Sarah teaches AP Environmental Science. Last week, after a field study at the local creek, her students recorded video reflections on their phones about what they noticed, what surprised them, and what questions emerged. In previous years, Sarah would have watched all 28 videos in one exhausting evening, taking notes and planning follow-up conversations she’d never quite have time for. This year, she tried something different, utilizing a framework known as braided learning. She used a free AI transcription tool to capture what students said, then asked an AI assistant to identify themes across the reflections, looking for patterns or misconceptions.

Within minutes, Sarah had a summary. Six students noticed equity issues around creek access. Twelve connected water quality to the policy unit they’d studied in the fall. Four expressed frustration with data collection methods and wanted to redesign their approach.

Sarah didn’t hand this summary to students as “the answer.” She used it to inform the next day’s seminar. She asked the equity-focused group to lead a discussion. She connected the policy students with the local environmental council’s youth board. She gave the four frustrated learners time to redesign and retest their methods.

The AI didn’t replace Sarah’s judgment. It gave her something she rarely has: clarity about what 28 students were actually thinking, in time to do something about it.

This is braided learning. Not AI instead of teachers. AI woven together with what educators already do well (noticing, connecting, responding) to create something stronger than either strand alone.

The Three Strands in Braided Learning That Strengthen Each Other

Think of braided learning as three interwoven strands, each essential, each amplifying the others.

Strand One: What Educators Do Best

You already notice things AI cannot. The student who suddenly engages after weeks of silence. The moment when a skill clicks and transfers to a new context. You build relationships, create psychological safety, and help students see themselves as capable.

These human capacities (empathy, pattern recognition across time, responsive teaching) are irreplaceable. They can also be constrained by time, energy, and the reality of working with many students simultaneously.

Read the full article about the braided learning framework by Rebecca Midles at Getting Smart.