AI for teaching and learning

Start with the learning outcome #

Decide what the learner should be able to explain or do independently. Then choose where AI support fits. Follow institutional rules and keep student information out of unapproved tools.

• Name the skill or understanding being practised.
• Identify which part the learner must do independently.
• Explain permitted AI use and how it should be acknowledged.
• Check generated material for accuracy and accessibility.

Plan an activity that requires judgement #

For example, give learners a short AI-generated explanation and ask them to test its claims against approved readings. Evaluate their evidence and reasoning rather than the polish of the AI text.

Draft a classroom activity about evaluating claims.
Audience: first-year students. Time: 20 minutes.
Require students to identify assumptions, consult an approved source and justify a revision.
Include discussion questions. Do not invent learning-outcome evidence.

Ask for support without skipping practice #

A learner can request a hint, a question or feedback on their own attempt. Check an AI explanation against course materials and ask the learner to explain it in their own words.

Here is my attempt and the task.
Ask one question that helps me find a weakness.
Do not write the final answer for me.
After I revise, give feedback against the supplied criteria.

Make the process visible #

Use drafts, reflections, source checks and discussion to understand the learning process. A polished submission alone does not show how understanding developed.