Writing
Practical pieces on assessment design for Intermediate/Senior English, written from the classroom and about it.
New here? Put one of your own assignments through the free Assignment Audit. In about five minutes it finds the weakest point and names the first change to make.
Everything here comes out of the same problem: an AI chatbot can now produce the thing we used to collect, so the evidence must change rather than the enforcement. That's the argument The IGNITE Framework sets out in full. The pieces work through what that means for a real course, with real constraints on your time, and they assume you have 30 students and a finite number of evenings.
Why a detector score is weak evidence, and what to collect instead.
AI companies now hide a watermark in the text their tools write. What it can and can't tell you, why most teachers can't check for one yet, and why process evidence still does the work.
Why detection software is the wrong basis for an integrity decision, the three kinds of evidence that work instead, and what to say when a parent raises false positives in an AI detector report.
Practical changes to the assignments and exams you already give.
Ontario has made a written final exam mandatory in Grade 9 to 12 English, and for many departments it's the first formal one in years. What changed, why the policy makes the AI-Resistance argument for you, and the three things worth putting on the paper.
The test that starts the Audit, what AI can and can't do in your classroom, and the five steps that turn an assignment an AI chatbot can pass into one it can't. Start here if you've just downloaded the Audit.
Redesigning assessment for AI is the job you already do every time a cohort changes. What actually changed isn't the thinking you want, it's the evidence that proves it, and the way in is one assignment rather than the whole course.
What recent reports and Ontario documents say, translated for an English class.
MIT's August 2026 report on AI in teaching and learning, translated for a Grades 7 to 12 English classroom: six conclusions that carry over, and the parts that don't.
Two 2026 documents from Ontario's teacher federations now sit behind most staffroom conversations about AI. What they recommend, what they caution against, and what that means for how you design assignments.
Teaching students to understand and question the tools, not only use them.
Why "Did you use AI?" is becoming the wrong question. Reflections on a Canadian panel on critical AI literacy, and three classroom moves that let you see the thinking while it happens.
Put one real assignment through the free Audit, find its weakest point, and leave with the first change to make. New articles come to the same list.
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