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EBOOK: Learning How to Learn in the Age of AI Research-Based Strategies for Building Metacognition in Grades 6–12
EBOOK: Learning How to Learn in the Age of AI Research-Based Strategies for Building Metacognition in Grades 6–12
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Artificial intelligence is entering classrooms faster than educational research can keep up. Most conversations focus on tools, detection, and productivity—while missing the deeper question:
What happens to learning when students no longer have to think?
Learning How to Learn in the Age of AI offers a research-based, classroom-ready framework for using AI as a metacognitive support, not a cognitive replacement. Grounded in decades of learning science, this book helps educators preserve rigor, independence, and assessment integrity while engaging responsibly with AI tools.
Rather than teaching specific platforms, this guide focuses on how learning actually works—and where AI fits (and does not fit) within planning, monitoring, reflection, and transfer.
Inside You’ll Find:
✔ Clear explanations of metacognition and self-regulated learning
✔ Practical AI prompts that ask instead of answer
✔ Classroom-ready frameworks for planning, monitoring, and reflection
✔ Design rules that prevent AI dependency
✔ Ethical and equity-focused guidance for grades 6–12
✔ 100 student prompts across ELA, math, science, social studies, and the arts
✔ Explicit boundaries that protect learning and assessment integrity
This book is written for:
Middle & high school teachers
Homeschool educators
Instructional designers
School and district leaders
The goal is not to promote AI adoption.
The goal is to protect learning as new tools enter classrooms.
When learning goals lead and technology follows, AI can strengthen thinking.
When tools lead and learning follows, the opposite occurs.
Full table of contents:
Introduction................................................................................................ 4
Part I: Foundations for Learning with AI
Foundations: How Learning and Metacognition Work ............................. 6
CHAPTER 1 WHY METACOGNITION MATTERS MORE THAN TOOLS ........................ 7
CHAPTER 2 ADOLESCENTS and LEARNING................ ...............................14
Part II: where ai fits and where it doesn’t................. ................................. 22
CHAPTER 3 WHAT AI CAN AND CANNOT DO FOR LEARNING ................................... 23
CHAPTER 4 AI AS A METACOGNITIVE PARTNER........................................ 34
Part III: research backed strategies....................................................................... 41
CHAPTER 5 PLANNING WITH AI: GOALS, PREDICTIONS, AND STUDY DESIGN.... 42
CHAPTER 6 MONITORING LEARNING................................................................................ 50
CHAPTER 7 REFLECTION AND TRANSFER ........................................................................ 60
Part Iv: Implementation limits and ethics ......................................................... 70
CHAPTER 8 DESIGNING AI-SUPPORTED LEARNING ..................................................... 71
CHAPTER 9 TEACHER DESIGN FRAMEWORKS ............................................................... 85
CHAPTER 10 ETHICAL, EQUITY, AND POLICY CONSIDERATIONS............................. 97
Appendices
Appendix A: AI Design Checklists for Educators ............................................106
Appendix B: Student AI Prompts That Promote Thinking ...................................... 107
B.1 Language Arts
B.2 Mathematics
B.3 Science
B.4 Social Studies
B.5 The Arts
Appendix C: Implementation Notes and Research Limitations .............................. 113
References .............................................................................................................. 114
contact information................................................................................................. 115
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