Advanced · AI in your sector · module 132 of 155
AI in education
Use AI to prepare and differentiate lessons, with clear agreements on pupil data, tests and pupils’ own work.
After this lesson
You use AI for lesson preparation and feedback, make clear agreements with pupils and know why an AI detector does not provide proof.
In view · How it connects
AI in the classroom with clear agreements
Exercises and texts at the right level, always checked by the teacher.
What is allowed with AI, what is not, and how pupils mention their use of it.
A detector score is not proof; have the conversation and follow the rules.
Part 1 of 3 · Prepare
Your preference for less movement is on. Choose each part yourself.
Preparing and differentiating
A teacher can get AI to help with practice questions, examples at different levels, a text in plain language or a rubric for feedback (lesson 81). Include the learning objectives and the level, and check every question and every answer yourself: an exercise with a wrong answer does more harm than good. Do not use pupils’ names or data in tools that your school has not approved. Many AI tools also have a minimum age in their terms; check it before pupils use them themselves.
Agreements on AI in assignments
Pupils benefit from clear rules for each assignment: may AI help with ideas, with proofreading, or not at all? Ask them to state how they used AI, for example in a short statement. Design assignments in which the thinking process becomes visible: intermediate versions, an oral explanation or an assignment about their own surroundings. That way pupils learn to work with AI without outsourcing the thinking (lesson 127).
A detector does not prove fraud
Software that claims to recognise whether a text was written with AI makes errors in both directions. It can wrongly cast suspicion on original work, for example from pupils who write in a second language. A score from such a tool is therefore not proof (lesson 123). If you have a suspicion, start a conversation, ask about intermediate versions and let the pupil explain the work. Follow your school’s exam or fraud regulations, and leave the judgement on exams to the teacher or the examination board.
New practice example
From explanation to a usable result.
AI can help a teacher with preparation and feedback. Agreements with pupils and the teacher’s own judgement are still needed.
Fictional practice situationFictional: a teacher of Dutch has AI make three reading texts at different levels about recycling. The most difficult text contains a percentage that is not backed up anywhere.
View a possible solution
This is how it can be done
The teacher deletes the percentage, or looks it up in a reliable source such as a government website, before the text goes to the pupils. She notes with the text that she made it with AI help and checked it.
Why this works
Pupils assume that a lesson text is correct. A substantiated figure, or no figure, is better than an invented one.
Make it slightly more difficult
Write an assignment in which pupils have to check an AI answer themselves. Which source do you give them?
Extra practice, at your own pace. You do not need to submit anything. This does not count towards an automatic assessment.
Your workplace · learning by doing
Make something. See what changes.
Checking the AI connection… You can already view the written example.
Present your assignment to Ende.
Read the answer, change one thing, and compare.
Previously held
New version
You remain in control
What do you want to improve in your next attempt?
On this device only. AI answers remain only in this page memory. This is self-review, not a grade.
Why this approach works
Pupils assume that a lesson text is correct. A substantiated figure, or no figure, is better than an invented one.
A step further
Write an assignment in which pupils have to check an AI answer themselves. Which source do you give them?
Try & discover · no obligation
Become the source checker yourself
Only mark statements that the source does not support. Then check your selection.
Fictional statements by teachers during a subject department meeting about AI.
Select which sentences you would correct above. The answer remains hidden until you check your selection.
This trial works locally with fictitious data and does not count towards your lesson completion. It starts anew with a new lesson or reload.
A prompt to get you started
For the third year of secondary school, make five practice questions about the causes of the First World War, at three levels: basic, intermediate and challenging. Give a model answer for each question and say which facts I should check in our textbook. Do not use any pupil data. Mark uncertainties instead of filling them in.
Apply it
A teacher wants to have personal feedback written for every pupil by pasting the full test results with names into a free AI tool.
Which approach best fits this situation?
- Use a tool approved by the school or leave out names and identifiable data, and check every piece of feedback yourself before it goes to the pupil.
- Paste the results; feedback is good for the pupils.
- Forward the AI feedback automatically without proofreading, so pupils get a response faster.
With JavaScript, you can check your approach and receive immediate feedback.
Test your insight
An AI detector gives a pupil’s text a score of 90% “AI-generated”. What do you do?
- Give the pupil a zero straight away.
- Start a conversation, ask about intermediate versions and follow the school’s regulations; the score is not proof.
- Put the score in the pupil’s file as proof.
Extra practice
For one assignment, write three sentences with agreements on AI use for your pupils: what is allowed, what is not, and how they state their use of it.
For this assignment, you may use AI to gather ideas and to check your text for language errors. You write the text itself yourself, and you keep your first version. At the bottom, you add two sentences about how you used AI.
