Learning Objectives
- Understand that some tools are made by people to help us
- Distinguish between a human helper and a computer helper
- Know that it's always OK to ask a grown-up if a computer says something confusing
Activity
Classroom discussion using picture books and sorting activity: "Is this a robot or a person?" Children sort illustrated cards (Alexa, teacher, doctor, robot, Google Maps). Closed with: "At school, your teacher is always the helper-in-charge."
Facilitator Notes
- No devices needed — fully unplugged
- Use school's own classroom technology (SmartBoard) to show simple examples
- Key message: "AI is a tool — like a pencil, but smarter. You are always in charge."
- Parents received take-home card with talking points
IB Alignment
PYP Transdisciplinary Theme: How We Organize Ourselves. Approaches to Learning: Thinking skills.
Learning Objectives
- Understand that AI learns from examples made by people
- Know that AI can make mistakes
- Understand that school has rules about which AI tools we use and why
Activity
Unplugged "training game": students act as an AI being trained to sort shapes by colour. Then shown a shape with two colours — "What does the AI do now?" Discussion: AI is confused because it wasn't trained for this. Link to real life: AI tools can be wrong, and that's why teachers check.
Facilitator Notes
- Pair with a short demo on the SmartBoard of asking Google a question and getting a wrong answer
- Key message: "AI doesn't know everything. You have a brain — use it to check."
- Introduce the concept of the school's "approved tools" list in simple terms
IB Alignment
PYP ATL: Research skills (information literacy). Central Idea: Technology is designed by people to solve problems and can have unintended effects.
Learning Objectives
- Critically evaluate AI-generated information
- Understand the concept of "hallucination" in AI
- Know what data privacy means in simple terms
- Understand school rules for approved tools
Activity
Teams of 3 receive 5 "facts" generated by an AI tool (some true, some false). They must research and fact-check each one using library databases. Debrief: which were wrong? Why might an AI make things up? Discussion of the school's AI Policy in student-friendly language.
Facilitator Notes
- Use school-approved Gemini or Schoology AI to generate the facts live if tech is available
- Key message: "AI sounds confident even when it's wrong. You are the fact-checker."
- Introduce: "Your data is yours — be careful what personal information you share with apps."
- Canva AI image activity as extension: create an image, then discuss — "Who made this? Who owns it?"
IB Alignment
PYP ATL: Research and thinking skills. Concept: Perspective — whose perspective does an AI reflect?
Learning Objectives
- Understand their data rights under Colombian law (Ley 1581)
- Identify how AI tools collect and use personal data
- Apply the school's AI Policy to real scenarios
- Understand what academic integrity means when using AI
Activity
Scenario-based role play: students receive a situation (e.g., "You found an AI tool that can write your essay. Your friend says everyone uses it. What do you do?"). Groups discuss and present their decision and reasoning. Facilitator debriefs using the school's policy. Concludes with a "data audit" — students list all apps on their phone and identify which ones use AI.
Facilitator Notes
- Include the deepfake image incident (INC-001, anonymised) as a discussion case
- Key messages: "Your digital footprint is real. AI makes it bigger, faster." / "At [School], we use AI — but with rules, with intention, and with honesty."
- Consent age: explain that under Colombian law, students under 14 need a parent's permission for apps to use their data
- Homework: ask a parent what they think about AI. Bring one question back to class.
IB Alignment
MYP ATL: Self-management + Social skills. Approaches to Learning: Media literacy, Ethical thinking. Global Context: Globalisation and Sustainability — digital citizenship.
Learning Objectives
- Apply IB academic integrity principles to AI use in assessments
- Understand the school's AI disclosure requirements
- Critically evaluate AI as a career and civic tool
- Make informed decisions about AI use and personal data
Activity
Case study: the IB Extended Essay incident (INC-003, anonymised). Students debate: was it cheating? What should the school's rule be? What should the student have done? Small groups produce a "student AI charter" — their own version of what fair AI use looks like. Best elements incorporated into a student-facing AI summary card.
Facilitator Notes
- Use actual IBO academic integrity guidance alongside school policy
- Key message: "AI is a tool you will use your entire career. Learning to use it honestly and critically now is the skill that matters."
- Career dimension: which jobs will AI change? Which skills will always require humans?
- Assessment: AI use disclosure is now required on all IB submissions at HIS — show students the cover sheet
- DP students: discuss Extended Essay and IA implications specifically
IB Alignment
DP/MYP: Academic Integrity Policy alignment. Theory of Knowledge links. ATL: Critical thinking, Communication, Ethics of technology.
Workshop A — AI in Teaching Practice (3h)
Hands-on session using Gemini in Google Docs for lesson planning, Canva AI for materials, and Schoology AI analytics for assessment feedback. 62 teachers attended across 4 sessions.
Workshop B — Academic Integrity & AI (2h)
Assessment design strategies that are AI-resilient. Turnitin AI detection calibration. How to handle student AI use disclosures. 48 secondary teachers attended.
Workshop C — Governance & Policy (1.5h)
Policy walk-through, tool approval process, incident reporting, and Google Workspace admin controls. 18 admin + 24 department heads attended.