AI in teaching: start with the task

Start with something you already teach: explaining the water cycle, examining an argument or solving a task step by step. Then decide whether AI is something the class examines, a tool used by the teacher or absent from the solution itself.

The Danish Ministry’s primary-school recommendations emphasise shared direction, educational purpose and staff knowledge. Use that discussion to agree which tools to use and what pupils must explain themselves. The following activities are Sprout proposals for teachers to adapt.

Prepare a short text on a familiar topic with three deliberate errors and a fact card containing correct information. Tell the class it is a practice example that may resemble an AI answer. Nobody needs a chatbot.

In pairs, pupils find the errors and connect each correction to supporting information on the fact card. They then explain the topic through writing, drawing or speech. Ask what they changed and why. For younger pupils, the teacher reads aloud and uses one statement at a time.

Allow two 45-minute lessons if pupils will also exchange explanations and create a class checklist. Assess the explanation and source checking rather than polished wording.

Choose a subject question and a prepared answer. Students mark claims, reasoning and evidence in different colours. They choose one reference and investigate whether it exists and supports what the answer claims.

Next, they develop a counterargument and write their own sourced paragraph. Ask for a short process log: What help did I use? What did I reject? What can I explain myself? This makes the process visible without treating an AI detector as evidence.

The proposal takes two 45-minute lessons. Agree permitted assistance at the start and adapt the activity to subject requirements and school rules.

Keep the subject goal and change the way pupils work. For example, show two short statements alongside one picture or fact card. The pupil chooses which statement the source supports and can point, speak or write their answer.

In the next activity, compare a long explanation with three clear steps. The pupil tries the first step and shows which support helped. Finally, sort fictional information cards: What belongs in the task, and what does not need sharing?

Use three 20-minute sessions, each including a planned two-minute break. The teacher chooses pace and support for the pupil and task; there is no automatic assessment of pupil needs.

A yearly plan must fit subject goals, class work and available time. Start with a short table: goal, activity, material and follow-up. When adapting a task, record what the pupil still needs to learn and what changes in reading load, support or response format.

AI Workshop’s web test offers editable plan and activity templates. Generative AI is not active. Use only fictional pupil profiles for pupil-plan drafts and review everything yourself. The tool does not grade, diagnose or make decisions about pupils.

The AI literacy course has student and teacher tracks. Students practise examining answers, protecting private information and explaining their own work. Teachers consider task choices, support and shared agreements on use.

This is Sprout’s practice course, not an official qualification or approval of an AI service. Use it to start a discussion and a practical classroom activity.