Working with student AI literacy

45 minutesAll staff

Goal

Ground teachers in what students are actually doing with AI, then each teacher builds a short "how to use AI honestly and well in this class" mini-lesson to teach their students.

Prep

Get real student voice. Ideally run a quick anonymous student survey the week before, or invite 2–3 students to a short panel. This session is far stronger with actual student data.
Summarize the student survey into a few slides / a word cloud to project.
Shared doc for the mini-lessons teachers build.

0:00 — 0:08

Open · what students actually say

Do Show the student survey results (or run the student panel). Let teachers react to the gap between what they assumed and what students reported.

Watch Resist the urge to moralize. Start from curiosity about real behavior.

0:08 — 0:22

Focus · what students are good and bad at

Good at: getting unstuck, generating starting points, translating and rephrasing, and using it fluently, often more fluently than we assume.
Bad at: over-trusting output, not checking facts, not disclosing, treating it as an answer machine rather than a thinking partner, and not knowing when it's off-limits.
The gap to close: every class needs a shared, explicit baseline, "here's how you use AI honestly and well in this subject," rather than assuming students infer it.

0:22 — 0:38

Hands-on · build a 10-minute mini-lesson (laptops open)

Each teacher drafts a short, student-facing mini-lesson for their class, in the shared doc, with:

Three "dos" for AI in this subject. "Use it to get unstuck on a first draft, then make it yours." "Ask it to explain a concept another way." "Have it quiz you before a test."
Three "don'ts." "Don't submit its words as yours." "Don't trust a number or a fact without checking." "Don't use it on a protected assessment."
The disclosure routine from September, restated in student language.

Do Pairs swap and check: would a 12-year-old actually understand and follow this? Trim jargon.

Watch Keep it to something teachable in 10 minutes of class. This is a routine, not a unit.

0:38 — 0:45

Share-out + commit

Do Two teachers read their mini-lesson. Commitment: teach it this month. Preview: March is Social Studies, sources, reasoning, and disinformation.

After the session

Post the mini-lessons as a shared bank by grade band.
Share the student survey findings with the working group, useful for the family-communication session and policy revision.