Learning Goal

• Teachers recognize that their assumptions about student behavior influence how they respond.

• Viewing hesitation or resistance as a learning barrier often leads to more supportive, facilitative responses.

• Assuming a student is lazy or unmotivated can unintentionally shut down thinking and participation.

Activity Objective

• Help teachers practice rethinking moments of student disengagement before reacting to them.

How the Activity Works

• Teachers move through a branching classroom scenario where a student has not started an inquiry activity.

• Learners first decide what they believe is causing the student’s behavior.

• That interpretation changes the response options available and influences how the student reacts throughout the scenario.

• Some pathways increase frustration and disengagement, while others support participation and independent thinking.

• If a response path shuts down learning, teachers are encouraged to revisit the scenario and try a more facilitative, growth-oriented approach.

Design Elements

• Scenario-Based Learning — Teachers practice responding within realistic classroom situations.

• Experiential Learning — Learning happens through decision-making, reflection, and retrying responses.

• Cognitive Reframing — Teachers reconsider assumptions about student behavior and how those assumptions shape instruction.

Learning Goal

• Teachers practice responding to student frustration in ways that continue thinking rather than shut it down.

Activity Objective

• Reframe common “stop-thinking” teacher responses into more facilitative “keep-thinking” responses.

How the Activity Works

• Teachers interact with an AI-supported instructional coach in a real-time conversation simulation.

• The coach presents a classroom scenario where a student asks a “stop-thinking” question, followed by a common teacher response that unintentionally shuts down thinking.

• Teachers rewrite the response using strategies from the previously introduced “keep-thinking” response guide.

• The AI coach provides immediate feedback explaining what supported student thinking well and what may still discourage engagement or independence.

• After feedback, teachers can revise their response, continue the coaching conversation for clarification, or move on to the next scenario.

• The activity includes four classroom scenarios followed by a personalized feedback summary and the option to repeat the simulation for additional practice.

Design Elements

• Scenario-Based Learning — Teachers practice responding within realistic classroom interactions.

• Immediate Feedback & Coaching — Learners receive targeted feedback and opportunities to revise responses in real time.

• Experiential Learning — Teachers learn through active participation, reflection, practice, and iteration.

Learning Goal

• Respond to student “stop-thinking” questions in ways that encourage perseverance, independence, and continued thinking.

• Recognize how teacher responses influence student motivation, confidence, and willingness to engage in challenging tasks.

Activity Objective

• Respond to the student character, Dominic, using facilitative strategies that keep him motivated and actively thinking through the task.

How the Activity Works

• Teachers interact with Dominic, an AI-generated student character, in a real-time classroom simulation.

• Dominic begins the activity by expressing confusion and uncertainty about how to start the task.

• Throughout the conversation, Dominic’s motivation, effort, and attitude change based on the teacher’s responses.

• Responses that reflect “keep-thinking” strategies increase Dominic’s confidence, persistence, and independence during the activity.

• Responses that rely on over-directing, answer-giving, or shutting down thinking lead to increased frustration, disengagement, and teacher dependence.

• The simulation ends after several rounds of interaction or when Dominic either becomes fully disengaged or successfully works through the task independently.

• At the end of the activity, teachers receive personalized feedback summarizing strengths, growth areas, and suggestions for improvement.

• Learners can continue to the next section of the module or repeat the simulation for additional practice.

Design Elements

• Adaptive Scenario-Based Learning — The simulation changes dynamically based on the teacher’s responses and instructional choices.

• Experiential Learning — Teachers learn through active participation, reflection, and observing the consequences of their decisions.

• Immediate Feedback & Iteration — Personalized feedback and replay opportunities support skill refinement and continued practice.