AI-Enabled Pedagogical Blueprint

Created by Dr. Leticia De Leon

AI-Enabled Pedagogical Blueprint

For Educators Planning Formative Scaffolds and Assignments

4. Scaffolded Practice with Advanced AI Iterative Prompting

5. Student SElf-Evaluation & Reflection

3. Architect Personalized Learning

2. Collaborative Critical Thinking

1. AI-Enabled Learning Objective

AI enabled steps, with advanced iterative prompting that guides feedback.

Create the plan that enables AI within specific parameters and for completing a formative assignment.

Creating AI-enabled learning objectives requires that AI literacy & human-in-the-loop verification be written into the objective

Use a guided process for students to self-evaluate and reflect on their use of AI, through a SHIFT model.

Enable in prior knowledge activation on topic collaborative discussion, using critical and evaluative thinking questions.

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Instructor Self-Evaluation & Reflection

5S + "Do Not"

• Set the Scene by giving AI a role, expertise or environment
• Specify by clearly defining the task or details of what you want.
• Simplify your language by using by conversational approach and avoid jargon
• Structure by indicating the format of the output (table, paragraph, bullet list, etc.)
• + “Do Not” includes a final statement that limits the AI from giving answers or solutions (attach assignment instructions to prompt)
• Share feedback (Iterative) to the AI to hone or improve the outputs so that it better fits the assignment and rubric (adjusted from AI for Education, 2025)
• Note: AI will ask you if you want a revised version of your assignment. For ethical practice and academic integrity, say no.

Collaborative Critical Thinking

• Enable in prior knowledge activation on topic, with a real-world scenario OR information on why the topic matters to them
• Place students in groups to leverage social capital & multiple perspectives.
• Use these questions or adjust them to your topic to introduce the skill of critical and evaluative thinking to your students.
• What are my assumptions about this topic?
• Why is it important?
• How can I verify this information?
• Why would others see it differently?

SHIFT

• Start with what intrigued you about the output: what surprises me? What prior knowledge does this show?
• Hone with details of what AI got right or wrong: what did you have to fact-check? What did AI get wrong? What did AI get wrong? What sources did I use to validate this?
• Identify the context of my work with what the AI said: did the AI output help me with what I was trying to accomplish? Did it take the learning I need to do away from me?
• Frame a new perspective by looking at the output from a different view or role: how would someone with different experiences see this output? What did I assuming at first? How did I adjust my perspective?
• Talk about what was missing or biased: was there bias or gap of information misrepresenting the output? What limitations or challenges did I learn about using AI? (Elaborated from:

AI-Enabled Objectives

Learning Objective Template: “By the end of this lesson, students will [brainstorm/analyze/evaluate] information on [topic], using AI to complete [task], and will [verify/critique/cite] by [verification human step].”

Example: “By the end of this lesson, students will analyze information from the transformative learning theory, using an AI assistant, and will verify from course materials by reframing information from sources.”

Architecting Personalized Learning

1. Align to AI-enabled objective
2. Gather and share materials necessary for students to gain knowledge of the topic
3. Create a set of allowable parameters for students to use AI assistants or generative AI in their formative task.
4. Include documentation of outputs in an appendix or other with the full AI conversation, with outputs and prompts.
5. Add instructions for completing the formative task that was student-developed, assisted by AI outputs. Sources outside AI should be included.
6. Add critical self-evaluation & self-reflection component to examine own ethical practice
7. Include a formative holistic rubric with AI criteria

Scaffolded Practice with AI Prompting

• Provide students with the assignment description and rubric in pdf or Word form to use in prompting. (or create it in an AI agent (see Appendix A)
• Students create a draft of their formative task using AI from step 3, which will be used for scaffolding practice
• Students are provided with AI enabled steps through a prompting framework, with iteration (Advanced AI prompting)
• Students gain feedback from AI for formative task draft (students use AI)
• Students revise or update their formative task based on feedback.

Instructor Self-Evaluation and Reflection

• Your own self-evaluation and reflection is critical to improving your assignments and considering how AI use helped or hindered learning, based on your students" outputs.
• Questions to ask yourself:
• Was the assignment description clear enough that students used AI as instructed?
• Did my rubric help students get appropriate feedback?
• Did my students learn what my formative objective stated?
• How did I ensure my human role was visible when I applied this process?
• BONUS: you can create an AI agent that grades student products, using the materials and a created rubric, with specific instructions