How AI-ready is your classroom?

Answered 0 of 10

1. Q1. Have you ever taught a lesson specifically about artificial intelligence — not just mentioned it in passing?

   No, not yet. Yes, once or twice, but it felt informal. Yes, a full AI unit or returned to it across multiple class periods.
2. Q2. If a student asked you right now, "What is AI, in three sentences?" — how confident are you?

   I would need to look it up first. Rough answer, but not sure I could make it stick in class. I have a three-sentence definition I have already used with students.
3. Q3. Have your students ever practiced fact-checking or verifying an AI-generated claim?

   No. Mentioned AI errors, but no structured verification activity. Yes — students have gone to primary sources to verify a specific AI output.
4. Q4. How familiar are you with the CRAFT prompting framework (Context, Role, Action, Format, Tone)?

   Have not heard of it. Know what it is but have not taught it. My students have used CRAFT to write and revise AI prompts.
5. Q5. Has your class discussed what "algorithmic bias" means — with a real-world example students could point to?

   No — we have not gotten there. Mentioned bias but no activity around it. Yes — students audited a real AI output and named a specific bias type.
6. Q6. Does your AI content map to a specific named standard — ISTE, AI4K12, or CCSS — that you can cite in writing?

   No. Not sure which standards apply. Know some apply but have not documented them. Yes — specific standard codes printed in my lesson plans.
7. Q7. If your principal walked in tomorrow, could you name the ISTE strand the lesson hits and quote the verbatim student-evidence phrase?

   No — not where I am yet. Could name the strand but probably not the verbatim text. Yes — the standard text is on the handout I would hand them.
8. Q8. Have your students ever discussed an AI ethics scenario — a dilemma with no obvious right answer?

   No. Came up in conversation but not as a structured lesson. Yes — a structured discussion, card sort, or Socratic activity.
9. Q9. How would you describe your current AI literacy curriculum for grades 6–12?

   Do not have one yet — starting from scratch. A few standalone lessons but not a defensible unit. A sequence with multiple lessons that maps to a framework.
10. Q10. What does "AI literacy" mean for the students in your class right now?

    On the horizon — something I know I should teach. Some exposure, but not a complete picture. Working definition, used AI critically, discussed its limits.