Innovation without pedagogical drift
Efficiency alone does not guarantee deeper learning, intellectual independence, or meaningful engagement.
Pedagogy first · AI second
Teaching with AI
Helping schools integrate AI without losing what matters most.
Preserve teacher judgment, human relationships, and the intellectual foundations of education.
- Teacher Development
- Curriculum & Assessment
- School Leadership
Why this matters
Schools need more than another collection of AI tools.
The challenge is not adoption. It is deciding how AI should—and should not—shape teaching, assessment, professional responsibility, and school culture.
Policy without paralysis
Schools need defensible guidelines on privacy, academic integrity, transparency, and responsible experimentation.
Professional learning without hype
Teachers need time, context, and professional dialogue—not pressure to adopt tools because they are new.
Assessment that still reveals learning
When AI can produce polished work in seconds, assessment must make student thinking, process, and authorship visible.
Philosophy
AI should expand the teacher’s capacity—not replace the teacher’s judgment.
Education is a human, intellectual, and ethical practice. Technology should support it by strengthening preparation, differentiation, feedback, and reflection.
Every engagement begins with five questions
- What educational purpose are we trying to serve?
- What should remain distinctly human?
- What evidence of learning do we need to see?
- What risks and responsibilities must be addressed?
- How will teachers retain professional agency?
Four principles
The commitments that guide every engagement.
Pedagogy First
Begin with curriculum, learners, and evidence of learning before choosing a tool.
Human Judgment
Teachers read context, recognize nuance, and remain accountable for educational decisions.
Transparency
Students, teachers, and families should understand how AI is used and what that requires of them.
Inquiry
Schools need room for thoughtful experimentation, evidence gathering, and revision.
The TEACH Framework
A structured way to decide where AI belongs—and where it does not.
Five considerations that keep purpose, evidence, and professional judgment at the centre of every decision.
T — Target the educational purpose
Define the learning, teaching, or organizational challenge before introducing an AI tool or workflow.
E — Evaluate evidence and risk
Examine reliability, privacy, bias, accessibility, cognitive effects, and academic integrity.
A — Align with curriculum and assessment
Ensure AI use supports curricular intentions without obscuring the evidence of student learning.
C — Centre teacher judgment
Protect the teacher’s role in interpretation, adaptation, feedback, and professional decision making.
H — Humanize implementation
Introduce change through dialogue, professional trust, and attention to student and teacher experience.
The difference
What makes Teaching with AI different
Grounded in classroom practice
Recommendations connect to real curriculum, assessment, planning, teacher workload, and student experience.
Informed by research and history
Current developments are placed within longer histories of education, technological change, and institutional decision making.
Built around professional agency
The goal is not compliance with a predetermined AI agenda, but informed and defensible decisions.
Professional workshops
Professional learning designed for the realities of school life.
Sessions work within timetables, workload, and existing priorities. Teacher judgment stays central throughout—every workshop is adapted to your context and stage of implementation.
Teaching and Learning in the Age of AI
A balanced introduction to generative AI—its educational possibilities, limitations, and risks for teaching practice.
- All Faculty
- 60–120 Minutes
- Interactive
Assessment When AI Can Write
Redesign assessment so that student reasoning, process, disciplinary understanding, and authorship remain visible.
- Teachers
- Half Day
- Practical Redesign
From Reaction to Strategy
A strategic session for leaders on policy, governance, professional learning, implementation, and institutional responsibility.
- Leadership Teams
- Half or Full Day
- Strategic Planning
AI as a Teacher’s Thinking Partner
Responsible applications for planning, resource design, differentiation, feedback, and professional reflection.
- Teachers
- Hands-On
- Curriculum Connected
Every workshop may be adapted as a keynote, half-day or full-day workshop, department consultation, leadership retreat, or multi-session professional learning series.
About
Dr. Miguel Ángel Avilés Galán
Dr. Miguel Ángel Avilés Galán is an educator, historian, researcher, and consultant with more than two decades of experience in secondary and post-secondary education in Canada and Mexico.
His work spans Spanish language education, humanities, history, curriculum design, assessment, and teacher professional learning.
His approach to AI is shaped by extensive classroom experience and by historical research into technological change, institutions, culture, and power.
Credentials
- Ph.D. in Latin American History, University of British Columbia
- More than 20 years of teaching experience
- Secondary and university-level teaching
- IB Middle Years Programme and Diploma Programme experience
- Curriculum, assessment, and language-acquisition expertise
- Mexican-Canadian educator working across cultures
Contact
How can we support your school?
Share your context and current priorities. We can discuss a workshop, strategic consultation, professional learning series, or a customized engagement.
Location
Vancouver, British Columbia, Canada
Availability
In-person and online engagements