Teacher Guidelines
Overview
| Element | Implementation | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Time | 2–3 lessons + homework | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Quality band | B (practice) or C (full project with submission) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Group size | Individual or pair work; retrospective in groups | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Tools | AI tools; a free account is enough | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| (Fill-in template table) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Safety and Disclaimer (read FIRST)
- This is an EXERCISE in judgment, not a first aid course. The goal is to practice prioritization and to detect machine errors, not to teach medical or safety procedures. Make this clear from the very first minute.
- Never react to AI in a real emergency. In a real emergency, training, the emergency line (112), and certified procedures apply, never a suggestion from a language model.
- The machine must not be a source of procedure. The prompt makes the machine label all actions [SUGGESTION — REQUIRES HUMAN EVALUATION]. If it presents a procedure as a fact, that is itself an example to analyze in Step 3.
- Psychological care. Crisis scenarios can touch upon the real experiences of some students (accidents, trauma). Offer a milder scenario and a way to step aside.
Preparation
- One AI tool.
- Can be framed with a short conversation: "when did you last have to decide quickly with incomplete information?"
- Read the completed example for the expected quality standard.
Progression
- Step 1 (15 min, without machine): students write about their own experience of decisions under pressure.
- Step 2 (lesson): run the crisis scenario in rounds; record decisions as they happen.
- Step 3 (lesson + homework): retrospective — where the machine failed, where judgment intervened.
- Discussion: who found a hallucinated procedure? Where would blind trust in the machine have led you astray?
Common Pitfalls
- Viewing the scenario as training in procedure. It is training in judgment.
- Fast answers taken as correct answers. Under pressure, the temptation is to trust what answers quickly; that is precisely the trap.
- Hallucinated procedure. Machines present the "correct" action with confidence. Demand human evaluation.
- No accountability. The project does not end until the student states which decision they would never delegate to a machine.
Adaptation
- Practical/safety vocational studies: connect to real prioritization in the field (without teaching procedure through a machine).
- Academic studies: focus on decision theory and information overload as phenomena.
- Milder version: choose pressure without accidents (e.g., organizational crisis, competition, project overload).
Discussion Questions
- Is the fastest answer the best answer under pressure?
- What in training and experience makes a person doubt a convincing but incorrect suggestion?
- What decision should never be delegated to a machine, and why?