# Make learning visible

My teaching ambition connects demanding knowledge with participation and autonomy. Start with a capability, organise practice and ask for evidence of reasoning. An accessible environment offers different ways to reach clear objectives. Individual preparation, peer discussion and a revised personal explanation help distinguish participation from learning.

## 1. Capability

Explain, interpret or decide.

## 2. Activity

Practise with appropriate support.

## 3. Evidence

Justify choices and examine alternatives.

## 4. Revision

Use feedback on a new attempt.

## Fictional situation · proposed approach

A team must organise a response to co-occurring social needs in primary care. A fictional vignette, data and different actors’ perspectives support three possible learning goals.

### Understand a concept

Reasoning : Compare individual and organisational explanations, define the concepts and examine what each reveals.

Useful output : An annotated concept map, a personal explanation and a counterexample.

What to watch : Fluent writing does not establish understanding. Ask for transfer to a new situation.

### Interpret data

Reasoning : Choose the denominator, calculate a measure and distinguish association, causal hypotheses and value judgements.

Useful output : An annotated calculation, plain-language interpretation and an explicit limitation.

What to watch : A correct number can come from an inappropriate method. Ask why the formula applies.

### Argue for a decision

Reasoning : Compare options, affected people, displaced burdens and uncertainty. Deliberate, then revise individually.

Useful output : A decision brief with criteria, alternatives, a major objection and reasons to reconsider.

What to watch : Distinguish disagreement about evidence, values and resources; consensus alone does not establish validity.

## Questions to consider

- Fluent writing does not establish understanding. Ask for transfer to a new situation.
- A correct number can come from an inappropriate method. Ask why the formula applies.
- Distinguish disagreement about evidence, values and resources; consensus alone does not establish validity.

## Sources and scope

The trials by Kestin and Bastani concern different settings and instructional designs. They support examining learning without assistance. The medical never-skilling concern discussed in 2026 remains a research agenda; direct evidence is limited.

Kestin, G., Miller, K., Klales, A., Milbourne, T., & Ponti, G. (2025). AI tutoring outperforms in-class active learning: an RCT introducing a novel research-based design in an authentic educational setting. Scientific Reports, 15(1), Article 17458. https://doi.org/10.1038/s41598-025-97652-6

Bastani, H., Bastani, O., Sungu, A., Ge, H., Kabakcı, Ö., & Mariman, R. (2025). Generative AI without guardrails can harm learning: Evidence from high school mathematics. Proceedings of the National Academy of Sciences, 122(26), Article e2422633122. https://doi.org/10.1073/pnas.2422633122

Car, J., Ke, Y., Jin, L., Ong, J. C. L., Thirunavukarasu, A. J., Cheung, C. Y., Tham, Y. C., Ting, D. S. W., Ong, M. E. H., Compton, S., Narayan, A., Keane, P. A., Wong, T. Y., Bates, D. W., Tan, P., & Liu, N. (2026). AI-induced never-skilling in medical education. Nature Medicine, 32, 1997–2006. https://doi.org/10.1038/s41591-026-04438-y