AI changes how students can write, solve, explain, practise, and receive feedback, but it does not remove the need to decide what school should help them learn.
Plan for this page
Understand how several ideas, decisions, and tools connect around this subject.
You will leave with
Orient with tutor-versus-shortcut examples; understand what students still need to learn; examine assessment after generative AI; try a learning method; build a family or classroom agreement; compare student and teacher frameworks; connect learning goals, access, authorship, privacy, and evidence.
Time
10–35 min, depending on the depth you choose
Before you begin
No prerequisite. Use this page as a map, not a list to finish.
Do this now
Read why the subject matters, then choose one structuring idea.
A tool can expand access and feedback while also hiding whether a learner can reason, create, or verify independently.
Structuring ideas
What to hold together
define the learning goal before deciding whether AI is allowedseparate tutoring, hints, feedback, drafting, and answer outsourcingmake process, sources, attribution, and independent understanding visibleadapt classroom rules to age, subject, accessibility, privacy, and assessment purpose
Orient, understand, and see
Start with the capability a student should gain, then ask which kinds of AI support preserve the practice needed to build it.School is not one task: explanation, translation, accessibility, brainstorming, drafting, calculation, assessment, and final submission require different rules.
Try and use
The learning tool returns the student to a first attempt, a useful hint, verification, and an explanation they can defend rather than stopping at a generated answer.The classroom agreement makes permitted support, disclosure, source use, privacy, exceptions, and review dates explicit.
Examine, go deeper, and connect
Evidence must remain scoped by age, subject, prior knowledge, intervention, duration, access, and measured outcome; product fluency is not proof of learning.Deeper study connects assessment design, teacher practice, family dialogue, accessibility, equity, authorship, and the public purposes of education.
Interactive model
Keep the learner doing the learning
Selected layerLearning goal
School can use AI without losing sight of learning when every permission starts from the capability an activity should develop or reveal.
Read the complete text alternative
Learning goalSchool can use AI without losing sight of learning when every permission starts from the capability an activity should develop or reveal.
First attemptSchool can use AI without losing sight of learning when every permission starts from the capability an activity should develop or reveal.
Permitted AI roleSchool can use AI without losing sight of learning when every permission starts from the capability an activity should develop or reveal.
Evidence of processSchool can use AI without losing sight of learning when every permission starts from the capability an activity should develop or reveal.
Teacher or class ruleSchool can use AI without losing sight of learning when every permission starts from the capability an activity should develop or reveal.
Independent demonstrationSchool can use AI without losing sight of learning when every permission starts from the capability an activity should develop or reveal.
Connected objects
Move from orientation to action
Choose a next step by what you need now. Every item remains available; the groups are only wayfinding.
Learn
Build the idea through an ordered path or a focused lesson.
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