Teaching in an AI World

As the school year comes to a close, parents are wondering…

How is WHPS thinking about AI and education?

How is WHPS thinking about AI and education?

It’s a timely—and important—question. AI tools like ChatGPT and Gemini are reshaping how we write, think, and communicate. At WHPS, we’re approaching this shift thoughtfully and intentionally. We’re not rushing to adopt every new tool, but we’re also not waiting for large publishers to catch up. Instead, we’re investing in professional development and evolving our curriculum to integrate AI literacy in age-appropriate, meaningful ways.

And while we’re not claiming to be doing it all already, the learning structure we’ve built—especially our workshop-based model—positions us well to take this on.

Why Our Teaching Model Matters More Than Ever

A recent article from the Brookings Institution, provocatively titled “AI Has Rendered Traditional Writing Skills Obsolete. Education Needs to Adapt,” argues that schools must rethink how they teach writing. If instruction is only about format and grammar, AI can do that. What it can’t do is think, feel, or create with purpose.

That’s why the overall instructional model we use at WHPS—known as workshop teaching—is such a strong fit for this moment. It’s the foundation of how we teach reading, writing, spelling, and even math. Workshop teaching is a flexible, student-centered approach that helps children develop the thinking, analysis, and communication skills they’ll need in a world shaped by AI.

Here’s what workshop teaching actually looks like in our classrooms:

• Study Real Models
  Before students begin creating something of their own, they study authentic examples—like a beautifully written story, an organized nonfiction article, or a podcast that grabs the listener’s attention. Together, students and teachers deconstruct some aspect of the piece—looking at how it was structured, how it began, or what made it engaging or effective.

• Name the Craft
  From those discussions, teachers work with students to identify what worked and why. They name the techniques used by real writers, speakers, and creators—strategies they can try themselves. These are often captured on large white posters called anchor charts that you’ll see on the classroom walls. If you’ve noticed those handwritten charts, you’ve seen workshop teaching in action.

• Create with Purpose
  Students then try out those strategies in their own work—or even with a partner as they revise with a new strategy in mind. Whether they’re writing, presenting, or producing something like a podcast, they make intentional choices about structure, voice, and style. The goal isn’t to copy a formula but to apply what they’ve learned in a way that feels authentic to their own ideas.

• Reflect and Revise
  The workshop model builds in time for students to revisit their work, test new techniques, and grow as confident, thoughtful communicators. They also have opportunities to briefly share back with the class—highlighting something they tried that they’re proud of or excited about. These moments help students reflect on their process, learn from one another, and celebrate creative risk-taking.

This is something our students do every day: they deconstruct high-quality work—books, articles, podcasts, and more—and try out those strategies in their own voice. It’s a structure that encourages curiosity, originality, and discernment—all qualities that matter more than ever in the age of AI.

And because workshop teaching is built on modeling, reflection, and real-world application, it gives us a natural entry point for teaching students how to engage with AI thoughtfully, ethically, and with purpose.

What the Experts Recommend—And How We’re Getting There

The Brookings article outlines four priorities for schools adapting to AI. At WHPS, we’re already grounded in a strong framework for how to teach students to think critically, reflect, and communicate with purpose. As we move into next school year and beyond, we’re excited to keep developing the what—the specific ways we introduce and explore AI tools, always with best practices and developmental readiness in mind.

Here’s how those four priorities are already beginning to take shape in our approach:

🧠 1. Teach how AI works—not just how to use it
Our students already analyze models to see how and why they work—a foundation for understanding how AI generates responses and what might be missing.

🗣 2. Prioritize voice, perspective, and purpose
We place a strong emphasis on personal voice and critical thinking, encouraging students to focus on what only humans can do: express ideas with meaning. (Our Literacy Overview page offers a deeper look at what this already consists of.)

🧭 3. Develop critical evaluation skills
We teach students to question sources, test logic, and revise thoughtfully—skills that are essential when evaluating AI-generated content or online information.

🤝 4. Model ethical use of tools
Using AI to shortcut thinking is not the same as using it to refine or brainstorm. Our students learn when and how to use digital tools with integrity and purpose.

Looking Ahead

Next year, you can expect to see AI introduced more intentionally—especially in Upper Elementary. But foundational habits are already forming in younger grades.

One example? Some of our classes do a “Google Question of the Week,” where students predict answers, research, and reflect on what they find. It’s not just a tech exercise—it’s early practice in evaluating information and evolving your thinking.

Final Thoughts

We don’t pretend to have all the answers. But we’re excited to keep asking the right questions—and to do so alongside our students and families.

Curiosity, discernment, and originality will matter more than ever in the years ahead. And at WHPS, we’re proud to be creating the conditions where those qualities can grow.

Warmly,
Seth Pozzi
Head of School