Goals
By the end of the hour, every teacher:
- leaves with something they made for their own class and checked with a partner,
- has seen two ways AI gets things wrong (a wrong fact and a made-up quote) and how to catch them,
- has a first draft of the AI rules for their own class.
Before the session
- Teachers bring one lesson or unit they will teach in the next two weeks, and a laptop.
- The school confirms which AI tool teachers may use, so nobody signs up for something unapproved.
- Leaders protect the hour: no evaluation, and nobody is asked to use AI with students.
The hour
| Time | What happens |
|---|---|
| 20 min | Make something for a unit you teach. I start with a five-minute demo: AI drafts review questions, and I check them out loud. Then each teacher makes a short review game or a short video script from their own unit. |
| 10 min | Turn one worksheet into an IEP version. Same thinking, laid out for another reader: bigger type, more space, shorter chunks, and sentence starters. |
| 15 min | Check the AI's work like a grader. Swap with a partner. Check facts against real sources, check every number, and check that it matches your standards. Fix what you find. |
| 10 min | Write the AI rules for your own class. Start from the sample guidelines and decide what is allowed on each kind of assignment. |
| 5 min | Exit ticket. What will you use on Monday? What will you stop doing? |
The two live checks I model
A wrong fact. AI draft: "A price ceiling set above the equilibrium price causes a shortage."
Checked: a price ceiling only causes a shortage when it is set below the equilibrium price. One word was wrong, and a student would have learned it wrong.
A made-up quote. AI draft: a quote from John Locke, with a chapter and section number.
Checked: the words are not in that section, or anywhere in the Second Treatise. AI can make up quotes and sources, so every quote gets checked against the original text.
That is why every item gets checked before it reaches a student.
For teachers who are skeptical
- Start with the task they dislike most, like paperwork or rewriting a reading, not with a pitch.
- Show where AI fails, not only where it works.
- Make it optional with students. Using AI to plan is different from using it in class.
- Let them keep what they make. The hour should save time in the first week.
Privacy rules for the room
In this workshop, no student names, grades, or IEP details go into any AI tool, even an approved one. Use only the tool the school approved.
Follow-up
- Two weeks later: a 15-minute check-in. What worked, what broke, what to try next.
- One-on-one coaching for teachers who want more.
- A shared folder of what people made, for anyone who chooses to share.