GUARD Focused Lab · Student Card

Goal or Shortcut?

Use AI to support learning without replacing it.

GUARD focus: G / D · 10–12 minutes · Classes 8–10

Situation

Your teacher asks for a five-minute history presentation explaining why the Salt March mattered. The marking criteria require an explanation in your own words, two reliable sources and a short question-and-answer discussion. You are behind schedule and a chatbot offers to write a polished script immediately.

Learning objective

Distinguish a legitimate learning goal from a shortcut, design an appropriate AI role, and retain responsibility for the final work.

1. Name the real goal

Which statement best defines the actual learning goal?

Evidence

The teacher will ask follow-up questions.
Marks are awarded for explaining causes and consequences, not for sounding polished.
Two reliable sources must be used.

Produce a polished five-minute script as quickly as possible.
Understand and explain why the Salt March mattered, using evidence and my own reasoning.
Collect as many historical facts as possible, even if I cannot explain how they connect.

Reasoning:

2. Choose an appropriate AI role

What is the strongest way to use AI while preserving the learning goal?

Evidence

The school permits brainstorming and feedback when the student writes the final response.
AI-generated citations may be inaccurate.
The student must answer questions without reading a script.

Ask AI to write the complete script, memorise it and disclose that AI wrote it.
Ask AI for planning questions and a possible structure, then verify sources and write the explanation myself.
Use an AI summary, change a few words and rely on the teacher not asking detailed questions.

Reasoning:

3. Build a learning-support prompt

Select the instructions that belong in a responsible prompt. Add one sentence of your own if useful.

□ Ask me clarifying questions before suggesting an outline.
□ Suggest a structure that connects causes, events and consequences.
□ Mark claims or quotations that need independent verification.
□ Suggest types of primary and secondary sources to look for, without inventing citations.
□ Write the final presentation in a voice that sounds like me.
□ Add a memorable quotation even if the exact source is uncertain.

Reasoning:

4. Make and communicate the decision

What should the student do next?

Use the planning prompt, verify all evidence, write my own presentation and record/disclose the assistance as required.
Do not use any AI because all AI support is automatically cheating.
Use the complete AI script because a disclosure statement makes any use acceptable.

Reasoning:

Final reflection

What evidence or stakeholder consideration most affected your decision?