The Balance, by Dr. Catlin Tucker

Skills Before Tools: Revision & Improvement for Student-Led Learning with AI

In this episode of The Balance, I continue the Skills Before Tools series with a focus on revision and improvement, the skill that keeps AI from replacing student thinking.

I explore how iterative cycles of draft, feedback, and intentional revision strengthen motivation, reinforce growth mindset, and position students as decision-makers in their own learning. Rather than treating AI as a shortcut to polished work, I explain why the real cognitive lift happens in the refinement process.

I also share classroom examples and developmental insights to help you design learning experiences where feedback fuels growth and students remain accountable for their thinking.

Download the Free Implementation Guide

• Skills Before Tools: K-12 AI Implementation Guide

 

Forward Together, Building Trust and Purpose in Challenging Times with George Couros

In this episode of The Balance, I chat with George Couros about his new book, Forward Together: Moving Schools from Conflict to Community in Contentious Times.

We start with the origin story, why he decided to write another book. George shares how this book is structured around principles and perspectives, not quick fixes, and why trust, relationships, and purpose sit at the center of moving forward in challenging times. We dig into the lessons he’s learned through missteps, hard conversations, and personal growth, and how those experiences shaped this book.

This conversation is an invitation for educators at every level to slow down, reflect, and consider how we create the conditions for collaboration, belonging, and shared ownership in our schools and communities.

Check out George’s newest book!

• Forward Together: Moving Schools from Conflict to Community in Contentious Times

Connect with George

• https://georgecouros.com
• https://www.instagram.com/gcouros/
• https://x.com/gcouros?lang=en

Skills Before Tools: Evaluation and Judgment for Student-Led Learning with AI

As AI spits out confident-sounding information, students’ ability to evaluate information and exercise sound judgment matters more than ever.

In this episode of The Balance, I explore why evaluation and judgment are foundational skills for responsible AI use and student-led learning. I unpack what it really means for students to stay in control of their thinking before and after they use AI. I’ll share how teachers can cultivate these skills across grade bands, from early meaning-making to disciplined judgment in high school, along with practical ways teachers can help students confirm accuracy, identify bias, and make intentional decisions.

This conversation is part of my Skills Before Tools series and connects evaluation and judgment to agency, accountability, and helping students use AI as a support for learning rather than a replacement for thinking.

Episode Resources:

• Skills Before Tools: K-12 AI Implementation Guide

Skills Before Tools: Clarity in Communication for Student-Led Learning with AI

As AI becomes more common in classrooms, students’ ability to communicate clearly matters more than ever.

In this episode of The Balance, I explore why clarity in communication is a foundational skill for student-led learning and responsible AI use. I unpack what clarity really means, why it goes far beyond writing “better prompts,” and how unclear communication can derail learning, especially when students rely on AI feedback. You’ll hear classroom examples, grade-band progressions, and practical ways teachers can help students move from vague thinking to intentional communication.

This conversation is part of my Skills Before Tools series and connects clarity in communication to agency, metacognition, and keeping students in the driver’s seat as they use AI.

Click here to check out SchoolAI!

Episode Resources

• Related blog: https://catlintucker.com/2026/01/ai-implementation-clarity-in-communication/
• Download your free copy! Skills Before Tools: A K-12 AI Implementation Guide

Skills Before Tools: Questioning and Purpose Setting for Student-Led Learning with AI

In this episode, I unpack why questioning and purpose setting are foundational skills for student-led learning, especially in classrooms where AI is becoming more common.

I explore the difference between students looking busy and students actually thinking, and why AI makes that distinction impossible to ignore. We walk through what purpose-setting and questioning can look like across K–12 classrooms, from nurturing curiosity in the early grades to supporting strategic, responsible AI use in high school.

Along the way, I share classroom examples and practical teacher moves to help students clarify what they’re trying to learn, ask better questions, and make more intentional decisions about when and how to use AI. The focus is on keeping students, not tools, at the center of learning.

Click here to check out SchoolAI!

Episode Resources

• Skills Before Tools: K-12 AI Implementation Guide

AI in Schools: A Skills-First Framework for Sustainable K–12 Implementation

In this episode, I introduce my Skills Before Tools: K–12 AI Implementation Guide and what we can learn from past EdTech rollouts that missed the mark.

Too often, schools rush to adopt new tools without first building the skills students and teachers need to use them well, and AI raises the stakes even higher. I walk through the five through-line skills that anchor the guide, skills that matter in every grade level and content area, with or without AI. We also explore how this approach helps schools avoid reactive decision-making and instead design a thoughtful, developmentally appropriate progression for AI use.

If you’re a school or district leader trying to make sense of AI without chasing the next shiny tool, this conversation will give you a grounded place to start.

Click here to check out SchoolAI!

Click here to download your copy of the guide.

Building Thinking Classrooms with Peter Liljedahl: Designing Conditions for Deep Thinking, Productive Struggle, and Student

In this conversation, I chat with Peter Liljedahl to unpack the research behind Building Thinking Classrooms and what it really means to design classrooms where students think deeply.

We explore the conditions that support thinking, from how tasks are introduced and timed to the surprisingly powerful role furniture and physical space play in student engagement. Peter clarifies what productive struggle looks like in action and how to normalize getting stuck. We dig into questioning, including the types of questions students ask and which ones teachers should actually answer, and we reframe homework as a tool for students to check their understanding.

This episode is packed with research-backed insights that invite educators to rethink how they design for thinking every day.

Click here to check out SchoolAI!

 

Episode Resources

• Check out Peter’s books
• Instagram: @‌buildingthinkingclassrooms
• X: @‌pgliljedahl or @‌BTCthinks

End-of-Year Reflection for Teachers: How to Make Meaningful Changes That Stick

As the year winds down, many teachers find themselves thinking about what they want to change and why it’s been so hard to change it.

In this episode, I guide listeners through a practical reflection process that helps explain why meaningful change often feels elusive, even when the desire is there. Using real coaching stories and classroom-based examples, I unpack how hidden commitments and assumptions shape our instructional choices.

This episode is an invitation to slow down, get curious, and replace self-blame with clarity. If you’re feeling tired, stuck, or ready for a different kind of reset, this conversation offers a more humane path forward.

Related Resource: Activity—Immunity to Change Model

The Station Rotation Model: Smooth Transitions That Save Time and Eliminate Chaos

Transitions can make or break a station rotation, especially when time is tight and energy is high.

In this episode, I respond to a teacher’s question about transitions and logistics by unpacking practical strategies for creating clear, consistent routines that students can actually manage. I share why transition systems need to be explicitly taught and practiced, how strategic seating can eliminate the scramble for spots, and the powerful role of a group facilitator in keeping stations running smoothly.

These small design moves reduce friction, protect instructional time, and help students build independence. The strategies connect directly to the design principles in The Station Rotation Model and UDL, with a focus on clarity, predictability, and student agency.

Related blog: The Station Rotation Model Tip #3: Practice Rotating for Seamless Transitions

Strengthening Tier 1 Instruction Through Flexible Use of High-Quality Instructional Materials

High-quality instructional materials are designed to strengthen Tier 1 instruction, but what happens when fidelity turns into rigidity?

In this episode, I explore how HQIM can function as a strong foundation rather than a script teachers are expected to follow. I unpack when whole-group instruction makes sense, when small-group instruction is more effective, and how data can guide those decisions. Using a reimagined HQIM lesson as an example, I share how flexible structures like station rotation can create space for differentiation, formative feedback, and student agency.

Click here to check out SchoolAI!

 

Episode Resources

• Using High-Quality Instructional Materials Flexibly to Strengthen Tier 1 Instruction
• Resource: Design with HQIM: Guiding Questions for Instructional Coaches & Teachers