Module 2: Critical Thinking and Technology
OTL545 Technology and Innovation
Module 2: Critical Thinking and Technology
Critical Thinking Lesson Plan
Matthew Klaver
Professor Vigil
1/25/26
Lesson Information
Lesson Title
How Accurate Is AI? Looking at how AI responds to our questions.
“The critical thinking gap is not a skills gap—it is an expectations gap. When students are not expected to think critically, they are rarely given opportunities to do so” (Laskowski, 2023, p. 15).
Grade/Subject Area
8th Grade ELA
Measurable Learning Objective(s)
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Students will be able to read an AI response and breakdown the response to determine what works well and what may be flawed about the response.
“Critical thinking does not emerge automatically from exposure to information or tools; it must be deliberately cultivated through task design and instructional choices” (Silver et al., 2022, p. 39).
Curriculum Standard or Course Learning Objective
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“ISTE Student Standard 1.3: Knowledge Constructor — Students critically curate resources using digital tools to construct knowledge and make informed decisions.”(International Society for Technology in Education [ISTE], 2016)
Technology and Critical Thinking
Technology
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GoogleDocs to collaborate on an analysis
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ChatGPT to respond to a student-specific query
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Students will deconstruct an AI response using a GoogleDoc graphic organizer to make their own determinations about the accuracy of AI responses.
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Students will challenge their thinking about AI through research and interaction with ChatGPT.
“Students develop critical thinking when they are required to examine assumptions, evaluate evidence, and justify their conclusions” (Silver et al., 2022, p. 40).
Higher-Order Thinking
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Analyzing - text responses
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Self-Evaluating - using evidence to determine credibility
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Critical Thinking - in what ways could AI be improved?
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Reflection - explain whether their thinking changed or not
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Communication - reflecting in the shared doc on the conclusions made
Lesson Structure (20–40 minutes)
Key Activities
(select one or create your own)
Time Allocation (minutes)
Description
Introduction
10 minutes
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When AI answers a query, is it correct? Is there bias?
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Students will discuss assumptions they have about AI.
“Classrooms that prioritize questioning, dialogue, and reflection create conditions where critical thinking becomes the norm rather than the exception” (Laskowski, 2023, p. 16).
Source Analysis
10 minutes
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The teacher will guide the student using a GoogleDoc graphic organizer to break down an AI response.
Small Group Discussions
10 mins
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Students will share their thinking and discuss with their table groups, share differences, findings, and common thinking around the accuracy of the response.
“Belief in students’ capacity to think critically is a prerequisite for designing learning experiences that demand it” (Laskowski, 2023, p. 15).
Whole Group Discussion
5-10 minutes
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Groups will share their discussions with the class.
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The teacher will fill in a GoogleDoc on the board, noting the similarities and differences between group thinking.
Reflection
5 minutes
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Students will share their thinking in an exit ticket in the class GoogleDoc:
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Prior to the lesson, what were your thoughts about AI responses?
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Did your thinking change about AI responses?
Next Class
60 minutes
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Students will repeat this process by doing individual research around some of their own queries and the accuracy of those responses.
“Authentic tasks that require students to apply knowledge in new contexts are essential for developing transferable critical thinking skills” (Silver et al., 2022, p. 41).
References:
International Society for Technology in Education. (2016). ISTE standards for students. https://www.iste.org/standards/students
Laskowski, T. (2023). Colin Seale on closing the critical thinking gap. Educational Leadership, 80(7), 14–19.
Silver, H. F., Boutz, A. L., & McTighe, J. (2022). 5 IDEAS for developing real-world thinking skills. Educational Leadership, 79(8), 38–42.