they can find something that is more appealing to them.” Why it works: Students engage more when they see how the work reflects their identity and interests. 9. Build Teamwork That’s Built on Trust Dr. Mike May, Math & Stats Coordinator at Saint Louis University, makes group work count. “.. if they think of themselves as a team, where they're working with each other they're more likely, I find, to be concerned about letting another student down than they are about getting a bad grade.” Why it works: Peer accountability builds community. No free rides  just shared wins. 10. Normalize Being Wrong Amy Goodman, Senior Lecturer at Baylor University, wants students to stop fearing mistakes—especially in math. “... at the beginning, just reminding students that some of the math concepts we tackle are heavy. They have a high cognitive load, but when you walked into this class you were admitted into Baylor University. In fact, you've been admitted into a STEM major at Baylor University. You have already proven to the world that you are a smart and capable individual." She lets them know that they can be wrong without fear of being labeled as a failure. In fact, she encourages it.  Why it works: When students stop equating mistakes with shame, they start to thrive. 🎧 Want to hear more? Listen to the full episode — From Me to We: 10 Strategies to Build Belonging in Your Classroom on Apple or Spotify  💬 Got your own classroom belonging strategy? Leave us a voicemail at (512) 765-4688, and you might just hear yourself in a future episode. ... View more

Over the past few weeks, we’ve explored research into AI Tutors, evidence-based teaching practices, and strategies to help students succeed. But what about the students who haven’t yet stepped into a college classroom? This week, we’re diving into our research on AP Learning—examining how digital tools like Achieve can support high school students and better prepare them for higher education. In the K-12 space, we’re uncovering more about how tools like Achieve can support Advanced Placement (AP) courses.  What We’re Learning About AP Students In 2023-24, we studied about 400 students taking AP Psychology, Statistics, and Literature to see how digital tools like Achieve support their learning. We learned a lot about just what kind of impact it can have.  In fact, 14.9% more students in Achieve-using classes scored a 3 or higher on the exam (a score that earns college credit) than the general population of students. In addition, students in courses that used Achieve consistently were 15% more likely to take the AP exam than their counterparts whose teachers used Achieve sparingly. So more likely to take the exam, and more likely to pass the exam. This means these students were far more likely to earn college credit. In 2025, this research will continue, looking for additional trends within language and composition and exploring the impact of Achieve in biology and human geography. We’ll also dig into the reasons why students decide not to take the AP Exam as well as to explore how to better prepare high school students for college by addressing learning gaps.  There’s even a small group of AP instructors testing our AI Tutor in their classrooms. Will high school students see the same benefits from AI as college students? We can’t wait to find out. But one big question remains—how do we take everything we’re learning and apply it to real-world solutions? Next week, we’ll dive into how we turn research into action—ensuring that insights don’t just stay in reports, but lead to meaningful change for instructors and students. Learn more about our overarching goals and how we think about research in part 1 Hear about the data behind AI Tutors in part 2 Discover what we mean by the 360 degree student in part 3 ... View more

Accessibility remediation can instill a rollercoaster of emotions. How can you get from a place of fear and uncertainty to one of support and inclusion?  Macmillan Learning has the opportunity to learn directly from disability services and accessibility staff on our accessibility advisory board. These advisors help to shape the future of accessibility at their institutions. Stacy Ybarra Evans, Ed.D., Director of the Center for Teaching Excellence at Our Lady of the Lake University, and Jeff Toorongian, Director of the Jackson Center for Teaching and Learning and the Campus ICT Accessibility Coordinator at Michigan Technological University, were excited to share strategies their institutions have been employing to advance accessibility on campus. The key to accessibility is tackling it in smaller, more manageable chunks. It’s more of a marathon than a sprint. Here are six tips to help you create a more accessible environment both in the short and long term, keeping in mind that the most critical part of the journey is getting started. Short-Term Goals While accessibility may seem overwhelming at first, progress happens in steps. No one expects you to overhaul your course overnight, but small, intentional actions can make a significant difference. That’s where short-term goals come in:  1. Just Get Started. A common phrase in the accessibility field is “progress over perfection.” In other words, being perfect isn’t a realistic goal. No matter how inconsequential an accessibility improvement may feel to someone who doesn’t need it, the impact can be enormous for the person who does. Whether you currently have students with disabilities in your classroom or not, design your course with accessibility at the forefront for all students.  2. Don’t Reinvent the Wheel.  You are not the first person to tackle accessibility remediation, and you will not be the last. Uncover the resources at your disposal, whether they are resources offered by your institution or found online. Ybarra Evans has several recommendations including following relevant hashtags on social media like #a11y and #UDL, subscribing to accessibility-focused blogs and podcasts, like AXSChat or Equal Entry, and attending conferences and webinars, like Accessing Higher Ground (AHG) or the California State University at Northridge Assistive Technology Conference (CSUN-ATC).  3. Teach Your Students About Inclusive Design.  Accessibility isn’t just for educators. While modeling accessibility skills in your course, teach your students how to implement inclusive design strategies into their work, whether they are formatting an essay or recording a podcast. Accessibility is the responsibility of each and every one of us. By empowering students with the tools and resources that they need to design with accessibility in mind, you are setting them up for a more inclusive future. For free resources that support instructors to teach their students about accessibility, check out Teach Access.  Long-Term Goals 4. Learn More About Accessibility Tools. Testing the accessibility of your materials should incorporate both automated and manual testing. Toorongian explains the development of their team’s technology: “Over the years we have organized a suite of tools to help identify and remediate digital accessibility errors.”  They use built-in LMS checkers and a third-party accessibility vendor to crawl courses and public web pages. The tools often include reporting features such as tracking the institution’s progress against the Web Content Accessibility Guidelines (WCAG).  5. Make Accessibility a Habit. True accessibility is not a one-time fix but an ongoing commitment. As you integrate accessibility into your teaching, it should become a natural part of course development rather than an afterthought. Regularly review your materials, update them as needed, and seek feedback from students and colleagues to ensure continuous improvement. Ybarra Evans emphasizes that accessibility is a continuous process, not a destination: "Accessibility is not just a technical requirement, but an ongoing process that requires continuous learning, collaboration, and readily available support." By embedding accessibility into your everyday workflow, you help build a more inclusive learning environment for all students. 6. Advocate for Institutional Change While individual efforts are essential, lasting change requires institutional support. Faculty, staff, and administrators must work together to push for policies that prioritize accessibility in course design, technology procurement, and campus-wide initiatives. Toorongian highlights the importance of administrative buy-in and structured support: "Getting support from upper administration and appropriate resources is one of the biggest challenges in meeting accessibility compliance requirements." Advocating for dedicated accessibility training, better resources, and stronger institutional policies will not only make compliance easier but will also foster a more inclusive campus culture. And every step you make towards that goal is one worth celebrating.  To read more about how you can improve the accessibility of your course, check out our blogs: Where to Start When Designing an Accessible Course and From Challenges to Solutions: Advice for Enhancing Accessibility in the Classroom.  Jeff Toorongian is the Director of the Jackson Center for Teaching and Learning and the Campus ICT Accessibility Coordinator at Michigan Technological University. As ICT Coordinator, he leads a small team of staff that works diligently to address digital accessibility issues across the campus. This includes continuously monitoring the college’s public web and the thousands of documents posted there as well as the accessibility of content in their Canvas learning management system. He provides training and consultation to staff and instructors on how to remove digital barriers from their content.  Stacy Ybarra Evans, Ed.D., is the Director of the Center for Teaching Excellence at Our Lady of the Lake University. She collaborates with faculty to design accessible course materials and provides professional development on incorporating Universal Design for Learning (UDL) principles into their teaching practices. ... View more

Just as Artificial Intelligence helped shape this article—offering structure, clarity, and efficiency—it is also reshaping how students learn. For students with ADHD, AI isn’t just a convenience; it’s an essential tool that helps level the playing field in education AI is changing how we work, learn, and interact with the world. In my own work, my colleagues and I use AI daily—to get started on projects, refine our ideas, and ensure clarity in our communication. If professionals across industries are using AI as a tool to support their work, why should learning in today’s dynamic world be any different? For many students, particularly those who struggle with executive function challenges like ADHD, AI represents more than just a convenience—it may be the accommodation they’ve always needed but never had. The early evidence suggests that AI can help level the playing field, ensuring that more students—not just those who thrive in conventional academic settings—can engage more effectively with their learning. The ADHD Learning Gap: It’s Not About Intelligence—It’s About Persistence in an Outdated Model Students with ADHD face unique challenges in education, but those challenges are often misunderstood. It’s not a lack of intelligence or ability—many ADHD learners are highly capable. Instead, the issue often lies in the structure of traditional education. The difficulty isn’t learning itself, but sustaining effort in a system that was never designed with ADHD minds in mind. ADHD students tend to struggle with executive function—planning, organization, time management, and working memory—which makes traditional education models, where success is tied to long-term sustained focus on repetitive tasks, particularly difficult. Many of these students experience high levels of anxiety and disengagement as they try to force themselves to function within a rigid academic structure. When they fall behind, it’s not necessarily because they lack understanding—it’s because they struggle to keep up with a system that wasn’t built for the way they think. This is where AI has the potential to make a transformative difference. How AI Can Remove Barriers to Success for ADHD Students Research and early user experiences suggest that AI tools like ChatGPT can provide real-time support, structure, and guidance, helping students stay engaged and overcome executive function challenges. Here’s how: Breaking Down Complex Tasks: Many students with ADHD struggle with task initiation—knowing how to get started. AI can break large assignments into manageable steps, provide structured guidance, and even help generate outlines or study plans. Providing Instant Feedback & Engagement: Unlike traditional learning models where students must wait for a teacher’s response, AI delivers immediate answers and feedback, helping students maintain momentum and engagement. Minimizing Distractions: Instead of getting lost in multiple browser tabs or endless internet searches, students can use AI as a single point of focus to get information without unnecessary distractions. Personalized Learning Assistance: AI can adapt to different learning styles, offering explanations in multiple formats (simplified text, analogies, step-by-step guidance) to ensure that students grasp concepts in the way that works best for them. Encouraging Independent Learning: Many students with ADHD rely on external accountability—teachers, parents, structured environments—to stay on track. AI can provide a supportive structure, acting almost like a digital study partner to keep them engaged. The benefits of AI in learning aren’t just theoretical. Already, students and educators are experimenting with these tools to create customized support systems that help ADHD learners thrive in ways they never could before. We No Longer Need Students to Conform—We Can Adapt Learning to Them For years, success in school has been tied to how well a student can conform to traditional academic expectations—taking notes in class, managing long study sessions, and staying focused through repetitive assignments. But in an era where careers value adaptability, problem-solving, and creativity, shouldn’t we rethink what learning success looks like? AI tools offer an opportunity to reimagine learning in a way that doesn’t require every student to fit a rigid mold. Instead of expecting students to force themselves into traditional models of persistence and organization, we can equip them with the tools they need to succeed on their own terms. This isn’t about replacing teachers, nor is it about making learning “easier”—it’s about making learning more accessible, engaging, and reflective of the real-world skills students will need in their careers. An Exciting Time to Be in EdTech As someone working in education and product development, I believe we are at an inflection point in how we think about learning tools. AI is not just a novelty—it’s a real opportunity to bridge gaps that have existed for decades. The students who might have struggled through school in the past—those who were bright, capable, but often frustrated by traditional learning methods—now have a tool that can help them stay on track and engaged. Too often, AI in education is seen as a shortcut or even a way to "cheat," but that perspective misses the bigger picture. AI isn’t about replacing learning—it’s about enhancing it, providing support where students need it most, and helping them build the skills to succeed in ways that work for them. Just as professionals use AI to organize ideas, refine communication, and increase productivity, students can use it as a scaffold for their learning, not a substitute for effort.  The future of education isn’t about all learners navigating the same structures—it’s about giving them better tools to help them thrive. AI is one of those tools, and I’m excited to be part of the work that makes that possible. ... View more

Educating the whole child is more than just an educational philosophy—it’s a commitment to ensuring students' social, emotional, and physical well-being alongside their academic development. But as any educator knows, that’s easier said than done. Dr. Anthony Perry from The Lab School of Washington is an educator who lives and breathes this approach. The school specializes in teaching students with language-based learning differences, proving that when schools are intentional about their structures and support systems, whole-child education is more achievable than we might think. The school is unique in its approach: with a small student body of around 390 students and nearly 200 adults, it prioritizes individualized attention. Students receive support not only from teachers but also from occupational therapists, speech-language pathologists, and psychologists. This robust team ensures that each learner's needs are met holistically. In a recent conversation on the What & Who of EDU Podcast, we dug into what makes The Lab School different and how educators everywhere can borrow some of its best strategies to build inclusive, empowering learning environments. Five Practical Takeaways for Any Educator Not every school has the resources to employ an entire team of specialists like The Lab School, but Dr. Perry offers strategies that any educator can implement: Leverage Specialists as Partners Many schools have instructional designers, learning specialists, or literacy coaches. Instead of seeing them as separate from classroom instruction, integrate them into your teaching process. Their expertise can help tailor instruction to meet diverse learning needs. Make Learning an Interactive, Multi-Sensory Experience Dr. Perry emphasizes the importance of repetition and variety. “Students need multiple iterations of content in different forms—reading, watching, discussing, and doing.” By incorporating different learning modalities, educators can ensure all students grasp key concepts. Empower Students to Co-Create Their Learning At The Lab School in Washington D.C, students are active participants in their education. Whether through project-based learning, discussions, or choosing how they engage with material, giving students a voice increases engagement and ownership. Foster a Culture of Belonging Dr. Perry describes The Lab School in Washington D.C as a place where students support each other. Educators can create similar environments by building classroom norms that emphasize empathy, fairness, and collaboration. Rethink How We Teach Reading and Literacy The Lab School in Washington D.C prioritizes evidence-based literacy instruction, such as the Science of Reading and Orton-Gillingham approaches. Ensuring that teachers receive training in effective literacy practices can transform outcomes for all students. While not every school can mirror The Lab School in Washington D.C model, the core principles of building strong support networks, fostering student agency, and creating inclusive environments are universal. As Dr. Perry reminds us, all students deserve to be in schools where they feel seen, heard, and empowered. By taking small, intentional steps, any educator can move toward a more holistic approach to teaching and learning. Want to hear more? Tune in my full conversation with Dr. Anthony Perry on The What & Who of EDU podcast. Apple | Spotify | What’s one change you can make today to bring whole-child education into your classroom? Drop us a voicemail at (512) 765-4688, and you might hear yourself on a future episode! ... View more

What if the secret to better grades isn’t studying harder—but thinking smarter? Most students spend hours studying, but what if they could get better results by simply changing how they think? That’s where metacognition—the science of thinking about thinking—comes in. Research shows that students who reflect on their learning can improve their grades by 10 percentage points, yet many don’t do it naturally. In the latest episode of The What & Who of Edu, we dig into metacognition’s impact on learning and share simple ways to bring it into the classroom. But before you hit play, here are five surprising things you might not know about metacognition. Most students think they understand more than they actually do Ever had a student say, “I got this!” only to bomb the test? Research shows that students tend to overestimate their understanding—a classic case of the Dunning-Kruger effect in action. Metacognition helps bridge the gap between thinking you know something and actually knowing it. 👉 Want to help students see their blind spots? We break down how you can in the podcast. It’s been around for centuries ... long before the term existed Speaking of misconceptions, did you know metacognition has been around for centuries? Metacognition might sound like a buzzword, but Socrates was using it in his teaching long before it had a name. The Socratic method, asking deep, reflective questions, was an early form of metacognitive practice, forcing students to evaluate their own thinking rather than just absorb information.📜 In the podcast, we explore how John Flavell officially coined the term in the 1970s and why it’s more relevant than ever today. A simple habit can boost scores by 10 percentage points One of the most compelling studies we discussed in the podcast found that students who regularly reflected on their learning (using Goal-Setting and Reflection Surveys) saw their grades increase by a full letter grade. Just a few minutes of structured reflection can make a real difference.📊 The research backs it up—listen in for the details! Self-explanation might be the ultimate learning hack Want students to retain information longer? Have them explain it to themselves. Studies show that students who talk through their problem-solving process understand concepts more deeply and apply them better in new situations. ✍️ We share easy self-explanation exercises you can try in class—get the details in the episode! AI could take metacognition to the next level Traditional strategies like reflection and self-explanation are powerful, but AI-driven tools could supercharge metacognitive growth. Imagine real-time feedback that helps students adjust their strategies as they learn. 🤖 Curious about the future of metacognition? We explore what’s next in the episode! TLDR: Metacognition isn’t just a theory—it’s a proven strategy that can help students become more independent, confident learners. 🎙️ Listen to the full episode about why metacognition is so meta on The What & Who of Edu now: Apple |  Spotify  ... View more

Academic anxiety is real—whether it’s students freezing up before an assignment, hesitating to participate, or staring at a blank screen like it personally insulted them. But confidence? That can be built. At The What and Who of Edu, we asked experienced educators across the country to share what actually works in helping students push past fear and develop the self-assurance they need to succeed. The result? Ten classroom-tested strategies that help students take risks, find their voices, and see mistakes as part of the learning process. Here’s a sneak peek of what they had to say—be sure to check out the full podcast episode: 10 Ways to Help Students Overcome Anxiety on Apple or Spotify to hear all the tips straight from the instructors. Here’s a quick take of the 10 inspiring tips. 1. Build a Squad: Creating a Supportive Community English class can feel like a minefield for students who have been burned by red-inked essays and nerve-wracking oral presentations. That’s why Adriana Bryant, an English Instructor at Lone Star College-Kingwood, makes community-building a priority. Students don’t just need a classroom—they need a squad. When they have a support system, they take more risks, speak up more, and learn more. “I often establish what we call community groups within my classes. I think this really helps them to feel comfortable and understand that everything's a learning process. And it’s a journey that we take together… By establishing those kinds of community groups, they feel more at ease.” 2. Give Students a Common Enemy (a.k.a. You!) Students don’t always naturally work together, so Dr. Mike May, Lower Division Coordinator in the Department of Mathematics & Statistics at Saint Louis University, gives them a reason to. He positions himself as the “common enemy. ” It’s a playful but effective strategy when students quickly realize that working together isn’t just encouraged, it’s their best option. "I encourage group work … anyone not working in a group is volunteering to explain to the class. That makes me the common enemy that they all get to band together against." 3. Make Peer Review Less Terrifying Sharing your writing with strangers is scary. Jennifer Duncan, Associate Professor of English at Georgia State University’s Perimeter College, knows the key to making peer review less painful: trust. Because when students see each other as allies, not critics, peer review stops feeling like an ambush and starts feeling like collaboration. "For me, the biggest thing that I can do to help them overcome their anxiety is to help them recognize that I am here, and I am a human, and I'm going to answer them, and I'm going to respond to them." 4. Ease Into Online Learning In an online course, students aren’t just learning the material—they’re also figuring out how to navigate the technology. Betsy Langness, a psychology professor at Jefferson Community & Technical College, lowers the stakes by making those first steps as low-pressure as possible. Before they dive into the heavy coursework, students get small wins—learning how to submit assignments, engage with discussions, and feel comfortable in the digital space. "I always start by asking students what they want to get out of the course. Then I give them lots of low-stakes, introductory assignments to help them get used to the technology." 5. Give Permission to be Imperfect Many students believe that if they don’t get it right the first time, they’re doomed. Dr. Christin Monroe, an Assistant Professor of Chemistry at Landmark College, sets the record straight by sharing her own experiences. She doesn’t just talk about it—she builds it into her teaching.  "I start off by sharing that I failed my first chemistry class in high school… It’s important to share both our successes and our failures.” Dr. Monroe has actually had students who would rather not turn in anything and get a 0 instead of turning something in and not having it be perfect. That’s why she allows revisions on every formative assessment. By removing the pressure to be right the first time, students stop seeing mistakes as failures and start seeing them as opportunities for growth. 6. Start Small—Like, Really Small Many students come into class believing they’re bad writers. Julie Moore, Senior Online Academic Advisor and First-Year Composition Instructor at Eastern University, helps them unlearn that fear by starting with low-stakes writing. When students aren’t afraid of “messing up,” they actually engage more and improve faster. "First off is beginning the class with very low risk, right? Low impact. Kinds of writing assignments so that they're not right away writing something that has a whole bunch of points." 7. Show Them That Even Professors Struggled Students often assume good writing comes naturally to experts. Dr. Margaret Holloway, an Assistant Professor of English at Clark Atlanta University, debunks that myth by sharing her old essays. When students realize even their professor, an actual expert, had to struggle through early drafts, they start to give themselves more grace. "I show them essays from when I was an undergrad to say, ‘Hey, this is what my writing looked like when I was your age.’" 8. Mistakes Are the Point Dr. Jennifer Ripley Stueckle, Teaching Professor and Non-Majors Biology Program Director at West Virginia University, sometimes announces the wrong answer on purpose—just to see if her students will correct her. Instead of seeing mistakes as embarrassing failures, her students learn that catching and fixing errors is part of real learning. "I make mistakes on purpose, just so that they can see that I'm a human. And it's okay to make mistakes." 9. Treat Exams Like a First Date Tests make students nervous, but so do first dates. And Dr. Ripley Stueckle, believes preparing for an exam is just like preparing for a date. By the time students take their first test, they’ve already practiced the material in multiple ways—so the test itself feels like a natural next step, not a high-pressure performance. "As soon as we take that first test, I tell them it’s like our first date. We were formal, nervous, unsure. But now? Now we’re in a relationship for the rest of the semester.” 10. Play the Long Game Confidence isn’t built overnight. Dr. Charlotte de Araujo, an Assistant Professor at York University, shares the story of a student who had already failed biology twice. Instead of letting her give up, Dr. de Araujo helped her rethink her study strategies, attend peer sessions, and stick with it. The result? "She was successful in midterm two and ended up getting a B on the final exam … and at the end of the semester, she decided to continue on in the biology program." The best educators know that confidence isn’t about eliminating anxiety—it’s about giving students the tools and support to push through it. 🎧 Listen to the first episode: 10 Ways to Help Students Overcome Anxiety on Apple or Spotify to hear all the tips straight from the instructors. Got a confidence-building strategy that works wonders in your classroom? Drop us a voicemail at (512) 765-4688, and you might hear yourself on a future episode! ... View more

What makes a great teacher? How do the best educators engage students, spark curiosity, and build lasting confidence? And—perhaps most importantly—how can research help make great teaching even better? These are the kinds of questions we’re tackling in our new podcast, The What & Who of EDU.  Launched today, this podcast is designed for educators, researchers, and education professionals who want to learn practical, research-backed insights that can be applied in the classroom today. In other words -- you. Why This Podcast? Educators are constantly innovating, adapting, and finding new ways to inspire students. But with so many new studies, teaching methods, and technology trends emerging, it can be tough to separate the noise from what really works. That’s where The What & Who of EDU comes in. Each episode, we’ll unpack key topics in teaching and learning—from cutting-edge research to tried-and-true classroom strategies. We’re talking with thought leaders, researchers, and real educators who bring data, personal stories, and actionable advice that you can put into practice immediately. Here’s What We’re Unpacking: ✅ Key research, minus the jargon – because you may not have time for a 40-page study. ✅ Real-world strategies from educators – because theory only works if it’s practical. ✅ Honest conversations about what’s working (and what’s not) in the classroom Here’s what’s streaming now:  🎧 Digging Into the Data: Why Metacognition is the New Meta in Learning How can we help students learn how to learn? We break down the science behind metacognition and how it impacts student success.  →  Apple |  Spotify 🎧 From Anxiety to A-Game: 10 Ways to Build Student Confidence Nine educators. Ten strategies. Real-world solutions for helping students overcome self-doubt and thrive. → Apple | Spotify | YouTube 🎧 Pedagogy in Practice: What Every School Can Borrow from the Lab School in Washington, D.C. A deep dive into what makes this innovative school work and how you can apply its strategies to your own classroom → Apple | Spotify | YouTube Let’s unpack the What & Who of EDUcation ... one episode at a time. Your guides through The What & Who of EDU are Macmillan Learning’s very own Marisa Bluestone (Sr. Director, Communications) and LaShawn Springer (Director of Inclusive Pedagogy). They’re both dedicated to bringing you insights, strategies, and conversations that make teaching both easier and more impactful. (You can learn more about them and podcast producer Derek Lambke here.) You can watch all the episodes (with new ones dropping every other week) when you find and follow us on your favorite streaming platform Apple | Spotify | YouTube.   ... View more

Two weeks ago, we explored how AI can play a role in personalized learning (if you missed it, catch up here). But technology alone isn’t enough. Great learning happens when strong research supports strong teaching. That’s why we’ve spent the last five semesters studying evidence-based teaching (EBT) strategies—and we’re learning a lot. This semester, we’re testing a range of approaches, including: 🧠 Metacognition tools – Helping students reflect on their learning and self-regulate their study habits. 🤝 Sense of belonging tools – Creating community and engagement beyond traditional academic assignments. 📊 Data-driven instruction – Giving instructors real-time insights to make timely interventions. The research is being done across disciplines ranging from chemistry to public speaking. Notably, within this semester’s cohort are three instructors that teach courses exclusively for students who identify as neurodivergent.  While a range of tactics are being explored, we’re especially curious about the impact of a student metacognition tool (short surveys that help students reflect on their learning experiences), and a student sense of belonging tool (a space where students can engage with one another outside of traditional academic assignments) to learn about the efficacy of real-time intervention strategies.  Previous research has shown that using these tools consistently throughout a semester can improve student performance by 10%, which in many cases is a full letter grade.  But it’s not just about grades—we’re curious about the broader impact these practices have on students’ problem-solving skills and their ability to reflect on their learning journey. By expanding this research into new disciplines and formats, including online courses, we’re identifying the best ways to help instructors bring these benefits to their classrooms. Deepening Insights into Non-Cognitive Outcomes Motivation, engagement, and a sense of belonging are critical when it comes to learning. These non-cognitive factors are often overlooked but have a profound impact on student performance. Non-cognitive outcomes are not usually taught or tested in the classroom, but because they’re so critical to success we’re diving deeper into how these outcomes vary across class formats (online vs. face-to-face) and among diverse student populations. With tools like metacognition surveys and sense of belonging interventions, we’re getting better at identifying early indicators of student challenges—so instructors can step in at the right time. As Guido Gatti, Senior Quantitative Research Analyst, put it: “Education is at its most transformative when it nurtures the whole learner, building skills that last beyond the classroom.” Of course, learning doesn’t just happen in college classrooms—it starts long before.  That’s why our research also looks at high school students, especially those in Advanced Placement (AP) courses. Next week, we’ll share what we’re learning about how AP students use digital learning tools and what’s helping them succeed on their exams. Learn more about our overarching goals and how we think about research in part 1 Hear about the data behind AI Tutors in part 2 Discover what we mean by the 360 degree student in part 3 ... View more

When we talk about student success, we often think about grades, retention, and graduation rates. Those things matter, of course. But ask any student and they’ll tell you that learning is about so much more than just what happens in the classroom. It’s about building confidence. Being able to persist when classes and life are difficult. Feeling like you belong. At Macmillan Learning, our research team has spent years studying how students learn, what holds them back and what helps them push through challenges. Again and again, we’ve found the same thing -- that students don’t just need better study skills or more resources. They need to know they are seen and feel like they belong. That’s why this year we’re leaning even further into what we call the 360° Student. Coursework is critical, but this is a way of thinking about success that extends beyond the academic side of courseware and includes the full experience of what it means to be a student. It also means embracing different lived experiences of students, and being able to understand and articulate their successes and barriers to success in ways that are meaningful to them. What We Mean by the 360 Student: A student’s academic journey isn’t just shaped by the material they’re learning—it’s shaped by everything happening around them. The challenges they face outside of class can directly impact how they show up in the classroom. Their goals, their sense of confidence, their support system … all of these factors matter. And together they shape a student’s ability to succeed. We know that to do this work well, we have to listen. Not just through surveys, but real conversations. That’s why we’re sitting down with students at their campuses and inviting them into our offices to learn from them about what’s working and where they’re struggling through their own voices and language.  They’re the best advocates to tell us exactly where they do and don’t feel supported. They know what helps them stay engaged when things get hard. And every one of them has a story, and each of those stories paints a much fuller picture about the student experience than any dataset can accomplish on its own. .  What We’re Learning from Students As we continue to identify problems that our students need help solving, we are focusing on both cognitive as well as non-cognitive problems. While the focus on the 360 students is greater this year, that is something we’ve been thinking about and has been showing up in our research for quite some time, especially within our studies about sense of belonging and metacognition. The challenges students face aren’t just about coursework; they’re about time management, confidence, and navigating a system that can sometimes feel overwhelming. We learned more about this firsthand when we went to Drexel University and Landmark University last year to meet with students who identify as neurodivergent to better understand their experiences.  They shared that they have identity and advocacy struggles and often feel pressured to prove their competence as students.  They have difficulty understanding assistive technology due to unclear instructions and accessibility issues.  And that inconsistent class pacing and rigid institutional structures make engagement difficult for them.   But they also shared that they’ve learned how they best learn, and they seek visual learning tools like diagrams and illustrations.  They also create support systems through both their peers and institutional resources to help them be successful.  What stood out the most, though, was how much students appreciated being asked about their experiences. Being seen. Being heard. Having the opportunity to share what learning looks like for them. One pattern we’ve seen—not just at Drexel and Landmark, but across multiple institutions and in our studies, is that students who feel connected to their learning environment are more likely to persist.  When students feel like they belong, when they see themselves reflected in their courses, and when they feel supported by their instructors and peers, they’re more likely to keep going. Even with challenges, they’re more likely to succeed. We’ve also discovered from students that they need help managing their time better. We’re learning more about that and thinking about whether there are ways that we can help support them on this. The more we listen, the more we're learning. Why it Matters: For educators, this is a reminder of the incredible role you play in shaping a student’s experience. Yes, well-structured courses matter. Yes, great study tools make a difference. But so does the way a student feels in your classroom.  We’re learning that the moments you pause to check in matter to the student. The flexibility you offer when life gets in the way matters. The ways you create community, even in small interactions, also matters. Each of these small moments can make an oversized difference to your students. As we move into 2025, our team isn’t just asking what students need. We’re asking how we can better support the whole student academically, personally and socially. We’re asking how we can better support you so that you’re better able to support your students.  What we’re learning will help us to develop the resources and tools to help support students. Oftentimes in ways that neither we nor the students knew they needed. Because student success isn’t just about passing a test. It’s about helping students see themselves as learners. It’s about making sure they feel like they belong. And when they do, the impact is profound. They don’t just pass or graduate - they gain the kind of confidence and skills they’ll need long after they leave your classroom and will help them in whatever lies ahead.   Learn more about Metacognition and Sense of Belonging: Do you Belong in College? How you Answer May Indicate How You’ll Fare;  How Courseware + Metacognition = Student Success, Knowing Yourself: Metacognition and Student Success.   ... View more

AI is no longer a concept for the future; it’s here, and it’s transforming classrooms in ways we couldn’t have imagined just a few years ago. But incorporating AI into the classroom doesn’t mean abandoning traditional methods or overhauling everything you already do. Instead, it’s about seeing AI as a helpful assistant—a tool you can use to save time, spark creativity, and better meet your students’ needs.  One area where AI is shaking things up is how we think about assessment. While traditional testing still plays an important role, AI tools are opening the door to new ways of measuring student learning—ones that are more engaging, personalized, and adaptable. AI can help generate questions, provide instant feedback, and even make assessments more inclusive. And while AI can streamline certain tasks, instructors remain in control of how assessments are designed, graded, and interpreted. Here are six ways to get started: 1. Generate Practice Questions with AI With AI, instructors can quickly create diverse practice questions , ranging from multiple-choice to open-ended questions. This ensures the questions align with curriculum standards and can even flag areas students may need the extra support​​. This can be done with a tool like ChatGPT or iClicker’s AI Question generator, which allows educators to specify the desired level of rigor, course level, and learning taxonomy, ensuring the questions align with their teaching goals. You can even refine the AI-generated questions by asking it target specific learning outcomes.  A word of caution: AI-generated questions should always be reviewed for accuracy and alignment with course objectives. Think of AI as a brainstorming partner —it can help generate ideas, but the final call is yours. 2. Incorporate Scenario-Based Learning AI simulations can immerse students in real-world scenarios where they must apply their knowledge. For example, STEM students might use AI to simulate experiments, while humanities students could engage in interactive case studies. Want to take it a step further? Try pairing AI simulations with reflective writing assignments to further deepen the learning experience. 3. Ask Questions That Challenge Gen AI’s Limitations Want students to think more critically? Give them assignments AI can’t ace—like personal reflections or hands-on problem-solving. That way, they’re not just engaging with course content, but also learning where AI is useful—and where it falls short. The more specific and unique the context, the harder it is for AI to generate meaningful responses. They can't, after all, see inside of students' heads or live their experiences. Another idea: Incorporate visual, audio, or multimedia content into assignments, requiring students to interpret or analyze it in their own words. Generative AI often struggles to process and respond effectively to non-textual information, giving students the opportunity to engage in deeper analytical thinking. 4. Enhance Formative Feedback AI tools can offer students quick feedback on things like clarity and structure, helping them make improvements before turning in their work. For example, students can use AI-powered writing assistants to get suggestions on sentence structure, grammar, and clarity—much like spellcheck on steroids. However, when it comes to argument strength, logic, and originality, nothing replaces the nuanced feedback of an instructor. A word of caution: Encourage students to use AI selectively—as a brainstorming or revision tool rather than a replacement for their own thinking. Many schools have guidelines in place around AI use, so it’s always best to check policies and reinforce that the final work should reflect students’ own efforts.  5. Design Inclusive Assessments AI can analyze questions to identify potential bias or accessibility barriers, helping you create assessments that serve all students equitably. Use an AI tool to scan your question bank for cultural or linguistic biases that might disadvantage certain learners. Or, you can pair AI with accessibility tools to ensure all students—regardless of learning differences—can engage with the material effectively. For example, AI can generate transcripts for video lectures, suggest alternative phrasing for complex questions, or even translate assessments for multilingual learners. 6. Make it a Game or a Group Challenge Assessments don’t always spark excitement, but what if they felt less like a chore and more like a game? AI can help turn them into something students actually want to do. By adding interactive elements—like AI-generated challenges that adjust in difficulty or real-time scoring—you can tap into students’ natural curiosity and motivation. For example, imagine an AI-powered escape room where students must solve physics problems to "unlock" the next stage or a history quiz that mimics a detective game, requiring students to piece together clues. A little friendly competition (and maybe even some leaderboards) can go a long way in making assessments more engaging. And AI isn’t just for individual learning—it can also enhance group collaboration. Whether students are tackling projects, discussions, or research, AI can help with brainstorming, organizing ideas, and ensuring everyone contributes. If a group is struggling to get started, they can use AI to generate ideas and refine them through discussion. It can also help solve one of students’ biggest complaints about group work: uneven participation by assisting with task delegation. While AI shouldn't replace instructors, it can be used to help support students. When used thoughtfully, it can make assessments go beyond testing memorization—ones that spark curiosity, deepen understanding, and make learning more engaging. Whether you’re looking to save time, challenge students in new ways, or create a more inclusive classroom, AI can help along the way. For more resources on using AI in the classroom, check out Macmillan Learning's Achieve platform. ... View more

Last week, we shared why research is such a critical part of what we do at Macmillan Learning (if you missed it, catch up here). This week, we’re diving into one of the most exciting ways we’re putting that research into practice: AI-powered learning.  The AI Tutor was designed as a purpose-driven study tool to deepen students’ understanding of coursework—moving beyond merely providing answers and using a Socratic method for developing understanding.  In other words, it was designed to do more than just provide answers—it helps students think critically, problem-solve, and build deeper understanding. But how well does it actually work? That’s exactly what we’re studying. What We’re Learning So Far When we launched the beta version of the AI Tutor shortly after ChatGPT’s debut, we knew we had a lot to learn. We designed our AI Tutor Study to understand the efficacy of the technology as well as learn more about how AI tools can best support personalized and equitable learning experiences.  And after more than two million student interactions, we’ve seen some promising early results: ➡️ Improved confidence and study habits ➡️ Better problem-solving skills ➡️ More engagement—inside and outside the classroom.  You can read more about these results here. In Fall 2024, we ran our first IRB-approved efficacy studies, and expect to finish analyzing the data in March 2025. However, early insights indicate improvements in student assignment scores.   What’s Next As we head into the second semester of research, we’re scaling up the research even more. This Spring we've enlisted 32 instructors across various disciplines and instructors. We’re curious as to whether we can replicate results from earlier research with a brand new cohort. This isn't just a one-semester deal though. We believe that the scope of these IRB-approved studies reflects our commitment to personalized and inclusive learning at scale and plan to continue this research in Fall of 2025 and beyond. But AI Tutors are just one piece of the puzzle. What about the broader teaching strategies that shape learning?  Next week, we’ll dive into our Evidence-Based Teaching studies and explore how proven strategies—like metacognition and active learning—are making a difference for students across different disciplines. Learn more about our overarching goals and how we think about research in part 1 ... View more