Enhanced Lesson

Sample Plan

This is the original lesson plan. It was created with teen students in mind with the Planning as a Narrative framework. The topic of this lesson plan is "Cyber-crime" and lesson plan is made up of three lessons. 

Lesson #1:

Part 1: The students will watch a video (below) on safety measures as a class and write down the ones that can be applied to the topic your group did research on. (If the video is unavailable, as a plan B the teacher will summarize the content while copying the main measures on the board for the students to keep a record of the lexis). After watching the video, students will compare which measures they are already taking to be safe on the internet as a class. 

Time: 10 minutes 

Part 2: As a group (the same as last time), they will create a list of possible actions to be safe against the given topic. They will be encouraged to use their phones to look for extra information to add to your lists. (The teacher will have some printed copies from reputable sources at hand in case any group cannot access the internet as a plan B). 

Time: 5 minutes 

Part 3: Finally, the students will start to design an outline of a post or series of social media posts to raise awareness of the group’s topic. This campaign must contain the presence of some clear guidelines to follow and can include the creation of videos, infographics or drawings as well. The actual posting of the campaign will be done in the days to come when the students have time to polish their work at home. They will be asked to be ready to evaluate and give feedback on their classmates' posts when they are posted online. 

Time: 25 minutes 

Rationale for Using AI

The integration of AI tools in lesson planning has proven to be a boon for students' learning process. Generative AI allows students to create and make use of different types of media. For example, the application of AI in lesson planning is a key part of the AI TPACK framework, which aims to include new technologies to work alongside the traditional teaching methods (Ning et al, 2024) Some of the key concepts in AI TPACK are the fostering of an ethical use of AI and a focus on achieving AI literacy.

Introduced in 2005, the TPACK framework was a way to incorporate the technological advances to the teaching process around the world. It is comprised by three core elements (P. 4):

• • Technological Knowledge

  • Pedagogical Knowledge

  • Content Knowledge

With the inclusion of AI technologies into the TPACK framework, we can justify the existence of AI within the lesson since it is the cornerstone of the expected future of teaching (P. 16). An example of this is the role of AI-TCK within the AI-TPACK framework. The AI-TCK interplay is identified when "Teachers use AI to provide learners with highly immersive and interactive learning experiences that suit individual knowledge levels, cognitive states, and learning preferences," (P. 5) and the inclusion of tools like Ezygraph and NotebookLM can certainly match that description.

Following the DigCompEdu framework, we can highlight learner's competence. Any mention of AI in a lesson plan should have as a main goal the inclusion to AI literacy, critical thinking and online safety (Bekiaridis, 2024) Drawing on the DigCompEdu Framework, we can foreground learners’ competence in three interrelated domains when AI is introduced into a lesson plan: AI literacy, critical thinking, and online/net safety. In this lesson, students are encouraged to put their critical thinking skills to use when they are asked to check for inaccuracies or missing information in the results provided by NotebookLM. When doing this, students would also be developing their AI literacy, as they would learn how to write and reformulate prompts to get better results.

AI literacy means more than simply using AI tools (Daniela, 2024) In a lesson plan that mentions AI, we should expect activities or scaffolding that enable our learners to explore:

• What AI means (conceptually)

• How AI tools are used or embedded (for example, within digital resources)

• What the limitations, biases ,and ethical implications are.

Enhancements

We can enhance part 1 with the use of NotebookLM, which will help students create a summary of the information presented in the video. In the original version, students were asked to do the activity on their own, but in this version, they will enlist the help of AI and that in term will make sure that the most relevant information is extracted from the video. 

This enhancement is supported by the DigCompEdu approach since it aligns with two of its competences: 

Guidance: By integrating NotebookLM, the teacher provides digital scaffolding that supports students’ comprehension and synthesis skills. Instead of completing the summary task entirely on their own, students learn how to use AI as a learning partner - prompting, refining, and evaluating the AI-generated summary. This promotes guided autonomy, as learners must still engage critically with the AI’s output.

Collaborative Learning: Even though the task involves an AI tool, it encourages collaboration between humans and technology. Students learn to negotiate meaning, verify information, and co-construct knowledge alongside the digital assistant, which is an essential skill for learners in the digital era.