Last week, we started a new series: How to Keep Students Thinking in the AI Age.
In Part 1, we talked about how 🧠 THINKING is going to be key in the AI age — and how teachers are perfectly positioned to prepare students to think.
You can read it here: Part 1: How to Keep Students Thinking in the AI Age
READER COMMENTS: The message in Part 1 got people talking! Here’s what they were saying …
VICTOR: “I agree with your approach […] the real learning has to focus on the basic competencies and skills you mention. I tell my students ‘I want you to use the chip you are born with, not the one you purchased.’”
MARIE-EVE: “Love everything about this week's newsletter! Just had a conversation about the place of AI in school with our student council today. Students do realize that they need to learn how to work WITH AI and not have AI do the work for them. Unfortunately, teachers lack the time and expertise to accompany students through this AI era. As an instructional coach in a secondary school in Québec, I really need guidance to help teachers. Can't wait to read your next email!”
KYLE: “YES, I'm loving this! I am excited for the next 5 entries in the series. I believe that AI literacy is so paramount to schools and education. However, I'm struggling with getting my district to see the immediate need. I'm looking forward to more of Matt's ‘words of wisdom.’”
ANNE-MARIE: “You have hit the nail on the head! Looking forward to this series!”
Please discuss and share your thoughts about this series!
After reading, leave a comment here (at the bottom of the page) to keep the conversation going!
Now, let’s move on to Part 2: How AI Literacy Actually Helps You Teach YOUR Class …
In the first part of this series, we talked about how it’s harder than ever to keep students engaged in school — to keep their attention focused on what matters.
Artificial intelligence hasn’t made ANY of this easier.
Then, I suggested that a solution to the problem is AI literacy — incorporating a layer of AI literacy in any class.
When you read that, you might have thought …
“AI literacy? I don’t have time to teach AI literacy. I already have a lot to cover — so much that I’m not sure I’ll get through it all by the end of the year.”
“Plus, I teach [elementary school / algebra / history / PE / English]. AI isn’t in my standards or my curriculum. How in the world is AI literacy a solution to this problem?”
Two things you need to know …
AI literacy isn’t about teaching AI tools. It’s about helping students learn how to think — how to analyze, reason, question, and evaluate information. Those are thinking skills that help students no matter what they’re learning.
AI literacy happens inside the content you already teach. Students learn the material in your class — and then they examine how AI represents that material. They analyze it, question it, critique it, and judge its quality. It can actually STRENGTHEN your teaching.
Plus, if your students are already using it in the wrong ways — to shortcut thinking and as a barrier to learning — then this will start to change minds and the culture around its use.
We’re equipping students to understand AI — and when to use AI (or completely avoid AI) in a responsible way.
I know. This is a shift in how we think about AI in school.
But it will help keep students thinking in your class — and help them navigate a world that’s increasingly shaped by AI.
Stick with me. Let me show you some examples …
How AI literacy can actually help you teach your class
This is the workflow that lots of teachers (and students) think of when it comes to AI …
The workflow everyone seems to think about.
So, let’s come up with something new — something that shows students AI in a new light AND gets them thinking critically …
A different workflow that gets students thinking critically.
This is just one way that we can help students learn — and think deeply/critically — and better understand how to navigate AI responsibly.
Some examples …
IN ENGLISH CLASS:
Students read a poem by Emily Dickinson. Then AI generates a poem “in the style of Emily Dickinson.”
Students discuss: Does it feel authentic? What elements of Dickinson’s style are missing?
Students are analyzing poetry AND thinking critically about AI.
IN HISTORY CLASS:
Students learn about the causes of the American Revolution. Then AI generates its own explanation.
Students ask: What perspectives might be missing? Did AI take a side — or lean in one direction? What would a historian say about this?
Students are discussing history content AND how AI handled it.
IN HEALTH CLASS:
Students learn about the elements of a healthy diet. Then AI generates “a healthy series of meals for a teenager.”
Students ask: Is it actually healthy? Does it line up with what we studied? How could we make it better?
Students are comparing/contrasting what they’ve learned to AI output.
IN AN ELEMENTARY CLASS:
Students read a story (a read aloud or a chapter book). Then AI generates an alternate ending.
Students ask: Is this a good ending? Does it line up with what we read? Which is more interesting?
Students are analyzing literature and showing reading comprehension through the comparison.
Notice that a few things are happening in these examples …
The teacher discloses AI use. They’re identifying that AI (or, in the elementary class, maybe just “the computer”) created something for them to analyze. It’s breaking down the “AI = cheating” stigma and opening up conversation about it.
Students learn to always critique AI. They’re building a habit — a muscle — that they can use throughout their entire lives. If AI is involved, we need to examine it. Analyze it. Critique it.
They’re strengthening their understanding of class content. This isn’t a lesson about AI. It’s still teaching them curriculum and it’s standards-aligned. We’re just using AI as a lens to look at what we’re learning … then critiquing and analyzing it.
And the icing on the cake?
All of these examples take little to no additional prep. Prompting AI to create something to critique can be done in seconds before class — or on the fly while class is happening.
We’re just getting started
This is just one way that AI literacy can help students learn AND prepare them for an AI-saturated future.
What do you think? Is this resonating? Do you have questions? Push back? Examples you’ve tried yourself?
I’d love to hear from you. Click the link in that yellow box below and leave me a comment (at the bottom of the page where it takes you).
I’ll be back on Thursday with a simple activity you can plug into class right away. It gets students thinking … it’s focused on the content your students are already learning … AND it helps students develop AI literacy (without you needing to get an advanced degree in computer science).
See you then!
Matt
Please discuss and share your thoughts about this series!
After reading, leave a comment here (at the bottom of the page) to keep the conversation going!
