Silver Lining for Learning

Rehearsing Reality through AI: How Simulations Build Better Teaching

Rehearsing Reality through AI: How Simulations Build Better Teaching with Rhonda Bondie, Julie Cohen, & Lisa Deiker Purpose statement How can teachers rehearse the toughest moments of teaching—without real students in the room? This episode explores how authentic simulations, powered by new technologies and AI, are transforming teacher preparation and professional learning. Guests Lisa Dieker, Julie Cohen, and Rhonda Bondie discuss how simulation can personalize feedback, deepen reflection, and build more effective educators. Description How can teachers learn the art of teaching in the same way pilots learn to fly or nurses learn to save lives?  This episode of Silver Lining for Learning explores how authentic simulations are transforming teacher preparation and professional growth. Advances in technology now allow teachers unlimited opportunities to practice the hardest moments of teaching, with immediate feedback and opportunities to try again. For example, teachers can rehearse listening and responding to caregivers during difficult conversations. They can also practice responding to a wide variety of students’ learning needs, in the moment, on their feet.. However, simulations are not risk-free, this episode explores the opportunities, benefits, and dangers of simulated teaching practice with and without AI driven tools. Our guests, Rhonda Bondie, Julie Cohen, and Lisa Dieker, share their insights on the design, research, and implementation of simulated practice in education. Together, they trace the evolution of simulation technologies, discuss how these tools can be personalized to educators’ needs across their careers, and examine the opportunities and risks posed by AI-driven teaching simulations. Join us to imagine how simulation could reshape what it means to practice teaching. More about our guests below the video https://youtu.be/yIMSgs4AoSc Readings and Resources:  * Dieker, L., Hughes, C., & Hynes, M. (2023). The Past, the Present, and the Future of the Evolution of Mixed Reality in Teacher Education. Education Sciences, 13(11), 1070. https://doi.org/10.3390/educsci13111070 [https://doi.org/10.3390/educsci13111070] * Bondie, R., Zusho, A., Wiseman, E., Dede, C., & Rich, D. (2023). The potential of differentiated and personalized teacher learning through mixed reality simulations. Technology, Mind, and Brain, 4, (1) Spring 2023. Special Collection: Learning in Immersive Virtual Reality. doi: 10.1037/tmb0000098 https://tmb.apaopen.org/pub/4gk68mil [https://tmb.apaopen.org/pub/4gk68mil] * Cohen, J., Wong, V., Krishnamachari, A., & Berlin, R. (2020). Teacher coaching in a simulated environment. Educational evaluation and policy analysis, 42(2), 208-231.https://doi.org/10.3102/016237372090621 [https://doi.org/10.3102/0162373720906217] Episode Guests Rhonda Bondie is an associate professor in special education at Hunter College, Deans Fellow, and the director of the Hunter College Learning Lab. Rhonda spent over 20 years in urban public schools as both a special and general educator. Rhonda’s co-authored book, Differentiated Instruction Made Practical, was recently translated into Portuguese, is used by teachers in more than 30 countries to ensure all learners are thriving every day. Rhonda’s research examines how teachers develop inclusive teaching practices through new technologies available at https://agileteacher.org/ [https://agileteacher.org/]. Julie Cohen is the Charles S. Robb associate professor at the School of Education and Human Development at the University of Virginia. Her research focuses on teacher learning and skill development. For the past nine years, she has led the TeachSim lab at the University of Virginia where her team has designed over seventy simulation-based learning experiences for teachers. Her published work has documented the benefits of mixed reality simulations as both a practice space and assessment platform for beginning teachers.  With support from the Bill and Melinda Gates Foundation and the Charles and Lynn Schusterman Family Philanthropies, she is working with Mursion to design a curriculum of AI-driven simulation modules for teachers. Lisa Dieker, Ph.D. is Williamson Family Distinguished Professor of Special Education at the University of Kansas and Director of FLITE (Flexible Learning through Innovations in Technology and Education). Her research examines inclusive education, teacher preparation, and the use of technology, including AI and mixed-reality simulation, to support students with disabilities in STEM. She co-founded the TeachLivE™ simulator and holds six patents in education and technology. She has authored seven books and over 100 scholarly publications. She has received numerous awards, has provided over 200 keynotes, and served as editor for four academic journals.     Join the conversation at silverliningforlearning.org  [https://silverliningforlearning.org ]

Welcoming 2026

Welcoming 2025 with hosts Chris Dede, Lydia Cao, Punya Mishra & Curt Bonk  Join the conversation at silverliningforlearning.org  [https://silverliningforlearning.org ]

Impact and Outcomes of the California Community Schools Partnership Program

We all know the story by now. When schools fail to engage their students, it results in student boredom, and, ultimately, chronic absence and feelings of learned helplessness. As would be expected, the effects of students not attending school is that test score gaps are widening. Such scenarios are particularly acute in high-poverty schools and among historically marginalized youth. In response, during the past five years (since 2021), the state of California has made an unprecedented investment of over $4 billion to try a new approach called community schools. The California Community Schools Partnership Program (CCSPP) is committed to offering a whole-child, community-engaged approach filled with richer and more meaningful learning experiences in a climate that is welcoming and provides a sense of belonging. The instructional strategies of a CCSPP school support learner motivation, sense of learning competence, and ability to engage in self-directed forms of learning, The pillars of CCSPP include (1) Integrated student supports; (2) Family and community engagement; (3) Collaborative leadership practices; and (4) Extended learning time and opportunities. But what are the results of this investment, you ask? Well, on September 16, 2025, Walker Swain and his colleagues at the Learning Policy Institute [https://learningpolicyinstitute.org/] published an initial report on the evidence to date. To find out the results, you can download the report at the links provided below. You can also attend or listen to Episode 255 of Silver Lining for Learning and find out more specifics about the Impact and Outcomes of the California Community Schools Partnership Program. It promises to be a most important and interesting show. Walker Swain is a Principal Researcher at the Learning Policy Institute, where he specializes in developing equity-oriented policy research and advising state and federal education policy. Currently, he works with LPI’s Educator Quality and Equitable Resources and Access teams. He has coauthored studies in academic journals including Educational Researcher, Sociology of Education, Economics of Education Review, Educational Evaluation and Policy Analysis, and the American Educational Research Journal on a range of education and broader public policy issues. Before joining LPI, Swain served as an American Educational Research Association/American Association for the Advancement of Science Congressional Fellow in the United States Senate working on education and labor policy for Senator Tim Kaine, a member of the Senate Health Education, Labor, and Pensions Committee. He was also previously Associate Professor of Education and Public Policy at the University of Georgia, where he was honored with the Mary McCleod Bethune Educator Award for efforts to advance social justice in the classroom and beyond. He began his career as a middle school science teacher and basketball coach in Louisville, KY. Swain holds a PhD in Leadership and Policy Studies from the Peabody College of Education and Human Development at Vanderbilt University, an MPP From Duke University, an MAT in Secondary Science from the University of Louisville, and a BA in Political Science and Biology from the University of North Carolina, Chapel Hill. Anna Maier is a Senior Policy Advisor and Researcher at the Learning Policy Institute and co-leads the Whole Child Education team, with a focus on community schools. She is the lead author of Community Schools as an Effective School Improvement Strategy: A Review of the Evidence [https://learningpolicyinstitute.org/node/2760] and Technical Assistance for Community Schools: Enabling Strong Implementation [https://learningpolicyinstitute.org/product/technical-assistance-community-schools-brief]. Her policy work and research focuses on federal, state, and local investments in community schools, with a particular focus on California. Maier has experience with a variety of roles in K–12 education. She began her career managing an afterschool program for elementary school students in Oakland and went on to teach 2nd and 3rd grade in the Oakland Unified School District and Aspire Public Schools. She was also a member of the research and evaluation team at Coaching Corps, a youth sports nonprofit in Oakland. As a graduate student fellow with the Center for Cities & Schools at UC Berkeley, she worked with West Contra Costa Unified School District on implementing a full-service community schools initiative. Maier received an MPP from the Goldman School of Public Policy at UC Berkeley, a Multiple Subjects CLAD teaching credential from the New College of California, and a BA in Psychology and Education Studies from Carleton College. Melanie Leung-Gagné is a Researcher at the Learning Policy Institute. She is a quantitative researcher focused on school discipline and the educator workforce. Her analyses combine complex survey data sets to identify high-leverage opportunities for federal and state policy interventions that will improve education quality and equity. Her specific issue areas include discipline disparities, school climate, teacher shortages, teacher diversity, principal professional learning, and curricular access. Prior to joining LPI, she worked as an education journalist in Hong Kong and as an education researcher in India and the United Arab Emirates. She was also an English and music teacher at an elementary school for migrant workers’ children in mainland China. Leung-Gagné holds an MA in International Education Policy Analysis from Stanford University and a BSc in Journalism and Communication from the Chinese University of Hong Kong. Cassandra Rubinstein is a PhD Candidate in Teacher Education and Learning Sciences at North Carolina State University and works as a Research and Policy Consultant at LPI. At LPI, she supports a range of projects dedicated to school and system redesign, including strengthening systems to support community schooling as a strategy for school transformation. She has years of experience managing district intervention programs and serving as a district grant coordinator in California public schools. Her research explores topics such as school segregation, equity-focused principal preparation, curricular interventions, and programs for multilingual students in public schools. Some relevant links: * Learning Policy Institute [https://learningpolicyinstitute.org/] * Community Schools Impact on Student Outcomes: Evidence From California [https://learningpolicyinstitute.org/product/ca-community-schools-impact-student-outcomes-report] * This report can be found online at https://learningpolicyinstitute.org/product/ca-community-schools-impact-student-outcomes. * Swain, W., Leung-Gagné, M., Maier, A., & Rubinstein, C. (2025). Community schools impact on student outcomes: Evidence from California. Learning Policy Institute. https://doi.org/10.54300/541.498 Join the conversation at silverliningforlearning.org  [https://silverliningforlearning.org ]

Critical AI in K12 Classrooms

Today we’re diving into Critical AI in K–12 Classrooms by Stephanie Smith Budhai and Marie K. Heath, a powerful guide helping teachers and students navigate the promises and perils of AI in education with justice, equity, and critical awareness at the core. Dr. Stephanie Smith Budhai (she/her), Associate Professor at University of Delaware, is an award-winning educator and author whose work bridges technology, equity, and civic engagement. Dr. Marie K. Heath (she/her), Associate Professor at Loyola University Maryland is dedicated to dismantling oppression in schools and technology. They both bring deep expertise and insight to this timely conversation. Stephanie and Marie’s book [https://hep.gse.harvard.edu/9798895570180/critical-ai-in-k-12-classrooms/] is designed as a practical guide for teachers and students navigating the complicated intersection of artificial intelligence, education, and justice Artificial intelligence is rapidly integrating into today’s classrooms, and like other technologies, AI has the potential to harm, though at a larger scale, making it difficult to take advantage of its benefits. In Critical AI in K–12 Classrooms [https://hep.gse.harvard.edu/9798895570180/critical-ai-in-k-12-classrooms/], Stephanie Smith Budhai and Marie K. Heath draw attention to the biases embedded within AI algorithms, such as those powering OpenAI’s ChatGPT and DALL-E, to guide students and teachers in developing strategies to best incorporate AI—or not—into equitable learning. AI’s reliance on existing data and knowledge systems means Black, queer, those with disabilities, and other marginalized students are at greater risk of being harmed by built-in limitations and bias. Budhai and Heath show how to circumvent if not actively resist such harms as machine learning, NLPs, LLMS, and GenAI enter the classroom, with practical examples rooted in culturally sustaining, abolitionist, and fugitive pedagogies across disciplines. Their practical guide creatively answers the concerns of educators committed to forward-thinking yet fair instruction and the needs of students eager to use AI for just ends. Critical AI in K–12 Classrooms meets the challenges of a key STEM technology with an eye toward cultivating a more just world. Balancing responsible learning with the joy of discovery, Budhai and Heath build a framework for AI instruction that all educators can confidently use. About our guests: Dr. Marie K. Heath (she/her) is not a robot, but she refuses to prove it to Google’s CAPTCHA. She currently works as Department Chair for Education Specialties and as an Associate Professor of Learning Design and Technology at Loyola University Maryland. Prior to her work in higher education, Marie taught high school social studies in Baltimore County Public Schools. Her scholarship interrogates schools and technologies as current sites of encoded oppression, and labors to advance more just technological and educational futures. She is co-editor of the CITE Social Studies Journal, co-founder and co-executive director of the Civics of Technology [https://www.civicsoftechnology.org/] project, and a Faculty at the Center for Research and Evaluation [https://www.loyola.edu/department/center-research-evaluation/] at Loyola University Maryland. If you ask generative AI a question about Marie, it replies with the Mariah Carey “I don’t know her” [https://en.wikipedia.org/wiki/I_don't_know_her] meme. Stephanie Smith Budhai, PhD, is an associate professor in the Educational Technology program at the University of Delaware and is the recipient of an Excellence in Teacher Education Award from the International Society for Technology in Education (ISTE). Her interdisciplinary research and practice lies at the intersections of technology, equity and civic engagement, across myriad K-16 settings. She is a council chair for the Society for Information Technology and Teacher Education [https://site.aace.org/sigs/#information-technology](SITE) and advisory board member for the Association for Educational Communications and Technology [https://www.aect.org/aect/coe-publishing] (AECT) Center of Excellence for Publishing. Stephanie has published over eighty practitioner articles and nine books to support teaching, learning, and technology in education, two of which have been translated into Arabic.  Most recently she published, Critical AI in K-12 Classrooms: A Practical Guide for Cultivating Justice and Joy [https://hep.gse.harvard.edu/9798895570180/critical-ai-in-k-12-classrooms/] (Harvard Education Press) and Culturally Responsive Teaching Online and In Person [https://us.corwin.com/books/crt-online-278978?srsltid=AfmBOoqMsC_eI8-hYemJlMIwIPovUwijA3EVkYCEsXzP-bANwWO_NwIo] (Corwin). She holds K–12 teaching certifications in technology education, instructional technology, elementary education, and special education. Join the conversation at silverliningforlearning.org  [https://silverliningforlearning.org ]

One learner, one laptop, one mentor: Educating girls in Afghanistan

When the Alekain Foundation launched the Claim Your Diploma Initiative in November 2024, they received 831 applications within two weeks. These applicants came from across 22 provinces and six ethnic groups in Afghanistan—a powerful testament to hope, resilience, and an unquenchable thirst for education. In this episode, we'll take you inside a journey of transformation that started over a year ago as a quest to provide an accredited, asynchronous, and self-paced high school education to young women and girls in Afghanistan. The program is funded by the Alekain Foundation, a 501(c)(3) nonprofit incorporated in the State of Arizona, offered by Smart Schools International, an accredited private high school that provides high-quality academic programs and curriculum paired with the flexibility and support students outside the U.S. need to be successful, and complemented by group therapy education sessions to help students process stress, strengthen emotional well-being, and build the resilience to keep growing. Today, the program supports 29 bright, resilient girls in its inaugural cohort, representing five ethnic groups and nine provinces. Through this initiative, Alekain provides no-cost secondary school classes between grades 9 and 12, culminating in an internationally accredited high school diploma that opens the way for higher education. The program follows a fully asynchronous model, allowing students to complete courses and milestones at their own pace, based on their availability. Each student is paired with a female American college student who provides academic, personal, and psychological support through a robust peer mentorship program. And because access to technology is a significant hurdle, the Foundation provides each girl with a laptop and a monthly internet plan. But the support goes deeper than academics and technology. Parents are engaged from the outset—they attend interviews to express consent and elaborate on their hopes and dreams for their daughters, then sign a parental agreement during onboarding. English as a Second Language courses are offered to ensure inclusion of students who don't initially qualify, facilitating their potential entry in future admissions cycles. In June 2025, the Foundation launched mental health support through two professionals who provide group therapy education to students, along with mentorship and training for peer mentors. This focus on mental and emotional well-being is a necessary innovation that ensures students achieve academic success and meet program milestones. After graduation, the Foundation intends to offer advising and assistance with college admissions to help students pursue higher education abroad. The Foundation is committed to supporting 30 students annually between 2026 and 2029. And the need is urgent: for over four years now, nearly 4 million girls have been barred from secondary schools in Afghanistan, with the number denied access to higher education remaining unknown. This isn't a COVID-like loss of learning—it's a denial of basic human rights and a crisis for the future of an entire generation. The theory of change driving this work is simple yet critical. When girls can access secondary education, they can build better, more stable, and resilient futures for themselves, their families, and societies. They are less likely to marry young, more likely to lead healthy and productive lives, they earn higher incomes, and they can make better decisions for themselves, their families, and their communities. In today's episode, you'll hear how this initiative is working to turn that theory into reality—one laptop, one mentor, one diploma at a time. More about our guests below NASIR KAIHAN Nasir Kaihan is the founder and president of the Alekain Foundation. He is a Ph.D. student in Education Policy and Evaluation at Mary Lou Fulton Teachers College, Arizona State University, where he also serves as an Assistant of Monitoring, Evaluation, Research and Learning for the Education for Humanity Initiative. He graduated with a Master of Arts in Educational Leadership from Western Michigan University and was a distinguished Fulbright program fellow in 2018. Nasir has over eight years of experience working in programming, program reviews, monitoring and evaluation, and policymaking focused on migrants, IDPs, returnees, and host communities with UNESCO; advancement in higher education with the American University of Afghanistan and International University partnerships with USAID, and the University of Massachusetts Amherst in Afghanistan, Pakistan, and Mexico. His career and research interests lie in the access, success, retention, and graduation of refugee and bilingual learners, girls, and other disadvantaged segments of society. Nasir has led, attended, and presented at more than ten conferences and workshops in Afghanistan and internationally. LAURA PAYNE At Smart Schools International, academic manager Laura Payne transforms the lives of students across the globe by helping them earn their American high school diplomas. Her role is more than academic support—it’s a cultural exchange that bridges differences and inspires learning for both her and her students. Laura works with students from diverse cultures, languages, and life experiences, which she describes as the most enriching part of her job. “Speaking with my students is educational for me,” she says. “I learn through them and discover how vast and varied the world truly is.” This mutual learning also opens the door for her students to better understand American culture and customs. For Laura, this exchange is vital to their growth. She encourages them to ask questions freely, no matter how simple or unfamiliar the topic may seem. “What may be common knowledge for Americans can be entirely new to them,” she explains. “That’s why I always say: Ask, ask, and ask again.” Laura’s mentoring style goes beyond academics. Many of her students dream of studying at American universities or working in the U.S., and they rely on her as a trusted source of guidance. She takes pride in being more than an advisor—she’s a mentor, a cultural guide, and a problem-solver for their aspirations. Her students span the globe, from Saudi Arabia to Latin America, England, and beyond—anywhere with access to the internet. For many, the program is a practical and affordable way to achieve their American diploma. Some even pursue dual diplomas, completing Smart Schools’ program while continuing their education in their home countries. Laura’s dedication ensures that each student, regardless of their background, feels supported, informed, and empowered to reach their goals. Her advice? “Make the most of me as your advisor—ask anything and everything. I’m here to help you succeed.” Through her commitment and curiosity, Laura Payne exemplifies what it means to be a mentor in a global education program, enriching lives one student at a time: I have worked in education for over 20 years and found this to be my passion. I have pursued psychology in my undergraduate and postgraduate work. I am ABD with a PhD in Industrial/Organizational Psychology, and I am working on a Master’s in counseling. I find motivation as an area that I strive to help build in students and people. Motivation can be tricky, as what motivates one does not motivate another. GINGER SMITH I am a Marriage and Family Therapist licensed in Indian, Ohio and Kentucky.  I have a Bachelor's Degree from Johnson University in Knoxville, TN and a Master's Degree from Indiana Wesleyan University.  I am grateful for the training and passion that both of these schools instilled. I spent several years in Owensboro, KY working with the International Center to help resettle and provide mental health support for refugees who have found safety from their country of origin.  It changed my world view, more than any missionary work I have ever been a part of.  I have learned so many beautiful lessons and experienced some of the most powerful reminders of  hope from the men, women, and children that I have worked with. The funding provided curriculum and the opportunity to help newly resettled individuals and families in Owensboro find hope in the idea that their experiences in the resettlement are in many ways universal to the experience of fleeing from a home that has become unsafe to a new home that feels anything but that. Using the curriculum, we formed groups that  focused on the common phases of resettling to expect, the common mental health and physical challenges that are seen, and ways to manage and seek help when they  need more support in finding emotional wellness.  I was fortunate enough to find ways to continue supporting families in the Cincinnati/Northern Kentucky area when we relocated in 2021. I have spent nearly 20 years working with families who need support to improve their marriages, their parenting, and their view of self. I have also spent nearly 20 years working with children, teens and adults who have experienced trauma.  I have seen the ways these memories and experiences have affected relationships, mental health, view of self and others. I love my work and feel so honored to get to participate in any way that I can in supporting and learning from families who have experienced such traumatic circumstances that fleeing from their homes was the only option. Join the conversation at silverliningforlearning.org  [https://silverliningforlearning.org ]