Course Description - Current Trends & Strategies in AI

Generative AI has the power to reshape classrooms, empower educators, and unlock new possibilities for teaching and learning.

The goal of this course is to explore and evaluate a variety of ways to incorporate generative AI into our classrooms and our professional practices, with a specific focus on enhancing teaching and learning.

In pursuit of this goal, we will gain hands-on experience with a variety of generative AI tools, develop our prompt engineering skills so that we can craft precise and purposeful inputs that achieve our desired outcomes from generative AI tools, and analyze the current and potential future impacts of generative AI on education.

Together, we’ll build our knowledge and confidence in how generative AI can serve education and be equipped to lead in this exciting new era.

Course Objectives

As a result of their participation in the course, participants will….

• Gain hands-on experience using generative AI tools that support teaching and learning.
• Design a classroom activity or resource that leverages generative AI to enhance student engagement.
• Develop prompt engineering skills to craft precise and effective inputs for achieving desired outcomes with AI tools.
• Collaborate with peers to share ideas and best practices for implementing generative AI in educational contexts.
• Build confidence and competence in using generative AI to lead and innovate in education.

Course Schedule

Session	Topics & Activities	AI Tools	Tasks	Recordings
#1	Foundations of Generative AI Introduction, Class Norms, Guiding Questions, Course Objectives, Outline, Things to Keep In Mind, How Generative AI Works; A Greatly Abridged Overview, State Multiple Ethical Concerns, Resolve None of Them, Promptwriting Tips.	Chat GPT, Gemini	—	View recording Access restricted to WPS staff. If you'd like access please contact Greg.
#2	Navigating AI and Academic Integrity Are We Cooked?, Simpsons Did It, Diabolicality Scale Activity, Can We Detect It? → Try out a detector, Is It Cheating?, Develop A Class Policy.	GPTZero	★ D1: Make a class policies document	View recording Access restricted to WPS staff. If you'd like access please contact Greg.
#3	Differentiation with NotebookLM 1. Intro to NotebookLM, 2. A Large Quantity of Examples, 3. UDL Connections: Multiple Means of Representation.	NotebookLM	★ D2: Differentiate a Lesson with NotebookLM	View recording Access restricted to WPS staff. If you'd like access please contact Greg.
#4	AI as a Tutor? Meaningful Moments Icebreaker, The Last Mile Delivery Problem - Dan Meyer Talk, Experimenting with Lesson Plan Creation, Intro to Learn About, Learn About Stuff with Learn About, UDL Connection: Use LA to Become an “Expert”.	Magic School, Learn About	“Learn About” something you already know / something new to you	View recording Access restricted to WPS staff. If you'd like access please contact Greg.
#5	Educational Applications of AI-Generated Images Real or Fake Game, Say What You See Game, Research Re: Images in Slides, Image Generation “Safeguards” & Limitations, AI Image Applications in the Classroom, Simple Storybooks, Simple Slide Decks, UDL Connection: Multiple Means of Representation, Nanobanana.	Gemini Storybook	★ D3: Use AI images to educate: Create a Graph, Diagram, or other image to use in class	View recording Access restricted to WPS staff. If you'd like access please contact Greg.
#6	Educational Applications of AI-Generated Audio How to Make an AI Song, How to Turn Slides into a “Music Video”, How to Make a Scrolling Lyrics Video, AI Music Applications in the Classroom, UDL Connection: Songs for Action & Expression.	Suno	★ D4: Use AI music to educate: Turn Slides Into a Music Video -or- Create a Song to Teach a Concept -or- Create a Scrolling Lyrics Video	View recording Access restricted to WPS staff. If you'd like access please contact Greg.
#7	AI for Feedback, Assessment, and Reflection Designing Rubrics, Converting Notes into Narratives, Notebook LM for Portfolio Review, Notebook LM for Self-Assessment, UDL Connection: Engagement--Clarify Goals, Expectations, Foster Community.	—	★ D5: Create a rubric, Conduct a curriculum review	View recording Access restricted to WPS staff. If you'd like access please contact Greg.
#8	Vibecoding and Video Projects Introduction to Vibecoding, Vibecoding Examples, Introduction to AI Video, UDL Connection: Multiple Means of Representation, Experiment with Either, End of Course Survey.	Google Vids, Sora	★ D6: Get creative: Create a simple website, program, or game -or- Create a video	View recording Access restricted to WPS staff. If you'd like access please contact Greg.
#9 & #10 Asynchronous	This course includes 4 hours of asynchronous work. Use this time to: Complete the deliverables. Dive into the suggested resources for further thought.

Course Deliverables & Rubrics

Deliverable #1: Make a Class Policies Document

Objective: Use the provided template to create a clear, student-facing document that explains how generative AI may and may not be used in one of your classes.

Your goal is to articulate expectations in plain, accessible, student-friendly language so that learners understand not only the rules, but the reasoning behind them.

Rubric for Deliverable #1

Meets or Exceeds Expectations	The document is very clear, student-friendly, and easy to understand. It includes concrete examples of what AI use is allowed and not allowed, and clearly explains the reasoning behind the rules. The tone is supportive, and the document is well-organized and accessible for a wide range of learners. It is fully ready to be shared with students.
Approaching Expectations	The document clearly communicates the main rules and expectations for AI use. It includes basic examples and some explanation of why the policies exist. The language is mostly student-friendly and the document is generally easy to follow. With minor refinements, it would be fully ready for classroom use.
Meh	The document includes some information about AI expectations, but parts may be unclear, incomplete, or written in teacher-centered language. Examples or explanations may be missing or too vague for students to understand. Additional clarification and revision are needed before it can be shared confidently with students.

Deliverable #2: Differentiate a Lesson with NotebookLM

Objective: Use NotebookLM—either on its own or in combination with other generative AI tools—to design something that will meaningfully differentiate instruction for one or more of your students.

This could take the form of a study guide, interactive textbook, differentiated learning station, storytelling activity, or any other resource that students will actively engage with.

Criteria for Success

• 1. Student Interaction: Students must engage directly with what you create. It should be designed with students as the primary users—not just a teacher-facing tool.
• 2. SAMR Transformation: Your creation should meaningfully transform your teaching, curriculum, or classroom culture/experience. It must reach at least the Modification or Redefinition level on the SAMR model.
• 3. Instructional Relevance: It should align with a real and specific instructional goal, unit, standard, or aspect of classroom culture/community from your own teaching context.
• 4. Differentiation and Inclusion: Your product should account for diverse student needs in at least one concrete way (e.g., accommodating various reading levels, supporting English learners, offering student choice, or enabling flexible pacing).

Rubric for Deliverable #2

Criteria	Exceeds Expectations	Meets Expectations	Approaching Expectations - Meh
1. Student Interaction	Students would engage deeply with the product through multiple modes (e.g., decision-making, input, creation, reflection). The product fosters sustained and meaningful interaction.	Students would clearly interact with the product as intended. It is designed for student use and promotes active engagement.	Interaction is present but limited, unclear, or inconsistent. The product may lean toward being teacher-facing or passive.
2. SAMR Level (Modification/ Redefinition)	The product clearly redefines the task, enabling a previously inconceivable learning experience.	The product significantly modifies an existing task, improving its design, functionality, or impact.	Shows only minor changes to traditional tasks or limited use of AI. Little to no evidence of meaningful transformation.
3. Instructional Relevance	Deeply aligned to a real instructional goal, standard, or classroom need. Clearly integrated into a broader unit or instructional purpose.	Aligned to a specific and authentic instructional context from the teacher’s classroom.	The connection to an instructional goal or classroom context is weak, vague, or missing.
4. Differentiation & Inclusion	Creatively supports diverse learners through multiple strategies (e.g., scaffolding, choice, accessibility). Demonstrates thoughtful and inclusive design.	Includes at least one clear and purposeful feature that supports diverse learners or promotes flexibility.	Shows limited or unclear attention to differentiation or student variability. May not be inclusive or flexible.

Deliverable #3: Use AI Images to Educate

Objective: Use a generative AI tool to create an original image—such as a graph, diagram, chart, model, instructional illustration, or other visual—that you can use directly in your teaching.

Your image should meaningfully support student understanding of a concept, skill, process, or idea from your curriculum. If necessary, after generating the image, you should manually refine or edit it (using your preferred editing tool) to improve accuracy, clarity, accessibility, or instructional usefulness.

Rubric for Deliverable #3

Meets or Exceeds Expectations	The final image is clear, accurate, and highly effective in supporting student understanding. The AI-generated visual is well-aligned to an instructional goal, and the teacher has made meaningful manual edits that noticeably improve clarity, accuracy, or accessibility. The image is polished, student-ready, and immediately usable in class as a strong instructional aid.
Approaching Expectations	The final image supports the intended instructional goal and would be understandable to students. It is generated with an AI tool and includes at least one purposeful manual edit. The visual is generally clear and appropriate for classroom use, with only minor refinements needed.
Meh	The final image is partially useful but may be unclear, inaccurate, or only loosely connected to a real instructional goal. Evidence of thoughtful AI prompting or manual editing is limited or missing. Students might struggle to understand the visual as presented. Additional revision is needed before the image can be used effectively in class.

Deliverable #4: Use AI Music to Educate

Objective: Use a generative AI music tool to transform classroom content into an engaging audio-visual learning experience. You may choose one of the following formats:

• Turn slides into a music video (AI-generated song + visuals)
• Create an original AI-generated song that teaches a concept
• Make a scrolling-lyrics video to accompany AI-generated music

Your goal is to use music as an instructional tool—helping students understand, remember, or connect with your content in a new way. You should also make any necessary manual edits (to lyrics, timing, visuals, or audio segments) to ensure that the final product is accurate, age-appropriate, and classroom-ready.

Rubric for Deliverable #4

Meets or Exceeds Expectations	The music-based product is highly engaging, accurate, and clearly supports student learning. The AI-generated song or video aligns tightly with an instructional goal. The final product feels polished, creative, and classroom-ready.
Approaching Expectations	The music-based product supports the intended instructional goal and is understandable for students. It shows purposeful use of an AI music tool. The final output is appropriate for classroom use, with only minor adjustments needed to improve clarity or flow.
Meh	The music-based product has some connection to an instructional goal but may be unclear, inaccurate, or underdeveloped. Students may find the audio, visuals, or message confusing. Additional refinement is needed before the product can be used confidently in class.

Deliverable #5: Create a Rubric

Objective: Use a generative AI tool to create a clear, detailed, task-specific analytic rubric for an assignment or project to use in one of your own classes. Your rubric should break the task into meaningful criteria and articulate what performance looks like across multiple levels of quality. After generating the rubric with AI, you should refine and adjust it manually to ensure accuracy, alignment with your goals, and appropriateness for your students.

Meta Rubric: It’s a rubric for rubrics.

Meta Rubric Matrix

Criteria	Exceeds Expectations	Meets Expectations	Approaching Expectations - Meh
1. Alignment to a Real Assignment	The rubric is tightly aligned to a real, clearly defined assignment from the teacher’s class. All criteria directly reflect the essential skills, content, and processes students must demonstrate. Nothing feels generic or unrelated.	The rubric is aligned to a real assignment, and most criteria reflect key aspects of the task. Some criteria may be slightly broad, but the rubric is still usable and appropriate for the assignment.	The rubric shows limited or unclear connection to an actual classroom task. Criteria are overly generic, missing, or not well matched to what students must do.
2. Effective Use of Generative AI	AI was used purposefully to create a well-structured starting rubric. Prompts were clear and targeted, resulting in criteria that accurately reflect the assignment and support learning goals.	AI was used to generate the rubric, and the output generally aligns with the assignment. Prompts were adequate, though the output may include some generic or underdeveloped elements.	AI use is unclear, unfocused, or minimally effective. The output appears generic, misaligned, or not customized to the assignment.
3. Manual Refinement and Accuracy	The teacher made several meaningful revisions to improve accuracy, clarity, specificity, and fairness. The final rubric is polished, precise, and well aligned with classroom expectations.	The teacher made at least one meaningful edit to improve the rubric. The final version is accurate and functional, with only minor areas that could be clarified or refined.	Little to no evidence of manual refinement. The rubric contains inaccuracies, vague language, or mismatches with the assignment that impact its usefulness.
4. Clear, Student-Ready Descriptors	Performance level descriptors are clear, specific, and easy for students to understand. Each level shows meaningful progression in quality. Students could reliably use the rubric to understand expectations and self-assess.	Most descriptors are clear and understandable. The levels show general progression, though some descriptions may be slightly vague or uneven. Students could still use the rubric with guidance.	Descriptors are unclear, overly general, or difficult for students to interpret. Performance levels may lack distinction or fail to communicate expectations effectively.

Deliverable #6: Get Creative

Objective: Use generative AI—along with your own creative ideas—to design either: a simple website, a program or simulation, a game, OR a video that can be used in a creative, meaningful way to support student learning in one of your classes.

The goal is to explore what becomes possible when you combine generative AI with your own creativity and content expertise.

Criteria for Success

• 1. Instructional Utility: Your creation should help students learn, practice, review, explore, or connect with a concept, skill, or idea from your curriculum. Students should gain something instructional from interacting with it or watching it.
• 2. Innovation and Originality: Your website, simulation, game, or video should reflect creative thinking. This might involve a novel format, a clever interaction, a playful design, an engaging narrative, or a fresh instructional spin on course content. Teachers are encouraged to experiment, iterate, and take creative risks.
• 3. Manual Refinement and Usability: You should refine what AI produces so that the final product works as intended and is ready for students. This may include debugging code, adjusting elements, reorganizing visuals, editing video pacing, or polishing design details.

Rubric for Deliverable #6

Criteria	Exceeds Expectations	Meets Expectations	Approaching Expectations - Meh
1. Instructional Utility	The product strongly supports student learning. It clearly reinforces or extends a key concept, skill, or idea from the teacher’s curriculum. Students would immediately understand the purpose and benefit from engaging with it.	The product supports the intended instructional goal and is generally useful for student learning. Students would gain something from interacting with it, though the instructional purpose may not be fully maximized.	The instructional connection is unclear, minimal, or only loosely related to classroom content. Students may not understand how the product supports their learning.
2. Innovation & Originality	The product is highly creative and imaginative. It uses AI in inventive ways, introduces fresh ideas or interactions, or shows a standout level of originality. The work demonstrates risk-taking and creative vision.	The product includes some creative elements and uses AI in a purposeful way. While not highly original, it shows effort to go beyond the basics and includes at least one novel or engaging idea.	The product shows limited creativity or originality. AI use appears routine, generic, or disconnected from a creative vision. The final product feels standard or minimally developed.
3. Manual Refinement & Usability	Significant manual improvements have been made. The teacher has debugged, polished, edited, or refined the AI output so that the final product is smooth, functional, and student-ready. It works reliably and feels intentionally designed.	At least one meaningful manual refinement is evident. The product works and is usable for students, though some rough edges or small improvements could enhance clarity or functionality.	Little to no manual refinement is apparent. The product may be confusing, buggy, poorly organized, or not fully functional, requiring additional revision before use in class.

Suggested Resources for Further Thought

📄 Article      📺 Video      🎧 Podcast      📘 Book

Function of AI

Ethical Issues Surrounding AI

AI’s Impact on Student Learning

AI & Professional Learning

Other

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