AI Literacy Progressions of Learning - Educators - Eagle County School District Re-50J

Navigation Guide

Each tab above provides a progression of learning for a specific area of AI. Self-assess your current skillset, then determine which skills you'd like to build to increase your AI Literacy. Below the progression are resources/ideas/examples you can use to develop each skill (see example below). Reach out to EdTech by submitting a helpdesk ticket to get support with developing your AI literacy skills!

AI Literacy Progression of Learning example

AI Literacy PoL Beg_Int Resource Example

AI Literacy PoL Adv_Exp Resource Example

AI Fundamentals

The progression of learning below focuses on AI FUNDAMENTALS: understanding both how to utilize AI and how AI works. Self-assess your current skillset, then determine which skills you'd like to build to increase your AI Literacy. Below the progression are resources/ideas/examples you can use to develop each skill. Either scroll through the resources charts OR click on a Click for resources link below a skill to go directly to resources aligned to that specific skill. Feel free to reach out to EdTech by submitting a helpdesk ticket to get support with developing your AI literacy skills!

AI Fundamentals

Beginner	Intermediate	Advanced	Expert
I know I am successful when I can… __ use basic "easy button" AI tools (e.g. MagicSchool, Brisk, etc.) designed for specific educational tasks in conjunction with the "Human In --> Human Out" principle. Click for resources __ describe an LLM and understand that it is trained on massive data sets. Click for resources __ articulate that LLM output is based on statistical probabilities and pattern recognition that predicts the most probable next word. It does not represent consciousness, belief, or human-like comprehension. Click for resources __ protect student and personal privacy by identifying and avoiding the input of Personally Identifiable Information (PII) into public AI systems. Click for resources	I know I am successful when I can… __ differentiate between single-purpose "Easy Button" AI tools and a sophisticated, multi-functional LLM interface (e.g. ChatGPT, Gemini, etc). Click for resources __ apply a structured prompting model (e.g. GRASP) and use the conversational, back and forth nature of LLMs to refine and iterate on an output, leading to significantly higher quality and more relevant results. Click for resources __ recognize that AI systems exhibit overconfidence in their responses despite containing obvious and/or subtle inaccuracies, which is a result of the model's training, not a reflection of objective truth. Click for resources	I know I am successful when I can… __ create and customize chatbots to link and ground an LLM's response to their own uploaded source documents, creating a private, highly accurate knowledge base for content creation or research that consistently produces desired outputs for complex, recurring tasks. Click for resources __ design sophisticated, multi-step workflows that leverage the strengths of different AI tools while compensating for their limitations. Click for resources __ request the LLM to output information in a structured data format (e.g. Markdown table, CSV, or JSON structure) that can be immediately copied for use in another program (e.g. spreadsheet, image editing tool, or programming environment). Click for resources	I know I am successful when I can… __ analyze complex model failures (e.g., contradictions, flawed reasoning, or deeply biased outputs) and form hypotheses about the underlying statistical or algorithmic cause, then use refined prompts to steer the model back to correct output. Click for resources __ utilize a basic customization interface (such as the "Teachable Machine" model) to intentionally modify the model's behavior or knowledge base. Click for resources

Click here to access a printable progression of learning.

Beginner Skills: Ideas, Resources, and Examples

Skill	Ideas, Resources, Examples
Use basic "easy button" AI tools (e.g. MagicSchool, Brisk, etc.) designed for specific educational tasks in conjunction with the "Human In --> Human Out" principle.	Explore pre-built AI tools for education (MagicSchool, Brisk, SchoolAI, etc.) and identify what specific function each serves. Human In → Human Out: When partnering with AI, maintain human oversight throughout the entire process. AI tools can serve as a thought partner but do not replace the critical thinking responsibilities of students, teachers, or administrators. Integrate the WISE framework into your thought process when considering using AI.
Describe an LLM and understand that it is trained on massive data sets.	Video: Introduction to How LLMs and Chatbots Work Video created in partnership by code.org, ETS, Khan Academy, and ISTE Looking for a deeper dive? Check out the entire Generative AI playlist from code.org! Explore Google's Teachable Machine to understand how AI is trained by creating a simple image or sound classification model. Example: Create a dataset of Rock, Paper, Scissors gestures in Teachable Machine. Compare the accuracy of the "guesses" against the quantity of data added to the dataset. Why might incorrect guesses occur?
Articulate that LLM output is based on statistical probabilities and pattern recognition that predicts the most probable next word. It does not represent consciousness, belief, or human-like comprehension.	Experiment with prompts that produce confident-sounding but incorrect answers, demonstrating that AI generates statistically likely responses without "knowing" if they're true. Identify and describe a "hallucination" or factual error generated by an LLM, explaining that it is a statistically plausible but factually incorrect pattern, not a "lie."
Protect student and personal privacy by identifying and avoiding the input of Personally Identifiable Information (PII) into public AI systems.	Create a checklist of PII to never input into AI: student names, addresses, phone numbers, email addresses, ID numbers, grades, medical information, family details, etc. Practice anonymizing student work before inputting it into AI tools (use "Student A," remove identifying details, generalize locations). Develop templates with placeholder text (e.g., "[Student Name]," "[School]") that can be used when seeking AI assistance with student-related tasks. Understand that anything entered into most AI tools becomes part of your conversation history and may be used for training the LLM (check specific tool policies).

Intermediate Skills: Ideas, Resources, and Examples

Skill	Ideas, Resources, Examples
Differentiate between single-purpose "Easy Button" AI tools (MagicSchool, Brisk, etc.) and a sophisticated, multi-functional LLM interface (ChatGPT, Gemini, etc).	Use an "easy button" tool (MagicSchool, Brisk, etc) and then use an LLM (chatGTP, Gemini, etc) to generate a detailed proficiency scale or rubric, articulating the difference in their underlying complexity and flexibility. Article: “AI is Growing Up - Are We Helping Teachers Grow With It?”
Apply a structured prompting model (e.g. GRASP) and use the conversational, back and forth nature of LLMs to refine and iterate on an output, leading to significantly higher quality and more relevant results.	Apply the GRASP model (Goal, Role, Audience, Situation, Product) to create a detailed prompt for generating educational content. Compare outputs from a vague prompt vs. a GRASP-structured prompt to demonstrate improvement in quality and relevance. Generate a draft document, then immediately follow up with a refinement command like: "Now, using only the style of a formal memorandum, revise the second paragraph and make the tone more enthusiastic."
Recognize that AI systems exhibit overconfidence in their responses despite containing obvious and/or subtle inaccuracies, which is a result of the model's training, not a reflection of objective truth.	Identify examples where AI presents incorrect information with complete confidence and without caveats. Practice asking AI, "How confident are you in this answer?" and observe how it may express certainty even when wrong. Document patterns of AI errors in your subject area and create subject-specific checklists of commonly problematic areas (e.g., in history: dates and causal relationships; in science: units and chemical formulas). Notice the leading questions that AI may present at the end of its output and recognize that it may direct you down a specific path.

Advanced Skills: Ideas, Resources, and Examples

Skill	Ideas, Resources, Examples
Create and customize chatbots to link and ground an LLM's response to their own uploaded source documents, creating a private, highly accurate knowledge base for content creation or research that consistently produces desired outputs for complex, recurring tasks.	Upload specific sources to NotebookLM and generate a synthesis that identifies common themes and contrasting viewpoints. Build a Gem with a detailed persona, constraints, and output formats that serves as a specialized teaching assistant for your subject area. Create multiple Gems for different purposes (e.g., "Differentiation Helper," "Formative Assessment Creator," "Parent Communication Assistant") with distinct personalities and approaches. Analyze shared resources (e.g., common assessments, student work examples) and generate evidence-based observations.
Design sophisticated, multi-step workflows that leverage the strengths of different AI tools while compensating for their limitations.	Build a complex project that chains multiple AI interactions, using one output as the structured input for the next step, with human oversight at critical junctures. Prompt multiple different LLMs with the same prompt to determine strengths and limitations of each, knowing which to use for different purposes.
Request the LLM to output information in a structured data format (Markdown table, CSV, simplified JSON structure) that can be immediately copied for use in another program (spreadsheet, image editing tool, or programming environment).	Prompt the LLM with specific output format requests: "Generate a list of 10 historical figures, and present the output as a Markdown table with three columns: 'Name', 'Century', and 'Primary Contribution'." "Provide the following information as a simple JSON object: figure name, color palette (hex codes), and image prompt." Consider using this language when describing the "Product" step of GRASP.

Expert Skills: Ideas, Resources, and Examples

Skill	Ideas, Resources, Examples
Teachers can analyze complex model failures (e.g., contradictions, flawed reasoning, or deeply biased outputs) and form hypotheses about the underlying statistical or algorithmic cause, then use refined prompts to steer the model back to correct output.	Systematically test a model by asking it to reason through a known logic puzzle; when it fails, analyze where the statistical prediction went wrong (e.g., it skipped a constraint) and adjust the prompt to address the likely failure point.
Teachers can utilize a basic customization interface (such as the "Teachable Machine" model) to intentionally modify the model's behavior or knowledge base.	Create a Teachable Machine project to incorrectly train on a specific set of classroom objects or subject-specific visuals. Reflect on how the quantity and quality of the training data impact the model's accuracy.

Ethical Use of AI

The progression of learning below focuses on Ethical Use of AI: prioritizing integrity and fairness while mitigating bias and harm when using AI. Self-assess your current skillset, then determine which skills you'd like to build to increase your AI Literacy. Below the progression are resources/ideas/examples you can use to develop each skill. Either scroll through the resources charts OR click on a Click for resources link below a skill to go directly to resources aligned to that specific skill. Feel free to reach out to EdTech by submitting a helpdesk ticket to get support with developing your AI literacy skills!

Ethical Use of AI

Beginner	Intermediate	Advanced	Expert
I know I am successful when I can… __ understand that human oversight (Human In --> Human Out) is the final and most critical check on all AI use, ensuring that the model remains a tool and never the final decision-maker. Click for resources __ understand that AI training data reflects biases present in internet content, particularly overrepresenting WEIRD (Western, Educated, Industrialized, Rich, Democratic) perspectives. Click for resources __ recognize the importance of disclosing AI use to build trust with students, colleagues, and families and commit to being transparent about when and how they use AI in professional tasks. Click for resources	I know I am successful when I can… __ apply the WISE framework (Wellbeing, Integrity, Skills, Engagement) to make intentional decisions about when and how to use AI. Click for resources __ go beyond simple factual verification to critically assess the language, cultural references, and representation in AI outputs, ensuring they are culturally responsive to all students. Click for resources __ recognize the societal threat posed by deepfakes (AI-generated media) and can teach media literacy strategies to critically assess all digital content. Click for resources __ recognize that students have varying levels of access to AI tools and design practices that don't exacerbate inequities. Click for resources	I know I am successful when I can… __ demonstrate a comprehensive understanding of AI's broad societal implications, including its economic impact, energy and water consumption required for training and operation, influence on labor markets, ethical governance challenges, and potential for exacerbating or mitigating social inequalities. Click for resources __ navigate complex intellectual property questions related to AI-generated content and teach students to do the same. Click for resources	I know I am successful when I can… __ identify and address intersecting and compounding biases in AI systems, including those related to race, gender, socioeconomic status, disability, language, and geographic location. Click for resources __ design and advocate for AI implementation approaches that promote equity and inclusion. Click for resources

Click here to access a printable progression of learning.

Beginner Skills: Ideas, Resources, and Examples

Skill	Ideas, Resources, Examples
Understand that human oversight (Human In --> Human Out) is the final and most critical check on all AI use, ensuring that the model remains a tool and never the final decision-maker.	Practice applying the 'EVERY' framework to several AI outputs and document what you found and changed at each step: Evaluate the initial output to see if it meets the intended purpose and your needs. Verify facts, figures, quotes, and data using reliable external resources and lateral reading techniques to ensure no hallucinations or bias. Engage in every conversation with the GenAI chatbot, providing critical feedback and oversight to improve the AI’s output. Revise the results to reflect your unique needs, style, and/or tone. AI output is a great starting point, but shouldn’t be a final product. You are ultimately responsible for everything you create with AI. Always be transparent about if and how you used AI.
Understand that AI training data reflects biases present in internet content, particularly overrepresenting WEIRD (Western, Educated, Industrialized, Rich, Democratic) perspectives.	Recognize that most internet content is created by people from WEIRD backgrounds, which influences what AI "knows" and how it responds. WEIRD: Western, Educated, Industrialized, Rich, from Democratic countries) Test AI tools with prompts about diverse cultures, languages, or perspectives and notice gaps or stereotypes in responses. Actively seek to supplement AI outputs with diverse sources and perspectives not well-represented in training data. Discuss with students how AI reflects the biases of its training data and why diverse human input is essential.
Recognize the importance of disclosing AI use to build trust with students, colleagues, and families and commit to being transparent about when and how they use AI in professional tasks.	Draft and share a simple statement with students, outlining when AI was used to generate materials (e.g., "This rubric was generated by Gemini and refined by me"). Proactively have conversations with students about the importance of disclosure for their own work to establish a culture of academic honesty. Practice explaining to parents/guardians how you use AI as a teaching tool while maintaining your professional judgment and oversight.

Intermediate Skills: Ideas, Resources, and Examples

Skill	Ideas, Resources, Examples
Apply the WISE framework (Wellbeing, Integrity, Skills, Engagement) to make intentional decisions about when and how to use AI.	Apply the WISE framework before using AI so you are aware of your purpose and intended outcome.
Go beyond simple factual verification to critically assess the language, cultural references, and representation in AI outputs, ensuring they are culturally responsive to all students.	Test AI with prompts about different cultures, genders, professions, or regions and analyze responses for stereotypes or omissions. Notice when AI defaults to Western/American perspectives, dominant languages, or mainstream viewpoints. Actively prompt AI to include diverse perspectives: "Include viewpoints from indigenous communities, global south perspectives, and non-western approaches."
Recognize the societal threat posed by deepfakes (AI-generated media) and can teach media literacy strategies to critically assess all digital content.	Understand that deepfakes are becoming increasingly sophisticated and that technical detection is becoming more difficult. Create protocols for verifying the authenticity of media before sharing or using it: check original sources, look for corroboration, use reverse image search. Integrate these News Literacy Project Lesson Resources into your curriculum to ensure students are equipped with tools and strategies to assess digital content.
Recognize that students have varying levels of access to AI tools and design practices that don't exacerbate inequities.	Understand that not all students have access to AI tools at home (paid subscriptions, device requirements, internet access, etc.). Avoid assigning work that requires AI access outside of school unless you can ensure equitable access. Provide school-based access to AI tools when they're incorporated into learning. Consider how AI use in your practice might advantage or disadvantage particular groups of students.

Advanced Skills: Ideas, Resources, and Examples

Skill	Ideas, Resources, Examples
Demonstrate a comprehensive understanding of AI's broad societal implications, including its economic impact, energy and water consumption required for training and operation, influence on labor markets, ethical governance challenges, and potential for exacerbating or mitigating social inequalities.	Research and discuss the following issues: LLMs require significant energy and have environmental costs Labor issues in AI development (data labeling, content moderation, low-wage work in AI training, etc) Consider these factors when making decisions about AI use: Is this use case valuable enough to justify the resources?
Navigate complex intellectual property questions related to AI-generated content and teach students to do the same.	Research the evolving legal landscape around AI and copyright (training data use, ownership of outputs, fair use considerations, etc) Teach students about intellectual property implications of using AI in their own work. Develop policies for student work that incorporates AI, ensuring understanding of ownership and attribution.

Expert Skills: Ideas, Resources, and Examples

Skill	Ideas, Resources, Examples
Identify and address intersecting and compounding biases in AI systems, including those related to race, gender, socioeconomic status, disability, language, and geographic location.	Understand how multiple biases can compound (e.g. AI may be particularly weak at representing low-income, non-English-speaking women from the global south). Actively test AI across multiple dimensions of diversity and document gaps and stereotypes. Create comprehensive strategies for bias mitigation that include prompting techniques, output verification, and supplementary resource curation. Lead professional learning on AI bias, helping colleagues recognize subtle forms of bias they might otherwise miss.
Design and advocate for AI implementation approaches that promote equity and inclusion.	Recognize and address how AI might reinforce existing educational inequities or create new ones. Develop strategies that use AI to support rather than further marginalize struggling learners. Advocate for policies that ensure AI enhances, rather than undermines, educational equity.

AI Integration in the Classroom

The progression of learning below focuses on AI Integration in the Classroom: empowering students to expand their own AI literacy skills. Self-assess your current skillset, then determine which skills you'd like to build to increase your AI Literacy. Below the progression are resources/ideas/examples you can use to develop each skill. Either scroll through the resources charts OR click on a Click for resources link below a skill to go directly to resources aligned to that specific skill. Feel free to reach out to EdTech by submitting a helpdesk ticket to get support with developing your AI literacy skills!

AI Integration in the Classroom

Beginner	Intermediate	Advanced	Expert
I know I am successful when I can… __ explore, experiment with, and utilize AI tools to save time and improve instructional planning. Click for resources __ introduce students to basic AI literacy concepts appropriate to their developmental level. Click for resources __ utilize an education-specific platform with students and review the teacher oversight features of the platform. Click for resources __ understand that AI detection tools are not reliable, and use this to make informed decisions about their assessment practices and academic integrity policies accordingly. Click for resources	I know I am successful when I can… __ design and implement age-appropriate learning activities where students use AI under guidance, focusing on critical thinking and content evaluation, rather than on simple content generation. Click for resources __ continue to provide age-appropriate AI Literacy to build student understanding of how AI works. Click for resources __ use AI tools to support students with diverse learning needs, including English learners, students with disabilities, and advanced learners. Click for resources	I know I am successful when I can… __ design sophisticated student tasks where AI use is not only allowed but required, positioning the model as a collaborator for tasks that emphasize analysis, synthesis, critique, and revision over simple content creation. Click for resources __ partner with students to deepen their understanding of the different aspects of AI Literacy: developing students' sophisticated skills in prompt engineering, critical evaluation, and using AI to accelerate the learning process. Click for resources __ train and mentor colleagues on how AI systems work, effective prompting strategies, and tool selection. Click for resources	I know I am successful when I can… __ design and implement highly innovative, AI-enhanced learning experiences that leverage the full capabilities of AI technologies to create adaptive, personalized, and engaging curricula, including integrating multiple AI tools and understanding their interoperability. Click for resources __ serve as an expert and/or coach, guiding colleagues in the strategic integration of AI, troubleshooting pedagogical dilemmas, and leading the dynamic adaptation of the curriculum in response to new AI capabilities. Click for resources

Click here to access a printable progression of learning.

Beginner Skills: Ideas, Resources, and Examples

Skill	Ideas, Resources, Examples
Explore, experiment with, and utilize AI tools to save time and improve instructional planning.	When writing your prompt in an AI platform, imagine that you are talking to your teaching assistant or partner teacher and asking them to help you create something. Try using AI to do the following: draft communications, organize meeting notes, lesson plan, develop student activities, create resources, and other administrative tasks. Use the ADAPT Framework to guide you on ways to enhance all areas of your teaching practice.
Introduce students to basic AI literacy concepts appropriate to their developmental level.	ECSD AI Guiding Principles and Agreements ECSD AI Ethics and Literacy Lesson (Secondary) This lesson introduces students to the basics of AI and the ECSD AI Guiding Principles and Agreements and an interactive format. Human In → Human Out: When partnering with AI, maintain human oversight throughout the entire process. AI tools can serve as a thought partner but do not replace the critical thinking responsibilities of students, teachers, or administrators.
Utilize an education-specific platform with students and review the teacher oversight features of the platform.	Teach students to use the WISE framework before using AI to help them reflect on their purpose and intended outcome when using AI. MagicSchool - MagicStudent MagicStudent Intro Video Brisk - Brisk Boost Brisk Boost Intro Video SchoolAI - Spaces Spaces Instructional Guide
Understand that AI detection tools are not reliable, and use this to make informed decisions about their assessment practices and academic integrity policies accordingly.	Develop alternative methods for ensuring authentic student work: conferences, process documentation, in-class writing, oral explanations Recognize that AI detectors produce both false positives (flagging human writing as AI) and false negatives (missing AI-generated content) Understand that AI detectors can be biased against non-native English speakers and students with certain writing styles. Research and Resources UCSD Resources MIT Resources NIH AI Detector Article

Intermediate Skills: Ideas, Resources, and Examples

Skill	Ideas, Resources, Examples
Design and implement age-appropriate learning activities where students use AI under guidance, focusing on critical thinking and content evaluation, rather than on simple content generation.	Teach students to create prompts using the GRASP model. Teach students to critically evaluate AI outputs: "What did the AI get right? What's missing? What biases do you notice? How would you improve this?" Use the EVERY framework Have students use the LLM to analyze a primary source document (e.g., "Analyze the author's tone") and then require the students to compare the AI's analysis against their own, focusing on where the AI's reasoning failed or succeeded. Create "AI-transparent" tasks where students can use AI but must document and explain their use. Use the AI Integration Guide to help plan the task. Use the AI Trust You extension as a mode of communication regarding AI use between teacher and student. (This is already installed and available for all staff and secondary students.) The Prompt Library from Wharton (UPenn) provides scaffolds to help you refine your prompting skills and understand the degree of detail involved in creating a more successful prompt.
Continue to provide age-appropriate AI Literacy to build student understanding of how AI works.	Allow students to explore Teachable Machine to build a simple AI model. Watch and discuss the videos in this Generative AI playlist from code.org with students to gain a deeper understanding of how AI works. Consider a jigsaw activity where groups of students are assigned a different video from the playlist to watch, discuss, and create a mini lesson on the content. Then students from each group combine and teach each other the content from their video. Discuss citations and attributions with students using this How to Cite AI (Purdue LibGuide) resource.
Use AI tools to support students with diverse learning needs, including English learners, students with disabilities, and advanced learners.	Use AI to generate differentiated materials: leveled texts, translations, advanced extensions, multiple representations For support with learning how to do this, submit a helpdesk ticket and someone from EdTech will be happy to work with you! *NOTE: Ensure that you are still providing rigorous content to students when leveling texts. Reach out to the Exceptional Student Services department or Multi Lingual Education department for support! Provide AI tools that help students access content in ways that work for them while maintaining high expectations. Consider using Brisk Boost or a SchoolAI Space to allow students to access an AI tutor that they can ask questions and can help break down content Be mindful that AI tools may not replace specialized supports from EL teachers, special educators, or other specialists.

Advanced Skills: Ideas, Resources, and Examples

Skill	Ideas, Resources, Examples
Design sophisticated student tasks where AI use is not only allowed but required, positioning the model as a collaborator for tasks that emphasize analysis, synthesis, critique, and revision over simple content creation.	Design an assignment where students must submit three distinct artifacts: an initial human-generated outline, an AI-generated draft based on the outline, and a final, human-revised and enhanced version that shows substantive changes. Require students to deliberately use AI to generate flawed or biased content, and then challenge the students to use course knowledge to systematically fix, refine, or argue against the AI's output. Create multi-stage assessments: AI-assisted research → individual synthesis → peer collaboration → final product with attribution Implement portfolio assessments that include student reflection on AI use across multiple assignments.
Partner with students to deepen their understanding of the different aspects of AI Literacy: developing students' sophisticated skills in prompt engineering, critical evaluation, using AI to accelerate the learning process, and appropriate use.	"The Reverse Prompt Engineer" This exercise helps students understand how different prompts lead to vastly different outputs. Activity: The teacher gives students two different AI-generated explanations of photosynthesis. One is a simple, one-paragraph summary. The other is a detailed, multi-paragraph explanation that includes the chemical equation. The students' task is not to write a summary, but to work backward and write the exact prompts they believe generated each output (e.g., "Explain photosynthesis to a 5th grader" vs. "Provide a detailed scientific explanation of photosynthesis for a middle school science report"). AI Skill Taught: Prompt Engineering. By deconstructing outputs, students develop a more intuitive understanding of how to use commands, specify audience, and define format to control AI results. "The AI Debate Sparring Partner" Students use AI to anticipate counterarguments and deepen their understanding of complex issues. Activity: When preparing for a class debate, students are assigned a position. Their homework is to use a chatbot as a sparring partner. They learn to use a "persona prompt," such as: "You are a historian who is critical of the New Deal. Provide me with the three strongest arguments against my position that the New Deal was a success, and cite one piece of historical evidence for each argument." AI Skill Taught: Accelerating Learning. The AI helps students see the issue from multiple perspectives, identify weaknesses in their own arguments, and engage with the topic on a much deeper level than simple research would allow. Facilitate student discussions about classroom AI policies and ethical AI use, incorporating their perspectives and concerns. Design learning experiences where students practice making ethical AI decisions and explaining their reasoning. Leverage AI Trust You to provide a 2-way communication path between teacher and student regarding student AI interactions. (This is already installed and available for all staff and secondary students.)
Train and mentor colleagues on how AI systems work, effective prompting strategies, and tool selection.	Lead professional development sessions that progress from basic concepts (what is an LLM) to advanced applications (custom Gems and multi-tool workflows). Create a resource library with templates for GRASP-style prompts, tool comparison guides, and troubleshooting strategies. Establish a community of practice where teachers share AI experiments, successful prompts, and lessons learned from AI failures.

Expert Skills: Ideas, Resources, and Examples

Skill	Ideas, Resources, Examples
Design and implement highly innovative, AI-enhanced learning experiences that leverage the full capabilities of AI technologies to create adaptive, personalized, and engaging curricula, including integrating multiple AI tools and understanding their interoperability.	Develop a project that integrates a text-based LLM (for research/critique), an image generator (for visual communication), and a data analysis tool (for summarizing findings) into a single capstone experience for students. Build an adaptive learning pathway where the AI adjusts the difficulty of the next resource or task based on a student's performance on the current section, allowing for true personalization with teacher oversight. Design interdisciplinary projects that use AI to tackle complex, authentic problems requiring synthesis across domains. Build student agency by teaching students to select and combine appropriate AI tools for their own learning purposes. Then ask students to reflect on why they chose and how they used the different tools to achieve their goals. Design collaborative activities where students work together to evaluate and improve AI outputs, promoting critical thinking and peer learning.
Serve as an expert and/or coach, guiding colleagues in the strategic integration of AI, troubleshooting pedagogical dilemmas, and leading the dynamic adaptation of the curriculum in response to new AI capabilities.	Lead a training session for a department on how to shift assessment design away from traditional, easily-ai-generated products toward process-based, AI-enhanced projects. Develop a shared resource library of high-quality, AI-integrated lessons. Coach a colleague through implementing their first AI-mandatory assignment.

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AI Literacy Progressions of Learning - Educators

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AI Fundamentals

AI Fundamentals

Ethical Use of AI

Ethical Use of AI

AI Integration in the Classroom

AI Integration in the Classroom